Way to Go - Volume 1 - ALUNO

K ÁTIA TAV TAVARE S CLAUDIO FRANCO ■

Língua estrangeira moderna – Inglês

1 1 1 ENSINO MÉDIO

Língua Estrangeira Moderna – Inglês Kátia Cristina Cr istina do Amaral Amara l Tavares Tavares

Doutora em Linguística Aplicada e Estudos da Linguagem pela PUC-SP. Mestre 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-Rio. Autora Autora de livros didáticos de inglês. Claudio de Paiva Franco

Doutor em Estudos Linguísticos (Linguística Aplicada) pela UFMG. Mestre em Linguística Aplicada pela UFRJ. Professor de Língua Inglesa da Faculdade de Letras da UFRJ. Proficiente em Inglês pela Universidade de Cambridge (CPE), Inglaterra. Foi professor de Educação Básica das redes estadual (Ensino Médio) e federal (Ensino Fundamental e Médio). Autor de livros didáticos de inglês.

MANUAL DO PROFESSOR

1a edição 1a impressão São Paulo 2013

1 1 1 ENSINO MÉDIO

Diretoria editorial: Angélica Pizzutto Pozzani Gerência de produção editorial: Hélia de Jesus Gonsaga Editoria de Linguagens, Códigos e suas Tecnologias: Luiz Tonolli Editores: Eliana Antonioli, Danuza Dias Gonçalves e Daniel de Febba Santos (conteúdo digital) Supervisão de arte e produção: Sérgio Yutaka Editor de arte: Erik TS Diagramação: Fajardo & Ranzini Design Supervisão de criação: Didier Moraes Editora de arte e criação: Andréa Dellamagna Design gráfico: A+ Comunicação (capa e miolo) Revisão: Rosângela Muricy (coord.), Ana Paula Chabaribery Malfa, Célia da Silva Carvalho, Luís Maurício Bôa Nova e Gabriela Macedo de Andrade (estag.) Supervisão de iconografia: Sílvio Kligin Pesquisadores iconográficos: Caio Mazzilli, Claudia Bertolazzi e Douglas Cometti Cartografia: Juliana Medeiros de Albuquerque e Márcio Santos de Souza Tratamento de imagem: Cesar Wolf e Fernanda Crevin Ilustrações: Sirayama Direitos desta edição cedidos à Editora Ática S.A . Av. Otaviano Alves de Lima, 4400 6o andar e andar intermediário ala A Freguesia do Ó – CEP 02909-900 – São Paulo – SP Tel.: 4003-3061 www.atica.com.br/[email protected] Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) Tavares, Kátia Cristina do Amaral Way to go! : língua estrangeira moderna : inglês : ensino médio / Kátia Cristina do Amaral Tavares, Claudio de Paiva Franco. –1. ed. – São Paulo : Ática, 2013. Obra em 3 v. 1. Inglês (Ensino médio) I. Franco, Claudio de Paiva . II. Título. 13-03560 CDD-420.7

Índice para catálogo sistemático: 1. Inglês : Ensino médio 420.7 2013 ISBN 978 8508 16319-9 (AL) ISBN 978 8508 16320-5 (PR) Código da obra CL 712779 Uma publicação

2

Versão digital

Diretoria de tecnologia de educação: Ana Teresa Ralston Gerência de desenvolvimento digital: Mário Matsukura Gerência de inovação: Guilherme Molina Coordenadores de tecnologia de educação: Daniella Barreto e Luiz Fernando Caprioli Pedroso Editores de tecnologia de educação: Cristiane Buranello e Juliano Reginato Editores assistentes de tecnologia de educação: Aline Oliveira Bagdanavicius, Drielly Galvão Sales da Silva, José Victor de Abreu e Michelle Yara Urcci Gonçalves Assistentes de produção de tecnologia de educação: Alexandre Marques, Gabriel Kujawski Japiassu, João Daniel Martins Bueno, Paula Pelisson Petri, Rodrigo Ferreira Silva e Saulo André Moura Ladeira Desenvolvimento dos objetos digitais: Agência GR8, Atômica Studio, Cricket Design, Daccord e Mídias Educativas Desenvolvimento do livro digital: Digital Pages

APRESENTAÇÃO 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. Isso acontece porque 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 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 criticamente 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 da variedade linguística. 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

3

Contents 6 7

Conheça seu livro Tips into Practice Exploring infographics Unit

15

1 Studying with Technology

Establishing connections with Information Technology Vocabulary Study Transparent words Word groups

Language in Use Present Simple Question words

Exploring mind maps Unit

29

2 Save the World! Go Green!

Establishing connections with Biology and Geography Vocabulary Study Word formation Multi-word verbs

Language in Use Imperative Imperative and Present Simple

43 46 47 48

Review 1 Studying for Exams Thinking about Learning

Project 1A Exploring newspaper and magazine headlines Unit

49

3 Traveling around Brazil

Establishing connections with Geography, History, Philosophy, Sociology Vocabulary Study Synonyms Noun phrases

Language in Use Present Continuous Present Simple or Present Continuous? Question words Possessive adjectives

Exploring descriptions of images Unit

63

4 Feel the Image, Feel the Feeling

77 80 81 82

4


Project 1B

Establishing connections with Arts and Literature Vocabulary Study Discourse markers

Language in Use -ING : noun, adjective or verb? Modal verbs: may , might , could

Exploring biographies Unit

83

5 Old Heroes, New Heroes

Establishing connections with History Vocabulary Study Compound words Word formation

Language in Use Past Simple Object pronouns

Exploring timelines Establishing connections with Biology, Physics and History Unit

97

6 Inventions and Discoveries

Vocabulary Study Noun phrases Multi-word verbs Synonyms Word formation

Language in Use Past Simple (Review) Past Continuous Past Simple or Past Continuous?

111 114 115 116


Project 2A Exploring game reviews Unit

117

7 Have Fun and Get Fit

Establishing connections with Physical Education Vocabulary Study Word formation Discourse markers

Language in Use Relative pronouns: which, who, that

Exploring poems Unit

131

Establishing connections with Literature and Portuguese

8

Vocabulary Study

Express Yourself through Words

Language in Use

145 148 149 150

Review 4

151 162 170

Language Reference Irregular Verbs Glossary

Politically correct terms Discourse markers Future with will

Studying for Exams Thinking about Learning

Project 2B 174 176

Index Bibliography

. o m r o v c i l m o e d c o e r g a n p l o a o o a i r s á a n m u i g s á e t p s s e a n n s s o a t d i a d z é i l i r c t u s s o v n i e t c g e a p m s i e s r A s o

5

Tips into Practice �. Leia o texto abaixo e responda: a. Qual é a ideia principal? b. Qual é o objetivo do texto? c. Quais recursos foram empregados para atingir esse objetivo? o ã ç u d o r p e R / s s e r p x E e n i n n e P s n a r T

Available at: . Accessed in May 2013.

�. Muitas vezes, algumas estratégias de leitura, como observar o uso de diferentes tamanhos e cores de letras, nos ajudam a compreender um texto. O que ajudou você a compreender o texto? Tips into Practice

7

Nesta seção, pense sobre as estratégias de leitura que você já usa e aprenda outras. Antes de fazer os exercícios sobre o texto abaixo, conheça algumas dicas de estratégias que são importantes antes, durante e/ou depois da leitura do texto. A

B Ative seu conhecimento prévio sobre o tema do texto para favorecer o estabelecimento de hipóteses sobre o que será lido.

Identifique o gênero textual (anúncio, artigo de revista etc.) para, com base no que você já sabe sobre esse gênero, compreender melhor o texto, seus objetivos e sua estrutura.

Health Smart

SLEEP SCIENCE

C Identifique a seção (da revista) a que o artigo pertence para facilitar a formação de hipóteses sobre o que será lido.

D

Sleep keeps the kilos at bay

s e g a m I w o l G / k c o t s r e t t u h S / s r u c r A i r u Y

F Apoie-se em palavras transparentes para fazer previsões sobre o texto e compreendê-lo.

G Localize números, abreviações e nomes para identificar informações específicas mais rapidamente.

Growing evidence suggests a good sleep routine plays an important part in weight control — with a study from the Mayo Clinic showing sufficient sleep is needed to keep our kilojoule intake on track. Study participants who slept for 80 minutes less than a control group consumed on average an extra 2300 kJ each day. “Research shows that when people

E Faça previsões sobre o texto a partir do título e das palavras-chave.

are sleep deprived there are changes inside the brain and this could be driving them to eat more,” says study co-investigator Dr Andrew Calvin. The hormones linked to hunger may be upset, too. “Even though they [sleepdeprived study participants] produced the signal telling them they were full, they still consumed extra kilojoules.”

H Identifique a fonte do texto para favorecer o estabelecimento de hipóteses sobre o que será lido.

Sleep Science READER’S DIGEST. New Zealand: Reader’s Digest (Australia) PTY LTD, v. 181, n. 1083, August 2012. p. 28.

8 Tips into Practice

Faça previsões sobre o texto a partir da imagem e de seu conhecimento de mundo.

�. Agora, faça as atividades sobre o texto da página anterior. Para cada exercício, informe a estratégia de leitura (A-H) que você utilizou. a. Com base na foto, sobre o que o texto deve tratar?

Tip:

b. O que você sabe sobre o sono? Por que precisamos dormir? Quantas horas por dia você dorme?

Tip:

c. A partir do título, descobrimos que o texto estabelece uma relação entre o sono e o

Tip:

(

) peso

(

) humor

(

) estresse

d. Qual o gênero do texto apresentado? ( ( (

Tip:

) Artigo de revista ) Anúncio de colchão ortopédico ) Campanha publicitária

e. Ao identificar a fonte do texto, percebemos que foi publicado em uma revista ( ( (

) de economia ) especializada em contos ) de assuntos diversos

f. Em que seção da revista o texto foi publicado? (

Tip:

) Saúde

(

) Economia

Tip:

(

) Entretenimento

g. Quais as palavras transparentes do texto?

Tip:

h. Complete com informações sobre a pesquisa mencionada no texto.

Tip:

De acordo com o pesquisador

, uma

pessoa que dorme menos consome mais calorias. No estudo, realizado na

, um grupo de pessoas

que dormiu

a menos do que outro grupo

consumiu 2 300 kj (cerca de 550 calorias) diárias a mais.

Tips into Practice

9

�. Read the text and mark the correct answers. Learn new tips! o ã ç u d o r p e R / k e e w s w e N

I Observe o leiaute do texto, ou seja, a organização visual dos elementos verbais (palavras) e não verbais (cores, tipos de fonte, imagens etc.) na página.

J Note que o título apresenta a ideia geral do texto. K Note que os subtítulos ampliam/detalham a ideia apresentada no título.

L Observe as relações entre os elementos verbais e não verbais.

From: NEWSWEEK, July 16 2012.

Tip B

Tip I

can help you!

a. e text is a ( ) magazine cover. ( ) magazine article. ( ) campaign slogan.

b. e purpose of the text is ( ) to attract people’s attention to buy the magazine. ( ) to convince readers to agree with the author’s opinion. ( ) to raise people’s consciousness on the positive effects of technology.

�. Quais são as palavras transparentes do texto?


can help you!

c. e name of the magazine is ( ) iCRAZY. ( ) Newsweek. ( ) Exclusive.

�. Responda às questões com base no texto. Para cada item, utilize a dica de estratégia de leitura sugerida. a. No título “iCRAZY ”, a que “i” se refere?

Tip: A

b. Qual a relação entre a foto e o termo iCrazy ?

Tip: J L ,

c. Quais os três exemplos de problemas psicológicos que podem ser desenvolvidos por pessoas viciadas em conexão à Internet?

Tip: K

d. Por que a expressão connection addiction tem uma cor diferente?

Tip: I

e. No subtítulo “How connection addiction is rewiring our brains”, qual trecho descreve os efeitos do vício em conexão à Internet?

Tip: K

�. Que ideias você espera encontrar na matéria de capa da revista?

�. Leia o título e o subtítulo da matéria de capa da revista para verificar se suas previsões se confirmam. M

In Newsweek Magazine

Is the Web Driving Us Mad?

Um texto pode ser lido com diferentes objetivos. Neste caso, o objetivo é verificar se as previsões feitas devem se confirmar.

Jul 9, 2012 1:00 AM EDT Tweets, texts, emails, posts. New research says the Internet can make us lonely and depressed—and may even create more extreme forms of mental illness, Tony Dokoupil reports.

Available at: . Accessed in September 2012. (fragment)

Tips into Practice

11

�. Complete o esquema com palavras do fragmento de texto do exercício 6. N

TECHNOLOGY

PSYCHOLOGICAL EFFECTS

• tweets •

MAD

•

• lonely •

Use expressões e/ou palavras-chave para criar um esquema, diagrama, quadro ou mapa conceitual e, assim, organizar visualmente as ideias de um texto, antes, durante e/ou depois da leitura.

• extreme forms

•

of

�. Read the text and answer the questions. Learn more tips! O

Q

P

Observe o contexto para identificar palavras parecidas com o português, mas com significado diferente ( false friends ).

Apoie-se no vocabulário já conhecido. Isso vai ajudá-lo na compreensão do texto.

Why do we need a varied diet?

A Late last year , a study conducted in 10 European countries showed that eating a variety of fruits and vegetables reduces lung cancer risk by as much as 23 percent. That’s just the most recent evidence that diverse diets are ideal. Our bodies require, among other things, amino acids, fats and vitamins to function. We can get vitamin C, for

Leefy greens contain vitamin A, a necessity for eye and skin health.

example — which assists in biochemical reactions, helps heal wounds, and acts as an antioxidant — from many fruits and vegetables. Fats, a main source of energy, are found in nuts, fish and oils. And animal products, legumes and grains provide nine amino acids vital for building proteins, the structural components of our cells. Adapted from: SCIENCE ILLUSTRATED. New York: Bonnier Corporation, volume 4, issue 2, March/April 2011, p. 27.

Q

Não se preocupe com as palavras desconhecidas, pois nem sempre é necessário saber o significado de cada palavra para atingir o objetivo de leitura.


R

Observe os sufixos e/ou prefixos da palavra para ajudá-lo a compreender seu significado.

S

Observe o que palavras em uma enumeração ou listagem têm em comum para inferir possíveis significados.

s e g a m I w o l G / k c o t s r e t t u h S / g o v l a C o l b a P

a. What is the purpose of the text? (

) To answer a question. (

) To describe a research. (

) To recommend an old diet.

) Question and Answer Answer.. (

) Quotation and Answer Answer..

b. What do Q and and A stand stand for? (

) Question and Advice. (

c. What is the main idea of the text?

s e g a m I w o l G / k c o t s r e t t u h S / s l u H n n e J

(

) A diverse diet is good for your health.

(

) A diet based on vegetables is good for your brain.

(

) A varied diet eliminates the risk of lung cancer.

d. ere  ere are more than 30 transparent transparent words in the text. Can you find them?

Write te T (True) or F ( False). Then, correct the false statements. �. Wri a. (

) Vegetables are a main source of energy energy..

b. (

) Our bodies require require amino acids, fats and vitamins to function.

c. (

) Vitamin C acts as an antioxidant.

T Um texto pode ser lido com diferentes objetivos. Aqui, o objetivo é a identificação de informações específicas

Tip S

can help you!

d. ( ) Vitamin A is a necessity for hair health.

��. Observe os fragmentos abaixo e faça inferências sobre o significado das palavras em negrito. … a variety of fruits and vegetable vegetables s reduces lung lung-cancer -cancer risk… Fats, as a main source of energy, are found in nuts nuts,, fish and oils.

Agora, complete com as palavras pal avras em inglês: a.

é um órgão do corpo humano.

b.

é um tipo de alimento rico em gordura.

c.

é um falso cognato e significa verduras, legumes.

Sergii Figurnyi/Shutterstock/Glow Images

Agora que você já já conheceu conheceu várias várias dicas dicas para para compreensão compreensão de de textos escrit escritos, os, é hora hora de conhecer algumas dicas para compreensão de textos orais. Note que algumas estratégias utilizadas na leitura também serão empregadas na escuta. Tips into Practice

13

and fats are are the three main components of the food you eat. Carbohydrates, ates, proteins and fats ��. Carbohydr What do you know about them? Write a , b or c.

V Ative seu conhecimento conhecimento prévio sobre o tema do texto texto oral oral para para favorecer o estabelecimento de hipóteses sobre o que será ouvido.

a. carbohydra carbohydrates tes b. proteins c. fats

(

) ey build muscle and give us energy energy..

(

) ey are are sugars that the body uses for for energy energy..

(

) ey process vitamins.

(

) ey are are found in oil, butter, butter, fried foods and fast food.

(

) ey are found in meats, eggs, avocado and beans.

(

) ey are are found in bread, rice, fruit fruit and whole grains.

02

��.

Listen to part of an interview inter view with nutritionist Alyson Greenhalgh about the importance of a balanced diet. Complete the sentences. a. Carbohydrates Carbohydrates are used for . ere are two types of carbohydrates: simple and complex. complex . b. Simple carbohydr carbohydrates ates are the

W Não se preocupe em entender tudo o que ouvir. Isso nem sempre é necessário necessá rio para atingir at ingir seus objetivos objeti vos de compreensão. compreens ão. Concentre-se nas informações que deseja e preste atenção a palavras-chave.

.

c. Complex carbohydrates contain lots of and minerals. d. You can find natural sugars in e.

.

, sweets and regular fizzy drinks contain a lot of added sugar sugar..

02

��.

Listen again and mark the correct statements.

X Antes de ouvir o áudio, leia os itens do exercício exer cício para conhecer as informações solicitadas. Você deverá deverá prestar atenção atenção a elas durante a escuta. Faça Faça isso em todos os exercícios exer cícios de compreensão oral.

a. (

) Added sugar is bad for your teeth.

b. (

) Simple carbohydra carbohydrates tes are are better for you than complex carbohydrates.

c. (

) People should eat a third third of all their food from the simple carbohydra carbohydrate te group.

d. (

) It It is important that that football players eat a diet high in complex carbohydra carbohydrates. tes.

02

��.

Listen once more and check your answers.

��. What is the next topic to be discussed by the nutritionist in the interview? (

) e nutrient fat.

(

) e nutrient protein.

(

) Vitamins and minerals

Y Fique atento a algumas características da linguagem oral, como, por exemplo, a repetição de palavras, a entonação de frases e a ênfase em palavras ou sílabas, pois facilita a compreensão.

healthy,, balanced diet? Is it high hig h in simple ��. Do you have a healthy or complex carbohydrates? 14 Tips into Practice

Z Estabeleça relações entre o texto e sua realidade.

Studying with Technology Warming

Up

Unit

1 1

Why do they use technology? technolog y?

s e g a m I w o l G / k c o t s r e t t u h S / s e g a m I n o g a r D

s e g a m I w o l G / k c o t s r e t t u h S / A T S I T A E R C

s e g a m I w o l G / k c o t s r e t t u h S / e k h c s e n K t r e b o R

s s e r p a h l o F / a v l i S n o s d E

s e g a m I w o l G / k c o t s r e t t u h S / k n i r e i W e n n o v I

Learning Objectives

• to take part in discussions on the use of technology in education • to learn how to use the Present Simple tense and question words • to explore infographics

Studying with Technology

15

�. Complete the diagram below with examples of digital devices. Choose items from the box. • chalk • interactive whiteboard • laptop • notepad

Digital Devices

• smartphone • tablet • textbook

�. Mark what you can do with the digital devices below.

text friends

listen to

search for information

music and watch videos

read and write emails

take pictures

1

2

3 s e g a I m w l o /G ck to rs e t t u h /S a u m o l o B

s e g a m I w o l G / k c o t s r e t t u h S / a u m o o l B

4

1

s e g a m I w o l G / k c o t s r e t t u h S / s e g a m i T R

3 2

16

UNIT 1

4

s e g a m I w o l G / k c o t s r e t t u h S / n r 3 a r

BEFORE READING �. Answer the questions. a. Are you a high-tech person? If so, do you use technology to study? b. Do your teachers use technology in the classroom? If so, what for?

�. Turn over the page and, before reading the text, look at the pictures, the title and the layout. Then, choose the correct answers. a. The text contains: ( ) a main topic only. ( ) a main topic and four subtopics.

TIP

Observe o título, os subtítulos, as imagens e o leiaute do texto. Isso ajudará você a compreendê-lo.

b. The title and subheadings suggest that technology in the classroom is viewed as something: ( ) positive. ( ) negative. s e g a m I w o l G / k c o t s r e t t u h S / o r t s e n a i l a t i

�. Infographics (information graphic) are visual representations that present information quickly. Mark the elements you can find in the infographic on the next page.

( ) graphs ( ) maps ( ) pictures ( ) percentages

TIP

( ) arrows

A partir de imagens, de palavras-chave e do que você já sabe sobre o assunto do texto, faça previsões sobre o que você vai ler.

�. Look at the visual elements. Read the title and the subheadings. What ideas do you expect to find in the text? Studying with Technology

17

READING Now read the text quickly to check your predictions. > m o c . l a c i s y h p s i n o i t a c u d e . w w w < / o ã ç u d o r p e R

Available at: . Accessed in September 2012.

18

UNIT 1

READING FOR GENERAL COMPREHENSION �. Which keywords best connect to the main idea of the text? a. ( ) teachers — students

c. ( ) technology — Internet

b. ( ) teachers — education

d. ( ) technology — education

�. According to the text, what do teachers want? ( ) They want more training to use technology in the classroom. ( ) They want more technology in the classroom at a reduced cost.

TIP

Ao ler, você pode buscar uma compreensão geral do texto ou a identificação de informações específicas.

READING FOR DETAILED COMPREHENSION �. The text is divided into four parts. Match the subheading of each part to its main topic. a. Teachers want more tech

Reasons for teachers to use technology in the classroom.

b. Teachers want affordable tech

Obstacles to use technology in the classroom.

c. Teachers want web-based tools

The amount of technology used in the classroom.

d. Teachers want to engage students

Popular technological resources used in the classroom.

�. Complete the statements with the statistics on the right. a.

teachers want to have more technology in the classroom.

8%

b. About teachers believe they have the right level of technology in the classroom.

one in five three in four

c.

of teachers use technology to respond to a variety of learning styles.

d.

of teachers are not familiar with technologies.

76%

�. Answer the questions with a fragment from the text. a. What is the principal obstacle for teachers to use technology in the classroom? b. What are the most popular tech resources used in the classroom? c. What is the top reason for teachers to use technology in the classroom?

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. According to the text, teachers use technology in the classroom to engage students. Do you think technology always helps students to learn? In your opinion, does the use of technology guarantee a high-quality education? Why? b. Do you think high cost is one of the barriers to accessing technology in Brazilian schools? In your opinion, what are other possible barriers? Studying with Technology

19

VOCABULARY STUDY TRANSPARENT WORDS �. Transparent words are words with very similar form and meaning in two languages. For example, technology (English) and tecnologia (Portuguese). There are more than 20 transparent words in the infographic. Can you find them?

WORD GROUPS �. Word groups are groups of words related to a common topic. Complete the word groups below with words from the text.

Education

Technology

�. Add other words to the word groups from exercise 2.

LANGUAGE IN USE PRESENT SIMPLE AFFIRMATIVE AND NEGATIVE FORMS �. Read the sentences below. I. Teachers want to engage students. s e g a m I w o l G / k c o t s r e t t u h S / a v o k h s e P

II. Teachers have an appetite for more technology. III. 8% of teachers don’t know where to start.

Now mark the correct answers. a. The Present Simple tense is used in all three sentences to talk about ( ) facts and generalizations. ( ) habits and routines. b. The subject teachers can be replaced by the pronoun ( ) it (3rd person singular). ( ) they (3rd person plural). c. To form the negative sentence III in the Present Simple, we use don’t ( ) before the main verb. ( ) after the main verb.

20

UNIT 1

�. Read an infographic about Internet usage in the US. Then, complete the text with spend or don’t spend.

> m o c . o i d u t s r e t t u b t o h . w w w < / o ã ç u d o r p e R

Nowadays, Internet users in the US only 46 minutes a day on the Internet as in the past. They

long hours online.

Available at: . Accessed in September, 2012.

�. Did you know that about 55% of all websites are written in English? Read the infographic below about the English language and mark the correct answers. a. The main purpose of this infographic is to ( ) describe the routine of English speakers around the world. ( ) present some interesting facts about English as a world language.

> m o c . t s i l c i h p a r g o f n i . w w w < / o ã ç u d o r p e R

b. The Present Simple tense is used in all sentences to talk about ( ) facts and generalizations. ( ) habits and routines. c. In “India has over 125,000,000 ESL speakers,” the subject is ( ) India. ( ) speakers. d. In “English belongs to everyone or to no one,” the subject is ( ) everyone. ( ) English. e. These two subjects (from items e and f ) can be replaced by the pronoun ( ) it (3rd person singular). ( ) they (3rd person plural). f. In “English belongs to everyone or to no one,” we add s to the main verb because the subject is equivalent to ( ) it (3rd person singular). ( ) they (3rd person plural).

Available at . Accessed in August 2012.


21

�. Are you a good language learner? Underline the verb forms in the 3rd person singular to complete the sentences as in the example. a. The good language learner have/has the courage to experiment and take risks. b. The good language learner tries/try out different strategies to learn vocabulary. c. The good language learner go/goes for communication and accuracy. d. The good language learner looks/look for opportunities to learn inside and outside the classroom.

�. Read the sentences from exercise 4 again to complete the box below. PRESENT SIMPLE TENSE

Spelling rules for verbs in the 3rd person singular

Most verbs: verb + s

Examples

think

offer

look

looks

discard

practice

discard s

go

Verbs ending in o, s, z, x , sh, ch:

do

verb +

miss

misses

buzz

buzz es

Verbs ending in consonant + y :

try

verb –

study

+

Exception:

offer s

does

practice s

play

play s

mix

mixes

finish

finishes

watch

watches

stud ies

have

�. Use the Present Simple tense to complete the sentences below. a. 1903: Edward Binney and Harold Smith b. 1921: Artificial life c. 1937: Chester F. Carlson d. 1945: Vannevar Bush

(co-invent) crayons. (begin) — the first robot built. (invent) the photocopier. (propose) hypertext.

�. Go back to exercise 6 and mark the correct answer. ( ) The Present Simple tense is used in the sentences to make past events more vivid. ( ) The Present Simple tense is used in the sentences to talk about past events which are not important in the present.

22

UNIT 1

Read the poem below and do exercises 8-14.

My Sister’s Always on the Phone by Bruce Lansky

My sister’s always on the phone. I never see her study. She doesn’t do her homework, which is why her grades are cruddy. > m o c . s r e h c a e t y r t e o p . w w w < / r e t n e p r a C n e h p e t S

My sister’s always on the phone, but I don’t think that’s cool. My sister is so popular she’s flunking out of school.

LANSKY, Bruce. My Sister’s Always on the Phone. Available at: . Accessed in August 2012.

�. Mark the correct answers. a. In Bruce’s opinion, to be always on the phone is something ( ) negative. ( ) positive.

�.

b. The Present Simple tense is used in “My sister’s always on the phone” to describe ( ) facts. ( ) habits.

Circle the verbs in the Present Simple tense.

��. Complete with don’t or doesn’t. a. We use + verb (when the subject is I/you/we/they) to form negative sentences in the Present Simple tense. b. We use + verb (when the subject is he/she/it) to form negative sentences in the Present Simple tense.

��. Turn the sentences into the negative form to make true statements about the text. a. The girl from the poem has good grades.

b. The girl and her brother have the same opinion about school.

��. Complete with before or after. Frequency adverbs like always , never are used the main verb.

the verb be and


23

complet e the graph below. ��. Use the frequency adverbs from the poem to complete

often sometimes almost never

��. Rewrite each sentence. Use the words in CAPITAL LETTERS in the new sentence. DOESN’T DOESN ’T She doesn’t study.

a. I never see her study study..

b. My sister sister’’s always on the phone. TALKS

My sister

c. She doesn doesn’t ’t do her homework.

She

NEVER

PRESENT SIMPLE INTERROGATIVE FORM/QUESTION WORDS t ext. ��. Match the questions and the answers about the text. a. Do teachers have an appetite for more technology?

( ) Webs ebsites ites,, onli online ne imag images es and and onl online ine gam games es

b. Does technology cost too little for most teachers?

( ) Te Teachers.

c. Why do do teachers use technology in the classroom? d. What do teachers use as popular tech resources in the classroom? e. Who wants more technology in the classroom?

or activities.

( ) Becau Because se they want to incr increase ease stu students dents’’ motivation, reinforce and expand on content and respond to a variety of learning styles. ( ) No No,, it do does esn n’t ’t.. ( ) Yes es,, the heyy do.

and b from exercise 15. ��. Now mark the correct answers about items a and a. To form interrogative sentences in the Present Simple tense, we w e use ( ) do + subje subject ct (I/you (I/you/we/th /we/they ey)) + main verb; does + subje subject ct (he/she/ (he/she/it) it) + main verb. ( ) does + subje subject ct (I/you (I/you/we/th /we/they ey)) + main verb; do + subje subject ct (he/she/ (he/she/it) it) + main verb. b. In exercise 15, we used short answers in ( ) a and and b

( ) c and d

��.. Complete the statements below. Use the question words in bold from exercise 15. ��

24

a. We use

to ask for an explanation or a reason.

b. We use

to ask about a person/people.

c. We use

to ask about things, facts or activities.

UNIT 1

��. Complete the chart with the questions from exercise 15 as in the example. Question word

a.

Auxiliary verb

teachers

Do

Main verb

Subject

have

Complement

an appetite for more technology?

b.

technology

too high for most teachers?

c.

teachers

technology in the classroom?

d. e.

more technology in the classroom?

��.. Put the words in the correct order to make questions. �� Go to Language Reference p. 151.

a. you / surf / why / do / on the Internet b. uses / who / the Internet in your home c. of the use of the Internet in the classroom classroom / think / do / what / you

��. Now use the questions from exercise 19 to interview a classmate.

LISTENING AND SPEAKING You ou already know a lot of words related to computers. Label the following pictures. �. Y download • upload • hard drive • softwar software e • IT profes professional sional • backup • flash drive

y n / t y y a n g e s o s t y a K m m I y o w s k y / G G l o n o v t o l i i n o c k M a t t e r s e t u S h

�.

s e g a m I w o l G / k c o t s r e t t u h S / K I V O N K I L A V

s e g a m I w o l G / k c o t s r e t t u h S / D I S l e g n A

s e g a m I w o l G / k c o t s r e t t u h S / k c o t s o g n a m

03

Listen to a high school scho ol student, Emily, Emily, talking about her computer c omputer with her friend, friend , TIP Não se preocupe em entender todo o Katie. Mark the correct statements. a. ( ) Emil Emily’ y’ss compu computer ter is not not worki working. ng.

áudio. Concentre-se nas informações que deseja e preste atenção nas palavras-chave.

b. ( ) She alwa always ys uses flash drives drives to save her computer computer conten content. t. c. ( ) She never takes her compute computerr to an IT prof professio essional. nal. d. ( ) She does does not not want want to to buy buy a new comp compute uterr. Studying with Technology

25

�.

�.

03

Listen again and complete the sentences with Emily with Emily or Katie or Katie.. a.

hates computers and social networking.

b.

thinks that there is no actual interaction on the Internet.

c.

believes that social networking and emails are very practical.

03


�. Do you identify yourself more with Emily or Katie? Why? 04

SPOKEN LANGUAGE

In spoken English, it is very common to repeat words and expressions when you are feeling angry angr y, anxious, nervous, enthusiastic etc. Listen to four extracts from the dialog and identify the repeated words and expressions expressions as in the example. a. repetition of “really”.

c.

b.

d.

Why do you think Emily repeats words and expressions? expressions?

�. Interview three classmates and complete the chart.

TIP

Pausas e hesitações são características característic as da linguagem falada.

Take turns. Classmate 1

Classmate 2

How often do you…

surf the Internet? check your emails? watch videos on the Internet? text your friends? use technology in the classroom? ? ? ?

frequent? �. What activities from exercise 6 are the most frequent?

26

UNIT 1

Classmate 3

> m o c . s e t i s d e t s e b . w w w < / o ã ç u d o r p e R

WRITING In this unit you have read different infographics. Go back to pages 18 and 21 and explore the structure of this genre. Visit the websites http://infographipedia.com and http://submitinfographics.com to find other examples of infographics. Notice that infographics present research data on a specific topic and use a wide range of visual elements (pictures, graphs etc.).

WRITING GUIDELINES �. Technology in the classroom: What do students want? It is your turn to write an infographic about what you and your classmates want in the classroom in terms of technology. Work in groups. Some questions to help you:

Use it!

• Do you want more technology in the classroom?

●

• What digital tools or resources do you want? What for?

Teachers have an appetite for more technology.

S TEP B Y S TEP

●

d graphs to 4. Add pic tures an phic. illus tra te your in fogra aphics wi th 5. Exchange in fogr ss the classma tes and discu

arch b y sma tes in ter vie wing your clas in the abou t wha t the y wan t f classroom in terms o technolog y.

1. S tar t your rese

tex ts.

Include percentages and draw important conclusions. Example:

76% of teachers use technology to respond to a variety of learning styles.

TIP

Escrever é um processo que envolve planejamento, a redação propriamente dita, a revisão e a reescrita.

ssar y

an y le. par ticipan ts as possib

6. Make the nece

tics a w (percen tages ) and dr da ta. conclusions from your

7. Wri te the final ve

2. In ter vie w as m

3. Indica te s ta tis

Use the Present Simple to write your description in a vivid way. Example:

correc tions. rsion o f the

in fographic.

�. Now it’s time to share your infographic with your classmates and other people. The infographics can be published, for example, on the Internet (blog, school website etc.) or in the school newspaper. You can also use one of the online resources below to create and publish your infographic: • Visual.ly: http://create.visual.ly

• Easel.ly: http://www.easel.ly

• Infogr.am: http://infogr.am


27

LOOKING AHEAD The term digital divide describes the gap between individuals and communities that have

s e g a m I w o l G / o o Z e g a m I / o h n i h c u B o l u a P

and those that do not have access to modern information and communication technologies like the Internet. In your opinion, what are the causes and the consequences of the digital divide? Do you think students with access to technology have more opportunities to learn? Why? In your opinion, what are the possible positive consequences of using technology in classes? k c t o S n o t o r a C/ l l a c a B n o r a A

How can technology be included in Languages (English, Portuguese, Spanish), Geography, History and Math classes, for example? Talk to your teachers about it.

B AC ALL, Aa ro n . Av ai l a bl e a t: < ww w . c ar t o o n s t o c k . c om / ca r t o o n v i e w . a sp ? s e a r c h = s i t e& a ba n 4 5 4 & c a t r e f = M A _C at e g o r y = & A N Dk e y w o r d = p h o n e & O R k e y w o r d = & T I T L E ke y w o r d = & N k ey w E G o r d = > . Ac ce s s e d in N ov T IV A E em b e r 2 01 2 .

EXTRA READING http://teaching.about.com/od/tech/Technology-In-Education.htm http://teaching.about.com/od/tech/tp/Interactive-Math-Websites.htm www.zdnet.com/blog/igeneration/ what-do-high-school-students-want-from-mobile-tech-infographic/15843 www.famousbloggers.net/digital-divide-infographic.html Vício em novas tecnologias. (Barueri: Ciranda Cultural, 2009. Coleção Aprendendo a Viver.)

EXTRA VIDEOS http://undertoldstories.org/stories/brazils-digital-divide www.teachingenglish.org.uk/tips/mobile-learning A rede social. David Fincher. Estados Unidos, 2010.

28

UNIT 1

s e g a m I w o l G / k c o t s r e t t u h S / y o b e B

2 2 2

Save the World! Go Green! Unit Warming

Up

Are you a green person? How green are you?

s e g a m I r e h t O / y m a l A / n o t n a t S l l i W

s e g a m I w o l G / k c o t s r e t t u h S / s i k s n i s a J s a m o T

Busse Yankushev/Latinstock

o f a r g ó t o f o d o v r e c A / o t t e r o v a F o d n a n r e F

s e g a m I r e h t O / y m a l A / s o t o h P a r o r u A

s e g a m I w o l G / k c o t s r e t t u h S / k c o t s o g n a m

r b . m o c . o n i k / k e c a J

Learning Objectives

• to take part in discussions on energy saving and sustainable practices • to learn how to use the Imperative • to explore mind maps

Save the World! Go Green!

29

�. Choose an environmentally friendly alternative to complete the tips below. The pictures on the previous page can help you! ( ) to school by bike.

a. Go

( ) to school by car. ( ) incandescent lamps.

b. Choose

( ) LED lamps. ( ) products with a bad energy star rating.

c. Buy

( ) products with a good energy star rating. e s a g

I m

d. ( ) Take

long hot showers.

/ G

k

c o t s r

w l o

e

( ) Don’t take

t t

u

h S / s

m

l

A

n o

d n

( ) eco bags.

e. Use

a

r

B

( ) plastic bags.

f. ( ) Leave

appliances on standby.

( ) Don’t leave

�. What can we do to keep our environment healthy?

�. What do the 3R’s mean? Match the columns. s e g a m I

a.

R educe

( ) to use again.

b.

R euse

( ) to process used materials into new products.

c.

30

R ecycle

UNIT 2

( ) to use less.

w o l G / k c o t s r e t t u h S / i a h i M d n o m d E s e t r e V

BEFORE READING �. Answer the questions. a. What things do you do in your house to save energy? What about your parents? b. How can you reuse the following everyday items? a r o t i d e a d o v i u q r A / a m a y a r i S

• Jars and pots • Newspapers • Old clothes • Scrap paper

c. Do you or your family members reuse items at home? If so, which one(s) one(s) and how?

Turn rn over the page pa ge and, before reading the text, t ext, look at the layout and the structure. �. Tu Then, choose the correct answers to complete the statements below. a. The text is: ( ) a time melline ne..

TIP

( ) a mind map.

b. The text contains: ( ) a ma main in to topi picc on only ly..

Use o que você já conversou em aula e o que você já sabe sobre o assunto para fazer previsões sobre o texto.

( ) a ma main in to topi picc an and d ei eigh ghtt su subt btop opic ics. s.

c. The structure of of the text suggests that it offers: ( ) a gr great eat nu number mber of ene energy rgy sa saving ving tip tips. s.

( ) a re reduc duced ed num number ber of ene energy rgy sav saving ing tip tips. s.

�. In pairs write down three energy saving tips you expect to find in the text.


31

READING Now read the text quickly to check ch eck your predictions. > u a . m o c . s l a t n e m a d n u f g n i n r a e l . w w w < / o ã ç u d o r p e R

Available at: . Accessed in July 2012.

READING FOR GENERAL COMPREHENSION What is the main idea of the text? a. ( ) To To suggest suggest pract practical ical ways ways of of recyclin recyclingg school school rubbish. rubbish. b. ( ) To To give students students and and teachers teachers tips for for using energy energy efficient efficient lights. lights. c. ( ) To To provide school school staff and and students students with with useful useful ideas on how how to save energy energy.. d. ( ) To To help schools redu reduce ce their their energy energy costs costs in winter winter..

32

UNIT 2

READING FOR DETAILED COMPREHENSION �. The central topic of the mind map is divided into eight subtopics. Complete each item below with the appropriate subtopic. 1. LIGHTING

Use lights more efficiently efficiently..

2. HEATING / AIR CONDITIONING

Learn the best temperatures to set the thermostat in different seasons.

3.

Save energy when using the computer and other electronic devices.

4.

Visit specific websites to find out sustainable alternatives for schools and get institutional support.

5.

Learn the best ways to heat water and save energy.

6.

Choose the right food for your school and the best refrigerator refrige rator to keep it in.

7.

Find out the best way to go to school.

8.

Reduce and recyc recycle le rubbish.

�. Read the following problems or doubts presented by members of a school. Then choose an appropriate tip from the text for each problem. a. “I need assistance and funding from a program specialized in energy initiatives. Energy costs are very high and going solar may be the best alternative.” — Principal

S e

l l i n g p i x / S h u t

t e r

s t o

c k / G

l o

w I m a g

e s

b. “I always make sure the air conditioning is at room temperature but my students always ask me to turn it down or up.” — English teacher

c. “Can I leave my computer on all the time?” — High school student

d. “I “ I don’t know what I can do to make students eat healthy food. food .” — School cook


33

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. In your opinion, is it easy to put into practice the ideas from the mind map (on page 32)? What difficulties can your school encounter? TIP Procure ter uma b. What can you do to overcome these difficulties? c. What are the possible effects of following those tips in your school?

postura crítica diante dos textos, considerando novas perspectivas sobre o tema e relacionando-o com a realidade a sua volta.

VOCABULARY STUDY WORD FORMATION

�. Read the sentences in the box and mark the correct answers. Meatless Monday! Have one day a

week that is a vegetarian day.

a. We can infer that the suffix -less means: ( ) without; not having.

( ) with; full of.

b. The suffix -less is usually added to nouns to form ( ) adverbs.

( ) adjectives.

�. Now complete the Word Formation box on page 160 with what you have learned. MULTI�WORD VERBS

�. Study the uses of the multi-word verb turn off in the text to mark the correct answers. a. In all sentences turn off means: ( ) to move the switch on a machine or light so that it starts working. ( ) to move the switch on a machine or light so that it stops working. b. Turn off is a: ( ) separable multi-word verb — the verb and particle can be separated (as in turn the computer off ) or together (as in turn off the computer ) and the meaning doesn’t change. ( ) non-separable multi-word verb — the verb and particle cannot be separated (as in turn off the computer ).

34

UNIT 2

> m o c . n o i t a c i n u m m o c e c a l p k r o w . w w w < / o ã ç u d o r p e R

LANGUAGE IN USE IMPERATIVE

�. Read the five sentences below from the text on page 32. Recycle. Ride a bike. Take the bus to school. Reduce lunch time rubbish. Keep doors and windows closed when heating or using refrigerative air conditioning.

Now mark the correct answers. a. In all sentences the verbs are used to: ( ) encourage people to save energy.

( ) describe people’s habits about saving energy.

b. The sentences contain verbs in the: ( ) Present Simple tense.

( ) Imperative.

c. This verb form is used to (mark more than one option): ( ) give orders.

( ) make suggestions.

( ) give advice or instructions.

( ) talk about general truths and facts.

d. In the sign Don’t waste our future. Recycle. don’t is used to: ( ) form the negative Imperative.

( ) emphasize a suggestion.

For questions e and f consider the fragment:

S TE O U R A W F U T T U N R O E D '

Keep doors and windows closed when heating…

s

e g a

m

I

w

e. The same idea is expressed in:

o

l

G

/

k c

o

t

s

( ) Don’t keep doors and windows closed when heating…

r

e t t u h

S / k

a s i t t i

( ) Don’t keep doors and windows open when heating… f. To make the instruction emphatic, we can say: ( ) Do keep doors and windows closed when heating…

K

R E CY C L E

( ) Please, keep doors and windows closed when heating… / s k c e o g t a s r I m e t t u w o h l S G / i m e c n a C i n n a v o i G


35

�. Go back to the mind map and circle other verbs in the Imperative. �. Stop wasting energy and money! Complete each tip with a verb form from the box as in the example. FILL UP

TURN OFF

LEAVE

s e g a m I w o l G / k c o t s r e t t u h S / v o m a e N

DON’T LEAVE

b. Always

the lights when you leave a room.

to unnecessarily.

k c t o s it n a /L L P S/ y r r e T a il e h S

DO

fill up a. If possible, the washing machine, tumble dryer or dishwasher: one full load uses less energy than two half loads.

c.

s e g a m I w o l G / k c o t s r e t t u h S / d a d i r a C H o l b a P

USE

appliances on standby and remember not laptops and mobile phones on charge

d.

energy saving lightbulbs. They last up to 10 times longer than ordinary bulbs, and using one can save you around £55 over the lifetime of the bulb.

e.

a home energy check. Just answer some simple questions about your home and we’ll give you a free, impartial report telling you how you can save up to £280 a year on your household energy bills.


s e g a m I w o l G / k c o t s r e t t u h S / P _ l a H

36

a r o t i d e a d o v i u q r A / a v o p o P a n a i t a T

UNIT 2

IMPERATIVE AND PRESENT SIMPLE

�. Read the eco facts and the eco tips about saving energy.

Eco fact Microwaves use ten per cent less energy than a conventional oven.

Eco tip Freeze any extra food you have made and eat it later.

In the kitchen

Eco fact Water butts are available from your local council. Using rain water on your garden is better than using fresh water from the hose. a r o t i d e a d o v i u q r A / a m a y a r i S : s e õ ç a r t s u l I

Eco tips a watering can or a bucket for watering plants and car washing whenever possible instead of a hosepipe. This can save 60 litres of water every time. Use

Collect rainwater in water butts and use a

watering can instead of a hose.

In the garden THE ISOS Green Guide. Available at . Accessed in July 2012.

Now choose the correct answers. a. The verbs in the Imperative are used for: ( ) Eco facts.

( ) Eco tips.

b. The verbs in the Present Simple tense are used for: ( ) Eco facts.

( ) Eco tips. Save the World! Go Green!

37

�. Make simple changes to your daily life! Complete the eco facts and eco tips with the correct verb form of the verbs in parentheses.

Eco fact The average household £33 a year by leaving appliances like TVs, DVD players, computers and games consoles on standby. (waste)

Eco tip a.

Televisions and personal entertainment equipment

all chargers at the wall for small appliances like mobile phones once they are charged, or they will continue to use energy. (turn off)

Eco fact The average household about one tonne of waste per year — the same weight as an average car. (produce)

Go to Language Reference p. 152.

Eco tip b. Waste

a r o t i d e a d o v i u q r A / a m a y a r i S : s e õ ç a r t s u l I

to carry reusable shopping bags when you go out shopping and recycle old plastic ones. (remember)

Eco fact Food waste the environment. (be)

harmful to

Eco tip about portion sizes. There are many useful tools available to measure portions, from a tablespoon to a spaghetti measurer. (think) c. Shopping THE ISOS Green Guide. Available at: . Accessed in July 2012.

38

UNIT 2

LISTENING AND SPEAKING �. Label the sustainable practices below. Use expressions from the box. go solar • recycle • make your own compost • turn taps off • turn lights off s e g a m I

s e g a m I

s e g a m I

w o l G / k c o t s r e t t u h S / s s o a h c

w o l G / k c o t s r e t t u h S / 9 9 O D V i a h T

w o l G / k c o t s r e t t u h S / k c o t S k c o B d E

a.

�.

b.

TIP

Antes de ouvir o áudio, leia os itens do exercício para conhecer as informações solicitadas. Você deverá prestar atenção a elas durante a escuta. Faça isso em todos os exercícios de compreensão oral.

c.

05

Listen to a local radio program from London about sustainable schools. Mark the photo that best represents Wimbledon Park Primary School. ( ) o b o l G O a i c n ê g A / o ã ç u d o r p e R

( ) s e g a m I r e h t O / y m a l A / x o F w e r d n A

�. Write T (True) or F ( False). a. ( ) Wimbledon Park Primary School is a candidate for being a sustainable school. b. ( ) The term food miles refers to the speed travelled by food to get to our plates. c. ( ) In Wimbledon Park Primary School, people reduce, reuse and recycle. d. ( ) Only a small number of schools are trying to become more sustainable. Save the World! Go Green!

39

.

05

Listen again and complete the sentences with words from the box. payment • vegetables • fruit • beliefs • paper • actions • award • water

a. The for being a sustainable school is given to schools that work hard to reduce the quantity of waste they make. b. In Wimbledon Park Primary School, they grow

at the back of the school.

c. Sustainability means thinking about the ways our natural world and on other people.

have an impact on the

d. Some schools are monitoring the use of energy and

.

.

05


. Is your school eco-friendly? In pairs, think of actions to make your school more sustainable. 06

SPOKEN LANGUAGE Listen and repeat the words. Then mark the stressed syllable as in the example. re.duce • re.use • re.cy.cle • sus.tain.a.ble • sus.tain.a.bil.i.ty • en.er.gy • a.ward

Listen again and check your answers.

. In pairs, discuss sustainable solutions for your community. Find eco tips for the problems presented and add others. Use expressions from the two boxes. Problems

Eco tips

Spend a long time in traffic jams

Go solar

Always buy new batteries

Walk or ride a bike

Expensive energy bill

Take quick showers

No recycling program at school

Use rechargeable batteries Unplug unused appliances Turn off lights when you leave the room

. In your opinion, what is the most alarming problem mentioned in exercise 7? Why? 40

UNIT 2

WRITING Go back to page 32 and explore the structure of the genre mind map. Visit the website http://learningfundamentals.com.au/resources/ to find other examples of mind maps. A mind map is a diagram used to visually display information. It helps us to see connections between several ideas or pieces of information. A central concept is linked by lines or arrows to other concepts which are linked with other associated ideas, creating a web of relationships. Mind maps generally use different visual elements (pictures, graphs etc.).

WRITING GUIDELINES �. Create a mind map with saving energy tips for your home.

S TEP B Y S TEP ps for 1. Think o f use ful ti y home. running an eco- friendl map b y use lis ting the par ts o f a ho rden (ki tchen, ba throom, ga

2. S tar t your mind

e tc. ). erg y tips for 3. Wri te sa ving en u each room (ac tions yo erg y in should take to sa ve en , the ki tchen, ba throom

dra wing for te your each ac tion to illus tra mind map. maps wi th a 5. Exchange mind s bo th classma te and discus tex ts.

4. Add a pic ture or

ssar y

6. Make the nece

correc tions. 7. Make the final

version o f the

mind map.

garden e tc. ).

�. Now it’s time to share your mind map with your classmates and other people. You can also use one of the online resources below to create and publish your mind map: • Bubblus: http://bubbl.us • Mindomo: www.mindomo.com • Text 2 Mind Map: www.text2mindmap.com • Mind 42: http://mind42.com

Use it! Include verbs in the Imperative in your mind map. Examples:

“Don’t leave appliances on standby.” “Use energy saving lightbulbs.” “Turn off the lights when you leave a room.”


41

LOOKING AHEAD Our planet has a limited number of natural resources. What can happen to future generations if humans do not create conditions to protect the environment? In your opinion, which actions can individuals take to help the world to be more sustainable? Base your answers on the simple principle of sustainability:

“Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment.” EPA United States Environmental Protection Agency. Available at: . Accessed in August 2012.

Sustainability Economy

Society

Environment

How can you encourage your friends and family to go green? Find out examples of successful changes in green schools and companies and share them with your friends.

Josephi.ng/Shuterstock/Glow Images

EXTRA READING www.landlearnnsw.org.au/sustainability/what-is sustainability www.mercindia.org.in/pdf/TIPS_ON_ENERGY_SAVING.pdf www.catalogosustentavel.com.br/arquivos/file/praticas_ sustentaveis%20almanaque.pdf www.recycling-guide.org.uk Reciclagem, Jen Green. (São Paulo: DCL, 2008. Coleção Nosso Ambiente.)

EXTRA VIDEO Home — Nosso planeta, nossa casa. Yann Arthus-Bertrand. França, 2009.

42

UNIT 2

1 1 1

Review READING

Units 1 & 2

�. Before reading the infographic, answer: What do the pictures show? ( ) The daily routine of a student. ( ) The free time activities of a student. ( ) The household chores of a teenager. > m o c . e u l b y d u t s . w w w < / o ã ç u d o r p e R

Go. Study.

Students use smartphones to study more, and more efficiently.

Good night, moon. Good morning, smartphone. Students with smartphones are twice as likely to study between 6 and 8 a.m. Pull an all-nighter? No, thanks.

Study. Text. Talk. Study. Nearly 40% of mobile study sessions include a break where students use their phones to talk, text or use other apps. % Mobile studiers take a study break by:

Get the score, then study more.

Texting.. 81%

77% Reading email. 67% Searching for

Talking. 64%

information.

Students studying on mobile devices are almost three times more likely to track their progress.

52% Social networking. 41% Listening to music.

Study time. All the time. Mobile studiers study 40 more minutes each week by studying everywhere they go. % Students “often” use their smartphones while:

46% In bed before going to sleep.

19% In the 17% Exercising. 75% At work 55% Waiting 74% Commuting. 52% In bed bathroom. or school. in line. after waking up.


Review 1

43

�. There are more than 15 transparent words in the infographic. Can you find them? �. Which keywords best express the main idea of the text? ( ) smartphones – study – efficiently ( ) smartphones – Internet – text

�. Answer the questions. Find fragments from the text to support your answers. a. What are the two most popular activities for mobile students? b. Who studies more: a mobile student or a regular student?

( ) phones – students – free time

�. According to the text, a mobile studier is ( ) a specialist on mobile phone.

c. Who checks their progress more frequently: a mobile student or a regular student?

( ) a student who uses a mobile phone to learn.

LANGUAGE IN USE PRESENT SIMPLE �. Underline the correct verb form. a. No word in the English language rhyme / rhymes with month.

b. “Dreamt” is the only English word that end / ends in the letters “mt”.

ADVERBS OF FREQUENCY �. Rewrite each sentence. Use the words in CAPITAL LETTERS in the new sentence. a. A conscious citizen doesn’t throw garbage on the streets. NEVER

c. No words in the English language rhyme / rhymes with orange, silver or purple. d. The word “set” have / has more definitions than any other word in the English language.

�. Complete the sentences and learn more about environmental issues. Use the Present Simple tense. a. Computers pose (pose) an environmental threat…

b. Each person (throw away) approximately four pounds of garbage every day. c. Most families (throw away) about 88 pounds of plastic every year. d. One bus (carry) as many people as 40 cars! e. We each (use) about 12,000 gallons of water every year. f. Every ton of paper that is recycled (save) 17 trees. Available at: . Accessed in September 2012.

44

Review 1

b. A conscious citizen conserves energy all the time. ALWAYS Available at: . Accessed in September 2012.

QUESTION WORDS �. Put the words in the correct order to make questions about the infographic below.

Teens’ top environmental concerns for their future Air quality Global warming Garbage management Deforestation Water shortages

66% 61% 59% 52% 51%

, . z y e e l v a z r n u o s G n o o r n a d C n r a o j f e l A e v i d t n c a a r y t e l a n e I s H i e r l l r a e H h : c e i c M r y u o B S . Y A D O T A S U

Adapted from: USA TODAY. Available at: . Accessed in September 2012.

c.

a. gets worried / about the environment / who

b. do / get worried about air quality / most teens

/ > o ã m ç o u c . d s o r r e p d e n R i m e r e l c y c e r . w w w <

e. c. global warming / make / does / teens worried about their future

d.

/ > o ã m ç o u c . d s o r r e p d e n i R m e r e l c y c e r . w w w <

f.

/ > o ã m ç o u c . d s o r r e p e d n i R m e r e l c y c e r . w w w <

/ > o ã m ç o u c . d s o r r e p d e n R i m e r e l c y c e r . w w w <


d. get worried / why / teens / do / about deforestation

e. teens / what / get worried about / do

�. Now match the questions and answers about the infographic. ( ( ( ( (

) The environment. ) Because it affects their future. ) Yes, it does. ) Teens. ) Yes, they do.

IMPERATIVE �. Complete each recycling sign with a verb from the box. conserve • use • remember • turn off • don’t waste • do

a.

b.

�. Underline the correct form. a. Iron / Do not iron wet clothes.

b. Switch on / Do not switch on the power when TV and Audio Systems are not in use. c. Use / Do not use windows with sun films / curtains. d. Leave / Do not leave enough space between your refrigerator and the walls… e. Keep / Do not keep your refrigerator or freezer too cold. f. Open / Do not open the doors of the refrigerators frequently. Available at: . Accessed in September 2012.

PRESENT SIMPLE OR IMPERATIVE? �. Use the Present Simple tense or the Imperative to complete the sentences. Then, write Fact or Tip. a. Tip: Take (take) a shower instead of a bath.

b. c. d. e. f. g.

CONSERVE

Reprodução/

Reprodução/

: Microwaves (use) less energy than stoves. : (read) your newspapers and magazines online. : Computer screen savers (not save) electricity. : The average person (consume) 168 water bottles a year. : (use) rechargable batteries. : Only (run) a dishwasher when it’s full.

Adapted from: . Accessed in September 2012.

Review 1

45

STUDYING FOR EXAMS �. (Enem/2011)

THE DEATH OF THE PC

The days of playing for costly software

�. (Enem/2010) ERADICATE EXTREME POVERTY AND HUNGER

upgrades are numbered. The PC will soon be obsolete. And BusinessWeek reports 70% of Americans are already using the technology that will replace it. Merril Lynch calls it “a $160 billion tsunami.” Computing giants

PROMOTE GENDER EQUALITY AND EMPOWER WOMEN

PC-killing revolution.

3

5

including IBM, Yahoo!, and Amazon are racing to be the first to cash in on this

1

IMPROVE MATERNAL HEALTH

Yet, two little-known companies have a huge head start. Get their names in a free report from the Motley Fool called, “The Two Words Bill Gates Doesn't Want You to

ACHIEVE UNIVERSAL PRIMARY EDUCATION

REDUCE CHILD MORTALITY

COMBAT HIV/ AIDS, MALARIA AND OTHER DISEASES

7 ENSURE ENVIRONMENTAL SUSTAINABILITY

2

4

6

8 A GLOBAL PARTNERSHIP FOR DEVELOPMENT

Hear...” Click here for instant access to this FREE report! BROUGHT TO YOU BY THE MOTLEY FOOL

Disponível em: http://www.fool.com. Acesso em: 21 jul. 2010.

Ao optar por ler a reportagem completa sobre o assunto anunciado, tem-se acesso a duas palavras que Bill Gates não quer que o leitor conheça e que se referem a. aos responsáveis pela divulgação desta informação na internet. b. às marcas mais importantes de microcomputadores do mercado. c. aos nomes dos americanos que inventaram a suposta tecnologia. d. aos sites da internet pelos quais o produto já pode ser conhecido. e. às empresas que levam vantagem para serem suas concorrentes.

46

Review 1

Disponível em: www.chris-alexander.co.uk/1191. Acesso em: 28 jul. 2010 (adaptado).

Definidas pelos países membros da Organização das Nações Unidas e por organizações internacionais, as metas de desenvolvimento do milênio envolvem oito objetivos a serem alcançados até 2015. Apesar da diversidade cultural, esses objetivos, mostrados na imagem, são comuns ao mundo todo, sendo dois deles: a. O combate à AIDS e a melhoria do ensino universitário. b. A redução da mortalidade adulta e a criação de parcerias globais. c. A promoção da igualdade de gêneros e a erradicação da pobreza. d. A parceria global para o desenvolvimento e a valorização das crianças. e. A garantia da sustentabilidade ambiental e o combate ao trabalho infantil.

THINKING ABOUT LEARNING WHAT CAN I DO NOW?

with confidence

Take part in discussions on the use of technology in education… Take part in discussions on energy saving and sustainable practices…

well with some difficulty

Use the Present Simple tense… Use the Imperative… Use question words… Explore infographics… Explore mind maps…

WHAT WORDS/EXPRESSIONS HAVE I LEARNED IN UNITS 1 AND 2? Words/Expressions

Meaning in context

WHAT LEARNING RESOURCES HAVE I USED IN UNITS 1 AND 2? Dictionaries

Glossary

Language Reference

Extra readings

Extra videos

Internet

Other(s):

WHAT DO I NEED TO DO IN ORDER TO IMPROVE MY LEARNING?

Review 1

47

PROJECT 1A TURNING TRASH INTO ART �FIRST PART� In unit 2 you have talked about sustainable practices. Read the t ext below and do the first part of Project 1, Turning trash into art. o b o l G O a i c n ê g A / e d a r d n A l e a f a R

What would you do with thousands of discarded plastic bottles? Artists in Rio de Janeiro turned the plastic bottles into sustainable art when they created giant fish sculptures at Botafogo beach. The giant fish sculptures are a stunning installation by day and even more breathtaking when they are lit up at night. They were created in honor of the United Nations Conference on Sustainable Development, known as Rio+20. Available at: . Accessed in March 2013.

TASK: In small groups, think of creative ways to reuse plastic bo ttles or other things we usually

throw away and make a tutorial to share your ideas. In this part of the project, it is only necessary to write a first draft. Later, you are going to use it to make the final version of your tutorial (a poster or a video).

TIP

Look at an example of how to reuse PET bottles. Here is an example of a tutorial.

r b . m o c . o n i k / k e c a J

PET BOTTLE PURSE a r o t i d e a d o v i u q r A / a m a y a r i S

A vertical garden made from reused PET bottles.

MORE EXAMPLES OF TUTORIALS AT:

www.cutoutandkeep.net/projects/using/plastic-bottle www.youtube.com/playlist?list=PL0Fl7dCpoux5Zt6lLB T65mrJ4jyqLD11d

Tutorial é um texto ou vídeo que ensina o passo a passo para a realização de uma tarefa.

Build a cool purse out of the bottoms of 2 PET bottles and a zipper

By Zitta Schnitt

1. Cut the bottom portion off of your plastic bottle with a pair of scissors. 2. Use fine-grain sand paper to smooth the rough edges. 3. Stitch or hot glue a zipper between two cut bottle bottoms. This could be a purse, a makeup kit or a carrier for medication. Adapted from: and . Accessed in March 2013.

Go to page 82 for the second part of this project.

48 Project 1

Traveling around Brazil

3 3 3

Unit

What places are these people visiting?

Warming

Up

Would you like to visit them?

s s e r p a h l o F / o j ú a r A r a s é C o t r e b l A

s n e g a m I r a s l u P / r e b g n I r a m s I

s n e g a m I l i s a r B o ã ç p O / o d a h c a M e r t s e v l i S

s e g a m I r e h t O / y m a l A / r e k o r b e g a m I

s s e r p a h l o F / P G A / i z z i R n a i t s i r h C

Learning Objectives

• to take part in discussions on traveling around Brazil • to learn how to use the Present Continuous tense • to learn the differences between the Present Simple and the Present Continuous tenses • to learn how to use question words and possessive adjectives • to explore newspaper and magazine headlines


49

�. Answer the questions. a. Do you travel when you are on vacation? If so, where do you usually go to? b. What places would you like to visit? Why?

�. Which photograph corresponds to the short description below? Capital of Santa Catarina, Florianópolis is a wealthy cosmopolitan city located on a large island connected to the continent by three bridges — a tourist hotspot with 42 fabulous white sandy beaches such as Jurerê, Brava and Ingleses. Available at: . Accessed in August 2012.

a. ( )

s n e g a m I r a s l u P / o r a u R e l A

b. ( )

s s e r p a h l o F / a p r e V o l i n a D

s n e g a m I r a s l u P / n a m d i r F o l u a P

c. ( )

�. Go back to exercise 2 and write down the expressions that describe the place.

�. How would you describe the perfect place to visit? Rank the following characteristics from 1 (extremely relevant) to 6 (not really relevant). ( ) safe

( ) beautiful

( ) clean

( ) green

( ) modern

( ) peaceful

BEFORE READING �. Answer the questions. Bepsy / Shut t er st oc k / Glo

a. What are the tourist attractions of your city?

50

UNIT 3

b. What do tourists like to do in your city? What about you?

w Images

�. Before reading the text, look at the picture, the title and the layout. Then, choose the correct answers. a. The text is about ( ) different cities in Brazil.

( ) a famous city in Brazil.

b. The text focuses on favelas as ( ) tourist attractions.

( ) dangerous places for tourists.

c. The text is from ( ) the opinion section of an online newspaper.

( ) the news section of an online newspaper.

�. In pairs write 2 words or expressions you expect to find in the text.

READING Now read the text quickly to check your predictions.

News

RIO DE JANEIRO, BRAZIL

Rio de Janeiro’s slums becoming Brazil tourist hotspot

Nigel Parker, of Sydney, Australia, takes in the view from the entrance of favela Rocinha in Rio de Janeiro as colorful paintings of the favela hang around him. s e g a m I y t t e G / T C M / y t i s r e v i n U e t a t S n n e P / r e m l E e o l h C

Published: June 25, 2012 By Casey McDermott — McClatchy Newspapers

[...] A far cry from the famous Christ the Redeemer statue or the luxury Copacabana hotels, these crowded slum communities — called favelas — on the hillsides of Rio are becoming unlikely stops for visitors who are looking to get a glimpse of life beyond the bars and beaches in Brazil’s tourist hotspot. Foreign tourists — and increasingly Brazilians themselves — are flocking wide-eyed to Rio’s favelas to spend a night at a bed and breakfast, sample local cuisine, take graffiti workshops or play paint-ball. In some cases, visitors are settling into these neighborhoods for weeks at a time at venues such as Casa Alto Vidigal, a favela home-turned-hostel that lures crowds with its bar and rooop deck overlooking the city.

Most of the tourists come for just a few hours, long enough to see what it’s like to live in places that have reputations for crowding, crippling poverty and clashes between drug gangs and police. [...]

CENTREDAILY.COM. Available at: . Accessed in August 2012.


51

READING FOR GENERAL COMPREHENSION �. Which statement presents the main idea of the text? ( ) Favelas in Rio de Janeiro are reducing tourism in Brazil. ( ) Favelas in Rio de Janeiro are becoming tourist attractions in Brazil.

�. Why are tourists visiting Rio’s favelas? ( ) To get the best views of the city from rooftop decks. ( ) To better understand the way of life in slum communities.

READING FOR DETAILED COMPREHENSION �. Find in the text: a. the location of favelas in Rio

b. activities for tourists in Rio’s favelas

�. Write T (True) or F (False). Then, correct the false statements with a fragment from the text. a. ( ) Most of the tourists visit Rio’s favelas for long hours.

b. ( ) Tourists are visiting Rio’s favelas more frequently.

c. ( ) Only a small number of Brazilians are visiting Rio’s favelas.

d. ( ) Rio’s favelas have reputations for crowding, poverty and clashes between drug gangs and police.

e. ( ) Casa Alto Vidigal is a luxury hotel in Rio de Janeiro.

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. What is the best way to get to know a city? Is it enough to visit its tourist attractions? b. In your opinion, why are favelas in Rio becoming tourist attractions? What are the possible consequences of that for residents of slum communities?

52

UNIT 3

VOCABULARY STUDY TIP

Observe o contexto de uso para inferir o significado de palavras desconhecidas.

SYNONYMS

�. Go back to the text to infer the meaning of the following words. Match the synonyms as in the example. Title

a. slums b. hotspot

( ) attraction ( ) favelas

First paragraph

c. crowded d. hillside e. unlikely

( ) rising ground ( ) (quick) look ( ) improbable

f. glimpse

( ) overpopulated

g. to sample h. to settle into

( ) auberge ( ) to attract ( g ) to taste ( ) to become comfortable in a new place or situation

Second paragraph

i. to lure j. hostel Third paragraph

k. crippling l. clashes

( ) conflicts ( ) severe G t s

/ S

h u

t t e r s t

NOUN PHRASES

o

c

k / G

l o

w I

m

a

�. In the expression “foreign tourists”, tourists is the main word and is modified by foreign.

g

e

s

foreign tourists

Circle the main word in each expression below. Then choose the correct words to complete the statements about the expressions. these crowded slum communities

unlikely stops for visitors

a. The main word is a... (noun/adjective).

a. The main word is a... (noun/adjective).

b. The pronoun these refers to... (slum/

b. The word unlikely comes...

communities). c. The words crowded and slum come... (before/after) the noun communities and characterize it.

(before/after) the noun stops and characterizes it. c. The expression for visitors comes... (before/after) the noun stops and characterizes it.


53

�. Put the words in the right order to form noun phrases. a. favela / of / the / paintings / colorful b. favorite / destination / travel / a

a r o t i d e a d o v i u q r A / a m a y a r i S

c. local / the / mouth-watering / cuisine

LANGUAGE IN USE PRESENT CONTINUOUS

�. Read the fragments below from the text on page 51. […] these crowded slum communities […] are becoming unlikely stops for visitors […] Foreign tourists […] are flocking wide-eyed to Rio’s favelas… […] visitors are settling into these neighborhoods […]

Now mark the correct answers. a. The Present Continuous tense is used in all sentences ( ) to describe actions that always happen (permanent events). ( ) to express a current tendency (changes happening around now). b. The structure of the Present Continuous tense is ( ) verb be (am / is/ are) + main verb in the -ing form.

( ) main verb in the -ing form.

�. It is very common in headlines to omit verbs, principally the verb be. In “Rio de Janeiro’s slums becoming Brazil tourist hotspot”, which verb is omitted? �. Read a postcard from São Paulo and complete the statements below. ÍS T ICO BR AS I L T UR l SP São Pau lo- -Brasi da taia Es Pon te

s e g a m I

. / e s a e s d s s o t o e o u o f r i a t p e r n d r g e o m r é r E o l P e m : C T a e e e t r a t i n d a l o a p e F i r e t a e D l i l i F s a r B

car tão Hello Sam, f12_ 1K&cA — Es te [03_ a u yo f o ing rds the world. We ’re send pos tal. h t tp: / /pos tca l#>] tm pos tcard from São weebl y.com /brasil.h in Sam Sm ith Paulo, the bigges t ci t y e La tin America and on Hemelshock 168 in s o f the bigges t ci tie B-2590 Berlaar the world. , Belgium Gree tings from June R yan and Be th Available at: . Accessed in August 2012.

a. The postcard is addressed to a person in b. “We’re sending” is the contracted form of

. .

c. The Present Continuous is used here to talk about an action that is happening .

54

UNIT 3

w o l G / k c o t s r e t t u h S / z i n i D o s l e C

There are a lot of headlines about Brazil published in newspapers and magazines around the world. Read the following headlines and do exercises 4-6. 1

BRAZIL ‘IS BECOMING MORE ACCESSIBLE’ Available at: . Accessed in August 2012.

2

Brazil becoming a favourite travel destination Available at: . Accessed in August 2012.

3

U�� B�� R�� Available at: . Accessed in August 2012.

4

E   B     Available at: . Accessed in August 2012.

5

Is Brazil Destroying The Amazon For Energy? Available at: . Accessed in August 2012.

�. Mark the correct answers. a. The Present Continuous tense is used in headlines 1, 2 and 3 to talk about ( ) actions happening at the time of speaking/publishing. ( ) changes happening around the time of speaking/publishing. b. Which headlines are good for tourism in Brazil? ( ) Headlines 1 and 2.

( ) Headlines 2 and 5.

c. Which headline presents a negative evaluation/description of an event? ( ) Headline 3.

( ) Headline 4.

d. The Present Continuous tense is used in headline 5 ( ) to ask about an action happening around now. ( ) to describe an action happening right now. e. In headline 2, the author omits the verb

( ) am.

( ) is.

( ) are.

f. Two possible short answers for the question in headline 5 are ( ) Yes, it is. / No, it isn’t.

( ) Yes, it’s. / No, it is not.

�. Write before or after. a. In affirmative sentences (headlines 1, 2 and 3) in the Present Continuous tense, the verb be (am/ is/ are) comes the main verb in the -ing form (becoming, getting). b. In negative sentences (headline 4) in the Present Continuous tense, the particle not comes the verb be (am/ is/ are) and the main verb in the -ing form (looking). c. In interrogative sentences (headline 5) in the Present Continuous tense, the subject comes the verb be (am/ is/ are) and the main verb in the -ing form (destroying). Traveling around Brazil

55

�. Complete the box below. Spelling rules for verbs in the -ing form

Examples

Most verbs: verb + ing

destroy look

Verbs ending in e: verb – e + ing

become settle

settling

Verbs ending in consonant + vowel + consonant: verb + last consonant + ing

get

Verbs ending in ie: verb – ie + y + ing

die

dying

lie

lying

stop

stopping

�. Complete the sentences about Brazil and tourism in Brazil. Use the Present Continuous tense. a. Motivated primarily by the immense biodiversity, the Pantanal (become) a top Brazil travel destination for ecotourism. b. … many travellers increasingly as a realistic and affordable travel option. c.

(see) Brazil

you (plan) to visit Brazil? (…) Never forget to try ecotourism. It is one of the main attractions of the destination.

d. The people chopping down the Amazon at the speed of Belgium per annum (not think) about Brazil or its people. Available at: , , , . Accessed in August 2012.

PRESENT SIMPLE OR PRESENT CONTINUOUS?

�. Read the following text about the Amazon and complete it with the appropriate verb form in the Present Simple or Present Continuous tense.

What is the Amazon? For people who have never been to Brazil, the Amazon (be) a massive jungle full of anacondas, howler monkeys and lost Indian tribes. To the Brazilian government, and to the Brazilian s n (be) more than that. In Amazonas state, the largest state in the north e people, it g a m I of Brazil, Manaus city (be) home to 1.8 million people, nearly half the state’s r a s l u P 3.4 million population, according to the Brazilian census bureau IBGE’s 2010 data. In / y r u o z Para, another large Amazon state, (there be) 7.5 million inhabitants. A o d r (not count) the five other states, including parts of Mato a That c i R Grosso, that (constitute) the Amazon biome, Brazil’s largest geographic area bar none. Over six million people (live) in those five states, and they need to work, they need to eat, and they need electricity. And their numbers (grow). It is the one part of Brazil where the population (grow) fastest. It is the emerging market within the emerging nation that is Brazil. To keep the lights on Manaus. without burning fossil fuels, Brazil is committed to hydro power.

Available at: . Accessed in August 2012.

56

UNIT 3

�. Go back to the text and mark the correct answers. a. What does “the Amazon is a massive jungle full of anacondas, howler monkeys and lost Indian tribes” represent? ( ) A preconceived idea about the Amazon, probably from people who do not know the region. ( ) An expert opinion about the Amazon, probably from people who live in the region. b. The pronouns it and that in “To the Brazilian government, and to the Brazilian people, it is more than that” refer respectively to ( ) “the Brazilian government” and “the Brazilian people”. ( ) “the Amazon” and “a massive jungle full of anacondas, howler monkeys and lost Indian tribes”. c. In “the Amazon biome, Brazil’s largest geographic area bar none”, the expression bar none is equivalent to ( ) with no exceptions.

( ) in a partial way.

d. The Present Simple tense is used in “Over six million people live in those five states” ( ) to talk about a fact.

( ) to talk about a temporary action.

e. The Present Continuous tense is used in “the population is growing fastest” ( ) to talk about an action happening at the time of speaking. ( ) to talk about a change happening around now. QUESTION WORDS

��. Read the text again to match the columns. a. What is happening to the population in the Amazon?

( d ) In 2012.

b. Which state in the north of Brazil is the largest?

( ) It is in the north of Brazil.

c. Where is Amazonas state?

( ) Amazonas state.

d. When was the text about the Amazon published?

( ) 1.8 million people.

e. Why is Brazil investing in hydro power? f. Who thinks the Amazon is a massive jungle?

( ) To keep the lights on without burning fossil fuels.

g. How many inhabitants are there in Manaus?

( ) People who do not know Brazil. ( ) It is growing fast.

��. Complete the statements below. Use the question words in bold from exercise 10. a. We use which to ask to specify a thing or person from a number of things or people. b. We use

to ask about a person/people.

c. We use

to ask about things, facts or activities.

d. We use

to ask about time.

e. We use

to ask about a place/places.

f. We use

to ask for an explanation or a reason.

g. We use

to ask about a quantity (countable nouns). Traveling around Brazil

57

POSSESSIVE ADJECTIVES

Read the examples below and answer questions 12-14. Over six million people live in those five states (…). And, their numbers are growing. … Brazil or its people

��. Complete the statements about the possessive adjectives their and its. a. Their refers to the expression

and modifies the noun

b. Its refers to the word

.

and modifies the noun

.

��. Complete the statement with before or after. We use possessive adjectives

a noun or a noun phrase.


��. Now complete the table below. Subject Pronouns Possessive Adjectives

I

you

he

she

my

your

his

her

it

we

they

our

��. Complete the statements about travel destinations. Use possessive adjectives. a. I love London for

fabulous and fascinating history.

b. We spend all summers in France, visiting definite favorite is the South of France and Spain. c. This is Diane’s 30th year as a travel consultant. (…) Europe and Hawaii. d. James is an Event Manager (...). Brazil and Japan.

favorite travel destinations are

favorite travel destinations include South Africa,

e. Bob and his wife, Norma, live in San Antonio (…) is Hawaii. f. I just came back from Trindade.

family and new countries.

favorite travel destination

favourite destination in Brazil: bay cities Paraty and Available at: ; ; ; ; ; Accessed in August 2012.

58

UNIT 3

LISTENING AND SPEAKING �. In your opinion, where are the places below? How would you describe them? You can use expressions from the box to help you. famous landmark • mountainous region • sandy beach • natural setting • tropical city • quiet village • noisy neighborhood • metropolitan area

s e g a m I

s e g a m I

w o l G / k c o t s r e t t u h S / n e b r u B

w o l G / k c o t s r e t t u h S / a v o l e B a n i r a t a C

�. Which place from exercise 1 would you like to visit? What would you like to do there? You can use expressions from the box to help you. go sightseeing • go snorkeling • go swimming • go snowboarding • go skiing • go mountain-biking

�.

07

Listen to a Swiss tour guide showing a group of tourists the Alps. Mark the correct alternatives to complete the sentences. a. million people live in the Alps.

TIP

Note que, quando faz comentários sobre o local visitado, o guia de turismo usa o tempo presente e adjetivos.

( ) 13

( ) 14

b. There are towns and communities in the Alps.

( ) 8,000

( ) 18,000

c. The Alps has been an area of commerce since .

( ) medieval times

( ) ancient times

d. The Alps is the largest tourist area in the world.

( ) 8 th

( ) 10th

07

�.

Listen again and complete the sentences. a. The population in the Alps is mainly supported by the industries of , forestry and dairy farming. b. The local economy is very much geared towards skiing, and other winter sports.

TIP

Fazer previsões nos prepara para compreender melhor o que vamos ouvir. Antes de ouvir o áudio, leia as frases e faça previsões sobre a palavra que poderá completar cada frase.

c. Some operators believe that global warming is responsible for the lack of

.

d. Many environmental groups are worried about the disturbance to wildlife by outdoor sports such as and mountain-biking. 07

�.


�. Does tourism have an economic impact on your region? What other kinds of impact does tourism have on your region? Traveling around Brazil

59

08

SPOKEN LANGUAGE

When we speak we link a lot of words together. Listen and notice how a consonant sound at the end of a word is linked to a vowel sound at the beginning of the next word. 1. a lack of snow

2. the local economy

3. an effect on tourism

Now listen again and repeat, making the same links.

TIP

Juntar o som final de uma palavra com o início da outra é comum também em português. Você pode dar alguns exemplos?

�. In pairs, talk about different cities in Brazil. Use information from the boxes to help you. Suggested questions: Where is… located? What is the main tourist attraction in...? What is the most visited place in…? What do tourists usually do in…? What else do you know about…?

40° W

50° W

SP

PARANÁ

Foz do Iguaçu

a r o t i d e a d o v i u q r A / d l r o W s p a M

N

MS

25° S

SCALE

City: Foz do Iguaçu

0

200 km

ATLANTIC

SC

N

OCEAN

10° S

BAHIA

Salvador City: Salvador

ATLANTIC

SCALE 0

420 km

State: Paraná Main attraction: Iguaçu Falls

State: Bahia Founded: 29 March, 1549

Number of falls: 275 What to do: Visit the Iguaçu

Most visited place: Pelourinho What to do: Go to the beaches,

National Park, go sightseeing

MT

N

55° W

GO

MATO GROSSO

Bonito

20° S

SP

City: Bonito State: Mato Grosso do Sul Area: 4,934 km2

DO SUL

a r o t i d e a d o v i u q r A / s p a M l l A

OCEAN

visit historical churches

SCALE 0

340 km

PR

What to do: Snorkel, swim, watch birds Best place for snorkeling: Rio da Prata Mapas adaptados de IBGE. Atlas geográfico escolar. Rio de Janeiro, 2009.

�. Now imagine you are acting as a tour guide of a group of Japanese tourists who speak English. Talk about a famous attraction in one of the cities mentioned in exercise 7 or in your own city. If possible, use a picture. 60

UNIT 3

a r o t i d e a d o v i u q r A / s p a M l l A

WRITING In this unit you have read different newspaper and magazine headlines about Brazil. Go back to pages 51 and 55 and notice how the headlines summarize the news and try to catch the reader’s attention.

WRITING GUIDELINES �. Write headlines to report interesting news about your city or region and give people a better idea of the place where you live.

S TEP B Y S TEP nds o f ne ws you are ism, going to focus on ( tour cul ture, en vironmen t, spor ts, ). Visi t beha vior, poli tics e tc. headlines w w w.ne wsmap.jp for on di f feren t topics. rs and magazines 2. Read ne wspape rs o f your and in ter vie w membe in forma tion. communi t y to ga ther ces. Look for reliable sour

1. Decide wha t ki

forma tion you ge t.

3. Check all the in

f t o f the headlines.

4. Wri te a firs t dra

5. Add pic tures to

illus tra te the

headlines. 6. Exchange head

lines wi th a

classma te. 7.

rrec tions. Make the necessar y co n o f the Wri te the final versio

8.

headlines.

Use it! �. Now, with your classmates, put all the headlines and pictures together to collaboratively create a classroom bulletin board or an online wall about your city or region. To create an online wall, you can use, for example, padlet.com.

Is the Brazilian Amazon shrinking faster?

●

●

●

Available at: . Accessed in March 2013.

Brazil plans major Amazon rainforest survey

●

Be direct and keep headlines short, even when there are no space limitations. Always capitalize the first word of the headline and any proper names. Use the Present Simple tense even to talk about past facts. This makes past events more vivid. Use the Present Continuous tense to report a current tendency and/or an event in progress around now.

Available at: . Accessed in March 2013.

In Brazil, Maid Service Becoming Thing Of The Past Available at: . Accessed in March 2013.


61

LOOKING AHEAD A stereotype is a popular belief about a culture or a specific group of people without knowing them and it is based on generalization. According to the text on page 51, favelas in Rio “have reputations for crowding, crippling poverty and clashes between drug gangs and police”, but now they are becoming tourist hotspots. In your opinion, do people have preconceived ideas about your neighborhood, city or country? If so, do you think you can help to break down this stereotype? e n o t s y e K / s s e r P A M U Z / n a h e e h S f l u w o e B

Discuss the following quotation by novelist Chimamanda Adichie:

“The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”

In your opinion, what are the negative consequences of stereotypes? Do you have preconceived ideas about a culture or a group of people? How can you break down this stereotype? EXTRA READING www.brazil.org.uk/resources/documents/brochurebrazil.pdf www.rioguiaoficial.com.br/ www.vivafavela.com.br/ www.visitbrasil.com/ Maré – Vida na favela, Ivaldo Bertazzo; Dráuzio Varella; Paola Berenstein Jacques e Pedro Seiblitz. (Rio de Janeiro: Casa da Palavra, 2002.)

EXTRA VIDEOS www.ted.com/talks/lang/en/chimamanda_adichie_the_ danger_of_a_single_story.html www.5min.com/Video/How-to-Break-Cultural-Stereotypesby-Travelling-Abroad-245893474

62

UNIT 3

W hen y ou b re a ko y ou’ re f re e t o b ut of st er eot y pe s, e y our sel f !

s e g a I m w l o /G k c t o r s e tt u h /S a n tl a e v S a v o k d l a G

Feel the Image, Feel the Feeling Warming

Unit

4 4 4

Do you know the name of these paintings? If so, which (ones)?

Up . a n i t n e g r A , s e r i A s o n e u B , s e t r A s a l e B e d l a n o i c a N u e s u M / o ã ç u d o r p e R

. a g e u r o N , o l s O , l a n o i c a N a i r e l a G / o ã ç u d o r p e R

. a ç n a r F , s i r a P , e r v u o L o d u e s u M / o ã ç u d o r p e R

r a l u c i t r a p o ã ç e l o C / o ã ç u d o r p e R

Learning Objectives

• to take part in discussions on feelings and art • to learn how to use the modal verbs may, might and could to express possibility • to identify nouns, adjectives and verbs ending in -ing • to explore descriptions of images

Feel the Image, Feel the Feeling

63

�. Match the artists, the names of their masterpieces and the art movement/period they belong to, as in the example. Artists

Masterpieces

Art Movements/Period

A. Edvard Munch

( ) Mona Lisa (1503-1519)

( A ) Expressionism

B. Candido Portinari

( A ) The Scream (1893)

( ) Modernism

C. Salvador Dali

( ) Sleep (1937)

( ) Surrealism

D. Leonardo da Vinci

( ) Woman Crying (1944)

( ) The Renaissance

�. What are the figures doing? How do you feel when you look at them? Useful words

impressed • happy • peaceful • sad • scared • shocked • speechless • uneasy a. The woman in Woman Crying [Mulher Chorando] is crying. She makes me feel sad.

b. The person in The Scream c. The man in Sleep d. The woman in Mona Lisa

. He/She makes me feel . He makes me feel

. .

. She makes me feel

�. In pairs, answer the questions. a. What other famous painters do you know? What are their most important pieces of art? Which art movement do they belong to? b. What do you know about expressionism, realism, surrealism and the renaissance? Which art movement(s) do you prefer? Why? c. How often do you go to art galleries or art museums: frequently, once in a while or never? d. Do you like contemporary art? Why?

s e g a m I r e h t O / y m a l A / y o F n i v e K

64

UNIT 4

.

BEFORE READING �. Answer the questions. a. In your opinion, what makes people cry? Is it possible to cr y for positive reasons? often = frequently

b. How often do you cry? ( ) Very often.

( ) Frequently.

( ) Once in a while.

( ) Never.

c. On what occasions do you cry? I cry every time I… ( ) watch a sad movie.

( ) listen to a love song.

( ) cut up an onion.

( ) argue with my friends or parents.

( ) have a bad headache.

( ) go to a funeral.

( ) d. Do you cry to get what you want?

e. In your opinion, who cries more often: men or women? Why?

�. Read the title of the text on the next page. In your opinion, is crying good for you? �. Now take a look at the picture and the four headings along the text on the next page and answer the questions. a. Do you think the picture is a work of art? Why? b. In your opinion, what feelings and/or ideas are represented in the picture?

�. Are the headings clear? Match the headings to the contents expected in each section. a. Why we cry

( ) possible gender differences

b. Why it feels good

( ) possibility of crying for positive reasons

c. Why women cry more

( ) possible reasons for crying

d. Tears of joy – a myth?

( ) possible benefits of crying

�. Now circle the words and expressions you expect to find in the text. tears

supermarket

health

hormones

feelings

environment

morning

silence

winter

sadness

rain

comfort


65


Is crying good for you? by Kim Schworm Acosta Photography by: Martha Rich Why we cry Humans most likely cry to solicit help and comfort, and sometimes to ward off aggression from others (female tears can stop men from being mean). It has these functions in helpless, dependent babies, and we have little reason to assume that this trait changes as people get older. Why it feels good It’s possible that there is some physiological benefit to crying, such as stimulation of the parasympathetic nervous system, which is important for relaxation. Shedding tears may also release opioids, natural chemicals that affect our feelings of pleasure, and oxytocin, a hormone linked to bonding, feelings of trust and stress reduction. The largest benefit, however, comes not from crying itself but from the comfort and support others offer in reaction to our tears. All of that said, occasionally controlling your tears isn’t likely to harm your health. But continually suppressing emotions can sap your body of energy and potentially cause physical symptoms.

66

UNIT 4

a t s i t r a

a d o v r e c A / h c i R a h t r a M

Why women cry more First, the male sex hormone testosterone seems to inhibit crying, while the female hormone prolactin may lower the emotional threshold. Plus, women may be exposed to more emotionally charged situations, such as caregiving, and tend to be more empathetic. Finally, men are often expected to control their tears. Tears of joy — a myth? Some experts doubt whether we ever cry for positive reasons. Very often, during a happy moment we allow ourselves to reflect on less joyful times. For example, during a reunion, we may actually cry for all the time

that we missed each other. And while getting married is often a positive event, at the same time it is the end of a certain phase in life and this could cause tears of sadness. Another theory is that very positive emotions may also evoke a kind of helplessness. You are simply at a loss as to how to express your extreme joy. This inability to adequately convey your feelings might result in tears. — Ad Vingerhoets, Ph.D., clinical professor of clinical psychology at Tilburg University in The Netherlands and editor of Emotion Regulation and Well-Being (Springer). ACOSTA, Kim Schworm. Is crying good for you?.

. 3 1 0 2 y a M n i d e s s e c c A . > u o y d o o g g n i y r c / e c i v d a t r e p x e / m o c . g a m h t l a e h l a r u t a n . w w w < : t a e l b a l i a v A . 0 9 . p , 2 1 0 2 h c r a M , 3 e u s s i , 2 4 . l o v , h t l a e H l a r u t a N : s n o i t a c i l b u P r e d i e W ? u o y r o f d o o g g n i y r c s I

. m r o w h c S m i K , A T S O C A

READING FOR GENERAL COMPREHENSION �. Does the author answer the question in the title (“Is crying good for you?”)?

�. What is the main idea of the text? ( ) Crying has different functions as people get older. ( ) Crying has some advantages to humans. ( ) Men cry as much as women. ( ) Humans don’t cry for positive reasons.

READING FOR DETAILED COMPREHENSION �. Mark the benefits of crying presented in the text. ( ) Crying stimulates a division in the nervous system responsible for relaxation. ( ) It releases natural chemicals that affect our feelings of pleasure. ( ) It causes health problems. ( ) It releases a hormone that reduces stress. ( ) It saps your body of energy.

�. Find in the text a fragment to support each statement below. a. To avoid crying at times does not mean you are putting your health at risk.

b. People might cry because they don’t know how to express their feelings.

�. Are the statements below true (T) or false (F) according to the text? a. Just helpless, dependent babies cry to solicit help and comfort. ( )

c. Women are likely to be more sensitive than men.

s e g a m I y t t e G / k c o t S r e p u S

b. The largest benefit of crying is physiological. ( ) c. Women may get more emotional and cry more easily because of the female hormone prolactin. ( ) d. According to some experts, during happy moments, we may cry because of a negative feeling. ( ) Feel the Image, Feel the Feeling

67

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. In your opinion, what are the consequences of controlling your emotions? b. Do you think men and women express their feelings in the same way? Why? c. Do you think men have to control their tears? Why? d. How do you feel when you see a male or a female friend crying? What do you usually do? e. In your opinion, do painting, literature and other arts tend to represent men’s and women’s feelings in different ways? Why? . A U E , t i o r t e D e d s e t r A e d o t u t i t s n I / o ã ç u d o r p e R

A Woman Weeping (1644) is an oil painted by Rembrandt.

. A U E , o g a c i h C e d e t r A e d o t u t i t s n I / o ã ç u d o r p e R

Weeping Woman (1883) is a drawing by Vincent van Gogh.

. a r r e t a l g n I , s e r d n o L , y r e l l a G e t a T / o ã ç u d o r p e R

Weeping Woman (1937) is an oil on canvas painted by Pablo Picasso.

VOCABULARY STUDY DISCOURSE MARKERS

TIP

Os marcadores discursivos ajudam a compreender como as ideias de um texto se relacionam.

Which idea do the discourse markers in bold express? (1) addition

(2) conclusion

(3) contrast

(4) exemplification

a. ( ) Humans most likely cry to solicit help and comfort ( 1 st paragraph) b. ( ) such as stimulation of the parasympathetic nervous system ( 2nd paragraph) c. ( ) The largest benefit, however, comes not from crying itself ( 2nd paragraph) d. ( ) But continually suppressing emotions can ( 2nd paragraph) e. ( ) while the female hormone prolactin may ( 3rd paragraph) f. ( ) Plus, women may be exposed to ( 3rd paragraph) g. ( ) Finally , men are often expected to control their tears ( 3rd paragraph) h. ( ) For example, during a reunion ( 4th paragraph)

68

UNIT 4

LANGUAGE IN USE �ING : NOUN, ADJECTIVE OR VERB?

�. Read the fragments below and complete the sentences. I. Is crying good for you? II. … occasionally controlling your tears isn’t likely to harm your health. III. … continually suppressing emotions can sap your body of energy… IV. … getting married is often a positive event… V. … female tears can stop men from being mean… VI. Weeping Woman (Dora) is an oil on canvas painted by Pablo Picasso.

a. In sentences I, II, III and IV, the words in italics are actions in progress). They are b. In sentence V, the word in italics characteristic). It is

(names of actions/ (verbs/nouns).

(refers to an action/presents a (a verb/an adjective).

c. In sentence V, being is used in the -ing form because it comes of the Present Continuous tense/after a preposition). d. In sentence VI, weeping woman). It is

(as part

(gives the woman’s name/describes the (a noun/an adjective).

�. Read the descriptions of the paintings. Underline the -ing forms and decide if they are used as nouns, adjectives or verbs.

. a g e ru o N , l o s O l , a n i o c a N ir a l e a / G o ã ç u d ro p e R

The Scream The Scream painting by Edvard Munch is one of

the most well-known pieces of artwork in history, appealing to a wide audience even today. There are actually four different original versions of The Scream that Edvard Munch created using different art mediums including oil paints, tempera, and pastels. In The Scream’s timeless image there is a genderless person with a pale face, standing beside a railing with an expansive view of a chaotic environment. What is so gripping about the image is that the person is screaming, their mouth hung wide open with their hands on the sides of their face, and you can see that scream reflected and continuing on into the distance of the intensely bloody red, orange, deep blue, and black colored background. (…)

;

nouns:

;

adjective: verbs:

;

; ; ;

; ;



69

Sleep Dali’s “Sleep” of 1937 deals with a Freudian theme of the world of dreams that has fascinated the Surrealists. This painting is an attempt to duplicate the dream world into canvas.

r a l u c i t r a p o ã ç e l o C / o ã ç u d o r p e R

The most important figure is the huge sleeping head supported by the crutches. It is the most significant part of the message that deals with the subconscious (of the head) and its dreams.

noun:

adjective:

verbs:

Emphasis is put visually on the sleeping head by magnifying it to a gigantic size, positioning it in the center, and coloring it in light yellowish colors contrasted with the light blue sky.

; ;

Available at: . ;

Accessed in July 2012.

;

Mona Lisa

. a ç n ra F , ris a P , re v u o L o d u e s u / M o ã ç u d ro p e R

(…) The Mona Lisa is the earliest Italian portrait to focus so closely on the sitter in a half-length portrait. The painting is generous enough in its dimensions to include the arms and hands without them touching the frame. (…) The figure is shown in half-length, from the head to the waist, sitting in a chair whose arm is resting on balusters. She is resting her left arm on the arm of the chair, which is placed in front of a loggia, suggested by the parapet behind her and the two fragmentary columns framing the figure and forming a “window” looking out over the landscape. (…)


noun:

;

adjective:

;

verbs:

;

;

;

;

;

70

UNIT 4

MODAL VERBS �MAY , MIGHT , COULD� �. Read the fragments below from the text “Is crying good for you?”. I. Shedding tears may also release opioids… II. … the female hormone prolactin may lower the emotional threshold. III. … women may be exposed to more emotionally charged situations… IV. … we may actually cry for all the time that we missed each other. V. … very positive emotions may also evoke a kind of helplessness. VI. This inability to adequately convey your feelings might result in tears. VII. … this could cause tears of sadness.

Now mark the correct alternatives to complete the sentences. a. In sentences I, II, III, IV and V, the modal verb may expresses: ( ) certainty. ( ) possibility. b. In sentences VI and VII , the modal verbs might and could express: ( ) strong probability. ( ) weak possibility. c. We use modal verbs, like may , might and could: ( ) before the infinitive of other verbs. ( ) after the infinitive of other verbs.

�. Read the following fragment about Mona Lisa and complete it with may or may not. s e g a m I w o l G / k c o t s r e t t u h S / s e u q c a J w e h t t a M

Leonardo da Vinci’s Mona Lisa is arguably the most famous portrait in the world, but now some are speculating that the woman with the inscrutable smile

be

a woman after all. They are suggesting that the Mona Lisa

be a self-portrait,

da Vinci in drag.

WATT, Nick; KANNAMPILLY, Ammu. ABC News, London, Jan. 26, 2010. Is Da Vinci’s Mona Lisa a Self-Portrait? Available at: . Accessed in July 2012.


71

TIP

�. Read the comic strip below and answer the questions.

Ao ler histórias em quadrinhos, observe as relações entre os elementos verbais e não verbais.

k c i l c U l a s r e v i n U . t s i D / d e v r e s e R s t h g i R l l A . c n I , s w a P 8 8 9 1 / s i v a D m i J

DAVIS, Jim. November, 1988. Available at: . Accessed in July 2012.

a. What is Garfield’s opinion about the painting? ( ) The painting depicts him very well. ( ) The painting does not depict him well. b. Where is Jon’s sandwich? ( ) It is under Garfield. He is lying on Jon’s sandwich. ( ) It is in Garfield’s stomach. He is lying on his stomach. c. In “You might say that”, might conveys an idea of: ( ) certainty. ( ) weak possibility. d. In “Hey, Mister, may we bury your cat in the sand?”, may is used by the kids to: ( ) ask for permission. ( ) talk about probability. e. Who is not having fun on the beach? ( ) Jon. ( ) Garfield. f. Is the -ing used to form a noun, an adjective or a verb? … is lacking something… This painting of you… … are you lying on my sandwich? … this is kind of relaxing.

72

UNIT 4

( ) The kids. Go to Language Reference p. 155.

LISTENING AND SPEAKING �. Circle the words and expressions that you think are related to Vincent van Gogh. k c o t s n i t a L / m u b l A / s i r a P y a s r O ' d u e s u m ) m c 4 5 x 5 6 ( a l e t e r b o s o e l Ó

famous artist • paintings • drawings • museum • journalist • exhibition • modern art • Brazilian painter • expensive artworks

Vincent van Gogh. Self-Portrait (1889).

�.

09

A new exhibition of Van Gogh’s artworks has opened in Amsterdam. Listen to a podcast about the exhibition, “Van Gogh’s life and work”. Mark the correct statements. a. ( ) Van Gogh was committed to drawing, painting and writing. TIP

b. ( ) He had no brothers or sisters.

Antes de ouvir o áudio, leia os itens do exercício para conhecer as informações solicitadas. Você deverá prestar atenção a elas durante a escuta. Faça isso em todos os exercícios de compreensão oral.

c. ( ) The Van Gogh Museum is in the Netherlands. d. ( ) The museum attracts a lot of visitors a year.

e. ( ) The special exhibition includes Van Gogh’s letters to his brother. f. ( ) Just one painting by Van Gogh is expensive. 09

Listen again and complete the following sentences �. with numbers from the box.

Vorobyeva/Shutterstock/Glow Images

5 • 10 • 37 • 47 • 100 • 900 • 1,500,000 • 2,000,000

a. Age at death:

.

b. Number of years dedicated to art: c. Number of letters to his brother:

. .

d. Amount of visitors the Van Gogh Museum attracts a year : more than .


73

�.

09


�. Painters express themselves through their art. What forms of art does your school promote? 10

SPOKEN LANGUAGE

Listen and repeat. Notice the final -ing sound. painting • drawing • feel ing • crying • weeping • smiling

�. Interview your classmates to find out about their tastes and experiences concerning art. Complete the chart with your classmates’ names when their answer is affirmative. Take turns as in the example. Student A: Do you like drawing? Student B: Sure! How about you? Student A: No, I don’t. Do you go to art museums at least once a

year?

Student B: Not really. And you?

Find someone who…

… likes drawing. … goes to art museums at least once a year. … knows three Brazilian painters. … prefers modern art to other forms. … listens to classical music. … enjoys dancing. … …

�. What is the most popular activity from exercise 6?

74

UNIT 4

Classmates’ names

WRITING In this unit you have read descriptions of paintings on pages 69 and 70. These descriptions can be found in museum sites, art review magazines, blogs and other sites about art etc. Notice they describe some important elements in the picture, such as the central figure, the background and the colors.

Use it!

WRITING GUIDELINES

●

�. Now it’s your turn to write a description of a picture (painting, photo or drawing) to share your personal views on it. You and your colleagues may choose to focus on an artist, a theme or an art movement.

Use the Present Simple to write your description in a vivid way. Examples:

The Scream painting by Edvard Munch is one of the most well-known pieces of artwork in history…

Dali’s Sleep of 1939 deals with a Freudian theme of the world of dreams… ●

S TEP B Y S TEP g, pho tograph 1. Selec t a pain tin or dra wing. rip tion b y 2. S tar t your desc sa ying the name o f the pic ture and the ar tis t. o f the in the impor tan t elemen ts , pic ture (cen tral figure colors, background, mo vemen t e tc. ).

3. Men tion some

Use the Present Continuous to describe what a figure is doing or wearing. Examples:

… the person is screaming …

the pic ture graph o f the pain ting, pho to ed. or dra wing you describ

4. Illus tra te i t wi th

5. Add a ti tle ( the

She is resting her left arm on the chair.

name o f the

pic ture ). rip tions wi th a s bo th classma te and discus tex ts. ar y 7. Make the necess

6. Exchange desc

correc tions. version o f the

8. Wri te the final

descrip tion.

Use it! �. Now it’s time to share your description. You and your classmates can organize the description to create posters (using www.glogster.com, for example) on specific topics and share them with other students, your teachers, your families and people everywhere.

In your description you can include expressions such as:

… is one of the most well-known pieces of artwork in history, What is so gripping about the image is that… This painting is an attempt to… The most important figure is… Emphasis is put visually on the…


75

LOOKING AHEAD Do you think art is a way of expressing feelings? In your opinion, can art affect people’s emotions? In pairs, read the following quotes and discuss the possible relationships between art and feelings.

“Art is the objectification of feeling.”

a r o t i d e a d o v i u q r A / t r A t n a i v e D / o ã ç u d o r p e R

(Herman Melville)

“I want to touch people with my art.” (Van Gogh)

“Every portrait that is painted with feeling is a portrait of the artist, not of the sitter.” (Oscar Wilde)

What about you? Do you have any difficulties talking about your feelings? Do you use any form of art to express your emotions? If so, which one(s)? Do you think schools should promote the creation and exhibition of students’ artwork? Why (not)?

EXTRA READING www.theartstory.org/section_movements.htm www.louvre.fr/en/visites-en-ligne www.nationalgallery.org.uk/visiting/virtualtour/ www.moma.org/learn/moma_learning www.metmuseum.org/collections/browse-highlights O grande livro da Arte: edição de bolso, Roberto Carvalho de Magalhães, org. (Rio de Janeiro: Ediouro, 2005.) Ismos — Para entender a Arte, Stephen Little. (Rio de Janeiro: Globo, 2011.) O poder da Arte, Simon Schama. (São Paulo: Companhia das Letras, 2010.)

EXTRA VIDEO O sorriso de Mona Lisa. Mike Newell. Estados Unidos, 2003.

76

UNIT 4

s e g a m I w o l G / k c o t s r e t t u h S / r a m u T

2 2 2

Review READING

Favela Painting: Giving Pride to Brazil’s Poor s n e g a m I r a s l u P / n a r h g e R o t s e n r E

Units 3 & 4

�. Look at the picture and the title of the text. What do you expect to read about? �. What is the main purpose of the text?

“I’ve never been to a museum in my life, and now I’m living in one,” said one of Brazil‘s poorest of her Vila Cruzeiro favela neighborhood. Dutch artists Jeroen Koolhaas and Dre Urhahn perform a vibrant form of charitable art they call “Favela Painting”. A favela is a Brazilian shanty town that houses the city’s poorest citizens, those who cannot find gainful work or a proper home. These run-down ghettos are dangerous and dilapidated, roundly ignored by Brazilian city governments. Where charity has forgotten Brazil’s favelas, Koolhaas and Urhahn have aimed to instill pride in the poor by giving these neighborhoods an entirely new, entirely artful appearance. The team at Favela Painting travel to Brazil’s favelas, live there among the poor and organize teams of local citizens who join them in their art. Koolhaas and Urhahn propose paint pieces that re-invent the neighborhood and produce them hand-in-hand with the locals. The results are absolutely stunning, a colorful mix of geometric patterns that turn the ignored, the ugly into living works of art. Those who live in these Favela neighborhoods can take pride in their homes and their communities, thanks to the charitable work of the Favela Painting team. Available at: . Accessed in September 2012.

( ) To promote local artists from favelas in Brazil. ( ) To describe the benefits of graffiti in favelas in Brazil. ( ) To talk about the advantages of the work of the Favela Painting.

�. Write T (True) or F ( False). Then, correct the false statements with fragments from the text. Underline the fragments. a. ( ) The work of the Favela Painting team gives favela neighborhoods a completely new and colorful appearance. b. ( ) The work of the Favela Painting team is making people proud to live in favela neighborhoods. c. ( ) Jeroen Koolhaas and Dre Urhahn work with famous international artists in Brazil’s favelas. d. ( ) The work of the Favela Painting team is expensive.

�. Mark the expressions used to refer to favelas in Brazil. ( ) absolutely stunning ( ) these run-down ghettos ( ) a Brazilian shanty town ( ) dangerous and dilapidated ( ) a vibrant form of charitable art ( ) ignored by Brazilian city governments Review 2

77

LANGUAGE IN USE b. is / what / happening to graffiti?

PRESENT CONTINUOUS �. Read the cartoon and mark the correct answer. > g r o . a s u s c u . w w w < / o ã ç u d o r p e R

COULD YOU KINDLY REPHRASE THAT IN R ESEAR CH CONCLUDES:

EQUIVOCAL, INACCURATE,

c. the text mention / does / which / Brazilian cities

VAGUE , SELF-SERVING AND ROUNDABOUT TERMS THAT WE CAN ALL UNDERSTAND?

�. Use question words to complete the questions about an important Brazilian painting. , s s o e r t i n A e s i m o d n n e e u e B r e p d m o E n l a a c r i r a e m A m a o o d n a i l t i a s L r a e T t r / A a n i e t d n o e g e r s u A M / A B L A M


The Present Continuous tense is used to ( ) describe an action that always happens (a permanent event). ( ) express a current tendency (a change happening around now).

�. Complete the text about Brazil. Use the Present Continuous tense. Brazil is safer than ever, and the big cities like Rio and Sao Paulo (enjoy) a kind of renaissance. Graffiti (disappear), new restaurants and cafes (dot) the streets. Even Brazil’s shanty towns, or favelas, (experience) a rebirth as residents take back their communities from the drug lords. Adapted from: . Accessed in September 2012.

QUESTION WORDS �. Put the words in the correct order to make questions about the text from exercise 2. Then, answer the questions. a. are / favelas / why / experiencing a rebirth

a.

is the name of the painting? Abaporu.

b.

does it mean? Abaporu means “the man who eats”. c. is its painter? Tarsila do Amaral. d. art movement does the painting belong to? The Modernist Movement. e. is the painting important to the Modernist Movement? Because it represents renovation and freedom of Brazil’s national art. f. is Abaporu exposed? At the Latin American Art Museum of Buenos Aires. Available at: . Accessed in September 2012.

78

Review 2

POSSESSIVE PRONOUNS

PRESENT SIMPLE OR PRESENT CONTINUOUS?

�. Complete the sentences about artist Vik Muniz and his work. Use possessive adjectives. a. Famous visual artist Vik Muniz lives and works in New York, but hometown is São Paulo.

�. Complete the sentences about rainforests. Use the Present Simple or the Past Continuous tense. a. We (lose) Earth’s greatest biological treasures just as we (begin) to appreciate their true value.

b. Vik Muniz incorporates a multiplicity of unlikely materials into photographs. c. The documentary “Lixo Extraordinário” shows photographs by Vik Muniz. title in English is “Waste Land”. d. With the documentary Vicky Muniz aims at inspiring pickers of recycling materials to reimagine lives. e. Suelem is one of the garbage pickers from “Lixo Extraordinário” and she’s proud of work. Available at: . Accessed in September 2012.

b. Experts (estimate) that we (lose) 137 plant, animal and insect species every single day due to rainforest deforestation. c. The Amazon rainforest (cover) over a billion acres (…). d. With 2.5 million square miles of rainforest, the Amazon rainforest (represent) 54 percent of the total rainforests left on Earth. Available at: . Accessed in September 2012.

�ING : NOUN, ADJECTIVE OR VERB? �. Read the fragments from the text on page 77 to complete the chart with the words in bold. a. … a vibrant form of charitable art they call “Favela Painting ”. (1st paragraph) b. … now I’m living in one… (1st paragraph) c. The results are absolutely stunning … (2nd paragraph) d. … turn the ignored, the ugly into living works of art… (2nd paragraph) nouns

adjectives

verbs

MODAL VERBS OF POSSIBILITY �. Read the comic strip and complete the statements about it. It is not necessary to understand all the words in the text. a. Calvin could / couldn’t be a true modern artist.

0 k c 9 i 9 l 1 c U © l n a s o r s r e v e i t n t a U W y l l b i . B t s , i s D e / b n b o o s r H e t & t a n W i v l a C

b. Calvin might / might not be a forger.

WATTERSON, Bill. Available at: . Accessed in September 2012.

c. Calvin may / may not get into serious trouble. Review 2

79

STUDYING FOR EXAMS �. (Enem/2011) / ) . m o o d c a . t s p n a g d i a s ( e d 0 1 g r 0 e 2 . b l n u a j g 9 e 2 : m . w m e w o w s / s / : e p c t t A . h l : m m t e h . l x e e v d í n i n o / p s s d i r D a c t s o p / 7 0 g r e b e c i / l l i r d n a

Trade postcards with us!

Send us a postcard in an envelope with your name, your address, a postcard stamp, and what you would like to know about the ANDRILL project, or a question you have about Antartica, and we’ll send a postcard to you from the ice!

ARISE McMurdo Station Project G - 091 - M PSC 469 Box 800 APO AP 96599-1035 U.S.A.

Os cartões-postais costumam ser utilizados por viajantes que desejam enviar notícias dos lugares que visitam a parentes e amigos. Publicado no site do projeto ANDRILL, o texto em formato de cartão-postal tem o propósito de: a. comunicar o endereço da nova sede do projeto nos Estados Unidos. b. convidar colecionadores de cartões-postais a se reunirem em um evento. c. anunciar uma nova coleção de selos para angariar fundos para a Antártica. d. divulgar às pessoas a possibilidade de receberem um cartão-postal da Antártica. e. solicitar que as pessoas visitem o site do mencionado projeto com maior frequência.

�. UnB-DF/2012

. 5 , s 4 d 4 n , l a s r a e v h n t a e c N n e o h l t i , o e , 5 u 6 g 6 a 1 H , e g h n t i , r s r a i u e h l s r t a i e r u p a a M h t , i w m c l r 9 i 3 G × . r e m e c m r e V s e n n a h o J

80

Jan or Johannes Vermeer van Delft (1632-1675), a Dutch genre painter who lived and worked in Delft all his life, created some of the most exquisite paintings in Western art. His works are rare. Of the 35 or 36 paintings generally attributed to him, most

Review 2

portray figures in interiors. All his works are admired for the sensitivity with which he rendered effects of light and color and for the poetic quality of his images. He produced meticulously constructed interiors with just one or two figures — usually women. These are intimate genre paintings in which the principal figure is invariably engaged in some everyday activity. Often the light enters Vermeer’s paintings from a window. He was a master at depicting the way light illuminates objects. During the late 1650s, Vermeer began to place a new emphasis on depicting figures within carefully composed interior spaces. Other Dutch painters painted similar scenes, but they were less concerned with the articulation of the space than with the description of the figures and their actions. Little is known for certain about Vermeer’s life and career. Not much is known about Vermeer’s apprenticeship as an artist either. After his death, Vermeer was overlooked by all but the most discriminating collectors and art historians for more than 200 years. His few pictures were attributed to other artists. Only after 1866, when the French critic W. Thore-Burger ‘rediscovered’ him, did Vermeer’s works become widely known and his works heralded as genuine Vermeer. Internet: .

Judge the items that follow according to the text above. 1 It took around two centuries for Vermeer’s paintings to be attributed to him again. 2 Some of Vermeer’s paintings are considered strange. 3 Even though there were just a few of them, Vermeer’s paintings proved to be very influential in the history of Dutch painting. 4 Whenever Vermeer’s paintings portray human figures, these individuals are shown performing ordinary tasks. 5 Vermeer got his inspiration from poems about women. 6 Vermeer paid meticulous attention to the scenery in his paintings. 7 Light did not play a significant role in Vermeer’s paintings. 8 Vermeer gave greater emphasis to interior spaces than other painters did. 9 Vermeer’s life and work history were widely documented. 10 Vermeer was neglected by most collectors and art historians after he died.


with confidence

Take part in discussions on traveling around Brazil…

well

Take part in discussions on feelings and art…

with some difficulty

Use the Present Continuous tense… Use question words… Use possessive adjectives… Use the modal verbs may, might, could… Explore headlines… Explore descriptions of images…


Meaning in context


Glossary

Language Reference

Extra readings

Extra videos

Internet

Other(s):


Review 2

81

PROJECT 1B TURNING TRASH INTO ART �SECOND PART� In Unit 4 you have talked about art. Follow the steps below and do the second part of Project 1, Turning trash into art. TASK: After having reused plastic bottles or other things we usually throw away, it is time to share your ideas with your local community and the world!

�. Produce it! In groups, review the draft you and your classmates wrote in the first part of this project. Then make a poster or record a video to teach people how to create what you have designed. Visit the following links to help you: ; ; .

�. 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 peop le from your community to get to know about your “green creations”. �. Share it globally! Use the Internet to create and/or share your tutorial. Use English to make your tutorial so that people from all over the world can get inspired by your ideas!

THINK ABOUT IT! Reflita sobre o desenvolvimento do projeto a partir

das questões a seguir: Como você se sentiu ao transformar lixo em arte? E ao fazer o tutorial? Como foi a apresentação dos projetos na escola? Como as pessoas reagiram ao tutorial na Internet? Você faria alguma coisa de modo diferente? Se sim, o quê? Você acredita que transformará lixo em arte outra vez?

82 Project 1

s e g a I m y tt e /G y l e rs e d i n K g n l ri o D

5 5 5

Old Heroes, New Heroes Warming

Up

Unit

Who are they? What do you know about these figures?

s e g a m I w o l G / m o c s w e N / s c i m o C C D / o t o h p S N H S

> m o c . s r e p a p l l a W e m a G < / o ã ç u d o r p e R

s s e r p a h l o F / o i r é d u a G o i n ô t n A

e n o t s y e K / n o i t c e l l o C t t e r e v E

Learning Objectives

• to take part in discussions on old and new heroes • to learn how to use the Past Simple tense • to learn how to use object pronouns • to explore biographies

Old Heroes, New Heroes

83

�. Answer the questions. a. Who are the most famous comic book superheroes you know? b. What are their superpowers? Who/What are their enemies? c. Who is your hero or heroine in real life? Why?

�. Read the sentences below and decide if they describe the classical hero or the modern hero. Write C for classical hero or M for modern hero. a. (

) He was of royal birth or half mortal, half god.

b. (

) He is never surprised by events and shows little emotion.

c. (

) He performed extraordinary actions.

d. (

) He performs actions for his survival.

e. (

) He fights against corruption in government.

f. (

) He fought for his own honor.

NORMAN, Vera. Four concepts of the heroic. Available at: . Accessed in August 2012.

�. How would you describe a modern hero/heroine? Mark the characteristics you consider essential. ( ) ambitious

( ) bad-tempered

( ) brave

( ) charming

( ) conservative

( ) ethical

( ) hard-working

( ) honest

( ) lazy

( ) open-minded

( ) polite

( ) selfish

( ) reliable

( ) self-confident

( ) sensible

( ) two-faced

�. What other characteristics are important in a modern hero/heroine? In your opinion, what makes a modern hero?


84

UNIT 5

BEFORE READING �. Answer the questions. a. Who was Ayrton Senna?

b. Where was he from?

c. Why was he famous?


�. Turn over the page and, before reading the text, look at the picture, title and source of the text. Then, choose the correct answers. a. The text is an extract from:

( ) a weekly magazine. ( ) a reference book.

b. The text is the introductory part of:

( ) a biography of Ayrton Senna. ( ) a film review about Ayrton Senna.

c. Ayrton Senna died at:

( ) an old age. ( ) an early age.

�. Mark the pieces of information about Ayrton Senna you expect to find in the text. ( ) date and place of birth ( ) parents’ names ( ) details about his career ( ) important events in early life ( ) date and place of death ( ) leisure activities ( ) physical and psychological characteristics ( ) inspiring people Old Heroes, New Heroes

85

READING Now read the text to check your predictions.

Ayrton Senna: 1960-1994 – Race car driver s e g a m I y t t e G / u a e d n o R l a c s a P

Brazilian race car driver Ayrton Senna was a famous professional race car driver and sportsman at the time of his death in a racing crash in 1994. After an outstanding career on the kart racing circuit, Senna was a three-time champion of the elite Formula One (F1) series. In his brief but spectacular career, Senna proved he was arguably “the most remarkable racing driver of all time,” according to Alan Henry in Grand Prix Champions. Born Ayrton Senna da Silva on March 21, 1960, in Sao Paulo, Brazil, Senna was an awkward child who was later diagnosed with a motor-coordination problem. Senna’s father, Milton da Silva, was a successful businessman and landowner, but also was a motor racing fan, and encouraged his son’s fascination with cars. When Senna was four, his father gave him a onehorsepower go-kart. When Senna got behind the wheel, his awkwardness disappeared — he was a natural. The entire family supported Senna’s interest in motoring, and spent weekends together at local parks where the young man could drive his kart. His parents used driving privileges as leverage to get Senna, a lackluster student, to pay better attention to his studies. Fortunately for Senna, his family was wealthy and could afford to finance his racing. At eight years old, Senna was driving the family car. European racing stars Jim Clark and Jackie Stewart were his heroes, as well as Emerson Fittipaldi, a Brazilian driver who was fast emerging as an extraordinary talent. Senna received a 100cc kart for his tenth birthday, but had to practice on his own at the local kart track until he turned 1 3, the minimum age for racing karts in Brazil. Interest in European motor racing grew in Brazil when Fittipaldi won the Formula One World Championship in 1972, and the nation hosted its first Grand Prix at Interlagos the following year. SANCHEZ, Brenna. Contemporary Hispanic Biography, 2003. Available at: . Accessed in August 2012.

86

UNIT 5

READING FOR GENERAL COMPREHENSION Mark the quote by Ayrton Senna that is connected to the main idea of the text. ( ) “Money is a strange business. People who haven’t got it aim for it strongly. People who have are full of troubles.” ( ) “Racing, competing, it’s in my blood. It’s part of me, it’s part of my life; I have been doing it all my life and it stands out above everything else.”

READING FOR DETAILED COMPREHENSION �. What do the following numbers refer to? Match the columns. a. Ayrton Senna was born in… b. Ayrton Senna died in… c. Ayrton Senna drove the family car when he was… d. Ayrton Senna drove his first go-kart when he was… e. Fittipaldi won the F1 World Championship in… f. The minimum age for racing karts in Brazil is…

( ( ( ( ( (

) 4. ) 13. ) 8. ) 1960. ) 1972. ) 1994.

TIP

Localize números no texto para identificar informações específicas mais rapidamente.

�. Write T (True) or F (False). Then, correct the false statements. a. ( F ) Senna came from a poor family. Senna came from a wealthy family. b. ( ) Ayrton Senna died in a racing car crash. c. ( ) Senna’s father encouraged him to be a race car driver. d. ( ) Senna received a kart when he turned 13. e. ( ) Senna won the elite Formula One series twice.

�. Read the text again to answer the questions about Ayrton Senna. a. Where was Ayrton Senna born? In Sao Paulo, Brazil. b. What was his occupation? c. Who were Senna’s heroes? d. Was he a brilliant student?

( ) Yes, he was.

e. Did he have the support of his family in motoring?

( ) No, he wasn’t. ( ) Yes, he did. ( ) No, he didn’t.

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. The financial and emotional support of Ayrton Senna’s family played an important role in his life. In your opinion, to what extent can families play an important part in a person’s life? b. What can you learn from Ayrton Senna’s biography? Old Heroes, New Heroes

87


�. Read the fragment and mark the correct answers. ... successful businessman and landowner...

a. We can infer that the suffix -ful means:

( ) without; not having. ( ) with; full of.

b. We can infer that the suffix -er indicates:

( ) an occupation.

( ) a comparison.

c. The suffix -ful is usually added to nouns to form:

( ) adverbs.

( ) adjectives.

d. The suffix -er is usually added to verbs to form: ( ) nouns.

( ) adjectives.

�. Now complete the Word Formation box on page 160 with what you have learned.

LANGUAGE IN USE PAST SIMPLE

Read the fragments below from the text on page 86 and do exercises 1 and 2. Ayrton Senna was a famous professional race car driver and sportsman… European racing stars Jim Clark and Jackie Stewart were his heroes… When Senna was four, his father gave him a one-horsepower go-kart. The entire family supported Senna’s interest in motoring… Senna received a 100cc kart for his tenth birthday… … Fittipaldi won the Formula One World Championship in 1972…

�. Mark the correct answer. The Past Simple tense is used in all sentences ( ) to talk about completed actions and states in the past. ( ) to talk about incomplete actions and states in the past.

�. Complete the following statements. a. The Past Simple is often used with expressions that refer to a specific time in the past. In the sentences, the time expressions are: for his tenth birthday , and . b. Supported and received are examples of regular verbs in the past. Regular verbs in the simple past all end in . c. Was, were, gave and won are examples of irregular verbs in the past. We use when the subject is I/he/she/it and when the subject is you/we/they.

88

UNIT 5

�. Go back to the text on page 86 and find other examples of regular and irregular verbs in the past. Then complete the table. Regular verbs

Irregular verbs

support

supported

be

was, were

receive

received

give

gave

encourage

win

won

prove

can

turn

get

use

grow have spend

�. Athena, a Greek goddess, and Zeus, a Greek god, were considered heroes of mythology. Complete the texts with the past form of the verbs in the box. Regular verbs inherit

Irregular verbs

inherited

s e g a m I w o l G / e v i h c r A s e g a m I t r A

be

was, were

become

became

keep

kept

lead

led

make

made

Athena A powerful war goddess, Athena was usually depicted with her shield or protective cloak, known as the aegis. She also a patron of crafts, especially pottery, weaving, and shipbuilding, and the goddess of the city of Athens. She the wisdom of her mother, Metis, an attribute that made her favour Odysseus, the wisest and most cunning of the Greek heroes. In all these roles she was especially valued because she always accessible, unlike many gods who distance from humans.

a i d e m o i D / y m a l A / s e g a m I e s o l C y v I

their

Zeus Zeus, son of the Titans Cronus and Rhea,

the god of the sky

and thunder. His most feared weapon

his thunderbolt,

fashioned by the Cyclopes. He

ruler of the gods when

he

them in their defeat of the Titans during the Cosmic War.

WILKINSON, Philip. Myths & Legends: an illustrated guide to their origins and meanings. London: Dorling Kindersley, 2009. p. 24; 36.


89

Batman and Captain America are two famous superheroes. Read the following texts to find out some interesting facts about them and do exercises 5-8. l i s a r B x i p y s a E / n o i t c e l l o C e r o t s e i v o M

A lot of key elements of the Bat-mythos weren’t introduced until the 1940s

Batman’s home was first named as “Gotham City” in Detective Comics #48 in 1940, and before that Batman lived in “Metropolis” or just New York. The Bat-signal didn’t appear until Detective Comics #60 in 1942. The Batcave didn’t appear until 1948, and prior to that Batman just had a secret hangar for the Batplane and a deserted barn connected to Wayne Manor by a secret passageway. Available at: . Accessed in August 2012.

How Captain America really got his shield

Speaking of Captain America, did you know that his steel/vibranium-covered shield was a present given to him in the comics by President Franklin Roosevelt? He visited the Captain at one point in between his many battles during World War II and gave it to him to use as protection. Available at: . Accessed in August 2012.

�. Mark the correct answers. a. Were the Bat-signal and the Batcave key elements before the 1940s? ( ) Yes, they were.

( ) No, they weren’t.

b. Was the shield of Captain America a present? ( ) Yes, it was.

( ) No, it wasn’t.

c. In negative sentences with the verb be in the Past Simple tense, we use not: ( ) before was/were.

( ) after was/were.

d. In interrogative sentences with the verb be in the Past Simple tense, we use was/were: ( ) before the subject.

( ) after the subject.

�. Read the fragments below and complete the statements with affirmative, negative and interrogative. He visited the Captain… … Batman just had a secret hangar for the Batplane… The Bat-signal didn’t appear until Detective Comics #60 in 1942. The Batcave didn’t appear until 1948… … did you know that his steel/vibranium-covered shield was a present given to him…?

90

UNIT 5

l i s a r B x i p y s a E / t s e f o t o h P

a. In sentences in the Past Simple tense, we use didn’t (= did not) + main verb in the infinitive. b. In sentences in the Past Simple tense, we use the past form of the main verb (regular or irregular). c. In sentences in the Past Simple tense, we use did + subject + main verb in the infinitive.

�. Complete the sentences with the appropriate verb form in the past. a.

Batman’s home always named as “Gotham City”? (be) No, it

b.

. “Metropolis” Batman

No, he c.

his home before 1940.

the Bat-signal before the 1940s? (use) . He

it until 1942.

Captain America

No, he

a sword as a present? (get)

. He

a shield for his protection.

�. Go back to the texts about Batman and Captain America and circle the irregular verbs in the past.

OBJECT PRONOUNS

�. Read the sentences below. When Senna was four, his father gave Senna a one-horsepower go-kart. When Senna was four, his father gave

him

a one-horsepower go-kart.

She [Athena] inherited the wisdom of her mother, Metis, an attribute that made Athena favour Odysseus… She [Athena] inherited the wisdom of her mother, Metis, an attribute that made

her

favour Odysseus...

He became ruler of the gods when he led the gods... He became ruler of the gods when he led

them...

Now mark the correct answers. a. The pronouns him, her and them are used as objects and refer to ( ) a following element.

( ) a previous element.

b. We use object pronouns ( ) to avoid repetition.

( ) to emphasize an element. Old Heroes, New Heroes

91

��. What does Calvin think of today’s heroes? Read the comic strip and mark the correct answers. k c i l c U l a s r e v i n U / n o s r e t t a W 5 9 9 1 © n o s r e t t a W l l i B , s e b b o H & n i v l a C

WATTERSON, Bill. August, 1995. Available at: . Accessed in August 2012.

a. According to the comic strip, we infer that ( ) Calvin admires business leaders, sports figures, politicians, celebrities from today’s world. ( ) Calvin criticizes business leaders, sports figures, politicians, celebrities from today’s world. b. Hobbes, Calvin’s tiger, believes that real-life heroes ( ) are a great source of inspiration.

( ) are not a great source of inspiration.

c. The object pronoun us refers to

( ) Calvin only.

( ) people (including Calvin).

d. The object pronoun me refers to

( ) Calvin only.

( ) people (including Calvin).

��. Now complete the table below. Subject Pronouns

I

you

Object Pronouns

me

you

he

she

it

they us

��. Read some statements about everyday heroes shared on a website and complete them with the correct object pronouns . a. Many of

are who we are today because of someone in our lives. (them/us)

b. Steven Spielberg is my hero and inspiration. He is so many things to sure on where to start. (him/me) c. Ronnie not only impacted his students with his caring attitude and faith in (them/him) but also with all of the staff that had the fortune to work with

I am not

. (them/him)

d. My hero is my dad for a lot of reasons. His intelligence, creativity, and caring personality are what make my hero. (him/me) e. My hero is my mom, I picked my mom because she’s funny, patient, loving, caring, great mom, Go to pretty, good sense of humor, very smart, fun, wealthy, good influence, successful, Language Reference very hard working, not selfish, protective, just got to love ! (her/me) p. 155.

YOUR EVERYDAY Hero Stories. Available at: . Accessed in August 2012.

92

UNIT 5

LISTENING AND SPEAKING �. Why are these people considered heroes? Complete the sentences with their names. s s e r p a h l o F / s e m o G o n a i l u i G

s e g a m I y t t e G / e g a m I e r i W / r e y a M y e r f f e J

e s f i e L g a & m e I y m t i t T e / t t G e / s n e n r u e t B i c r e P t l a W

Zilda Arns (1934-2010).

Martin Luther King (1929-1968).

s e g a m I y t t e G / p u o r G y a d o T a i d n I e h T

John Lennon (1940-1980).

Indira Gandhi (1917-1984).

a.

was a powerful politician from India.

b.

was famous for his passionate speeches.

c.

dedicated her life to the poor, especially children.

d.

was a peace activist and wrote many songs that promoted peace.

�. What else do you know about the people mentioned in exercise 1? Do you admire any of them? �.

�.

11

Listen to four people from different countries talking about their heroes. They are part of an online project that invites people to share podcasts about heroes all over the world. Match the speakers to their heroes. TIP Podcast é um arquivo digital de a. Speaker 1: Hugh Davis ( ) Zilda Arns b. Speaker 2: Jaqueline Lima

( ) Martin Luther King

c. Speaker 3: Shavani Gupta

( ) John Lennon

d. Speaker 4: Harry Taylor

( ) Indira Gandhi

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.

11

Listen again and answer the questions. a. What famous speech did Martin Luther King deliver? b. What was Zilda Arns’s profession? c. Who killed John Lennon?

�.

12

Now listen to speakers 2 and 3 again and mark the correct answers. a. Who was called the ‘child of revolution’? ( ) Zilda Arns.

( ) Indira Gandhi.

b. What happened to Zilda Arns in 2006? ( ) She was nominated for the Nobel Peace Prize. ( ) She founded a pastoral care for poor children. c. How did Indira Gandhi die? ( ) She was killed by the Haiti earthquake.

�.

( ) She was assassinated by her two bodyguards.

12

Listen once more and check your answers. Old Heroes, New Heroes

93

�. In your opinion, what does it take for a person to move from ordinary to extraordinary? 13

SPOKEN LANGUAGE There are three different ways to pronounce the -ed ending of regular verbs in the Simple Past tense: /W/ /G/ or /ɪG/. Listen and repeat. /W/

/G/

/ɪG/

helped

called

founded

worked

delivered

dedicated

organized

coordinated

Complete the table with the verbs from the box. Listen and check your answers. wanted • killed • asked • recognized • nominated • stopped /W/

�.

/G/

/ɪG/

14

Now it is your turn to make part of the online project about heroes around the world. Before you start, listen to another person talking about her hero and notice what to include in your short speech.

Say your name and where you are from.

Say what you think/feel about your hero/ heroine.

My name is Isabel Perez and I’m from Colombia, the same country Shakira is from. I’m completely obsessed with her. She inspires me so much! I love all her songs but it is her personality that I look up to. Shakira is involved in global issues and is personally committed to helping children. She founded the Pies Descalzos Foundation, a foundation to help poor children in Colombia. She is also a UNICEF Goodwill Ambassador. I’m sure she makes a difference to the lives of a lot of people.

Say briefly what your hero/heroin has done.

TIP

Com base nos depoimentos que ouviu, planeje o que vai dizer sobre seu herói ou heroína. Depois, apresente seu depoimento para um colega e pergunte se ele entendeu e se tem alguma sugestão para você melhorar sua apresentação.

�. It is time to make your speech to the whole class. You can also record it to make a podcast and share it with other people. 94

UNIT 5

s s e r p a h l o F / a p r e V o l i n a D

WRITING In this unit you have read the introductory part of a biography on page 86. Notice that biographies usually include: ●

why the person is/was important;

●

when the person was born and, if it is the case, when the person died;

●

where the person was born;

●

who the person’s parents are/were;

●

what happened in the person’s life (important facts about his/her life/career in a chronological order).

Biographies can also include comments on the person’s personality and/or distinctive physical traits. Visit the websites www.values.com/your-everyday-heroes and www.biography.com to find other examples of biographies.

WRITING GUIDELINES �. Write a biography of your everyday hero — a person you admire or consider of great importance. The figure can be dead or alive, from your neighborhood, your country or abroad.

S TEP B Y S TEP ver yda y hero 1. Think o f your e famil y such as an inspiring leader member, a communi t y ood e tc. from your neighborh raph y b y figure sa ying the name o f the /she and men tioning wh y he is impor tan t.

2. S tar t your biog

n t da tes, and/or places (da tes o f bir th and dea th, place o f bir th ) gs names (paren ts, siblin and/or spouse ).

3. Men tion rele va

ened in his/ er. her earl y li fe and care

4. Sa y wha t happ

f the person o you are wri ting abou t t h y. illus tra te your biograp aphies wi th a 6. Exchange biogr s bo th classma te and discus

5. Add a pic ture o

tex ts. ar y

7. Make the necess

correc tions. 8. Wri te the final

version o f the

biograph y.

Use it! Try to explore the early life of the figure in your biography. Examples: ●

�. Now it’s time to share the biography of your real-life hero with your classmates and other people. The texts can be published, for example, on the Internet (blog, school website etc.) or in the school newspaper. You can also share the story of your hero at www.values.com/your-everyday-heroes.

When Senna was four, his father… At eight years old, Senna…


95

LOOKING AHEAD s s e r p a h l o F / e m a r F / t r o p s r o l o C / y e l i a B m a h g r o F e i l r a h C

“People do extraordinary things every day. They share their time, resources, or love. They show incredible strength and courage. They inspire us by their example.”

s e g a I m r e th /O y m l a A/ y h p r a g t o o h P k n li a e I d

In your opinion, can the quotation above be a good definition of modern heroes? Being a hero or heroine is also about overcoming difficulties and doing your best. Find out and share with your friends examples of people who have overcome difficulties in life. What about you? Do you also try to overcome difficulties and do your best?

EXTRA READING

Discuss the following quotation by Magic Johnson:

“You’re the only one who can make the difference. Whatever your dream is, go for it.”

s e g a I m y t t e /G E A B /N t y a H y d n A

www.myhero.com www.giraffe.org marvel.com/universe A jornada do herói, Joseph Campbell. (São Paulo: Ágora, 2004.) O poder do mito, Joseph Campbell. (São Paulo: Palas Athena, 2012.) O livro de ouro da mitologia, Thomas Bulfinch. (Rio de Janeiro: Ediouro, 2011.) Ayrton Senna – Uma lenda a toda velocidade,

Christopher Hilton. (São Paulo: Global, 2009.) EXTRA VIDEOS

www.myhero.com/go/films Os Vingadores – The Avengers. Joss Whedon. Estados

Unidos, 2012. Senna. Asif Kapadia. Reino Unido e França, 2010. (Documentário.)

96

UNIT 5

Inventions and Discoveries Warming

6 6 6

Unit

Look at the pictures. Can you name these things?

Up e s a g I m w l o / G k c t o r s t e t u h S / m i m r B i d a v D

s e g a m I w o l G / k c o t s r e t t u h S / t t i h W n e r r a D

s e g a m I w o l G / k c o t s r e t t u h S / t t o c S . W

s e g a m I w o l G / k c o t s r e t t u h S / r u n l E

s e g a m I w o l G / k c o t s r e t t u h S / a j a r G

s e g a m I w o l G / k c o t s r e t t u h S / i d a y m i D t i w y H

s e g a m I w o l G / k c o t s r e t t u h S / s o t o h p 9 f

Learning Objectives

s e g a m I w o l G / k c o t s r e t t u h S / n g i s e D l a r t c e p S

• to take part in discussions on inventions and discoveries • to learn how to use the Past Continuous tense • to learn the differences between the Past Simple and the Past Continuous tenses • to explore timelines

Inventions and Discoveries

97

�. In your opinion, what are the top inventions of our century? �. Did you know that Albert Einstein developed the theory of relativity? Order (1-7) the events to learn about his life. ( ) Albert Einstein won the Nobel Prize in Physics. ( ) Albert Einstein graduated from high school at the age of 17. ( ) Albert Einstein completed his General Theory of Relativity. ( ) Albert Einstein was fifteen when he wrote his first scientific work. ( ) He died of an aortic aneurysm. ( ) Albert Einstein was born in Germany. ( ) At age 10, Albert Einstein started studying subjects like math, science and philosophy. Available at: . Accessed in August 2012.

�. Read Einstein’s short biography to find out more about him. Then, complete the timeline with events from exercise 2.

Biography of Albert Einstein Albert Einstein was a German-born theoretical physicist. He is best known for his theory of relativity and specifically mass- energy equivalence, E = mc 2. Einstein received the 1921 Nobel Prize in Physics for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect. Available at: . Accessed in August 2012.

Timeline of Albert Einstein’s life 1879

1889

At age 10, Albert Einstein started studying subjects like math, science and philosophy.

1894

Albert Einstein was studying his Theory of Relativity in...

1905

… when he created the equation E = mc 2. 1915

Albert Einstein completed his General Theory of Relativity.

1921

Germany was planning to attack Poland in…

1939

… when Albert Einstein wrote a famous letter to Franklin Roosevelt about the possibility of a German atomic bomb. 1955

He died of an aortic aneurysm.

Available at: , . Accessed in August 2012. (Adapted)

98

UNIT 6

k c o t s n t i a / L L P / S y a a w s n e v a R n a V v e t l e D

BEFORE READING �. Answer the questions. a. Are you a lucky person? b. Can you count only on luck to get what you want? What else is necessary?

�. Turn over the page and, before reading the text, look at the photos, the title, the subtitles and the source of the text. Then, complete the statements below with words from the box. scientists • inventions • article • cover

a. The text is part of a magazine

.

b. The text talks about two famous accidental

.

�. Look at the photos and read the captions. What do both photos show? ( ) Famous inventors.

( ) Famous inventions.

�. Complete the mind map with words or expressions you expect to find in the text.

inventions

LUCKY DISCOVERIES

s e g a m I w o l G / k c o t s r e t t u h S / t i s u D


99


LUCKY DISCOVERIES

Famous inventions and advances that came about by accident Some of the biggest game-changing inventions and discoveries of our time were not the product of calculated genius, but accidents that happened to work out. These lucky mishaps have given the world everything from the awesome Slinky toy to the lifesaving antibiotic penicillin. In many cases they’ve also reshaped major industries or created entirely new ones. NEWSWEEK takes a look at some of the most serendipitous breakthroughs in history and how they came about.

POPSICLES

k c o t s n i t a L / s i b r o C / n n a m t t e B

Popsicle inventor Frank Epperson, shown with his granddaughter Nancy.

Every child is grateful for Frank Epperson, even if he or she doesn’t know it. In 1905, Epperson was a mere 11 years old when he accidentally left a soft-drink concoction with a stirring stick in it on the front porch of his San Francisco home. It happened to be a very cold night, and when the boy found his cup the next day, the liquid inside was frozen to the stick. While he had no idea what to make of it at the time, nearly two decades later he patented his “frozen ice on a stick” and called it the Eppsicle, but then changed the name to “Popsicle” because his children liked that better. A few years later he sold his invention to the Joe Lowe Co. in New York. The Popsicle eventually ended up in the hands of Unilever’s Good Humor division, which offers more than 30 flavors today. k c o t s n i t a L / s i b r o C / n n a m t t e B

MICROWAVE OVENS In 1946 Raytheon engineer Percy Spencer was testing a magnetron — a device that emits microwave radiation — when he realized that the candy bar in his pocket had melted. He figured the magnetron caused this to happen and tested his theory by placing popcorn kernels near the device. When those popped, he tried to cook an egg, which exploded. Sure, it made a mess, but he also realized that exposure to low-density microwave energy could quickly cook food. Spencer and other engineers started to work on a practical way to trap the waves and use them for this purpose. By 1947 the first commercial units became available through Raytheon. They weighed as much as 750 pounds and cost thousands of dollars, but by 1975 technological advances had made the device as popular (and affordable) as an oven range. NEWSWEEK.

100

UNIT 6

A woman removes a cooked hamburger from Raytheon’s Radarange, the first commercial microwave oven.

Lucky Discoveries. Available at: . Accessed in August 2012.

READING FOR GENERAL COMPREHENSION What is the main purpose of the text? ( ) To introduce the latest inventions.

( ) To present some accidental inventions.

( ) To talk about famous inventors in history.

( ) To reveal some tragic accidents in the world.

READING FOR DETAILED COMPREHENSION �. Read the text to complete the timeline. : Frank Epperson was 11 years old when he left a glass of soda on his porch.

: Percy Spencer’s invention became available through Raytheon.

1924: Frank Epperson patented his “frozen ice on a stick” as the Eppsicle.

: Percy Spencer’s invention became popular.

�. Write T (True) or F (False). Then, correct the false statements. a. ( T ) Popsicles and microwave ovens were discovered by accident.

b. ( ) The Slinky toy and penicillin are two examples of lucky discoveries.

c. ( ) Percy Spencer tested his theory by placing a candy bar in his pocket.

d. ( ) The popular version of microwave ovens became available by 1947.

�. Match the pronouns in bold and the terms they refer to. a. … or created entirely new ones. (1st paragraph)

( ) child

b. … even if he or she doesn’t know it. (2nd paragraph)

( ) Percy Spencer

c. While he had no idea… (2 nd paragraph)

( ) waves

d. … because his children liked that better. (2nd paragraph)

( ) Frank Epperson

e. … when he realized that the candy bar… (3rd paragraph)

( ) popcorn kernels

f. When those popped… (3rd paragraph)

( ) Popsicle

g. … and use them for this purpose. (3rd paragraph)

( ) industries

h. They weighed as much as 750 pounds… (3 rd paragraph)

( ) the first commercial units Inventions and Discoveries

101

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. Many people believe all inventors are people who work really hard to solve complex problems. What view of inventors does the text present?

b. In your opinion, can luck really help scientists? Is it enough for their work? If not, what other factors are important?

VOCABULARY STUDY NOUN PHRASES

�. Mark the noun phrases used in the place of the expression “Lucky Discoveries” (title). Then, underline the main word(s) in each noun phrase below, as in the example. ( ) famous inventions and advances ( ) the biggest game-changing inventions and discoveries of our time ( ) the product of calculated genius ( ) these lucky mishaps MULTI�WORD VERBS

�. Match the multi-word verbs to the definitions.

a. to come about (“Famous inventions and advances that came about by accident.”)

develop in a satisfactory way.

b. to work out (“… accidents that happened to work out.” )

to happen or to start to happen.

SYNONYMS

�. Match the words in bold to their synonyms. a. … he accidentally left

( ) unintentionally

b. … entirely new ones

( ) rapidly

c. The Popsicle eventually ended up

( ) completely

d. … could quickly cook food

( ) finally

WORD FORMATION

�. Use adverbs ending in -ly to rewrite the sentences below. a. He solved the problem in a brilliant way. b. Each chapter presents the historical context in a brief manner.

102

UNIT 6

TIP

Em inglês, acrescenta-se o sufixo -ly a adjetivos para formar advérbios (accidental ➞ accidentally ), assim como em português acrescenta-se o sufixo -mente (acidental ➞ acidentalmente).

LANGUAGE IN USE PAST SIMPLE �REVIEW� �. Go back to the text on page 100 to find regular and irregular verbs in the past. Then complete. Regular verbs call

Irregular verbs

called

be

was, were

cause

patent

become

change

pop

can

explode

realize

cost

end

start

find

figure

test

have

happen

try

leave

like

weigh

make sell

�. Complete the text about the color mauve, a “lucky discovery”. Use verbs from exercise 1. k c o t s n i t a L / L P S

The Color Mauve In 1856 the chemist William Perkin was trying to find a cure for malaria when his experiments produced a dark sludge. It a disappointing result, but Perkin noticed the color. It was a particular shade of purple, which to be a hot color at the time. He was able to isolate the compound that produced the color — mauve — and it worked well as a dye. Within a year, Perkin his synthetic dye, the first synthetic dye ever made, and opened a company to make and sell it. Photos: Sir William Perkin in the lab; glasses with mauve shade lenses, the colour that Perkin created and popular.

/ s e G g A a r u I t m n r e e g h a t O d l i / B y a m a l m s A i r P

Adapted from: LUCKY DISCOVERIES. Available at: . Accessed in August 2012.


103

PAST CONTINUOUS

Read the fragments below from the texts on pages 100 and 103 to do exercises 4 and 5. a. In 1946 Raytheon engineer Percy Spencer was testing a magnetron (…) when he realized that... b. In 1856 the chemist William Perkin was trying to find a cure for malaria when his experiments produced a dark sludge.

�. Mark the correct answers. a. The Past Continuous tense is used in both fragments to talk about ( ) completed actions in the past.

( ) actions in progress in the past.

b. The structure of the Past Continuous tense is ( ) verb be (was/were) + main verb in the - ing form.

( ) main verb in the -ing form.

c. We often use the Past Continuous tense with the Past Simple tense. This happens when a long action is interrupted by another shorter action. The Past Continuous tense is the ( ) long action.

( ) shorter action.

�. Complete the statements with words/expressions from the fragments. a. The word used to connect the clauses is

.

b. The time expressions in the sentences are

and

.

�. Complete the texts about different accidental discoveries. Use the Past Continuous tense. a.

MICROWAVE:

Percy Spencer and noticed that the chocolate bar in his pocket melted.

(walk) past a radiation tube

b. POPSICLE: In 1905, Frank Epperson (try) to make the Soda Pop — a popular drink at that time. He mixed the popular drink with soda water and accidently left the mixture on his porch all night. c.

CHOCOLATE CHIP COOKIES :

Mrs. Wakefield (make) chocolate cookies when she ran out of baker’s chocolate. Then she decided to use broken pieces of semi-sweet chocolate.

d. SUPERGLUE: Harry Coover gun sights, when he accidentally created a synthetic adhesive. e.

(develop) plastic lenses for

SACCHARIN:

In 1879 Constantin Fahlberg (try) to find alternative uses for coal tar, when he came home with dirty hands and noticed that his wife’s biscuits tasted a lot sweeter.

Adapted from: , . Accessed in August 2012.

104

UNIT 6

�. Mark the true statement about the texts from exercise 5. Then, correct the false statement as in the example. ( ) Frank Epperson was drinking soda water when he accidentally discovered popsicles. Frank Epperson wasn’t drinking soda water. He was trying to make Soda Pop.

( ) Mrs. Wakefield was eating a chocolate cake when she accidentally discovered chocolate chip cookies. ( ) Percy Spencer was carrying a chocolate bar in his pocket when he accidentally discovered microwave radiations.

�. Go back to exercise 5 to ask and answer questions as in the example. a. Was Percy Spencer eating (eat) a chocolate bar when he accidentally discovered microwave radiation? (walk past/a radiation tube) No, he wasn’t. He was walking past a radiation tube. b.

Dr. Harry Coover (develop/gun sights)

c.

Constantin Fahlberg artificial sweetener? (eat/biscuits)

(use) a gun when he accidentally discovered superglue? (wash) his hands when he accidentally discovered

PAST SIMPLE OR PAST CONTINUOUS?

�. Calvin made a snow goon (snowman) by accident. Read the comic strip and answer the questions. k c i l c U l a s r e v i n U / n o s r e t t a W 1 9 9 1 © n o s r e t t a W l l i B , s e b b o H & n i v l a C

WATTERSON, Bill. August, 1991. Available at: . Accessed in Augus t 2012.

a. How many snow goons did Calvin make? b. When did Calvin freeze the snow goons? c. What were the snow goons doing when Calvin got them? d. How did Calvin feel after talking to his parents about the snow goons? e. Contractions are very common in spoken English. What does the contraction ’em mean? Inventions and Discoveries

105

�. Circle the verb form of the interrupted action in each sentence. a. American engineer Wilson Greatbatch was working on a gadget when he inserted the wrong type of resistor into his invention. b. Dr. Harry Coover discovered superglue in 1942 when he was trying to isolate a clear plastic to make precision gun sights. c. Coover was working in a Tennessee chemical company when he realized the potential of the substance.

��. Complete the text about another accidental discovery. Use the Past Simple or the Past Continuous tense.

X-rays k c o t s n i t a L / t r A m u b l A / z o n o r O

In 1895, physicist Wilhelm Röentgen (perform) a routine experiment with cathode rays, when he (notice) that a piece of fluorescent cardboard (light up). He (place) a thick screen between his cathode emitter and the radiated cardboard, proving that particles of light (pass) through solid objects. Röentgen (realize) the importance of this discovery and (make) the first x-ray image with a skeletal image of his wife’s hand.

The first x-ray image.

. . w 2 w 1 0 2 w t < s : t g a u u e l A b n a i l i d a v e s A . s s e n c o A i . t > n l e m v t n h I . l s a n t o n i e t n d i e c v c n i A l 0 a 1 t n . e a d s i i r a c c a M , 0 N 1 _ O S 8 N 4 4 A 0 W 7 4 S : 7 _ t m s i o l r f / m d o e t c . p a w d h o A e

��. Complete the timeline of Nobel Prize Winner in Physics Wilhelm Röentgen. Use the Past Simple or the Past Continuous tense of the verbs from the box. marry discover enter die adopt be born study •

Wilhelm Conrad Röentgen an only child in Germany. 1845

106

•

•

He Anna Ludwig in Alpedoorn, the Netherlands.

He the University of Utrecht to study physics.

UNIT 6

•

•

He cathode rays when he a new and different kind of rays, x-rays. 1895

1872 1865


•

1887

He Josephine Ludwig, then aged 6, daughter of Mrs. Röntgen’s only brother.

1923

He in Munich from carcinoma of the intestine.

Available at: . Accessed in August 2012.

LISTENING AND SPEAKING �. Are you interested in astronomy? Match the words to the definitions. Reprodução/ VirtualAstro-Stargazing-Graphic

a. star

( ) A tool that was invented to help people see distant objects out in space.

b. orbit

( ) The path one object takes around another.

c. planet

( ) A self-luminous sphere that shines through the release of energy produced by nuclear reactions at its core.

d. universe

( ) An object moving around a star.

e. telescope ( ) The space that contains all of the matter and energy in existence.

�.

15

Listen to a news program on the radio about a recent discovery in astronomy and answer the questions. a. What have scientists discovered? b. What did scientists use to find it?

�.

15

Listen again and mark the correct statements about Gliese 581g . a. ( ) It was an accidental discovery. b. ( ) It could support life.

TIP

Para compreender informações específicas, preste atenção nas palavras-chave.

c. ( ) It orbits a star called Gliese 581. d. ( ) It’s as big as an eight-storey building.

�.

15

Listen once more and write T (True) or F ( False). a. ( ) Gliese 581g is very distant in space terms. b. ( ) Conditions on Gliese 581g are similar to Earth’s. c. ( ) The temperature on the surface of Gliese 581g is just right for liquid water to exist. d. ( ) Scientists believe there are many other Earth-like planets waiting to be discovered.

�.

15

Listen once more and check your answers. Inventions and Discoveries

107

�. Would you like to travel to colonize another planet? 16

SPOKEN LANGUAGE Schwa — Ǩ — is the most common sound in English. It is a weak, unstressed sound

and it occurs in many words as in inventor and computer. Listen, repeat and underline the letters pronounced as Ǩ as in the example. experts • system • discover • water • scientist • temperature

�. In pairs, talk about the inventions/discoveries below. Decide which one is the top invention/discovery. Use information from the boxes to support your opinions. s e g a m I w o l G / k c o t s r e t t u h S / s n e v i N y e g r e S

• Not invented by anyone, but discovered. • It affects almost every aspect of our lives – from how we travel to how we spend our weekends. • Information can be accessed from nearly any location in the world with electricity. Electricity

s e g a m I w o l G / k c o t s r e t t u h S / f a r G e d s u i r a M

• Invented in 1876 by Alexander Graham Bell (with Thomas Watson). • It allows immediate two-way communication over great distances. • It can be a lifesaver in an emergency.

Telephone

s e g a m I w o l G / k c o t s r e t t u h S / a k s w e i n s i W a k i n o M

• Discovered in 1929 by Alexander Fleming. • It is a widely used powerful antibiotic (the first). • It is useful for treating bacterial infections.

Penicillin

�. What would you like to invent or discover to make life better? 108

UNIT 6

WRITING In this unit you have read timelines of famous scientists’ lives on pages 98 and 106. Notice that timelines are often accompanied by a short biography and usually include important events such as date of birth/death, date of an important discovery/publication. Visit www.xtimeline.com to find other examples of timelines with short biographies.

WRITING GUIDELINES �. Write a short biography and create a timeline to accompany it. You may write a short version of the biography you wrote in the last unit or choose a different person this time. The figure can be dead or alive, from your neighborhood, your country or abroad.

S TEP B Y S TEP

Use it!

on you admire or consider o f grea t an impor tance such as ber, a inspiring famil y mem m your communi t y leader fro ous neighborhood, a fam scien tis t e tc.

1. Think o f a pers

ograph y o f 2. Wri te a shor t bi n this person. This versio he usuall y includes wh y t an t person is/ was impor t abou t and one or t wo fac ts his/her li fe. r tan t e ven ts 3. Selec t the impo crea te o f the person’s li fe to a timeline.

ning the year 4. S tar t b y men tio or da te and sa y wha t earl y happened in his/her li fe and career. f the person 5. Add a pic ture o o you are wri ting abou t t and illus tra te your timeline shor t biograph y. nes and shor t ssma te biographies wi th a cla . and discuss bo th tex ts

6. Exchange timeli

• Use the Past Simple tense to talk about completed past events. Example:

Einstein received the 1921 Nobel Prize in Physics. • Use the Past Continuous tense to talk about an event in progress in the past. Example:

In 1905 Albert Einstein was studying his Theory of Relativity, when he created the equation E = m c 2 .

ar y

7. Make the necess

correc tions. version o f the graph y. timeline and shor t bio

8. Wri te the final

�. Now it’s time to share your timeline and short biography with your classmates and other people. You can also use one of the online resources below to create and publish your timeline: • Timetoast : www.timetoast.com • Dipity : www.dipity.com • Xtimeline: www.xtimeline.com


109

LOOKING AHEAD In this unit, you have read texts about several accidental or lucky inventions. Based on them discuss the quotations below:

“Luck is what happens when preparation meets opportunity.” (by Seneca, Roman philosopher, mid-1st century AD)

“Chance favors only the prepared mind.” (by Louis Pasteur, French chemist, 1822-1895) Do you think the discoveries shown in this unit are important ones? Why? In your opinion, how can science make a difference in our lives? We say Eureka! to celebrate a discovery. In the cartoon, the scientist didn’t discover what he wanted. In your opinion, what is the relevance of mistakes in our lives? How do you deal with them?

EXTRA READING http://list25.com/25-accidental-inventions-that-changed-the-world http://science.howtuffworks.com/innovation/inventions/10-accidental-inventions.htm www.biography.com/people/groups/discovery/scientific/all 1001 invenções que mudaram o mundo, Jack Challoner. (São Paulo: Arqueiro, 2011.) 25 grandes ideias: como a ciência está transformando o nosso mundo, Robert Matthews. (Rio de Janeiro: Zahar, 2008.) Descobertas acidentais em ciências, Royston M. Roberts. (Campinas: Papirus, 1995. Coleção Papirus Ciência.)

EXTRA VIDEOS http://cnettv.cnet.com/accidental-inventions/9742-1_53-50054994.html O óleo de Lorenzo. George Miller. Estados Unidos, 1992.

110

UNIT 6

> m o c . r e k r o y w e n . w w w < / o ã ç u d o r p e R

3 3 3

Review

Units 5 & 6

READING �. Before reading the texts, look at the pictures and the titles. Who are these people? What do you know about them? MICHAEL FARADAY (1791-1867) k c o t s n i t a L / s i b r o C / n o i t c e l l o C h c s t u e D n o t l u H

k c o t s n i t a L / o t o f r e t n I / h c i r d e i r F

This English inventor played an important role in furthering knowledge about the relationship between magnets and electricity. His discovery of what he called “electromagnetic rotation” was a vital step in the development of what would become the electric motor. Faraday worked out that the interation between electricity and a magnet would lead to the constant rotation of current, something he tested using a wire carrying electricity, a magnet, and a bowl of mercury.

ISAAC NEWTON (1642-1727) k c o t s n i t a L / s e g a m I g k A

In 1687, the English physicist Isaac Newton published the universal law of gravitation, one of the most remarkable of all scientific discoveries. It explained what holds the universe together: that all heavenly bodies exert a force called gravitas, or weight. Newton’s work would dominate science’s views on the physical universe for almost 300 years.

HISTORY YEAR BY YEAR: the ultimate visual guide to the events that shaped

the world .

London: DK, 2011. p. 229, 299, 357.

�. What is the main purpose of the texts? ALBERT EINSTEIN (1879-1955) Einstein was born to Jewish parents in southern Germany. In 1905, he published his Special Theory of Relativity, which was followed by the General Theory of Relativity in 1915. His theories revolutionized understanding of the relationship between time, space, matter, and energy. From the 1920s Einstein was fêted worldwide, but chose exile in the US, away from Hitler’s Germany.

( ) To describe accidental inventions and discoveries. ( ) To talk about famous scientists and their discoveries.

�. Write Faraday , Newton or Einstein to complete the statements. a.

studied the relationship between time, space, matter, and energy. b. contributed to the field of electromagnetism. c. described universal gravitation. d. and were English scientists.

Review 3

111

�. Answer the questions. a. What did Faraday discover? b. Did Newton’s work dominate science views for almost three centuries? c. When did Einstein publish the General Theory of Relativity?

LANGUAGE IN USE PAST SIMPLE �. Complete the sentences about important scientists in history. Use regular verbs in the Past Simple tense. a. Augusta Ada Byron (develop) the world’s first computer program. b. Ada Lovelace (influence) the computer programming of today. c. Albert Einstein (believe) in the power of imagination. d. F. Sherwood Rowland (discover) the ‘greenhouse effect’. e. Hib Vaccine Team (create) a vaccine against the bacteria that can cause meningitis and pneumonia. f. Irene Ayako Uchida (help) find the link between radiation and birth defects. g. Mohammed Bah Abba (invent) a refrigeration device that is not dependent on electricity. h. Sir Alexander Fleming (save) millions of lives with his discovery of penicillin. Adapted from: . Accessed in September 2012.

�. Complete the text about a lucky discovery. Use regular and irregular verbs in the Past Simple tense. Corn flakes Who knew that one of America’s first beloved cereals was invented by accident? It all (start) with Will Keith Kellogg, his interest in medicine and a bout of forgetfulness. Kellogg (assist) his brother, who (work) as a

112

Review 3

s e g a m I w o l G / k c o t s r e t t u h S / J _ t r a B

doctor at the Battle Creek Sanitarium in Michigan, with patients and their diets. […] Responsible for making bread dough one day, Kellogg accidentally (leave) his main ingredient — boiled wheat — sitting out for several hours. When he (come back) to roll the ingredient into dough, the wheat (become) flaky. Curious to see what would happen, Kellogg baked the flaky dough anyway, creating a crunchy and flaky snack. The flakes (be) a hit with patients, so Kellogg (embark) on a mission to enhance the product for largescale sale. […] Available at: . Accessed in August 2012.

OBJECT PRONOUNS �. Underline the correct object pronoun to complete each quote by Albert Einstein. a. “We cannot solve our problems with the same thinking we used when we created them / us.” b. “Logic will get you from A to B. Imagination will take you / it everywhere.” c. “Once we accept our limits, we go beyond it / them.” d. “Intellectuals solve problems, geniuses prevent him / them.” e. “You ask me / you if I keep a notebook to record my great ideas. I’ve only ever had one.” f. “We still do not know one thousandth of one percent of what nature has revealed to us / her.” Available at: . Accessed in September 2012.

�. Moms are everyday heroines. Read the comic strip about a mom on vacation and mark the correct answer. 1 c 1 k i 0 l 2 c U © l n a s o r t s e n v h i o n J U y n b n . y t L s , i D e / s c r n o I , W . r d o o r F P r O n o r t e t t s e n B h o r J o F n n y L

JOHNSTON, Lynn. January, 2011 (ID: 11597). Available at: . Accessed in September 2012.

The object pronoun “them” refers to ( ) The little girls. ( ) The tourist’s children.

( ) The little girl and her mother.

PAST CONTINUOUS �. Complete the sentences about the comic strip from exercise 4. Use the Past Continuous tense. a. Elly b. As Elly c. While Elly d. Elly

(walk) on the beach in Barbados when she saw a dress stand. (go) to the dress stand, she saw a little girl, Samantha, and her mother. (try on) a dress, she told the woman about her two kids. (not expect) to miss her children in Barbados.

PAST SIMPLE OR PAST CONTINUOUS? �. Use the verbs from the boxes to complete the comic strips. helped • visited • painted • was painting y n a p m o C n o o t r a C s r e k k i D / o ã ç u d o r p e R

JIM’S JOURNAL. July 2012. Available at: . Accessed in September 2012.

forgot • sent • went • was leaving y n a p m o C n o o t r a C s r e k k i D / o ã ç u d o r p e R

JIM’S JOURNAL. July 2012. Available at: . Accessed in September 2012.

Review 3

113

STUDYING FOR EXAMS According to the text,

�. Unifesp/2012 Longevity: Habits May Extend Life Only So Much By Nicholas Bakalar August 8, 2011 The eating, drinking and exercise habits of extremely old but healthy people differ little from those of the rest of us, a new study has found. Gerontologists at the Albert Einstein College of Medicine recruited 477 Ashkenazi Jews ages 95 to 112 who were living independently. The researchers took blood samples, did physical examinations and obtained detailed personal and medical histories from each participant. Then they compared them with 1,374 non-Hispanic white adults, ages 65 to 74, from the general population. For both men and women, consumption of alcohol, amount of physical activity and the percentage of people on lowcalorie or low-salt diets were almost identical in the two groups. Long-lived men were less likely to be obese than their younger counterparts, although no less likely to be over weight. The oldest women were more likely to be overweight and less likely to be obese. More men among the oldest were nonsmokers, but smoking habits were not significantly different among the women. Does this mean that it all depends on genes, and we might as well eat, drink and be merry? No, according to the senior author, Dr. Nir Barzilai, director of the Institute for Aging Research at Albert Einstein College of Medicine. “For most of us who do not have genes for longevity,” he said, “if you follow the healthy lifestyle the medical community has put forth, you are much more likely to live past 80.” The study was published online last week in The Journal of the American Geriatrics Society.

a. independent elderly people are more likely to live more and in a healthy way. b. the research compared two groups: one of men aged from 95 to 112 and one of women aged from 65 to 74. c. the study concluded that extremely old people do not have significantly different eating, drinking and exercise habits from the rest of the population. d. women in the oldest group were more likely to be nonsmokers when compared to women in the 65 to 74 group. e. non-Hispanic white adults tend to live less than Ashkenazi Jews, probably because of their lifestyle.

Os homens que fizeram parte do grupo da faixa etária mais velha a. eram todos antitabagistas. b. apresentaram propensão à obesidade e ao sobrepeso. c. não consumiam bebidas alcoólicas e faziam dieta com restrição de calorias e de sal. d. não eram sedentários, mas também não praticavam exercícios físicos. e. apresentaram uma tendência ao sobrepeso semelhante à dos homens na faixa dos 65 a 74 anos.

No trecho do segundo parágrafo — Longlived men were less likely to be obese than their younger counterparts, although no less likely to be overweight. — a palavra although pode ser substituída, sem alteração de sentido, por: a. but b. so c. or d. since

(www.nytimes.com. Adaptado.)

114

Review 3

e. thus


with confidence

Take part in discussions on old and new heroes…

well

Take part in discussions on inventions and discoveries…

with some difficulty

Use the Past Simple tense… Use the Past Continuous tense… Use object pronouns… Explore biographies… Explore timelines…


Meaning in context


Glossary

Language Reference

Extra readings

Extra videos

Internet

Other(s):


Review 3

115

PROJECT 2A EUREKA: IDEAS FOR A HEALTHIER WORLD! �FIRST PART� In Unit 6 you have talked about inventions and discoveries. Read the text below and do the first part of Project 2, Eureka: Ideas for a healthier world! PRÊMIO JOVEM CIENTISTA

Conheça os vencedores do Ensino Médio Aparelhos de som MP3 tornaram-se companheiros inseparáveis de atletas que gostam de intensificar seus treinos com a prática da corrida. Mas será que os atletas sabem como tirar maior proveito do seu set list musical? Pesquisas de diversas áreas já provaram que as batidas de uma música podem diminuir ou aumentar o ritmo das passadas, determinando o grau de desempenho do corredor. Pensando nisso, João Pedro Wieland, do Colégio de Aplicação da UFRJ, criou um aplicativo capaz de selecionar as músicas salvas em um smartphone de acordo com as necessidades físicas de atletas profissionais e amadores no momento da prática. O projeto foi agraciado com o 1o lugar da categoria Estudante do Ensino Médio do XXVI Prêmio Jovem Cientista, no ano em que o tema escolhido foi “Inovação tecnológica nos esportes”. (...) Em segundo lugar ficou Izabel Souza de Jesus Barbosa, do Instituto de Aplicação Fernando Rodrigues da Silveira (CAP-UERJ), por realizar um mapeamento das “tribos” de jovens presentes em sua escola e desenvolver um projeto que, a partir da prática de esportes, pretende despertar a cidadania e diminuir a prática de bullying entre os estudantes. O terceiro lugar foi para a estudante Bianca Valeguzki de Oliveira, aluna do 2o ano do Colégio Presbiteriano de Juína, em Mato Grosso, que encontrou um fruto nativo capaz de repor proteínas e dar mais energia a atletas. (...)

e n o t s y e K / o t o f p o T

Adapted from: . Accessed in March 2013.

TASK: In small groups, try to think of practical ideas to help people live a healthier life. Write

down a short description of what you intend to propose and present arguments to support it. In this part of the project, it is only necessary to write a first draft. Later, you are going to use it to make a slide presentation. If possible, try to put your ideas into practice and see if they really work. Get inspired by the participants of Prêmio Jovem Cientista at www.jovemcientista.org.br/.

Go to page 150 for the second part of this project.

116 Project 2

TIP

Uma apresentação com slides é uma sequência de telas que exibe informações organizadas de modo objetivo, geralmente com o apoio de imagens.

Have Fun and Get Fit Warming

Up

7 7 7

Unit

What are they doing to have fun?

s e g a m I

s e g a m I

s e g a m I

w o l G / k c o t s r e t t u h S / v o s o r t a M y r t i m D

w o l G / k c o t s r e t t u h S / n o s i h c t E a y n o S

w o l G / k c o t s r e t t u h S / e z n e r i F e n o r a B

s e g a m I w o l G / k c o t s r e t t u h S / k a n e f o l k e D

s e g a m I r e h t O / y m a l A

Learning Objectives

• to take part in discussions on video games, technology and health • to learn how to use the relative pronouns which, who and that • to explore game reviews

Have Fun and Get Fit

117

�. What do you like doing in your spare time? Mark your favorite leisure activities in the chart below. indoor activities

outdoor activities

( ) watching television

( ) doing sports

( ) going to the movies

( ) having a picnic

( ) going to the shopping mall

( ) dancing

( ) playing video games

( ) swimming

( ) surfing on the net

( ) surfing

( ) chatting with friends on the net

( ) going to the beach

( ) talking on the phone

( ) flying a kite

( ) reading books

( ) riding a bike

( ) listening to music

( ) skateboarding

( ) singing

( ) going camping

( ) drawing

( ) walking in the park

�. Write down your TOP 5 leisure activities. In pairs, compare your answers. 1. 2. 3. 4. 5.

�. In pairs, answer the

David L. Moore/Lifestyle/Alamy/Other Images

questions.

a. Do you prefer indoor or outdoor activities? Why? b. Do you prefer activities you can do with friends or on your own?

118

UNIT 7

c. Do you have fun with technology? How?

BEFORE READING �. Answer the questions.

! P R F  Q J L V H G V H O G R R G J Q L O U D G  Z Z Z   R m o X G R U S H 5

a. Do you play video games or computer games? If so, what is your favorite game? b. How many hours a day do you spend sitting in front of the computer or TV? c. A person who spends a lot of time sitting, usually watching TV, is called a couch potato. Are you a couch potato?

�. Turn over the page and, before reading the text, look at the picture, title and subtitle. Then, choose the correct alternatives to complete the statements below. a. The picture shows a man ( ) watching television. ( ) playing video games. b. The picture and the title suggest that ( ) playing video games can be very dangerous. ( ) “active” video games can help you exercise. c. The word “exer-game” is a combination of two words ( ) external + game. ( ) exercise + games. d. In “But is an ‘exer-game’ a real workout?” the author questions whether “active” video games are ( ) equivalent to actual physical activity. ( ) a form of exercise. e. The article belongs to the ( ) sports section in a magazine. ( ) beauty section in a magazine.

�. Circle the words and expressions you expect to find in the text.

burn calories

cinema

improve your fitness

vegetables

physical activity

TV programs Have Fun and Get Fit

119

READING �. Now read the text quickly to check your predictions. s e g a m I r e h t O / e l i f r e t s a M

Video Killed the Couch Potato But is an “exer-game” a real workout? here’s no doubt that ‘active video games’, ones that require you to move your body to control your on-screen character, burn more calories than traditional passive video games. But that’s not saying much. The more important question is whether they burn enough calories to make a real difference to your health and the answer depends on what game you’re playing, and how vigorously you play it. A recent study at the University of Waterloo found that students burned 5.4 times more

T

calories playing the ‘exer-game’ Wii Sports tennis than they would by just sitting on the couch. That’s not as much as a real game of tennis, which burns about eight times more calories than you’d burn at rest, but it means a respectable workout that can help improve your fitness. In contrast, an earlier study of other games like Dance Dance Revolution and Wii bowling found that they burned even fewer calories; equivalent to walking at a moderate pace. The bottom line: active video games are better than nothing,

but not as good as the ‘real’ sports that they imitate. Since most young Canadians already spend more than six hours a day sitting in front of TV and computer screens, ‘parents should at least try to get their kids playing games that involve being physically active’, says Scott Leatherdale, the researcher who led the Waterloo study. “That being said, video games should not replace actual physical activity.” Alex Hutchinson

©2011 BY ALEX HUTCHINSON, “WHICH COMES FIRST, CARDIO OR WEIGHTS?” IS PUBLISHED BY MCCLELLAND & STEWART. WWW.MCCLELLAND.COM READER’S DIGEST. Canada, March 2012, p. 118. In: HUTCHINSON, Alex. Which Comes First, Cardio Or Weights?

120

UNIT 7

. 2 1 0 2 e n u J n i d e s s e c c A . > m o c . d n a l l e l c c m . w w w < : t a e l b a l i a v A

READING FOR GENERAL COMPREHENSION �. What is the main idea of the text? ( ) You don’t burn calories by playing exer-games. ( ) Passive video games are better than exer-games. ( ) Exer-games are equivalent to a real workout. ( ) Exer-games can help improve your fitness.

�. Do the matching to understand the organization of the text. a. The author provides arguments based on two studies. b. The author summarizes the main point and quotes a researcher to support the conclusion. c. The author introduces the topic of the text and prepares the reader for the arguments. 1st paragraph

( )

2nd paragraph

3rd paragraph

( )

( )

READING FOR DETAILED COMPREHENSION �. Write P (for passive video games) or A (for active video games) in reference to each of the following statements about the text. a. ( ) They are also known as exer-games.

d. ( ) They turn you into a couch potato.

b. ( ) They make you sit in front of a screen.

e. ( ) They imitate “real” sports.

c. ( ) They require you to move your body.

f. ( ) They make you burn more calories.

�. Read the text again and answer the questions with a fragment from the text, as in the example. a. How does the author define “active” video games? “ones that require you to move your body to control your on-screen character”

b. Do “active” video games make a real difference to your health?

c. What was the result of a recent study at the University of Waterloo about the “exer-game” Wii Sports tennis?

d. Are active video games a good way to exercise?


121

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. In your opinion, can exer-games really help people to be physically active? b. Do you think researchers should develop more studies about the effects of active video games and compare them to other physical activities? Why? c. Can you think of any possible negative effects of exer-games? Which one(s)?


�. Complete the following grid with words from the text. Then, write the suffix used to form each word. adjective

+

suffix

>

adverb

vigorous

vigorously ly

physical

adjective

+

suffix

>

noun

+

suffix

>

adjective

+

suffix

>

noun

fit

noun

TIP

O acréscimo de um sufixo geralmente modifica a classe gramatical da palavra. Isso acontece tanto em inglês quanto em português.

tradition

verb

research

�. Now complete the Word Formation box on page 160 with what you have learned. DISCOURSE MARKERS

�. Which idea do the discourse markers in bold express? cause • contrast • comparison • exemplification • purpose

a. … move your body to control your on-screen character… (1 st paragraph) b. That’s not as much as a real game of tennis (…), but it means a respectable workout… (2nd paragraph) c. A recent study at the University of Waterloo found (…). games (…) found that… (2 nd paragraph)

122

UNIT 7

In contrast , an earlier study of other

d. … other games like Dance Dance Revolution… (2 nd paragraph) e.

Since most young Canadians already spend more than six hours a day sitting in front of TV

and computer screens… (3 rd paragraph) f. … video games are better than nothing, but not as good as the ‘real’ sports that they imitate… (3rd paragraph)

�. Choose a discourse marker to replace the underlined ones. You CANNOT modify the structure and the meaning of the sentences. a. … move your body to control your on-screen character ( ) for

( ) in order to

b. … other games like Dance Dance Revolution ( ) for example

( ) such

c. … not as good as the ‘real’ sports that they imitate ( ) so … so

( ) so … as

�. Now complete the Discourse Markers box on page 161 with what you have learned. �. Match the expressions with a similar meaning. st

TIP

a. There’s no doubt (1 paragraph)

( ) The main point

b. The bottom line (3 rd paragraph)

( ) Taking that into consideration

c. That being said (3 rd paragraph)

( ) Everyone knows

Além das conjunções, outras palavras e expressões utilizadas para relacionar ideias em um texto são chamadas de marcadores discursivos .

LANGUAGE IN USE RELATIVE PRONOUNS: WHICH, WHO , THAT �. Read the sentences below. A real game of tennis

That’s not as much as a real game of tennis.

+

burns about eight times more calories than you’d

That’s not as much as a real

=

burn at rest.

game of tennis, which burns about eight times more calories than you’d burn at rest.

Now mark the correct alternatives to complete the sentences. a. The relative pronoun which is used: ( ) to connect elements in a sentence and to avoid repetition. ( ) to emphasize an element in the sentence and to contrast ideas. b. The relative pronoun which refers to: ( ) a real game of tennis.

( ) eight times more calories.

c. The relative pronoun which is used in reference to: ( ) people. ( ) things. Have Fun and Get Fit

123

�. Now read the following sentences and mark the correct alternatives. … the researcher who led the Waterloo study… … games that involve being physically active…

a. The relative pronouns who and that refer to: ( ) a previous element (= noun or noun phrase). ( ) a following element (= noun or noun phrase). b. The relative pronoun who is used in reference to: ( ) people.

( ) things.

�. Game reviews inform the public about positive and/or negative aspects of a game. Use who or which to complete the following game reviews.

Connor_M Feb 5, 2012.

Eurogamer Sweden

Feb 5, 2012. Nov 1, 2011.

The best game for Kinect just got better. Dance Central 2 improves on practically every feature in the original, and adds a much-needed two player mode, a must for everyone likes to have fun.

This game is definitely the best game in the series. You will see new features, an updated combat system, and a new story, follows on from the previous game. The whole game lasts more than 40 hours, including all sidequests. This is definitely a must buy for Final Fantasy fans.

Mart1982 JenniferV.

Nov 20, 2011.

May 30, 2008.

I love the Wii Fit and you can’t deny that it makes for a lot of family fun! Even my boyfriend thought it would be stupid enjoyed it very much. I believe that if you use it properly, you can lose weight. This is very motivational and fun at the same time.

METACRITIC. Available at: .

Accessed in July 2012.

124

UNIT 7

I like how you can’t always just defeat the enemy by waving the Wii remote about, as many enemies require thought to defeat. Liked collecting items needed to upgrade my weapons and such, as well as the games setting, is a colourful and vibrant world, with interesting characters. An excellent addition to the Zelda series, and you will get good value for money from this game, as you’d expect from a quality title such as this.

�. Are the reviews from exercise 3 positive or negative?

�. Which game(s) would you recommend to a couch potato? Why?

�. Read another game review and underline the relative pronouns used in it. Then, circle the words or expressions they refer to, as in the example.

Eddie_23 Mar 20, 2012.

Kids that stay all day long playing video games should try having some fun and doing some exercise at the same time. My sixteen-year old son, who is overweight and never works out, is now having a great time with Wii Fit. And the activities that make him really move his body, like stepping and running, are his favorite ones. This may not be the “real thing”, but it’s a fun way to get off the couch.

s e g a m I w o l G / k c o t s r e t t u h S / n o i t a r t s u l l I l l i H n i v e K

METACRITIC. Available at: . Accessed in July 2012.

Now mark the correct alternatives to complete the sentences. a. The relative pronoun that can be used in reference to: ( ) things.

( ) people.

( ) people and things.

b. In “Kids that stay all day long playing video games”, we can replace that by ( ) who.

( ) which.

c. In “the activities that make him really move his body”, we can replace that by: ( ) who.

( ) which.

�. Read the sentences below. Then match the columns to complete the statements. Kids should play “exer-games”, which involve being physically active. Kids should play “exer-games” that involve being physically active.

In the first sentence, the relative pronoun which

limits the type of games kids

is used to introduce a clause that…

should play.

In the second sentence, the relative pronoun

adds information about the type

that is used to introduce a clause that…

of games kids should play.


125

�. Relative pronouns can be the subjects or objects in relative clauses. Read the sentences and write the function of the relative pronouns, as in the example. Example

Function

Is It Possible to Omit the Relative Pronoun?

the researcher who led the

The researcher led the Waterloo study.

No.

Waterloo study

Function: subject

the “real” sports that they

They imitate the real sports .

Yes. You can also say: the

imitate

Function:

“real” sports they imitate

a real game of tennis,

A real game of tennis burns about eight

No.

which burns about eight

times more calories.

times more calories

Function:

the dance game that

Kinect deserves the dance game.

Yes. You can also say: the

Kinect deserves

Function:

dance game Kinect deserves

�. Mark the correct alternative to complete the statement. You can omit relative pronouns a. ( ) only if they are subjects in relative clauses.

s e g a m I w o l G / k c o t s r e t t u h S / y y l l o

b. ( ) only if they are objects in relative clauses. c. ( ) if they are subjects or objects in relative clauses.

��. Circle the relative pronoun(s) you can omit. a. A frustrating game that I can’t recommend. b. Bank Job is a challenging, fast-paced, running game that is easy to pick up and play… c. … the joys of nostalgia and charm that Donkey Kong Country brings to the table.


LISTENING AND SPEAKING �. You are going to listen to part of a radio interview with a fitness instructor from Sydney, Australia. Which recommendations about physical activity do you expect to hear about? Add two more items to the list.

126

UNIT 7

What I expect to hear about...

What the fitness instructor really says…

Set realistic goals.

( )

( )

Choose activities you like.

( )

( )

Start exercise routines slowly.

( )

( )

Get professional advice.

( )

( )

Get someone to show you around all the equipment.

( )

( )

Schedule during quiet hours.

( )

( )

Exercise with a friend.

( )

( )

Make sure you rehydrate yourself.

( )

( )

( )

( )

( )

( )

Recommendations

17

�.

Now listen to the interview. Were your predictions correct? Complete the column “What the fitness instructor really says…”. from exercise 1. 17

�.

We should incorporate physical activity into everyday life. Listen again and mark the activities suggested by the fitness instructor. s e g a m I w o l G / k c o t s r e t t u h S / y h p a r g o t o h p e g a m i m

�.

s e g a m I w o l G / k c o t s r e t t u h S / h k u n a v I

s e g a m I r e h t O / y m a l A / C L L , m u l y s A k c o t S e h T

s e g a m I w o l G / k c o t s r e t t u h S / a y a k s r a B a n i l a G

17


�. What do you try to do in order to improve your health and fitness? 18

SPOKEN LANGUAGE The letters i and y can be pronounced as Dɪ, as in exercise and cry , or as ɪ, as in fit and happy. Listen and repeat. Complete the table with the words from the box. Then, listen and check your answers. gym • diet • instructor • advice • fitness • quiet Dɪ

ɪ

try

equipment

rehydrate

lift

dehydrate

improve

Dɪ

ɪ


127

�. Take the quiz below and find out if you have a healthy lifestyle. Then interview a classmate as in the example. Use the question words in blue to make extra questions. Student A: Do you sleep at least 7-8 hours every night? Student B: Hmm… Sometimes. Student A: What time do you usually go

to bed?

Student B: At about eleven, eleven thirty. And you?

Are you leading a healthy lifestyle? QUESTIONS

YOU

YOUR CLASSMATE

Do you sleep at least 7-8 hours every night? What time…?

1. 2. 3.

Yes. Sometimes. No.

1. 2. 3.

Yes. Sometimes. No.

Do you smoke? Why…?

1. 2. 3.

Never. Occasionally. Unfortunately.

1. 2. 3.

Never. Occasionally. Unfortunately.

1.

1.

3.

I have a nice healthy breakfast. I do manage a quick breakfast most of the times. No time for it.

3.

I have a nice healthy breakfast. I do manage a quick breakfast most of the times. No time for it.

1. 2. 3.

Four times a week. Once or twice a week. Very rarely.

1. 2. 3.

Four times a week. Once or twice a week. Very rarely.

1.

1.

3.

I devote considerable time to family. I manage an hour every evening. Rarely.

3.

I devote considerable time to family. I manage an hour every evening. Rarely.

Are you under a lot of stress? Why…?

1. 2. 3.

Not really. Often. Always.

1. 2. 3.

Not really. Often. Always.

How often do you need to visit the doctor? What…?

1. 2. 3.

Rarely. Sometimes. Quite often.

1. 2. 3.

Rarely. Sometimes. Quite often.

Do you have breakfast every morning? What…?

Do you exercise? What…?

Do you spend quality time with family? Who…?

2.

2.

2.

2.

SCORE: Answer 1 = 1 point. Answer 2 = 0.5 point. Answer 3 = 0 point.

t l u s e R

7-5.5 points Leading a healthy and happy lifestyle

5.0-3.5 points Maintaining a balanced lifestyle

3.0-0 points Not leading a healthy lifestyle

You are leading a healthy and happy lifestyle. Continue in the same way.

You are maintaining a balanced lifestyle — not really healthy but not totally unhealthy. You can surely improve with efforts.

You are not leading a healthy lifestyle. Devote some more time to yourself and your family. Try to exercise more. Try to be less stressed.

�. Do you and your classmate have similar lifestyles? What can you do to have a really healthy lifestyle? 128

UNIT 7

. 3 1 0 2 y r a u r b e F n i d e s s e c c A . > / e l y t s e f i l y h t l a e h a g n i d a e l u o y e r a / s s e n t i f h t l a e h / z i u q / m o c . d n e i r f a h s i w / / : p t t h < : m o r f d e t p a d A

WRITING In this unit you have read different game reviews. Go back to pages 124-125 and explore the structure of this genre. Notice that one possible structure is: ( A ) starting the review with a general statement; ( B) talking about special features; (C) summing up and, if it is the case, recommending the game. �. Write a review to recommend a game you like. Examples from Use it! can help you.

S TEP B Y S TEP t game to 1. Think o f a grea wri te a posi ti ve re vie w. w b y sa ying 2. S tar t your re vie and the name o f the game general men tioning one o f i ts fea tures. ecial fea tures

3. Men tion the sp

o f the game. commend the 4. Sa y wh y you re game.

dra w a me to charac ter from the ga illus tra te your re vie w. ws wi th a 6. Exchange re vie s bo th classma te and discus tex ts. ssar y 7. Make the nece

5. Add a pic ture or

correc tions. ersion o f the

8. Wri te the final v

game re vie w.

�. Now it’s time to share your game review with your classmates and other people. The game reviews can be published, for example, on the Internet (blog, school website etc.) or in the school newspaper. Use it! ●

Use a general statement to start the review. Examples:

This game is definitely the best game in the series. The best game for Kinect just got better. I love the Wii Fit and you can’t deny that it makes for a lot of family fun! ●

Use expressions to describe the special features of the game. Examples:

… adds a much-needed two player mode … with interesting characters … an updated combat system, and a new story ●

Use positive adjectives and expressions. Examples:

motivational, fun, colourful, vibrant, a quality title, an excellent addition to…, a fun way to…, a must for everyone who likes to have fun, definitely a must buy, good value for money.


129

LOOKING AHEAD s e g a m I r e h t O / y m a l A / h c a b n e v l o k

> a z . o c . r e m a g e i b m o z / / : p t t h < / o ã ç u d o r p e R

Are you a gamer? Are you an exer-gamer? How does this affect your life and your classmates’ lives? How can you get the best out of video games and avoid their negative effects? Do you think schools should use “exer-games” in physical education classes? Why?

EXTRA READING http://www.webmd.com/parenting/features/ exercise-lose-weight-with-exergaming http://www.exergamelab.org/ www.exergamesunlocked.org/

EXTRA VIDEO www.videojug.com/film/how-to-use-video games-to-keep-fit

130

UNIT 7

es ag I m er th y/ O m l a e/ A vi c er S r e i W A M U Z

Express Yourself through Words Warming

Up

8 8 8

Unit

What is the girl doing? How is she feeling?

s e g a m I w o l G / k c o t s r e t t u h S / i d A

Learning Objectives

• to take part in discussions on poetry and feelings • to learn how to use the Future with will • to explore poems


131

�. What do you like reading? Mark your favorites. ( ) Drama

( ) Mystery

( ) Fiction

( ) Nonfiction

( ) Horror

( ) Poetry

( ) Humor

( ) Science fiction

( ) Romance

( ) Short story

�. Answer the questions. a. What is your favorite book? Who is its writer?

b. Do you like reading poems? If so, who is your favorite poet?

c. Do you write poems? If so, what do you often write about?

�. Complete the mind map with common themes in poems. bullying friendship social problems THEMES

�. In your opinion, how do poets get inspiration to write? Do you believe they always express their feelings in poems?

132

UNIT 8

s e g a m I w o l G / k c o t s r e t t u h S / l a h k u B v a l S

BEFORE READING �. Carlos Drummond de Andrade and Cecília Meireles are examples of famous Brazilian poets. Do you know other poets? If so, which one(s)?

�. Knowing about the author of a text can help you make predictions about it. Before reading a text by Langston Hughes, read a short biography about him and answer the questions.

Langston Hughes s e g a m I y t t e G / e v i h c r A n o t l u H

Langston Hughes, among the most versatile and prolific of modern American authors, achieved distinction in poetry, fiction, and drama. Race is at the center of his work — the beauty, dignity, and heritage of blacks in America. B ut Hughes was never racist — he always sought to speak to all Americans, especially on the larger issues of social, economic, and political justice. Available at: . Accessed in September 2012.

a. Which literary genres made Langston Hughes famous?

b. What is the main theme in his work?

c. When speaking to all Americans, which issues did he write about?

�. Turn over the page and, before reading the text, look at the name of the author, the title and the structure of the text. Then, mark what you expect to be correct about it. a.

The text is a ( ) letter.

b.

The central theme of the text is ( ) race.

c.

( ) poem.

( ) friendship.

“English B” in the title refers to ( ) a subject.

( ) a nationality.


133

READING Now read the text to check your predictions. s e g a m I y t t e G / h c r a e s o t o F

Theme for English B By Langston Hughes

The instructor said, Go home and write a page tonight. And let that page come out of you 5

Then, it will be true.

I wonder if it’s that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here 10

I guess being colored doesn’t make me NOT like

to this college on the hill above Harlem.

the same things other folks like who are other races.

I am the only colored student in my class.

So will my page be colored that I write?

The steps from the hill lead down into Harlem

Being me, it will not be white.

through a park, then I cross St. Nicholas,

But it will be

Eighth Avenue, Seventh, and I come to the Y, 15

25

30

a part of you, instructor.

the Harlem Branch Y, where I take the elevator

You are white —

up to my room, sit down, and write this page:

yet a part of me, as I am a part of you. That’s American.

It’s not easy to know what is true for you or me

Sometimes perhaps you don’t want to be a

at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you:

part of me. 35

hear you, hear me — we two — you, me, talk

But we are, that’s true!

on this page. 20

Nor do I often want to be a part of you. As I learn from you,

(I hear New York too.) Me — who?

I guess you learn from me —

Well, I like to eat, sleep, drink, and be in love.

although you’re older — and white —

I like to work, read, learn, and understand life.

40

and somewhat more free.

I like a pipe for a Christmas present, or records – Bessie, bop, or Bach.

This is my page for English B.

. 8 7 4 2 . p . 9 9 9 1 , l i a T s ’ t n e p r e S : n o d n o L

. s m e o p d e t c e l e s : s e h g u H n o t s g n a L

. n o t s g n a L , S E H G U H

134

UNIT 8

READING FOR GENERAL COMPREHENSION �. Mark the two campaign slogans with the same important message as in the poem. ) e p o r u E n i m s i c a R t s n i a g A l l a b t o o F ( E R A F

> m o c . e f i l 4 g n o r t s < / o ã ç u d o r p e R

( ) > m o c . s s e r p d r o w . p h a y s a r d n a . w w w < / o ã ç u d o r p e R

( )

( )

�. Complete the statement with a word from the campaign slogans in exercise 1. In the poem, the author presents a critique of

in America.

READING FOR DETAILED COMPREHENSION �. Mark the passage that is directly related to the title of the text. ( ) Go home and wri write te / a page page ton tonigh ight. t. ( ) I went to to school there, there, then then Durham, Durham, then here here / to this this college on on the hill above above Harlem. Harlem.

student’s page for English B? �. Which passage presents the student’s ( ) Line ness 6-15.

( ) Lines 16-40.

�. Find a word in the first part of the poem that refers to the skin color of the student.


135

�. Read the first part of the poem again and answer the questions. a. How old is the student? b. Where was he born? c. Where did he study study before college?

�. Write T (True) or F ( False). Then, correct the false statements with one or two lines from de poem. a. ( F ) ) The student finds it easy to know what is true for him. It’s not easy to know what is true for you or me. (line 16)

b. ( ) The stu student dent writes a page about about himself himself for the the assignmen assignment. t.

c. ( ) There There are some black black studen students ts in the English class.

d. ( ) The stude student nt doesn doesn’t like things things that that white white people like. like.

e. ( ) The stude student nt believes believes he is a part part of the the instruct instructor or and the the instructor instructor is a part of of him.

f. ( ) The The stude student nt believes he is free like the instr instructor uctor..

w ords in bold refer to? �. Which places do the words I went to school there, then Durham, then here to this college… (line 8) ( ) ( )

�. Mark the correct statements about the poem.

a. Durham b. on the hill above Harlem c. Winston-Salem

a. ( ) It It cont contain ainss every everyday day lang languag uage. e. b. ( ) It con contai tains ns archa archaic ic expr express ession ions. s. c. ( ) It It conta contains ins a lot of cont contra racte cted d forms forms.. d. ( ) It contains no rhymes.

READING FOR CRITICAL THINKING Discuss the questions with your classmates. a. Langston Hughes wrote “Theme for English B” in 1949. In your opinion, is the poem socially relevant today? Why?

136

UNIT 8

b. What did you feel when you read “Theme for English B”? In your opinion, how did society react to the poem at the time?

VOCABULARY STUDY POLITICALLY CORRECT TERMS

correct terms are used to avoid offense. The term ‘colored’ ‘colored’ was widely used in the �. Politically correct United States to describe black people. Today Today it is no longer considered a politically correct term. Complete the sentences below with the politically correct terms from the box. senior citizens • hearing impaired • visually impaired • African American

a. Langston Hughes was the first to be published and widely accepted in the literary world.

writer

b. It is important to respect because they have much more experience and we can learn from their wisdom. c. Most but don’t shout at them.

TIP

O respeito também é demonstrado pela linguagem. Use termos que não ofendam as pessoas, seja em inglês ou em português.

people can read lips. Speak clearly,

d. Braille is a system of reading and writing used by people who are

.

DISCOURSE MARKERS

s e g a m I w o l G / k c o t s r e t t u h S / y l l O

�. Read the fragment below from the poem on page 134 and answer the questions. You are white — yet a part of me… (lines 31–32)

a. Which idea does the discourse marker yet express? ( ) co com mpa parris iso on ( ) contrast ( ) ex exem empl plif ific icat atio ion n b. Which discourse marker express expresses es the same idea? ( ) like ( ) but ( ) such as

�. Now complete the Discourse Markers box on page 161 with what you have learned.


137

LANGUAGE IN USE FUTURE WITH WILL

Read the fragment below and do exercises 1 and 2. So will my page be colored that I write? Being me, it will not be white. But it will be a part of you, instructor.

�. Mark the correct answer. a. In the fragment we use will to ( ) express opinions and hopes about the future. ( ) make offers and requests about the future time.

�. Write before or after. a. In affirmative sentences about the future, we use will b. In negative sentences about the future, we use not the main verb. c. In interrogative sentences about the future, we use will

the main verb. will

and the subject.

�. Read the comic strip and match the questions and answers. There are two extra answers. k c i l c U l a s r e v i n U y b . t s i D / n o s r e t t a W 6 8 9 1 © n o s r e t t a W l l i B , s e b b o H & n i v l a C

WATTERSON, Bill. April 4, 1986. Available at: . Accessed in August 2012.

a. Why is Calvin in bed? b. How does Calvin feel when he says ‘Rats’? c. What is the function of will in the comic strip?

138

( ) To refer to planned decisions (made before the moment of speaking) about the future. ( ) To refer to spontaneous decisions (made at the moment of speaking) about the future. ( ) Angry.

d. What is the contracted form of I will?

( ) Won’t.

e. What is the contracted form of will not?

( ) Because he doesn’t want to go to school.

UNIT 8

( ) I’ll. ( ) Because he is sick.

�. Match the situations to the other uses of will. a.

I think it’ll rain tomorrow.

d.

I’ll do the exercises in a second!


b.

e.

We’ll have a pizza, please.

c.

I’ll help you with your homework.

Will you marry me? ( e ) We use will for requests. ( ) We use will for spontaneous decisions. ( ) We use will for predictions. ( ) We use will for promises. ( ) We use will for offers.

�. What time expressions are used in exercise 4? Read another poem by Langston Hughes and do exercises 6-10.

�. What is the main theme of the poem? �. Mark the correct statements about the poem. a. ( ) The poem is about a hopeful future. b. ( ) The poem contains everyday language. c. ( ) The poem does not contain any contracted forms. d. ( ) The poem contains a lot of rhymes.

�. What do “I, Too, Sing America” and “Theme for English B” have in common? Mark the correct answers. ( ) Both poems are about social justice. ( ) Both poems are about American students.

I, Too, Sing America by Langston Hughes I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then.

e n o t s y e K / k c o t s r e p u S

Besides, They’ll see how beautiful I am And be ashamed, — I, too, am America. RAMPERSAD, Arnold. The Life of Langston Hughes: Volume I: 1902-1941. New York: Oxford University Press, 2002. p. 95.

( ) Both poems have a confident tone. Express Yourself through Words

139

�. What is the function of will in the poem? ( ) To talk about promises about the future. ( ) To talk about opinions and hopes about the future.

��. What time expression is used to refer to the future? Many people express themselves through poetry and publish their poems in websites like www.poemhunter.com. Read a poem from an unknown poet and do exercises 11-14.

I Promise That I Will Always Be Your Friend I promise

L e

a n d e

r B a

e r e

n

z / S

t o

n e / G

e t t y I m

a g

e s

That I will Always be your friend I promise That I will never leave you Alone Because I will always be here for you I will promise That we will spend this life together Growing old each day

s e

G e

e /

e

a e r

e r B

Lea n d

o n / S t n z

a g m I t t y

(Aldo Kraas) Available at: . Accessed in September, 2012.

��. What is the main theme of the poem?

��. What is the function of will in the poem?

��. Use won’t to rewrite the line. “I promise that I will never leave you alone.”

��. Who is the author of this poem?

140

UNIT 8


LISTENING AND SPEAKING �. According to what you know about Langston Hughes , circle the expressions that are related to him. s e g a m I r e h t O / n o i t c e l l o C r e g n a r G e h T

TIP

Não se preocupe em entender tudo o que ouvir. Concentre-se nas informações que deseja e preste atenção nas palavras-chave.

African poet • underprivileged black people in America • professor at Columbia University • important voice in the Harlem Renaissance • race consciousness • rich family • political justice • racial prejudice

�.

19

Three scholars are discussing “Advertisement For The Waldorf-Astoria”, a poem by Hughes about the opening of a luxurious hotel where black people were not admitted. Listen to the first scholar to find out when Hughes wrote the poem. Mark the correct answer. ( ) In 1929. ( ) In 1931. ( ) In 1941.

�.

�.

20

Now listen to the three scholars talking about Hughes’s poem Match the speakers to their comments. .

a. SPEAKER 1

( ) Hughes uses a lot of techniques that advertisers use such as repetition, bold lettering and exclamations.

b. SPEAKER 2

( ) Hughes describes the ordinary lives of underprivileged black people in America.

c. SPEAKER 3

( ) Hughes writes the poem when the language of advertising dominates and he subverts it.

20

Listen once more and check your answers. Express Yourself through Words

141

�.

21

Now listen to the third scholar again and mark the correct answers. a. Which lines from the poem does she quote? ( ) “Fine living… a la carte?/ Come to the Waldorf-Astoria!” ( ) “Have luncheon there this afternoon, all you jobless./ Why not?” ( ) “Dine with some of the men and women who got rich off of/ your labor (…)” b. The specialist quotes the lines to exemplify a topic conveyed by the poet. Which topic is it? ( ) The effects of advertising on the choices of rich consumers. ( ) The cruelty of advertising faced by poor people in a consumer society. ( ) The effectiveness of the techniques used by advertisers to convince people.

�. Do you think Hughes’s poems are still relevant today? Why (not)?

TIP

Ao ouvir o poema, observe o efeito das pausas e o ritmo.

22

SPOKEN LANGUAGE

Listen to a man reciting “I, Too, Sing America” by Langston Hughes. Notice the contracted form of will (’ll). I am the darker brother.

Nobody’ll dare

They send me to eat in the kitchen

Say to me,

When company comes,

“Eat in the kitchen,”

But I laugh,

Then.

And eat well, And grow strong.

Besides, They’ll see how beautiful I am

Tomorrow,

And be ashamed, —

I’ll be at the table When company comes.

I, too, am America.

23

Now listen and repeat. I’ll • you’ll • he’ll • she’ ll • it’ ll • we’ll • they’ll

�. It is your time to recite a poem or improvise a rap (rhythm and poetry) in English! You can choose a poem by your favorite poet or create your own poem or rap and put your emotions into it. Do not forget to say its name, who wrote it and what it is about as in the example. Work in groups. The poem I’m going to speak out loud is called TIP Recitar poemas é uma ótima oportunidade “I do not love you except because I love you” para testar rimas e by Pablo Neruda, and it is about love. I do not love you except because I love you; I go from loving to not loving you, From waiting to not waiting for you My heart moves from cold to fire. (...) 142

UNIT 8

perceber como diferentes sons se encaixam.

WRITING Poetry, like other forms of creative writing, can be a great way to propose ideas, convey emotions, and entertain the audience all in one. In this unit you have read different poems on pages 134, 139 and 140. Visit www.poemhunter.com to find other examples of poems. Read classic and contemporary poets. Get inspired!

WRITING GUIDELINES

�. Write a poem to express your ideas and feelings in a creative way. You may write a long or a short poem, use rhymes or not.

Use it! S TEP B Y S TEP ing to wri te 1. Think o f some th ve to abou t. You do no t ha oe tic” choose pro found or “p n be the ma terial. An y thing ca cell theme for a poem (a phone, a pe t, a casual e tc. ). con versa tion, a dream u kno w Choose some thing yo well. theme and ren t consider i t from di f fe eas angles. Ge t all your id do wn on paper.

2. Focus on your

ou t “s t yle”, u ti ful” abou t wri ting in a “bea s on or a “poe tic” wa y. Focu pec t o f communica ting an as

3. Do no t worr y ab

●

t makes your experience. Wha is your the poem in teres ting unique perspec ti ve. rimen ting em. wi th the form o f the po em in Tr y organizing your po e wha t di f feren t wa ys and se o f the happens. The leng th er line can make the read r tain focus a t ten tion on ce words, for example.

●

4. Then, s tar t expe

●

●

s wi th a 5. Exchange poem s bo th classma te and discus you feel tex ts. Talk abou t ho w ems. when you read the po

Poetry is a form of creative writing. Use language in a creative way. Make comparisons. Use metaphors — for example: “Life is a zoo in a jungle.” (Peter De Vries) Don’t use clichés (ready-made phrases). Do not say, for example, that a person is “as sweet as sugar”. Think about what exactly makes this particular person sweet. Choose words that express the unique qualities of your subject. If you are writing about a feeling or an abstract concept such as love or death, try to describe its impact on specific people, things and/or places. Try to create a mental picture of your ideas. Make descriptions exploring the five senses (touch, sight, smell, taste and sound).

e final . version o f your poem

6. Work to wri te th

�. Now it’s time to share your poem with your classmates and other people. You can publish it in websites like www.poemhunter.com. Express Yourself through Words

143

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)?

1. Love is a state of living, while passion is a

s e g a m I w o l G / k c o t s r e t t u h S / 8 8 8 8 a n n o d a r a M

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.

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?

s e g a I m w l o /G k c t o r s tt e u h /S n o d n l o r e i d r e ki b

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/

144

UNIT 8

Review READING s e g a m I w o l G / k c o t s r e t t u h S / s c i r e @

4 4 4

Units 7 & 8

TALK TO YOURSELF; IT’S GOOD FOR YOU

N

o matter what happens, there’s one person in the world you just can’t stop talking to — yourself. […] But when you talk to yourself make sure you use what the scientists at the University of Illinois at UrbanaChampaign, USA, call the ‘interrogative self-talk’. This type of self-talk is one in which we question ourselves —

“Will I be able to do this?”. According to the researchers, this type of self-talk produces better results than declarative self-talk — “I will be able to do this”. To arrive at this conclusion the researchers divided the participants into ‘Will I?’ and ‘I will’ groups to solve some tests. Surprisingly, the ‘Will I?’ group fared doubly better than the ‘I will’ group. This is because selfposed questions like ‘Will I?’ inspire responses that

are intrinsically motivated such as “I think I will”. The introspection gives us inner confidence to achieve the particular challenge and we end up doing it better than when we declare to ourselves “I will”. In the “I will” mode, we usually skip the introspection and thus the motivation is not intrinsic. These findings may make a lot of motivational experts raise their eyebrows because the ‘I will’ self-talk is believed to help us muster inner strength and give confidence.

COMPLETE WELLBEING. Volume V, Issue 1, November 2010, p. 14. (fragment)

�. According to the title of the text, who is good to talk to?

�. Another title you can give for this article is ( ) “Self-talking is beneficial.” ( ) “Don’t keep secrets to yourself.” ( ) “Stop talking to your friends about your life.”

�. Write I (Interrogative self-talk) or D (Declarative self-talk). ( ) ‘Will I be able to do this?’ is an example of this type of self-talk. ( ) ‘I will be able to do this’ is an example of this type of self-talk. ( ) This type of talk does not provide intrinsic motivation. ( ) This type of talk provides introspection. ( ) This type of talk is more efficient.

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145

�. Infer the meaning of the words in bold and mark the correct answers. a. … the ‘Will I?’ group fared doubly better than the ‘I will’ group. ( ) talked ( ) performed b. The introspection gives us inner confidence to… ( ) repetition ( ) reflection c. The introspection gives us inner confidence to… ( ) interior ( ) exterior

d. … self-talk is believed to help us muster inner strength… ( ) accumulate ( ) reject

�. Mark the correct statement about the last paragraph. ( ) Researchers found out that ‘I will’ self-talk is more motivational. ( ) Motivational experts and researchers have different opinions about the ‘I will’ self-talk.

LANGUAGE IN USE RELATIVE PRONOUNS: WHICH / WHO / THAT �. Underline the correct relative pronoun to complete each dictionary entry. a. poet /ˈSǨșɪW/ noun [C] Definition

someone who / which writes poems b. lyric /ˈOɪUɪN/ noun Definition lyrics

the words of a song, especially a pop song Paul Simon writes the lyrics for most of his songs. [C] a short poem who / which expresses the personal thoughts and feelings of the person who / which wrote it c. verse /YǫɕV/ noun

or sounds, especially consonants, at the beginning of several words who / that are close together ‘Round the rugged rocks the ragged rascal ran’ uses alliteration. CAMBRIDGE Learner’s Dictionary; Cambridge Advanced Learner’s Dictionary & Thesaurus. Available at: . Accessed in November 2012.

�. Write a new sentence with the relative pronoun in CAPITAL LETTERS as in the example.

a. Carlos Drummond de Andrade was an influential Brazilian poet. He wrote the poem “No meio do caminho”. WHO – Carlos Drummond de Andrade was an influential Brazilian poet who wrote the poem “No meio do caminho”.

b. Luís Vaz de Camões was a Portuguese poet. He is famous for his epic work Os lusíadas . WHO

Definition

one of the parts who / that a song or poem is divided into: I only know the first verse. WORDS [U] words who / that are in the form of poetry: The story was told in verse. d. alliteration noun /ǨɑOɪWǨˈUHɪȒǨQ86ǨɑOɪW ʔ >8@ Definition

the use, especially in poetry, of the same sound

146 Review 4

c. The Week of Modern Art marked the start of Modernism in Brazil. It took place in São Paulo in 1922. THAT

d. Tarsila do Amaral was a famous Brazilian painter. She participated in the Week of Modern Art. THAT

more. e. I A decade ago, reading wasn’t on the list of resolutions. This year, it’s the fifth-mostpopular resolution for 2012, according to the FC Organizational Survey. stress in my life. f. I There are many ways to relieve stress. Taking Up Yoga is one. smoking. g. I While quitting smoking was the third-most-popular resolution a decade ago, it doesn’t even make FC Organizational Products’ top 10 list for 2012.

e. In 1928, Mário de Andrade wrote his great novel, Macunaíma. It was one of the founding texts of Modernism in Brazil. WHICH

Fragments from: . Accessed in September 2012.

f. Rachel de Queiroz was a Brazilian author and journalist. She published her novel O Quinze in 1930. WHO

FUTURE SIMPLE WITH WILL

�. Match the situations to the uses of will. a. I will always love you.

b.

I’ll have a sandwich, please.

�. Complete the New Year’s Resolutions with verbs from the box. Use the Future Simple with will as in the example. get • read • reduce • learn • quit • volunteer • lose

a. I will get fit. Getting fit is the top New Year’s resolution for 2012, according to the FC Organizational Products survey. weight. b. I While losing weight was the top resolution 10 years ago, it’s now in fourth place. for a non-profit c. I

c. I’ll help you carry those bags.

d.

I think it’ll rain tomorrow.

board.

Doing volunteer work didn’t make it onto FC Organizational Products’ top resolutions back in 2002. d. I

a new

language.

Learning a language can make travel more fun, help you excel in your job and facilitate other goals.

( ( ( (


) We use will for offers. ) We use will for promises. ) We use will for predictions. ) We use will for spontaneous decisions. Review 4

147

STUDYING FOR EXAMS �. (Enem/2012) I, too I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am And be ashamed I, too, am America.

guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honouring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.” But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great depositories of opportunity of this nation. So we have come to our nation’s capital to cash this check.

2 1 0 2 / P M A C I N U

HUGHES, L. In: RAMPERSAD, A.; ROESSEL, D. (Ed.) The collected poems of Langston Hughes. New York: Knopf, 1994.

Langston Hughes foi um poeta negro americano que viveu no século XX e escreveu I, too em 1932. No poema, a personagem descreve uma prática racista que provoca nela um sentimento de a. coragem, pela superação. b. vergonha, pelo retraimento. c. compreensão, pela aceitação. d. superioridade, pela arrogância. e. resignação, pela submissão.

(Adaptado de http://www.mlkonline.net/dream.html. Acessado em 28/09/2011.)

a. Na linguagem metafórica do texto, um trecho do discurso proferido por Martin Luther King em 1963, a que se refere a “nota promissória” emitida pelos Estados Unidos da América?

�. Unicamp/2012 The March on Washington

When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be

148 Review 4

b. Que crenças levaram os negros norte-americanos a irem a Washington “sacar o cheque” que a América lhes deu?


with confidence

Take part in discussions on video games, technology and health… Take part in discussions on poetry and feelings…

well with some difficulty

Use the relative pronouns which, who, that… Use the Imperative… Use the Future with will… Explore game reviews… Explore poems…


Meaning in context


Glossary

Language Reference

Extra readings

Extra videos

Internet

Other(s):


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149

PROJECT 2B EUREKA: IDEAS FOR A HEALTHIER WORLD! �SECOND PART� In Unit 7 you have talked about health. Follow the steps below and do the second part of Project 2, Eureka: Ideas for a healthier world! TASK: After having thought of practical ideas to help people live a healthier life, it is time to share them with your local community and the world!

�. Produce it! In groups, review the draft you and your classmates wrote in the first part of this project. Then make a slide presentation to show people what you have come up with. Visit the following links to help you: ; ; .

�. Share it locally! Organize a science fair at your school to show the innovation that you and your classmates have developed. Invite teachers, family members, friends, and other people from your community to get to know about your ideas. �. Share it globally! Use the Internet to share your presentation. It can be published, for example, on the school website, a blog or Slideshare (www.slideshare.net). Use English to make your presentation so that people from all over the world can get inspired by your ideas! R P / o h l i F t r e k c u t S o t r e b o R

THINK ABOUT IT! Reflita sobre o desenvolvimento do projeto a partir das questões a seguir: Como você se sentiu ao desenvolver uma inovação para um mundo mais saudável? E ao fazer a apresentação? Como foi a apresentação dos projetos na escola? Como as pessoas reagiram à apresentação na Internet? Você faria alguma coisa de modo diferente? Se sim, o quê? Você acredita que seu projeto pode concorrer ao Prêmio Jovem Cientista deste ano?

150 Project 2

“Um dos motivos pelos quais eu fiz o aplicativo foi porque o Steve Jobs dizia que os aplicativos ajudam a vida das pessoas.” João Pedro Vital, 15 anos, vencedor do Prêmio Jovem Cientista 2012.

Language Reference Unit 1 PRESENT SIMPLE Usamos o Present Simple para: • falar de fatos e generalizações. Teachers want more technology in the classroom. India has over 125,000,000 ESL speakers.

• falar de rotinas, hábitos, ações do dia a dia.

Regras ortográficas para verbos na 3ª pessoa do singular A maioria dos verbos: verbo + s

want → wants use → uses

Verbos terminados em o, s, z, x, sh, ch: verbo + es

do → does miss → misses buzz → buzzes mix → mixes finish → finishes watch → watches

Verbos terminados em consonante + y: verbo – y + ies

study → studies cry → cries

Exceção:

have → has

My sister always talks on the phone. She never does her homework.

• dar mais vida a eventos no passado. Chester F. Carlson invents the photocopier in 1937. Vannevar Bush proposes hypertext in 1945.

Exemplos

Em frases negativas, usamos don’t/doesn’t antes do verbo principal. Note que o verbo principal está em sua forma básica. Forma afirmativa I You

I

want

don’t You

He She

Forma negativa

He

wants

It

more technology.

She

doesn’t want

traditional classes.

It

We You They

We

want

You

don’t

They (don’t = do not; doesn’t = does not)

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151

Em frases interrogativas, usamos Do/ Does antes do sujeito. Note que o verbo principal está em sua forma básica.

Respostas curtas Afirmativa I

Forma interrogativa Do

I you

she

Yes, more technology?

want

it we

Do

I

do.

he

Does

Negativa don’t.

you

you

he

he

she

does.

No, she

it

it

we

we

you

do.

you

doesn’t.

don’t.

you they

they

they

QUESTION WORDS: WHY, WHAT, WHO Usamos why para perguntar sobre uma explicação ou motivo. Why do teachers want more technology in the classroom?

Usamos what para perguntar sobre coisas, fatos ou atividades. What do students want in the classroom?

Usamos who para perguntar sobre uma pessoa/pessoas. Who wants more technology in the classroom?

Pronome interrogativo Why

What

Verbo auxiliar

Sujeito

do

I / you / we / they

does

he / she / it

do

I / you / we / they

does

he / she / it

Verbo principal

want

Who

Complemento

more technology in the classroom?

wants

Unit 2 IMPERATIVE Usamos o Imperative para oferecer: •

sugestões e conselhos.

Read your magazines online. Go green.

152 Language Reference

•

ordens e instruções. Turn off the lights when you leave the room. Do the exercise in pairs.

Em frases negativas, usamos don’t antes do verbo principal:

Forma afirmativa Conserve

energy.

Prefer

LED lamps.

Forma negativa Don’t

take

long hot showers.

waste

paper.

(don’t = do not)

PRESENT SIMPLE OR IMPERATIVE? Usamos, geralmente, o Present Simple para fatos e o Imperative para sugestões. Fato Sugestão

Food waste is harmful to the environment.

Present Simple

Don’t waste food.

Imperative

Unit 3 PRESENT CONTINUOUS Usamos o Present Continuous para: •

falar de ações que ocorrem no momento da fala/escrita. I’ m reading the newspaper now. We’ re sending you a postcard from São Paulo.

•

expressar mudanças que ocorrem momentaneamente (tendências atuais).

Brazil is becoming a popular travel destination. Tourists are visiting favelas in Rio.

Em frases negativas, usamos not depois do verbo be (am/is/are) e antes do verbo principal: Forma negativa

Forma afirmativa I

am

I

am

You

are

You

are

He

He She

is

becoming

popular.

She

It

It

We

We

You They

are

You

is

not becoming

popular.

are

They (am not = ‘m not; is not = isn’t; are not = aren’t)

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153

Em frases interrogativas, usamos o verbo be (am/is/are) antes do sujeito:

Respostas curtas Afirmativa

Forma interrogativa

I

am.

I

‘m not.

are.

you

aren’t.

Am

I

you

Are

you

he

he she

Is

Yes,

becoming

popular?

it we

Are

Negativa

she

he

is.

No,

she

it

it

we

we

you

you

they

they

are.

you

isn’t.

aren’t.

they

Regras ortográficas para verbos terminados em - ing

Exemplos

A maioria dos verbos: verbo + ing

send visit

Verbos terminados em e: verbo – e + ing

become becoming make making

Verbos terminados em consonante + vogal + consonante : verbo + última consonante + ing

get stop

Verbos terminados em ie: verbo – ie + y + ing

die lie

sending visiting

getting stopping d ying l ying

PRESENT SIMPLE OR CONTINUOUS? Usamos, geralmente, o Present Simple para ações permanentes e o Present Continuous para ações temporárias. Ações permanentes

Almost 3.4 million people live in Amazonas state.

Ações temporárias The population is growing fast in the Amazon.

Present Simple Present Continuous

QUESTION WORDS: WHEN, WHERE, WHICH, HOW MANY Usamos when para perguntar sobre tempo. When was the text about the Amazon published?

Usamos where para perguntar sobre lugar. Where is Amazonas state?

Usamos which para perguntar sobre uma coisa ou pessoa específica em um grupo. Which state in the north Brazil is the largest?

Usamos how many para perguntar sobre uma quantidade (palavras contáveis). How many inhabitants are there in Manaus?


POSSESSIVE ADJECTIVES Usamos possessive adjectives antes de um substantivo ou um grupo nominal. Bob and his wife, Norma, live in San Antonio. = he

I love London for its fabulous and fascinating history. = it

Subject I Pronouns

you

he

she it

we

they

Possessive my your his her its our their Adjectives

Unit 4 �ING: NOUN, ADJECTIVE OR VERB? Palavras formadas pelo sufixo -ing podem exercer a função de: •

um substantivo (um nome). Cry ing is good for you.

•

um adjetivo (uma característica). The picture shows a cry ing woman.

•

um verbo (uma ação). É parte de um tempo verbal contínuo. She is cry ing tears of joy.

Também usamos o sufixo -ing quando um verbo aparece depois de uma preposição. Female tears can stop men from be ing mean.

MODAL VERBS: MAY, MIGHT, COULD Usamos, geralmente, o verbo modal may para indicar possibilidade e o verbo modal might ou could para indicar possibilidade remota. Note que usamos verbos modais antes de um verbo principal no infinitivo (sem a partícula to). Women may cry more than men. The inability to adequately convey your feelings might result in tears. Getting divorced could cause tears of sadness.

Para formar frases negativas, usamos not depois do verbo modal e antes do verbo principal. The Mona Lisa may not be the portrait of a woman.

Unit 5 PAST SIMPLE Usamos, geralmente, o Past Simple para falar de ações e estados completos no passado. When Senna was four, his father gave him a go-kart. European racing stars Jim Clark and Jackie Stewart were his heroes. The dog saved the child and turned into a hero.

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155

VERBO BE No Past Simple, o verbo be tem formas especiais.

Em frases negativas, usamos not depois do verbo be ( was/were):

Forma afirmativa

Forma negativa

I

was

I

was

You

were

You

were

He

He was

She

a hero.

was

She

It

not

a hero.

It

We were

You

We

heroes.

were

You

They

heroes.

They

Em frases interrogativas, usamos o verbo be ( was/were) antes do sujeito:

(was not = wasn’t; were not = weren’t)

Respostas curtas Forma interrogativa Was

I

Were

you

Afirmativa

he Was

she

I

was.

I

wasn’t.

you

were.

you

weren’t.

he not

a hero?

Yes,

it we Were

Negativa

you

heroes?

they

she

he was.

No,

she

it

it

we

we

you

were.

you

they

they

VERBOS REGULARES Todos os verbos regulares no Past Simple terminam em ed. Regras ortográficas para verbos regulares no Past Simple

Exemplos helped visited

A maioria dos verbos: verbo + ed

help visit

Verbos terminados em e: verbo + d

receive recei ved lived lived

Verbos terminados em consoante + vogal + consoante: (exceto os terminados em w, x, y): verbo + última consoante + ed

hop prefer

hopped preferred

Verbos terminados em consoante + y: verbo – y + ied

study worry

studied worried


wasn’t.

weren’t.

Em frases negativas, usamos didn’t antes do verbo principal. Note que o verbo principal está em sua forma básica:

VERBOS IRREGULARES

Forma afirmativa

Forma negativa

I

I

You

You

He

He

She

a hero.

turned into

She

It

It

We

We

You

became

heroes.

heroes.

They

Em frases interrogativas, usamos did antes do sujeito. Note que o verbo principal está em sua forma básica:

Respostas curtas Afirmativa

Forma interrogativa I you he

Did

become

You

They

a hero.

turn into

didn’t

she

Yes, a hero?

turn into

it we you

become

heroes?

they

Negativa

I

I

you

you

he

he

she

did.

No,

she

it

it

we

we

you

you

they

they

didn’t.

OBJECT PRONOUNS Usamos object pronouns para evitar repetição. Usamos esses pronomes para fazer referência a um termo anterior. My brother is a real hero. I admire him very much. = He Zeus became ruler of the gods when he led them in their defeat of the Titans. = they

Subject Pronouns

I

you

he

she

it

we

they

Possessive Adjectives

my

your

his

her

its

our

their

Object Pronouns

me

you

him

her

it

us

them

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157

Unit 6 PAST CONTINUOUS Usamos, geralmente, o Past Continuous para falar de ações passadas em andamento. In 1856 the chemist William Perkin was trying to find a cure for malaria. Hib Vaccine Team was working on a vaccine against the bacteria that can cause meningitis and pneumonia.

Em frases negativas, usamos not depois do verbo be ( was/were) e depois do verbo principal: Forma negativa

Forma afirmativa I was You were He She was It We You were They

doing

an experiment.

I was You were He She was It We You were They

not

doing

an experiment.

(was not = wasn’t; were not = weren’t)

Em frases interrogativas, usamos o verbo be ( was/were) antes do sujeito:

Respostas curtas

Forma interrogativa Was Were Was

Were

I you he she it we you they

doing

an experiment?

Afirmativa

Yes,

Negativa

I was. you were. he she was. it we you were. they

No,

I wasn’t. you weren’t. he she wasn’t. it we you weren’t. they

PAST SIMPLE OR CONTINUOUS? Usamos, geralmente, o Past Continuous associado ao Past Simple. Isso acontece quando uma ação mais longa (Past Continuous) é interrompida por outra mais curta (Past Simple). Long action

While he was doing an experiment,

Past Continuous

Short action

an accident happened.

Past Simple

Usamos, geralmente, while, when ou as para unir essas orações. While he was doing an experiment, an accident happened. The scientist was working in his laboratory when he heard an explosion. As Albert Einstein was studying his Theory of Relativity, he created the equation E = mc 2.


Unit 7 RELATIVE PRONOUNS: WHICH, WHO, THAT Usamos relative pronouns para unir elementos em uma frase e para evitar repetição. Note que os pronomes relativos se referem a um elemento anterior. •

Which se refere a coisas.

A real game of tennis, which burns a lot of calories. •

Who se refere a pessoas.

He is the boy who plays video games every day. •

That se

Podemos omitir pronomes relativos apenas se eles são objetos em orações adjetivas. A frustrating game ( that ) I can’t recommend. The “real” sports ( that ) they imitate.

refere a coisas ou a pessoas.

A frustrating game that I can’t recommend.

Unit 8 FUTURE WITH WILL Usamos will para nos referirmos ao futuro. Podemos usar will para: •

tomar decisões espontâneas.

•

We’ ll have a pizza, please. •

fazer previsões.

•

I think it’ ll rain tomorrow.

fazer pedidos.

•

Will you marry me?

I’ ll help you with those bags.

fazer promessas. I’ ll do my homework in a second.

Em frases afirmativas, usamos will antes do verbo principal:

Em frases negativas, usamos not depois do will e antes do verbo principal:

Forma afirmativa I You He/She/It We You They

will

feel

Forma negativa

happy.

(will = ‘ll)

I You He/She/It We You They

will

not

feel happy.

(will not = won’t)

Em frases interrogativas, usamos will antes do sujeito:

Respostas curtas

Forma interrogativa

Will

oferecer ajuda.

I you he/she/it we you they

feel happy?

Afirmativa

Yes,

Negativa

I I you you he/she/it will. No, he/she/it won’t. we we you you they they

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159

Word Formation: Suffixes •

Veja as unidades 2, 5, 6 e 7. Sufixos

-al

Palavras

traditional

-er

-ful

-less

-ly

-ness


Classe gramatical

adjective

Exemplos

traditional passive video games

Discourse Markers •

Veja as unidades 4, 7 e 8.

Ideias

Marcadores discursivos also; too

Tradução também e

ADIÇÃO

as well as besides; in addition; moreover; what is

CAUSA

more;

além disso

as

como

because

porque

due to

devido a já que

COMPARAÇÃO

CONCLUSÃO

like

como

in conclusion; summing up; to sum up; briefly

resumindo

; on the

CONTRASTE

other hand;

on the contrary

por outro lado enquanto

; whereas yet

; for instance

EXEMPLIFICAÇÃO

em particular

in particular

(tal/tais) como

; so as to

a fim de (que); para (que)

PROPÓSITO

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161

Irregular Verbs VERBOS IRREGULARES NO PASSADO AGRUPADOS POR ORDEM ALFABÉTICA Forma básica* Passado

Particípio Passado

Tradução **

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.

162 Irregular Verbs

Particípio Passado

Tradução

cost

cost

custar

cut

cut

cut

cortar

deal

dealt

dealt

negociar, tratar

dig

dug

dug

cavar, escavar

do

did

done

fazer

draw

drew

drown

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

Forma básica

Passado

cost

*** Quando hang é usado no sentido de enforcar é um verbo regular ( hang – hanged).

Irregular Verbs

163

Particípio Passado

Tradução

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

ridden

andar 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

set

estabelecer, 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

Forma básica

Passado

lay

164 Irregular Verbs

Particípio Passado

Tradução

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, gastar

weep

wept

wept

chorar

win

won

won

vencer, ganhar

write

wrote

writeen

escrever, redigir

Forma básica

Passado

shut

Irregular Verbs

165

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 Forma básica

Passado

Particípio Passado

Tradução

burn

burnt/burned

burnt/burned

queimar

learn

learnt/learned

learnt/learned

aprender

Passado com o som /DQ/ /Dń/ e Particípio Passado com o som /ʌQ/ /ʌń/ Forma básica

Passado

Particípio Passado

Tradução

begin

began

begun

começar

drink

drank

drunk

beber

ring

rang

rung

tocar (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

166 Irregular Verbs

Passado com o som /Xɕ/ e Particípio Passado com o som /ǨșQ/ Forma básica

Passado

Particípio Passado

Tradução

blow

blew

blown

assoprar, explodir

draw

drew

drown

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 /șN/ e Particípio Passado com o som /HɪNǨQ/ Forma básica

Passado

Particípio Passado

Tradução

shake

shook

shaken

sacudir, tremer

take

took

taken

tomar

Passado e Particípio Passado com o som / VWșG/ Forma básica

Passado

Particípio Passado

Tradução

stand

stood

stood

parar de pé, aguentar

understand

understood

understood

entender

Passado e Particípio Passado com o som / ǨșOG/ Forma básica

Passado

Particípio Passado

Tradução

sell

sold

sold

vender

tell

told

told

contar, dizer

Passado com o som /Ǩș/ e Particípio Passado com o som /Ǩș/ terminado em en Forma básica

Passado

Particípio Passado

Tradução

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 /Ǩș/ e Particípio Passado com o som /ɪ/ terminado em en Forma básica

Passado

Particípio Passado

Tradução

drive

drove

driven

dirigir, ir de carro

ride

rode

ridden

andar de (bicicleta, carro etc.), andar a (cavalo)

rise

rose

risen

subir, erguer-se

write

wrote

written

escrever, redigir

Irregular Verbs

167

Passado e Particípio Passado com o som / ǣɕW/ Forma básica

Passado

Particípio Passado

Tradução

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 /ǣɕU/ e Particípio Passado com o som /ǣɕUQ/ Forma básica

Passado

Particípio Passado

Tradução

swear

swore

sworn

jurar, prometer, assegurar

tear

tore

torn

rasgar, despedaçar

Passado e Particípio Passado com o som / Hɪ/ Forma básica

Passado

Particípio Passado

Tradução

lay

laid

laid

colocar em posição horizontal, assentar

pay

paid

paid

pagar

Passado e Particípio Passado com o som / JHɪY/ Forma básica

Passado

Particípio Passado

Tradução

forgive

forgave

forgiven

perdoar

give

gave

given

dar

Passado com o som /NHɪP / e Particípio Passado com a mesma forma da Forma básica Forma básica

Passado

Particípio Passado

Tradução

become

became

become

tornar-se

come

came

come

vir

168 Irregular Verbs

Passado e Particípio Passado com o som /ǪQW/ Forma básica

Passado

Particípio Passado

Tradução

bend

bent

bent

curvar

lend

lent

lent

dar emprestado

send

sent

sent

enviar

spend

spent

spent

gastar

Passado e Particípio Passado com o som /HSW/ Forma básica

Passado

Particípio Passado

Tradução

keep

kept

kept

guardar, manter

sleep

slept

slept

dormir

sweep

swept

swept

varrer

weep

wept

wept

chorar

Passado e Particípio Passado com o som /ǪG/ Forma básica

Passado

Particípio Passado

Tradução

bleed

bled

bled

sangrar, ter hemorragia

feed

fed

fed

alimentar

flee

fled

fled

fugir, escapar

Passado e Particípio Passado com o som /ǪOW/ Forma básica

Passado

Particípio Passado

Tradução

deal

dealt

dealt

negociar, tratar

feel

felt

felt

sentir(-se)

Passado com o som /ǰǡW / e Particípio Passado com o som /ǰǡW//ǰǡWQ/ Forma básica

Passado

Particípio Passado

Tradução

forget

forgot

forgot/forgotten

esquecer

get

got

got/gotten

obter

Passado e Particípio Passado com o som /ʌN/ Forma básica

Passado

Particípio Passado

Tradução

stick

stuck

stuck

furar, fincar, enfiar

strike

struck

struck

golpear, desferir, atacar

Irregular Verbs

169

Glossary Este glossário traz o significado que as palavras têm no livro. Em alguns casos, há mais de um significado.

�. Para você entender melhor como usar o glossário, observe trechos das páginas 32 e 35.

/ > o ã u ç a . u d m o o r c . p l s e a R t n e m a d n u f g n i n r a e l . w w w <

T

'

S TE O U R

WA

F U

T

N

U R

O D

E

s

e

g a

m I w o

l

G /

k c

o t s

r

e t

t

u h S k / a

t i s K i t

R E CY C L E

Procure waste no glossário e responda: • Qual o melhor significado para a ocorrência da palavra na página 32? • E na página 35?

Para saber mais sobre as palavras que se encontram no glossário ou para consultar outras, use um dicionário.

�. Agora, veja a mesma palavra em um dicionário bilíngue e responda:

s s e r P y t i s r e v i n U d r o f x O a r o t i d E / o ã ç u d o r p e R

a. Quais as possíveis classes gramaticais de waste? b. Como se diz “lixo nuclear” em inglês? c. Quais informações sobre os verbetes podem ser encontradas neste dicionário? ( ) classe gramatical ( ) definição em inglês ( ) transcrição fonética ( ) expressões com o verbete ( ) exemplos de uso em frases 170 Glossary

DICIONÁRIO OXFORD ESCOLAR: para estudantes brasileiros de inglês. Oxford: Oxford University Press, 2007. p. 725.

belief: crença

concoction: mistura

believe: acreditar

core: centro, núcleo

abroad: no exterior

belong: pertencer

couch: sofá

accurately: exatamente

beside: ao lado de

couch potato: sedentário,

besides: além disso

earning: ganho, faturamento

achieve: alcançar

preguiçoso

earthquake: terremoto

actual: real, verdadeiro

between: entre (dois)

addiction: vício

beyond: além

advertiser: anunciante

bloodstream: corrente

A

afford: arcar com as despesas, pagar

sanguínea bodyguard: guarda-costas

crafts: artesanato, trabalho manual crash: (v.) entrar em colapso, colidir; ( s.) queda crayon: lápis de cera

affordable: acessível

bonding: afeição, ligação

agreement: acordo

border: fronteira

allow: permitir

bottom: base, parte inferior

cross: atravessar, cruzar

alone: sozinho

bowling: boliche

crowd: multidão

although: embora, ainda que

breakthrough: avanço,

cruddy: nojento; péssimo

ambitious: ambicioso annoy: aborrecer, irritar

progresso breathtaking:

anxious: ansioso

impressionante, de tirar o

appealing: atraente,

fôlego

interessante appliance: utensílio, eletrodoméstico

bridge: ponte budget: orçamento, preço build: construir

argue: discutir

build up: aumentar,

artwork: obra de arte

intensificar gradualmente

crippling: severa

crutches: muletas cunning: esperto, perspicaz

D dairy: de leite, referente a laticínio dare: atrever, ousar

ashame: envergonhar

bureau: agência

assist: ajudar, auxiliar

burn: queimar

deaf: surdo

assume: supor

bury: enterrar

deal: lidar

attempt: tentativa

butt: barril, reservatório

defeat: derrota

attract: atrair

butter: manteiga

degrade: degradar

available: disponível

deny: negar

avocado: abacate

depict: retratar

award: prêmio, recompensa

deprive: privar

awesome: impressionante awkward: estranho

B backup: cópia de segurança bake: assar barn: celeiro battery: pilha, bateria bay: baía

C

deserve: merecer

E each: cada

edge: margem, beirada effectiveness: efetividade emitter: emissor engage: engajar, comprometer entertain: entreter enthusiastic: entusiasmado environmental: ambiental exchange: trocar

F far: distante fat: gordura feature: característica feel: sentir(-se) feeling: sentimento fewer: menos fight: lutar figure: concluir fingertip: ponta dos dedos fitness: educação física fizzy: efervescente, espumante

cardboard: papelão

device: aparelho

caregiving: cuidadoso

devote: dedicar(-se)

carrier: recipiente,

discovery: descoberta

flavor: sabor

diverse: variada

flock: ir em bando

catch: pegar, capturar

doubt: duvidar

flunk: ser reprovado em

cathode: catodo, eletrodo

download: descarregar,

porta-objetos

negativo chop: picar chop down: devastar clash: confronto, conflito

keep at bay: controlar,

cloak: capa, manto

manter sob controle

coal tar: alcatrão de carvão

become: tornar-se

commit: comprometer(-se)

before: antes

compost: (v.) transformar

transferir, baixar (dados) draw: traçar draw out: definir

flash drive: disco flexível

exame flunk out: desistir folks: pessoas foreign: estrangeiro

drawing: desenho

forestry: florestal

dream: sonho

frame: emoldurar

drown: afogar, afundar

freeze: congelar

drown out: suprimir

fridge: geladeira, refrigerador

behave: comportar-se

em adubo; ( s.) adubo

drum: reverberar

behaviour (BrE); behavior

orgânico

due to: devido a, por causa de

frozen: congelado

dye: tinta, corante

funding: patrocínio

(AmE): comportamento

concern: preocupar(-se)

Glossary

171

G gadget: invenção, aparelho gap: lacuna, abismo gather: recolher get: conseguir get off: sair give: dar give up: desistir

I

leave: partir, deixar

O

illness: doença

leisure: lazer

ordinary: comum

impersonal: impessoal

let: permitir, deixar

outnumber: superar,

improve: melhorar inadvisable: inoportuno increase: aumentar,

melhorar inherit: herdar

glimpse: vislumbre

instead: em vez de

goal: objetivo

insulate: isolar

grain: grão

intake: absorção

grateful: agradecido

interview: entrevista

gripping: cativante

interviewer: entrevistador

grow: crescer, cultivar

issue: questão, assunto

guess: supor, achar

leverage: barganha lie: deitar lift: elevador light: acender light up: iluminar(se) lightbulb: lâmpada likely: provavelmente

outstanding: excelente overcome: superar overlooking: vista (dar para) overpopulated:

superpovoado overweight: acima do peso

loggia: arcada aberta,

galeria lonely: solitário

P

look: olhar pace: ritmo, passo

lose: perder

pale: pálido

loss: perda

patented: registrado como

low: baixo jam: atolamento, amontoado

ultrapassar

lips: lábios

look up to: admirar

J H

at least: pelo menos

patente; marca

luck: sorte

path: trajetória, caminho

harassment: assédio

traffic jam:

lung: pulmão

peace: paz

hard drive: disco rígido

congestionamento

lure: seduzir, encantar

peaceful: pacífico

luxurious: luxuoso

place: pôr, colocar

headline: manchete

joyful: feliz

heal: cura

jungle: floresta

pleasure: prazer plight: queixa

health: saúde hear: ouvir, escutar heart: coração

K

heat: aquecer

M magazine: revista

heater: aquecedor

kettle: chaleira elétrica

main: principal

heating: aquecimento

kilojoule: medida usada

mauve: roxo, (cor) malva

para medir calorias

masterpiece: obra-prima

heck: (interj.) inferno helplessness: desamparo

know: saber, conhecer

meaning: significado

heritage: herança

meatless: sem carne

hide: esconder, ocultar

melt: derreter

high: alto

mind map: mapa mental,

hillside: morro

L

conceitual

hilltop: topo do morro

labor: trabalho

mishap: contratempo

honor: honra

lack of: falta de

miss: sentir saudade

hook: fisgar

lackluster: apático,

murder: (v.) assassinar;

hosepipe: mangueira host: sediar hostel: albergue, hospedaria hotspot: ponto de encontro howler monkey: macaco do

desinteressado landmark: marco, ponto de

( s.) assassinato

popcorn kernel: milho para

pipoca porch: varanda powerful: poderoso prejudice: preconceito prior: anterior properly: apropriadamente,

adequadamente propose: propor purpose: finalidade purse: bolsa

Q

muscle: músculo quickly: rapidamente

referência

quite: muito, bastante

landowner: proprietário de

terras

plot: trama, enredo

N

gênero Alouata, da

landscape: paisagem

América Central

last: durar

nearly: aproximadamente

hug: abraçar

laugh: rir

newspaper: jornal

huge: enorme

lead: conduzir, levar

nightmare: pesadelo

railing: trilhos

hunger: fome

least: menos

nut: noz

range: linha

172 Glossary

R

rating: avaliação; classificação realize: perceber

setting: cenário

strong: forte

settle: fixar

stunning: impressionante,

settle in: estabelecer(-se)

rechargeable: recarregável

shade: matiz, tom

record: disco de vinil

shed: derramar, verter

recycle: reciclar

shield: escudo

redeemer: redentor

shipbuilding: construção

reinforce: reforçar release: liberar reliable: confiável remarkable: extraordinário replace: substituir require: requerer researcher: pesquisador resemblance: semelhança reshape: transformar resource: fonte rest: repousar, descansar retrieve: recuperar, restaurar rewire: religar roughly: aproximadamente, grosso modo

rubbish: lixo

naval show: mostrar sightseeing: excursão, visita a lugares interessantes

sandy: arenoso sap: drenar scare: assustar schedule: programar, agendar

support: (v.) sustentar, carregar; ( s.) apoio suppress: suprimir surface: superfície survival: sobrevivência survive: sobreviver sustainable: sustentável

skin: pele

swim: nadar

understand: compreender uneasy: constrangido, desconfortável unlikely: improvável unplug: desplugar, tirar da tomada unstressed: átono updated: atualizado upload: carregar, transferir (dados)

slinky: colante

V

slowly: lentamente sludge: lodo, borra slum: favela smart: inteligente smooth: amaciar snorkel: aparelho respiratório usado por mergulhadores snow goon: boneco de neve snowboard: prancha

T tap: torneira

vibranium: que vibra

taste: provar

view: vista

teeth: ( pl. de tooth) dentes thick: espesso third: terceiro a third: um terço threshold: limiar

para deslizar em encostas

through: através, por

somewhat: de certa forma

spare: livre speech: discurso speechless: sem palavras spend: passar (tempo); gastar stand: ficar de pé

vacation: férias venue: local

semelhante a um esqui

source: fonte sample: experimentar

subvert: subverter, sabotar

sketch: esboço, rascunho

cobertas de neve

S

maravilhoso

U

meio de thunder: trovão thunderbolt: raio timer: cronômetro together: junto tonne: tonelada tool: ferramenta, instrumento

W waist: cintura ward: guardar ward off: evitar, impedir waste: (v.) desperdiçar; ( s.) lixo, resíduo weak: fraco wealthy: rico weapon: arma weaving: tecelagem weigh: pesar weight: peso whole: inteiro, completo

scholar: estudioso, sábio

standby: modo de espera

touch: tocar em

whole-grain: grão integral

scream: gritar

stay: permanecer, ficar

track: caminho

wide: grande, amplo

season: temporada

steel: aço

seek: procurar, tentar

stitch: costurar

self-confident: confiante

stirring stick: mexedor de

selfish: egoísta

madeira

send: mandar, enviar

storey: andar (de edifício)

sensible: sensato, racional

straight: direto, imediato

serendipitous: descoberto por acaso, acidentalmente set: definir

on track: na direção certa, no caminho certo trade: comércio, comercial trait: traço, característica trap: capturar

straight away:

truly: verdadeiramente

diretamente

trust: confiança

strength: força

try: tentar

wide-eyed: de olhos arregalados wildlife: vida selvagem wisdom: sabedoria within: dentro de work out: funcionar workout: exercício, atividade física wound: ferida, ferimento

Glossary

173

Index Este índice remissivo aponta os tópicos gramaticais e aqueles relacionados ao vocabulário trabalhados nos três volumes da coleção. Os tópicos trabalhados neste volume são indicados pelo número da página. Os tópicos trabalhados nos volumes 2 e 3 são apenas remetidos a esses volumes. adverbs 23, 102 of frequency 23 -ly 102 adjectives comparative forms v2 superlative forms v2 borrowing (estrangeirismo) v2 collocations v2; v3 comparatives v2 and superlatives v2 spelling rules for comparative and superlative adjectives v2 conditional sentences v2 first conditional v2 second conditional v2 third conditional v3 direct speech v3 discourse markers 68, 122, 137; v2; v3 addition 68; v2;v 3 cause 122; v2; v3 comparison 122; v2; v3 conclusion 68 condition v2; v3 concession v2; v3 consequence v2; v3 contrast 68; 122; 137; v2; v3 exemplification 68, 122; v2; v3 purpose 122

174

Index

false cognates v2 Future 137, 159; v2 with going to v2 with will 137, 159 idioms v2; v3 chances are, have a lot on your plate, under one’s belt, stay on top of (things), slave away v2 fall in love, fall head over heels in love, love at first sight, puppy love v3 go window shopping, shop ‘til you drop, like a bull in a china shop, shop around v3 Imperative 35, 152, 153 and Present Simple 37 indirect speech v3 -ing nouns, adjectives and verbs ending in -ing 69, 155 spelling rules for verbs in the -ing form 56

irregular verbs 88, 103, 157 modal verbs 71, 155; v2; v3 could 71, 155; v3 with have v3 may, might and could (to express possibility) 71, 155 might 71, 155; v3 should, must, have to, can, may v2 should v2; v3

(the) more / (the) less v2 multi-word verbs 34; 102; v2; v3 noun phrases 53; 102; v3 passive voice v3 Past Continuous 104, 158; v2 and the Past Simple 103, 158 Past Perfect v3 Past Simple 88; 103, 155, 156, 158; v2 affirmative, negative, interrogative 90 and the Past Continuous 104, 158 and the Present Perfect v2; v3 politically correct terms 137 possessive adjectives 58, 155 prefixes ab- v2 co- v3 dis- v3 mal- v2 re- v3 un- v2; v3 prepositions v2; v3 about, at, for, in, to, with v2; v3 at, for, in v3 in × into v3 of v3 on v3 Present Continuous 54, 153, 154; v2 Present Perfect v2; v3 and the Past Simple v2; v3 just, already, yet v2 since / for v2 time expressions 88; v2; v3

Present Simple 20, 56, 151; v2 and the Imperative 37, 153 and the Present Continuous 56, 153 spelling rules for 3rd person singular 22 pronouns 91, 123, 157, 159; v2; v3 object pronouns 91, 157 possessive adjectives 58, 157 reflexive v2 relative which, who and that 123, 159; v3 who, whom, whose, which v3 omission v3 subject pronouns 92, 157 question words 24, 57, 152, 154 regular verbs 88, 103, 156 reporting verbs v3 since / for v2 suffixes -al 122; v2; v3 -er 88, 122; v2; v3 -ful 88; v2 -ity v3 -less 34 -ly 102, 122; v2; v3 -ness 122; v2; v3 -ous v3 - ship v3 -y v3 superlatives v2 time expressions 88; v2; v3 used with the Past Simple 88; v3 used with the Present Perfect v2; v3 used to v2 word groups 20; v2

Index

175

Bibliography ABREU-TARDELLI, L. S.; CRISTOVÃO, V. L. L. (Org.). Linguagem e educação — O ensino e aprendizagem de gêneros textuais. Campinas: Mercado de Letras, ��. ALEXANDER, L. G. Longman English Grammar . Londres: Longman, ��. BAKHTIN, M. M. Speech Genres and Other Late Essays . Austin, TX: University of Texas Press, ��. BAZERMAN, C. Gênero, agência e escrita . In: HOFFNAGEL, J.C.; DIONISIO, A. P. (Orgs). São Paulo: Cortez, �� . BLOCK, D.; CAMERON, D. (Ed.). Globalization and Language Teaching . Londres: Routledge, ��. BRASIL/SEB. Orientações Curriculares para o Ensino Médio . Volume Linguagens, códigos e suas tecnologias. Brasília, DF: MEC/Secretaria de Educação Básica, ��. BRASIL/SEMTEC. Parâmetros Curriculares Nacionais : Ensino Médio. Volume Linguagens, códigos e suas tecnologias. Brasília, DF: MEC/SEMTEC, ��. BRASIL/SEMTEC. PCN+ Ensino Médio: Orientações educacionais complementares aos Parâmetros Curriculares Nacionais. Volume Linguagens, códigos e suas tecnologias. Brasília, DF: MEC/SEMTEC, ��. CELANI, M. A. A. (Org.) Reflexões e ações (trans)formadoras no ensino-aprendizagem de inglês . �. ed. Campinas: Mercado de Letras, ��. CELCE�MURCIA, Marianne; LARSEN-FREEMAN, Diane. The Grammar Book. New York: Heinle and Heinle, ��. COPE, B.; KALANTZIS, M. (Ed.). Multiliteracies : Literacy Learning and the Design of Social Futures. Londres: Routledge, ��. p. �-�. FAIRCLOUGH, N. Language and Power. Londres: Longman, ��. FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, ��. GOWER, R; PEARSON, M. Reading Literature. Londres: Longman, ��. HANCOCK, M. English Pronunciation in Use (Intermediate). Cambridge: Cambridge University Press, ��. LAVE, J.; WENGER, E. Situated Learning : Legitimate Peripheral Participation. Cambridge: Cambridge University Press, ��. LEFFA, Vilson (Org.). A interação na aprendizagem das línguas. �. ed. Pelotas: Educat, ��. LIBERALI, F. C. Atividade social nas aulas de língua estrangeira. São Paulo: Moderna/Richmond, ��. LIGHTBOWN, P. M.; SPADA, N. How Languages Are Learned. Revised edition. Oxford; New York: Oxford University Press, ��. MARCUSCHI, L.A. In: Karwoski, A.M; Gaydeczka, B; Brito, K.S. Gêneros textuais: reflexões e ensino . Rio de Janeiro: Lucerna, �� . PALTRIDGE, B. Genre and the Language Learning Classroom. Ann Arbor, MI: The University of Michigan Press, ��. PARROT, M. Grammar for English Language Teachers . Cambridge: Cambridge University Press, ��. QUIRK, R.; GREENBAUM, S. A University Grammar of English. Londres: Longman, ��. SWAN, M. Practical English Usage. �rd ed. Oxford: Oxford University Press, ��. VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, ��. 176 Bibliography

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