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<p>E</p><p>N</p><p>G</p><p>L</p><p>IS</p><p>H</p><p>F</p><p>O</p><p>R</p><p>L</p><p>IF</p><p>E</p><p>9 7 8 8 5 9 6 0 3 6 4 9 8</p><p>ISBN 978-85-96-03649-8</p><p>C L A U D I O F R A N C O</p><p>K ÁT I A TA V A R E S</p><p>ENSINO FUNDAMENTAL ANOS FINAIS</p><p>COMPONENTE CURRICULAR:</p><p>LÍNGUA INGLESALÍNGUA INGLESA</p><p>E</p><p>N</p><p>S</p><p>IN</p><p>O</p><p>F</p><p>U</p><p>N</p><p>D</p><p>A</p><p>M</p><p>E</p><p>N</p><p>T</p><p>A</p><p>L</p><p>A</p><p>N</p><p>O</p><p>S</p><p>F</p><p>IN</p><p>A</p><p>IS</p><p>C</p><p>O</p><p>M</p><p>P</p><p>O</p><p>N</p><p>E</p><p>N</p><p>T</p><p>E</p><p>C</p><p>U</p><p>R</p><p>R</p><p>IC</p><p>U</p><p>L</p><p>A</p><p>R</p><p>L</p><p>ÍN</p><p>G</p><p>U</p><p>A</p><p>IN</p><p>G</p><p>L</p><p>E</p><p>S</p><p>A</p><p>L</p><p>ÍN</p><p>G</p><p>U</p><p>A</p><p>IN</p><p>G</p><p>L</p><p>E</p><p>S</p><p>A</p><p>D1_CAPA_V8_WAYS LE_PNLD 2024.indd All PagesD1_CAPA_V8_WAYS LE_PNLD 2024.indd All Pages 30/07/22 16:3930/07/22 16:39</p><p>Claudio de Paiva Franco</p><p>Doutor em Estudos Linguísticos (Linguística Aplicada)</p><p>pela Universidade Federal de Minas Gerais (UFMG).</p><p>Mestre em Linguística Aplicada pela Universidade</p><p>Federal do Rio de Janeiro (UFRJ).</p><p>Professor de Língua Inglesa da Faculdade de Letras da</p><p>Universidade Federal do Rio de Janeiro (UFRJ).</p><p>Ex-professor de Educação Básica das redes estadual</p><p>(Ensino Médio) e federal (Ensinos Fundamental e Médio).</p><p>Autor de livros didáticos de Língua Inglesa.</p><p>Kátia Cristina do Amaral Tavares</p><p>Doutora em Linguística Aplicada e Estudos da</p><p>Linguagem pela Pontifícia Universidade Católica de</p><p>São Paulo (PUC-SP).</p><p>Mestra em Letras Anglo-Germânicas pela</p><p>Universidade Federal do Rio de Janeiro (UFRJ).</p><p>Professora de Língua Inglesa da Faculdade de Letras</p><p>da Universidade Federal do Rio de Janeiro (UFRJ).</p><p>Ex-professora de Educação Básica das redes estadual</p><p>(Ensino Médio) e federal (Ensinos Fundamental e</p><p>Médio) e de Ensino Superior na Pontifícia Universidade</p><p>Católica do Rio de Janeiro (PUC-Rio).</p><p>Autora de livros didáticos de Língua Inglesa.</p><p>COMPONENTE CURRICULAR:</p><p>LÍNGUA INGLELÍNGUA INGLESASA</p><p>1A EDIÇÃO - SÃO PAULO - 2022</p><p>D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 1D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 1 29/07/22 16:1429/07/22 16:14</p><p>Reprodução proibida: Art. 184 do Código Penal e Lei 9.610</p><p>de 19 de fevereiro de 1998. Todos os direitos reservados à</p><p>EDITORA FTD.</p><p>Rua Rui Barbosa, 156 – Bela Vista – São Paulo – SP</p><p>CEP 01326-010 – Tel. 0800 772 2300</p><p>Caixa Postal 65149 – CEP da Caixa Postal 01390-970</p><p>www.ftd.com.br</p><p>central.relacionamento@ftd.com.br</p><p>Em respeito ao meio ambiente, as folhas</p><p>deste livro foram produzidas com fibras</p><p>obtidas de árvores de florestas plantadas,</p><p>com origem certificada.</p><p>© Claudio Franco, Kátia Tavares</p><p>Todos os direitos reservados à Editora FTD S.A.</p><p>Direção-geral Ricardo Tavares de Oliveira</p><p>Direção conteúdo e negócios Cayube Galas</p><p>Direção editorial adjunta Ana Carolina Costa Lopes</p><p>Gerência editorial Renata Lara de Moraes</p><p>Edição Myrian Kobayashi Yamamoto (coordenação), Stela Danna</p><p>Leitura crítica Andrea da Silva Marques Ribeiro</p><p>Assessoria Heloísa Gonçalves Barbosa, Wilson Chequi</p><p>Revisão Beatriz Carneiro (supervisão),</p><p>Júlia Siqueira e Mello Tomazini</p><p>Assistência de produção Janaína Simplicio</p><p>Gerência de produção e arte Letícia Mendes de Souza</p><p>Capa Estúdio Anexo, Galvão Bertazzi</p><p>Imagem: Zenzeta/Shutterstock.com</p><p>Projeto gráfico Estúdio Anexo</p><p>Supervisão de arte e design Simone Oliveira Vieira</p><p>Edição de arte Lidiani Minoda</p><p>Diagramação Estúdio Anexo, Daiana Silva,</p><p>Iris Polachini, Lidiani Minoda, Vanessa Novais</p><p>Coordenação de imagens e textos Marcia Berne</p><p>Licenciamento de textos Carla Cristina Marques, Carolina Carmini</p><p>Mariano, Luiz Fernando Botter</p><p>Pesquisa iconográfica Rosely Ladeira</p><p>Ilustrações Julio Cezar Franca da Silva (adm.), Ricardo Corridoni (adm.),</p><p>Galvão Bertazzi</p><p>Tratamento de imagens Eziquiel Racheti</p><p>Supervisão de arquivos Silvia Regina E. Almeida</p><p>Coordenação de eficiência e analytics Marcelo Henrique Ferreira Fontes</p><p>Direção de operações e produção gráfica Reginaldo Soares Damasceno</p><p>Dados Internacionais de Catalogação na Publicação (CIP)</p><p>(Câmara Brasileira do Livro, SP, Brasil)</p><p>Franco, Claudio de Paiva</p><p>Ways : English for life : 8º ano : ensino</p><p>fundamental : anos finais / Claudio de Paiva Franco,</p><p>Kátia Cristina do Amaral Tavares. -- 1. ed. --</p><p>São Paulo : FTD, 2022.</p><p>Componente curricular: Língua inglesa.</p><p>ISBN 978-85-96-03649-8 (aluno)</p><p>ISBN 978-85-96-03650-4 (professor)</p><p>1. Inglês (Ensino fundamental) I. Tavares, Kátia</p><p>Cristina do Amaral. II. Título.</p><p>22-116159 CDD 372.652</p><p>Índices para catálogo sistemático:</p><p>1. Inglês : Ensino fundamental 372.652</p><p>Cibele Maria Dias – Bibliotecária – CRB-8/9427</p><p>Impresso no Parque Gráfico da Editora FTD</p><p>CNPJ 61.186.490/0016-33</p><p>Avenida Antonio Bardella, 300</p><p>Guarulhos-SP – CEP 07220-020</p><p>Tel. (11) 3545-8600 e Fax (11) 2412-5375</p><p>D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 2D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 2 26/07/22 21:1326/07/22 21:13</p><p>Apresentação</p><p>Hey, there!</p><p>Você já deve ter percebido a presença da língua inglesa em seu dia a dia — em</p><p>músicas, filmes, jogos eletrônicos, sites etc. Na internet, o inglês é bastante utilizado</p><p>para a divulgação de conteúdos a pessoas do mundo inteiro. Na comunicação entre</p><p>indivíduos de diferentes países, seja a distância, seja presencialmente, a língua</p><p>inglesa também é muito usada. Assim, aprender inglês é importante para ter acesso</p><p>a tudo isso e poder participar de interações nesse idioma de forma ativa e crítica.</p><p>Esta coleção foi planejada pensando em contribuir para sua formação como</p><p>indivíduo que utiliza a linguagem em diversas práticas sociais. Dessa forma, as</p><p>atividades foram elaboradas a partir de situações de uso da língua inglesa para que</p><p>você seja capaz de desenvolver, de forma integrada, as habilidades de ler, ouvir, falar</p><p>e escrever em inglês. Nessa perspectiva, o ensino da língua não acontece de maneira</p><p>isolada, é sempre articulado com os demais componentes curriculares, convidando</p><p>você a refletir criticamente sobre diversas questões e a participar mais ativamente</p><p>da sua comunidade. Além disso, a diversidade cultural e a riqueza das variedades</p><p>linguísticas são valorizadas.</p><p>Ao longo dos quatro volumes, você encontra uma grande diversidade de</p><p>gêneros discursivos e de temas relevantes para você e para a sociedade como</p><p>um todo, incluindo diferentes temas contemporâneos transversais (educação</p><p>ambiental, saúde, trabalho, direitos da criança e do adolescente, diversidade</p><p>cultural, entre outros). Por meio de atividades interativas, colaborativas,</p><p>integradoras e com o apoio de tecnologias digitais, você e seus/suas colegas</p><p>têm a oportunidade de exercer um papel ativo no processo de aprendizagem. Ao</p><p>aprender a língua inglesa, você descobre novas formas de pensar, sentir e agir</p><p>no mundo.</p><p>Nesta coleção, são trabalhadas as competências gerais e específicas e as</p><p>habilidades relacionadas à Língua Inglesa previstas na Base Nacional Comum</p><p>Curricular (BNCC). São desenvolvidos, ainda, os níveis A1 (iniciante) e A2 (básico)</p><p>do Quadro Europeu Comum de Referência para Línguas (Common European</p><p>Framework of Reference for Languages – CEFR), que é um padrão internacionalmente</p><p>reconhecido para descrever a proficiência em um idioma.</p><p>Como buscamos valorizar seu papel na construção coletiva do conhecimento</p><p>ao longo de toda a obra, esperamos que, ao utilizar a coleção, você se sinta</p><p>sempre convidado a se engajar com entusiasmo, junto com seus/suas colegas e</p><p>seu/sua professor(a), em um processo de aprendizagem colaborativo, prazeroso</p><p>e enriquecedor.</p><p>Os Autores</p><p>1</p><p>D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 3D3-ING-F2-4114-V8-INICIAIS-001-003-LA-G24.indd 3 02/08/22 18:4502/08/22 18:45</p><p>4</p><p>CONHEÇA SEU LIVRO</p><p>Getting Started</p><p>Nas páginas de abertura,</p><p>explore o tema central</p><p>da unidade a partir do</p><p>título e das imagens</p><p>apresentadas.</p><p>Cada uma das oito unidades</p><p>deste livro é organizada da</p><p>seguinte maneira:</p><p>No início deste livro, você encontra:</p><p>• Unit 0 - Welcome: unidade introdutória organizada em três seções. Em English All</p><p>around the World, construa e amplie repertório cultural por meio do contato com</p><p>manifestações culturais vinculadas à língua inglesa; em Tips into Practice, coloque</p><p>em prática, por meio de dicas oferecidas, diversas estratégias de leitura e de</p><p>aprendizagem; em Using an Online Translator, conheça dicas práticas de como</p><p>must</p><p>mean you have attention deficit hyperactivity</p><p>disorder (ADHD), distractibility and ADHD are two very</p><p>different things. (…)</p><p>It’s normal to deal with distractions during</p><p>the day, but in some cases,distractibility</p><p>could be a sign of ADHD.</p><p>ADHD: TDAH (transtorno do déficit de atenção com hiperatividade) MD (medicinae doctor): médico/a</p><p>NEWSLETTERS SEARCHMENU</p><p>Health Conditions A-Z Wellness Food & Diet News & Alerts Coronavirus / COVID-19Video</p><p>ADHD</p><p>28</p><p>W</p><p>W</p><p>W</p><p>.E</p><p>VE</p><p>RY</p><p>DA</p><p>YH</p><p>EA</p><p>LT</p><p>H.</p><p>CO</p><p>M</p><p>KK</p><p>GA</p><p>S/</p><p>ST</p><p>OC</p><p>KS</p><p>Y/</p><p>AG</p><p>B</p><p>PH</p><p>OT</p><p>O</p><p>LI</p><p>BR</p><p>AR</p><p>Y</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 28D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 28 26/07/22 17:1426/07/22 17:14</p><p>www.everydayhealth.com/adhd/are-you-simply-easily-distracted-or-do-you-have-adhd</p><p>How to Tell the Difference Between Distractibility and ADHD</p><p>The severity of one’s concentration difficulties and whether they happen along with</p><p>other symptoms like impulsivity or hyperactivity are often what sets ADHD apart from</p><p>everyday distractibility, Kelley .</p><p>In general, it’s easier to focus on tasks you and it’s more challenging to focus on tasks</p><p>that are difficult or unpleasant. However, people who are easily distracted but ADHD can</p><p>almost always consciously refocus and get back on track once they realize they’ve been</p><p>distracted — especially if they get rid of the distraction, for example, by turning off the</p><p>television or a cell phone. This is not the case for people with ADHD, says Kelley. (…)</p><p>get back on track: voltar à normalidade</p><p>get rid of: livrar-se de (algo/alguém)</p><p>once: assim que</p><p>whether: se</p><p>PUGLE, Michelle. Are you simply easily distracted or do you have ADHD? Everyday</p><p>Health, 11 mar. 2022. Disponível em: www.everydayhealth.com/adhd/are-you-simply-</p><p>easily-distracted-or-do-you-have-adhd. Acesso em: 18 maio 2022.</p><p>4 Go back to the text and replace the icons with the correct form of the verbs in the box. Use the</p><p>simple present.</p><p>enjoy • not have • say</p><p>5 Why is the simple present used in “An estimated nearly 8.5 percent of children and 2.5 percent of</p><p>adults in the United States live with attention deficit hyperactivity disorder, or ADHD.”?</p><p>6 In your opinion, do you often get distracted during the day? What about information</p><p>overload (i.e. the difficulty a person can have understanding things because they receive</p><p>too much information)?</p><p>7 Read the following cartoon and choose the correct item that answers each question.</p><p>SMITH, Mike. Smith's World. Las Vegas Sun, 20</p><p>abr. 2013. Disponível em: https://m.lasvegassun.</p><p>com/photoarchives/mike-smith-cartoon/485775/.</p><p>Acesso em: 18 maio 2022.</p><p>keep up with: acompanhar, estar a par de</p><p>Na linguagem falada, é muito comum</p><p>responder a perguntas de forma</p><p>concisa. Note que, no cartum, o</p><p>personagem omitiu I’m em (I’m) just</p><p>trying to keep up with the news.</p><p>TIP</p><p>29Unit 1</p><p>©</p><p>2</p><p>01</p><p>3</p><p>M</p><p>IK</p><p>E</p><p>SM</p><p>IT</p><p>H-</p><p>KI</p><p>NG</p><p>F</p><p>EA</p><p>TU</p><p>RE</p><p>S/</p><p>DI</p><p>ST</p><p>R.</p><p>B</p><p>UL</p><p>LS</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 29D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 29 26/07/22 17:1426/07/22 17:14</p><p>https://lasvegassun.com/photoarchives/mike-smith-cartoon/485775/</p><p>https://lasvegassun.com/photoarchives/mike-smith-cartoon/485775/</p><p>a. What digital devices does the man use to keep up with the news?</p><p>I. Computers and tablets.</p><p>II. Computers, TV sets and a cell phone.</p><p>b. Based on his answer, what do you think the woman asked him?</p><p>I. What do you do?</p><p>II. What are you doing?</p><p>8 Why is the present continuous used in the cartoon?</p><p>9 In your opinion, does the man in the cartoon suffer from information overload?</p><p>10 Replace each icon with the correct form of the verbs in parentheses to complete the following</p><p>text. Use the simple present or the present continuous. If necessary, use the Glossary on page 198.</p><p>www.statista.com/topics/3980/children-and-media-in-the-us</p><p>Media › TV, Video & Film</p><p>Children and media in the U.S. - Statistics & Facts</p><p>Published by Statista Research Department, Mar 24, 2022</p><p>Today’s children (not know) a world without smartphones and the internet. They</p><p>(grow up) in an age where entertainment and information is always at the tip of their</p><p>fingers. It is no surprise, then, that they (spend) a considerable amount of their time with</p><p>technology each day. Television still (remain) the media of choice among young children,</p><p>with kids younger than 8 spending 45 minutes watching television each day. Nearly 40</p><p>percent of parents report that their child owns a smartphone, and significant percentages</p><p>(have) access to television in their rooms. (…)</p><p>The viewing habits of teenagers are somewhat different than those of younger children;</p><p>an increasing number of teens (watch) their television online, through the use of a</p><p>subscription video-on-demand service (…).</p><p>In addition to the various digital entertainment sources, reading (remain) popular as a</p><p>more traditional source of media and entertainment among children in the United States. As</p><p>of 2017, 31 percent of parents stated that their child (read) or is read to several times per</p><p>day. (…)</p><p>This text provides general information. Statista assumes no liability for the information given being complete or</p><p>correct. Due to varying update cycles, statistics can display more up-to-date data than referenced in the text.</p><p>STATISTA. Children and media in the U.S. – statistics & facts. 24 mar. 2022.</p><p>Disponível em: www.statista.com/topics/3980/children-and-media-in-the-us. Acesso em: 18 maio 2022.</p><p>30</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.S</p><p>TA</p><p>TI</p><p>ST</p><p>A.</p><p>CO</p><p>M</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 30D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 30 26/07/22 17:1426/07/22 17:14</p><p>11 How much time do you spend with technology each day? Which digital device do you use the</p><p>most?</p><p>12 Compare the following pictures and spot the differences. What are the people doing differently?</p><p>Write sentences in your notebook as in the example.</p><p>Example: In picture A the teacher is using the computer. In picture B she’s reading a book.</p><p>a.</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>b.</p><p>31Unit 1</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 31D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 31 26/07/22 17:1426/07/22 17:14</p><p>1 A lot of people get distracted while driving. Why does it happen?</p><p>2 Listen to a public service announcement (PSA)</p><p>developed and produced by the Florida Association</p><p>of Insurance Agents (FAIA). Choose the sign that</p><p>best expresses the main message of the recording.</p><p>a. b. c.</p><p>2</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>No exercício 2, ouça um anúncio de utilidade</p><p>pública (em inglês, PSA) e escolha a placa que</p><p>melhor expressa a sua mensagem principal.</p><p>Não se preocupe em entender todas as</p><p>palavras e informações do áudio.</p><p>3 Listen to the recording again and choose the thoughts that correspond to the inner voice of the</p><p>person who is driving the car.</p><p>a. “You wanna answer that, don’t you?”</p><p>b. “Don’t pick up the phone right now”.</p><p>c. “Someone wants to tell you something or ask you something.”</p><p>4 Listen to the recording once more and check your answers to exercise 3.</p><p>5 According to the recording, what happens to the driver? Choose a or b.</p><p>a. He/She ignores the inner voice.</p><p>b. He/She uses the phone and the car crashes.</p><p>6 It is time to create your own PSA about car accident</p><p>prevention. In small groups, prepare a short oral</p><p>presentation to introduce your PSA to the whole</p><p>class. You can also record and share it with other</p><p>people. Some suggested recommendations for</p><p>driving safely:</p><p>2</p><p>2</p><p>inner voice: voz interior</p><p>thought: pensamento</p><p>Na linguagem oral e</p><p>informal, é comum o uso</p><p>de wanna no lugar de</p><p>want to.</p><p>TIP</p><p>No exercício 6, crie seu próprio anúncio de</p><p>utilidade pública sobre prevenção de acidentes de</p><p>carro. Em um grupo pequeno, prepare uma breve</p><p>apresentação oral para introduzir seu anúncio para</p><p>a turma. Você também pode gravar e compartilhar</p><p>o trabalho com outras pessoas. Antes disso, faça uma</p><p>apresentação</p><p>para outro grupo e pergunte se seus/</p><p>suas colegas entenderam e se têm alguma sugestão</p><p>de aperfeiçoamento. As recomendações em</p><p>destaque no imperativo podem ajudar você.</p><p>Ao nos expressarmos em um idioma, a comunicação não</p><p>verbal (expressões faciais, gestos, movimentos corporais,</p><p>entre outros) desempenha um importante papel. Por meio</p><p>desses recursos, é possível, por exemplo, criar envolvimento</p><p>com a audiência, confirmar uma ideia, esclarecer o que foi</p><p>dito. Na apresentação do anúncio de utilidade pública, busque</p><p>incorporar diferentes formas de comunicação não verbal.</p><p>TIP</p><p>• Do not drink and drive.</p><p>• Use your safety belt at all times.</p><p>• Avoid distractions such as eating.</p><p>• Keep plenty of space between your</p><p>car and the other vehicles.</p><p>• Drive at a speed that is safe for</p><p>road and weather conditions.</p><p>32</p><p>HA</p><p>RY</p><p>AD</p><p>I C</p><p>H/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>DU</p><p>CU</p><p>59</p><p>US</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AN</p><p>AS</p><p>TA</p><p>SI</p><p>A</p><p>AV</p><p>ER</p><p>IN</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 32D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 32 26/07/22 17:1426/07/22 17:14</p><p>7 Before reading the following text, take a look at its picture, title and subtitle. What do you expect</p><p>to read about?</p><p>www.who.int/news-room/fact-sheets/detail/road-traffic-injuries</p><p>Road traffic injuries</p><p>21 June 2021</p><p>Key facts</p><p>• Approximately 1.3 million people die each year</p><p>as a result of road traffic crashes.</p><p>• The United Nations General Assembly has</p><p>set an ambitious target of halving the global</p><p>number of deaths and injuries from road traffic crashes by 2030 (A/RES/74/299)</p><p>• Road traffic crashes cost most countries 3% of their gross domestic product.</p><p>• More than half of all road traffic deaths are among vulnerable road users: pedestrians,</p><p>cyclists, and motorcyclists.</p><p>• 93% of the world’s fatalities on the roads occur in low- and middle-income countries, even</p><p>though these countries have approximately 60% of the world’s vehicles.</p><p>• Road traffic injuries are the leading cause of death for children and young adults aged</p><p>5-29 years.</p><p>WORLD HEALTH ORGANIZATION. Road traffic injuries.</p><p>19 jun. 2022. Disponível em: www.who.int/news-room/</p><p>fact-sheets/detail/road-traffic-injuries.</p><p>Acesso em: 18 maio 2022.</p><p>crash: acidente, batida</p><p>even though: apesar de, embora</p><p>gross domestic product (GDP):</p><p>produto interno bruto (PIB)</p><p>halve: reduzir à metade</p><p>income: renda</p><p>injury: lesão</p><p>8 Now read the text in exercise 7 and discuss the following questions with your classmates. Use</p><p>expressions from the Language Note box to help you.</p><p>a. What is the leading cause of death for children and young adults (5-29 years)?</p><p>b. Do you think road traffic crashes are a major cause of death in Brazil?</p><p>c. What is the percentage of the world’s fatalities on the roads in low- and middle-income</p><p>countries? In your opinion, is it a high percentage?</p><p>d. In your view, how can road traffic crashes be prevented?</p><p>Asking for an opinion: What do you think?/Do you agree?/How do you feel about that?</p><p>Expressing an opinion: In my opinion.../I believe that.../In my view...</p><p>Agreeing: I agree with you./I guess you’re right./Absolutely./Tell me about it!</p><p>Disagreeing: I don’t agree with you./I totally disagree./I’m afraid that’s not true.</p><p>Language Note</p><p>Home / Newsroom / Fact sheets / Detail / Road traffic injuries</p><p>Health Topics Countries Emergencies Data About WHONewsroom</p><p>33Unit 1</p><p>SU</p><p>M</p><p>IT</p><p>S</p><p>AR</p><p>AS</p><p>W</p><p>AT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.W</p><p>HO</p><p>.IN</p><p>T</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 33D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 33 26/07/22 17:1426/07/22 17:14</p><p>https://www.who.int/news-room/fact-sheets/detail/road-traffic-injuries</p><p>https://www.who.int/news-room/fact-sheets/detail/road-traffic-injuries</p><p>Go back to page 24 and explore the structure of the genre mind map. Visit the website</p><p>www.mindmapart.com (accessed on: May 16, 2022) to find other examples of mind maps. A mind</p><p>map is a diagram used to visually display information. It helps us see connections between several</p><p>ideas or pieces of information. A central concept is linked by lines or arrows to other concepts which</p><p>are linked with other associated ideas, creating a web of relationships. Mind maps are useful for</p><p>brainstorming, summarizing, planning, goal setting, and note taking.</p><p>Based on the mind map you explored in this unit, it is your turn to create a mind map with helpful</p><p>tips on how to focus while studying.</p><p>1 Before writing your text, replace each icon with an appropriate</p><p>answer to identify the elements of the writing context.</p><p>a. Writer: you</p><p>b. Readers: classmates and other people</p><p>c. Genre:</p><p>d. Objective: to generate ideas on</p><p>e. Style: objective tone</p><p>f. Media: school board/Internet</p><p>2 Follow these instructions to write your text.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>No exercício 1, substitua</p><p>cada ícone por uma</p><p>resposta adequada para</p><p>identificar os seguintes</p><p>elementos do contexto</p><p>de escrita: quem escreve</p><p>(writer), os possíveis leitores</p><p>(readers), o gênero (genre), o</p><p>objetivo (objective) e o estilo</p><p>(style) do texto e o meio</p><p>pelo qual ele é</p><p>divulgado (media).</p><p>1. Place the main topic “how to focus while studying” in the</p><p>center of the page.</p><p>2. Draw some branches (lines or arrows) from the main topic.</p><p>3. Think of useful tips on the main topic and write down what</p><p>comes to mind. Be concise when you choose words for your</p><p>mind map.</p><p>4. Continue branching. Try to flow from one idea into another.</p><p>5.   Add a picture or drawing for each action to illustrate your</p><p>mind map.</p><p>6.   Exchange mind maps with a classmate and discuss</p><p>both texts.</p><p>7.   Make the necessary corrections.</p><p>8.   Work to create the final version of the mind map.</p><p>Ao revisar os mapas conceituais,</p><p>considere, por exemplo:</p><p>•objetivo: As informações</p><p>estão adequadas ao objetivo</p><p>do texto?</p><p>•linguagem: As dicas estão</p><p>preferencialmente no</p><p>imperativo?</p><p>•leiaute: A organização visual</p><p>facilita a rápida compreensão</p><p>das informações?</p><p>•cores: As dicas estão</p><p>agrupadas por cores?</p><p>•imagens: As figuras</p><p>tornam o texto mais claro e</p><p>interessante?</p><p>Reescreva seu texto com base</p><p>na revisão feita por você e</p><p>seus/suas colegas.</p><p>TIP</p><p>3 It is time to share your mind map with your classmates and other people. You can also use one of</p><p>the following online resources to create and publish your mind map:</p><p>• https://gitmind.com;</p><p>• https://tobloef.com/text2mindmap/;</p><p>• www.mindmup.com.</p><p>(Accessed on: May 16, 2022).</p><p>34</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 34D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 34 26/07/22 17:1426/07/22 17:14</p><p>In this unit you have talked about information overload and getting distracted, which are often</p><p>associated with living in a connected world. Read the following text about media use by tweens and</p><p>teens. The data is part of a report based on a survey of 1,306 young people (age 8 to 18) in the United</p><p>States. The survey was conducted from Sept. 29 through Oct. 25, 2021. Then, talk to a classmate and</p><p>answer the questions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>COMMON SENSE MEDIA. The common sense census: media use by tweens and teens, 2021. Common Sense Media. [2022?]. Disponível em: www.</p><p>commonsensemedia.org/sites/default/files/research/report/2022-infographic-8-18-census-web-final-release_0.pdf. Acesso em: 18 maio 2022.</p><p>LOOKING AHEAD</p><p>Media use grew faster in the last two years than it did</p><p>in the four years prior to the pandemic.</p><p>Overall, boys use more screen media than girls.</p><p>Black and Hispanic/Latino children use screens more</p><p>than White children.</p><p>And children in higher-income households use screens</p><p>for entertainment less than children in middle- and</p><p>lower-income households. (...)</p><p>Total entertainment screen</p><p>use per day (average)</p><p>• Two age groups participated in the survey. Which ones? Which</p><p>group spends more time using screens for entertainment?</p><p>• According to the report, what has happened to the use of</p><p>screen media since the start of the pandemic?</p><p>• Based on the report, choose the participants who use more</p><p>screen media in general or for entertainment.</p><p>PROSTOCK-STUDIO/SHUTTERSTOCK.COM</p><p>Use of screen media is</p><p>up 17% for tweens and</p><p>teens since the start</p><p>of the pandemic.</p><p>income: renda</p><p>prior to: antes de</p><p>screen: tela</p><p>since: desde</p><p>The Common Sense Census:</p><p>Media Use by Tweens and Teens, 2021</p><p>Tweens Teens</p><p>8:39</p><p>5:33</p><p>2015 2019 2021</p><p>7:22</p><p>6:40</p><p>4:36 4:44</p><p>3%</p><p>17%</p><p>17%</p><p>11%</p><p>Para conhecer algumas dicas de como evitar distrações durante o estudo, visite:</p><p>• www.wikihow.com/Avoid-Distractions-While-Studying</p><p>• https://study.com/academy/popular/how-to-study-at-home-and-not-get-distracted.html</p><p>(Acesso em: 18 maio 2022).</p><p>Recommended Resources</p><p>tween (tweenager) = a child between</p><p>the ages of about 10 and 12</p><p>Language Note</p><p>• Are you surprised with the findings of the study? In your opinion, why do children in</p><p>higher-income households use screens for entertainment less than children in middle- and</p><p>lower-income households?</p><p>I. By gender: girls; boys</p><p>II. By ethnicity: white; black; hispanic/latino</p><p>III. By household income: higher; middle; lower</p><p>35Unit 1</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 35D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 35 26/07/22 17:1426/07/22 17:14</p><p>Do you know the women in the pictures? Where are they from?</p><p>What are they famous for?</p><p>GETTING STARTED</p><p>UNIT 2</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>INSPIRING</p><p>WOMEN2</p><p>Viola Davis Maria da Penha</p><p>AX</p><p>EL</p><p>LE</p><p>/B</p><p>AU</p><p>ER</p><p>-G</p><p>RI</p><p>FF</p><p>IN</p><p>/F</p><p>IL</p><p>M</p><p>M</p><p>AG</p><p>IC</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>BR</p><p>UN</p><p>O</p><p>PO</p><p>LE</p><p>TT</p><p>I/F</p><p>OL</p><p>HA</p><p>PR</p><p>ES</p><p>S</p><p>36</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 36D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 36 26/07/22 17:1826/07/22 17:18</p><p>Nesta unidade, você vai</p><p>• falar sobre mulheres inspiradoras;</p><p>• rever o passado simples (simple past) e o passado contínuo (past continuous);</p><p>• explorar sufixos (suffixes);</p><p>• compreender e produzir comentários on-line (online comments);</p><p>• explorar o tema contemporâneo transversal educação em direitos humanos.</p><p>Malala Yousafzai Amani Ballour</p><p>GR</p><p>EG</p><p>G</p><p>DE</p><p>GU</p><p>IR</p><p>E/</p><p>W</p><p>IR</p><p>EI</p><p>M</p><p>AG</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>LO</p><p>UI</p><p>SE</p><p>K</p><p>EN</p><p>NE</p><p>RL</p><p>EY</p><p>/F</p><p>AI</p><p>RF</p><p>AX</p><p>M</p><p>ED</p><p>IA</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>37Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 37D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 37 26/07/22 17:1826/07/22 17:18</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Before Reading</p><p>1 Find out the woman each quote comes from as in the example. In your notebook, write Viola</p><p>Davis, Maria da Penha, Malala Yousafzai or Dr. Amani Ballour.</p><p>Example: a. Maria da Penha</p><p>O primeiro nome da atriz Viola</p><p>Davis nos remete ao nome de</p><p>um instrumento musical, tanto</p><p>em português quanto em inglês,</p><p>mas, no nome próprio Viola, o “i” é</p><p>pronunciado como o pronome “I” /aɪ/.</p><p>Pronunciation Note</p><p>Reading</p><p>4 Now read the excerpts to check your predictions.</p><p>3 Choose the topics that you expect to find in the excerpts.</p><p>bullying • career • childhood • family members • overcoming obstacles • racism</p><p>a. “I believe this is time of the woman. We understand how strong we are; united we are even stronger.”</p><p>GANDOUR, Ricardo; ACOSTA, Fabiana; PLACKIS-CHENG, Paksy. Maria da Penha changed Domestic Violence Law in Brazil.</p><p>IMPACTMANIA. 2021. Disponível em: www.impactmania.com/article/maria-da-penha/. GUPTA, Alisha H. Her dream of becoming a</p><p>doctor turned into a nightmare, and a movie. The New York Times, 11 fev. 2020. Disponível em: www.nytimes.com/2020/02/11/world/</p><p>middleeast/her-dream-of-becoming-a-doctor-turned-into-a-nightmare-and-a-movie.html. HOLMES, Sally. Viola Davis on her Emmy</p><p>win: “The only thing that separates women of color from anything else is opportunity”. Elle, 21 set. 2015. Disponível em: www.elle.com/</p><p>culture/celebrities/news/a30607/viola-davis-emmy-speech/. HUSAIN, Zahra. 9 Inspiring Malala Quotes. United Nations Foundation.</p><p>13 ago. 2015. Disponível em: https://unfoundation.org/blog/post/9-inspiring-malala-quotes/. Acesso em: 25 maio 2022.</p><p>b. “I just wanted to study and be a doctor and have a clinic. That was my dream.”</p><p>c. “The only thing that separates women of color from everyone else is opportunity.”</p><p>d. “One child, one teacher, one pen, and one book can change the world.”</p><p>2 Take a look at the source of the following excerpts about Viola</p><p>Davis in exercise 4. Where were they taken from? Choose a or b.</p><p>a. From a book written by Viola Davis about her life.</p><p>b. From a movie script in which Viola Davis is the main character.</p><p>Excerpt 1</p><p>The eight-year-old girl who had never</p><p>been told “You’re worthy; you’re beautiful”</p><p>suddenly found herself as a leading lady,</p><p>and a mouthpiece for all the women who</p><p>looked like her. (...) The obstacle blocking me</p><p>was a four-hundred-year-old racist system</p><p>of oppression and my own feeling of utter</p><p>aloneness. My art,</p><p>in this instance, was</p><p>the best healing tool</p><p>to resolve my past,</p><p>the best weapon</p><p>that I had to conquer</p><p>my present, and my gift to the future.</p><p>healing: de cura</p><p>mouthpiece: porta-voz</p><p>tool: ferramenta</p><p>weapon: arma</p><p>worthy: merecedor(a),</p><p>digno/a</p><p>EA</p><p>RL</p><p>G</p><p>IB</p><p>SO</p><p>N</p><p>III</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>F</p><p>OR</p><p>B</p><p>ET</p><p>LI</p><p>TT</p><p>LE</p><p>_M</p><p>ON</p><p>ST</p><p>ER</p><p>_2</p><p>07</p><p>0/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>DAVIS, Viola. Finding me: a memoir. Nova York: HarperCollins</p><p>Publishers, 2022. p. 279.</p><p>38</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 38D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 38 26/07/22 17:1826/07/22 17:18</p><p>https://www.nytimes.com/2020/02/11/world/middleeast/her-dream-of-becoming-a-doctor-turned-into-a-nightmare-and-a-movie.html</p><p>https://www.nytimes.com/2020/02/11/world/middleeast/her-dream-of-becoming-a-doctor-turned-into-a-nightmare-and-a-movie.html</p><p>https://www.elle.com/culture/celebrities/news/a30607/viola-davis-emmy-speech/</p><p>https://www.elle.com/culture/celebrities/news/a30607/viola-davis-emmy-speech/</p><p>used to = done or experienced</p><p>in the past, but no longer</p><p>done or experienced</p><p>Language Note</p><p>5 Choose the terms that Viola Davis uses to refer to herself.</p><p>a. “a leading lady” (Excerpt 1)</p><p>b. “a mouthpiece for all the women who looked</p><p>like her” (Excerpt 1)</p><p>c. “mentor” (Excerpt 2)</p><p>d. “an artist” (Excerpt 2)</p><p>e. “that little eight-year-old girl” (Excerpt 2)</p><p>6 Answer the following questions about Viola Davis.</p><p>a. What obstacle was blocking her when she was a child?</p><p>b. What helped her deal with her past?</p><p>c. According to her, why is she an artist?</p><p>7 Choose the sentence that refers to Viola’s feelings in the past, as a child.</p><p>a. She was ashamed of herself.</p><p>b. She thought she was beautiful.</p><p>8 According to the text, how does Viola feel about herself now, as a woman?</p><p>You can use the sentences from the previous exercise to help you.</p><p>9 Choose the sentence that explains the meaning of “The parts that were a source of shame are</p><p>actually my warrior fuel.”</p><p>a. What used to make Viola feel bad about herself in the past makes</p><p>her stronger now.</p><p>b. Viola thinks that it is impossible to feel good about herself after</p><p>having faced obstacles as a child.</p><p>c. She had a great deal of</p><p>compassion for herself.</p><p>chisel: formão</p><p>foe: inimigo/a</p><p>fuel: combustível</p><p>shame: vergonha</p><p>shape: moldar</p><p>warrior: de guerreiro/a</p><p>1 Ouça o primeiro trecho (Excerpt 1) do livro Finding Me, que faz parte do audiolivro (audiobook) gravado pela própria</p><p>Viola Davis. Observe o uso de pausas, utilizado por Viola, para adicionar drama à narração. Como você se sentiu ao</p><p>ouvir esse trecho?</p><p>2 Ouça o segundo trecho (Excerpt 2) do livro Finding Me. Observe o uso de emocionalidade e entonação para envolver</p><p>os ouvintes. Como você se sentiu ao ouvir esse trecho?</p><p>3</p><p>4</p><p>Pronunciation Note</p><p>Excerpt 2</p><p>Every painful memory, every mentor,</p><p>every friend and foe served as a chisel, a leap</p><p>pad that has shaped “ME!” (...) I’m no longer</p><p>ashamed of me. I own everything that has</p><p>ever happened to me. The parts that were a</p><p>source of shame are actually my warrior fuel.</p><p>I see people – the way they walk, talk, laugh,</p><p>and grieve, and their silence – in a way that</p><p>is hyperfocused because of my past.</p><p>I’m an</p><p>artist because there’s no separation from</p><p>me and every human being that has passed</p><p>through the world including my mom. I have</p><p>a great deal of compassion for other people,</p><p>but mostly for myself. That would not be</p><p>the case if I did not reconcile that little</p><p>eight-year-old girl and FIND ME.</p><p>DAVIS, Viola. Finding me: a memoir. Nova York:</p><p>HarperCollins Publishers, 2022. p. 291.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>LI</p><p>TT</p><p>LE</p><p>_M</p><p>ON</p><p>ST</p><p>ER</p><p>_2</p><p>07</p><p>0/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>39Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 39D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 39 26/07/22 17:1826/07/22 17:18</p><p>Reading for Critical Thinking</p><p>10 Discuss the following questions with your classmates.</p><p>a. Viola’s art helped her to resolve her past and conquer her present. Do you think art can help</p><p>ordinary people to overcome personal difficulties? Why (not)?</p><p>b. Viola Davis says she has a great deal of compassion for other people, but mostly for herself. In</p><p>your opinion, how can you show compassion and self-compassion in your daily life?</p><p>Think about it!</p><p>Na sua opinião, conhecer a história de vida de alguém pode inspirar outras pessoas em suas</p><p>próprias vidas? A história de vida de alguém já inspirou você? Em caso afirmativo, de quem?</p><p>VOCABULARY STUDY ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Word Formation: Suffixes</p><p>Read these fragments from the excerpts on pages 38 and 39 and do exercises 1 and 2.</p><p>I. “(…) ‘You’re worthy; you’re beautiful’ (…)” – Excerpt 1</p><p>II. “Every painful memory, every mentor (…)” – Excerpt 2</p><p>III. “(…) a four-hundred-year-old racist system of oppression (…)” – Excerpt 1</p><p>IV. “I’m an artist because there’s no separation from me and every human being (…).” – Excerpt 2</p><p>A suffix goes at the end of</p><p>a word as in beautiful and</p><p>separation.</p><p>Language Note</p><p>1 Focus on the words in bold and choose the correct item that completes each sentence.</p><p>a. We can infer that the suffix -ful, in beautiful and painful, means</p><p>I. without; not having. II. with; full of.</p><p>b. We can infer that the suffix -ion, in oppression and separation,</p><p>turns verbs into</p><p>I. nouns. II. adjectives.</p><p>2 Now focus on the suffix -ist, in racist (fragment III) and artist (fragment IV). Then, match the columns.</p><p>a. The suffix -ist as in racist</p><p>b. The suffix -ist as in artist</p><p>I. refers to occupations.</p><p>II. forms nouns as in scientist, journalist.</p><p>III. forms adjectives as in pacifist, capitalist.</p><p>IV. refers to “someone who believes in or practices something”.</p><p>40</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 40D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 40 26/07/22 17:1826/07/22 17:18</p><p>should = expresses obligation</p><p>or correctness, typically when</p><p>criticizing someone’s actions</p><p>Language Note</p><p>TAKING IT FURTHER</p><p>1 Before reading the following text, take a look at its title, source and picture to answer the questions.</p><p>a. Who are the women in the picture? b. What do you expect to read about?</p><p>2 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>CELEBRITY | APR. 22, 2022</p><p>The Most Candid Moments From Oprah + Viola</p><p>By Mia Mercado</p><p>(...) In their intimate conversation, Davis talked about her</p><p>forthcoming memoir, Finding Me, which comes out April 26,</p><p>delving into some of the stories she shares in the book. (...)</p><p>Like her previous conversations, Oprah’s interview with Davis</p><p>is raw and emotional, with much of the special focused on devastating details of Davis’s childhood.</p><p>Here, some of the biggest takeaways from the conversation between Oprah and Davis.</p><p>The pandemic spurred Davis to write her memoir.</p><p>“I believe I was having a bad existential crisis,” Davis said, adding that at the time, she was</p><p>struggling to find connection with the rest of the world and meaning in her life. (...)</p><p>Davis decided she was going to be an actress when she was 14.</p><p>Fourteen was a pivotal age for Davis. That year, she won a major art contest, spurring her</p><p>ambitions to pursue acting: “I realized I really wanted out, and I saw a way out.” (...)</p><p>Davis felt a lot of shame surrounding her past.</p><p>Davis recalled having an adult at school explain to her how she should clean herself, something</p><p>she didn’t have the resources to do at home. (...)</p><p>Davis has found self-love in “owning her story.”</p><p>“This book is my gift to others,” she said, speaking to the validation that comes with feeling</p><p>“seen” by the people around you. At the end of their conversation, Oprah asks what Davis is now</p><p>“living for.” “I’m living for my peace and my joy,” Davis said, tearfully. “I want to be happy.” Oprah,</p><p>also holding back tears, said, “In finding yourself, you have helped all of us.”</p><p>contest: concurso</p><p>raw: forte, intenso/a</p><p>recall: lembrar</p><p>seen: visto/a</p><p>spur: incentivar</p><p>struggle: lutar, ter</p><p>dificuldades</p><p>tear: lágrima</p><p>Observe os elementos não</p><p>verbais, como imagens,</p><p>tipos e cores de fontes, para</p><p>melhor compreender o texto.</p><p>TIP</p><p>Para assistir a um pequeno trecho do vídeo</p><p>em que Oprah Winfrey entrevista Viola Davis,</p><p>visite https://youtu.be/HcNEHKfoawE</p><p>(Acesso em: 24 maio 2022).</p><p>Le@rning on the web</p><p>NE</p><p>TF</p><p>LI</p><p>X</p><p>MERCADO, Mia The most candid moments from Oprah + Viola. The Cut, 22 abr. 2022.</p><p>Disponível em: www.thecut.com/2022/04/oprah-viola-davis-netflix-interview.html.</p><p>Acesso em: 24 maio 2022.</p><p>41Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 41D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 41 26/07/22 17:1826/07/22 17:18</p><p>3 Choose the adjectives used in the text to describe Oprah’s interview with Viola.</p><p>a. “intimate” b. “raw” c. “emotional” d. “devastating”</p><p>4 Answer the following questions.</p><p>a. What did Viola Davis talk about when she was interviewed by Oprah?</p><p>b. What kind of book did Viola write? When did she write it?</p><p>c. When did Viola decide to be an actress? What happened to her at that age?</p><p>d. How did Viola feel about her past? What childhood memory did she mention?</p><p>e. What is Viola living for?</p><p>Think about it!</p><p>Oprah diz que, ao encontrar-se a si mesma, Viola Davis ajudou a todos/as nós. Na sua</p><p>opinião, o que Oprah quis dizer com isso? Você concorda com ela? Por quê (não)?</p><p>It’s common to find online comments about magazine/newspaper articles available on the</p><p>Internet. The following online comments are about the text you have just read. Read them and do</p><p>exercises 5 and 6.</p><p>www.thecut.com/2022/04/oprah-viola-davis-netflix-interview.html#comments</p><p>MERCADO, Mia. The most candid moments from Oprah + Viola. The Cut, 22 abr. 2022. Disponível em:</p><p>www.thecut.com/2022/04/oprah-viola-davis-netflix-interview.html#comments. Acesso em: 24 maio 2022.</p><p>Comments</p><p>Please read our community guidelines.</p><p>Have a concern or tech problem related to commenting? Report it.</p><p>All comments with links in them will require a moderator to approve.</p><p>All Comments 2 Sort by Newest</p><p>anne.mrocinc 1 MONTH AGO</p><p>Viola Davis is a magical, lit- from- within, transcendent actress. Her tragic, neglectful</p><p>childhood could have destroyed her talent and drive, instead it fuelled her ambition to</p><p>see beyond its limitations. Bravo Ms. Davis!</p><p>Looking forward to your book!</p><p>LIKE 2 REPLY SHARE</p><p>ragsmctattershanty Vulturati 1 MONTH AGO</p><p>Her recent NYT profile and her Inside the Actors’ Studio episode are worth reading</p><p>and watching. She’s one of our best actors.</p><p>LIKE 5 REPLY SHARE</p><p>Top of comments Top of article</p><p>REPORT</p><p>REPORT</p><p>42</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 42D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 42 29/07/22 17:5629/07/22 17:56</p><p>5 Do the online comments express positive or negative views on Viola Davis? Which expressions</p><p>used in the comments reveal such views?</p><p>6 Choose the correct statements about the two online comments you read.</p><p>a. The online comments show the users’ personal opinions about Viola Davis.</p><p>b. The users who posted the online comments followed community guidelines.</p><p>c. The online comments were posted after the approval of the moderator.</p><p>Ao ler um texto na internet, busque identificar os links/botões disponíveis e a que tipo de informação esses links/botões</p><p>podem conduzir o leitor. Nos comentários on-line reproduzidos na página anterior, onde se deveria clicar para responder</p><p>a uma postagem? E para compartilhá-la?</p><p>TIP</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Review: Simple Past/Past Continuous</p><p>Read these fragments from the excerpts on pages 38 and 39 and do exercises 1 and 2.</p><p>I. “My art (…) was (…) the best weapon that I had to conquer my present (…)” – Excerpt 1</p><p>II. “The obstacle blocking me was a four-hundred-year-old racist system of oppression (…)”</p><p>– Excerpt 1</p><p>III. “Every painful memory, every mentor, every friend and foe served as a chisel (…)” – Excerpt 2</p><p>IV. “The parts that were a source of shame are actually my warrior fuel.” – Excerpt 2</p><p>1 Focus on the verbs in bold and answer the following questions.</p><p>a. Which fragments contain the singular form of the verb to be in the past?</p><p>b. Which fragment contains the plural form of the verb to be in the past?</p><p>c. Which fragment contains a regular verb in the past?</p><p>d. Which fragment contains an irregular verb in the past?</p><p>2 Why is the simple past used in fragments I and III? Choose a or b.</p><p>a. To describe completed actions in the past.</p><p>b. To describe actions in progress in the past.</p><p>43Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 43D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 43 26/07/22 17:1826/07/22 17:18</p><p>3 Let’s get to know about another inspiring woman, Dr. Amani Ballour, and her work at the</p><p>subterranean hospital known as the Cave. Read the following text about her and complete it with</p><p>the simple past of the verbs in the box. All the verbs are regular.</p><p>abandon • complete • elect • join • move • want</p><p>FINNEGAN, Conor. Heroic doctor from Oscar-nominated film 'The Cave' wants to be 'voice' for</p><p>Syrians. Abc News, 3 fev. 2020. Disponível em: https://abcnews.go.com/International/heroic-</p><p>doctor-oscar-nominated-film-cave-voice-syrians/story?id=68721983. Acesso em: 23 jul. 2022.</p><p>Heroic doctor from Oscar-nominated film</p><p>'The Cave' wants to be 'voice' for Syrians</p><p>Dr. Amani Ballour's underground hospital saved</p><p>thousands in Syria.</p><p>By Conor Finnegan</p><p>February 03, 2020, 11:30 PM</p><p>(…)</p><p>"I can be a voice for the Syrian people who are</p><p>now voiceless, and I am proud to be able to do that,"</p><p>she said.</p><p>The Oscar-nominated film "The Cave" follows Ballour as she leads that underground</p><p>hospital, known as the Cave, through siege conditions (...) and near daily aerial bombardment</p><p>by Syrian strongman Bashar Assad and his ally Russia. Only 29 years old when her colleagues</p><p>her the hospital's director in 2016, Ballour battles the endless stream of victims, but also the</p><p>strong patriarchal society that pushes back on a woman leading the hospital.</p><p>Born in Ghouta outside Damascus, Ballour to become a doctor despite her family's</p><p>wishes. They told her that she could be a teacher, but "not a surgeon," she said, but she</p><p>refused to give up.</p><p>(…)</p><p>She her general medical studies at the University of Damascus in 2012, one year after</p><p>Syria's civil war started. (…) That fighting began to hit Ghouta hard as Ballour was studying</p><p>pediatrics. Amid a siege by the Assad regime and its allies, she her studies to start working as</p><p>a doctor and treating people, especially children.</p><p>She the Cave in 2013 – a hospital 65 feet below ground to shield it from airstrikes, as Assad</p><p>began to target hospitals in the conflict.</p><p>(…)</p><p>Eventually, the constant attacks by Assad and Russian warplanes forced Ballour to leave</p><p>Ghouta. She to northern Syria in 2018 before crossing the border to Turkey, where she</p><p>currently lives as a refugee. (…)</p><p>4 Go back to the text in exercise 3 and find</p><p>examples of irregular verbs in the past.</p><p>5 Go back to the text in exercise 3, read it again and answer the following questions.</p><p>a. Did Dr. Amani fight against the grave realities of the hospital she worked at?</p><p>b. Why did she abandon her studies in pediatrics?</p><p>c. When did she start working at the Cave?</p><p>6 In your opinion, what makes Dr. Amani Ballour an inspiring woman? Why?</p><p>give up: desistir</p><p>push back: opor-se</p><p>siege condition: condição de cerco</p><p>underground: subterrâneo/a</p><p>AB</p><p>DU</p><p>LM</p><p>ON</p><p>AM</p><p>E</p><p>AS</p><p>SA</p><p>/A</p><p>FP</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>The suffix -less means without.</p><p>endless = without an end voiceless = without a voice</p><p>Language Note</p><p>44</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 44D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 44 02/08/22 14:2002/08/22 14:20</p><p>8 Read the following comic strip and replace the icons with the correct form of the verbs in</p><p>parentheses. Use the simple past or the past continuous.</p><p>Think about it!</p><p>Enfrentando todos os perigos da guerra na Síria na década</p><p>de 2010, a Dra. Amani Ballour e suas colegas trabalharam</p><p>em um hospital subterrâneo conhecido como “A Caverna”</p><p>em pé de igualdade com seus colegas homens, apesar da</p><p>cultura local opressivamente patriarcal. Esse trabalho</p><p>desafiador pode ser conhecido no documentário The</p><p>Cave (2019), que faz um retrato emocionante de coragem,</p><p>resiliência e solidariedade feminina. Você acredita que é</p><p>importante divulgar a história de mulheres como a Dra.</p><p>Amani? Por quê (não)? Que outros filmes sobre mulheres</p><p>inspiradoras você conhece?</p><p>Para assistir ao trailer do documentário The Cave,</p><p>visite https://youtu.be/TaZkwBWuN2A (Acesso em:</p><p>24 maio 2022).</p><p>Le@rning on the web</p><p>DAVIS, Jim. Garfield. 2022. Disponível em: www.gocomics.com/garfield/1995/03/17. Acesso em: 24 maio 2022.</p><p>a. Garfield (not watch) television when Jon (arrive).</p><p>b. Garfield (sleep) when Jon (enter) the room.</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>7 Why is the past continuous used in</p><p>“as Ballour was studying pediatrics”?</p><p>Choose a or b.</p><p>a. To describe a completed action in</p><p>the past.</p><p>b. To describe an action in progress in</p><p>the past.</p><p>DA</p><p>NI</p><p>SH</p><p>D</p><p>OC</p><p>UM</p><p>EN</p><p>TA</p><p>RY</p><p>P</p><p>RO</p><p>DU</p><p>CT</p><p>IO</p><p>N/</p><p>HE</p><p>CA</p><p>T</p><p>ST</p><p>UD</p><p>IO</p><p>/N</p><p>AT</p><p>IO</p><p>NA</p><p>L</p><p>GE</p><p>OG</p><p>RA</p><p>PH</p><p>IC</p><p>C</p><p>HA</p><p>NN</p><p>EL</p><p>DM</p><p>IT</p><p>R1</p><p>CH</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>GA</p><p>RF</p><p>IE</p><p>LD</p><p>, J</p><p>IM</p><p>D</p><p>AV</p><p>IS</p><p>©</p><p>1</p><p>99</p><p>5</p><p>PA</p><p>W</p><p>S,</p><p>IN</p><p>C.</p><p>A</p><p>LL</p><p>R</p><p>IG</p><p>HT</p><p>S</p><p>RE</p><p>SE</p><p>RV</p><p>ED</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>45Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 45D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 45 29/07/22 17:5729/07/22 17:57</p><p>1 Read this magazine cover and, in pairs, ask and answer the following questions.</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>TELEGRAPH MAGAZINE. 17 out. 2015.</p><p>ordinary = usual, not special</p><p>extraordinary = very</p><p>unusual, special</p><p>Language Note</p><p>a. Who is the woman on the cover of the magazine?</p><p>b. What details about her are mentioned on the cover?</p><p>c. Based on the cover, does the woman have an ordinary or</p><p>extraordinary life?</p><p>d. What else do you know about her?</p><p>2 Before you listen to a recording with Malala Yousafzai, choose the expressions about her that you</p><p>expect to hear.</p><p>a global voice for girls’ education • fight for education • life in Pakistan •</p><p>Nobel Peace Prize • respect towards other people • Taliban attack</p><p>3 Now listen to the recording and choose what it is.</p><p>a. A speech delivered by Malala.</p><p>b. A podcast interview with Malala.</p><p>5</p><p>Para ouvir o áudio na íntegra, visite:</p><p>www.npr.org/transcripts/553286746</p><p>(Acesso em: 24 maio 2022).</p><p>Le@rning on the web</p><p>TH</p><p>E</p><p>TE</p><p>LE</p><p>GR</p><p>AP</p><p>HI</p><p>C</p><p>M</p><p>AG</p><p>AZ</p><p>IN</p><p>E</p><p>Nobel laureate.</p><p>Icon.</p><p>Campaigner.</p><p>Daughter.</p><p>Schoolgirl.</p><p>Inside the ordinary</p><p>life of the</p><p>extraordinary</p><p>Malala</p><p>46</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 46D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 46 26/07/22 17:1826/07/22 17:18</p><p>4 Listen to the recording again and choose the correct item that completes each sentence.</p><p>a. Malala Yousafzai began blogging and talking about her life when</p><p>she was</p><p>I. eleven years old.</p><p>II. fifteen years old.</p><p>b. In Malala’s recent world trip, she visited the Middle East</p><p>I. Asia, Central and North America.</p><p>II. Latin America, Africa and North America.</p><p>c. The objective of Malala’s girl-power trip was to encourage</p><p>I. young women in their</p><p>fight for education.</p><p>II. political leaders in their fight for women’s rights.</p><p>d. In the United Nations General Assembly in New York, Malala talked about</p><p>I. the need to prioritize spending on education around the world.</p><p>II. the importance of respecting other people, no matter where they are from.</p><p>e. Malala decided to start her girl-power trip in Lancaster, Pennsylvania because</p><p>I. the way America welcomed refugees was not ideal.</p><p>II. she was inspired by the way this city welcomed refugees.</p><p>5 Listen to the recording once more and check your answers to exercises 3 and 4.</p><p>5</p><p>5</p><p>Não se preocupe em entender</p><p>tudo o que ouvir. Leia os itens</p><p>do exercício 4 para conhecer</p><p>as informações solicitadas.</p><p>Você deverá prestar atenção</p><p>a elas durante a escuta.</p><p>TIP</p><p>Think about it!</p><p>Malala Yousafzai foi a pessoa mais nova na história a receber um prêmio Nobel, por</p><p>defender o direito de todos/as à educação. Você lutaria por alguma causa social? Em</p><p>caso afirmativo, qual? Por quê? Como você poderia fazer a sua parte e contribuir para a</p><p>promoção dessa causa?</p><p>6 In pairs, ask and answer the following questions.</p><p>a. Why do you think Malala can be considered an inspiring woman?</p><p>b. In your opinion, what other women alive today can be considered inspiring? Why?</p><p>Asking for an opinion: What do you</p><p>think?/Do you agree?/How do you feel</p><p>about that?</p><p>Expressing an opinion: In my opinion.../</p><p>I believe that.../From my point of view...</p><p>Agreeing: I agree with you./I guess you’re</p><p>right./Absolutely./Tell me about it!</p><p>Disagreeing: I don’t agree with you./</p><p>I totally disagree./I’m afraid that’s not</p><p>true./No way.</p><p>Language Note</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>47Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 47D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 47 02/08/22 14:2102/08/22 14:21</p><p>In this unit you have read some online comments on page 42. Online comments are posted in</p><p>the comments section of blogs or news websites, which is where users can publish their personal</p><p>opinions or other information. Users can also reply to or share comments by others.</p><p>Based on the online comments you explored in this unit, it is your turn to create an online</p><p>comment to share your views on a magazine/newspaper/online article about an inspiring woman.</p><p>1 Before writing your text, match the columns to identify the</p><p>elements of the writing context.</p><p>a. Writer:</p><p>b. Readers:</p><p>c. Genre:</p><p>d. Objective:</p><p>e. Style:</p><p>f. Media:</p><p>I. classmates and other people</p><p>II. school board/Internet</p><p>III. you</p><p>IV. informal tone</p><p>V. online comment</p><p>VI. to share your views on a magazine/newspaper/</p><p>online article about an inspiring woman</p><p>Ao revisar os textos, considere, por</p><p>exemplo:</p><p>•objetivo: As informações estão</p><p>adequadas ao objetivo do texto?</p><p>•conteúdo: Há pelo menos um</p><p>argumento para justificar a opinião</p><p>expressa? Ele está claro e coerente?</p><p>•linguagem: O texto está redigido</p><p>de maneira clara e objetiva?</p><p>•ortografia: As palavras estão</p><p>escritas corretamente?</p><p>Reescreva seu texto com base na</p><p>revisão feita por você e seus/suas</p><p>colegas.</p><p>TIP</p><p>1. Find an article about a woman you consider inspiring</p><p>and write down your ideas concerning it.</p><p>2. If necessary, talk to other people and/or do research</p><p>on the Internet to get more information on the</p><p>selected person.</p><p>3. Write a first draft of the comment. Include one or two</p><p>arguments to support your opinion.</p><p>4. Exchange comments with a classmate and discuss</p><p>both texts.</p><p>5. Make the necessary corrections.</p><p>6. Write the final version of the online comment.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>No exercício 1, correlacione as colunas</p><p>para identificar os seguintes elementos</p><p>do contexto de escrita: quem escreve</p><p>(writer), os possíveis leitores (readers),</p><p>o gênero (genre), o objetivo (objective)</p><p>e o estilo (style) do texto e o meio</p><p>pelo qual ele é divulgado (media).</p><p>3 It’s time to share your comment with</p><p>your classmates. You can organize all</p><p>the comments on a school board or post</p><p>them on the Internet. Then read your</p><p>classmates’ comments and choose one</p><p>(or more) to reply to.</p><p>RA</p><p>W</p><p>PI</p><p>XE</p><p>L.</p><p>CO</p><p>M</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>2 Follow these instructions to write your text.</p><p>48</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 48D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 48 26/07/22 17:1826/07/22 17:18</p><p>Read the following text about Maria da Penha, an inspiring Brazilian</p><p>woman. Then, talk to a classmate and answer the questions.</p><p>Para conhecer diversas mulheres da atualidade que são fonte de inspiração, visite:</p><p>• www.rd.com/list/most-inspiring-women-alive-today</p><p>Para conhecer mais sobre Maria da Penha e como sua história de vida contribuiu para a criação da Lei Maria da Penha, visite:</p><p>• www.unwomen.org/en/news/stories/2011/8/maria-da-penha-law-a-name-that-changed-society</p><p>• www.institutomariadapenha.org.br</p><p>(Acesso em: 24 maio 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>UCHOA, Pablo. Maria da Penha: the woman who changed Brazil’s domestic violence laws. BBC, 22 set. 2016.</p><p>Disponível em: www.bbc.com/news/magazine-37429051. Acesso em: 24 maio 2022.</p><p>LOOKING AHEAD</p><p>www.bbc.com/news/magazine-37429051</p><p>Maria da Penha: The woman who changed Brazil’s</p><p>domestic violence laws</p><p>By Pablo Uchoa</p><p>BBC Brasil</p><p>22 September 2016</p><p>In September 2006, Brazil introduced ground-breaking legislation on</p><p>domestic violence. It was called the Maria da Penha Law after a women’s</p><p>rights activist who was left paraplegic by her violent husband. (...)</p><p>“So many women think that violence is only physical, they are not</p><p>aware of other kinds of violence,” she says. “They don’t understand psychological, moral,</p><p>sexual violence. The law lists all those kinds of abuses.”</p><p>“Nowadays women are coming forward but the violence continues. They are coming</p><p>forward to press charges, but it’s only in the cities or the state capitals where there are</p><p>shelters and specialised police units and all the facilities.”</p><p>There’s a long way to go to change attitudes, she says. (...)</p><p>after: em homenagem a</p><p>be aware of: estar ciente de</p><p>come forward: denunciar</p><p>ground-breaking: inovador(a)</p><p>Think about it!</p><p>A luta de Maria da Penha em defesa dos seus direitos e dos de todas as mulheres contribuiu para a criação de uma legislação</p><p>inovadora contra a violência doméstica. Você acredita que essa legislação é suficiente para proteger as mulheres? Por quê (não)?</p><p>Na sua opinião, o que mais pode ser feito para evitar a violência doméstica?</p><p>• Why was the Brazilian legislation on domestic violence called the Maria da Penha Law?</p><p>• According to the text, what kinds of abuses does the Maria da Penha Law list?</p><p>• Maria da Penha believes that there’s a long way to go to change attitudes. In your opinion, what</p><p>should be done in order to promote such change?</p><p>CI</p><p>D</p><p>M</p><p>OR</p><p>EI</p><p>RA</p><p>F</p><p>OT</p><p>OG</p><p>RA</p><p>FI</p><p>AS</p><p>/C</p><p>OR</p><p>TE</p><p>SI</p><p>A</p><p>IN</p><p>ST</p><p>IT</p><p>UT</p><p>O</p><p>M</p><p>AR</p><p>IA</p><p>D</p><p>A</p><p>PE</p><p>NH</p><p>A</p><p>49Unit 2</p><p>D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 49D3-ING-F2-4114-V8-U02-036a049-LA-G24.indd 49 26/07/22 17:1826/07/22 17:18</p><p>REVIEW 1 • UNITS 1 & 2</p><p>READING COMPREHENSION</p><p>1 How would you explain the term cyberbullying using your own words?</p><p>2 Before reading the following text, take a look at its structure and title. What is the intended</p><p>audience of the text? What is it about?</p><p>Read the text and do exercises 3 and 4.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>https://kidshealth.org/en/teens/internet-safety.html</p><p>What Is Cyberbullying?</p><p>It's not just strangers who can make you feel uncomfortable. Cyberbullying refers to cruel or</p><p>bullying messages sent to you online. These might be from former friends or other people you</p><p>know. They can also be sent anonymously — in other words, on a website where everyone has</p><p>a screen name, so teens being bullied might not even know who is bullying them.</p><p>If you get these bullying messages online, it's often better to ignore them rather than answer</p><p>them. Cyberbullies, just like other bullies, might be looking for attention or a reaction. Plus,</p><p>you never</p><p>want to provoke bullies. By ignoring them, you can take away their power. You also</p><p>can try to delete or block bullies so you no longer see their texts.</p><p>Fortunately, most people never experience cyberbullying. But if you're getting cyberbullied</p><p>and ignoring it doesn't make it stop, getting help from a parent, school counselor, or another</p><p>trusted adult might be a good idea. That's especially true if the cyberbullying contains threats.</p><p>BEN-JOSEPH, Elana Pearl. Online safety. Kids Health. 2018. Disponível em: https://kidshealth.org/en/teens/internet-safety.html.</p><p>Acesso em: 18 jun. 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//K</p><p>ID</p><p>SH</p><p>EA</p><p>LT</p><p>H.</p><p>OR</p><p>G</p><p>3 According to the text, what is important to do if you are being bullied online? Choose the</p><p>correct answers.</p><p>trusted: de confiança</p><p>a. Answer bullies.</p><p>b. Provoke bullies.</p><p>c. Ignore, delete or block bullies.</p><p>d. Get help from a trusted adult.</p><p>50</p><p>D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 50D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 50 26/07/22 17:2326/07/22 17:23</p><p>REVIEW 1 • UNITS 1 & 2</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LANGUAGE IN USE</p><p>Review: Simple Present/Present Continuous</p><p>1 The following text is about cyberbullying. Complete it by replacing each icon with the correct</p><p>form of the verb in parentheses. Use the simple present or the present continuous.</p><p>3 Do you usually ask yourself the three questions in exercise 2 before posting online?</p><p>If so, which one(s)?</p><p>What is cyberbullying?</p><p>For the most part, cyberbullying is bullying, only it</p><p>(happen) on phones and other connected devices.</p><p>Most experts (agree) that it (involve) repeated</p><p>harassment and some type of power imbalance —</p><p>and, when young people are involved, it usually</p><p>(have) something to do with what (happen) with</p><p>peers at school. It's important to remember that not</p><p>every mean comment or unpleasant interaction</p><p>(rise) to the level of bullying.</p><p>CONNECT SAFELY. Quick-guide to cyberbullying. 14 abr. 2022. Disponível em:</p><p>www.connectsafely.org/wp-content/uploads/2022/04/qg-cyberbullying-2022.pdf. Acesso em: 18 jun. 2022.</p><p>M</p><p>AR</p><p>Y</p><p>LO</p><p>NG</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>2 It’s important to think before you post! Complete the following guidelines by putting the words in</p><p>green into the correct order.</p><p>a. I/posting?/Why/am</p><p>Is this something you really want to post, it/your personality/really/reflect/and values?/does</p><p>Don't follow the crowd or post just to gain attention, as you might not like the response you</p><p>get back.</p><p>b. I/kind?/Am/being</p><p>Treat others with the respect that you would like to receive yourself. If you read it about yourself,</p><p>would it make you feel good?</p><p>c. Is it really private?</p><p>inappropriate posts/People/excuse/often based on the idea that the conversation is private,</p><p>as it is on a private account. Consider how many connections you have, are all these people very</p><p>close friends? (…)</p><p>KIDSCAPE. Think before you post. 2022. Disponível em: www.kidscape.org.uk/advice/advice-for-young-people/dealing-with-</p><p>cyberbullying/think-before-you-post/. Acesso em: 18 jun. 2022.</p><p>4 Based on the text, who are the best people to get help from in case of getting cyberbullied?</p><p>51Review 1</p><p>D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 51D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 51 26/07/22 17:2326/07/22 17:23</p><p>Review: Simple Past/Past Continuous</p><p>4 Who was Coco Chanel? Read the following text about this fashion designer and complete it by</p><p>replacing each icon with a verb in the box. Use the simple past.</p><p>Read the following comic strip and do exercises 5 and 6.</p><p>5 Answer the following questions about the text.</p><p>a. What was Sluggo doing when a meteorite crashed through his roof?</p><p>b. What did the meteorite do to Sluggo’s house?</p><p>c. Why did Nancy say “How lucky can he get???”</p><p>6 Now focus on the following fragment and replace the icons with first action or second action</p><p>to complete the statements.</p><p>be • be born • create • die</p><p>JAIMES, Olivia. Nancy. 2022. Disponível em: www.gocomics.com/nancy/1998/07/07. Acesso em: 5 jun. 2022.</p><p>NA</p><p>NC</p><p>Y,</p><p>G</p><p>UY</p><p>G</p><p>IL</p><p>CH</p><p>RI</p><p>ST</p><p>©</p><p>1</p><p>99</p><p>8</p><p>GU</p><p>Y</p><p>&</p><p>B</p><p>RA</p><p>D</p><p>GI</p><p>LC</p><p>HR</p><p>IS</p><p>T</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>FO</p><p>R</p><p>UF</p><p>S</p><p>crash: bater, colidir lucky: sortudo/a</p><p>crater: cratera roof: telhado</p><p>CO</p><p>RB</p><p>IS</p><p>V</p><p>IA</p><p>G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>Coco Chanel</p><p>CRAVEN, Jo. Coco Chanel. Vogue, 22 abr. 2008. Disponível em:</p><p>www.vogue.co.uk/article/coco-chanel-biography. Acesso em: 18 jun. 2022.</p><p>Coco Chanel</p><p>(...) Gabrielle Bonheur “Coco” Chanel in</p><p>1883 and in 1971. She a new look for</p><p>women in the 20th century, creating clothes</p><p>that primarily comfortable.</p><p>“He was sleeping when it crashed through his roof”</p><p>first action second action</p><p>a. It is an action in progress in the past.</p><p>(= The is in the past continuous.)</p><p>b. It is a completed action in the past.</p><p>(= The is in the simple past.)</p><p>c. The [shorter action] interrupted the</p><p>[long action].</p><p>He = Sluggo / it = a meteorite</p><p>52</p><p>D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 52D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 52 26/07/22 17:2326/07/22 17:23</p><p>Nesta seção, reflita sobre a sua aprendizagem e, em seu</p><p>caderno, escreva a resposta a cada pergunta.</p><p>I. How well can you do this?</p><p>II. What learning resources have you used in Units 0-2?</p><p>The items in the box can help you.</p><p>III. What can you do to improve your learning?</p><p>Example: Listen to podcasts and songs in English.</p><p>• Dictionaries</p><p>• Internet</p><p>• Glossary</p><p>• Vocabulary Corner</p><p>• Language Reference +</p><p>Extra Practice</p><p>• Recommended Resources</p><p>• Other</p><p>Reading</p><p>• I can understand everyday signs and notices etc. in public places (e.g. streets,</p><p>railway stations).</p><p>• I can pick out the main information in simple articles in which illustrations and titles</p><p>support the meaning of the text.</p><p>• I can understand short narratives and descriptions of someone’s life that are written</p><p>in simple words.</p><p>Grammar • I can use the simple present.</p><p>• I can use the present continuous.</p><p>• I can use the simple past.</p><p>• I can use the past continuous.</p><p>Listening • I can catch the main point in short, clear, simple messages and announcements.</p><p>• I can understand and extract the essential information from short, recorded</p><p>passages dealing with everyday matters.</p><p>Speaking • I can agree and disagree with others.</p><p>• I can present my opinion in simple terms.</p><p>• I can give a short, rehearsed, basic presentation on a familiar subject.</p><p>• I can ask and answer questions and exchange ideas and information on familiar</p><p>topics in predictable everyday situations.</p><p>Writing • I can write a mind map.</p><p>• I can write an online comment.</p><p>• I can create short descriptive online posts about everyday matters.</p><p>• I can comment on other people’s online posts, provided that they are written in</p><p>simple language.</p><p>3 Not so well.1 Very well. 2 Well.</p><p>THINKING ABOUT LEARNING</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>53Review 1</p><p>D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 53D3-ING-F2-4114-V8-RW1-050a053-LA-G24.indd 53 26/07/22 17:2326/07/22 17:23</p><p>WORKING TOGETHER 1</p><p>In unit 1, you have talked about information overload and getting distracted. In this section, you</p><p>are going to talk about Internet safety and find some helpful tips on staying safe on social media.</p><p>1 Do you use social media? If so, what measures do usually take to stay safe online?</p><p>2 Before reading the following text, take a look at its structure, title and introductory paragraph.</p><p>What do you expect to read about?</p><p>3 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Para assistir a um breve vídeo que explora as quatro dicas apresentadas no texto “Social Media”, visite:</p><p>https://youtu.be/6iPKt6F64rc (Acesso em: 17 jun. 2022).</p><p>Le@rning on the web</p><p>PART OF THE</p><p>CYBER</p><p>SAFETY</p><p>VIDEO SERIESSocial Media</p><p>Social media can be a great way to connect with family and friends, share</p><p>memes, get a good laugh, watch videos, and catch up with the latest dance</p><p>craze or viral trend. Here are a few tips to make</p><p>sure your social media</p><p>experience is safe and secure!</p><p>Ensure your profile is set to</p><p>private.1.</p><p>Things posted online exist</p><p>FOREVER.2.</p><p>Report, block, or hide any person</p><p>bullying you or making you feel</p><p>uncomfortable online.</p><p>3.</p><p>Watch out for suspicious</p><p>messages!4.</p><p>PRIVACY</p><p>Deleting…</p><p>Hey there!</p><p>Want to get rich</p><p>quick by doing</p><p>nothing at all?</p><p>Click this link and</p><p>start earning</p><p>dollars while</p><p>chilling on your</p><p>couch!</p><p>bit.ly/this-is-not-a-fake</p><p>LOSER!!!</p><p>SCHOOLSAFETY.GOV. Social Media. [2022?].</p><p>Disponível em: www.schoolsafety.gov/sites/default/files/2021-05/Social%20Media.pdf. Acesso em: 17 jun. 2022.</p><p>DR</p><p>EY</p><p>KO</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>; D</p><p>RV</p><p>EC</p><p>TO</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>; H</p><p>EL</p><p>LY</p><p>H</p><p>AN</p><p>SE</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>; T</p><p>ON</p><p>KH</p><p>AO</p><p>W</p><p>AN</p><p>PI</p><p>YA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>54</p><p>D3-ING-F2-4114-V8-WT1-054e055-LA-G24.indd 54D3-ING-F2-4114-V8-WT1-054e055-LA-G24.indd 54 26/07/22 17:2526/07/22 17:25</p><p>4 Focus on the four tips mentioned in the text. Based on the following items (a-d), choose the tip</p><p>(1-4) that best relates to each of them.</p><p>a. Think about what you post. It can be almost impossible to delete it.</p><p>b. Be cautious when communicating with people you don’t know in person.</p><p>c. Don’t tolerate cyberbullying! Use privacy tools to report, block or mute people who are</p><p>aggressive or mean to you online.</p><p>d. Make sure your privacy settings on your social media platforms are secure and people don't</p><p>have access to your personal information.</p><p>5 Discuss the following questions with your classmates.</p><p>a. In your opinion, are the tips given in the text helpful? Have you put them into practice? If so,</p><p>which one(s)?</p><p>b. What other safety measures do you usually take in order to stay safe on social media?</p><p>6 Read the following TASK and complete it by working with your classmates collaboratively. The</p><p>main aim of the task is to get to know and share new tips on how teens can stay safe online.</p><p>TASK In small groups, try to think of as many tips as possible that can be useful for teens to</p><p>stay safe online. You can also visit the following websites to get some tips:</p><p>• www.connectsafely.org/social-web-tips-for-teens</p><p>• www.unicef.org/armenia/en/stories/10-tips-teens-can-stay-safe-online</p><p>• www.kidscape.org.uk/advice/advice-for-young-people/dealing-with-cyberbullying/</p><p>staying-safe-on-social-media</p><p>(Accessed on: July 1, 2022).</p><p>Try to choose from four to six tips that</p><p>you consider the most relevant ones to</p><p>be shared among your classmates. Then,</p><p>create a tip sheet similar to the one on the</p><p>previous page. Use visual elements such as</p><p>pictures and different font sizes to make it</p><p>more attractive. You and your classmates</p><p>can publish the tip sheets on the school</p><p>board or school website.</p><p>Think about it!</p><p>As redes sociais são uma forma de se conectar com amigos e familiares, compartilhar saberes e aprender sobre vários</p><p>assuntos. Podem, entretanto, gerar ansiedade, depressão, dispersão e até riscos à integridade física e moral devido à</p><p>exposição excessiva a dados ou imagens, à comparação da própria realidade com recortes da vida alheia idealizada,</p><p>à supervalorização do número de curtidas, amigos ou seguidores, entre outros fatores. Para você, o que as redes sociais</p><p>representam? O que você faz ou poderia fazer para se proteger dos possíveis efeitos negativos das redes sociais em sua vida?</p><p>TH</p><p>ER</p><p>OM</p><p>B/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>55Working Together 1</p><p>D3-ING-F2-4114-V8-WT1-054e055-LA-G24.indd 55D3-ING-F2-4114-V8-WT1-054e055-LA-G24.indd 55 26/07/22 17:2526/07/22 17:25</p><p>https://www.kidscape.org.uk/advice/advice-for-young-people/dealing-with-cyberbullying/staying-safe-on-social-media</p><p>https://www.kidscape.org.uk/advice/advice-for-young-people/dealing-with-cyberbullying/staying-safe-on-social-media</p><p>The pictures show different situations in which English can be used by</p><p>different people around the world. Do these different uses reflect the</p><p>definition of “English” presented on this page? Why (not)? In your opinion,</p><p>what does it mean to use the term “Englishes”?</p><p>GETTING STARTED</p><p>UNIT 33 THE FUTURE</p><p>OF ENGLISHES</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>RI</p><p>CC</p><p>AR</p><p>DO</p><p>P</p><p>IC</p><p>CI</p><p>NI</p><p>NI</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>ENGLISH. In: OXFORD Learner’s Dictionaries. 2022. Disponível em: www.oxfordlearnersdictionaries.</p><p>com/definition/english/english_1?q=English. Acesso em: 30 maio 2022.</p><p>www.oxfordlearnersdictionaries.com/</p><p>Definition ofEnglish nounfrom the Oxford Advanced Learner’s Dictionary</p><p>English noun</p><p>/ˈɪŋɡlɪʃ/</p><p>/ˈɪŋɡlɪʃ/</p><p>Idioms</p><p>1 [uncountable, countable]the language, originally of England,</p><p>now spoken in many other countries and used as a language of</p><p>international communication throughout the world</p><p>56</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 56D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 56 29/07/22 17:5929/07/22 17:59</p><p>https://www.oxfordlearnersdictionaries.com/us/</p><p>https://www.oxfordlearnersdictionaries.com/definition/english/english_1?q=English</p><p>https://www.oxfordlearnersdictionaries.com/definition/english/english_1?q=English</p><p>SK</p><p>YN</p><p>EX</p><p>T/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>Nesta unidade, você vai</p><p>• falar sobre o futuro da língua inglesa;</p><p>• usar will para falar sobre o futuro;</p><p>• explorar sinônimos (synonyms) em inglês;</p><p>• compreender e produzir gráficos (charts);</p><p>• explorar o tema contemporâneo transversal diversidade cultural.</p><p>KA</p><p>TE</p><p>K</p><p>UL</p><p>TS</p><p>EV</p><p>YC</p><p>H/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>FO</p><p>TO</p><p>LI</p><p>ZA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>ON</p><p>EI</p><p>NC</p><p>HP</p><p>UN</p><p>CH</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>57Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 57D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 57 26/07/22 17:3026/07/22 17:30</p><p>Before Reading</p><p>1 In your opinion, is English an easy or difficult language to learn? Why?</p><p>2 Before reading the following text, take a look at its title and subtitle. What do you expect to</p><p>read about?</p><p>Reading</p><p>3 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>https://web.archive.org/web/20220322022355/www.economist.com/</p><p>Prospero | Future English</p><p>Johnson: Simpler and more foreign</p><p>A few guesses as to what English will look like in the coming decades and centuries</p><p>July 3rd 2014</p><p>By R.L.G. | BERLIN</p><p>SEVERAL weeks ago, Johnson discussed his debate with Nicholas Ostler about the lingua</p><p>franca of the future. Johnson thinks that English has a very long run ahead of it. Mr. Ostler</p><p>sees English’s time as coming to an end, to be replaced by machine-translation tools that will</p><p>remove the need for people to learn to speak, read and write a lingua franca. But we agreed that</p><p>whatever the long run might look like, the next few decades are set. No language has anything</p><p>like a chance of displacing English.</p><p>Interestingly, about two-thirds of English-speakers are not first-language speakers of English.</p><p>To put it another way: English no longer belongs to England, to superpower America, or even to</p><p>the English-speaking countries generally. Rather, English is the world’s language. What happens to</p><p>a language when it becomes everybody’s? Shaped by the mouths of billions of non-native speakers,</p><p>what will the English of the future look like?</p><p>A look into the past can give us an idea. English is of course not the first language learned by</p><p>lots of non-natives. When languages spread, they also change. (…)</p><p>English may simplify because it is spreading. But it is spreading because it is expressive and</p><p>useful. Most of the world’s languages would love to have the problems that English has.</p><p>GREENE, R. L. Johnson: simpler and more foreign. The Economist, 3 jul. 2014. Disponível em: https://web.archive.org/web/20220322022355/</p><p>www.economist.com/prospero/2014/07/03/johnson-simpler-and-more-foreign. Acesso em: 22 mar. 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.E</p><p>CO</p><p>NO</p><p>M</p><p>IS</p><p>T.</p><p>CO</p><p>M</p><p>ST</p><p>OC</p><p>KP</p><p>HO</p><p>TO</p><p>SL</p><p>V/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>displace: substituir</p><p>foreign: estrangeiro/a</p><p>Menu Weekly edition Search</p><p>58</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 58D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd</p><p>58 26/07/22 17:3026/07/22 17:30</p><p>https://web.archive.org/web/20220322022355/www.economist.com/prospero/2014/07/03/johnson-simpler-and-more-foreign</p><p>https://web.archive.org/web/20220322022355/www.economist.com/prospero/2014/07/03/johnson-simpler-and-more-foreign</p><p>https://web.archive.org/web/20220322022355/www.economist.com/prospero/2014/07/03/johnson-simpler-and-more-foreign</p><p>4 Based on the author’s point of view, what is the future of English? Choose a or b.</p><p>a. English will never grow in usage and variety.</p><p>b. English may simplify because it is being used by more and more people.</p><p>5 Johnson is a journalist who works for The Economist, a weekly British newspaper. Who is Nicholas</p><p>Ostler? Make inferences. Choose a or b.</p><p>a. He is a language specialist. b. He is an economic specialist.</p><p>6 What do they say about the future of English? In your notebook, write I if the sentence refers to</p><p>Johnson’s opinion, II if it refers to Mr. Ostler’s opinion or III if it refers to the opinion of both.</p><p>a. English has a great future ahead of it.</p><p>b. No language will take the place of English in the next few decades.</p><p>c. People will use machine-translation tools to communicate.</p><p>7 According to the text, choose the terms that can be used to refer to English.</p><p>a. “world’s language”</p><p>b. “expressive and useful”</p><p>c. “belongs to England”</p><p>d. “belongs to superpower America”</p><p>8 Choose the pie chart that best illustrates the fragment “about two thirds of English-speakers are</p><p>not first-language speakers of English”.</p><p>9 Choose the correct statement about the fragment “Most of the world’s languages would love to</p><p>have the problems that English has”.</p><p>a. The fact that English is spreading is something negative.</p><p>b. The fact that English is spreading is something positive.</p><p>a. b. Native English</p><p>speakers</p><p>Non-native English</p><p>speakers</p><p>Non-native English</p><p>speakers</p><p>Native English</p><p>speakers</p><p>pie chart: gráfico de</p><p>setores (gráfico de pizza)</p><p>59Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 59D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 59 26/07/22 17:3026/07/22 17:30</p><p>a. In “Mr. Ostler sees English’s time as coming to an end”, to</p><p>come to an end means .</p><p>b. In “the next few decades are set.”, to set means .</p><p>c. In “No language has anything like a chance of displacing</p><p>English.”, to displace means .</p><p>d. In “English is of course not the first language learned by lots of non-natives.”, of course means .</p><p>e. In “it is expressive and useful”, useful means .</p><p>2 Replace each icon with a word or expression in bold from exercise 1 to complete the</p><p>following sentences.</p><p>a. English is an international language.</p><p>b. No second or foreign language has the power the first language.</p><p>c. Studying a foreign language is for many reasons and can help people broaden their</p><p>cultural horizons.</p><p>3 In your notebook, write sentences about the future of English with the words and expressions you</p><p>have learned. Then, exchange notebooks with a classmate and discuss the sentences.</p><p>Reading for Critical Thinking</p><p>10 Discuss the following questions with your classmates.</p><p>a. According to Nicholas Ostler, English is “to be replaced by</p><p>machine-translation tools that will remove the need for people to</p><p>learn to speak, read and write a lingua franca”. In your opinion, can</p><p>digital tools completely replace the need for people to learn a lingua</p><p>franca like English? Why (not)?</p><p>b. The text mentions language simplification as one of the consequences of the global spread of</p><p>the English language. In your opinion, does the spread of English bring more advantages or</p><p>disadvantages? Why?</p><p>Procure ter uma postura</p><p>crítica diante dos textos,</p><p>considerando novas</p><p>perspectivas sobre o tema</p><p>e relacionando-o com a</p><p>realidade à sua volta.</p><p>TIP</p><p>Observe o contexto para inferir</p><p>o significado de palavras e</p><p>expressões desconhecidas.</p><p>TIP</p><p>Synonyms</p><p>1 Replace each icon with an item in the box to complete the</p><p>following sentences. Try to infer the meaning of the words and</p><p>expressions in bold. Go back to the text on page 58 if necessary.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>helpful • obviously • to replace • to establish • to finish</p><p>VA</p><p>SI</p><p>LK</p><p>OV</p><p>S/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>GO TO VOCABULARY CORNER ON PAGE 178.</p><p>60</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 60D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 60 26/07/22 17:3026/07/22 17:30</p><p>©</p><p>PA</p><p>UL</p><p>R</p><p>AI</p><p>NE</p><p>2</p><p>01</p><p>2/</p><p>VI</p><p>SU</p><p>AL</p><p>LY</p><p>B</p><p>Y</p><p>RO</p><p>CK</p><p>C</p><p>ON</p><p>TE</p><p>NT</p><p>1 Before reading the text “English: The World Language”, take a look at its title and layout.</p><p>Then, choose the correct item that completes each sentence.</p><p>a. The text is</p><p>I. a mind map. II. an infographic.</p><p>b. The text contains</p><p>I. a flag, a map and pictures. II. charts, pictures and percentages.</p><p>Now read the text and do exercises 2-4.</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>RAINE, Paul. English: the world language. Visually. 2022. Disponível em: https://visual.ly/</p><p>community/Infographics/other/english-world-language. Acesso em: 30 maio 2022.</p><p>*Figures based on 2006 estimates | Sources: Saville-Troike, Muriel. Introducing Second Language Acquisition. Cambridge,</p><p>UK: Cambridge UP, 2006. http://unesdoc.unesco.org/images/0018/001870/187016e.pdf | http://en.wikipedia.org/wiki/English_</p><p>language | Wardhaugh, Ronald. Languages in Competition: Domincance, Diversity, and Decline. Oxford, UK: B. Blackwell, 1987.</p><p>This infographic. ©Paul Raine 2012.</p><p>61Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 61D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 61 26/07/22 17:3026/07/22 17:30</p><p>https://visual.ly/community/Infographics/other/english-world-language</p><p>https://visual.ly/community/Infographics/other/english-world-language</p><p>https://en.wikipedia.org/wiki/English_language</p><p>https://en.wikipedia.org/wiki/English_language</p><p>http://unesdoc.unesco.org/images/0018/001870/187016e.pdf</p><p>INTERVIEWER: Well, then how do you see yourself</p><p>in terms of the great tradition of</p><p>poetry in the English language?</p><p>WALCOTT: I don’t. I am primarily, absolutely</p><p>a Caribbean writer. The English</p><p>language is nobody’s special</p><p>property. It is the property of the</p><p>imagination: it is the property of</p><p>the language itself. I have never felt</p><p>inhibited in trying to write as well</p><p>as the greatest English poets. (…)</p><p>2 What is the main purpose of the text? Choose a or b.</p><p>a. To present some facts about English as a global language.</p><p>b. To present some expectations about the future of English.</p><p>3 Choose the correct statement about the text.</p><p>a. About 6.6% of the world’s population speak English.</p><p>b. There are more than 125 million speakers of English as a second language in India.</p><p>4 Choose the following fragment from the text “English: The World Language” that refers to the</p><p>fragment “about two-thirds of English-speakers are not first language speakers of English” (page 58).</p><p>a. “Non-native speakers outnumber native speakers of English by more than two to one.”</p><p>b. “1 in 5 of the world’s population speak English as either a native, second or foreign language.”</p><p>Think about it!</p><p>Você concorda com a citação “English belongs to everyone or to no one”, presente no infográfico da página anterior?</p><p>Por quê (não)? Na sua opinião, ela se refere à visão de inglês como língua franca? Por quê (não)?</p><p>5 Read a fragment of an interview with Derek Walcott (1930-2017), a Saint Lucian poet and</p><p>dramatist. Then, in pairs, discuss the following questions.</p><p>TO</p><p>M</p><p>H</p><p>ER</p><p>DE</p><p>/T</p><p>HE</p><p>B</p><p>OS</p><p>TO</p><p>N</p><p>GL</p><p>OB</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>a. Does Derek Walcott’s quote “The English language is nobody’s special property” relate to the</p><p>idea behind “English belongs to everyone or to no one”? Why (not)?</p><p>b. Do you agree with Derek Walcott? Why (not)?</p><p>HAMNER, Robert D. (Ed.). Critical perspectives on Derek Walcott. Colorado: Lynne Rienner Publishers, 1997. p. 73.</p><p>Derek Walcott</p><p>62</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 62D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 62 29/07/22 18:0029/07/22 18:00</p><p>4 Replace each icon with</p><p>before or after to complete the following statements.</p><p>a. In affirmative sentences about the future, we use will</p><p>the main verb (infinitive without to).</p><p>Example: English will have a great future ahead of it.</p><p>b. In interrogative sentences about the future, we use</p><p>will the subject.</p><p>Example: Will people learn to speak English in the future?</p><p>c. In negative sentences about the future, we use not</p><p>will and the main verb (infinitive without to).</p><p>Example: Mandarin will not displace English.</p><p>LANGUAGE IN USE</p><p>I. “machine-translation tools that will remove the need for people to (...).”</p><p>II. “what will the English of the future look like?”</p><p>AL</p><p>AN</p><p>O</p><p>DE</p><p>SI</p><p>GN</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>Future with Will</p><p>1 Read the following fragments from the text on page 58. Why is will used in the fragments?</p><p>Choose a or b.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>a. To make offers about the future.</p><p>b. To express opinions and expectations about the future.</p><p>2 Based on the text on page 58, what do Johnson and Mr. Ostler believe will not happen to English</p><p>in the future? Choose a, b or c.</p><p>a. English will not simplify in the future.</p><p>b. English won’t spread in the near future.</p><p>c. English will not be replaced by another language in the next</p><p>few decades.</p><p>3 Go back to exercise 2 and identify the future time expression used in each item.</p><p>’ll will</p><p>won’t will not</p><p>Language Note</p><p>Examples of future time expressions:</p><p>• in the future</p><p>• in a week/month/year</p><p>• next week/month/year etc.</p><p>Language Note</p><p>Short answers with will:</p><p>Yes, I/you/he/she/it/we/they will.</p><p>No, I/you/he/she/it/we/they won’t.</p><p>Language Note</p><p>63Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 63D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 63 26/07/22 17:3026/07/22 17:30</p><p>5 Choose the correct item that completes each sentence.</p><p>a. The data in the chart are represented by</p><p>I. bars (bar chart).</p><p>II. slices (pie chart).</p><p>Read the following chart and do exercises 5-7.</p><p>BUCHHOLZ, Katharina. Will higher education move online? Statista. 4 dez. 2020. Disponível</p><p>em: www.statista.com/chart/23695/higher-education-online. Acesso em: 30 maio 2022.</p><p>higher education:</p><p>ensino superior</p><p>Observe que gráficos que apresentam resultados de uma pesquisa de opinião (survey) costumam apresentar</p><p>informações sobre os respondentes e o período de coleta de dados.</p><p>TIP</p><p>False friends in exercise 5:</p><p>college = faculdade</p><p>data = dados</p><p>Language Note</p><p>ST</p><p>AT</p><p>IS</p><p>TA</p><p>64</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 64D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 64 26/07/22 17:3026/07/22 17:30</p><p>b. The chart shows survey responses to the question</p><p>I. “Will higher education move online?”.</p><p>II. “In five years, how do you think higher education will be carried out in your country?”.</p><p>c. The survey is about education that is provided by</p><p>I. universities and colleges.</p><p>II. primary and secondary schools.</p><p>6 Replace each icon with will or won’t to complete the following statement about the chart.</p><p>Globally, most participants believe that within five years, higher education in their country</p><p>be carried out only or mainly online. They think that online and in-person learning be</p><p>equally important.</p><p>7 Based on the chart, replace each icon with an appropriate percentage (%) to complete the</p><p>following sentences.</p><p>a. In Saudi Arabia, of respondents believe that higher</p><p>education will be delivered only or mainly online in five years.</p><p>b. of participants surveyed in Brazil think that within five</p><p>years, higher education in their country will be carried out</p><p>entirely or mostly online.</p><p>c. In Chile, of respondents believe that online and in-person</p><p>learning will be equally important.</p><p>8 What do you think about the future of online learning? Discuss it with your classmates.</p><p>9 Make a list of things that will help you improve your English in the future. In your notebook, write</p><p>sentences as in the examples. Then, exchange notebooks with a classmate and discuss the lists.</p><p>Examples: I will listen to songs and podcasts in English.</p><p>I will set some time to study English every day.</p><p>Think about it!</p><p>Você já teve alguma experiência com ensino remoto ou on-line? Em caso afirmativo, como foi? Na sua opinião, como as</p><p>tecnologias digitais poderiam ser melhor utilizadas na educação?</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>FI</p><p>ZK</p><p>ES</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>GO</p><p>OD</p><p>ST</p><p>UD</p><p>IO</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>A Biblioteca Pública de Nova Iorque (New York Public Library) publicou</p><p>uma lista de sites recomendados que oferecem recursos gratuitos</p><p>voltados para a aprendizagem de língua inglesa. Para conhecer esses</p><p>sites, visite www.nypl.org/blog/2012/11/28/11-great-free-websites-</p><p>practice-english (acesso em: 2 ago. 2022). Se possível, acesse alguns</p><p>desses sites para aumentar seu contato com o inglês e desenvolver</p><p>diferentes habilidades linguísticas (leitura, escrita, escuta, fala).</p><p>Le@rning on the web</p><p>65Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 65D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 65 02/08/22 16:1202/08/22 16:12</p><p>1 How much do you know about English around the world? Before</p><p>listening to part of a lecture by Dr. David Crystal, a respected language</p><p>specialist and professor, choose the statements that are correct about</p><p>the English language. Then, compare your answers with those of</p><p>a classmate.</p><p>a. English is a global language.</p><p>b. Linguists could anticipate the different varieties of English.</p><p>c. English is now spoken by over 2 billion people around the world.</p><p>2 Now listen to the recording and check your answers to exercise 1.</p><p>3 Listen to the recording again and choose the correct item that answers each question.</p><p>a. According to Crystal, what is the reason for the differences among “Englishes”?</p><p>I. Culture.</p><p>II. Linguistics.</p><p>b. According to Crystal, what happens when the language arrives in a particular place?</p><p>I. People adopt it, then they immediately adapt it to their own cultural background.</p><p>II. People adopt it, and they think it is going to stay the same despite their cultural background.</p><p>4 Listen to the recording once more and check your answers to exercise 3.</p><p>5 Listen to another part of the same lecture</p><p>and identify the two facts about English that</p><p>Crystal mentions.</p><p>a. There are thousands of differences</p><p>between British and American English.</p><p>b. William Shakespeare had a great influence</p><p>on the English language.</p><p>c. For every one native speaker, there are now</p><p>five non-native speakers.</p><p>d. New varieties of English are growing up</p><p>very rapidly.</p><p>6</p><p>6</p><p>6</p><p>7</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>PE</p><p>OP</p><p>LE</p><p>IM</p><p>AG</p><p>ES</p><p>.C</p><p>OM</p><p>-</p><p>YU</p><p>RI</p><p>A</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AT</p><p>GO</p><p>F.C</p><p>O</p><p>/ A</p><p>LA</p><p>M</p><p>Y</p><p>/ F</p><p>OT</p><p>OA</p><p>RE</p><p>NA</p><p>Dr. David Crystal</p><p>66</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 66D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 66 26/07/22 17:3026/07/22 17:30</p><p>6 According to Crystal, why are new varieties of English growing up so fast? Choose a or b.</p><p>a. Because of identity.</p><p>b. Because of the Internet.</p><p>7 Listen to the recording again and check your answers to exercises 5 and 6.7</p><p>Os áudios que você ouviu fazem parte de uma palestra, proferida em 2015, em que o linguista David Crystal fala sobre</p><p>The Future of Englishes. Para assisti-la na íntegra, visite https://youtu.be/MqqlSb9uGUQ (Acesso em: 30 maio 2022).</p><p>Le@rning on the web</p><p>Think about it!</p><p>Quais estratégias de aprendizagem de língua inglesa você já coloca em</p><p>prática? Quais você gostaria de adotar ou utilizar mais frequentemente?</p><p>8 Interview your classmates to find out about their resolutions to improve their English. Copy the</p><p>following table into your notebook. Then, replace the icons with your classmates’ names when</p><p>their answer is affirmative. Ask extra questions and take turns as in the example.</p><p>Find someone who will... Classmates’ names</p><p>listen to songs in English.</p><p>read comic strips in English.</p><p>practice English with friends.</p><p>watch movies with subtitles in English.</p><p>play</p><p>usar</p><p>um tradutor on-line.</p><p>What are the people in the photos doing? In your opinion, why is this activity an art form?</p><p>GETTING STARTED</p><p>UNIT 44 DANCING TO</p><p>SUCCESS Nesta unidade, você vai</p><p>• falar sobre dança;</p><p>• usar be going to para falar sobre o futuro;</p><p>• explorar sufixos (suffixes);</p><p>• compreender e produzir entrevistas (interviews); • explorar os temas contemporâneos transversais diversidade cultural, educação em direitos humanos e trabalho.</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>DI</p><p>DE</p><p>SI</p><p>GN</p><p>02</p><p>1/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>TH</p><p>OM</p><p>AS</p><p>B</p><p>AR</p><p>W</p><p>IC</p><p>K/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>M</p><p>AG</p><p>DA</p><p>_S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>EI</p><p>NP</p><p>HO</p><p>TO</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>71</p><p>70</p><p>Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 70-71</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 70-71</p><p>26/07/22 18:3426/07/22 18:34</p><p>Reading Comprehension</p><p>Prepare-se para ler o texto principal da unidade</p><p>(em Before Reading), faça atividades de</p><p>compreensão (em Reading) e reflita criticamente</p><p>sobre o texto lido (em Reading for Critical Thinking).</p><p>Before Reading</p><p>1 In your opinion, do we live in the age of information or in the age of distraction? Why?</p><p>2 Take a look at the layout and the structure of the following text. Then, choose the correct</p><p>statements about it.</p><p>a. The text is a mind map.</p><p>b. It contains a main topic and seven subtopics.</p><p>c. The structure of the text suggests that it offers a small number of tips.</p><p>3 Based on the topic “How to focus in the age of distraction”, what tips do you expect to find in</p><p>the text?</p><p>Reading</p><p>4 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Adaptado de: HOW to focus in the age of distraction. David Hopkins / Education & Leadership. 9 dez. 2013.</p><p>Disponível em: www.dontwasteyourtime.co.uk/social-network/how-to-focus-in-the-age-of-distraction/. Acesso em: 18 maio 2022.</p><p>24</p><p>©</p><p>L</p><p>EA</p><p>RN</p><p>IN</p><p>G</p><p>FU</p><p>ND</p><p>AM</p><p>EN</p><p>TA</p><p>LS</p><p>W</p><p>W</p><p>W</p><p>.L</p><p>EA</p><p>RN</p><p>IN</p><p>GF</p><p>UN</p><p>DA</p><p>M</p><p>EN</p><p>TA</p><p>LS</p><p>.C</p><p>OM</p><p>.A</p><p>U</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 24</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 24</p><p>03/08/22 12:0603/08/22 12:06</p><p>Vocabulary Study</p><p>Estude o vocabulário</p><p>de forma sistemática e</p><p>contextualizada.</p><p>Word Groups</p><p>1 Word groups are groups of words related to a common topic. Copy these</p><p>two diagrams into your notebook. Then, complete them by replacing each</p><p>icon with a word or expression from the text on page 24.</p><p>VOCABULARY STUDY ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>2 Add other words that you know to the diagrams in exercise 1.</p><p>Word Formation: Prefixes</p><p>3 Read the following fragments from the text on page 24 and focus</p><p>on the words in bold. Then, choose the correct item that completes</p><p>each sentence.</p><p>I. “Take time to reflect and review”</p><p>II. “Disconnection times: 8 a.m. – 10 a.m.”</p><p>a. We can infer that the prefix re- in review indicates</p><p>I. a repeated action. II. a different action.</p><p>b. We can infer that the prefix dis- in disconnection means</p><p>I. “the same as”. II. “the opposite of”.</p><p>Agrupar palavras e</p><p>expressões por campo</p><p>semântico pode ajudar</p><p>você a ampliar e fixar o</p><p>vocabulário aprendido.</p><p>TIP</p><p>O acréscimo de um prefixo</p><p>não modifica a classe</p><p>gramatical da palavra. Isso</p><p>acontece tanto em inglês</p><p>quanto em português.</p><p>TIP</p><p>A prefix goes at the</p><p>beginning of a word as in</p><p>review and disconnection.</p><p>Language Note</p><p>daily</p><p>activities</p><p>take a</p><p>showertimer</p><p>digital</p><p>devices</p><p>GO TO VOCABULARY CORNER ON PAGE 178</p><p>4 Only one of the following fragments from the text on page 24 contains a word with the prefix re-.</p><p>Which one? Choose a, b, c or d.</p><p>a. “Reading a book”</p><p>b. “Take time to reflect and review”</p><p>c. “Clean all dishes/Empty your sink”</p><p>d. “Refocus: stretch, walk, look at things</p><p>to do list”</p><p>26</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 26</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 26</p><p>26/07/22 17:1426/07/22 17:14</p><p>D3-ING-F2-4114-V8-CON-004a005-LA-G24.indd 4D3-ING-F2-4114-V8-CON-004a005-LA-G24.indd 4 03/08/22 12:0803/08/22 12:08</p><p>Para conhecer mais sobre a vida e carreira dos/as dançarinos/</p><p>as que aparecem nesta unidade (Ingrid Silva, Gabi Shull, Solomon</p><p>Golding e Kenta Kambara, respectivamente), visite:</p><p>• https://youtu.be/L9jNdJaVBBk</p><p>• https://youtu.be/QQVAHbAV8QM</p><p>• https://youtu.be/baimEzbvvAg</p><p>• https://youtu.be/hUrrvp8iu5A</p><p>(Acesso em: 31 maio 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>Read the following text about a dancer’s dream of performing at the Tokyo 2020 Paralympics.</p><p>Then, in small groups, discuss the questions about it.</p><p>https://widerimage.reuters.com/story/meet-the-japanese-wheelchair-dancer-who-</p><p>Meet the Japanese wheelchair dancer who dreams of performing</p><p>at Olympics ceremony</p><p>Tokyo, Japan</p><p>Photography by Kim Kyung-Hoon. Reporting by Linda Sieg.</p><p>Updated 3 Jul 2020</p><p>Whirling, spinning, reaching, grasping – Japanese wheelchair dancer Kenta Kambara’s emotive</p><p>performances are wordless testimony to artistic passion and possibility.</p><p>Born with spina bifida, a disorder that paralysed his lower body, Kambara aims to perform</p><p>at the Tokyo 2020 Paralympics opening or closing</p><p>ceremonies, seeking to send a message to disabled and</p><p>able-bodied people alike: it’s okay to be different.</p><p>“If you can’t walk with your legs, it’s okay to walk with</p><p>your hands. If there is something you want to do but</p><p>cannot, it’s okay to find another way,” Kambara, 34, a</p><p>computer systems engineer and father of a two-year-old</p><p>daughter, told Reuters. (…)</p><p>SIEG, Linda. Meet the Japanese wheelchair dancer who dreams of performing at Olympics Ceremony. Reuters, 3 jul. 2020. Disponível em: https://</p><p>widerimage.reuters.com/story/meet-the-japanese-wheelchair-dancer-who-dreams-of-performing-at-olympics-ceremony. Acesso em: 31 maio 2022.</p><p>• Qual mensagem Kenta Kambara deseja transmitir ao dançar nos</p><p>Jogos Paralímpicos de Tóquio?</p><p>• O que Kenta Kambara fala sobre querer fazer algo quando não</p><p>se consegue?</p><p>• A dança é um tipo de manifestação artística que faz com que as pessoas se comuniquem e se</p><p>expressem com o corpo. Quais outros tipos de arte possibilitam que as pessoas expressem seus</p><p>sentimentos? Com qual você mais se identifica? Por quê?</p><p>paralysed (BrE) = paralyzed (AmE)</p><p>Language Note</p><p>KI</p><p>M</p><p>K</p><p>YU</p><p>NG</p><p>H</p><p>OO</p><p>N</p><p>/ R</p><p>EU</p><p>TE</p><p>RS</p><p>/</p><p>FO</p><p>TO</p><p>AR</p><p>EN</p><p>A</p><p>Think about it!</p><p>Você já visitou alguma escola de dança? Se</p><p>possível, faça uma visita guiada a uma escola de</p><p>dança próxima de onde mora e procure conhecer</p><p>um pouco sobre as histórias de vida dos/as</p><p>dançarinos/as que já frequentaram e frequentam</p><p>o local. Busque conhecer também se a escola</p><p>desenvolve projetos inclusivos. Converse com</p><p>seus/suas colegas sobre essa experiência.</p><p>83Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 83</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 83</p><p>02/08/22 15:0102/08/22 15:01</p><p>ESCREVA AS RESPOSTAS DOS EXERCÍCIOS EM SEU CADERNO.</p><p>WRITING</p><p>1. Think of something to write about. You can write about an important relationship or anything you have deep feelings about. Anything can be the theme for a poem.</p><p>2. Focus on your theme and consider it from different angles. Get all your ideas down on paper.3. Do not worry about style, about writing in a beautiful or a poetic way. Focus on communicating an aspect of your experience. What makes the poem interesting is your unique perspective.</p><p>4. Then, start experimenting with the form of the poem. Try organizing your poem in different ways and see what happens. The length of the line can make the reader pay attention to certain words, for example.5. Exchange poems with a classmate and discuss them. Talk about how you feel when you read the poems.6. Make the necessary corrections.</p><p>7. Write the final version of your poem.</p><p>Ao revisar os poemas, considere,</p><p>por exemplo:</p><p>•objetivo: No poema, você</p><p>expressa seus sentimentos sobre</p><p>o tema?</p><p>•linguagem: A linguagem é usada</p><p>de forma criativa?</p><p>•ortografia: As palavras estão</p><p>escritas corretamente?</p><p>online games in English.</p><p>Student A: Will you listen to songs in English?</p><p>Student B: Sure! I love music! How about you?</p><p>Student A: I hope so. Sometimes I listen to rock songs in English.</p><p>Student B: Cool! Will you read comic strips in English?</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>Agreeing and Disagreeing:</p><p>I think so./I hope so.</p><p>I don’t think so./I hope not.</p><p>Language Note</p><p>AL</p><p>AN</p><p>O</p><p>DE</p><p>SI</p><p>GN</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>67Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 67D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 67 26/07/22 17:3026/07/22 17:30</p><p>In this unit you have read a chart from a survey on page 64. Charts can be used to display the</p><p>results of a survey in a visual way. There are many different types of charts. The two most common</p><p>are pie charts and bar charts. Pie charts work best when your data consist of several items. Bar</p><p>charts are often used when you want to present distributions of data over time.</p><p>Based on the charts you explored in this unit, it is your turn to conduct a survey and use charts to</p><p>display its results. You can conduct a survey on one of the following suggested topics.</p><p>• The future of English. What will happen to English in the future? Will English still be a global language?</p><p>• The future of online learning. Will online learning become more popular? Which digital tools will be</p><p>more useful for learning?</p><p>1 Before writing your text, replace each icon with an appropriate answer to complete the</p><p>following paragraph describing the elements of the writing context.</p><p>You are going to conduct a in order to find out people’s opinions about something in the</p><p>future. You are going to design a to display the results of your survey. You are going to use an</p><p>objective tone. Your text can be published on a traditional school board or on the Internet so that</p><p>other classmates and school members can read it.</p><p>2 Follow these instructions to write your text.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>1. Choose a topic for your survey and write two or three</p><p>questions about it. Make sure the survey questions invite</p><p>people to share their opinions/expectations about the</p><p>selected topic.</p><p>2. Write at least three possible answers for each question.</p><p>Make them short and clear. You can add another field to</p><p>allow a respondent to enter his/her own answer.</p><p>3. Have a classmate take your survey. This is a good way</p><p>to check if the questions and the answer options are</p><p>clear enough.</p><p>4. Submit your survey to your classmates, teachers and friends.</p><p>Try to have as many people as possible to take your survey.</p><p>5. Design charts to display the results of your survey. Choose</p><p>an appropriate type of chart to represent your data. Also,</p><p>remember to mention the number of respondents and the</p><p>data collection period.</p><p>6. Exchange charts with classmates and discuss the texts.</p><p>7. Make the necessary corrections.</p><p>8. Write the final version of the charts. You can use the</p><p>websites www.canva.com/graphs or www.onlinecharttool.</p><p>com (accessed on: May 30, 2022) to design them.</p><p>Ao revisar os textos,</p><p>considere, por exemplo:</p><p>•objetivo: As informações</p><p>estão adequadas ao objetivo</p><p>do texto?</p><p>•conteúdo: Os resultados da</p><p>pesquisa foram verificados</p><p>e calculados de forma</p><p>correta? Há informações</p><p>sobre os respondentes e o</p><p>período de consulta?</p><p>•linguagem: As perguntas</p><p>e as respostas estão</p><p>redigidas de maneira clara</p><p>e objetiva?</p><p>•leiaute: A organização</p><p>visual e o uso de cores</p><p>facilitam a rápida</p><p>compreensão das</p><p>informações?</p><p>Reescreva seu texto com</p><p>base na revisão feita por você</p><p>e seus/suas colegas.</p><p>TIP</p><p>3 It’s time to share the results of your survey with your classmates and other people.</p><p>68</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 68D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 68 26/07/22 17:3026/07/22 17:30</p><p>https://www.onlinecharttool.com/</p><p>https://www.onlinecharttool.com/</p><p>Para ler mais sobre o inglês como língua franca, visite:</p><p>• www.thoughtco.com/english-as-a-lingua-franca-elf-1690578</p><p>• www.thehistoryofenglish.com/issues_global.html</p><p>Para assistir a uma breve animação sobre a história do inglês no mundo, visite:</p><p>• https://youtu.be/mTOsxh4OcFU</p><p>(Acesso em: 30 maio 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>Read the chart "English Is the</p><p>Internet's Universal Language", which</p><p>compares the share of websites</p><p>using selected languages to the</p><p>estimated share of Internet users</p><p>speaking those languages. Then,</p><p>talk to a classmate and answer the</p><p>following questions.</p><p>• What is the most common language online? Based on the chart, which two</p><p>languages have a larger footprint online than they have in the real world?</p><p>• What is the percentage of all websites that use English as their content language? Are you surprised</p><p>with the statistics? Why (not)?</p><p>• What is the percentage of the world’s Internet users that are speakers of English? How do you feel</p><p>about the statistics?</p><p>• In your opinion, can language barriers exclude people from access to information and participation</p><p>in the digital world? Why (not)?</p><p>RICHTER, Felix. English is the Internet's universal</p><p>language. Statista. 21 fev. 2022. Disponível em:</p><p>www.statista.com/chart/26884/languages-on-the-</p><p>internet/. Acesso em: 30 maio 2022.</p><p>Think about it!</p><p>De acordo com o gráfico, 3,7% de usuários da internet falam português. Qual é a porcentagem de websites em língua</p><p>portuguesa? O que esses dados sugerem sobre a presença desse idioma na internet? A partir dos dados sobre a língua inglesa</p><p>apresentados no gráfico, qual a importância de aprender inglês para facilitar o acesso a conteúdos disponíveis na internet?</p><p>footprint: impacto, pegada</p><p>ST</p><p>AT</p><p>IS</p><p>TA</p><p>69Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 69D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 69 26/07/22 17:3026/07/22 17:30</p><p>What are the people in the photos doing? In your opinion, why is this activity</p><p>an art form?</p><p>GETTING STARTED</p><p>UNIT 44 DANCING TO</p><p>SUCCESS</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>DI</p><p>DE</p><p>SI</p><p>GN</p><p>02</p><p>1/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>EI</p><p>NP</p><p>HO</p><p>TO</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>70</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 70D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 70 26/07/22 17:5826/07/22 17:58</p><p>Nesta unidade, você vai</p><p>• falar sobre dança;</p><p>• usar be going to para falar sobre o futuro;</p><p>• explorar sufixos (suffixes);</p><p>• compreender e produzir entrevistas (interviews);</p><p>• explorar os temas contemporâneos transversais diversidade cultural,</p><p>educação em direitos humanos e trabalho.</p><p>TH</p><p>OM</p><p>AS</p><p>B</p><p>AR</p><p>W</p><p>IC</p><p>K/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>M</p><p>AG</p><p>DA</p><p>_S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>71Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 71D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 71 26/07/22 17:5826/07/22 17:58</p><p>Before Reading</p><p>1 Do you like dancing? Who do you admire as a dancer?</p><p>2 Before reading the following text, take a look at its structure, photo and first paragraph. Then,</p><p>answer the questions.</p><p>a. Who is Ingrid Silva? Where is she from?</p><p>b. What genre does the text belong to?</p><p>c. What do you expect to read about?</p><p>Reading</p><p>3 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>A partir do que já</p><p>sabemos sobre o gênero</p><p>de um texto, podemos</p><p>compreendê-lo melhor.</p><p>TIP</p><p>MILLER, Kelsey. My beauty uniform: Ingrid Silva. Cup of Jo, 27 fev. 2019. Disponível em:</p><p>https://cupofjo.com/2019/02/27/ingrid-silva-beauty-uniform/. Acesso em: 31 maio 2022.</p><p>rehearse: ensaiar</p><p>rising: em ascensão, emergente</p><p>since: desde (que)</p><p>unless: a menos que</p><p>(...)</p><p>Ingrid Silva grew up in Rio de Janeiro, Brazil, and moved to New York at the</p><p>age of 18 to study at Dance Theatre of Harlem. Ten years later, Ingrid is now a</p><p>leading member of the company and founder of EmpowHer New York, a global</p><p>women’s group. (...)</p><p>How does your day typically start?</p><p>I get up, grab some fruit and tea, and I’m at ballet class with the company</p><p>by 9 a.m. We break around 10:30 to eat something, then</p><p>rehearse until 5 or 6.</p><p>I’m usually home by around 7 p.m. — unless we’re performing. (…)</p><p>Have you seen more diversity in the dance world since you started?</p><p>Yes. Definitely. You see more dancers of color, for sure. But we still need a lot more — not just</p><p>one in a company. There are so many talented dancers all over the world, looking for opportunities.</p><p>The dance companies should be looking for us. If they want to build something for the next</p><p>generation, they need to make something that reflects the way the world looks.</p><p>And what about that rising generation of dancers? What would you want them to know?</p><p>That it’s so important to consistently believe in yourself and find the love for what you do. Being</p><p>a dancer is a full-time commitment and you have to trust yourself — and surround yourself with the</p><p>right people, who will keep encouraging you. Because you’re going to hear a lot of ‘No.’ Remaining</p><p>positive is key.</p><p>Thank you so much, Ingrid!</p><p>AN</p><p>A</p><p>PA</p><p>UL</p><p>A</p><p>TI</p><p>ZZ</p><p>I</p><p>HT</p><p>TP</p><p>S:</p><p>//C</p><p>UP</p><p>OF</p><p>JO</p><p>.C</p><p>OM</p><p>https://cupofjo.com/2019/02/27/ingrid-silva-beauty-uniform</p><p>FEBRUARY 27, 2019 STYLE BY KELSEY MILLER</p><p>72</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 72D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 72 26/07/22 17:5826/07/22 17:58</p><p>4 How is Ingrid Silva portrayed in the text? Choose the correct items.</p><p>a. As an inspiring professional ballet dancer.</p><p>b. As the founder of a global women’s group.</p><p>c. As the owner of a ballet company in New York.</p><p>5 In your notebook, write T (True) or F (False). Then, correct the false statements.</p><p>a. Ingrid Silva moved to New York to study ballet when she was eighteen.</p><p>b. She usually works from 9 a.m. until 7 p.m.</p><p>c. She believes that there is enough diversity in the dance world today.</p><p>d. She recommends that the rising generation of dancers should believe in themselves and</p><p>stay positive.</p><p>6 Choose a fragment from the text that is equivalent in meaning to each item as in the example.</p><p>Example: a. “grew up in Rio de Janeiro”</p><p>a. lived in Rio de Janeiro as a child</p><p>b. believe in yourself</p><p>c. a decision that requires time and dedication</p><p>d. staying positive is fundamental</p><p>Reading for Critical Thinking</p><p>7 Discuss the following questions with</p><p>your classmates.</p><p>a. In the interview, Ingrid Silva says</p><p>that “Being a dancer is a full-time</p><p>commitment and you have to trust</p><p>yourself”. What characteristics do</p><p>you consider really important in</p><p>order to become a successful ballet</p><p>dancer? Why?</p><p>b. Ingrid is now a role model to many</p><p>women in Brazil and in the world.</p><p>In your opinion, what other major</p><p>Brazilian figures in the arts can serve</p><p>as role models? Why?</p><p>Think about it!</p><p>Ao responder sobre a diversidade no mundo da dança, Ingrid Silva reconhece que houve conquistas, mas destaca a</p><p>necessidade de que haja muito mais. Na sua opinião, qual é a importância de que uma maior diversidade de pessoas</p><p>possa atuar na dança e em outras formas de arte? O que pode ser feito para favorecer isso?</p><p>CR</p><p>EA</p><p>TI</p><p>ST</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>73Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 73D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 73 26/07/22 17:5826/07/22 17:58</p><p>Word Formation: Suffixes</p><p>1 Read the following fragments from the text on page 72 and focus on the words in bold. Then,</p><p>choose the correct item that completes each sentence.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>I. “Yes. Definitely.”</p><p>II. “That it’s so important to consistently believe in yourself”</p><p>III. “Being a dancer is a full-time commitment”</p><p>a. We can infer that the suffix -ly in definitely and</p><p>consistently indicates</p><p>I. manner.</p><p>II. period of time.</p><p>b. We can infer that the suffix -ment in commitment forms</p><p>I. verbs.</p><p>II. nouns.</p><p>2 Read another part of the interview with Ingrid Silva. Then, copy the following table into your</p><p>notebook and complete it by replacing the icons with words from the text.</p><p>Em inglês, acrescenta-se o sufixo -ly a</p><p>adjetivos para formar advérbios</p><p>(consistent consistently), assim como</p><p>em português acrescenta-se o sufixo</p><p>-mente (consistente consistentemente).</p><p>TIP</p><p>O acréscimo de um sufixo</p><p>geralmente modifica</p><p>a classe gramatical da</p><p>palavra. Isso acontece</p><p>tanto em inglês quanto</p><p>em português.</p><p>TIP</p><p>Adjective</p><p>+</p><p>Suffix</p><p>=</p><p>Adverb</p><p>deep</p><p>-lyparticular</p><p>short</p><p>https://cupofjo.com/2019/02/27/ingrid-silva-beauty</p><p>Are there any performances you’re particularly proud of?</p><p>One ballet that meant a lot to me was Dancing on the Front</p><p>Porch of Heaven by Ulysses Dove. It’s about how nothing can</p><p>separate you from the one you love — not even death. I learned that</p><p>ballet shortly after my goddaughter passed away, so it was a story I</p><p>felt very deeply.</p><p>MILLER, Kelsey. My beauty uniform: Ingrid Silva. Cup of Jo, 27 fev. 2019. Disponível em:</p><p>https://cupofjo.com/2019/02/27/ingrid-silva-beauty-uniform/. Acesso em: 31 maio 2022.</p><p>GO TO VOCABULARY</p><p>CORNER ON PAGE 178.</p><p>74</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 74D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 74 26/07/22 17:5826/07/22 17:58</p><p>www.dailymail.co.uk</p><p>Schoolgirl who had her leg amputated above the</p><p>knee and her foot attached to the stump after</p><p>suffering rare bone cancer defies the odds to</p><p>become a ballet dancer</p><p>(…)</p><p>By FLORA DRURY FOR MAILONLINE</p><p>PUBLISHED: 00:10 BST, 22 June 2016 | UPDATED: 11:53 BST, 22 June 2016</p><p>Ballerina Gabi Shull had been dancing for three years when,</p><p>aged just nine, she was diagnosed with osteosarcoma in her knee</p><p>– leaving her parents fearing the worst.</p><p>But thanks to a ground-breaking operation which saw her foot</p><p>attached to her upper leg, and a lot of determination, the 14-year-old</p><p>is now back on her toes and hoping to inspire others. (…)</p><p>Debbie [Gabi’s mother] said: ‘She has done so much more than</p><p>anybody expected.</p><p>‘She is a determined kid and none of us view her as disabled.</p><p>At times we forget that she has the prosthetic.’</p><p>And Gabi has even bigger dreams for the future.</p><p>She said: ‘When I am older I would like to specialise in paediatrics at college or work as a</p><p>nurse or scientist looking to help find a cure for cancer.’</p><p>‘If I can beat cancer and live with a prosthetic leg and learn to do everything again - then I</p><p>believe I can do anything.’</p><p>1 Before reading the following text, take a look at its title, photo and caption. Then, choose the</p><p>correct item that completes each sentence.</p><p>a. The photo shows a young</p><p>I. competitive dancer. II. inexperienced dancer.</p><p>b. The text is about a young girl who lost part of her leg to cancer and</p><p>I. stopped doing ballet after it. II. continued doing ballet after it.</p><p>2 Now read the text to check your predictions.</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>paediatrics (BrE) = pediatrics (AmE)</p><p>specialise (BrE) = specialize (AmE)</p><p>Language Note</p><p>KE</p><p>IT</p><p>H</p><p>M</p><p>YE</p><p>RS</p><p>/</p><p>TN</p><p>S</p><p>/ Z</p><p>UM</p><p>A</p><p>PR</p><p>ES</p><p>S</p><p>/ I</p><p>M</p><p>AG</p><p>EP</p><p>LU</p><p>S</p><p>DRURY, Flora. Schoolgirl who had her leg amputated above the knee and her foot attached to the</p><p>stump after suffering rare bone cancer defies the odds to become a ballet dancer.</p><p>Mail Online, 22 jun. 2016. Disponível em: www.dailymail.co.uk/news/article-3653215/Schoolgirl-</p><p>leg-amputated-knee-foot-attached-stump-suffering-rare-bone-cancer-defies-odds-competitive-</p><p>ballet-dancer.html. Acesso em: 31 maio 2022.</p><p>(…) thanks to a groundbreaking</p><p>operation, in which her foot was</p><p>attached to what remained of</p><p>her leg, five years later she is</p><p>back on her toes - and dancing</p><p>competitively</p><p>75Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 75D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 75 02/08/22 14:2502/08/22 14:25</p><p>http://www.dailymail.co.uk/news/article-3653215/Schoolgirl-leg-amputated-knee-foot-attached-stump-suffering-rare-bone-cancer-defies-odds-competitive-ballet-dancer.html</p><p>3 Use fragments from the text to answer the following questions.</p><p>a. What happened to Gabi Shull when she was nine years old?</p><p>b. How does Debbie (Gabi’s mother) view her?</p><p>c. What does Gabi believe she can do?</p><p>4 According to the text, Gabi Shull “was diagnosed</p><p>with osteosarcoma in her knee”. What does the</p><p>word in bold mean? Use an expression from the text title to answer it. Try to infer its meaning.</p><p>5 Discuss the following questions with your classmates.</p><p>a. How do you think ballet has helped Gabi Shull through the process of overcoming a rare bone</p><p>cancer? What do you think of her attitude?</p><p>b. Why can Gabi be a role model to other people? Is she a role model to you? If so, what do you</p><p>admire about her?</p><p>c. Do you know other people who have overcome difficulties in life? If so, who? What happened to</p><p>them? What do you admire about them?</p><p>6 When talking about her dreams for the future, Gabi said “When I am older I would like to</p><p>specialise in paediatrics at college or work as a nurse or scientist looking to help find a cure for</p><p>cancer.” What about you? Talk about your dreams and projects for the future (long-term life</p><p>plans) with your classmates. Use the following expressions to help you.</p><p>Asking about future dreams and projects:</p><p>• What do you want to/wanna do when</p><p>you’re older?</p><p>• What are you going to/gonna be when</p><p>you grow up?</p><p>• What are you going to/gonna do in ten/</p><p>twenty/thirty years?</p><p>Talking about future dreams and projects:</p><p>• When I’m older, I want to/wanna…</p><p>• I’m going to/gonna be a/an…when I</p><p>grow up.</p><p>• In ten/twenty/thirty years, I’m going</p><p>to/gonna…</p><p>wanna want to</p><p>gonna going to</p><p>In spoken language, want to is often pronounced /’wɔ:nə/, and going to is often pronounced /’gɔ:nə/. This is sometimes</p><p>shown in writing as wanna and gonna, respectively, especially in American English.</p><p>Language Note</p><p>M</p><p>AS</p><p>TE</p><p>R1</p><p>30</p><p>5/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>76</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 76D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 76 26/07/22 17:5826/07/22 17:58</p><p>Future with Be Going To</p><p>1 Choose the two fragments from the text on page 72 that refer to the future.</p><p>a. “Ingrid Silva grew up in Rio de Janeiro, Brazil (...)”</p><p>b. “I’m usually home by around 7 p.m. (…)”</p><p>c. “(…) the right people, who will keep encouraging you.”</p><p>d. “Because you’re going to hear a lot of ‘No.’”</p><p>2 Go back to exercise 1, focus on the verb forms in bold and identify the ones in the future.</p><p>3 Now go back to item d in exercise 1 and focus on the verb form in bold. Then, choose the correct</p><p>item that answers each question.</p><p>a. Why is the verb form ’re going to hear used?</p><p>I. To talk about future plans and intentions.</p><p>II. To predict the future based on present evidence.</p><p>b. Which sentence is equivalent in meaning to “Because you’re going to hear a lot of ‘No.’”?</p><p>I. Because you wanna hear a lot of ‘No’. II. Because you’re gonna hear a lot of ‘No’.</p><p>Now read the following comic strip and do exercises 4 and 5.</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>4 Choose the correct statements about the comic strip.</p><p>a. The text shows a conversation between daughter (Gracie)</p><p>and father.</p><p>b. Gracie is not certain about what she is going to be in</p><p>the future.</p><p>c. Gracie believes that she is going to be more intelligent</p><p>when she gets older.</p><p>BA</p><p>LD</p><p>O,</p><p>C</p><p>AN</p><p>TÚ</p><p>&</p><p>C</p><p>AS</p><p>TE</p><p>LL</p><p>AN</p><p>OS</p><p>©</p><p>2</p><p>00</p><p>6</p><p>BA</p><p>LD</p><p>O</p><p>PA</p><p>RT</p><p>NE</p><p>RS</p><p>HI</p><p>P</p><p>/ D</p><p>IS</p><p>T.</p><p>B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>CANTÚ, Hector D.; CASTELLANOS, Carlos. Baldo. 2022. Disponível em: www.gocomics.com/baldo/2006/07/01. Acesso em: 31 maio 2022.</p><p>figure something out: descobrir algo</p><p>Comparative adjectives in the</p><p>comic strip:</p><p>old + er older (mais velho/a)</p><p>smart + er smarter (mais</p><p>inteligente)</p><p>tall + er taller (mais alto/a)</p><p>wise + r wiser (mais sábio/a)</p><p>Language Note</p><p>77Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 77D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 77 26/07/22 17:5826/07/22 17:58</p><p>I.</p><p>It’s okay. He’s gonna be okay.</p><p>Just get him out of here, Tony.</p><p>II.</p><p>What does your dad say?</p><p>— He doesn’t know. (…)</p><p>— Are you not going to tell him?</p><p>— Not yet, anyway.</p><p>5 Now focus on the second panel and choose the correct item that completes each statement.</p><p>a. In “I’m gonna be”, the verb form ’m gonna be is used</p><p>I. to talk about intentions. II. to talk about promises.</p><p>b. The time expression that refers to the future is</p><p>I. “I know exactly”. II. “when I grow up”.</p><p>6 What about you? What are you going to be/do when you grow up?</p><p>7 Do you know the British drama movie Billy Elliot? It is about an eleven-year-old boy becoming a</p><p>professional ballet dancer against his father’s wishes. Read the following movie script fragments</p><p>and focus on the verb forms in bold.</p><p>Now choose the correct item that completes each sentence.</p><p>a. In fragment I, the verb form ’s gonna be is used</p><p>I. to talk about future plans and intentions.</p><p>II. to predict the future based on present evidence.</p><p>b. In fragment II, the verb form Are… not going to tell is used</p><p>I. to talk about future plans and intentions.</p><p>II. to predict the future based on present evidence.</p><p>STUDYLIB. Billy Elliott script. 2013-2022. Disponível em: https://studylib.es/doc/9092134/billy-elliott-script. Acesso em: 31 maio 2022.</p><p>Think about it!</p><p>No filme Billy Elliot, o personagem de mesmo nome enfrenta preconceito ao querer se tornar um bailarino profissional.</p><p>Você conhece alguém que enfrenta ou já enfrentou uma situação semelhante? Na sua opinião, o que pode ser feito para</p><p>combater esse tipo de preconceito?</p><p>Em 2005, o filme Billy Elliot ganhou uma adaptação para o teatro. Billy Elliot – The Musical, que conta com música de</p><p>Elton John, é desde sua estreia um dos musicais de maior destaque, com produções não apenas no Reino Unido, mas</p><p>também na Austrália, nos Estados Unidos e ao redor do mundo. Para assistir ao trailer do musical e a entrevistas com o</p><p>elenco, visite a galeria de vídeos em: http://billyelliotthemusical.com/video-gallery. (Acesso em: 31 maio 2022).</p><p>Le@rning on the web</p><p>BB</p><p>C</p><p>FI</p><p>LM</p><p>S</p><p>/ W</p><p>OR</p><p>KI</p><p>NG</p><p>T</p><p>IT</p><p>LE</p><p>F</p><p>IL</p><p>M</p><p>S</p><p>/ P</p><p>HO</p><p>TO</p><p>12</p><p>/</p><p>IM</p><p>AG</p><p>EP</p><p>LU</p><p>S</p><p>78</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 78D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 78 26/07/22 17:5826/07/22 17:58</p><p>The movie Billy Elliot has inspired various young men around the world to follow their dreams and</p><p>become ballet dancers. One real story features the first black British male dancer at The Royal</p><p>Ballet, Solomon Golding. Read the following text about Solomon and do exercises 8 and 9.</p><p>8 Choose the correct statements about Solomon Golding.</p><p>a. Solomon was born in Tottenham.</p><p>b. He related to the movie Billy Elliot because of his family background and love for ballet.</p><p>c. He became a dancer with The Royal Ballet in 2013.</p><p>d. He always heard positive comments about his passion to become a ballet dancer.</p><p>9 Now focus on the quote by Solomon. In “ballet is what I am going to do”, why is the future with</p><p>be going to used? Choose a or b.</p><p>a. To talk about future plans and intentions.</p><p>b. To predict the future based on present evidence.</p><p>www.itv.com/news/2016-08-11/real-stories-black-british-male-ballet-dancer-</p><p>Real Stories: Black British male ballet dancer makes history</p><p>EDUCATION | SPORT | AND FINALLY | REAL STORIES WITH RANVIR SINGH</p><p>Thursday 11 August 2016, 12:29pm</p><p>(…)</p><p>The Tottenham born dancer fell in love with ballet at the age of</p><p>ten and credits the film Billy Elliot as his inspiration.</p><p>“I’d seen and it really kind of resonated with me, the whole working</p><p>class thing and this boy wanting to do ballet in a classroom of girls,</p><p>I was just blown away by it so that was the moment when I was like,</p><p>ballet is what I am going to do.”</p><p>Solomon</p><p>He became a full member of the Royal Ballet company in 2013 -</p><p>but his journey to the top wasn’t without its struggles - he grew up</p><p>with many negative comments about his passion to dance. (…)</p><p>REAL stories: Black British male ballet dancer makes history. ITV NEWS, 11 ago. 2016. Disponível em: www.itv.com/news/2016-08-11/real-stories-</p><p>black-british-male-ballet-dancer-makes-history. Acesso em: 31 maio 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.IT</p><p>V.</p><p>CO</p><p>M</p><p>blow away: impressionar</p><p>resonate: repercutir</p><p>struggle: luta, esforço</p><p>GO TO LANGUAGE REFERENCE</p><p>+ EXTRA PRACTICE ON PAGE 186.</p><p>Think about it!</p><p>Na sua opinião, ainda há preconceito em relação a homens e/ou negros fazerem balé? Em</p><p>quais outras profissões as pessoas costumam sofrer discriminação de gênero e/ou etnia?</p><p>Para conhecer mais</p><p>sobre a história de</p><p>Solomon Golding, leia a</p><p>biografia dele em: www.</p><p>solomongolding.com/bio.</p><p>(Acesso em: 31 maio 2022).</p><p>Le@rning</p><p>on the web</p><p>RO</p><p>YA</p><p>L</p><p>OP</p><p>ER</p><p>A</p><p>HO</p><p>US</p><p>E/</p><p>AR</p><p>EN</p><p>AP</p><p>AL</p><p>/A</p><p>GB</p><p>P</p><p>HO</p><p>TO</p><p>L</p><p>IB</p><p>RA</p><p>RY</p><p>Watch Live Full Series Shows Categories News</p><p>79Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 79D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 79 26/07/22 17:5826/07/22 17:58</p><p>www.itv.com/news/2016-08-11/real-stories-black-british-male-ballet-dancer-makes-history</p><p>www.itv.com/news/2016-08-11/real-stories-black-british-male-ballet-dancer-makes-history</p><p>www.itv.com/news/2016-08-11/real-stories-black-british-male-ballet-dancer-makes-history</p><p>1 Take a look at this picture and based on what you know</p><p>about the woman in the photo, ask and answer the following</p><p>questions in pairs.</p><p>a. What is her name?</p><p>b. Where is she from?</p><p>c. Where does she live?</p><p>d. What is her occupation?</p><p>2 Now listen to part of a short documentary about Ingrid Silva.</p><p>What does she say about ballet? Choose a or b.</p><p>a. Ballet is very extreme at times.</p><p>b. Ballet is the art form that gets perfect.</p><p>3 Listen to the recording again and, in your notebook, write T</p><p>(True) or F (False). Then, correct the false statements.</p><p>a. She had the idea that she could become a professional dancer.</p><p>b. She mentions that there are many black ballerinas in Brazil.</p><p>c. Ingrid saw many dancers that looked like her at the Dance Theatre of Harlem.</p><p>d. Ingrid says that professional dancers are under enormous pressure to perform well.</p><p>8</p><p>8</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>ER</p><p>IK</p><p>A</p><p>GA</p><p>RR</p><p>ID</p><p>O</p><p>4 Listen to the recording once more and check your answers to exercises 2 and 3.8</p><p>Criado em 1995, o projeto Dançando para Não Dançar oferece suporte socioeducativo a crianças de mais de dez</p><p>comunidades da cidade do Rio de Janeiro. Além das aulas de dança, as crianças têm aula de idiomas (inglês e</p><p>alemão) e reforço escolar. Para conhecer mais sobre o projeto, visite: www.dpnd.org/conheca-a-dpnd/o-projeto</p><p>(Acesso em: 31 maio 2022).</p><p>Le@rning on the web</p><p>Think about it!</p><p>Ingrid Silva é brasileira, mora nos Estados Unidos e usa a língua inglesa no seu cotidiano para se comunicar com</p><p>pessoas de diferentes lugares. No trecho do documentário reproduzido, em “I didn’t have no idea that I could become a</p><p>professional dancer (...) there is not many black ballerinas.”, percebemos que há dois exemplos (grifados em negrito) de</p><p>uso da língua que não estão de acordo com o que está prescrito na norma-padrão (any e there are, respectivamente).</p><p>Na sua opinião, isso comprometeu a mensagem que Ingrid gostaria de transmitir? Por quê (não)? Para você, o que pode</p><p>impedir o entendimento entre pessoas de culturas diferentes que falam a língua inglesa?</p><p>5 Are there any dance projects in your community like Dançando para Não Dançar? If so, what</p><p>are they?</p><p>80</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 80D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 80 29/07/22 18:0229/07/22 18:02</p><p>M</p><p>AS</p><p>TE</p><p>R1</p><p>30</p><p>5/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>6 Discuss the following questions with your classmates. Use expressions from the Language Note</p><p>box to help you.</p><p>a. Ingrid Silva believes that it is important to</p><p>have someone who looks like you as a role</p><p>model. Do you agree with her? Who is your</p><p>role model? Why?</p><p>b. Ingrid Silva is an example of a successful</p><p>ballerina because of her perseverance</p><p>and hard work. In your view, what</p><p>characteristics are important for someone</p><p>to follow their dreams?</p><p>7 Based on the following text, why is the Dance Theatre of Harlem a good example of a dance</p><p>institution that embraces diversity? Discuss it with your classmates.</p><p>Asking for an opinion: What do you think?/Do you agree?/</p><p>How do you feel about that?</p><p>Expressing an opinion: In my opinion.../I believe that.../</p><p>In my view...</p><p>Agreeing: I agree with you./I guess you’re right./</p><p>Absolutely./Tell me about it!</p><p>Disagreeing: I don’t agree with you./I totally disagree./</p><p>I’m afraid that’s not true.</p><p>Language Note</p><p>www.dancetheatreofharlem.</p><p>Dance Theatre of Harlem is a leading</p><p>dance institution of unparalleled global</p><p>acclaim whose mission is to:</p><p>• Present a ballet Company of African</p><p>American and other racially diverse</p><p>artists who perform the most</p><p>demanding repertory at the highest</p><p>level of quality;</p><p>• Maintain a world-class school that</p><p>trains young people in classical ballet</p><p>and the allied arts and;</p><p>• Provide arts education, community</p><p>outreach programs, and positive role</p><p>models for all.</p><p>DANCE THEATRE OF HARLEM. Who we are. 2022. Disponível em: www.</p><p>dancetheatreofharlem.org/who-we-are/. Acesso em: 31 maio 2022.</p><p>Além de Ingrid Silva, existe outra pessoa do Brasil que faz parte da companhia de dança Dance Theatre of Harlem</p><p>(Dylan Santos, de São Paulo). Para conhecer outros/as dançarinos/as e entender melhor as atividades desenvolvidas</p><p>pela companhia de dança, visite: www.dancetheatreofharlem.org/ (acesso em: 31 maio 2022). É possível também</p><p>acessar vídeos em que os/as dançarinos/as ensinam alguns movimentos do balé em: www.dancetheatreofharlem.org/</p><p>instructionalvideos/ (Acesso em: 31 maio 2022).</p><p>Le@rning on the web</p><p>81Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 81D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 81 02/08/22 14:2502/08/22 14:25</p><p>https://www.dancetheatreofharlem.org/who-we-are/</p><p>www.dancetheatreofharlem.org/instructionalvideos/</p><p>www.dancetheatreofharlem.org/instructionalvideos/</p><p>In this unit you have read parts of an interview with Ingrid Silva, a Brazilian ballerina, on pages</p><p>72 and 74. An interview is a conversation between two or more people in which questions are asked</p><p>by the interviewer to elicit information (past experiences, future projects, personal views, facts, etc.).</p><p>An account or a reproduction of such a conversation is also called an interview. Interviews can be</p><p>used in different contexts such as journalism and research.</p><p>Based on the parts of an interview you explored in this unit, it is your turn to conduct an interview</p><p>to get to know about a community member you admire. It can be a good opportunity to learn</p><p>inspiring values!</p><p>1 Before writing your text, replace each icon with an appropriate answer to identify the elements</p><p>of the writing context.</p><p>a. Writer: you</p><p>b. Readers: classmates and other people</p><p>c. Genre:</p><p>d. Objective: to get to know about a you admire</p><p>e. Style: informal tone</p><p>f. Media: school board/school website</p><p>2 Follow these instructions to write your text.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>3 It’s time to share your interview with your classmates and other people. You can publish it on the</p><p>school board or school website.</p><p>1. Choose a community member to interview.</p><p>2. Prepare for the interview. Write down a list of questions to</p><p>guide you through the interview.</p><p>3. Conduct the interview. You can record it and/or take notes.</p><p>Be friendly and polite.</p><p>4. Read your notes and/or listen to your recording again to</p><p>select the most interesting answers.</p><p>5. Organize your text. Check it to see if the questions can be</p><p>organized in a different order.</p><p>6. Include a picture of the person you are writing about to</p><p>illustrate your interview.</p><p>7. Exchange interviews with a classmate and discuss</p><p>both texts. Try to make some suggestions on your</p><p>classmate’s text.</p><p>8. Make the necessary corrections.</p><p>9. Write the final version of the interview.</p><p>Ao revisar as entrevistas,</p><p>considere, por exemplo:</p><p>•objetivo: As informações</p><p>estão adequadas a seu</p><p>objetivo e ao público-alvo</p><p>do texto?</p><p>•linguagem: As perguntas</p><p>e as respostas estão</p><p>redigidas de maneira clara</p><p>e objetiva?</p><p>•leiaute: A organização</p><p>visual facilita a</p><p>compreensão das</p><p>informações?</p><p>Reescreva seu texto com</p><p>base na revisão feita</p><p>por você</p><p>e seus/suas colegas.</p><p>TIP</p><p>82</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 82D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 82 26/07/22 17:5926/07/22 17:59</p><p>Para conhecer mais sobre a vida e carreira dos/as dançarinos/as</p><p>que aparecem nesta unidade (Ingrid Silva, Gabi Shull, Solomon</p><p>Golding e Kenta Kambara, respectivamente), visite:</p><p>• https://youtu.be/L9jNdJaVBBk</p><p>• https://youtu.be/QQVAHbAV8QM</p><p>• https://youtu.be/baimEzbvvAg</p><p>• https://youtu.be/hUrrvp8iu5A</p><p>(Acesso em: 31 maio 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>Read the following text about a dancer’s dream of performing at the Tokyo 2020 Paralympics.</p><p>Then, in small groups, discuss the questions about it.</p><p>https://widerimage.reuters.com/story/meet-the-japanese-wheelchair-dancer-who-</p><p>Meet the Japanese wheelchair dancer who dreams of performing</p><p>at Olympics ceremony</p><p>Tokyo, Japan</p><p>Photography by Kim Kyung-Hoon. Reporting by Linda Sieg.</p><p>Updated 3 Jul 2020</p><p>Whirling, spinning, reaching, grasping – Japanese wheelchair dancer Kenta Kambara’s emotive</p><p>performances are wordless testimony to artistic passion and possibility.</p><p>Born with spina bifida, a disorder that paralysed his lower body, Kambara aims to perform</p><p>at the Tokyo 2020 Paralympics opening or closing</p><p>ceremonies, seeking to send a message to disabled and</p><p>able-bodied people alike: it’s okay to be different.</p><p>“If you can’t walk with your legs, it’s okay to walk with</p><p>your hands. If there is something you want to do but</p><p>cannot, it’s okay to find another way,” Kambara, 34, a</p><p>computer systems engineer and father of a two-year-old</p><p>daughter, told Reuters. (…)</p><p>SIEG, Linda. Meet the Japanese wheelchair dancer who dreams of performing at Olympics Ceremony. Reuters, 3 jul. 2020. Disponível em: https://</p><p>widerimage.reuters.com/story/meet-the-japanese-wheelchair-dancer-who-dreams-of-performing-at-olympics-ceremony. Acesso em: 31 maio 2022.</p><p>• Qual mensagem Kenta Kambara deseja transmitir ao dançar nos</p><p>Jogos Paralímpicos de Tóquio?</p><p>• O que Kenta Kambara fala sobre querer fazer algo quando não</p><p>se consegue?</p><p>• A dança é um tipo de manifestação artística que faz com que as pessoas se comuniquem e se</p><p>expressem com o corpo. Quais outros tipos de arte possibilitam que as pessoas expressem seus</p><p>sentimentos? Com qual você mais se identifica? Por quê?</p><p>paralysed (BrE) = paralyzed (AmE)</p><p>Language Note</p><p>KI</p><p>M</p><p>K</p><p>YU</p><p>NG</p><p>H</p><p>OO</p><p>N</p><p>/ R</p><p>EU</p><p>TE</p><p>RS</p><p>/</p><p>FO</p><p>TO</p><p>AR</p><p>EN</p><p>A</p><p>Think about it!</p><p>Você já visitou alguma escola de dança? Se</p><p>possível, faça uma visita guiada a uma escola de</p><p>dança próxima de onde mora e procure conhecer</p><p>um pouco sobre as histórias de vida dos/as</p><p>dançarinos/as que já frequentaram e frequentam</p><p>o local. Busque conhecer também se a escola</p><p>desenvolve projetos inclusivos. Converse com</p><p>seus/suas colegas sobre essa experiência.</p><p>83Unit 4</p><p>D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 83D3-ING-F2-4114-V8-U04-070a083-LA-G24.indd 83 02/08/22 16:1202/08/22 16:12</p><p>https://widerimage.reuters.com/story/meet-the-japanese-wheelchair-dancer-who-dreams-of-performing-at-olympics-ceremony</p><p>REVIEW 2 • UNITS 3 & 4</p><p>READING COMPREHENSION</p><p>1 What languages would you like to speak?</p><p>Read the following text and do exercises 2-4.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>2 Based on the text, choose the correct sentences.</p><p>a. Language is an important part of culture.</p><p>b. English and German are from different language families.</p><p>c. Approximately 5,000 languages are spoken in the world today.</p><p>3 According to the text “World Languages”, what do experts say about the future of the languages</p><p>of the world? Choose a or b.</p><p>a. They think that the number of languages will grow in the future.</p><p>b. They believe that the number of languages will decrease in the future.</p><p>4 Choose the correct item that completes each sentence.</p><p>World Languages</p><p>(…) Language is one of the most</p><p>defining characteristics of culture.</p><p>Language reflects what people value</p><p>and the way they understand the</p><p>world. It also reveals how certain</p><p>groups of people may have had</p><p>common roots at some point in</p><p>history. For example, English and</p><p>German are two very different</p><p>languages, but both are part of the</p><p>same Indo-European language family.</p><p>This means that these two languages</p><p>share certain characteristics that</p><p>suggest they have evolved from a</p><p>common ancestor language. (…)</p><p>About 5,000 languages are spoken</p><p>in the world today, but experts think</p><p>many may become extinct as more</p><p>people become involved in global</p><p>trade, communications, and travel.</p><p>NATIONAL GEOGRAPHIC KIDS. Student world atlas. 3. ed. Washington, DC: National Geographic Society, 2009. p. 38.</p><p>LI</p><p>TT</p><p>LE</p><p>_M</p><p>ON</p><p>ST</p><p>ER</p><p>_2</p><p>07</p><p>0/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>a. In “It reflects what people value”,</p><p>It refers to</p><p>I. language. II. culture.</p><p>b. In “and the way they understand the world”,</p><p>they refers to</p><p>I. characteristics. II. people.</p><p>84</p><p>D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 84D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 84 26/07/22 18:0026/07/22 18:00</p><p>REVIEW 2 • UNITS 3 & 4</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LANGUAGE IN USE</p><p>Future with Will</p><p>1 Replace the icons with will + the verbs in the box to complete the following quotes.</p><p>Future with Be Going To</p><p>Read the following comic strip and do exercises 2 and 3.</p><p>CRAVENS, Greg. The Buckets. 2022. Disponível em: www.gocomics.com/thebuckets/2012/06/18. Acesso em: 18 jun. 2022.</p><p>BE</p><p>TT</p><p>M</p><p>AN</p><p>N</p><p>AR</p><p>CH</p><p>IV</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES d. “As you grow older,</p><p>you that you have</p><p>two hands, one for</p><p>helping yourself, the</p><p>other for helping</p><p>others.”</p><p>Audrey Hepburn</p><p>c. “I have a dream that my</p><p>four little children will</p><p>one day live in a nation</p><p>where they by the color</p><p>of their skin, but by the</p><p>content of their character.”</p><p>Martin Luther King, Jr.AR</p><p>CH</p><p>IV</p><p>E</p><p>PH</p><p>OT</p><p>OS</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>READ Martin Luther King Jr.'s “I Have a Dream” speech in</p><p>its entirety. NPR, 14 jan. 2022. Disponível em: www.npr.</p><p>org/2010/01/18/122701268/i-have-a-dream-speech-in-its-entirety.</p><p>Acesso em: 21 jun. 2022.</p><p>CSCAZ. Inspirational quotes about volunteering and giving back.</p><p>20 jun. 2019. Disponível em: https://cscaz.org/inspirational-quotes-</p><p>about-volunteering-and-giving-back/. Acesso em: 21 jun. 2022. *</p><p>*A página está indisponível desde 20 abr. 2023.</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>a. “Give light and</p><p>people the way.”</p><p>Ella Baker</p><p>SUPPORT ELLA BAKER DAY. Quotes by and</p><p>about Ella Baker. 2015. Disponível em: www.supportellabakerday.</p><p>com/ella-baker-quotes.html. Acesso em: 11 jul. 2022.</p><p>GR</p><p>EY</p><p>82</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>TH</p><p>E</p><p>BU</p><p>CK</p><p>ET</p><p>S,</p><p>G</p><p>RE</p><p>G</p><p>CR</p><p>AV</p><p>EN</p><p>S</p><p>©</p><p>2</p><p>01</p><p>2</p><p>GR</p><p>EG</p><p>C</p><p>RA</p><p>VE</p><p>NS</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>b. “Computers</p><p>themselves, and</p><p>software yet to be</p><p>developed, the</p><p>way we learn.”</p><p>Steve Jobs</p><p>CHARLTON HOUSE. Computing. 2022. Disponível em:</p><p>https://charltonhouseindependentschool.co.uk/computing/.</p><p>Acesso em: 11 jul. 2022.</p><p>discover • find • not be judged • revolutionize</p><p>85Review 2</p><p>D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 85D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 85 25/04/23 10:3325/04/23 10:33</p><p>https://www.supportellabakerday.com/ella-baker-quotes.html</p><p>https://www.supportellabakerday.com/ella-baker-quotes.html</p><p>https://www.npr.org/2010/01/18/122701268/i-have-a-dream-speech-in-its-entirety</p><p>https://www.npr.org/2010/01/18/122701268/i-have-a-dream-speech-in-its-entirety</p><p>https://cscaz.org/inspirational-quotes-about-volunteering-and-giving-back/</p><p>https://cscaz.org/inspirational-quotes-about-volunteering-and-giving-back/</p><p>CLIMO, Liz. Liz Climo Cartoons. 2022. Disponível em: www.</p><p>gocomics.com/liz-climo-cartoons/2018/08/31. Acesso em:</p><p>18 jun. 2022.</p><p>2 Focus on the fragment “Well, you’re gonna grow up, I’m sure” and choose the correct item that</p><p>completes each statement.</p><p>a. The verb form ’re gonna grow up is used</p><p>I. to make a decision at the moment of speaking.</p><p>II. to predict the future based on present evidence.</p><p>b. The sentence that is equivalent in meaning</p><p>to the fragment is</p><p>I. Well, you wanna grow up, I’m sure.</p><p>II. Well, you’re going to grow up, I’m sure.</p><p>3 Choose the correct item that answers each question about the text.</p><p>Read the following text and do exercises 4 and 5.</p><p>4 Choose the correct statements about the text.</p><p>a. The characters are talking about the</p><p>weather.</p><p>b. “Gonna” and “bro” are examples of</p><p>words used in formal language.</p><p>c. The verb form ’s gonna rain refers</p><p>to an event in the future.</p><p>d. The dinosaur couldn’t help the</p><p>rabbit.</p><p>5 Why is the future with be going to</p><p>used in the text? Choose a or b.</p><p>a. To talk about future plans and</p><p>intentions.</p><p>b. To predict the future based on</p><p>present evidence.</p><p>a. In “Those other things”, what does those</p><p>refer to?</p><p>I. Grow up.</p><p>II. Cure cancer, be a famous actor and</p><p>travel to Mars.</p><p>b. Which sentence is equivalent in meaning to</p><p>“I want to stay little forever”?</p><p>I. I wanna stay little forever.</p><p>II. I’m gonna stay little forever.</p><p>©</p><p>L</p><p>IZ</p><p>C</p><p>LI</p><p>M</p><p>O/</p><p>NE</p><p>W</p><p>L</p><p>EA</p><p>F</p><p>86</p><p>D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 86D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 86 26/07/22 18:0026/07/22 18:00</p><p>Nesta seção, reflita sobre a sua aprendizagem e, em seu</p><p>caderno, escreva a resposta a cada pergunta.</p><p>I. How well can you do this?</p><p>II. What learning resources have you used in Units 3-4?</p><p>The items in the box can help you.</p><p>III. What can you do to improve your learning?</p><p>Example: Read magazines and books in English to identify new words formed with prefixes</p><p>and suffixes.</p><p>• Dictionaries</p><p>• Internet</p><p>• Glossary</p><p>• Vocabulary Corner</p><p>• Language Reference +</p><p>Extra Practice</p><p>• Recommended Resources</p><p>• Other</p><p>Reading • I can pick out the main information in simple articles in which illustrations and titles</p><p>support the meaning of the text.</p><p>• I can understand the main points of short texts dealing with everyday topics.</p><p>Grammar</p><p>• I can use the future with will.</p><p>• I can use the future with be going to.</p><p>Listening • I can catch the main point in short, clear, simple messages and announcements.</p><p>• I can understand and extract the essential information from short, recorded</p><p>passages dealing with everyday matters.</p><p>Speaking</p><p>• I can agree and disagree with others.</p><p>• I can present my opinion in simple terms.</p><p>• I can ask and answer questions about plans and intentions.</p><p>• I can give a short, rehearsed, basic presentation on a familiar subject.</p><p>• I can make myself understood in an interview and communicate ideas and</p><p>information on familiar topics.</p><p>Writing</p><p>• I can write a chart.</p><p>• I can write an interview.</p><p>3 Not so well.1 Very well. 2 Well.</p><p>THINKING ABOUT LEARNING</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>87Review 2</p><p>D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 87D3-ING-F2-4114-V8-RW2-084a087-LA-G24.indd 87 29/07/22 18:0629/07/22 18:06</p><p>WORKING TOGETHER 2</p><p>In unit 3, you have talked about the future of Englishes. In this section, you are going to learn more</p><p>about the status of English as the world’s lingua franca.</p><p>1 Based on what you have talked about in unit 3, choose the correct statements. Then, compare</p><p>your answers with those of a classmate.</p><p>a. There are more non-native speakers of English worldwide than native speakers.</p><p>b. English as a lingua franca contains only standard British and American forms.</p><p>c. English as a lingua franca shows a plurality of native and non-native varieties.</p><p>2 Listen to part of a podcast interview with Professor Jennifer Jenkins, a leading figure in the</p><p>study of English as a Lingua Franca (ELF). Then, choose the statement that contains the main</p><p>idea in the recording.</p><p>9</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>a. Professor Jennifer Jenkins believes that it is important for language learners to compare</p><p>themselves to native speakers.</p><p>b. Professor Jennifer Jenkins believes that it is important to eliminate the idea of a native speaker</p><p>and talk about language learners as local speakers.</p><p>3 Listen to the recording again and focus on the notion of “local speaker” explained by Jenkins.</p><p>Choose the item that correctly summarizes this idea.</p><p>a. A good local speaker can make themselves easily understood and understands everybody.</p><p>b. A good local speaker is somebody who, in any given context, speaks like a native speaker.</p><p>4 Now listen to the recording once more and check your answers to exercises 2 and 3.</p><p>9</p><p>9</p><p>Professor Jennifer Jenkins (right) and interviewer</p><p>CA</p><p>NG</p><p>UR</p><p>O</p><p>EN</p><p>GL</p><p>IS</p><p>H</p><p>O áudio que você ouviu faz parte de uma entrevista, realizada em 2019, em que a pesquisadora Jennifer Jenkins fala</p><p>sobre English as a global language. Para assisti-la na íntegra, visite: youtu.be/VT8s2LtPb8g (Acesso em: 17 jun. 2022).</p><p>Le@rning on the web</p><p>88</p><p>D3-ING-F2-4114-V8-WT2-088e089-LA-G24.indd 88D3-ING-F2-4114-V8-WT2-088e089-LA-G24.indd 88 29/07/22 18:0629/07/22 18:06</p><p>https://www.youtube.com/watch?v=VT8s2LtPb8g</p><p>5 Now listen to part of a lecture given by Juliana Delgado, a Colombian writer and historian who</p><p>celebrates the creative uses of language that come from our individual and cultural experiences.</p><p>Then, choose the correct item that answers each question.</p><p>a. What experience is she talking about?</p><p>I. Being bullied in school.</p><p>II. Being made small, invisible by her mom.</p><p>b. Why did it happen?</p><p>I. Because she was laughing at other children in school.</p><p>II. Because she was an immigrant child who didn’t speak English</p><p>as the other children.</p><p>c. What was her way of speaking?</p><p>I. Without an accent, pronouncing words as native speakers.</p><p>II. With an accent, inventing words, mixing English and Spanish.</p><p>10</p><p>Think about it!</p><p>O que você e seus/suas colegas aprenderam sobre as possibilidades de uso da língua inglesa para comunicação global</p><p>ao realizarem a tarefa proposta? Como isso impacta seu interesse por aprender inglês?</p><p>GO</p><p>OD</p><p>ST</p><p>UD</p><p>IO</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>6 Listen to the recording again and check your answers to exercise 5.</p><p>7 Read the following TASK and complete it by working with your classmates collaboratively. The</p><p>main aim of the task is to find and share examples of inspiring non-native speakers of English</p><p>talking about their life experiences in English.</p><p>TASK In small groups, visit the website</p><p>www.ted.com (accessed on: June 17,</p><p>2022) to find examples of inspiring</p><p>people, whose English is not their</p><p>native language, using English to</p><p>talk about their life experiences</p><p>(personal and/or professional). Try</p><p>to choose two or three people and</p><p>watch their videos to learn about</p><p>their stories. Then, choose your</p><p>favorite video to share it with the whole class. Also, it’s a good opportunity to learn</p><p>about other inspiring people selected by other groups.</p><p>10</p><p>Think about it!</p><p>Muitos/as aprendizes sentem medo ou vergonha de usar a língua inglesa por medo de cometerem erros ou de terem</p><p>um sotaque (em inglês, accent) muito diferente daquele dos falantes nativos. Como os conteúdos das gravações que</p><p>você ouviu poderiam ajudar essas pessoas? Na sua opinião, é possível conseguir se comunicar com sucesso em inglês</p><p>sem ser um falante nativo? Por quê (não)?</p><p>89Working Together 2</p><p>D3-ING-F2-4114-V8-WT2-088e089-LA-G24.indd 89D3-ING-F2-4114-V8-WT2-088e089-LA-G24.indd 89 02/08/22 14:4802/08/22 14:48</p><p>Do you know any of these books? If so, which one(s)? What are your favorite books?</p><p>What books are you reading right now?</p><p>GETTING STARTED</p><p>UNIT 55 THE WORLD</p><p>OF BOOKS</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>HA</p><p>RV</p><p>ES</p><p>T</p><p>BO</p><p>OK</p><p>S</p><p>AL</p><p>FR</p><p>ED</p><p>A</p><p>. K</p><p>NO</p><p>PF</p><p>, I</p><p>NC</p><p>.</p><p>SC</p><p>HO</p><p>LA</p><p>ST</p><p>IC</p><p>CA</p><p>SA</p><p>L</p><p>YG</p><p>IA</p><p>B</p><p>OJ</p><p>UN</p><p>GA</p><p>M</p><p>AC</p><p>M</p><p>IL</p><p>LA</p><p>N</p><p>CH</p><p>IL</p><p>DR</p><p>EN</p><p>'S</p><p>B</p><p>OO</p><p>KS</p><p>RO</p><p>BE</p><p>RT</p><p>_S</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>90</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 90D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 90 26/07/22 18:0826/07/22 18:08</p><p>Nesta unidade, você vai</p><p>• falar sobre obras literárias;</p><p>• usar as formas comparativas de adjetivos (comparative adjectives);</p><p>• empregar vocabulário relacionado a gêneros de livros (book genres);</p><p>• compreender e produzir resenhas de livros (book reviews);</p><p>• explorar</p><p>o tema contemporâneo transversal diversidade cultural.</p><p>HA</p><p>RP</p><p>ER</p><p>ON</p><p>E</p><p>PU</p><p>FF</p><p>IN</p><p>B</p><p>OO</p><p>KS</p><p>PE</p><p>NG</p><p>UI</p><p>N</p><p>BO</p><p>OK</p><p>S</p><p>LT</p><p>D</p><p>SC</p><p>HO</p><p>LA</p><p>ST</p><p>IC</p><p>91Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 91D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 91 26/07/22 18:0926/07/22 18:09</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Before Reading</p><p>1 According to the text you’re going to read, most people prefer the book to the movie. What</p><p>about you?</p><p>2 Before reading the following text, take a look at its title and source. Then, answer the questions.</p><p>a. Is the title of the text an affirmative or interrogative sentence?</p><p>b. Where was the text published?</p><p>Reading</p><p>3 Now read the text to check your predictions.</p><p>c. What do you expect to read about?</p><p>https://whatshotblog.com/book-always-better-movie/</p><p>7 Reasons Why The Book Is Better Than The Movie</p><p>By: Laura Published: 29th June 2020 - Last updated: 12th December 2021</p><p>| 23 Comments Books, Film</p><p>You’ve heard it a thousand times before: The book is better</p><p>than the movie. Is this just some people’s way of seeming</p><p>intellectually superior? Or is there something to it? (…)</p><p>If you love books, you’ll likely emphatically agree that the</p><p>book version of any story is superior to the film version.</p><p>But sometimes, a great director with a vision gets the film just right. I never liked a film version</p><p>of Romeo and Juliet until Baz Luhrmann brought it to the big screen.</p><p>So let’s jump into the book vs movie argument and look at why some adaptations of books just</p><p>aren’t successful on the big screen. (...)</p><p>Word Play Doesn’t Translate (...)</p><p>Some Imagery is Hard to Capture (...)</p><p>Action is Changed for Drama (...)</p><p>Books Have No Limit (...)</p><p>Actors aren’t How You Imagined (...)</p><p>Actors aren’t up to Scratch (...)</p><p>Money, money, money (...)</p><p>And that’s it for my book vs movie comparison! There are a lot of other things that movies can</p><p>do to the stories from your favourite books that make them less satisfying. (...)</p><p>But that doesn’t mean that the movie is never as good as the book. (...)</p><p>LAURA. 7 Reasons why the book is better than the movie. What’s Hot?, 29 jun. 2020.</p><p>Disponível em: https://whatshotblog.com/book-always-better-movie/. Acesso em: 5 jun. 2022.</p><p>CL</p><p>IC</p><p>K9</p><p>8/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>not be up to scratch: não estar à altura</p><p>seem: parecer</p><p>better comparative of good</p><p>E.g.: The movie is good, but the book is better.</p><p>Language Note</p><p>favourite (BrE) = favorite (AmE)</p><p>Language Note</p><p>92</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 92D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 92 26/07/22 18:0926/07/22 18:09</p><p>4 The following fragments were taken from the original text and each of them refers to one of</p><p>the reasons presented by the author. Choose the appropriate reason for each item as in</p><p>the examples.</p><p>Examples: a. Actors aren’t up to Scratch</p><p>b. Some Imagery is Hard to Capture</p><p>a. “(…) even if an actor looks the part, they might fail to truly translate their character from page</p><p>to screen.”</p><p>b. “(…) what you see with your eyes may not be what is meant to be conveyed.”</p><p>c. “(…) the top priority in film production is money.”</p><p>d. “(…) movies are limited to a two-hour slot where they can capture people’s attention.”</p><p>e. “When books are adapted, some of the action in the book is changed so that it makes for better</p><p>drama (…).”</p><p>f. “The movies might cast actors who don’t look the way you imagined the characters would look (…).”</p><p>g. “When you read, you appreciate the masterful choice of language (…).”</p><p>LAURA. 7 Reasons why the book is better than the movie. What’s Hot?, 29 jun. 2020.</p><p>Disponível em: https://whatshotblog.com/book-always-better-movie/. Acesso em: 5 jun. 2022.</p><p>5 The author of the text presents seven reasons to support her view that “the book is better than</p><p>the movie”. Choose the item that is NOT a reason that justifies one’s preference for reading</p><p>the book.</p><p>a. To be immersed in your own imagination.</p><p>b. To appreciate all the details of the story.</p><p>c. To seem intellectually superior.</p><p>6 Does the author like any film version of Romeo and Juliet? If so, which one(s)?</p><p>©</p><p>U</p><p>NI</p><p>TE</p><p>D</p><p>AR</p><p>CH</p><p>IV</p><p>ES</p><p>/IF</p><p>TN</p><p>/E</p><p>AS</p><p>YP</p><p>IX</p><p>B</p><p>RA</p><p>SI</p><p>L</p><p>Think about it!</p><p>Romeu e Julieta é uma peça teatral escrita por William</p><p>Shakespeare por volta de 1594-1596. Na sua opinião,</p><p>o que é mais desafiador: adaptar uma peça ou um</p><p>romance para o cinema? Por quê?</p><p>Para conhecer diferentes opiniões sobre o tema</p><p>books vs movies, visite: https://rvaweekly.org/</p><p>feed/2020/3/23/debate-books-vs-movies (Acesso</p><p>em: 5 jun. 2022).</p><p>Le@rning on the web</p><p>93Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 93D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 93 26/07/22 18:0926/07/22 18:09</p><p>https://rvaweekly.org/feed/2020/3/23/debate-books-vs-movies</p><p>https://rvaweekly.org/feed/2020/3/23/debate-books-vs-movies</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>Reading for Critical Thinking</p><p>7 Discuss the following questions with your classmates.</p><p>a. The author presents seven reasons to support her view that “the book is better than the movie.”</p><p>Do you agree with them? In your opinion, are her reasons convincing? Why (not)?</p><p>b. Can you think of other reasons to support the author’s point of view? Try to offer some</p><p>convincing reasons.</p><p>Book Genres</p><p>1 Take a look at the following book covers and choose the ones that are fiction books.</p><p>2 Do you prefer fiction or nonfiction books?</p><p>3 What are your favorite book genres? The words in the box can help you.</p><p>a. b. c.</p><p>adventure novel • autobiography/biography •</p><p>children’s novel • classics • comics • fable •</p><p>fanfiction • fantasy novel • memoir • mystery •</p><p>play script • poetry • romance novel •</p><p>science fiction • self-help • short stories •</p><p>suspense/thriller • young adult novel</p><p>Agrupar as palavras por</p><p>assunto é uma boa forma</p><p>de aprender e fixar</p><p>vocabulário novo.</p><p>TIP</p><p>Observe as palavras parecidas com as do português como adventure e biography. Tome cuidado com palavras que têm</p><p>uma forma semelhante ao português, mas têm significado diferente. Novel, por exemplo, pode nos fazer lembrar de</p><p>“novela”, mas significa “romance”.</p><p>TIP</p><p>4 Listen to the recording and repeat the words in exercise 3.11</p><p>SC</p><p>HO</p><p>LA</p><p>ST</p><p>IC</p><p>HA</p><p>RP</p><p>ER</p><p>ON</p><p>E</p><p>M</p><p>AC</p><p>M</p><p>IL</p><p>LA</p><p>N</p><p>CH</p><p>IL</p><p>DR</p><p>EN</p><p>'S</p><p>B</p><p>OO</p><p>KS</p><p>94</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 94D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 94 26/07/22 18:0926/07/22 18:09</p><p>Observe que, em textos</p><p>na internet, termos em</p><p>fonte azul costumam</p><p>indicar links para outros</p><p>conteúdos relacionados</p><p>aos termos em destaque,</p><p>como J.R.R. Tolkien e E. B.</p><p>White, no exercício 5.</p><p>TIP</p><p>5 What are the genres of these books? Replace the icons with words from exercise 3 to complete</p><p>the following texts.</p><p>6 Go back to pages 90 and 91 and take another look at the book covers.</p><p>What is each book’s genre? Talk to a classmate about them.</p><p>The Lord of the Rings, by J.R.R. Tolkien</p><p>initially published in three parts (...). The Lord of</p><p>the Rings is the saga of a group of sometimes</p><p>reluctant heroes who set forth to save their</p><p>world from consummate evil. Its many worlds</p><p>and creatures were drawn from Tolkien’s</p><p>extensive knowledge of philology and folklore.</p><p>Charlotte’s Web, classic by E.B. White,</p><p>published in 1952, with illustrations by Garth</p><p>Williams. The widely read tale takes place on</p><p>a farm and concerns a pig named Wilbur and</p><p>his devoted friend Charlotte, the spider who</p><p>manages to save his life by writing about him in</p><p>her web.</p><p>The Immortal Life of Henrietta Lacks is the</p><p>astonishing of a poor (…) farmer whose</p><p>cells, first grown in culture in 1951, are still</p><p>ubiquitous in the laboratory world today. The</p><p>author, Rebecca Skloot, dedicated nearly a</p><p>decade to researching the science and, perhaps</p><p>more interestingly, getting to know the Lacks</p><p>family. (...) With this book, she presents an</p><p>unforgettable story that reads like a novel.</p><p>THE LORD of the Rings. In: ENCYCLOPEDIA Britannica. 2022.</p><p>Disponível em: www.britannica.com/topic/The-Lord-of-the-Rings.</p><p>Acesso</p><p>em: 5 jun. 2022.</p><p>LOWNE, Cathy. Charlotte’s Web. In: ENCYCLOPEDIA Britannica. 2022.</p><p>Disponível em: www.britannica.com/topic/Charlottes-Web.</p><p>Acesso em: 5 jun. 2022.</p><p>BLOOM, Stacie. The immortal life of Henrietta Lacks.</p><p>The Journal of Clinical Investigation, 1 jul. 2010.</p><p>Disponível em: https://doi.org/10.1172/JCI43410. Acesso em: 5 jun. 2022.</p><p>M</p><p>AR</p><p>IN</p><p>ER</p><p>B</p><p>OO</p><p>KS</p><p>HA</p><p>RP</p><p>ER</p><p>CO</p><p>LL</p><p>IN</p><p>S</p><p>BR</p><p>OA</p><p>DW</p><p>AY</p><p>B</p><p>OO</p><p>KS</p><p>evil: mal</p><p>set forth: iniciar uma</p><p>jornada</p><p>cell: célula</p><p>ubiquitous: algo que</p><p>está em todo lugar</p><p>(onipresente)</p><p>devoted: dedicado/a</p><p>tale: conto</p><p>web: teia</p><p>A trilogia</p><p>cinematográfica de The</p><p>Lord of the Rings (2001,</p><p>2002, 2003), dirigida por</p><p>Peter Jackson, é a mais</p><p>premiada da história.</p><p>Para assistir ao trailer de</p><p>cada filme, visite: https://</p><p>youtu.be/aStYWD25fAQ;</p><p>https://youtu.be/</p><p>LbfMDwc4azU; https://</p><p>youtu.be/r5X-hFf6Bwo</p><p>(Acesso em: 5 jun. 2022).</p><p>Le@rning</p><p>on the web</p><p>O livro The Immortal Life</p><p>of Henrietta Lacks foi</p><p>adaptado para a televisão.</p><p>Para assistir ao trailer</p><p>do filme, que conta com</p><p>a participação de Oprah</p><p>Winfrey, visite: https://</p><p>youtu.be/lNyHL9xrzb4</p><p>(Acesso em: 5 jun. 2022).</p><p>Le@rning</p><p>on the web</p><p>GO TO VOCABULARY CORNER ON PAGE 178.</p><p>95Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 95D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 95 26/07/22 18:0926/07/22 18:09</p><p>https://www.youtube.com/watch?v=LbfMDwc4azU</p><p>https://www.youtube.com/watch?v=LbfMDwc4azU</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>1 What book(s) would you recommend to a friend? Why?</p><p>2 Before reading the following text, take a look at its title. What do you expect to read about?</p><p>3 Now read the text to check your predictions.</p><p>4 Choose the main objective and the genre of the text.</p><p>a. To provide a critique of a book. It’s a book review.</p><p>b. To provide a short description of a book. It’s a book synopsis.</p><p>www.theguardian.com/childrens-books-site/</p><p>BETHANY. Charlotte’s Web by E. B. White - review. The Guardian, 25 out. 2013.</p><p>Disponível em: www.theguardian.com/childrens-books-site/2013/oct/25/review-charlottes-web-e-b-white. Acesso em: 5 jun. 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.T</p><p>HE</p><p>GU</p><p>AR</p><p>DI</p><p>AN</p><p>.C</p><p>OM</p><p>/</p><p>about to: prestes a</p><p>hatch: chocar, eclodir</p><p>piglet: leitão</p><p>rescue: resgatar</p><p>slaughtered: abatido/a</p><p>O livro Charlotte’s Web ganhou duas versões para o cinema (1973 e 2006). Para assistir ao trailer de cada filme, visite:</p><p>https://youtu.be/QH2vwaiEHRY e https://youtu.be/m1UTcRNXB9s (Acesso em: 5 jun. 2022).</p><p>Le@rning on the web</p><p>96</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 96D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 96 26/07/22 18:0926/07/22 18:09</p><p>https://www.theguardian.com/childrens-books-site/2013/oct/25/review-charlottes-web-e-b-white</p><p>FA</p><p>EN</p><p>KO</p><p>VA</p><p>E</p><p>LE</p><p>NA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AN</p><p>IT</p><p>AP</p><p>OL</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>FA</p><p>EN</p><p>KO</p><p>VA</p><p>E</p><p>LE</p><p>NA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>5 Who are these characters? Replace each icon with Charlotte, Fern or Wilbur.</p><p>a. b. c.</p><p>6 Answer the following questions.</p><p>a. Charlotte’s Web is about the friendship between two animals. Which ones?</p><p>b. Who’s the author of Charlotte’s Web?</p><p>c. Who’s the reader of Charlotte’s Web that wrote this review?</p><p>d. Who’s the reader’s favorite character in the book? Why?</p><p>e. What’s the reader’s favorite part of the book?</p><p>7 Match the columns to better understand the structure of the text.</p><p>a. Paragraph 1 I. Opinion about the book. (What do you think of the book?)</p><p>b. Paragraph 2 II. Recommendation of the book. (Would you recommend the book?)</p><p>c. Paragraph 3 III. Summary of the book. (What is the book about?)</p><p>8 Is the tone of the text positive or negative? Choose a fragment from the text to support</p><p>your answer.</p><p>9 Discuss the following questions with you classmates.</p><p>a. Do you believe book reviews can help you choose</p><p>good books to read? Why (not)?</p><p>b. In your opinion, what can be done to encourage</p><p>people to read different kinds of books?</p><p>Think about it!</p><p>O texto que você leu é uma resenha crítica de</p><p>um livro (book review). A resenha foi escrita</p><p>por um(a) leitor(a) como você ou por um(a)</p><p>crítico/a profissional? Como você chegou a</p><p>essa conclusão? Você já leu resenhas críticas</p><p>em português ou em inglês?</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Making Comparisons (Comparative Adjectives)</p><p>Read the following fragments from the text on page 92, focus on the words in bold and do</p><p>exercises 1-4.</p><p>I. “The book is better than the movie.”</p><p>II. “But that doesn’t mean that the movie is never as good as the book.”</p><p>97Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 97D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 97 02/08/22 14:5002/08/22 14:50</p><p>1 Which two elements are being compared in fragments I and II?</p><p>2 Choose the sentence that is equivalent in meaning to fragment I.</p><p>a. The movie is better than the book.</p><p>b. The movie isn’t as/so good as the book.</p><p>3 In “But that doesn’t mean that the movie is never as good as the</p><p>book.”, the author uses two negative elements (doesn’t and never)</p><p>to make a more subtle statement. Why does she do it?</p><p>Choose a or b.</p><p>a. To say that the movie and the book can be equally good.</p><p>b. To say that the movie and the book can never be equally good.</p><p>4 Match the columns.</p><p>a. When two elements are equal in</p><p>comparison, we use</p><p>b. When one element is compared to another,</p><p>we use</p><p>I. the comparative form (e.g. better than).</p><p>II. as + adjective + as (e.g. as good as).</p><p>Read the following comic strip and do exercises 5 and 6.</p><p>In affirmative sentences, we use</p><p>as + adjective + as.</p><p>In negative sentences, we use</p><p>as/so + adjective + as.</p><p>Language Note</p><p>No fragmento em destaque,</p><p>a autora usa dois elementos</p><p>na negativa (doesn’t e never)</p><p>para fazer uma afirmação</p><p>mais sutil. Por que ela faz</p><p>isso? Assinale a</p><p>alternativa correta.</p><p>5 Choose the correct statements about the text.</p><p>a. Nancy thinks she’s becoming older, wiser, and more reflective when she spends time with</p><p>Pee-Wee, her preschooler neighbor.</p><p>b. According to Fritzi, Nancy’s aunt, Nancy is younger than she believes.</p><p>c. Nancy agrees with her aunt.</p><p>6 Find three comparative adjectives in the comic strip.</p><p>NA</p><p>NC</p><p>Y,</p><p>G</p><p>UY</p><p>G</p><p>IL</p><p>CH</p><p>RI</p><p>ST</p><p>©</p><p>2</p><p>02</p><p>1</p><p>OL</p><p>IV</p><p>IA</p><p>J</p><p>AI</p><p>M</p><p>ES</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>FO</p><p>R</p><p>UF</p><p>S</p><p>JAIMES, Olivia. Nancy. 2022. Disponível em: www.gocomics.com/nancy/2021/02/19. Acesso em: 5 jun. 2022.</p><p>hang around: ficar perto de, andar com (alguém)</p><p>98</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 98D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 98 26/07/22 18:0926/07/22 18:09</p><p>7 Copy the following table into your notebook. Then, replace each icon with an appropriate</p><p>answer to learn how comparative adjectives are formed.</p><p>Rules Examples</p><p>Short adjectives</p><p>(one or two</p><p>syllables)</p><p>most adjectives:</p><p>adjective +</p><p>young younger</p><p>old</p><p>adjectives ending in e:</p><p>adjective +</p><p>large larger</p><p>wise</p><p>adjectives ending in consonant</p><p>+ vowel + consonant:</p><p>adjective + last consonant +</p><p>big bigger</p><p>hot hotter</p><p>adjectives ending in y:</p><p>adjective – y +</p><p>easy easier</p><p>happy</p><p>Long adjectives</p><p>(three or more</p><p>syllables)</p><p>most adjectives:</p><p>+ adjective</p><p>interesting more</p><p>interesting</p><p>reflective</p><p>Irregular</p><p>adjectives</p><p>good</p><p>bad worse</p><p>far farther/further</p><p>8 Based on the information about the two following books, write</p><p>comparative sentences in your notebook as in the example. Use the</p><p>adjectives in the box and, in each sentence, make sure to use than</p><p>after the comparative adjective.</p><p>Example: The Hate U Give is newer than The Book Thief.</p><p>No exercício 8, com base</p><p>nas informações sobre os</p><p>dois livros a seguir, escreva</p><p>frases comparativas no seu</p><p>caderno. Use os adjetivos em</p><p>destaque e, para cada frase,</p><p>certifique-se de usar than</p><p>depois do adjetivo no</p><p>grau comparativo.</p><p>A partir da</p><p>observação dos</p><p>exemplos, faça</p><p>inferências para</p><p>compreender regras</p><p>de uso da língua</p><p>inglesa.</p><p>TIP</p><p>long • new • old • short</p><p>9 What are your favorite books? In pairs,</p><p>talk about them and make some comparisons.</p><p>The Hate U Give (O Ódio</p><p>que Você Semeia)</p><p>Author: Angie Thomas</p><p>Genre: Young adult</p><p>novel</p><p>Published: 2017</p><p>Pages: 454</p><p>The Book Thief (A Menina</p><p>que Roubava Livros)</p><p>Author: Markus Zusak</p><p>Genre: Historical novel</p><p>Published: 2006</p><p>Pages: 552</p><p>BA</p><p>LZ</p><p>ER</p><p>+</p><p>B</p><p>RA</p><p>Y</p><p>AL</p><p>FR</p><p>ED</p><p>A</p><p>. K</p><p>NO</p><p>PF</p><p>, I</p><p>NC</p><p>.</p><p>Fonte de pesquisa: GOOD READS. The Hate U Give. 2022. Disponível</p><p>em: www.goodreads.com/book/show/32075671-the-hate-u-give.</p><p>Acesso em: 5 jun. 2022.</p><p>Fonte de pesquisa: GOOD READS. The Book Thief. 2022. Disponível em:</p><p>www.goodreads.com/book/show/19063.The_Book_Thief.</p><p>Acesso em: 5 jun. 2022.</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>99Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 99D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 99 26/07/22 18:0926/07/22 18:09</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>1 What do you know about J. R. R. Tolkien (1892-1973)? Choose the</p><p>following items that are related to him. Then, compare your answers</p><p>with those of a classmate.</p><p>a. Best-selling author.</p><p>b. From the United States.</p><p>c. Author of The Lord of the Rings series.</p><p>d. Famous around the world for his fantasy books.</p><p>2 Listen to part of an audiobook by J. R. R. Tolkien. Which book is the</p><p>recording a reading of? Choose a or b.</p><p>12</p><p>GR</p><p>AN</p><p>GE</p><p>R,</p><p>N</p><p>YC</p><p>./A</p><p>LA</p><p>M</p><p>Y/</p><p>FO</p><p>TO</p><p>AR</p><p>EN</p><p>A</p><p>J. R. R. Tolkien</p><p>M</p><p>AR</p><p>IN</p><p>ER</p><p>B</p><p>OO</p><p>KS</p><p>HA</p><p>RP</p><p>ER</p><p>CO</p><p>LL</p><p>IN</p><p>S</p><p>PU</p><p>BL</p><p>IS</p><p>HE</p><p>RS</p><p>a. b.</p><p>3 Listen to the recording again and focus on what is being described. Then, choose the correct item</p><p>that answers each question.</p><p>a. What’s being described?</p><p>I. Dwarves.</p><p>II. Hobbits.</p><p>b. What kind of clothing do the creatures described wear?</p><p>I. They usually wear brown dresses and no shoes.</p><p>II. They dress in bright colors, mainly green and yellow.</p><p>c. What do they call people?</p><p>I. Big People.</p><p>II. Little People.</p><p>12</p><p>Não se preocupe em</p><p>entender todas as</p><p>palavras e todas as</p><p>informações do áudio. O</p><p>objetivo do exercício 2 é</p><p>identificar a história que</p><p>está sendo narrada.</p><p>TIP</p><p>100</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 100D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 100 26/07/22 18:0926/07/22 18:09</p><p>Example:</p><p>Student A: What is your favorite book?</p><p>Student B: Well, probably O Mistério da</p><p>Casa Verde.</p><p>Student A: What do you think of A Casa</p><p>da Madrinha?</p><p>Student B: Is it a book by Lygia Bojunga?</p><p>Student A: Yeah. Do you like it?</p><p>Student B: Sure!</p><p>Student A: Is it more interesting than</p><p>O Mistério da Casa Verde?</p><p>Student B: I don’t think so.</p><p>4 What do the creatures being described look like? Choose the characteristics that are mentioned in</p><p>the recording.</p><p>a. They are small.</p><p>b. They have no beard.</p><p>c. They have black hair.</p><p>d. They are fat in the stomach.</p><p>e. They have short brown fingers.</p><p>5 Listen to the recording once more and check your answers to exercises 3 and 4.</p><p>6 Do you like fantasy books? Why (not)?</p><p>7 Talk about your reading preferences with a classmate. Use the questions in the box to help you.</p><p>Ask extra questions and take turns as in the following example.</p><p>12</p><p>Having a guess: Probably…/I’d say (that)…/Chances are (that)…</p><p>Remembering things: As I remember/recall…/If I’m not mistaken…/It’s on the tip of my tongue.</p><p>Expressing a preference: I (much) prefer memoirs to biographies./I’d (much) prefer to/I’d rather read a novel./Reading</p><p>comic books is more my kind of thing.</p><p>Language Note</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>• What is your favorite book? What do you think of...? Is it better/worse/more</p><p>interesting than...? Why (not)?</p><p>• Who is your favorite character? Why? What do you think of...? Is he/she braver/</p><p>smarter/more intelligent than...?</p><p>• Who is your favorite writer? Why? What do you think of...? Is he/she more</p><p>successful/more popular/better than...?</p><p>• What are you reading right now? Who is it by? What is it about?</p><p>• What was the last book that you read? Who was it by? What was it about?</p><p>101Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 101D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 101 26/07/22 18:0926/07/22 18:09</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>1. Think of a great book to write a positive</p><p>review of.</p><p>2. Start your review with general information</p><p>about the book (the title of the book, its</p><p>author, the main characters etc.).</p><p>3. Write a clear and short summary of the</p><p>book. Discuss its main theme, but don’t</p><p>give away the ending of the book.</p><p>4. Mention your opinion about the book.</p><p>Think of some examples to support</p><p>your opinion.</p><p>5. Say why you recommend the book.</p><p>6. Add a picture or draw the cover of the</p><p>book or the main character to illustrate</p><p>your review.</p><p>7. Exchange reviews with a classmate and</p><p>discuss the texts.</p><p>8. Make the necessary corrections.</p><p>9. Write the final version of the book review.</p><p>Ao revisar as resenhas, considere, por exemplo:</p><p>•objetivo: A resenha está adequada ao público-alvo</p><p>e ao seu objetivo?</p><p>•conteúdo: Você verificou as informações gerais do</p><p>livro (nome do autor, personagens etc.)?</p><p>•linguagem: O texto está redigido de maneira clara</p><p>e objetiva? Você escolheu bons exemplos para</p><p>defender sua opinião sobre o livro?</p><p>•tempo verbal: Você usou o simple present para</p><p>escrever sua resenha?</p><p>Reescreva seu texto com base na revisão feita por</p><p>você e seus/suas colegas.</p><p>TIP</p><p>In this unit you have read a review of the book Charlotte’s Web on page 96. Go back to exercise</p><p>7 on page 97 and explore the structure of this genre. Try to answer the following questions when</p><p>writing your book review: What is the book about?; What do you think of it?; Why would you</p><p>recommend it? Book reviews can be written by professional critics or by anyone who wants to share</p><p>their opinions about a book. Visit the websites www.goodreads.com and www.theguardian.com/</p><p>tone/childrens-user-reviews (accessed on: July 5, 2022) to find more examples of book reviews.</p><p>Based on the book review you explored in this unit, it is your turn to write a review to recommend</p><p>one of your favorite books.</p><p>1 Before writing your text, match the items to identify the elements of the writing context.</p><p>a. Writer:</p><p>b. Readers:</p><p>c. Genre:</p><p>d. Objective:</p><p>e. Style:</p><p>f. Media:</p><p>I. classmates and other people</p><p>II. school newspaper/Internet</p><p>III. you</p><p>IV. critical tone</p><p>V. book review</p><p>VI. to recommend a book you like</p><p>2 Follow these instructions to write your text.</p><p>3 It’s time to share your book review with your classmates and other people. The book reviews can</p><p>be published, for example, on the Internet or in the school newspaper.</p><p>102</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 102D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 102 26/07/22 18:0926/07/22 18:09</p><p>https://www.theguardian.com/tone/childrens-user-reviews</p><p>https://www.theguardian.com/tone/childrens-user-reviews</p><p>Para conhecer 40 obras literárias que foram adaptadas para o cinema, visite:</p><p>• www.bookbub.com/blog/best-movies-based-on-books-all-time</p><p>Para assistir a uma breve palestra sobre como livros podem abrir nossa mente, visite:</p><p>• www.ted.com/talks/lisa_bu_how_books_can_open_your_mind?language=en</p><p>(Acesso em: 5 jun. 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>In this unit you have talked about the world of books. Read these inspiring quotes about books</p><p>and reading. Then, talk to a classmate and answer the following questions.</p><p>• What do the quotes mean? Use your own words to explain</p><p>the meaning of each quote.</p><p>• Do you agree with them? Why (not)?</p><p>• Which quote establishes a comparison between a book and</p><p>a movie?</p><p>“A room without books is like a</p><p>body without a soul.”</p><p>[Marcus Tullius] Cicero</p><p>MEDINA-LEAL, Alexandra. "A room without books is like a body</p><p>without a soul." — Cicero. Student Life, 2022. Blogue. Disponível</p><p>em: https://blogs.studentlife.utoronto.ca/academicsuccess/cicero/.</p><p>Acesso em: 5 jun. 2022. “The book is a film</p><p>that takes place in the</p><p>mind of the reader.”</p><p>Paulo Coelho</p><p>COELHO,</p><p>Paulo. The book is a film... In: LAURA. 7 Reasons why the book is better than the movie. What's Hot?, 29 jun. 2020. Blogue. Disponível em: https://whatshotblog.com/book-always-better-movie/.</p><p>Acesso em: 5 jun. 2022.</p><p>“In a good book the best</p><p>is between the lines.”</p><p>Swedish Proverb</p><p>SWEDISH PROVERB. "In a good book the best is between the</p><p>lines". Good Reads. 2022. Disponível em: www.goodreads.com/</p><p>quotes/949306-in-a-good-book-the-best-is-between-the-lines.</p><p>Acesso em: 5 jun. 2022.</p><p>CO</p><p>SM</p><p>AA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>Busque sempre estabelecer relações entre</p><p>os textos que você lê para ampliar sua</p><p>compreensão deles e do mundo.</p><p>TIP</p><p>103Unit 5</p><p>D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 103D3-ING-F2-4114-V8-U05-090a103-LA-G24.indd 103 26/07/22 18:0926/07/22 18:09</p><p>https://www.goodreads.com/quotes/949306-in-a-good-book-the-best-is-between-the-lines</p><p>https://www.goodreads.com/quotes/949306-in-a-good-book-the-best-is-between-the-lines</p><p>The photos show social habits and places from different parts of the world.</p><p>What do you know about them?</p><p>GETTING STARTED</p><p>UNIT 66 WHAT A</p><p>WONDERFUL WORLD!</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>FI</p><p>ZK</p><p>ES</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AN</p><p>TO</p><p>NI</p><p>OD</p><p>IA</p><p>Z/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>104</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 104D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 104 26/07/22 18:1326/07/22 18:13</p><p>Nesta unidade, você vai</p><p>• falar sobre diversidade cultural, explorando diferentes gestos e</p><p>comportamentos;</p><p>• usar as formas superlativas de adjetivos (superlative adjectives);</p><p>• explorar adjetivos (adjectives);</p><p>• compreender e produzir quizzes;</p><p>• explorar o tema contemporâneo transversal diversidade cultural.</p><p>AL</p><p>EX</p><p>AN</p><p>DR</p><p>V</p><p>OR</p><p>OB</p><p>EV</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>DA</p><p>NI</p><p>EL</p><p>P</p><p>RU</p><p>DE</p><p>K/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>105Unit 6Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 105D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 105 03/08/22 11:3303/08/22 11:33</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Before Reading</p><p>1 In pairs, think of examples of good and bad manners in our country. What are some manners that</p><p>are no longer in use in our country?</p><p>2 Before reading the following text, take a look at its title and layout. Then, answer the questions.</p><p>a. How many facts are mentioned in the text?</p><p>b. How can you identify key words and expressions in the text?</p><p>c. What do you expect to read about?</p><p>Reading</p><p>3 Now read the text to check your predictions.</p><p>host: anfitriã(o)</p><p>mind: observar, prestar atenção</p><p>nod: inclinação da cabeça</p><p>Adaptado de: NATIONAL GEOGRAPHIC KIDS. 5,000 awesome facts 2 (About everything!). Washington, DC: National Geographic, 2014. p. 74-75.</p><p>Facts to mind about manners</p><p>1. CHEWING GUM in</p><p>public is a big no-no</p><p>for kids in France.</p><p>2. It’s considered rude</p><p>to write in RED INK</p><p>in PORTUGAL.</p><p>3. If you DROP YOUR BREAD on the</p><p>ground in most Middle Eastern</p><p>countries, you should pick it up, kiss</p><p>it, and RAISE IT to your forehead to</p><p>show RESPECT for your food.</p><p>4. BLOWING YOUR NOSE in public</p><p>in Japan is considered RUDE.</p><p>5. In INDIA, it’s rude to open a GIFT</p><p>in front of the person who gave it.</p><p>Gifts are OPENED IN PRIVATE.</p><p>6. In Bangladesh, women DO NOT</p><p>SHAKE HANDS. Instead, they greet</p><p>each other with a POLITE NOD.</p><p>7. It’s totally acceptable for people in</p><p>SHANGHAI, China, to go SHOPPING IN</p><p>THEIR PAJAMAS.</p><p>8. Cutting your POTATOES WITH A KNIFE</p><p>in Germany is insulting to the host. It</p><p>suggests the food isn’t cooked enough.</p><p>AL</p><p>EX</p><p>AN</p><p>DR</p><p>EN</p><p>UN</p><p>ES</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>106</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 106D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 106 26/07/22 18:1326/07/22 18:13</p><p>4 What is the main objective of the text? Choose a or b.</p><p>a. To show that the way you behave on particular occasions can make no difference when you</p><p>interact with people from different countries.</p><p>b. To show that it is important to take into consideration the way you behave toward people from</p><p>different countries, with different customs.</p><p>5 Each picture illustrates a fact from the text. For each picture, choose a fact from the text as in</p><p>the example.</p><p>Example: a. Fact 4</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>6 Match the countries (a-d) to the recommendations (I-IV).</p><p>a. France</p><p>b. Germany</p><p>c. India</p><p>d. Portugal</p><p>a. c.</p><p>b. d.</p><p>Localize nomes de</p><p>países para identificar</p><p>informações específicas</p><p>mais rapidamente.</p><p>TIPI. Don’t write in red ink.</p><p>II. Don’t cut potatoes with a knife.</p><p>III. Don’t chew gum in public if you’re a child.</p><p>IV. Don’t open gifts in the presence of the giver.</p><p>107Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 107D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 107 26/07/22 18:1326/07/22 18:13</p><p>a. In fragment I, polite means</p><p>I. showing no respect for other people and</p><p>their feelings.</p><p>II. having good manners and respect for the</p><p>feelings of other people.</p><p>b. In fragment II, rude means</p><p>I. showing no respect for other people and</p><p>their feelings.</p><p>II. behaving in a kind way towards people.</p><p>c. The adjectives polite and rude are</p><p>I. opposites.</p><p>II. synonyms.</p><p>d. Polite and rude are used to</p><p>I. express an action.</p><p>II. describe or give information</p><p>about things.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>7 It is time to read between the lines! Based on the facts presented in the text, what can you say</p><p>about cultural diversity? Choose the correct statements.</p><p>a. All cultures are creative and unique.</p><p>b. Culture takes diverse forms all over the world.</p><p>c. Cultural diversity enriches our lives in many ways.</p><p>d. Cultural diversity is an important source of identity.</p><p>e. Young people cannot benefit from cultural diversity.</p><p>Reading for Critical Thinking</p><p>8 Discuss the following questions with your classmates.</p><p>a. Which behavior in the text is considered good manners in another country, but bad manners in</p><p>our country? Why is it considered bad manners in our country? Do you know any other social</p><p>habits in our country that are considered bad manners or good manners in another country?</p><p>b. In your opinion, why are good manners important? Do you find it easy to respect the social</p><p>habits of people from other countries? Why (not)?</p><p>c. What advice would you give a foreign visitor who wants to show good manners in our country?</p><p>Adjectives</p><p>1 Read the following fragments from the text on page 106 and focus on the words in bold. Then,</p><p>choose the correct item that completes each sentence.</p><p>I. “In Bangladesh, women do not shake hands. Instead, they greet each other with a polite nod.”</p><p>II. “Blowing your nose in public in Japan is considered rude.”</p><p>108</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 108D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 108 26/07/22 18:1326/07/22 18:13</p><p>3 Listen to the recording and repeat the words from exercise 2.</p><p>4 Complete the following quotes by replacing each icon with the</p><p>correct adjective in parentheses.</p><p>a. “I’m a (quiet/talkative) person because I like to get to know a</p><p>person and I like you to get to know me.”</p><p>LisaRaye McCoy, American actress</p><p>ANUBHAV. Lisa Raye net worth, career & full bio (2021). Horwax, 17 set. 2021.</p><p>Disponível em: https://horwax.com/lisa-raye-net-worth/. Acesso em: 13 jun. 2022.</p><p>b. “I’m a very (shy/outgoing) person. I’m always happy, I’m one of those people who are</p><p>always smiling.”</p><p>Corbin Bleu, American actor</p><p>RTMADMINCD. Amber Riley and Corbin Bleu: young, talented, on the rise. Chicago Defender, 6 nov. 2013. Disponível em:</p><p>https://chicagodefender.com/amber-riley-and-corbin-bleu-young-talented-on-the-rise/. Acesso em: 13 jun. 2022.</p><p>c. “I’m actually a very (lazy/hard-working) person. Most of the time, I’m happy to sit around</p><p>and stare. Or watch bad TV soaps.”</p><p>Vikram Seth, Indian novelist and poet</p><p>TESTARD, Jacques. A week in culture: Jacques Testart, Editor, Part 2. The Paris Review, 9 fev. 2011. Disponível em:</p><p>www.theparisreview.org/blog/2011/02/09/a-week-in-culture-jacques-testard-editor-part-ii/. Acesso em: 13 jun.</p><p>Reescreva seu texto com base na</p><p>revisão feita por você e seus/</p><p>suas colegas.</p><p>TIP</p><p>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 about friendship on pages 144 and 146. Visit www.poetryfoundation.org, www.poemhunter.com and www.familyfriendpoems.com (accessed on: June 10, 2022) to find other examples of poems. Read classic and contemporary poets. Get inspired.</p><p>Based on the poems you explored in this unit, it’s time to 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.</p><p>1 Before writing your text, match the columns to identify the elements of the writing context.</p><p>a. Writer:</p><p>b. Readers:</p><p>c. Genre:</p><p>d. Objective:</p><p>e. Style:</p><p>f. Media:</p><p>I. classmates and other people</p><p>II. you</p><p>III. school newspaper/Internet</p><p>IV. creative writing</p><p>V. poem</p><p>VI. to express your ideas and feelings in a</p><p>creative way</p><p>2 Follow these instructions to write your text.</p><p>3 It’s time to share your poem with your classmates and other people. You can also publish it in websites like www.poemhunter.com (Accessed on: June 10, 2022).</p><p>SA</p><p>NG</p><p>GA</p><p>RT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>150</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 150</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 150</p><p>26/07/22 18:2226/07/22 18:22</p><p>©</p><p>PA</p><p>UL</p><p>R</p><p>AI</p><p>NE</p><p>2</p><p>01</p><p>2/</p><p>VI</p><p>SU</p><p>AL</p><p>LY</p><p>B</p><p>Y</p><p>RO</p><p>CK</p><p>C</p><p>ON</p><p>TE</p><p>NT</p><p>1 Before reading the text “English: The World Language”, take a look at its title and layout.</p><p>Then, choose the correct item that completes each sentence.</p><p>a. The text is</p><p>I. a mind map.</p><p>II. an infographic.</p><p>b. The text contains</p><p>I. a flag, a map and pictures. II. charts, pictures and percentages.</p><p>Now read the text and do exercises 2-4.</p><p>TAKING IT FURTHER</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>RAINE, Paul. English: the world language. Visually. 2022. Disponível em: https://visual.ly/</p><p>community/Infographics/other/english-world-language. Acesso em: 30 maio 2022.</p><p>*Figures based on 2006 estimates | Sources: Saville-Troike, Muriel. Introducing Second Language Acquisition. Cambridge,</p><p>UK: Cambridge UP, 2006. http://unesdoc.unesco.org/images/0018/001870/187016e.pdf | http://en.wikipedia.org/wiki/English_</p><p>language | Wardhaugh, Ronald. Languages in Competition: Domincance, Diversity, and Decline. Oxford, UK: B. Blackwell, 1987.</p><p>This infographic. ©Paul Raine 2012.</p><p>61Unit 3</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 61</p><p>D3-ING-F2-4114-V8-U03-056a069-LA-G24.indd 61</p><p>26/07/22 17:3026/07/22 17:30</p><p>Taking It Further</p><p>Amplie seus conhecimentos</p><p>sobre o tema da unidade.</p><p>Language in Use</p><p>Aprimore seus conhecimentos</p><p>linguísticos por meio de</p><p>situações de uso da língua.</p><p>Looking Ahead</p><p>Debata questões relevantes</p><p>para a ampliação da discussão</p><p>do tema da unidade.</p><p>Listening and Speaking</p><p>Participe de atividades</p><p>de ouvir e falar em inglês</p><p>em diversos contextos</p><p>discursivos.</p><p>Writing</p><p>Escreva um texto a partir da observação</p><p>e discussão do(s) texto(s) de mesmo</p><p>gênero já explorado(s) na unidade.</p><p>Ao final do livro, você encontra as seguintes seções:</p><p>• Projects: planeje, desenvolva e apresente</p><p>projetos interdisciplinares em grupos;</p><p>• Games: divirta-se com jogos;</p><p>• Song: aprenda com uma canção;</p><p>• On the Screen: aprenda com um filme;</p><p>• Vocabulary Corner: estude e amplie o</p><p>vocabulário aprendido, organizado por meio</p><p>de imagens;</p><p>• Language Reference + Extra Practice:</p><p>reveja os conteúdos linguísticos de forma</p><p>contextualizada e faça novos exercícios;</p><p>• Glossary: consulte, no glossário bilíngue</p><p>apresentado, o significado de palavras e</p><p>expressões utilizadas no livro;</p><p>• Audio Scripts: consulte as transcrições das</p><p>faixas de áudio;</p><p>• Annotated Bibliography: veja o referencial</p><p>bibliográfico comentado.</p><p>4 According to the poem, choose the items that help friendship become love. Do you agree with</p><p>the poet?</p><p>a. Confidence.</p><p>b. Freedom.</p><p>c. Generosity.</p><p>d. Honesty.</p><p>e. Responsibility.</p><p>f. Sacrifice.</p><p>1 Do you like poetry? Have you ever written a poem for a friend? If so, what was it about?</p><p>2 Listen to a woman reciting a poem written by Gerard Arthus in 1982. What is it about?</p><p>3 Listen to the recording again and answer the questions.a. What is the best gift that a person can give? b. In the poem, what is life compared to? Why?</p><p>22</p><p>22</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS EXERCÍCIOS EM SEU CADERNO.</p><p>Para conhecer outros poemas de Gerard Arthus, visite: archive.org/details/arthusgerardpoems (Acesso em: 10 jun. 2022).</p><p>Le@rning on the web</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>10 Which quotes from the previous exercise do you agree with?</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>“Friendship is the shadow of the evening, increases with the setting sun of life.”</p><p>(Jean de La Fontaine)</p><p>LA FONTAINE, Jean de. Friendship is the shadow of the evening... In: NOORUZZAMAN, Syed. Friends and shadows. Hindustan Times,</p><p>11 ago. 2014. Disponível em: www.hindustantimes.com/chandigarh/friends-and-shadows/story-c7M0ZmpATdA5E4jfO77heI.html. Acesso em: 16 jun. 2022.</p><p>I. which II. that</p><p>e.</p><p>148</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 148</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 148</p><p>26/07/22 18:22</p><p>26/07/22 18:22</p><p>2 Take a look at the following table and compare the length of the rivers Nile, Amazon and Yangtze.</p><p>Then, replace the icon with an appropriate answer to complete the sentence about fragment II.</p><p>The Nile</p><p>(Africa)</p><p>The Amazon</p><p>(South America)</p><p>The Yangtze</p><p>(Asia)</p><p>River</p><p>Length</p><p>(miles/kilometers)</p><p>4,132 mi. (6,649 km) 4,000 mi. (6,437 km) 3,915 mi. (6,300 km)</p><p>Fonte de pesquisa: WATER SCIENCE SCHOOL. Rivers of the world: world’s longest rivers. USGS. 11 jun. 2018. Disponível em: www.usgs.gov/</p><p>special-topics/water-science-school/science/rivers-world-worlds-longest-rivers. Acesso em: 13 jun. 2022.</p><p>is the longest river in the world.</p><p>3 Replace the icon with an appropriate answer to complete the following sentence about</p><p>fragment II.</p><p>The fragment “The Amazon is the largest river (most water) in the world.” is equivalent in meaning</p><p>to largest river (most water) is The Amazon.</p><p>4 Based on the length of the rivers in exercise 2, replace each icon with an appropriate answer to</p><p>complete the following sentences.</p><p>a. is longer than the Amazon River.</p><p>b. The Amazon River is longer than .</p><p>1 Replace the icon with an appropriate answer to complete the following sentence about</p><p>fragment I.</p><p>Making Comparisons (Superlative Adjectives)</p><p>Read the following fragments from the text on page 110, focus on the words in bold and do</p><p>exercises 1-5.</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>I. “The world’s richest country is Qatar.”</p><p>II. “The Amazon is the largest river (most water) in the world.”</p><p>The fragment “The world’s richest country is Qatar.” is equivalent in</p><p>meaning to Qatar is the richest country .</p><p>VO</p><p>RA</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>N</p><p>AS</p><p>A,</p><p>L</p><p>AN</p><p>D</p><p>SA</p><p>T.</p><p>O</p><p>R</p><p>G</p><p>, C</p><p>EN</p><p>TE</p><p>R</p><p>FO</p><p>R</p><p>G</p><p>LO</p><p>BA</p><p>L</p><p>CH</p><p>AN</p><p>G</p><p>E</p><p>AN</p><p>D</p><p>E</p><p>AR</p><p>TH</p><p>O</p><p>BS</p><p>ER</p><p>VA</p><p>TI</p><p>O</p><p>N</p><p>S,</p><p>M</p><p>IC</p><p>H</p><p>IG</p><p>AN</p><p>S</p><p>TA</p><p>TE</p><p>U</p><p>N</p><p>IV</p><p>ER</p><p>SI</p><p>TY</p><p>NA</p><p>SA</p><p>E</p><p>AR</p><p>TH</p><p>O</p><p>BS</p><p>ER</p><p>VA</p><p>TO</p><p>RY</p><p>IM</p><p>AG</p><p>ES</p><p>BY</p><p>J</p><p>OS</p><p>HU</p><p>A</p><p>ST</p><p>EV</p><p>EN</p><p>S,</p><p>U</p><p>SI</p><p>NG</p><p>L</p><p>AN</p><p>DS</p><p>AT</p><p>DA</p><p>TA</p><p>F</p><p>RO</p><p>M</p><p>T</p><p>HE</p><p>U</p><p>.S</p><p>. G</p><p>EO</p><p>LO</p><p>GI</p><p>CA</p><p>L</p><p>SU</p><p>RV</p><p>EY</p><p>. S</p><p>TO</p><p>RY</p><p>B</p><p>Y</p><p>KA</p><p>TH</p><p>RY</p><p>N</p><p>HA</p><p>NS</p><p>EN</p><p>.</p><p>111Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 111D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 111 26/07/22 18:1326/07/22 18:13</p><p>A cada duas unidades, você</p><p>encontra uma unidade de</p><p>revisão (Review) e uma seção</p><p>especial (Working Together).</p><p>• Review</p><p>Reveja os conteúdos</p><p>trabalhados nas duas</p><p>unidades precedentes por</p><p>meio de exercícios e avalie</p><p>a sua aprendizagem a partir</p><p>de perguntas propostas;</p><p>• Working Together</p><p>Engaje-se em uma tarefa</p><p>colaborativa com seus/</p><p>suas colegas.</p><p>5Conheça seu Livro</p><p>D3-ING-F2-4114-V8-CON-004a005-LA-G24.indd 5D3-ING-F2-4114-V8-CON-004a005-LA-G24.indd 5 02/08/22 15:0302/08/22 15:03</p><p>www.usgs.gov/special-topics/water-science-school/science/rivers-world-worlds-longest-rivers</p><p>2022.</p><p>5 Go back to exercise 4 and compare your answers with those of a classmate.</p><p>6 In pairs, ask and answer the following questions.</p><p>a. What are you like? What about your best friend?</p><p>b. Do you have friends who are the opposite of you?</p><p>c. Do you respect people with physical and</p><p>psychological characteristics different from yours?</p><p>13</p><p>2 Let’s learn more adjectives! Choose the correct adjective that best describes each picture. In each</p><p>item, the adjectives are opposites.</p><p>a.</p><p>I. quiet</p><p>II. talkative</p><p>b.</p><p>I. shy/timid</p><p>II. outgoing/sociable</p><p>c.</p><p>I. lazy</p><p>II. hard-working</p><p>d.</p><p>I. mean</p><p>II. generous</p><p>Apoie-se em palavras parecidas com o português (quiet, timid, generous) para ajudar você a fazer inferências. Além disso,</p><p>busque associar os adjetivos aos seus antônimos como uma forma de ampliar e estudar vocabulário.</p><p>TIP</p><p>My brother is a lazy person. = My</p><p>brother is lazy.</p><p>I’m a very shy person. = I’m very</p><p>shy.</p><p>Language Note</p><p>• We use What are you like? to ask about</p><p>personality/character.</p><p>E.g.: What are you like? I’m shy and hard-working.</p><p>• We use What do you look like? to ask about</p><p>physical appearance.</p><p>E.g.: What do you look like? I’m short and slim.</p><p>• We use What do you like? to ask about interests.</p><p>E.g.: What do you like? I like listening to music.</p><p>Language Note</p><p>GO TO VOCABULARY CORNER ON PAGE 178.</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>109Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 109D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 109 26/07/22 18:1326/07/22 18:13</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>1 Are you good at Geography? What facts (e.g. culture, population, major rivers) do you know</p><p>about our country? What about other countries?</p><p>2 Before reading the following text, take a look at its structure and title. Then, choose the correct</p><p>item that completes each sentence.</p><p>a. The text is a</p><p>I. true-or-false quiz. II. multiple-choice quiz.</p><p>b. The text is a</p><p>I. subject-specific quiz. II. general knowledge quiz.</p><p>3 What do you expect to read about in the text?</p><p>4 Now read the text to check your predictions. Then, take the quiz and check the answers with</p><p>your teacher.</p><p>5 Based on the true facts from the quiz, choose the correct statements.</p><p>a. The largest river (by volume) in the world is in Brazil.</p><p>b. There are more bikes than cars in the Netherlands.</p><p>c. Canada is the most populous country in the world.</p><p>6 Which item from the text is about bad manners in another country? Choose the picture that best</p><p>illustrates it.</p><p>a. b.</p><p>Where in the World?</p><p>1. The world’s richest country is Qatar.</p><p>2. In the Netherlands, there are three times as many bikes as cars.</p><p>3. The Amazon is the largest river (most water) in the world.</p><p>4. There are more lakes in Canada than in all other countries combined.</p><p>5. Holding up your open palm with fingers extended is a serious insult in Greece.</p><p>Adaptado de: NATIONAL GEOGRAPHIC KIDS. Quiz whiz 4: 1,000 super fun mind-bending totally awesome trivia</p><p>questions. Washington, DC: National Geographic, 2014. p. 42.</p><p>7 Consider the correct picture in exercise 6. Is it rude in our country to show one’s hand this way?</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>True or False?</p><p>110</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 110D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 110 01/08/22 13:5101/08/22 13:51</p><p>2 Take a look at the following table and compare the length of the rivers Nile, Amazon and Yangtze.</p><p>Then, replace the icon with an appropriate answer to complete the sentence about fragment II.</p><p>The Nile</p><p>(Africa)</p><p>The Amazon</p><p>(South America)</p><p>The Yangtze</p><p>(Asia)</p><p>River</p><p>Length</p><p>(miles/kilometers)</p><p>4,132 mi. (6,649 km) 4,000 mi. (6,437 km) 3,915 mi. (6,300 km)</p><p>Fonte de pesquisa: WATER SCIENCE SCHOOL. Rivers of the world: world’s longest rivers. USGS. 11 jun. 2018. Disponível em: www.usgs.gov/</p><p>special-topics/water-science-school/science/rivers-world-worlds-longest-rivers. Acesso em: 13 jun. 2022.</p><p>is the longest river in the world.</p><p>3 Replace the icon with an appropriate answer to complete the following sentence about</p><p>fragment II.</p><p>The fragment “The Amazon is the largest river (most water) in the world.” is equivalent in meaning</p><p>to largest river (most water) is The Amazon.</p><p>4 Based on the length of the rivers in exercise 2, replace each icon with an appropriate answer to</p><p>complete the following sentences.</p><p>a. is longer than the Amazon River.</p><p>b. The Amazon River is longer than .</p><p>1 Replace the icon with an appropriate answer to complete the following sentence about</p><p>fragment I.</p><p>Making Comparisons (Superlative Adjectives)</p><p>Read the following fragments from the text on page 110, focus on the words in bold and do</p><p>exercises 1-5.</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>I. “The world’s richest country is Qatar.”</p><p>II. “The Amazon is the largest river (most water) in the world.”</p><p>The fragment “The world’s richest country is Qatar.” is equivalent in</p><p>meaning to Qatar is the richest country .</p><p>VO</p><p>RA</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>N</p><p>AS</p><p>A,</p><p>L</p><p>AN</p><p>D</p><p>SA</p><p>T.</p><p>O</p><p>R</p><p>G</p><p>, C</p><p>EN</p><p>TE</p><p>R</p><p>FO</p><p>R</p><p>G</p><p>LO</p><p>BA</p><p>L</p><p>CH</p><p>AN</p><p>G</p><p>E</p><p>AN</p><p>D</p><p>E</p><p>AR</p><p>TH</p><p>O</p><p>BS</p><p>ER</p><p>VA</p><p>TI</p><p>O</p><p>N</p><p>S,</p><p>M</p><p>IC</p><p>H</p><p>IG</p><p>AN</p><p>S</p><p>TA</p><p>TE</p><p>U</p><p>N</p><p>IV</p><p>ER</p><p>SI</p><p>TY</p><p>NA</p><p>SA</p><p>E</p><p>AR</p><p>TH</p><p>O</p><p>BS</p><p>ER</p><p>VA</p><p>TO</p><p>RY</p><p>IM</p><p>AG</p><p>ES</p><p>BY</p><p>J</p><p>OS</p><p>HU</p><p>A</p><p>ST</p><p>EV</p><p>EN</p><p>S,</p><p>U</p><p>SI</p><p>NG</p><p>L</p><p>AN</p><p>DS</p><p>AT</p><p>DA</p><p>TA</p><p>F</p><p>RO</p><p>M</p><p>T</p><p>HE</p><p>U</p><p>.S</p><p>. G</p><p>EO</p><p>LO</p><p>GI</p><p>CA</p><p>L</p><p>SU</p><p>RV</p><p>EY</p><p>. S</p><p>TO</p><p>RY</p><p>B</p><p>Y</p><p>KA</p><p>TH</p><p>RY</p><p>N</p><p>HA</p><p>NS</p><p>EN</p><p>.</p><p>111Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 111D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 111 26/07/22 18:1326/07/22 18:13</p><p>www.usgs.gov/special-topics/water-science-school/science/rivers-world-worlds-longest-rivers</p><p>www.usgs.gov/special-topics/water-science-school/science/rivers-world-worlds-longest-rivers</p><p>5 Match the columns.</p><p>a. When one element is compared to another, we use</p><p>b. When one element is compared to other</p><p>elements (two or more) from the same</p><p>group, we use</p><p>6 How much do you know about northeastern South America? Complete this fact file by replacing</p><p>the icons with the items in the following box.</p><p>Highest life expectancy • Largest country • Most populous country • Smallest country</p><p>When making comparisons, we use the before the</p><p>superlative adjective.</p><p>E.g.: Brazil is the largest country in northeastern</p><p>South America.</p><p>Language Note</p><p>least × most</p><p>Language Note</p><p>7 Based on the fact file in exercise 6, write superlative sentences in your notebook as in the example.</p><p>Example: Brazil is the largest country in northeastern South America.</p><p>Adaptado de: NATIONAL GEOGRAPHIC KIDS. World atlas. 4. ed. Washington, DC: National Geographic Society, 2013. p. 78.</p><p>Northeastern South America</p><p>The Basics</p><p>STATS</p><p>Brazil; 8,547,403 sq. km</p><p>Suriname; 163,265 sq. km</p><p>Brazil; 194,334,000</p><p>Brazil; 73 years</p><p>Least populous country</p><p>Suriname; 542,000</p><p>Predominant languages</p><p>Portuguese, English, Dutch, Hindi</p><p>VL</p><p>AD</p><p>A</p><p>ST</p><p>EV</p><p>AN</p><p>OV</p><p>IC</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>Language Note</p><p>ST</p><p>OC</p><p>KV</p><p>IT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>N = North</p><p>S = South</p><p>E = East</p><p>NW = Northwest</p><p>SW = Southwest</p><p>W = West</p><p>NE = Northeast</p><p>SE = Southeast</p><p>I. the superlative form (e.g. the largest).</p><p>II. the comparative form (e.g. longer than).</p><p>112</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 112D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 112 26/07/22 18:1326/07/22 18:13</p><p>8 Copy the following table into your notebook. Then, replace each icon with an appropriate</p><p>answer to learn how superlative adjectives are formed.</p><p>Rules Examples</p><p>Short adjectives</p><p>(one or two</p><p>syllables)</p><p>most adjectives:</p><p>adjective +</p><p>small smallest</p><p>high</p><p>adjectives ending in e:</p><p>adjective +</p><p>large largest</p><p>wide</p><p>adjectives ending in</p><p>consonant + vowel +</p><p>consonant:</p><p>adjective + last consonant +</p><p>big biggest</p><p>hot</p><p>adjectives ending in y:</p><p>adjective – y +</p><p>dry driest</p><p>easy</p><p>Long adjectives</p><p>(three or more</p><p>syllables)</p><p>most adjectives:</p><p>+ adjective</p><p>populous most populous</p><p>difficult</p><p>Irregular</p><p>adjectives</p><p>good best</p><p>bad worst</p><p>far farthest/furthest</p><p>9 Let’s learn more facts about South America! Replace each icon with an adjective in the</p><p>following box. Use the superlative form.</p><p>JU</p><p>JU</p><p>BI</p><p>ER</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>A partir da</p><p>observação dos</p><p>exemplos, faça</p><p>inferências para</p><p>compreender</p><p>regras de uso da</p><p>língua inglesa.</p><p>TIP</p><p>dry • large • loud • populous • small</p><p>Adaptado de: NATIONAL GEOGRAPHIC KIDS. 5,000 awesome facts (About everything!). Washington, DC:</p><p>National Geographic, 2012. p. 106-107.</p><p>Fascinating facts about South America</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>1. South America’s rain forests are</p><p>home to monkey (PYGMY</p><p>MARMOSET) and monkey</p><p>(THE HOWLER MONKEY).</p><p>3. The ANDES is ABOVE-WATER</p><p>MOUNTAIN range in the world.</p><p>2. ARICA, CHILE, is place</p><p>in the world – it hardly</p><p>ever rains there. 4. SÃO PAULO is CITY</p><p>in South America.</p><p>113Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 113D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 113 26/07/22 18:1326/07/22 18:13</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>1 Do you know stories from different cultures and countries? If so, which one(s)?</p><p>2 Listen to the beginning of a talk delivered by writer Chimamanda Ngozi</p><p>Adichie. What is she talking about? Choose a or b.</p><p>a. The danger of a single story.</p><p>b. The African stories she read as a child.</p><p>3 Listen to the recording again and choose the correct items about</p><p>Chimamanda Adichie.</p><p>a. She is a storyteller.</p><p>b. She is from Nigeria.</p><p>c. She started reading at about the age of seven.</p><p>d. When she was young, she read only British and American children’s books.</p><p>e. All the characters she wrote about were black and ate mangoes.</p><p>4 Listen to the recording once more and check your answers to exercises 2 and 3.</p><p>5 Discuss the following questions with your classmates.</p><p>a. In your opinion, what are the dangers of learning about a different culture or country from one</p><p>single perspective?</p><p>b. How can you get to know about cultures and peoples avoiding a view based on stereotypes?</p><p>14</p><p>14</p><p>14</p><p>DP</p><p>A/</p><p>PI</p><p>CT</p><p>UR</p><p>E</p><p>AL</p><p>LI</p><p>AN</p><p>CE</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>LA</p><p>RI</p><p>KA</p><p>24</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>Think about it!</p><p>Em sua apresentação, Chimamanda Adichie conta que, quando criança,</p><p>lia histórias sobre personagens que não eram parecidos com as</p><p>pessoas de seu país. Ela termina sua apresentação com</p><p>a seguinte fala: “when we reject the single story, when</p><p>we realize that there is never a single story about any</p><p>place, we regain a kind of paradise”. Explique, com</p><p>suas próprias palavras, o que ela quis dizer com</p><p>isso. Você concorda com ela? Por quê (não)?</p><p>O trecho de áudio que você ouviu faz parte de uma famosa palestra, proferida por Chimamanda Adichie em 2009.</p><p>Para assisti-la na íntegra, visite www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story</p><p>(Acesso em: 7 jun. 2022).</p><p>Le@rning on the web</p><p>Chimamanda Ngozi Adichie</p><p>114</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 114D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 114 26/07/22 18:1326/07/22 18:13</p><p>BO</p><p>RI</p><p>S1</p><p>5/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>6 Are you aware of cultural diversity? In your notebook, write the answers to each question from</p><p>the “Cultural Diversity Awareness Questionnaire”. There are no right or wrong answers.</p><p>Cultural Diversity Awareness Questionnaire</p><p>How often do you...</p><p>ne</p><p>ve</p><p>r</p><p>al</p><p>m</p><p>os</p><p>t n</p><p>ev</p><p>er</p><p>so</p><p>m</p><p>et</p><p>im</p><p>es</p><p>of</p><p>te</p><p>n</p><p>al</p><p>w</p><p>ay</p><p>s</p><p>• speak up if you see another person being</p><p>discriminated against? 1 2 3 4 5</p><p>• make jokes or unkind comments about a person</p><p>or individual group? 1 2 3 4 5</p><p>• make assumptions about a person or individual</p><p>group? 1 2 3 4 5</p><p>• communicate easily with people who do not</p><p>look like you? 1 2 3 4 5</p><p>• respect the opinions of others even when you</p><p>disagree with them? 1 2 3 4 5</p><p>• avoid language that reinforces</p><p>stereotypes? 1 2 3 4 5</p><p>• take physical characteristics into consideration</p><p>when interacting with others? 1 2 3 4 5</p><p>• avoid generalizing behaviors or attitudes of one</p><p>individual group to another group? 1 2 3 4 5</p><p>• try to learn about and appreciate the richness of</p><p>other cultures? 1 2 3 4 5</p><p>• accept that people’s experiences and</p><p>backgrounds impact how they interact with you? 1 2 3 4 5</p><p>TOTAL SCORE: /50</p><p>Adaptado de: CULTURAL Diversity Awareness Questionnaire. Sage Edge. 2020. Disponível em: https://edge.sagepub.com/sites/default/</p><p>files/9.3_cultural_diversity_awareness_questionnaire.pdf. Acesso em: 7 jun. 2022.</p><p>avoid: evitar</p><p>behavior: comportamento</p><p>speak up: defender,</p><p>manifestar-se</p><p>7 Now go back to exercise 6 and interview a classmate. Then, compare your answers with those of</p><p>a classmate. Who has the highest score?</p><p>115Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 115D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 115 02/08/22 18:3802/08/22 18:38</p><p>https://edge.sagepub.com/sites/default/files/9.3_cultural_diversity_awareness_questionnaire.pdf</p><p>https://edge.sagepub.com/sites/default/files/9.3_cultural_diversity_awareness_questionnaire.pdf</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>1. In pairs, decide the topic of the quiz and how many items you</p><p>are going to have. You can write between five and ten items.</p><p>2. Brainstorm questions about the topic. If necessary, do</p><p>research on the Internet to get more information on the</p><p>topic. Look for reliable sources.</p><p>3. Be creative. Write interesting and challenging items that are</p><p>not too easy to answer.</p><p>4. Write a first draft of the quiz and choose a title for it. Don’t</p><p>forget to prepare a key with the correct answers.</p><p>5. Exchange quizzes with other students and discuss</p><p>both texts.</p><p>6. Make the necessary corrections.</p><p>7. Create the final version of the quiz by hand or use a</p><p>computer to design it.</p><p>Ao revisar os quizzes,</p><p>considere, por exemplo:</p><p>•objetivo: As informações</p><p>estão adequadas ao objetivo</p><p>do texto?</p><p>•linguagem: Os itens estão</p><p>redigidos de maneira clara e</p><p>objetiva?</p><p>•conteúdo: As informações</p><p>foram verificadas e estão</p><p>corretas?</p><p>•leiaute: A organização visual</p><p>facilita a rápida compreensão</p><p>das informações?</p><p>•ortografia: As palavras estão</p><p>escritas corretamente?</p><p>Reescreva seu texto com base</p><p>na revisão feita por você e seus/</p><p>suas colegas.</p><p>TIP</p><p>In this unit you have read a true-or-false quiz on page 110. A quiz is a set of quick questions</p><p>designed to test knowledge. It can be used as a game, a competition or a short test given to students.</p><p>Quizzes may be held on a variety of subjects (general knowledge quizzes) or be subject-specific (a</p><p>Science quiz, History quiz, etc.). The format of the quiz can also vary widely. Online quizzes have</p><p>become very popular. Visit www.sciencekids.co.nz/quizzes.html (accessed on: July 7, 2022) to find</p><p>examples of quizzes on several different subjects.</p><p>Based on the quiz you explored in this unit, create, in pairs, a true-or-false quiz to challenge your</p><p>friends. You can ask questions about good and bad manners around the world, interesting facts</p><p>about different countries, cities, cultures, etc.</p><p>1 Before writing your text, replace each icon with an appropriate answer to identify the elements</p><p>of the writing context.</p><p>a. Writers: you and a</p><p>b. Readers: classmates and other people</p><p>c. Genre:</p><p>d. Objective: to test your classmates’ knowledge of</p><p>e. Style: informative tone</p><p>f. Media: school board/Internet</p><p>2 Follow these instructions to write your text.</p><p>3 It’s time to share your quiz and challenge your classmates and other people. You can print</p><p>copies of your quiz or publish it on the Internet. To create an online quiz, you may use one of</p><p>the following services: www.quiz-maker.com/ or www.gotoquiz.com/create.html (Accessed on:</p><p>July 7, 2022).</p><p>116</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 116D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 116 26/07/22 18:1326/07/22 18:13</p><p>Para conhecer alguns exemplos de boas e más maneiras em diferentes países, visite:</p><p>• https://people.howstuffworks.com/13-examples-of-good-and-bad-manners-around-the-world.htm</p><p>Para assistir a uma palestra sobre a importância</p><p>da diversidade cultural, visite:</p><p>• https://youtu.be/48RoRi0ddRU</p><p>(Acesso em: 7 jun. 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>In this unit you have learned about different cultures and places from all over the globe. When we</p><p>look around the world it’s not difficult to see that each culture is distinct and unique.</p><p>1 Read this acrostic poem about “diversity”. Then, talk to a</p><p>classmate and answer the following questions.</p><p>a. Do you agree with this definition of “diversity”? Why (not)?</p><p>How would you define the term?</p><p>b. Imagine that we lived in a world where there was only one</p><p>language and only one way of thinking. What would life</p><p>be like? Would you like to live in a world with no cultural</p><p>diversity? Why (not)?</p><p>WEST END DAY SCHOOL. Community bulletin board: different</p><p>individuals valuing each other regardless of skin, intellect, talents,</p><p>and years. 8 dez. 2020. Disponível em: www.westenddayschool.</p><p>org/our-program/diversity-equity-and-inclusion-dei/</p><p>post/~board/news/post/community-bulletin-board-different-</p><p>individuals-valuing-each-other-regardless-of-skin-intellect-</p><p>talents-and-years. Acesso em: 13 jun. 2022.</p><p>2 Now read the following quote and, in small groups, try to explain its meaning. Do you agree</p><p>with it?</p><p>THE UNIVERSITY OF MANCHESTER. Diversity calendar 2018. 2018.</p><p>Disponível em: https://documents.manchester.ac.uk/display.aspx?DocID=35208%20. Acesso em: 13 jun. 2022.</p><p>D</p><p>I</p><p>V</p><p>E</p><p>R</p><p>S</p><p>I</p><p>T</p><p>Y</p><p>ifferent</p><p>ndividuals</p><p>aluing</p><p>ach other</p><p>egardless of</p><p>kin,</p><p>ntellect,</p><p>alents</p><p>ears.</p><p>“DIVERSITY is the</p><p>one true thing we</p><p>all have in common.</p><p>Celebrate it every day.”</p><p>Author Unknown</p><p>LI</p><p>GH</p><p>TS</p><p>PR</p><p>IN</p><p>G/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>117Unit 6</p><p>D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 117D3-ING-F2-4114-V8-U06-104a117-LA-G24.indd 117 26/07/22 18:1326/07/22 18:13</p><p>https://www.westenddayschool.org/our-program/diversity-equity-and-inclusion-dei/post/~board/news/post/community-bulletin-board-different-individuals-valuing-each-other-regardless-of-skin-intellect-talents-and-years</p><p>https://www.westenddayschool.org/our-program/diversity-equity-and-inclusion-dei/post/~board/news/post/community-bulletin-board-different-individuals-valuing-each-other-regardless-of-skin-intellect-talents-and-years</p><p>https://www.westenddayschool.org/our-program/diversity-equity-and-inclusion-dei/post/~board/news/post/community-bulletin-board-different-individuals-valuing-each-other-regardless-of-skin-intellect-talents-and-years</p><p>REVIEW 3 • UNITS 5 & 6</p><p>READING COMPREHENSION</p><p>1 What do you know about Australia and New Zealand?</p><p>Now read the following text and do exercises 2 and 3.</p><p>2 In your notebook, write T (True) or F (False). Then, correct the false statements.</p><p>a. Most people in Australia live in the country’s dry interior.</p><p>b. The most populous cities are in the southeast.</p><p>c. Australia is more mountainous than New Zealand.</p><p>d. Both Australia and New Zealand have high standards of living.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>UN</p><p>IQ</p><p>UE</p><p>EY</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>Australia & New Zealand</p><p>Most people in Australia live along</p><p>the coast, far from the country’s dry</p><p>interior, known as the Outback. The</p><p>most populous cities and the best</p><p>croplands are in the southeast. This</p><p>“Land Down Under” is increasingly</p><p>linked by trade to Asian countries</p><p>and to 4.4 million “neighbours”</p><p>in New Zealand. Twelve hundred</p><p>miles (1,930 km) across the Tasman</p><p>Sea, New Zealand is cooler, wetter,</p><p>and more mountainous than</p><p>Australia. It is geologically active</p><p>and has ecosystems ranging</p><p>from subtropical forests on North</p><p>Island to snowy peaks on South</p><p>Island. Both countries enjoy high</p><p>standards of living and strong</p><p>agricultural and mining outputs,</p><p>including wool, wines, gold, coal,</p><p>and iron ore.</p><p>VO</p><p>YA</p><p>TA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>NATIONAL GEOGRAPHIC KIDS. World atlas. 4. ed. Washington, DC: National Geographic Society, 2013. p. 148.</p><p>118</p><p>D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 118D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 118 26/07/22 18:1626/07/22 18:16</p><p>REVIEW 3 • UNITS 5 & 6</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LANGUAGE IN USE</p><p>Making Comparisons</p><p>1 Learn more about Australia and New Zealand. Complete the following fact file by replacing the</p><p>icons with the items in the box.</p><p>3 Replace the icons with expressions from the text to complete the sentences.</p><p>a. Australia is known as the .</p><p>b. Australia’s is known as the Outback.</p><p>c. In New Zealand, you can find on North Island.</p><p>d. Both Australia and New Zealand have strong productions.</p><p>Highest life expectancy • Highest literacy rate • Largest country •</p><p>Least populous country • Smallest country</p><p>NATIONAL GEOGRAPHIC KIDS. World atlas. 4. ed. Washington, DC: National Geographic Society, 2013. p. 148.</p><p>Australia and New Zealand</p><p>The Basics</p><p>Stats</p><p>Australia 2,969,906 sq mi (7,692,024 sq. km)</p><p>New Zealand 104,454 sq mi (270,534 sq. km)</p><p>Most populous country</p><p>Australia 22,035,000</p><p>New Zealand 4,437,000</p><p>Predominant languages</p><p>English, Maori</p><p>Australia 82 years</p><p>Australia, New Zealand 99%</p><p>DENISMART/SHUTTERSTOCK.COM</p><p>119Review 3</p><p>D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 119D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 119 26/07/22 18:1626/07/22 18:16</p><p>2 Replace the icons with the comparative form or the superlative form of the adjectives in</p><p>parentheses to complete the following facts about Australia.</p><p>e. Wallaroos are marsupials that are</p><p>kangaroos. (small)</p><p>b. The famous Outback, or dry, middle region</p><p>of Australia, contains deserts in the</p><p>country with scorching hot temperatures</p><p>and little water. (large)</p><p>ST</p><p>EV</p><p>EN</p><p>G</p><p>IL</p><p>ES</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>HO</p><p>LL</p><p>Y</p><p>S</p><p>CA</p><p>NN</p><p>ON</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>f. The rock in the world, Uluru, located in</p><p>the middle of Australia, is a 114-story</p><p>building. (large/tall)</p><p>c. The snakes in the world call Australia</p><p>home. Sea snakes can have poison ten times</p><p>that of a cobra. (poisonous/potent)</p><p>IH</p><p>X/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>ST</p><p>RU</p><p>CT</p><p>UR</p><p>ES</p><p>XX</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>a. While Australia is of all the continents, it is</p><p>three times the largest island in the world</p><p>– Greenland. (small/large)</p><p>d. Saltwater crocodiles, native to Australia,</p><p>are considered among animals in the</p><p>world. (deadly)</p><p>AN</p><p>TO</p><p>N</p><p>BA</p><p>LA</p><p>ZH</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>SH</p><p>AN</p><p>E</p><p>BA</p><p>RT</p><p>IE</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>NATIONAL GEOGRAPHIC KIDS. 5,000 awesome facts (About everything!). Washington, DC: National Geographic, 2012. p. 50-51.</p><p>120</p><p>D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 120D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 120 26/07/22 18:1626/07/22 18:16</p><p>Nesta seção, reflita sobre a sua aprendizagem e, em seu</p><p>caderno, escreva a resposta a cada pergunta.</p><p>I. How well can you do this?</p><p>II. What learning resources have you used in Units 5-6?</p><p>The items in the box can help you.</p><p>III. What can you do to improve your learning?</p><p>Example: Set aside time to study English every day.</p><p>• Dictionaries</p><p>• Internet</p><p>• Glossary</p><p>• Vocabulary Corner</p><p>• Language Reference +</p><p>Extra Practice</p><p>• Recommended Resources</p><p>• Other</p><p>Reading • I can pick out the main information in simple articles in which illustrations and titles</p><p>support the meaning of the text.</p><p>• I can understand the main points of short texts dealing with everyday topics.</p><p>Grammar</p><p>• I can use comparative adjectives to make comparisons.</p><p>• I can use superlative adjectives to make comparisons.</p><p>Listening • I can understand and extract the essential information from short, recorded</p><p>passages dealing with everyday matters.</p><p>• I can understand the important points of a story and manage to follow the plot,</p><p>provided the story is told slowly and clearly.</p><p>Speaking</p><p>• I can exchange opinions and compare things and people using simple language.</p><p>• I can explain why I prefer one thing to another, making simple, direct comparisons.</p><p>• I can participate in short conversations in routine contexts on topics of interest.</p><p>• I can make myself understood</p><p>in an interview and communicate ideas and</p><p>information on familiar topics.</p><p>• I can present my opinion in simple terms.</p><p>Writing</p><p>• I can write a book review.</p><p>• I can write a quiz.</p><p>3 Not so well.1 Very well. 2 Well.</p><p>THINKING ABOUT LEARNING</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>121Review 3</p><p>D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 121D3-ING-F2-4114-V8-RW3-118a121-LA-G24.indd 121 26/07/22 18:1626/07/22 18:16</p><p>WORKING TOGETHER 3</p><p>In unit 5, you have talked about the world of books and, in unit 6, about cultural diversity. In this</p><p>section, you are going to talk about diversity in books.</p><p>1 In pairs, ask and answer the following questions.</p><p>a. Do you feel represented in the books you read? If so, can you mention the title(s) of the book(s)?</p><p>b. Based on the authors you know, which of them address diversity in their books?</p><p>c. If you could write a story that reflected your reality to increase diversity in books for kids and</p><p>teens, what would you write about? Who would be the main character(s)?</p><p>2 Listen to Rudine Sims Bishop, the author of a text called Mirrors,</p><p>Windows, and Sliding Glass Doors*, discuss the importance of</p><p>diversity in books. Then, choose the sentence that contains the</p><p>main idea mentioned in the recording.</p><p>a. Children need to see themselves reflected in the books they read.</p><p>b. Children from dominant social groups have always seen</p><p>themselves reflected in books.</p><p>c. If children see only reflections of themselves in books, they will</p><p>grow up with an exaggerated sense of their own importance.</p><p>3 Listen to the recording again and check your answers to exercise 2.</p><p>4 Now listen to part of a lecture by Shyno Chacko, in which she talks about the main ideas from the</p><p>text Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop. Then, choose the correct</p><p>item that answers each question.</p><p>a. Why are some books compared to windows?</p><p>I. Because they reflect the real world.</p><p>II. Because they give you a glimpse into another world, real or imagined.</p><p>b. What can happen to children when they become part of the author’s world?</p><p>I. They learn to respect and appreciate different worlds.</p><p>II. They learn another culture, but not another way of life.</p><p>c. When do children get a sense of place and belonging?</p><p>I. When the window (book) turns into a mirror and children see themselves reflected in the</p><p>bigger world.</p><p>II. When they can invent their own characters instead of becoming part of the journey created</p><p>by the author.</p><p>15</p><p>15</p><p>16</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Rudine Sims Bishop</p><p>belonging: pertencimento</p><p>glimpse: visão rápida, amostra</p><p>sliding glass door: porta de vidro deslizante</p><p>RE</p><p>AD</p><p>IN</p><p>G</p><p>RO</p><p>CK</p><p>ET</p><p>S</p><p>* BISHOP, Rudine Sims. Mirrors, windows, and sliding glass doors. In: Perspectives:</p><p>choosing and using books for the classroom, v. 6, n. 3, 1990.</p><p>122</p><p>D3-ING-F2-4114-V8-WT3-122e123-LA-G24.indd 122D3-ING-F2-4114-V8-WT3-122e123-LA-G24.indd 122 26/07/22 18:1726/07/22 18:17</p><p>d. Why do we need to see more books with diverse characters?</p><p>I. Because we are a diverse nation.</p><p>II. Because diverse characters are well represented in movies.</p><p>5 Listen to the recording again and check your answers to exercise 4.16</p><p>6 Read the following TASK and complete it by working with your classmates collaboratively. The</p><p>main aim of the task is to find and share examples of diverse books in English and/or Portuguese</p><p>that you can find yourself reflected in.</p><p>TASK In small groups, think of books you read in which you could see yourselves reflected.</p><p>Try to answer the following questions to help you choose such books:</p><p>• Why do you see yourselves in these books?</p><p>• Why do you become part of the author’s world?</p><p>• Which characters do you empathize with?</p><p>If you don’t have an answer to the three questions or</p><p>feel you haven’t read enough books that you can see</p><p>yourselves reflected in, do some research on the Internet to find possible titles. You can</p><p>use your favorite search engine or visit the following websites: https://openlibrary.org;</p><p>www.worldcat.org (accessed on: June</p><p>22, 2022). Choose two or three books</p><p>and prepare a short oral presentation</p><p>to share with the whole class</p><p>basic information about the books</p><p>(title, author, date of publication,</p><p>plot, main characters). Also, it’s a</p><p>good opportunity to listen to your</p><p>classmates and learn to respect and</p><p>appreciate different worlds.</p><p>O áudio que você ouviu faz parte de uma palestra, proferida em 2019, em que Shyno Chacko fala sobre a importância</p><p>da diversidade e inclusão na literatura infantil. Para assisti-la na íntegra, visite https://youtu.be/RKTCLUjzvVs (Acesso</p><p>em: 22 jun. 2022).</p><p>Le@rning on the web</p><p>Think about it!</p><p>Shyno Chacko é a fundadora do projeto Represent Us All (https://representusall.com, acesso em: 22 jun. 2022), que busca</p><p>atender à necessidade de maior diversidade em livros infantis por meio de ações que incentivem jovens autores/as e</p><p>ilustradores/as a produzirem obras literárias inclusivas. Para você, qual a importância da literatura para a construção</p><p>de nossas identidades? Você acredita que o hábito da leitura seria encorajado se houvesse mais obras em que você se</p><p>sentisse representado/a?</p><p>Ao ouvir as apresentações de seus/</p><p>suas colegas, respeite e valorize</p><p>suas contribuições e suas formas</p><p>de se expressarem.</p><p>TIP</p><p>W</p><p>AV</p><p>EB</p><p>RE</p><p>AK</p><p>M</p><p>ED</p><p>IA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>123Working Together 3</p><p>D3-ING-F2-4114-V8-WT3-122e123-LA-G24.indd 123D3-ING-F2-4114-V8-WT3-122e123-LA-G24.indd 123 02/08/22 14:5502/08/22 14:55</p><p>Do you usually eat fruit and vegetables? If so, do you eat fruit and vegetables of</p><p>all colors?</p><p>GETTING STARTED</p><p>UNIT 77 EAT A RAINBOW</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>PI</p><p>GP</p><p>RO</p><p>X/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>DE</p><p>NV</p><p>ER</p><p>P</p><p>OS</p><p>T/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>B7</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>124</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 124D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 124 26/07/22 18:2026/07/22 18:20</p><p>Nesta unidade, você vai</p><p>• falar sobre educação alimentar e nutricional;</p><p>• usar substantivos contáveis e incontáveis (countable and uncountable nouns);</p><p>• usar expressões de quantidade (expressions of quantity);</p><p>• empregar vocabulário relacionado à comida (food);</p><p>• compreender e produzir receitas (recipes);</p><p>• explorar os temas contemporâneos transversais saúde e educação alimentar e nutricional.</p><p>M</p><p>CI</p><p>M</p><p>AG</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AL</p><p>IS</p><p>TA</p><p>IR</p><p>B</p><p>ER</p><p>G/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>M</p><p>ON</p><p>KE</p><p>Y</p><p>BU</p><p>SI</p><p>NE</p><p>SS</p><p>IM</p><p>AG</p><p>ES</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>DA</p><p>NI</p><p>EL</p><p>J</p><p>ED</p><p>ZU</p><p>RA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>125Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 125D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 125 26/07/22 18:2026/07/22 18:20</p><p>GREENS</p><p>From kiwi to okra, broccoli to cabbage, there is a vast range of green foods. They</p><p>contain carotenoids, which help maintain healthy eyesight and can also reduce the</p><p>risk of heart disease and some cancers. BROCCOLI is a superfood, rich in folate,</p><p>beta-carotene, vitamin C, fibre, and cancer-fighting phytonutrients.</p><p>YELLOWS</p><p>Yellow and orange fruit and vegetables such as sweetcorn, grapefruit,</p><p>swede, carrots, and sweet potatoes contain high levels of beta-carotene.</p><p>This nutrient has a wide range of benefits such as promoting good eyesight,</p><p>healthy skin, and healthy digestive and immune systems. BANANAS are rich</p><p>in complex carbs and in vitamin B6, folate, potassium, and soluble fibre.</p><p>REDS</p><p>Red fruit and vegetables such as tomatoes, strawberries, watermelon, and</p><p>red onions contain the carotenoid lycopene, which can help to promote a</p><p>healthy heart, protect the skin against UV rays, and reduce the risk of some</p><p>cancers. RED PEPPERS have three times as much vitamin C as any citrus fruit.</p><p>PURPLES</p><p>Fruit and vegetables such as blackberries, plums, beetroot, and aubergines</p><p>contain anthocyanins, flavonoids that are good for the heart and eyes.</p><p>BLUEBERRIES are rich in antioxidants and help prevent urinary tract infections.</p><p>Eat a Rainbow</p><p>Fruit and vegetables are appealing</p><p>on the plate and crucial to health. Eat a wide range of colours and types</p><p>each day and treat your plate like an artist’s palette. Each colour gives different nutrients.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Before Reading</p><p>1 Do you have a colorful, balanced diet? How often do you go to fast-food restaurants?</p><p>2 Take a look at the title, the picture and the subheadings of the</p><p>following text. Then, answer the questions.</p><p>a. You can find different color foods in the text. What colors are they?</p><p>b. Which food groups are mentioned in the text?</p><p>3 What do you expect to read about in the text?</p><p>Reading</p><p>4 Now read the text to check your predictions.</p><p>No exercício 2, observe</p><p>o título, a imagem e os</p><p>subtítulos do texto a seguir</p><p>para compreender melhor</p><p>como as informações são</p><p>organizadas. Em seguida,</p><p>responda às</p><p>perguntas.</p><p>Use o que você já sabe sobre</p><p>o assunto do texto para</p><p>estabelecer hipóteses sobre</p><p>o que você vai ler.</p><p>TIP</p><p>Adaptado de: CLARKE, Jane. Complete family nutrition. Londres: DK Publishing, 2014. p. 34-35.</p><p>rainbow: arco-íris</p><p>colour (BrE) = color (AmE) fibre (BrE) = fiber (AmE)</p><p>Language Note</p><p>EL</p><p>EN</p><p>A</p><p>SC</p><p>HW</p><p>EI</p><p>TZ</p><p>ER</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>126</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 126D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 126 26/07/22 18:2026/07/22 18:20</p><p>5 What is the main idea of the text? Choose a or b.</p><p>a. It is important to eat fresh, organic fruit and vegetables because they contain more antioxidants.</p><p>b. Color variety is very important when eating fruit and vegetables because each color provides</p><p>different nutrients.</p><p>6 Complete the following table by replacing the icons with information from the text.</p><p>Color Contain Good for Examples</p><p>a.</p><p>carotenoids eyes and heart</p><p>kiwi, okra, broccoli,</p><p>cabbage</p><p>b. Yellows and oranges</p><p>eyes, skin, digestive</p><p>and immune</p><p>systems</p><p>sweetcorn,</p><p>grapefruit, swede,</p><p>carrots, sweet</p><p>potatoes, banana</p><p>c. Reds</p><p>carotenoid</p><p>lycopene</p><p>heart and skin</p><p>d. Purples</p><p>anthocyanins</p><p>blackberries,</p><p>plums, beetroot,</p><p>aubergines,</p><p>blueberries</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>7 Match the columns based on the text.</p><p>a. Bananas</p><p>b. Blueberries</p><p>c. Broccoli</p><p>d. Red peppers</p><p>I. Rich in antioxidants.</p><p>II. Rich in vitamin C.</p><p>III. Rich in fiber.</p><p>IV. Rich in complex carbohydrates.</p><p>127Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 127D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 127 26/07/22 18:2026/07/22 18:20</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>8 Read the following fragment from the text on page 126 and choose the correct item that</p><p>completes each sentence.</p><p>a. “This nutrient” refers to</p><p>I. carotenoid. II. beta-carotene.</p><p>b. The expression “a wide range of” is equivalent to</p><p>I. a great variety of. II. a limited variety of.</p><p>c. The term “such as” introduces</p><p>I. a comparison. II. an example.</p><p>Reading for Critical Thinking</p><p>9 Discuss the following questions with your classmates.</p><p>a. In the text on page 126, a colorful diet is compared to a rainbow and an artist’s palette. Do you</p><p>think these comparisons can encourage people to eat different nutrients?</p><p>b. Do you believe the text presents scientific information about healthy diets in a simple and clear</p><p>way? Why (not)?</p><p>c. In your opinion, how can people in general benefit from reading texts like the one on page 126?</p><p>Why is it important to promote a healthy diet?</p><p>“This nutrient has a wide range of benefits such as promoting good eyesight,</p><p>healthy skin, and healthy digestive and immune systems.”</p><p>Food</p><p>1 The five main food groups are: dairy, fruit, vegetables, grains, and meat and beans. Replace the</p><p>icons with the words in the box to label the following food items.</p><p>banana • black beans • broccoli • cereal • fish •</p><p>mango • papaya • tomato • red pepper • yogurt Agrupar as palavras por</p><p>temas é uma estratégia que</p><p>ajuda a aprender e fixar</p><p>vocabulário novo.</p><p>TIP</p><p>Possible spellings: yogurt,</p><p>yoghurt or yoghourt</p><p>Language Note</p><p>I. Dairy</p><p>a. cheese b. milk c.</p><p>AZ</p><p>UR</p><p>E1</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PH</p><p>IL</p><p>IP</p><p>PE</p><p>D</p><p>EV</p><p>AN</p><p>NE</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AR</p><p>C</p><p>DI</p><p>ET</p><p>RI</p><p>CH</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>128</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 128D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 128 26/07/22 18:2026/07/22 18:20</p><p>II. Fruit</p><p>a. apple c. blueberries e. g. i.</p><p>b. d. grapes f. orange h. strawberries j. watermelon</p><p>III. Vegetables</p><p>a. beet/beetroot c. carrot e. lettuce g. i. sweet potato</p><p>b.</p><p>d. eggplant/</p><p>aubergine f. okra</p><p>h. rutabaga/</p><p>swede j. sweetcorn</p><p>Note que vegetables são plantas ou partes de plantas usadas como comida e</p><p>incluem tanto legumes quanto verduras. Informalmente, são chamados de veggies.</p><p>Language Note</p><p>GR</p><p>EY</p><p>_A</p><p>ND</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PI</p><p>XA</p><p>HU</p><p>B/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>BO</p><p>ON</p><p>CH</p><p>UA</p><p>Y1</p><p>97</p><p>0/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AN</p><p>NA</p><p>K</p><p>UC</p><p>HE</p><p>RO</p><p>VA</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>NI</p><p>K</p><p>M</p><p>ER</p><p>KU</p><p>LO</p><p>V/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>ER</p><p>CU</p><p>RY</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>EN</p><p>LI</p><p>GH</p><p>TE</p><p>NE</p><p>D</p><p>M</p><p>ED</p><p>IA</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AN</p><p>NA</p><p>K</p><p>UC</p><p>HE</p><p>RO</p><p>VA</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>RH</p><p>JP</p><p>HT</p><p>OT</p><p>OS</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>BW</p><p>F</p><p>OL</p><p>SO</p><p>M</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>HU</p><p>RS</p><p>T</p><p>PH</p><p>OT</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>IN</p><p>DI</p><p>GO</p><p>LO</p><p>TO</p><p>S/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AT</p><p>KU</p><p>B2</p><p>49</p><p>9/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>NE</p><p>W</p><p>A</p><p>FR</p><p>IC</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>OL</p><p>GA</p><p>G</p><p>UC</p><p>HE</p><p>K/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>NA</p><p>TE</p><p>E</p><p>PH</p><p>OT</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AN</p><p>DR</p><p>EY</p><p>E</p><p>RE</p><p>M</p><p>IN</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>BE</p><p>RG</p><p>AM</p><p>ON</p><p>T/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>LE</p><p>NS</p><p>7/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>IU</p><p>RI</p><p>I K</p><p>AC</p><p>HK</p><p>OV</p><p>SK</p><p>YI</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>TI</p><p>M</p><p>U</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>TI</p><p>M</p><p>U</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>VA</p><p>LE</p><p>NT</p><p>YN</p><p>V</p><p>OL</p><p>KO</p><p>V/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PH</p><p>OT</p><p>OO</p><p>NG</p><p>RA</p><p>PH</p><p>Y/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>IV. Grains</p><p>a. bread b. c. pasta d. rice</p><p>V. Meat and beans</p><p>a. b. chicken c. egg d.</p><p>2 Listen to the recording and check your answers to exercise 1. Then, listen to the recording again</p><p>and repeat the words.</p><p>17</p><p>KH</p><p>UM</p><p>TH</p><p>ON</p><p>G/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AR</p><p>AZ</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>129Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 129D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 129 26/07/22 18:2026/07/22 18:20</p><p>Sugar: Time to Cut Back</p><p>Many people are unaware of how much</p><p>sugar they’re eating – not just the amount they</p><p>add to a bowl of cereal or a hot drink but also</p><p>the astonishing quantities hidden in processed</p><p>foods and drinks. From tooth decay to obesity,</p><p>the health risks are huge. (…)</p><p>Empty calories</p><p>(…) Sugar is only 4 calories per gram (the</p><p>same as protein), but these are known as empty</p><p>calories because refined sugar doesn’t contain</p><p>any other nutrients. We do need some sugar, for</p><p>energy, but the processed ones added to our food</p><p>are just not necessary. We can get all the sugar</p><p>we need from fruit, vegetables and grains. (…)</p><p>How much is too much?</p><p>The World Health Organization says added</p><p>sugar (including honey and fruit juice) should</p><p>not exceed 10% of our daily calories. (…)</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>3 Copy this table into your notebook. Then, complete it by replacing the icons with words from</p><p>exercise 1. If necessary, use the Glossary.</p><p>British English American English Other Englishes</p><p>eggplant</p><p>beet</p><p>chicken chook (in Australia and New Zealand)</p><p>okra</p><p>bhindi (in India),</p><p>ladies’ fingers (in many English-speaking countries)</p><p>swede rutabaga turnip (in Ireland), neep (in Scotland)</p><p>4 Listen to the recording and check your answers to exercise 3. Then, listen to the recording again</p><p>and repeat the words.</p><p>18</p><p>Think about it!</p><p>É comum os nomes de comidas variarem de acordo com o país e/ou a região. Alguns exemplos dessa variação em inglês são</p><p>dados</p><p>no exercício 3. Você conhece exemplos de nomes de comidas em português que também variam de acordo com o lugar?</p><p>1 Before reading the following text, take a look at its picture</p><p>and title. What do you expect to read about?</p><p>2 Now read the text to check your predictions.</p><p>GO TO VOCABULARY CORNER ON PAGE 178.</p><p>CLARKE, Jane. Complete family nutrition. Londres: DK Publishing, 2014. p. 92-93.</p><p>too much = an excessive amount</p><p>E.g.: It’s not healthy to eat too much sugar.</p><p>unaware = not aware; not conscious</p><p>Language Note</p><p>KABARDINS PHOTO/SHUTTERSTOCK.COM</p><p>130</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 130D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 130 26/07/22 18:2026/07/22 18:20</p><p>1 Choose the correct item that answers each question.</p><p>a. Which fragments are about vegetables?</p><p>I. Fragments I and II. II. Fragments III and IV.</p><p>b. Which words can have a singular and a plural form?</p><p>I. Broccoli, sugar. II. Red pepper, banana.</p><p>2 Replace each icon with broccoli or banana to complete</p><p>the statements.</p><p>a. Countable nouns refer to things you can count. They</p><p>have a singular and a plural form. For example: red</p><p>pepper(s), (s).</p><p>b. Uncountable nouns refer to things you can’t count. They</p><p>only have a singular form. For example: sugar, .</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>3 Choose the correct statements about the text. If necessary, use the Glossary.</p><p>a. Many people don’t know the amount of sugar they are eating.</p><p>b. There is a lot of hidden sugar in processed foods and drinks.</p><p>c. It is not possible to get all the sugar we need from fruit, vegetables, and grains.</p><p>d. According to the World Health Organization, the minimum amount of sugar a person can eat is</p><p>10% of their daily calories.</p><p>4 Find in the text two health risks of eating too much sugar.</p><p>5 How about you? How much sugar do you eat a day? The expressions in the following box can</p><p>help you.</p><p>Sugar é incontável no sentido em que é</p><p>usado no fragmento IV, mas é contável</p><p>quando falamos de vários tipos de</p><p>açúcares, como em “Simple sugars are</p><p>easier to digest than complex sugars.”</p><p>Já a forma de se referir à quantidade de</p><p>brócolis em inglês é usar a expressão a</p><p>head of broccoli.</p><p>Language Note</p><p>Too much. • Not much. • Almost none. • None.</p><p>Countable and Uncountable Nouns</p><p>Read the following fragments, focus on the words in bold and do exercises 1 and 2.</p><p>I. “Broccoli is a superfood, rich in folate (...)” (page 126)</p><p>II. “Red peppers have three times as much vitamin C as any citrus fruit.” (page 126)</p><p>III. “Bananas are rich in complex carbs (...)” (page 126)</p><p>IV. “We do need some sugar, for energy (…)” (page 130)</p><p>A partir da observação dos</p><p>exemplos, faça inferências</p><p>para compreender regras</p><p>de uso da língua inglesa.</p><p>TIP</p><p>131Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 131D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 131 26/07/22 18:2026/07/22 18:20</p><p>1. Scrub the carrots and cut each</p><p>one into 2 or 3 pieces.</p><p>2. Put the apples and the carrots</p><p>through the juicer. Throw away</p><p>the pulp and pour the juice into</p><p>two glasses.</p><p>1. Peel the bananas and then roughly chop them into small slices. Put</p><p>them into the blender and add the blueberries, yogurt, and milk.</p><p>2. Whiz the blender until the mixture is smooth, thick, and creamy.</p><p>Equipment</p><p>• small sharp knife</p><p>• cutting board</p><p>• juicer</p><p>Equipment</p><p>• small sharp knife</p><p>• cutting board</p><p>• blender</p><p>Ingredients</p><p>• 4 apples</p><p>• 3 carrots</p><p>Ingredients</p><p>• 3/4 cup of fresh or frozen blueberries</p><p>• 3 bananas (sliced)</p><p>• 2 cups of thick plain yogurt</p><p>• 1 cup of milk</p><p>3 Read the following recipes for two healthy drinks. Which food words in bold are countable and</p><p>which ones are uncountable?</p><p>Preparation 5 mins Cooking none Serves 2</p><p>Carrot and Apple Juice</p><p>For maximum goodness, drink the juice immediately.</p><p>Preparation 5 mins Cooking none Serves 4</p><p>Fruit Smoothie</p><p>Adaptado de: GRAIMES, Nicola. Kids’ fun & healthy cookbook. Nova York: DK Publishing, 2007. p. 18.</p><p>Adaptado de: GRAIMES, Nicola. Kids’ fun & healthy cookbook. Nova York: DK Publishing, 2007. p. 19.</p><p>PI</p><p>XE</p><p>L-</p><p>SH</p><p>OT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>KO</p><p>M</p><p>SA</p><p>N</p><p>LO</p><p>ON</p><p>PR</p><p>OM</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>DI</p><p>ON</p><p>IS</p><p>VE</p><p>RA</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AR</p><p>TE</p><p>M</p><p>E</p><p>VD</p><p>OK</p><p>IM</p><p>OV</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>UT</p><p>IT</p><p>A</p><p>NA</p><p>RK</p><p>M</p><p>UA</p><p>NG</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>NOIRCHOCOLATE/</p><p>SHUTTERSTOCK.COM</p><p>JA</p><p>RV</p><p>A</p><p>JA</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>FO</p><p>OD</p><p>PI</p><p>CT</p><p>UR</p><p>ES</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>Think about it!</p><p>Para você, qual é a importância de se incentivar o consumo de alimentos de produtores locais? Se possível, visite feiras</p><p>ou mercados da sua região e busque aprender sobre o processo de produção e distribuição dos diferentes alimentos.</p><p>Converse com seus/suas colegas sobre essa experiência.</p><p>132</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 132D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 132 29/07/22 18:1729/07/22 18:17</p><p>Expressions of Quantity</p><p>4 Read the following fragments from page 130, focus on the words in bold and choose the correct</p><p>item that completes each sentence.</p><p>HO</p><p>V</p><p>AN</p><p>T</p><p>Y/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>EV</p><p>GE</p><p>NY</p><p>K</p><p>AR</p><p>AN</p><p>DA</p><p>EV</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>a. The quantifier many (fragment I) refers to</p><p>I. people (countable noun).</p><p>II. sugar (uncountable noun).</p><p>b. The quantifier much (fragment I) refers to</p><p>I. people (countable noun).</p><p>II. sugar (uncountable noun).</p><p>c. The quantifiers some (fragment II) and any (fragment III)</p><p>refer to</p><p>I. a definite quantity.</p><p>II. an indefinite quantity.</p><p>5 Replace each icon with countable or uncountable to complete the statements.</p><p>I. “Many people are unaware of how much sugar they’re eating”</p><p>II. “We do need some sugar, for energy”</p><p>III. “refined sugar doesn’t contain any other nutrients.”</p><p>Some and any are used when it is not</p><p>important or easy to say exactly how</p><p>much/how many of something we</p><p>are thinking of. We usually use some</p><p>in affirmative sentences and any in</p><p>negative and interrogative sentences.</p><p>We use some in interrogative</p><p>sentences (offers and requests)</p><p>if we expect people to answer</p><p>“affirmatively”.</p><p>E.g.: Can I have some sugar, please?</p><p>Language Note</p><p>• water (uncountable);</p><p>• glass (countable)</p><p>E.g.: I drink eight glasses of water a day.</p><p>• fruit (uncountable);</p><p>• serving (countable)</p><p>E.g.: I eat four servings of fruit a day.</p><p>Language Notea. With , plural nouns, use: many, not</p><p>many, too many and how many.</p><p>b. With nouns, use: much, not</p><p>much, too much and how much.</p><p>6 Replace each icon with How much or How many to complete the questions.</p><p>a. meals do you have a day?</p><p>b. water do you drink a day?</p><p>c. milk do you usually drink a day?</p><p>d. glasses of fruit smoothie do you drink a week?</p><p>e. servings of fruit do you eat a day?</p><p>133Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 133D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 133 26/07/22 18:2026/07/22 18:20</p><p>2 Listen to part of a radio program with a reporter</p><p>summarizing the main points discussed in an interview</p><p>with a dietician. What did they talk about? Choose a or b.</p><p>a. Understanding food labels.</p><p>b. How to eat healthy food on a budget.</p><p>3 Listen to the recording again and choose the items that</p><p>were mentioned in the interview.</p><p>a. It’s possible to eat healthy without buying foods that</p><p>are all natural.</p><p>b. Fresh food is always best.</p><p>c. Frozen and canned foods are not healthy.</p><p>d. It’s important to make a list when you’re shopping.</p><p>e. You don’t need to eliminate your favorite foods.</p><p>f. It’s possible to eat healthy even if you don’t have the</p><p>money to buy certain foods.</p><p>4 Listen to the recording once more and check your</p><p>answers to exercises 2 and 3.</p><p>19</p><p>19</p><p>19</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>7 In pairs, ask and answer the questions from exercise 6 as in the example. Take turns.</p><p>Student A: How many meals do you have a day?</p><p>Student B: I have five meals a day. How about you?</p><p>Student A: Not many. I only have three meals: breakfast, lunch and dinner.</p><p>How much water do</p><p>you drink a day?</p><p>Student B: I don’t know. Not many glasses. Maybe five.</p><p>1 In your opinion, what are the three most important things to consider</p><p>when choosing to eat healthy? The items in the following box can help you.</p><p>Countable: not many = a few</p><p>Uncountable: not much = a little</p><p>Language Note</p><p>on a budget = not having/spending much money</p><p>Language Note</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>TO</p><p>KO</p><p>KO</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>I think healthy food needs to be…</p><p>fresh • low fat • low sugar • 100% natural •</p><p>non-GMO (Genetically Modified Organism) • organic</p><p>Não se preocupe em entender todas as</p><p>palavras e todas as informações do áudio.</p><p>O objetivo do exercício 2 é identificar</p><p>o tema da entrevista veiculada em um</p><p>programa de rádio.</p><p>TIP</p><p>Ao ouvir o áudio, concentre-se nas</p><p>informações que deseja e preste atenção nas</p><p>palavras-chave.</p><p>TIP</p><p>O trecho de áudio que você ouviu faz</p><p>parte de uma entrevista com uma</p><p>nutricionista, Shana Spence. Para ouvi-la</p><p>na íntegra ou ler sua transcrição, visite</p><p>www.npr.org/transcripts/920807670</p><p>(Acesso em: 8 jun. 2022).</p><p>Le@rning</p><p>on the web</p><p>134</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 134D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 134 26/07/22 18:2026/07/22 18:20</p><p>5 Do you usually read the nutrition label on food packaging</p><p>before buying or eating something? If so, what do you</p><p>usually check?</p><p>6 Get to know about your classmates’ eating habits! Copy</p><p>the following table into your notebook and interview two</p><p>classmates as in the example. Replace each icon with the</p><p>information you get. Take turns and ask extra questions.</p><p>Questions Classmate 1 Classmate 2</p><p>1. Do you eat fruit every day?</p><p>How many servings of fruit do you have a day?</p><p>2. Do you eat vegetables every day?</p><p>How many servings of vegetables do you have a day?</p><p>3. How much water do you drink a day?</p><p>4. How often do you eat junk food?</p><p>5. What is your favorite snack?</p><p>How often do you eat it?</p><p>6. What is your favorite dessert?</p><p>How often do you eat it?</p><p>7. (Extra question)</p><p>8. (Extra question)</p><p>Example:</p><p>Student A: Do you eat fruit every day, Carol?</p><p>Student B: Yep, a lot!</p><p>Student A: How many servings of fruit do you have a day?</p><p>Student B: Three or four, I guess.</p><p>Student A: How about you, Douglas?</p><p>Student C: I don’t eat fruit every day. I think I have five portions a week.</p><p>BR</p><p>IA</p><p>N</p><p>A</p><p>JA</p><p>CK</p><p>SO</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>Think about it!</p><p>Você conhece a expressão junk food? Sabendo que junk significa “lixo”, a que tipo de comida você acha que essa expressão se</p><p>refere? Na sua opinião, essa expressão é adequada? Por quê (não)?</p><p>7 Now go back to exercise 6. Based on your classmates’ answers, do they have healthy eating</p><p>habits? Why (not)?</p><p>135Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 135D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 135 26/07/22 18:2026/07/22 18:20</p><p>In this unit you have read two recipes for healthy drinks – a carrot and apple juice, and a fruit</p><p>smoothie – on page 132. A recipe contains a list of ingredients, equipment, and instructions that tell</p><p>you how to prepare something. You can find thousands of recipes at www.food.com and</p><p>www.allrecipes.com (Accessed on: June 8, 2022).</p><p>Based on the recipes you explored in this unit, it’s time to put your favorite recipe down on paper!</p><p>You can share your favorite juice recipe, smoothie recipe, salad recipe etc.</p><p>1 Before writing your text, match the columns to identify the elements of the writing context.</p><p>a. Writer:</p><p>b. Readers:</p><p>c. Genre:</p><p>d. Objective:</p><p>e. Style:</p><p>f. Media:</p><p>I. classmates and other people</p><p>II. classroom board/Internet</p><p>III. you</p><p>IV. objective tone</p><p>V. recipe</p><p>VI. to share your favorite recipe</p><p>2 Follow these instructions to write your text.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>1. Choose one of your favorite recipes to share. Think of all the</p><p>ingredients and equipment required to make your recipe.</p><p>2. Make the recipe the way you want your readers to make</p><p>it. Take notes on what you’re doing. Don’t forget to write</p><p>down measurements for each ingredient. You can also take</p><p>a photo of each step and of the finished recipe.</p><p>3. Write a first draft of the recipe. Start with the ingredient</p><p>list. For each item, write how much you usually use. Use</p><p>abbreviations for measurements (e.g. tsp. for teaspoon).</p><p>4. Describe the equipment needed.</p><p>5. Write clear, easy-to-read descriptions of the process. Use</p><p>the imperative for each step (e.g. peel the bananas, put</p><p>them into the blender).</p><p>6. Include the preparation time and the number of servings.</p><p>7. Exchange recipes with a classmate and discuss both texts.</p><p>8. Make the necessary corrections.</p><p>9. Write the final version of the recipe. Include the photo(s) of</p><p>each step and/or of the finished recipe.</p><p>Ao revisar as receitas,</p><p>considere, por exemplo:</p><p>•objetivo: As informações</p><p>estão adequadas ao objetivo</p><p>do texto?</p><p>•conteúdo: Você incluiu todos</p><p>os ingredientes e material</p><p>necessário para a elaboração</p><p>da receita?</p><p>•linguagem: O modo de</p><p>preparo está redigido de</p><p>maneira clara e objetiva?</p><p>•imagens: As imagens ajudam</p><p>o leitor a compreender a</p><p>receita?</p><p>•ortografia: As palavras e as</p><p>abreviações estão escritas</p><p>corretamente?</p><p>Reescreva seu texto com base</p><p>na revisão feita por você e seus/</p><p>suas colegas.</p><p>TIP</p><p>3 It’s time to share your favorite recipe with your classmates and other people. You and your</p><p>classmates can organize the texts to create posters on specific recipes (juices, salads,</p><p>sandwiches, etc.). You can also create an online wall at www.padlet.com (accessed on: June 8,</p><p>2022) to publish your recipes on the Internet and share them with other students, your teachers,</p><p>your family, and people everywhere.</p><p>136</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 136D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 136 26/07/22 18:2026/07/22 18:20</p><p>Para assistir a uma animação sobre como o que você come afeta o cérebro, visite:</p><p>• www.ted.com/talks/mia_nacamulli_how_the_food_you_eat_affects_your_brain</p><p>(Acesso em: 8 jun. 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>How much water do you need a day? What about vegetables? Read the following text and find out</p><p>what a healthy eating plate looks like. Then, talk to a classmate and answer the questions.</p><p>©</p><p>H</p><p>AR</p><p>VA</p><p>RD</p><p>U</p><p>NI</p><p>VE</p><p>RS</p><p>IT</p><p>Y</p><p>HEALTHY Eating Plate. Harvard Health Publishing, 5 jun. 2017.</p><p>Disponível em: www.health.harvard.edu/staying-healthy/healthy-eating-plate. Acesso em: 8 jun. 2022.</p><p>• De acordo com as recomendações de Harvard para uma alimentação saudável, quais alimentos</p><p>devem ser consumidos com moderação? E quais devem ser evitados?</p><p>• O que os especialistas em nutrição de Harvard dizem sobre atividade física?</p><p>• O que não conta como porção de legumes que devem ser consumidos em boa quantidade?</p><p>• Você segue alguma dessas recomendações? A sua alimentação se baseia nas proporções mostradas</p><p>na imagem? Qual grupo alimentar você prioriza na sua alimentação?</p><p>137Unit 7</p><p>D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 137D3-ING-F2-4114-V8-U07-124a137-LA-G24.indd 137 26/07/22 18:2026/07/22 18:20</p><p>What are these friends doing to have fun? What do you and your friends usually</p><p>do together?</p><p>GETTING STARTED</p><p>UNIT 88 FRIENDS FOREVER</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>KL</p><p>EB</p><p>ER</p><p>C</p><p>OR</p><p>DE</p><p>IR</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>ES</p><p>QU</p><p>IT</p><p>AF</p><p>M</p><p>S/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>CA</p><p>FT</p><p>OR</p><p>/©</p><p>12</p><p>3R</p><p>F.C</p><p>OM</p><p>138</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 138D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 138 26/07/22 18:2226/07/22 18:22</p><p>FRIENDS FOREVER</p><p>Nesta unidade, você vai</p><p>• falar sobre amizade;</p><p>• usar pronomes relativos (relative pronouns);</p><p>• explorar sufixos (suffixes) e grupos nominais (noun phrases);</p><p>• compreender e produzir poemas (poems);</p><p>• explorar o tema contemporâneo transversal vida familiar e social.</p><p>TO</p><p>M</p><p>W</p><p>IL</p><p>DE</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>M</p><p>ON</p><p>KE</p><p>Y</p><p>BU</p><p>SI</p><p>NE</p><p>SS</p><p>IM</p><p>AG</p><p>ES</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>139Unit 8Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd</p><p>139D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 139 26/07/22 18:2226/07/22 18:22</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Before Reading</p><p>1 Do you have many friends? Is it easy for you to make new friends? Why (not)?</p><p>2 Before reading the following text, take a look at its title, structure, and source. Then, answer</p><p>the questions.</p><p>a. Where was the text published?</p><p>b. In which section of the publication is the text?</p><p>c. Who is the author of the text?</p><p>d. What is the main topic of the text?</p><p>3 Where do you expect the content of the text to come from?</p><p>Reading</p><p>4 Now read the text to check your predictions.</p><p>www.science.org/content/article/only-thing-constant-about-friendship</p><p>NEWS | SOCIAL SCIENCES</p><p>The Only Thing Constant About Friendship May Be the Number of Your Friends</p><p>University students don’t add more friends, just replace the old ones</p><p>6 JAN 2014 | BY EMILY UNDERWOOD</p><p>Friends come and go, but the number of close friends you have may remain surprisingly</p><p>constant. That’s the main result from a new study in which researchers used cell phone data</p><p>from British secondary school students as they transitioned to university to track how many</p><p>close social connections they maintained. The research also suggests that people have distinct</p><p>social “signatures,” or patterns of intimacy with others, which they tend to maintain over time.</p><p>Regardless of how many Facebook friends a person has, most people maintain only a small</p><p>number of emotionally intense relationships, says Jari Saramäki of the Aalto University School</p><p>of Science in Espoo, Finland, a computational scientist who studies social networks. Studies</p><p>show that these close relationships are vital to our health and well-being. But they do have a</p><p>cost: time and effort that take away from work, personal time, or other relationships. (…)</p><p>H</p><p>TT</p><p>PS</p><p>://</p><p>W</p><p>W</p><p>W</p><p>.S</p><p>CI</p><p>EN</p><p>CE</p><p>.O</p><p>RG</p><p>pattern: padrão</p><p>regardless of: independentemente de</p><p>remain: permanecer</p><p>UNDERWOOD, Emily. The only thing constant about friendship may be the number of your friends. Science, 6 jan. 2014. Disponível em:</p><p>www.science.org/content/article/only-thing-constant-about-friendship-may-be-number-your-friends. Acesso em: 10 jun. 2022.</p><p>NEWS CAREERS COMMENTARY JOURNALS COVID - 19 LOG IN</p><p>140</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 140D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 140 26/07/22 18:2226/07/22 18:22</p><p>https://www.science.org/content/article/only-thing-constant-about-friendship-may-be-number-your-friends</p><p>5 According to the main result from the new study mentioned in the text, what remains the same</p><p>over time? Choose a or b.</p><p>a. The number of close friends a person has.</p><p>b. The number of online friends a person has.</p><p>6 Replace the icons with information about the new study mentioned in the text.</p><p>Example: a. Social networking</p><p>a. Research area:</p><p>b. Researchers: and his colleagues</p><p>c. Institution:</p><p>d. Country of institution:</p><p>e. Participants:</p><p>7 What did researchers use cell phone data from the participants for?</p><p>8 In your notebook, write T (True) or F (False). Then, correct the false statement(s).</p><p>a. According to the research, people have different patterns of intimacy with others.</p><p>b. Most people maintain a great number of close relationships.</p><p>c. Emotionally intense relationships are important to our health and well-being.</p><p>d. Close relationships demand time and effort.</p><p>Reading for Critical Thinking</p><p>9 Discuss the following questions with your classmates.</p><p>a. According to the research, close</p><p>relationships are important to</p><p>our health and well-being. In your</p><p>opinion, how can these relationships</p><p>contribute to our physical and</p><p>mental health?</p><p>b. How important to you is the number</p><p>of friends you have? Do you think</p><p>that the number of friends someone</p><p>has on social networks indicates</p><p>how popular this person is?</p><p>c. Has the number of close friends</p><p>you have remained constant over</p><p>the years? How many close social</p><p>connections do you maintain?</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>141Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 141D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 141 26/07/22 18:2226/07/22 18:22</p><p>Word Formation: Suffixes</p><p>1 Read the following fragments from the text on page 140 and focus on the words in bold. Then,</p><p>choose the correct item that completes each sentence.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.VOCABULARY STUDY</p><p>I. “a new study in which researchers used cell phone data”</p><p>II. “these close relationships are vital to our health and well-being”</p><p>III. “the number of close friends you have may remain surprisingly constant”</p><p>a. In fragment I, we can infer that the suffix -er forms a noun indicating</p><p>I. an occupation. II. a comparison.</p><p>b. In fragment II, we can infer that the suffix -ship forms a noun indicating</p><p>I. an action. II. a state or condition.</p><p>c. In fragment III, we can infer that the suffix -ly forms an adverb indicating</p><p>I. in a (specified) manner. II. in a (specified) period of time.</p><p>2 Go back to the text on page 140 and find other words formed with the suffixes -ship and -ly.</p><p>3 Copy the following table into your notebook and complete it by replacing the icons with the</p><p>words in the box as in the examples.</p><p>friend • gradual • member • observe • quick •</p><p>relation • research • surprising • work</p><p>Noun</p><p>+</p><p>Suffix</p><p>=</p><p>Noun</p><p>relation</p><p>-ship</p><p>relationship</p><p>Verb</p><p>+</p><p>Suffix</p><p>=</p><p>Noun</p><p>research</p><p>-er</p><p>researcher</p><p>Adjective</p><p>+</p><p>Suffix</p><p>=</p><p>Adverb</p><p>surprising</p><p>-ly</p><p>surprisingly</p><p>4 Listen to the recording and check your answers to</p><p>exercise 3. Then, listen to the recording again and repeat</p><p>the words.</p><p>20</p><p>Observe que o sufixo -ship não é a sílaba</p><p>tônica dos substantivos que forma.</p><p>Pronunciation Note</p><p>142</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 142D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 142 26/07/22 18:2226/07/22 18:22</p><p>Noun Phrases</p><p>Focus on the expression “close friends” from the text on page 140. Then, do exercises 5 and 6.</p><p>The main word in each expression is a .</p><p>Note que, ao dizermos expressões nominais um pouco mais longas, em que há alguma preposição, é comum fazermos</p><p>uma pequena pausa antes da preposição, como no item d do exercício 7.</p><p>Pronunciation Note</p><p>5 The following expressions are from the text on page 140. Identify the main word in each</p><p>expression as in the example.</p><p>Example: a. friends</p><p>a. “close friends”</p><p>b. “personal time”</p><p>c. “close social connections”</p><p>d. “these close relationships”</p><p>e. “a computational scientist”</p><p>f. “distinct social ‘signatures’”</p><p>g. “emotionally intense relationships”</p><p>h. “the main result from a new study”</p><p>i. “cell phone data from British secondary school students”</p><p>6 Based on the expressions in exercise 5, replace the icon with noun or adjective to complete</p><p>the statement.</p><p>close friends</p><p>In the expression “close friends”, friends is the main word and is modified by close.</p><p>IR</p><p>IN</p><p>A</p><p>ST</p><p>RE</p><p>LN</p><p>IK</p><p>OV</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>7 In each item, put the words into the correct order to form noun phrases.</p><p>a. friends/best/their</p><p>b. personal/a/relationship/deep</p><p>c. results/the/study/the/of</p><p>d. Harvard University/at/network/scientist/a</p><p>8 Listen to the recording and check your answers to exercise 7.21</p><p>GO TO VOCABULARY CORNER ON PAGE 178.</p><p>143Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 143D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 143 26/07/22 18:2226/07/22 18:22</p><p>1 Before reading the following text, take a look at its title, structure and source. Then, choose the</p><p>correct item that completes each sentence.</p><p>a. The text is a</p><p>I. letter. II. poem.</p><p>b. The central theme of the text is</p><p>I. friendship. II. religion.</p><p>c. The author of the text is</p><p>I. Jill Wolf. II. Wendy Hinson.</p><p>Now read the text and do exercises 2-4.</p><p>TAKING IT FURTHER ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>from afar (literary) = from a long</p><p>distance away</p><p>Language Note</p><p>2 The person in the text wants to develop a close relationship with his/her friends. Choose a</p><p>fragment from the text that supports</p><p>this statement.</p><p>3 Choose the correct statements about the poem.</p><p>a. It contains rhymes (e.g. “be”, “me”,</p><p>“share”, “care”, etc.).</p><p>b. It contains everyday language.</p><p>c. It contains a lot of repetition.</p><p>d. It contains contracted forms.</p><p>e. Its tone is formal.</p><p>4 In “The hopes and plans of friends who care”, what does who refer to? Choose a or b.</p><p>a. “The hopes and plans” b. “friends”</p><p>WOLF, Jill. A friend’s prayer. The Friendship Page. 1996-2006. Disponível em:</p><p>www.friendship.com.au/poetry/popular/pop6.html. Acesso em: 10 jun. 2022.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>A Friend’s Prayer</p><p>© Jill Wolf, sent by Wendy Hinson</p><p>May my friendships always be</p><p>The most important thing to me;</p><p>With special friends I feel I’m blessed,</p><p>So let me give my very best.</p><p>I want to do much more than share</p><p>The hopes and plans of friends who care;</p><p>I’ll try all that a friend can do</p><p>To make their secret dreams come true.</p><p>Let me use my heart to see,</p><p>To realise what friends can be,</p><p>And make no judgements from afar,</p><p>But love my friends the way they are.</p><p>144</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 144D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 144 26/07/22 18:2226/07/22 18:22</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>5 In pairs, ask and answer the questions.</p><p>a. In your opinion, is friendship the most important relationship? Why (not)?</p><p>b. What qualities should a good friend have? Do you agree with the following quote? Why (not)?</p><p>c. What qualities do you appreciate in your friends?</p><p>“The biggest ingredient in a best friend</p><p>is someone whose actions you respect</p><p>and who you can truly be yourself around.”</p><p>Renee Olstead</p><p>OLSTEAD, Renee. The biggest ingredient in a best friend... In: ANDERSON, Becca. Friendship isn’t</p><p>a big thing – it’s a million little things: the art of female friendship. Coral Gables: Mango, 2019.</p><p>Relative Pronouns</p><p>1 Go back to the text on page 140 and identify the person described in the following items. Who is she?</p><p>a. She is a correspondent for Science.</p><p>b. She wrote an article about friendship.</p><p>c. She is a correspondent for Science who wrote an article about friendship.</p><p>2 In sentence c from the previous exercise, which word is used to avoid repeating the name of</p><p>the person?</p><p>Read the following fragments again, focus on the words in bold and do exercises 3-5.</p><p>3 Choose the correct item that completes each sentence.</p><p>a. Who refers to</p><p>I. “a computational scientist”. II. “social networks”.</p><p>b. Whose refers to</p><p>I. “someone”. II. “actions”.</p><p>c. That refers to</p><p>I. “time and effort”. II. “work”.</p><p>I. “a computational scientist who studies social networks.” (page 140)</p><p>II. “someone whose actions you respect” (page 145)</p><p>III. “time and effort that take away from work” (page 140)</p><p>IV. “patterns of intimacy with others, which they tend to maintain over time.” (page 140)</p><p>145Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 145D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 145 26/07/22 18:2226/07/22 18:22</p><p>d. Which refers to</p><p>I. “patterns of intimacy with others”. II. “they”.</p><p>e. The relative pronouns who, whose, that and which refer to</p><p>I. a previous element (= noun or noun phrase).</p><p>II. a following element (= noun or noun phrase).</p><p>f. The relative pronouns who, whose, that and which are used to</p><p>I. emphasize an element in the sentence and to contrast ideas.</p><p>II. connect elements in a sentence and to avoid repetition.</p><p>4 Match the columns as in the example to understand when we can use each relative pronoun in bold.</p><p>Example: a. III</p><p>a. We can use that in reference to</p><p>b. We can use who in reference to</p><p>c. We can use whose in reference to</p><p>d. We can use which in reference to</p><p>I. things.</p><p>II. people.</p><p>III. people and things.</p><p>IV. people and things (possessive meaning).</p><p>5 In “a computational scientist who studies social networks” (fragment I), which relative pronoun</p><p>can replace who? Choose a or b.</p><p>a. whose b. that</p><p>Read the following poem and do exercises 6 and 7.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>ZELLNER, Barbara M. What is a friend? Family Friend Poems. 2007. Disponível em:</p><p>www.familyfriendpoems.com/poem/a-good-friend. Acesso em: 10 jun. 2022.</p><p>What Is A Friend?</p><p>© Barbara M. Zellner</p><p>Published: October 2007</p><p>A good friend is someone</p><p>who cares about you.</p><p>They are someone who will be</p><p>there when you’re down.</p><p>A good friend is someone</p><p>who’s willing to help you</p><p>when you are in a little trouble</p><p>that’s hard to get out.</p><p>A good friend is someone</p><p>who you can talk to</p><p>and trust with your problems</p><p>in not telling anyone else.</p><p>A good friend is someone</p><p>who will come and stop</p><p>you from taking your life</p><p>and sit down to show you</p><p>all of the good things</p><p>to live for.</p><p>That’s what a good friend is!</p><p>146</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 146D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 146 25/04/23 10:3525/04/23 10:35</p><p>a. In the first sentence, the relative pronoun</p><p>that introduces a clause that</p><p>b. In the second sentence, the relative pronoun</p><p>which introduces a clause that</p><p>I. adds information about the poem about</p><p>true friendship.</p><p>II. restricts the information to the poem</p><p>written by Barbara Zellner.</p><p>9 The following quotes are about friendship. Complete them by replacing each icon with the</p><p>correct relative pronoun.</p><p>6 Answer the following questions.</p><p>a. What is the main theme of the poem?</p><p>b. In the poem, which relative pronoun is used to refer to “someone”? Which other relative pronoun</p><p>could be used?</p><p>7 Do you agree with the views about being “a good friend” presented in the poem? Why (not)?</p><p>8 Read these sentences about the poem on page 146. Then, match the items to complete the</p><p>following statements.</p><p>The poem that was written by Barbara Zellner is about true friendship.</p><p>The poem, which was written by Barbara Zellner, is about true friendship.</p><p>“A friend is someone knows all about you and still loves you.” (Elbert Hubbard)</p><p>HUBBARD, Elbert. A friend is someone... In: DAS, Tapatrisha. National best friends day 2022: wishes and messages to share</p><p>with besties. Hindustan Times, 8 jun. 2022. Disponível em: www.hindustantimes.com/lifestyle/festivals/national-best-</p><p>friends-day-2022-wishes-and-messages-to-share-with-besties-101654664455517.html. Acesso em: 16 jun. 2022.</p><p>I. who II. which</p><p>a.</p><p>“A friend should be one in understanding and virtue we can equally confide, and</p><p>whose opinion we can value at once for its justness and its sincerity.” (Robert Hall)</p><p>HALL, Robert. A friend should be one in... In: DEMAKIS, Joseph. The ultimate book of quotations. Raleigh: Lulu Enterprises, 2012. p. 137.</p><p>I. who II. whose</p><p>b.</p><p>“A real friend is one walks in when the rest of the world walks out.”</p><p>(Walter Winchell)</p><p>WINCHELL, Walter. A real friend is one... In: JANTZ, Gregory L.; McMURRAY, Ann. #Hooked. Lake Mary: Siloam, 2012. p. 68.</p><p>I. who II. which</p><p>c.</p><p>“Courage. Kindness. Friendship. Character. These are the qualities define us as</p><p>human beings, and propel us, on occasion, to greatness.” (R. J. Palacio)</p><p>PALACIO, R. J. Courage. Kindness. Friendship... In: COLLAZO, Leigh. Creating a kinder, gentler world through reading. WISS. 6</p><p>dez. 2017. Disponível em: https://web.archive.org/web/20220720222015/https://www.wiss.cn/world-of-wiss/wiss-today-blog/</p><p>academics/creating-a-kinder-gentler-world-through-reading/. Acesso em: 16 jun. 2022.</p><p>I. who II. that</p><p>d.</p><p>147Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 147D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 147 25/04/23 10:3625/04/23 10:36</p><p>https://www.hindustantimes.com/chandigarh/friends-and-shadows/story-c7M0ZmpATdA5E4jfO77heI.html</p><p>https://www.hindustantimes.com/chandigarh/friends-and-shadows/story-c7M0ZmpATdA5E4jfO77heI.html</p><p>https://web.archive.org/web/20220720222015/https://www.wiss.cn/world-of-wiss/wiss-today-blog/academics/creating-a-kinder-gentler-world-through-reading/</p><p>https://web.archive.org/web/20220720222015/https://www.wiss.cn/world-of-wiss/wiss-today-blog/academics/creating-a-kinder-gentler-world-through-reading/</p><p>4 According to the poem, choose the items that</p><p>help friendship become love. Do you agree with</p><p>the poet?</p><p>a. Confidence.</p><p>b. Freedom.</p><p>c. Generosity.</p><p>d. Honesty.</p><p>e. Responsibility.</p><p>f. Sacrifice.</p><p>1 Do you like poetry? Have you ever written a poem for a friend? If so, what was it about?</p><p>2 Listen to a woman reciting a poem written by Gerard Arthus in 1982. What is it about?</p><p>3 Listen to the recording again and answer the questions.</p><p>a. What is the best gift that a person can give?</p><p>b. In the poem, what is life compared to? Why?</p><p>22</p><p>22</p><p>LISTENING AND SPEAKING</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Para conhecer outros poemas de Gerard</p><p>Arthus, visite: archive.org/details/</p><p>arthusgerardpoems (Acesso em: 10 jun. 2022).</p><p>Le@rning on the web</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>10 Which quotes from the previous exercise do you agree with?</p><p>GO TO LANGUAGE REFERENCE + EXTRA PRACTICE ON PAGE 186.</p><p>“Friendship is the shadow of the evening, increases with the setting sun of life.”</p><p>(Jean de La Fontaine)</p><p>LA FONTAINE, Jean de. Friendship is the shadow of the evening... In: NOORUZZAMAN, Syed. Friends and shadows. Hindustan Times,</p><p>11 ago. 2014. Disponível em: www.hindustantimes.com/chandigarh/friends-and-shadows/story-c7M0ZmpATdA5E4jfO77heI.html.</p><p>Acesso em: 16 jun. 2022.</p><p>I. which II. that</p><p>e.</p><p>148</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 148D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 148 26/07/22 18:2226/07/22 18:22</p><p>https://archive.org/details/arthusgerardpoems</p><p>https://archive.org/details/arthusgerardpoems</p><p>TR</p><p>EN</p><p>DO</p><p>BJ</p><p>EC</p><p>TS</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>5 Listen to the recording once more and check your answers to exercises 3 and 4.</p><p>6 The poem contains rhymes. Listen to the recording again and identify the words that rhyme with</p><p>the following ones as in the example.</p><p>Example: a. live</p><p>a. give</p><p>b. flower</p><p>c. time</p><p>d. sleep</p><p>7 Did you like the poem? Why (not)?</p><p>8 In pairs, ask and answer the following questions.</p><p>a. Do you have a best friend? If so, who is he/she? How long have you known each other?</p><p>b. Can you describe one of your closest friends?</p><p>c. How do you make new friends? Have you ever made any friends over the Internet?</p><p>9 Read the following true story and, in small groups, ask and answer</p><p>the questions about it.</p><p>22</p><p>22</p><p>Ao ouvir o poema, observe o efeito das pausas e do ritmo.</p><p>TIP</p><p>a. Who wrote the true story? What is her occupation?</p><p>b. What is the true story about?</p><p>c. Does she know who left the sticky note on her car?</p><p>d. How does she feel about the sticky note?</p><p>e. Do you usually remind your friends of how much they are important to you? If so, what do you</p><p>usually do?</p><p>www.rd.com/article/stories-of-friendship/</p><p>One night after teaching a late class, I found a</p><p>sticky note on the window of my car. It read “You</p><p>are beautiful inside and out” and featured a little</p><p>heart. I never did find out which one of my friends</p><p>left it for me, but it is still on my dashboard and</p><p>means more than anything to me.</p><p>Jennie Berglund, Burnsville, Minnesota</p><p>22 HEARTWARMING stories of true friendship that will make you call your bestie.</p><p>Reader's Digest, 20 jul. 2021. Disponível em: www.rd.com/article/stories-of-</p><p>friendship/. Acesso em: 15 jul. 2022.</p><p>dashboard: painel de carro</p><p>sticky note: nota adesiva</p><p>YOU ARE</p><p>BEAUTIFUL</p><p>INSIDE AND OUT</p><p>149Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 149D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 149 29/07/22 18:1929/07/22 18:19</p><p>https://www.rd.com/article/stories-of-friendship/</p><p>https://www.rd.com/article/stories-of-friendship/</p><p>https://www.rd.com/article/stories-of-friendship/</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.WRITING</p><p>1. Think of something to write about. You can write</p><p>about an important relationship or anything you</p><p>have deep feelings about. Anything can be the</p><p>theme for a poem.</p><p>2. Focus on your theme and consider it from different</p><p>angles. Get all your ideas down on paper.</p><p>3. Do not worry about style, about writing in a beautiful</p><p>or a poetic way. Focus on communicating an aspect</p><p>of your experience. What makes the poem interesting</p><p>is your unique perspective.</p><p>4. Then, start experimenting with the form of the poem.</p><p>Try organizing your poem in different ways and see</p><p>what happens. The length of the line can make the</p><p>reader pay attention to certain words, for example.</p><p>5. Exchange poems with a classmate and discuss them.</p><p>Talk about how you feel when you read the poems.</p><p>6. Make the necessary corrections.</p><p>7. Write the final version of your poem.</p><p>Ao revisar os poemas, considere,</p><p>por exemplo:</p><p>•objetivo: No poema, você</p><p>expressa seus sentimentos sobre</p><p>o tema?</p><p>•linguagem: A linguagem é usada</p><p>de forma criativa?</p><p>•ortografia: As palavras estão</p><p>escritas corretamente?</p><p>Reescreva seu texto com base na</p><p>revisão feita por você e seus/</p><p>suas colegas.</p><p>TIP</p><p>Poetry, like other forms of creative writing, can be a great way to propose ideas, convey emotions,</p><p>and entertain the audience all in one. In this unit you have read different poems about friendship</p><p>on pages 144 and 146. Visit www.poetryfoundation.org, www.poemhunter.com and</p><p>www.familyfriendpoems.com (accessed on: June 10, 2022) to find other examples of poems. Read</p><p>classic and contemporary poets. Get inspired.</p><p>Based on the poems you explored in this unit, it’s time to write a poem to express your ideas and</p><p>feelings in a creative way. You may write a long or a short poem, use rhymes or not.</p><p>1 Before writing your text, match the columns to identify the elements of the writing context.</p><p>a. Writer:</p><p>b. Readers:</p><p>c. Genre:</p><p>d. Objective:</p><p>e. Style:</p><p>f. Media:</p><p>I. classmates and other people</p><p>II. you</p><p>III. school newspaper/Internet</p><p>IV. creative writing</p><p>V. poem</p><p>VI. to express your ideas and feelings in a</p><p>creative way</p><p>2 Follow these instructions to write your text.</p><p>3 It’s time to share your poem with your classmates and other people. You can also publish it in</p><p>websites like www.poemhunter.com (Accessed on: June 10, 2022).</p><p>SA</p><p>NG</p><p>GA</p><p>RT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>150</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 150D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 150 26/07/22 18:2226/07/22 18:22</p><p>Para assistir a um vídeo sobre o que faz uma amizade ser duradoura, visite:</p><p>• www.ted.com/talks/mona_chalabi_what_makes_a_friendship_last</p><p>Para explorar citações e histórias pessoais sobre amizade, visite:</p><p>• www.passiton.com/friendship</p><p>(Acesso em: 10 jun. 2022).</p><p>Recommended Resources</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LOOKING AHEAD</p><p>In this unit you have talked about friendships. Read the following text about unhealthy friendships</p><p>and, in small groups, discuss the questions about it.</p><p>www.cham.org/HealthwiseArticle.aspx?id=acl8727</p><p>HEALTHWISE STAFF. Teens: getting out of an unhealthy friendship. Healthwise. 20 set. 2021.</p><p>Disponível em: www.cham.org/HealthwiseArticle.aspx?id=acl8727. Acesso em: 17 jun. 2022.</p><p>Note que algumas palavras em inglês</p><p>parecem com palavras em português,</p><p>mas tem um significado diferente.</p><p>Push parece “puxar”, mas significa</p><p>“empurrar”. “Puxar”, em inglês, é pull.</p><p>TIP</p><p>Teens: Getting Out of an Unhealthy Friendship</p><p>Getting Started</p><p>In an unhealthy friendship, the focus is often on things that are</p><p>negative. For example, you talk about each other’s problems a lot.</p><p>Or you give up what you want so you can make your friend happy.</p><p>But then you feel miserable. Or maybe your friend pushes you to do</p><p>things that feel bad, like trying alcohol when you’re not interested.</p><p>If you’re in an unhealthy friendship, it’s best to move on. Here are some ideas that can help.</p><p>• Stay true to what’s right for you and your friend. (...)</p><p>• Think about what to say to your friend and others. (...)</p><p>• Be thoughtful about blocking them on social media. (...)</p><p>• Reconnect with others. (...)</p><p>• Look for healthy friendships.</p><p>In a healthy friendship, you feel good about being yourself. And your friend feels really good</p><p>too. You trust and support each other. You’re able to disagree and still be close friends. Also, the</p><p>friendship feels fun and easy</p><p>www.usgs.gov/special-topics/water-science-school/science/rivers-world-worlds-longest-rivers</p><p>Review 1 ................................................................................................................................................... 50</p><p>Working Together 1 ............................................................................................................................... 54</p><p>Review 2 .................................................................................................................................................. 84</p><p>Working Together 2 .............................................................................................................................. 88</p><p>Common European Framework of</p><p>Reference for Languages: A2</p><p>Welcome ......................................... 8UNIT 0</p><p>English All around the World .................................................................8</p><p>Tips into Practice ...................................................................................13</p><p>Using an Online Translator ................................................................... 20</p><p>CONTentS</p><p>0</p><p>INformatiOn overload and getTing Distracted ......................... 22UNIT 1</p><p>Getting Started ...........................................22</p><p>Reading Comprehension ........................... 24</p><p>Vocabulary Study ....................................... 26</p><p>Word Groups .............................................. 26</p><p>Word Formation: Prefixes ............................ 26</p><p>Taking it Further ..........................................27</p><p>Language in Use ..........................................28</p><p>Review: Simple Present/Present Continuous ....... 28</p><p>Listening and Speaking ..............................32</p><p>Writing ........................................................ 34</p><p>mind map</p><p>Looking Ahead .............................................35</p><p>1</p><p>INspiRiNg WOmeN .................................................................... 36</p><p>Getting Started ...........................................36</p><p>Reading Comprehension ............................38</p><p>Vocabulary Study ........................................40</p><p>Word Formation: Suffixes ............................40</p><p>Taking it Further ..........................................41</p><p>Language in Use ......................................... 43</p><p>Review: Simple Past/Past Continuous ............... 43</p><p>Listening and Speaking ............................. 46</p><p>Writing ........................................................ 48</p><p>online comment</p><p>Looking Ahead ............................................ 49</p><p>UNIT 22</p><p>the Future oF englisheS .......................................................... 56</p><p>Getting Started .......................................... 56</p><p>Reading Comprehension ............................58</p><p>Vocabulary Study ........................................ 60</p><p>Synonyms ................................................... 60</p><p>Taking it Further .......................................... 61</p><p>Language in Use ..........................................63</p><p>Future with Will...............................................63</p><p>Listening and Speaking ..............................66</p><p>Writing .........................................................68</p><p>chart</p><p>Looking Ahead .............................................69</p><p>UNIT 33</p><p>Getting Started ........................................... 70</p><p>Reading Comprehension ............................72</p><p>Vocabulary Study ....................................... 74</p><p>Word Formation: Suffixes ............................ 74</p><p>Taking it Further ..........................................75</p><p>Language in Use ..........................................77</p><p>Future with Be Going To ...................................77</p><p>Listening and Speaking .............................. 80</p><p>Writing .........................................................82</p><p>interview</p><p>Looking Ahead .............................................83</p><p>daNcing To suCcess .................................................................. 70UNIT 44</p><p>6</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>D3-ING-F2-4114-V8-SUM-006a007-LA-G24.indd 6D3-ING-F2-4114-V8-SUM-006a007-LA-G24.indd 6 26/07/22 16:5526/07/22 16:55</p><p>Review 3 ................................................................................................................................................ 118</p><p>Working Together 3 ............................................................................................................................ 122</p><p>Review 4 ............................................................................................................................................... 152</p><p>Working Together 4 ............................................................................................................................ 156</p><p>Projects ......................................... 158</p><p>games ...............................................162</p><p>Song ..................................................166</p><p>On the scReen ................................170</p><p>VocabulaRy coRner ................... 178</p><p>Language refeRence +</p><p>exTra PRacTice ............................. 186</p><p>glossaRy .........................................198</p><p>audio scriptS ............................... 203</p><p>annotated BibliograPhy ......... 207</p><p>WhaT a wonderful worLd! ................................................... 104UNIT 6</p><p>Getting Started .........................................104</p><p>Reading Comprehension .......................... 106</p><p>Vocabulary Study ...................................... 108</p><p>Adjectives .................................................. 108</p><p>Taking it Further ........................................ 110</p><p>Language in Use ........................................ 111</p><p>Making Comparisons</p><p>(Superlative Adjectives) ............................. 111</p><p>Listening and Speaking ............................114</p><p>Writing ....................................................... 116</p><p>quiz</p><p>Looking Ahead ........................................... 117</p><p>6</p><p>eat a rainbow ....................................................................... 124UNIT 7</p><p>Getting Started ........................................ 124</p><p>Reading Comprehension ..........................126</p><p>Vocabulary Study ......................................128</p><p>Food ..........................................................128</p><p>Taking it Further ........................................ 130</p><p>Language in Use ........................................ 131</p><p>Countable and Uncountable Nouns ............ 131</p><p>Expressions of Quantity .............................133</p><p>Listening and Speaking ........................... 134</p><p>Writing .......................................................136</p><p>recipe</p><p>Looking Ahead ...........................................137</p><p>7</p><p>FriendS foreVer ................................................................... 138UNIT 8</p><p>Getting Started .........................................138</p><p>Reading Comprehension ..........................140</p><p>Vocabulary Study ..................................... 142</p><p>Word Formation: Suffixes .......................... 142</p><p>Noun Phrases ........................................... 143</p><p>Taking it Further ....................................... 144</p><p>Language in Use ....................................... 145</p><p>Relative Pronouns .................................... 145</p><p>Listening and Speaking ........................... 148</p><p>Writing ....................................................... 150</p><p>poem</p><p>Looking Ahead ........................................... 151</p><p>8</p><p>the WoRld OF bookS ................................................................ 90UNIT 55</p><p>Getting Started ........................................... 90</p><p>Reading Comprehension ............................92</p><p>Vocabulary Study ....................................... 94</p><p>Book Genres ............................................... 94</p><p>Taking it Further ......................................... 96</p><p>Language in Use ..........................................97</p><p>most of the time.</p><p>Current as of: September 20, 2021</p><p>Author: Healthwise Staff</p><p>Medical Review: Andrew Littlefield PhD - Psychology, Behavioral Health</p><p>AU</p><p>TU</p><p>M</p><p>NN</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>• According to the text, “if you’re in an unhealthy friendship,</p><p>it’s best to move on”. Do you agree with this? Why (not)?</p><p>• Have you ever been in an unhealthy friendship? If so, what</p><p>did you do about it? Did you put into action any of the ideas</p><p>presented in the text?</p><p>• In your opinion, what is the meaning of true friendship? What</p><p>happens when the bond between two friends is strong?</p><p>151Unit 8</p><p>D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 151D3-ING-F2-4114-V8-U08-138a151-LA-G24.indd 151 26/07/22 18:2226/07/22 18:22</p><p>REVIEW 4 • UNITS 7 & 8</p><p>READING COMPREHENSION</p><p>1 Do you read nutrition facts labels to make informed decisions about what you eat? If so, when do</p><p>you normally read them?</p><p>Read the following text and do exercises 2 and 3.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>U.S. FOOD & DRUG ADMINISTRATION (FDA). Side-by-side comparison. [2022?]. Disponível em:</p><p>www.fda.gov/media/97999/download. Acesso em: 18 jun. 2022.</p><p>U.</p><p>S.</p><p>F</p><p>OO</p><p>D</p><p>&</p><p>D</p><p>RU</p><p>G</p><p>AD</p><p>M</p><p>IN</p><p>IS</p><p>TR</p><p>AT</p><p>IO</p><p>N</p><p>(F</p><p>DA</p><p>)</p><p>152</p><p>D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 152D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 152 26/07/22 18:2326/07/22 18:23</p><p>REVIEW 4 • UNITS 7 & 8</p><p>Countable and Uncountable Nouns</p><p>1 Do you know acarajé? Do you like it? Read the ingredients of this traditional Brazilian food and</p><p>focus on the words in bold. Which ones are uncountable?</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>LANGUAGE IN USE</p><p>2 Based on the new label, why is it easier for consumers to make better informed food choices?</p><p>Choose the correct items.</p><p>a. There is more detailed nutrition information.</p><p>b. The number of calories (230) comes in a larger type size.</p><p>c. The amount of 2,000 calories a day is used for general nutrition advice.</p><p>3 Compare the two nutrition facts labels and find out the updates in the new label. Then, replace</p><p>each icon with an expression in the box to complete the sentences.</p><p>a. The item is now included.</p><p>b. “Vitamin D” and “Potassium” replace .</p><p>c. “Calories” and “serving size” come in a .</p><p>d. The of vitamins and minerals is declared in mg addition to “% Daily Value”.</p><p>AD</p><p>IL</p><p>SO</p><p>N</p><p>SO</p><p>CH</p><p>OD</p><p>OL</p><p>AK</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>actual amount • “Added sugars” • larger type size • “Vitamin A” and “Vitamin C”</p><p>Brazilian Black-Eyed Pea and Shrimp</p><p>Fritters: Acarajé</p><p>By Marian Blazes | Updated on 05/16/22</p><p>(...)</p><p>Ingredients</p><p>For the Filling:</p><p>• 1 onion</p><p>• 1 teaspoon chile powder</p><p>• 1 cup small shrimp, fresh or frozen,</p><p>shelled and deveined</p><p>• 2 tablespoons palm oil, or olive oil</p><p>• Salt, to taste</p><p>• Freshly ground black pepper, to taste</p><p>For the Fritters:</p><p>• 2 (15-ounce) cans</p><p>black-eyed peas</p><p>• 1 clove garlic</p><p>• 1 onion</p><p>• 1 small chili pepper</p><p>• 1 to 2 tablespoons all-purpose flour</p><p>• Salt, to taste</p><p>• Freshly ground black pepper, to taste</p><p>• Palm oil, or vegetable oil, for frying (…)</p><p>BLAZES, Marian. Brazilian black-eyed pea and shrimp fritters: acarajé. The Spruce Eats, 16 maio 2022. Disponível em:</p><p>www.thespruceeats.com/brazilian-black-eyed-pea-shrimp-fritters-3028859. Acesso em: 18 jun. 2022.</p><p>153Review 4</p><p>D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 153D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 153 26/07/22 18:2326/07/22 18:23</p><p>Expressions of Quantity</p><p>2 Read the following comic strip and choose the correct item that answers each question.</p><p>a. How much lasagna does Jon give Garfield?</p><p>I. Not much. II. Very much.</p><p>b. Is the word lasagna a countable or uncountable noun?</p><p>I. A countable noun. II. An uncountable noun.</p><p>c. What does the quantifier some refer to?</p><p>I. A definite quantity. II. An indefinite quantity.</p><p>3 Replace each icon with How much or How many to complete the sentences.</p><p>a. portions of fruit do you eat a day?</p><p>b. water do you drink a day?</p><p>c. time do you spend cooking?</p><p>d. meals do you have after lunch?</p><p>Relative Pronouns</p><p>4 Read the following tips on being healthy. Replace each icon with the correct relative pronoun</p><p>that completes each tip.</p><p>a. “Don't fall for diets cut out food groups (…).”</p><p>I. whose</p><p>II. that</p><p>b. “Choose whole grains (like whole-wheat bread, brown rice, and oatmeal), provide fiber to</p><p>help you feel full.”</p><p>I. which</p><p>II. that</p><p>GA</p><p>RF</p><p>IE</p><p>LD</p><p>, J</p><p>IM</p><p>D</p><p>AV</p><p>IS</p><p>©</p><p>1</p><p>97</p><p>8</p><p>PA</p><p>W</p><p>S,</p><p>IN</p><p>C.</p><p>A</p><p>LL</p><p>R</p><p>IG</p><p>HT</p><p>S</p><p>RE</p><p>SE</p><p>RV</p><p>ED</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>DAVIS, Jim. Garfield. 2022. Disponível em: www.gocomics.com/garfield/1978/09/13. Acesso em: 18 jun. 2022.</p><p>GAVIN, Mary L. The deal with diets. Kids Health. 2022.</p><p>Disponível em: https://kidshealth.org/en/teens/dieting.html. Acesso em: 18 jun. 2022.</p><p>154</p><p>D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 154D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 154 26/07/22 18:2326/07/22 18:23</p><p>Nesta seção, reflita sobre a sua aprendizagem e, em seu</p><p>caderno, escreva a resposta a cada pergunta.</p><p>I. How well can you do this?</p><p>II. What learning resources have you used in Units 7-8?</p><p>The items in the box can help you.</p><p>III. What can you do to improve your learning?</p><p>Example: Organize words in word family charts.</p><p>• Dictionaries</p><p>• Internet</p><p>• Glossary</p><p>• Vocabulary Corner</p><p>• Language Reference +</p><p>Extra Practice</p><p>• Recommended Resources</p><p>• Other</p><p>Reading</p><p>• I can find specific information in practical, concrete, predictable texts (e.g. recipes),</p><p>provided they are written in simple language.</p><p>• I can pick out the main information in simple articles in which illustrations and titles</p><p>support the meaning of the text.</p><p>• I can understand the main points of short texts dealing with everyday topics.</p><p>Grammar</p><p>• I can use countable and uncountable nouns.</p><p>• I can use expressions of quantity.</p><p>• I can use relative pronouns.</p><p>Listening • I can understand and extract the essential information from short, recorded</p><p>passages dealing with everyday matters.</p><p>• I can generally identify the topic of a discussion around me that is conducted slowly</p><p>and clearly.</p><p>Speaking • I can present my opinion in simple terms.</p><p>• I can participate in short conversations in routine contexts on topics of interest.</p><p>• I can ask and answer questions and exchange ideas and information on familiar</p><p>topics in predictable everyday situations.</p><p>Writing</p><p>• I can write a recipe.</p><p>• I can write a poem.</p><p>• I can write short, simple poems about people.</p><p>3 Not so well.1 Very well. 2 Well.</p><p>THINKING ABOUT LEARNING</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>155Review 4</p><p>D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 155D3-ING-F2-4114-V8-RW4-152a155-LA-G24.indd 155 26/07/22 18:2326/07/22 18:23</p><p>WORKING TOGETHER 4</p><p>In unit 7, you have talked about healthy eating habits. In this section, you are going to talk about</p><p>healthy recipes.</p><p>1 In pairs, ask and answer the following questions.</p><p>a. Do you like cooking? If so, what do you like to cook?</p><p>b. Do you help prepare meals at home? If so, how often?</p><p>2 Before reading the following text, take a look at its structure, source, title and picture. What do</p><p>you expect to read about?</p><p>3 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>3. Vegetable omelet with toasted bread</p><p>You will need:</p><p>• 1 egg (whisked)</p><p>• ½ onion (chopped)</p><p>• ½ tomato (thinly diced)</p><p>• ½ bell pepper (thinly sliced)</p><p>• 2 tbsp corn (boiled)</p><p>• 1 tbsp sesame seeds oil</p><p>• 1 tsp mixed cheese (shredded)</p><p>• ½ tsp dried herbs mix</p><p>• Handful of baby spinach</p><p>(chopped)</p><p>How to make:</p><p>1. Add all the ingredients, except cheese, into a bowl and whisk well using a fork or</p><p>whisker. Set the bowl aside.</p><p>2. Now, heat oil in a skillet over medium heat. As the oil warms, pour the egg mixture</p><p>into the skillet and cook until both sides turn golden brown.</p><p>3. Once done, transfer the egg to a plate and serve with toasted whole-grain bread.</p><p>You can also add mashed potatoes and boiled snap beans.</p><p>PATWAL, Swati. 26 Easy</p><p>and healthy recipes for teenagers to cook. Mom Junction. 2 mar. 2022. Disponível em:</p><p>www.momjunction.com/articles/easy-recipes-cooking-for-teenagers_00782578/. Acesso em: 22 jun. 2022.</p><p>OL</p><p>GA</p><p>N</p><p>AY</p><p>AS</p><p>HK</p><p>OV</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>156</p><p>D3-ING-F2-4114-V8-WT4-156e157-LA-G24.indd 156D3-ING-F2-4114-V8-WT4-156e157-LA-G24.indd 156 26/07/22 18:2426/07/22 18:24</p><p>4 Focus on the ingredients (under “You will need”). Based on the ingredients you know from the</p><p>recipe, try to infer the meaning of the words in parentheses in the text. Then, match the columns.</p><p>a. whisked</p><p>b. chopped</p><p>c. thinly sliced</p><p>d. boiled</p><p>e. shredded</p><p>5 Focus on the preparation (under “How to make”). Identify the words in the recipe that refer to the</p><p>following pictures. If necessary, use the Glossary.</p><p>6 In pairs, ask and answer the following questions.</p><p>a. Did you find the recipe of a vegetable omelet with toasted bread easy? Would you prepare it?</p><p>b. Would you adapt the recipe to make it your way? If so, what would you change?</p><p>7 Read the following TASK and complete it by working with your</p><p>classmates collaboratively. The main aim of the task is to share</p><p>an easy but healthy recipe for teenagers to cook.</p><p>TASK In small groups, choose one of your favorite healthy</p><p>recipes. Write down all the ingredients and equipment</p><p>you will need to make the recipe. While you prepare</p><p>it, try to take some photos showing the preparation</p><p>of your recipe. The pictures can help you to write the</p><p>recipe later and can also illustrate it, making it easier</p><p>for readers to follow all the steps. Make sure you include</p><p>the exact measurements for each ingredient. When</p><p>writing the recipe, check if the instructions are clear</p><p>and easy to read. You and your classmates can publish</p><p>all the recipes on the school website. If possible, talk to</p><p>your teacher about the possibility of preparing the most</p><p>popular recipe among students at the school.</p><p>Na hora de escolher sua receita,</p><p>respeite os gostos pessoais de cada</p><p>um(a). Além disso, busque valorizar</p><p>os ingredientes locais e aproveitar</p><p>ao máximo cada um deles. Para</p><p>saber mais sobre o aproveitamento</p><p>integral dos alimentos (cascas,</p><p>sementes etc.), visite:</p><p>https://mesabrasil.sescsp.org.br/</p><p>media/1016/receitas_n2.pdf</p><p>(Acesso em: 22 jun. 2022).</p><p>TIP</p><p>Para encontrar opções de receitas fáceis e saudáveis que podem ser preparadas por adolescentes, visite: www.momjunction.</p><p>com/articles/easy-recipes-cooking-for-teenagers_00782578; www.taste.com.au/galleries/easy-dinner-recipes-teenagers-</p><p>can-cook/nhrmjg4i; https://raisingteenstoday.com/25-simple-recipes-teens-can-cook-themselves (Acesso em: 22 jun. 2022).</p><p>Le@rning on the web</p><p>DA</p><p>-G</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>NE</p><p>VO</p><p>DK</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>UR</p><p>FI</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PU</p><p>KA</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>I. cortado/a em tiras</p><p>II. fervido/a</p><p>III. batido/a</p><p>IV. picado/a</p><p>V. cortado/a em fatias finas</p><p>VI</p><p>KT</p><p>OR</p><p>IA</p><p>K</p><p>AZ</p><p>AK</p><p>OV</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AR</p><p>CT</p><p>IC</p><p>IC</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>157Working Together 4</p><p>D3-ING-F2-4114-V8-WT4-156e157-LA-G24.indd 157D3-ING-F2-4114-V8-WT4-156e157-LA-G24.indd 157 02/08/22 14:5602/08/22 14:56</p><p>https://mesabrasil.sescsp.org.br/media/1016/receitas_n2.pdf</p><p>https://www.momjunction.com/articles/easy-recipes-cooking-for-teenagers_00782578/</p><p>https://www.momjunction.com/articles/easy-recipes-cooking-for-teenagers_00782578/</p><p>PROJECTS</p><p>Inspiring Women Alive Today</p><p>Na unidade 2, você falou sobre mulheres inspiradoras, como Viola Davis e Maria da Penha. Agora,</p><p>leia as orientações de TASK 1 para realizar a primeira etapa do Project 1, Inspiring Women Alive Today.</p><p>TASK 1 In small groups, think of inspiring women who are leading by example. You and your</p><p>classmates should choose three women you admire, each from a different country.</p><p>The following map, texts and photos provide examples of inspiring women.</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>PROJECT 1</p><p>“Turn your wounds into wisdom.”</p><p>Oprah Winfrey</p><p>One of the most influential people in the world</p><p>today is Oprah Winfrey. She was born in 1954</p><p>in Mississippi, United States. She is a television</p><p>personality, actress, entrepreneur, and</p><p>philanthropist. Oprah is one of the pioneers of</p><p>the women empowerment movement.</p><p>Ngozi Okonjo-Iweala was born in 1954 in Delta</p><p>State, Nigeria. She is a global finance expert,</p><p>an economist and international development</p><p>professional with over 30 years of experience</p><p>in different continents. Ngozi is the first woman</p><p>and the first African to serve as director general</p><p>of the World Trade Organization.</p><p>DF</p><p>RE</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AN</p><p>DR</p><p>EI</p><p>M</p><p>IN</p><p>SK</p><p>AF</p><p>P/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>Representação sem escalas. Não apresenta conformidade com as normas cartográficas</p><p>por ter apenas efeito de localização de onde as mulheres citadas nasceram.</p><p>Fontes de pesquisa: CHANDIGARH, Kunal B. The true face of women</p><p>empowerment: Oprah Winfrey. Thrive. 2022. Disponível em: https://</p><p>thriveglobal.com/stories/the-true-face-of-women-empowerment-oprah-</p><p>winfrey/; THE EDITORS OF ENCYCLOPEDIA BRITANNICA. Oprah Winfrey.</p><p>In: ENCYCLOPEDIA Britannica. 2022. Disponível em: www.britannica.com/</p><p>biography/Oprah-Winfrey. Acesso em: 14 jun. 2022.</p><p>Fontes de pesquisa: WORLD TRADE ORGANIZATION. WTO</p><p>Director-General: Ngozi Okonjo-Iweala. 2022. Disponível em: www.</p><p>wto.org/english/thewto_e/dg_e/dg_e.htm; DUIGNAN, Brian. Ngozi</p><p>Okonjo-Iweala. In: ENCYCLOPEDIA Britannica. 9 jun. 2022. Disponível</p><p>em: www.britannica.com/biography/Ngozi-Okonjo-Iweala.</p><p>Acesso em: 14 jun. 2022.</p><p>ST</p><p>OC</p><p>KV</p><p>IT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>In this part of the project, it is only necessary to choose three women you admire, each from a</p><p>different country. Later, you are going to make a map of inspiring women.</p><p>158</p><p>D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 158D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 158 29/07/22 18:2029/07/22 18:20</p><p>https://www.britannica.com/biography/Oprah-Winfrey</p><p>https://www.britannica.com/biography/Oprah-Winfrey</p><p>https://www.wto.org/english/thewto_e/dg_e/dg_e.htm</p><p>https://www.wto.org/english/thewto_e/dg_e/dg_e.htm</p><p>PROJECTS</p><p>Leia as orientações de TASK 2 e siga as instruções para realizar a segunda etapa do Project 1,</p><p>Inspiring Women Alive Today.</p><p>TASK 2 After having selected three women you admire, each from a different country, it is time to</p><p>organize a map of inspiring women! Write a short paragraph about each woman.</p><p>1. Produce it! Write a draft of the short paragraphs. Mention the women’s names, dates and places</p><p>of birth and why they are important. It’s also a great opportunity to write about an inspiring</p><p>female figure from your community! Add pictures of the women you are writing about to</p><p>illustrate the paragraphs. Then gather all the texts you and your classmates have written to pin</p><p>them to the world map.</p><p>Para conhecer alguns exemplos de mulheres inspiradoras que fazem a diferença no mundo, visite: www.</p><p>rd.com/list/most-inspiring-women-alive-today/ (Acesso em: 14 jun. 2022).</p><p>Le@rning on the web</p><p>2. Share it locally! Organize an exhibition at your school to show what you and your classmates have</p><p>created. Invite teachers, family members, friends and other people from your community to get to</p><p>know about the inspiring women you and your classmates wrote about.</p><p>3. Share it globally! Use the Internet to create and/or share your map. You can also publish it on the</p><p>school’s website. Use English to create your map so that people all over the world can meet some</p><p>inspiring women.</p><p>Think about it!</p><p>Reflita sobre o desenvolvimento do projeto a partir das questões a seguir.</p><p>• O que você aprendeu ao pesquisar sobre mulheres inspiradoras de diferentes países?</p><p>• Como foi a apresentação dos projetos na escola?</p><p>• Como as pessoas reagiram ao trabalho publicado na internet?</p><p>• Você faria algo de modo diferente? Em caso afirmativo, o quê?</p><p>• Você acredita que, nos dias de hoje, mais mulheres estão recebendo reconhecimento pelo trabalho que realizam?</p><p>M</p><p>AR</p><p>Y</p><p>LO</p><p>NG</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>159Projects</p><p>D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 159D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 159 26/07/22 18:2626/07/22 18:26</p><p>Making a Book Trailer</p><p>Na unidade 5, você falou sobre diferentes livros, literários e não literários, e escreveu a resenha</p><p>de um deles. Agora, leia as orientações de TASK 1 para realizar a primeira etapa do Project 2, Making a</p><p>Book Trailer.</p><p>TASK 1 Have you ever watched a book trailer? Book trailers are an excellent way to communicate</p><p>the excitement of reading while promoting new or favorite books. In small groups, try to</p><p>watch different movie trailers in order to better understand what they are. Visit the website</p><p>https://rocketexpansion.com/book-trailers-examples/ (accessed on: June 14, 2022) to find</p><p>some examples of book trailers in English and Portuguese.</p><p>PROJECT 2</p><p>O objetivo de um book trailer é despertar, no leitor, o desejo de ler e de comprar determinado livro.</p><p>Diferentemente do trailer de cinema, em que é feita uma edição com as melhores e mais interessantes cenas do</p><p>filme, no book trailer, a montagem é elaborada com frases de impacto, geralmente acompanhadas de imagens da</p><p>história e uma bela música de fundo. Em geral, um book trailer tem de 30 a 90 segundos.</p><p>TIP</p><p>In this part of the project, it is only necessary to watch some movie trailers. Later, you are going to</p><p>make your own movie trailer based on your favorite book.</p><p>DR</p><p>AW</p><p>BO</p><p>T/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>; P</p><p>AN</p><p>TI</p><p>D1</p><p>23</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AL</p><p>FR</p><p>ED</p><p>A</p><p>. K</p><p>NO</p><p>PF</p><p>, I</p><p>NC</p><p>.</p><p>CA</p><p>SA</p><p>L</p><p>YG</p><p>IA</p><p>B</p><p>OJ</p><p>UN</p><p>GA</p><p>M</p><p>AC</p><p>M</p><p>IL</p><p>LA</p><p>N</p><p>CH</p><p>IL</p><p>DR</p><p>EN</p><p>'S</p><p>B</p><p>OO</p><p>KS</p><p>HA</p><p>RP</p><p>ER</p><p>CO</p><p>LL</p><p>IN</p><p>S</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>160</p><p>D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 160D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 160 26/07/22 18:2626/07/22 18:26</p><p>Leia as orientações de TASK 2 e siga as instruções para realizar a segunda etapa do Project 2,</p><p>Making a Book Trailer.</p><p>TASK 2 After having watched some book trailers, it is time to</p><p>make your own book trailer and share it with the world!</p><p>You can create a trailer based on the book review you</p><p>wrote in unit 5 (see page 102).</p><p>1. Produce it! In groups, decide which book to make a trailer</p><p>of. If you choose the same book you wrote a review of in</p><p>unit 5, you can use it to help you.</p><p>2. Share it locally! Organize an event at your school with the book trailers you and your classmates have</p><p>created and share them with everybody. Invite teachers, family members, friends, and other people</p><p>from your community to watch the videos. You can also make popcorn and serve it in individual</p><p>popcorn bags!</p><p>3. Share it globally! Use the Internet to share your book trailer with people all over the world. You can</p><p>also publish pictures of the event on the school’s website!</p><p>Para conhecer dicas práticas de como</p><p>fazer um book trailer, visite:</p><p>https://biteable.com/trailer/book/;</p><p>www.powtoon.com/blog/book-</p><p>trailer-free-professional/.</p><p>(Acesso em: 14 jun. 2022).</p><p>Le@rning on the web</p><p>Think about it!</p><p>Reflita sobre o desenvolvimento do projeto a partir das questões a seguir.</p><p>• Como você se sentiu ao criar seu próprio book trailer? Foi difícil produzir o vídeo?</p><p>• Como foi a exposição de book trailers na escola?</p><p>• Como as pessoas reagiram aos vídeos?</p><p>• Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>161Projects</p><p>D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 161D3-ING-F2-4114-V8-PRO-158a161-LA-G24.indd 161 26/07/22 18:2626/07/22 18:26</p><p>https://www.powtoon.com/blog/book-trailer-free-professional/</p><p>https://www.powtoon.com/blog/book-trailer-free-professional/</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>Is English spoken in Is English spoken in</p><p>Singapore?Singapore?</p><p>11</p><p>Which language has Which language has</p><p>the greatest number the greatest number</p><p>of native speakers?of native speakers?</p><p>22</p><p>Which language has Which language has</p><p>the greatest number the greatest number</p><p>of second language of second language</p><p>speakers?speakers?</p><p>33</p><p>Is English spreading Is English spreading</p><p>with the Internet?with the Internet?</p><p>44</p><p>Why are you Why are you</p><p>studying English?studying English?</p><p>55</p><p>Is English spoken Is English spoken</p><p>in India?in India?</p><p>66</p><p>Are there more Are there more</p><p>native speakers than native speakers than</p><p>non-native speakers non-native speakers</p><p>of English?of English?</p><p>77</p><p>In your opinion, what In your opinion, what</p><p>language will be the language will be the</p><p>most important in most important in</p><p>the future?the future?</p><p>88</p><p>What languages What languages</p><p>would you like to would you like to</p><p>learn in the future?learn in the future?</p><p>99</p><p>GAMES</p><p>It’s time to play Tic-tac-toe with a classmate. This is the first round of the game.</p><p>Round 1: Talking about languages</p><p>Instructions</p><p>• Em seu caderno, desenhe um diagrama com duas linhas verticais e duas linhas horizontais</p><p>paralelas.</p><p>• Escolha uma marcação: ou .</p><p>• Na sua vez de jogar, escolha uma pergunta (1 a 9) e faça sua marcação no diagrama.</p><p>• Vence o jogo quem conseguir fazer três marcações em sequência (linha, coluna ou diagonal).</p><p>162</p><p>GAME 1</p><p>162</p><p>D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 162D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 162 26/07/22 18:2726/07/22 18:27</p><p>Now it’s time to play the second round of the game.</p><p>Round 2: Talking about future dreams and plans</p><p>What are you going What are you going</p><p>to do this weekend?to do this weekend?</p><p>11</p><p>What are you going What are you going</p><p>to do in five years?to do in five years?</p><p>22</p><p>What are you gonna What are you gonna</p><p>be when you be when you</p><p>grow up?grow up?</p><p>33</p><p>Are you going to play Are you going to play</p><p>any games today? If any games today? If</p><p>so, which one(s)?so, which one(s)?</p><p>44</p><p>What are you going What are you going</p><p>to do in ten years?to do in ten years?</p><p>55</p><p>What do you wanna What do you wanna</p><p>do when you’re do when you’re</p><p>older?older?</p><p>66</p><p>What are you going What are you going</p><p>to do tonight?to do tonight?</p><p>77</p><p>What are you going What are you going</p><p>to do in twenty to do in twenty</p><p>years?years?</p><p>88</p><p>Would you like to Would you like to</p><p>live in another city/ live in another city/</p><p>state/country? If so, state/country? If so,</p><p>which one?which one?</p><p>99</p><p>Instructions</p><p>• Em seu caderno, desenhe um diagrama com duas linhas verticais e duas linhas horizontais</p><p>paralelas.</p><p>• Escolha uma marcação: ou .</p><p>• Na sua vez de jogar, escolha uma pergunta (1 a 9) e faça sua marcação no diagrama.</p><p>• Vence o jogo quem conseguir fazer três marcações em sequência (linha, coluna ou diagonal).</p><p>163Games 163</p><p>D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 163D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 163 26/07/22 18:2726/07/22 18:27</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>You need:</p><p>a die a counter</p><p>It’s time to play a board game with your classmates.</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>ST</p><p>A</p><p>RT</p><p>ST</p><p>A</p><p>RT</p><p>BIGBIG TALLTALL</p><p>LONGLONG</p><p>CHEAPCHEAP</p><p>DIFFICULTDIFFICULT</p><p>OLDOLD</p><p>HEAVYHEAVY</p><p>FARFAR</p><p>HOTHOT</p><p>BORINGBORING SWEETSWEET</p><p>GOODGOOD</p><p>SAFESAFE</p><p>EASYEASY</p><p>BADBAD</p><p>NEARNEAR</p><p>SWEETSWEET</p><p>TALLTALL</p><p>GAME 2</p><p>164</p><p>D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 164D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 164 26/07/22 18:2726/07/22 18:27</p><p>Instructions</p><p>• Comece o jogo na casa START.</p><p>• Jogue o dado para mover sua peça.</p><p>• Forme uma frase usando o comparativo ou o superlativo do adjetivo da casa onde parar.</p><p>• Ganha o jogo quem chegar primeiro à casa FINISH.</p><p>EXPENSIVEEXPENSIVE</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZIFINISHFINISH</p><p>DANGEROUS</p><p>DANGEROUS</p><p>DIFFICULTDIFFICULT</p><p>GOODGOOD</p><p>LONGLONG</p><p>SAFESAFE</p><p>EASYEASY</p><p>OLDOLD</p><p>HEAVYHEAVY</p><p>BORINGBORING</p><p>SWEETSWEET</p><p>BADBAD</p><p>HOTHOT</p><p>LONGLONG CLEANCLEAN</p><p>NEARNEAR</p><p>CHEAP</p><p>CHEAP</p><p>FARFAR</p><p>Games 165</p><p>D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 165D3-ING-F2-4114-V8-GM-162a165-LA-G24.indd 165 29/07/22 18:2229/07/22 18:22</p><p>SONG</p><p>1 Before listening to “Your Song”, written by Elton John and Bernie Taupin, read some facts about it.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>www.songfacts.com/facts/elton-john/your-song</p><p>This was Elton’s first single to chart. Before</p><p>he hit it</p><p>big, he worked as a songwriter and studio musician (…).</p><p>This was one of the first songs John wrote with</p><p>Bernie Taupin. They met after a record company gave</p><p>John some of Taupin’s lyrics to work with. Eventually,</p><p>they both moved into John’s parents’ house, where</p><p>they started working together.</p><p>The song was written in 1967, when Bernie Taupin</p><p>was 17 (…). Elton has said that this song is not about</p><p>anyone in particular, so Taupin has refused to reveal</p><p>the identity of the person – if such person exists – who</p><p>inspired this song. (…)</p><p>Bernie Taupin wrote the words for this song over</p><p>breakfast at Elton’s parents’ house, where he was staying. (…) “The original lyric was</p><p>written very rapidly on the kitchen table of Elton’s mother’s apartment in Northwood</p><p>Hills in the suburbs of London, if I recall, on a particularly grubby piece of exercise</p><p>paper,” said Taupin.</p><p>Elton wrote the music in about 20 minutes, as he often did with Taupin’s lyrics in their</p><p>early days. (…)</p><p>SONGFACTS. Your Song by Elton John. 2022. Disponível em: www.songfacts.com/facts/elton-john/your-song. Acesso em: 24 jun. 2022.</p><p>Now choose the correct statements about the song.</p><p>a. “Your Song” foi o primeiro single de Elton John e uma das primeiras</p><p>músicas que ele compôs com Bernie Taupin.</p><p>b. A música foi escrita em 1967, quando Elton John tinha 17 anos.</p><p>c. A música é sobre uma pessoa específica, com quem Elton John se</p><p>relacionou.</p><p>TIP</p><p>A atitude do autor em</p><p>relação ao tema e às suas</p><p>emoções é manifestada</p><p>no tom da canção através</p><p>da melodia e da letra.</p><p>W</p><p>IR</p><p>EI</p><p>M</p><p>AG</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>Your Song</p><p>by Elton Jonh</p><p>Elton John</p><p>166</p><p>D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 166D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 166 29/07/22 18:3429/07/22 18:34</p><p>https://www.songfacts.com/facts/elton-john/your-song</p><p>https://www.songfacts.com/facts/elton-john/your-song</p><p>SONG d. A música foi escrita durante um café da manhã na casa dos pais de Elton John, localizada em</p><p>um dos subúrbios de Londres.</p><p>e. A melodia de “Your Song” foi escrita em, aproximadamente, vinte minutos.</p><p>2 Before listening to the whole song, listen to its first part and focus on its tone and global idea. Is it</p><p>a love song?</p><p>3 Now listen to the whole song and replace each icon with a word in the box.</p><p>23</p><p>24</p><p>“Your Song”</p><p>It’s a little bit funny, this feeling inside</p><p>I’m not one of those who can easily hide</p><p>I don’t have much , but boy if I did</p><p>I’d buy a big where we both could live</p><p>So excuse me forgetting, but these things I do</p><p>See I’ve forgotten if they’re green or they’re blue</p><p>Anyway the thing is what I really mean</p><p>Yours are the sweetest I’ve ever seen</p><p>CHORUS:</p><p>And you can tell everybody this is your</p><p>It may be quite simple, but now that it’s done</p><p>I hope you don’t mind, I hope you don’t mind that</p><p>[I put down in words</p><p>How wonderful life is now you’re in the</p><p>If I was a sculptor, but then again no</p><p>Or a girl who makes potions in a traveling show</p><p>I know it’s not much, but it’s the best I can do</p><p>My is my song, and this one’s for you</p><p>Oh, oh</p><p>Oh, oh</p><p>Oh, oh</p><p>Oh, oh</p><p>(…)</p><p>4 Listen to the song once more and check your answers.24</p><p>GOULDING, Ellie. Your Song. 2010. In: AZLYRICS. Ellie Goulding Lyrics. 2000-2022. Disponível</p><p>em: www.azlyrics.com/lyrics/elliegoulding/yoursong.html. Acesso em: 24 jun. 2022.</p><p>eyes • gift • house • money • song • world</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>Song 167</p><p>D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 167D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 167 26/07/22 18:2826/07/22 18:28</p><p>5 Based on the lyrics, choose the picture that depicts the girl in the song.</p><p>a.</p><p>Think about it!</p><p>Na letra original de “Your Song”, escrita por Elton John e Bernie Taupin, o eu lírico é um homem. Nesta versão,</p><p>interpretada pela cantora britânica Ellie Goulding, o eu lírico é uma mulher (If I was (...) a girl who makes potions in</p><p>a traveling show). A canção já foi regravada por diversos/as cantores/as, como Rod Stewart (1992), Ellie Goulding</p><p>(2010) e Lady Gaga (2018). Você conhece outras músicas, em português e/ou em inglês, que continuam fazendo</p><p>sucesso e já foram regravadas por diversos/as cantores/as? Em caso afirmativo, quais?</p><p>b.</p><p>c.</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>168</p><p>D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 168D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 168 02/08/22 18:3502/08/22 18:35</p><p>6 Responda às perguntas a seguir em seu caderno e, para cada item, escolha um fragmento da</p><p>canção para justificar sua resposta.</p><p>a. O que a pessoa que fala na canção compraria para a pessoa amada se tivesse dinheiro?</p><p>b. A qual parte do corpo da pessoa amada a pessoa que fala na canção se refere como a mais doce</p><p>que ela já viu?</p><p>c. Qual presente a pessoa que fala na canção oferece à pessoa amada?</p><p>d. Como a pessoa que fala na canção avalia o presente que oferece?</p><p>7 Choose the correct item that completes each sentence.</p><p>a. In “this feeling inside”, the feeling described is</p><p>I. love. II. ambition.</p><p>b. What is really important about the person’s eyes is</p><p>I. the color. II. the sweetness.</p><p>8 Listen to the following lines from the song and focus on the pronunciation of the words in bold.</p><p>Then, answer the questions with a classmate.</p><p>25</p><p>Think about it!</p><p>A cantora Ellie Goulding é de origem inglesa, o que pode</p><p>ser percebido pelo seu jeito de pronunciar algumas</p><p>palavras ao cantar “Your Song”. Se possível, tente ouvir a</p><p>versão da mesma canção na voz da cantora estadunidense</p><p>Lady Gaga e perceba algumas diferenças, por exemplo,</p><p>a pronúncia de palavras como “little”, “forgetting” e</p><p>“everybody”. Essas diferenças ilustram um fenômeno</p><p>conhecido como variação linguística, que é natural das</p><p>línguas e pode se manifestar de diferentes formas. No</p><p>Brasil (em diversas regiões) e no exterior (em países como</p><p>Portugal, Angola e Cabo Verde, por exemplo), encontramos</p><p>diversos casos de variação regional na língua portuguesa,</p><p>seja de pronúncia, seja de vocabulário. Quais exemplos</p><p>desse tipo de variação em inglês ou português você</p><p>conhece? Já presenciou algum tipo de preconceito contra</p><p>a maneira de falar de pessoas de alguma região? Se a</p><p>variação é um fenômeno natural das línguas, é adequado</p><p>privilegiar um único modo de falar?</p><p>9 Listen to the song again and sing along!24</p><p>a. How are the words in bold pronounced by the singer Ellie Goulding?</p><p>b. Is there another way to pronounce the words in bold? If so, how?</p><p>“It’s a little bit funny, this feeling inside”</p><p>“So excuse me forgetting, but these things I do”</p><p>“And you can tell everybody this is your song”</p><p>RE</p><p>DF</p><p>ER</p><p>NS</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>Song 169</p><p>D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 169D3-ING-F2-4114-V8-SONG-166a169-LA-G24.indd 169 26/07/22 18:2826/07/22 18:28</p><p>ON THE</p><p>SCREEN</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Esta seção apresenta estratégias que vão ajudar você a se sentir mais confiante ao assistir a filmes</p><p>em inglês. Você vai aprender mais sobre os diferentes usos da língua inglesa em diversos contextos.</p><p>Antes de explorarmos trechos do filme desta seção, Oliver Twist, vamos conhecer um pouco sobre</p><p>o romance original no qual o filme se baseou, que foi escrito por Charles Dickens e é considerado</p><p>uma obra-prima da literatura inglesa. Lançado em 1838, Oliver Twist foi o primeiro romance inglês</p><p>protagonizado por uma criança. Desde então, surgiram diversas adaptações, incluindo filmes,</p><p>minisséries e um musical – Oliver!. Em 1870, no Brasil, o escritor Machado de Assis iniciou a tradução</p><p>da obra para o português, mas nunca a concluiu.</p><p>The following pictures show different adaptations of Oliver Twist. Take a look at them and do</p><p>exercises 1 and 2.</p><p>I.</p><p>II.</p><p>CH</p><p>RI</p><p>S</p><p>W</p><p>AR</p><p>E/</p><p>KE</p><p>YS</p><p>TO</p><p>NE</p><p>F</p><p>EA</p><p>TU</p><p>RE</p><p>S/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>OL</p><p>IV</p><p>ER</p><p>T</p><p>W</p><p>IS</p><p>T</p><p>PR</p><p>OD</p><p>UC</p><p>TI</p><p>ON</p><p>S</p><p>LL</p><p>P</p><p>/</p><p>FE</p><p>RR</p><p>AN</p><p>DI</p><p>S,</p><p>G</p><p>UY</p><p>/</p><p>AL</p><p>BU</p><p>M</p><p>/E</p><p>AS</p><p>YP</p><p>IX</p><p>B</p><p>RA</p><p>SI</p><p>L</p><p>NA</p><p>BI</p><p>HA</p><p>R</p><p>IA</p><p>HI</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>170</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 170D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 170 26/07/22 18:2926/07/22</p><p>18:29</p><p>ON THE</p><p>SCREEN</p><p>1 Match each picture (I-IV) to its corresponding description (a-d).</p><p>a. Actors on stage performing Lionel Bart’s musical adaptation in London (2009).</p><p>b. A scene from a black-and-white musical film adaptation (1967).</p><p>c. An illustration in a book with stories retold for children (1920).</p><p>d. A scene from the movie adaptation directed by Roman Polanski (2005).</p><p>2 Pictures I, II and III show the same scene of Oliver Twist. What scene is it? Choose a or b.</p><p>a. Oliver asks for more food saying “Please, sir, I want some more.”</p><p>b. Oliver apologizes saying “I am very sorry if I have disturbed you, sir.”</p><p>DICKENS, Charles. Oliver Twist. Project Gutenberg. 1996. Disponível em: www.gutenberg.org/files/730/730-h/730-h.htm.</p><p>Acesso em: 15 jun. 2022.</p><p>III.</p><p>IV.</p><p>U</p><p>NI</p><p>VE</p><p>RS</p><p>AL</p><p>H</p><p>IS</p><p>TO</p><p>RY</p><p>A</p><p>RC</p><p>HI</p><p>VE</p><p>/U</p><p>NI</p><p>VE</p><p>RS</p><p>AL</p><p>IM</p><p>AG</p><p>ES</p><p>G</p><p>RO</p><p>UP</p><p>V</p><p>IA</p><p>G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>DA</p><p>N</p><p>KI</p><p>TW</p><p>OO</p><p>D/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>NA</p><p>BI</p><p>HA</p><p>R</p><p>IA</p><p>HI</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>171On the Screen</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 171D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 171 26/07/22 18:2926/07/22 18:29</p><p>Now read the first chapter of a simplified version of Oliver Twist and do exercises 3-5.</p><p>Chapter 1</p><p>“Please, sir, I want some more,” the little boy said. He</p><p>held out his food bowl. And his life was changed forever.</p><p>The boy’s name was Oliver Twist. He did not get that</p><p>name from his father. Nobody knew who his father was.</p><p>Nor from his mother. Nobody knew her name either.</p><p>She had been found on the streets, sick and starving. A</p><p>kind stranger brought her to a public workhouse. She gave</p><p>birth to the boy. And died there soon after.</p><p>Mr. Bumble gave Oliver his name. Mr. Bumble ran</p><p>the nearby orphans’ home where Oliver was sent. Mr.</p><p>Bumble was happy to take care of Oliver and all the</p><p>other orphans. He had good reason to be.</p><p>The state paid to clothe and feed each child. Mr.</p><p>Bumble got the money. And the orphans got rags on</p><p>their backs and slop in their bellies.</p><p>No wonder Mr. Bumble was angry at Oliver. The very</p><p>thought of a child asking for more to eat! Mr. Bumble</p><p>saw his money being eaten up. Children’s appetites</p><p>were too big. Much too big for creatures so small.</p><p>So Oliver did not get any more greasy soup that night. He did not really expect to. He had</p><p>asked for more only because of the other starving orphans. They decided one of them had to</p><p>speak up for all of them. They drew straws. Oliver lost.</p><p>Now it was Oliver alone who had to pay for this terrible crime.</p><p>“The boy will be hung someday,” Mr. Bumble said sourly. But Mr. Bumble did not want to</p><p>wait that long. He wanted Oliver out of the orphans’ home quickly. Before others followed</p><p>Oliver’s evil ways.</p><p>First he locked Oliver away in a dark room. Then he went to Mr. Sowerberry, the local</p><p>undertaker. He asked Mr. Sowerberry to take Oliver on as a helper.</p><p>Both gentlemen were pleased. Mr. Bumble would win praise. He had taken this ten-year-old</p><p>burden off public welfare. And Mr. Sowerberry had the best kind of helper. A boy he could tell to</p><p>do anything. And pay nothing.</p><p>LU</p><p>KA</p><p>SZ</p><p>S</p><p>ZW</p><p>AJ</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>C</p><p>UL</p><p>TU</p><p>RE</p><p>C</p><p>LU</p><p>B/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>172</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 172D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 172 26/07/22 18:2926/07/22 18:29</p><p>As for Oliver, the boy had to be grateful. He</p><p>would learn a good trade. People would need</p><p>undertakers as long as they kept on dying.</p><p>But again Oliver proved to be ungrateful.</p><p>First he dared steal scraps from Mrs.</p><p>Sowerberry dear dog. Just because Oliver was</p><p>close to starving.</p><p>Then Oliver did even worse. He punched Mr.</p><p>Sowerberry other helper, Noah Claypole. Right on</p><p>Noah’s large red nose. Noah was older than Oliver.</p><p>Bigger and stronger. And thus worth more to Mr.</p><p>Sowerberry.</p><p>And why did Oliver attack such a fine fellow?</p><p>Only because Noah was clever enough to make a</p><p>joke. But Oliver did not find the joke funny. It was</p><p>a joke about Oliver’s mother. Oliver never knew</p><p>his mother yet insisted on loving her.</p><p>Noah’s nose was redder than ever when he</p><p>went to the Sowerberrys. He told them about</p><p>Oliver’s brutal attack. They all agreed: next, Oliver</p><p>would murder them in their beds.</p><p>Mr. Bumble was called. Mr. Bumble came. Mr.</p><p>Bumble said the Sowerberrys had made a bad mistake. They had fed Oliver meat. Meat made</p><p>children dangerous.</p><p>“Keep him a few days without food,” Mr. Bumble advised. “Then feed him as I did. I promise</p><p>you, that will teach him to be good.”</p><p>Whether or not Mr. Bumble was right, no one would ever know. Oliver decided not to wait</p><p>to find out.</p><p>That night Oliver made a bundle of all his spare clothes. A coarse shirt and two pairs of</p><p>stockings. He put a stale crust of bread in his pocket. And a single penny given him as a tip</p><p>at a funeral.</p><p>He crept out of the house into the cold night. Then he started walking on the highway. The</p><p>highway to the great city of London.</p><p>Surely Mr. Bumble and Mr. Sowerberry would never find him there. Not among so many</p><p>people. London was such a big city. Surely there would be a place for Oliver.</p><p>Indeed there was. But Oliver did not dream what kind of place it would be.</p><p>LU</p><p>KA</p><p>SZ</p><p>S</p><p>ZW</p><p>AJ</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>CU</p><p>LT</p><p>UR</p><p>E</p><p>CL</p><p>UB</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>DICKENS, Charles. Oliver Twist. Adaptação de Les Martin.</p><p>Nova York: Random House Books for Young Readers, 1990. (A Stepping Stone Book Classic).</p><p>173On the Screen</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 173D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 173 26/07/22 18:2926/07/22 18:29</p><p>3 Choose the correct item that answers each question.</p><p>a. What were workhouses?</p><p>I. They were places where children could find jobs.</p><p>II. They were places where the poor, including orphaned children, would work in exchange for</p><p>food and shelter.</p><p>b. Who gave Oliver his name?</p><p>I. Mr. Bumble. II. Oliver’s mother.</p><p>c. Why was Mr. Bumble angry at Oliver?</p><p>I. Because Oliver didn’t like the soup. II. Because Oliver asked him for more food.</p><p>4 Number the sentences in the correct order (1-8) to understand what happens to Oliver Twist in</p><p>the first chapter.</p><p>a. Oliver goes to London.</p><p>b. Oliver attacks Noah Claypole.</p><p>c. Oliver is born in a public workhouse.</p><p>d. Oliver becomes Mr. Sowerberry’s helper.</p><p>e. Oliver asks Mr. Bumble to give him more soup.</p><p>f. Oliver decides to escape from the workhouse.</p><p>g. Oliver’s mother dies in the workhouse after his birth.</p><p>h. Oliver is sent to an orphan’s home run by Mr. Bumble.</p><p>5 Which event in exercise 4 is depicted in this photo from the 2005 movie adaptation?</p><p>P</p><p>IC</p><p>TU</p><p>RE</p><p>LU</p><p>X</p><p>/ T</p><p>HE</p><p>H</p><p>OL</p><p>LY</p><p>W</p><p>OO</p><p>D</p><p>AR</p><p>CH</p><p>IV</p><p>E</p><p>/ A</p><p>LA</p><p>M</p><p>Y</p><p>/ F</p><p>OT</p><p>OA</p><p>RE</p><p>NA</p><p>174</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 174D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 174 26/07/22 18:2926/07/22 18:29</p><p>6 Which of the following fragments, from the original version of Oliver Twist, refers to the photo in</p><p>exercise 5? Choose a or b.</p><p>a. “He reached the house. There was no appearance of its</p><p>inmates stirring at that early hour. Oliver stopped, and</p><p>peeped into the garden. A child was weeding one of the</p><p>little beds; as he stopped, he raised his pale face and</p><p>disclosed the features of one of his former companions.</p><p>Oliver felt glad to see him, before he went; for, though</p><p>younger than himself, he had been his little friend and</p><p>playmate.”</p><p>b. “Then he sat down to rest by the side of the milestone, and began to think, for the first time,</p><p>where he had better go and try to live. The stone by which he was seated, bore, in large</p><p>characters, an intimation that it was just seventy miles from that spot to London. The name</p><p>awakened a new train of ideas in the boy’s mind.”</p><p>DICKENS, Charles. Oliver Twist. Project Gutenberg. 1996. Disponível em: www.gutenberg.org/files/730/730-h/730-h.htm.</p><p>Acesso em: 15 jun. 2022.</p><p>Now read part of the movie script and do exercises 7-10.</p><p>Nesta seção, há trechos da versão original</p><p>do romance Oliver Twist. Para apreciar</p><p>a obra completa em inglês, acesse</p><p>www.</p><p>gutenberg.org/ebooks/730 (acesso em: 15</p><p>jun. 2022). Se desejar, ouça o audiolivro</p><p>em: https://librivox.org/oliver-twist-by-</p><p>charles-dickens/ (Acesso em: 15 jun. 2022).</p><p>Le@rning on the web</p><p>Ao assistir a um filme</p><p>com legendas em inglês,</p><p>procure entender o</p><p>significado de palavras e</p><p>expressões desconhecidas</p><p>pelo contexto. O que você</p><p>não compreender, anote</p><p>em uma folha para checar</p><p>o significado depois.</p><p>Evite pausar o filme para</p><p>consultar o dicionário.</p><p>TIP</p><p>by the by (= by the way):</p><p>a propósito</p><p>grub (= food): comida</p><p>SPRINGFIELD! SPRINGFIELD! Oliver Twist (2005) movie script. [2022?]. Disponível em:</p><p>www.springfieldspringfield.co.uk/movie_script.php?movie=oliver-twist. Acesso em: 15 jun. 2022.</p><p>(...) Hello, my man.</p><p>And what’s your game?</p><p>You’re not from these parts?</p><p>Where you from, then?</p><p>I’ve been walking. Seven days.</p><p>Seven days? Cor.</p><p>I expect you want grub?</p><p>And you shall have it.</p><p>I’m at a low-water mark meself</p><p>just at the moment... (...)</p><p>Oh, by the by...</p><p>...my name is Jack Dawkins,</p><p>better known as The Artful</p><p>Dodger.</p><p>UN</p><p>IT</p><p>ED</p><p>A</p><p>RC</p><p>HI</p><p>VE</p><p>S</p><p>GM</p><p>BH</p><p>/</p><p>AL</p><p>AM</p><p>Y</p><p>/ F</p><p>OT</p><p>OA</p><p>RE</p><p>NA</p><p>Actor Barney Clark as Oliver Twist and Harry Eden as The Artful Dodger.</p><p>175On the Screen</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 175D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 175 02/08/22 16:1302/08/22 16:13</p><p>7 Based on the movie script, choose the correct statements.</p><p>a. The text shows a conversation between Oliver Twist and The</p><p>Artful Dodger.</p><p>b. Jack Dawkins is the Dodger’s real name.</p><p>c. The Dodger uses formal English to talk to Oliver.</p><p>d. It took Oliver seven days to arrive in London.</p><p>8 What makes the conversation between the two characters informal?</p><p>Choose the correct items.</p><p>a. The use of slang such as “grub” and “cor”.</p><p>b. The use of contracted forms such as “what’s” and “I’m”.</p><p>c. The use of a time expression in the present (“at the moment”).</p><p>d. The use of “meself” instead of myself in “I’m at a low-water</p><p>mark meself”.</p><p>e. The use of the affirmative structure in the question “You’re not</p><p>from these parts?” instead of Are you not from these parts?</p><p>9 What does the interjection cor in “Seven days? Cor.” mean? Choose a or b. Make inferences.</p><p>a. It means wow. It shows that Dodger is surprised to know that Oliver has spent seven</p><p>days walking.</p><p>b. It means phew. It shows that Dodger is not worried about Oliver being tired or hungry.</p><p>10 Replace the icon with an expression from the movie script to complete the following fragment</p><p>from the original version of Oliver Twist.</p><p>Assistir a filmes em inglês</p><p>oferece oportunidades</p><p>de aprender o idioma</p><p>em diferentes contextos</p><p>histórico-sociais, econômicos</p><p>e culturais. Procure observar</p><p>as expressões coloquiais</p><p>utilizadas em filmes que</p><p>retratam diferentes períodos</p><p>da história. Oliver Twist,</p><p>por exemplo, retrata a</p><p>sociedade londrina da Era</p><p>Vitoriana, em um ambiente</p><p>Pós-Revolução Industrial,</p><p>mais especificamente, a vida</p><p>de personagens que moram</p><p>em subúrbios de Londres. Ao</p><p>compararmos a linguagem</p><p>utilizada na época com a</p><p>atual, podemos perceber</p><p>como a língua é dinâmica e</p><p>varia de acordo com o tempo.</p><p>TIP</p><p>Ao comparar a linguagem falada</p><p>empregada no filme com a da versão</p><p>original do livro Oliver Twist, é possível</p><p>perceber algumas diferenças. Por</p><p>exemplo, no filme, the Dodger utilizou</p><p>a interjeição “cor” para expressar</p><p>surpresa e, no livro, o autor utilizou a</p><p>exclamação em “Walking for sivin days!”</p><p>para destacar o mesmo sentimento do</p><p>personagem.</p><p>TIP“(...) ‘Hullo, my covey! What’s</p><p>the row?’ said this strange</p><p>young gentleman to Oliver.</p><p>‘I am very hungry and tired,’</p><p>replied Oliver: the tears</p><p>standing in his eyes as he</p><p>spoke. ‘I have walked a long</p><p>way. I have been walking</p><p>these .’</p><p>‘Walking for sivin days!’ said</p><p>the young gentleman. (...)”</p><p>DICKENS, Charles. Oliver Twist. Project</p><p>Gutenberg. 1996. Disponível em:</p><p>www.gutenberg.org/files/730/730-h/</p><p>730-h.htm. Acesso em: 15 jun. 2022.</p><p>PI</p><p>NG</p><p>EB</p><p>AT</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>M</p><p>TL</p><p>AP</p><p>CE</p><p>VI</p><p>C/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>176</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 176D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 176 26/07/22 18:2926/07/22 18:29</p><p>https://www.gutenberg.org/files/730/730-h/730-h.htm</p><p>https://www.gutenberg.org/files/730/730-h/730-h.htm</p><p>11 It’s time to have a general view of the plot. Based on what you already know about Oliver Twist,</p><p>replace each icon with a word in the box to complete the following movie info.</p><p>Charles Dickens • film • London • Mr. Bumble •</p><p>Oliver Twist • orphan • the Artful Dodger</p><p>Think about it!</p><p>Muitas vezes, produções literárias e cinematográficas podem ser vistas como instrumentos de crítica social. Na literatura,</p><p>as produções comprometidas com questões sociais pertencem à chamada literatura engajada, também conhecida como</p><p>literatura denúncia. O autor de Oliver Twist, Charles Dickens (1812-1870), retratou, em suas obras, as distorções sociais</p><p>causadas pelo processo de modernização excludente do qual os trabalhadores ingleses foram vítimas, como a pobreza</p><p>extrema e a estratificação de classe. A produção de Dickens, frequentemente de natureza panfletária, dedicava-se à denúncia</p><p>social e criticava as situações extremas vividas por moradores do período Pós-Revolução Industrial. Você conhece outras</p><p>obras vinculadas à literatura inglesa e/ou brasileira cujos autores se preocuparam em retratar e discutir a realidade da época?</p><p>Em caso afirmativo, quais obras? Que períodos foram retratados?</p><p>www.allmovie.com/movie/oliver-twist-v306663</p><p>Synopsis by Mark Deming</p><p>Director Roman Polanski gives one of ’</p><p>best-loved stories a new and dynamic interpretation</p><p>in this period drama. (Barney Clark) is a young</p><p>in Victorian England who has been sent to a dank</p><p>workhouse run by the miserly (Jeremy Swift) when</p><p>it is learned there is no one to care for him. When</p><p>Oliver dares to ask for more gruel, he is sent away</p><p>to live with an undertaker, who treats him poorly.</p><p>Preferring life on the streets to the treatment he’s</p><p>been receiving, Oliver runs away to , where he</p><p>falls in with (Harry Eden), a youthful pickpocket.</p><p>The Artful Dodger is one of a gang of young thieves</p><p>overseen by Fagin (Ben Kingsley), a paternal but</p><p>sinister criminal mastermind. While Oliver finds a</p><p>home of sorts with Fagin and his young cohorts, he</p><p>also falls into a dangerous life made all the more</p><p>threatening by the presence of Fagin’s menacing overlord, Bill Sykes (Jamie Foreman).</p><p>Oliver Twist was Polanski’s first feature after enjoying a major career resurgence</p><p>following the international success of his Oscar-winning World War II drama The Pianist.</p><p>DEMING, Mark. Oliver Twist (2005). All Movie. 2022. Disponível em: www.allmovie.com/movie/oliver-twist-v306663. Acesso em: 15 jun. 2022.</p><p>gruel: mingau ralo</p><p>pickpocket: batedor de carteira</p><p>Overview Review User Reviews Cast & Crew Releases Related</p><p>RO</p><p>M</p><p>AN</p><p>P</p><p>OL</p><p>AN</p><p>SK</p><p>I F</p><p>IL</p><p>M</p><p>/T</p><p>RI</p><p>ST</p><p>AR</p><p>P</p><p>IC</p><p>TU</p><p>RE</p><p>S/</p><p>SO</p><p>NY</p><p>P</p><p>IC</p><p>TU</p><p>RE</p><p>S</p><p>RE</p><p>LE</p><p>AS</p><p>IN</p><p>G</p><p>177On the Screen</p><p>D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 177D3-ING-F2-4114-V8-OS-170a177-LA-G24.indd 177 26/07/22 18:2926/07/22 18:29</p><p>VOCABULARY</p><p>CORNER</p><p>Word Groups</p><p>Uma forma de ajudar você a ampliar e fixar o vocabulário aprendido é agrupar as palavras</p><p>e expressões por campo semântico. Você pode criar um esquema, diagrama, quadro ou mapa</p><p>conceitual e, assim, organizar visualmente o vocabulário.</p><p>A seção Vocabulary Corner organiza, revisa e amplia o vocabulário estudado em cada unidade. Em</p><p>seu caderno, escreva uma palavra ou expressão adequada para substituir cada ícone que aparece</p><p>ao longo desta seção.</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>UNIT 11 Organizar as palavras e expressões por temas é uma boa forma de estudar</p><p>vocabulário. A partir dos conteúdos apresentados nesta seção, a cada</p><p>unidade, você pode criar, com seus/suas colegas, cartazes ilustrados sobre</p><p>diferentes assuntos e afixá-los na sala de aula ou na escola para ajudar</p><p>todos/as a aprender novas palavras em inglês.</p><p>TIP</p><p>mobile (phone)/</p><p>cell</p><p>(phone)</p><p>walk/go for a walkstretch</p><p>have/eat breakfast</p><p>wash face</p><p>tablet</p><p>digital</p><p>devices</p><p>daily</p><p>activities</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>178</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 178D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 178 26/07/22 18:3026/07/22 18:30</p><p>VOCABULARY</p><p>CORNER</p><p>Word Formation: Prefixes</p><p>Copie a tabela a seguir em seu caderno e substitua os ícones pelo que você aprendeu sobre</p><p>prefixos na unidade 1.</p><p>Prefixos Palavras Classe Gramatical Exemplos</p><p>re-</p><p>dis-</p><p>Word Formation: Suffixes</p><p>Copie a tabela a seguir em seu caderno e substitua os ícones pelo que você aprendeu sobre</p><p>sufixos na unidade 2.</p><p>Sufixos Palavras Classe Gramatical Exemplos</p><p>-ful</p><p>-ion</p><p>-ist</p><p>UNIT 22</p><p>179Vocabulary Corner</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 179D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 179 26/07/22 18:3026/07/22 18:30</p><p>Synonyms</p><p>Outra forma de ajudar você a ampliar e fixar o vocabulário aprendido é agrupar as palavras e</p><p>expressões com o mesmo significado (sinônimos). Os pares de sinônimos a seguir aparecem nos</p><p>textos da unidade 3 e das demais unidades deste livro. Busque sempre observar o contexto de uso</p><p>para inferir o significado de palavras desconhecidas. Correlacione os itens da esquerda (a-n) com os</p><p>da direita (I-XIV).</p><p>a. brave</p><p>b. movie</p><p>c. of course</p><p>d. outgoing</p><p>e. rude</p><p>f. shy</p><p>g. to begin</p><p>h. to cope with</p><p>i. to dislodge</p><p>j. to end</p><p>k. to set</p><p>l. useful</p><p>m. vital</p><p>n. wonderful</p><p>I. courageous</p><p>II. definitely</p><p>III. essential</p><p>IV. film</p><p>V. helpful</p><p>VI. impolite</p><p>VII. marvelous</p><p>VIII. sociable</p><p>IX. timid</p><p>X. to deal with</p><p>XI. to establish</p><p>XII. to finish</p><p>XIII. to replace</p><p>XIV. to start</p><p>UNIT 33</p><p>UNIT 44</p><p>Word Formation: Suffixes</p><p>Copie a tabela a seguir em seu caderno e substitua os ícones pelo que você aprendeu sobre</p><p>sufixos na unidade 4.</p><p>Sufixos Palavras Classe Gramatical Exemplos</p><p>-ly</p><p>-ment</p><p>180</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 180D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 180 26/07/22 18:3026/07/22 18:30</p><p>Book Genres</p><p>UNIT 55</p><p>My favorite book genre is .</p><p>DI</p><p>SN</p><p>EY</p><p>-H</p><p>YP</p><p>ER</p><p>IO</p><p>N</p><p>DC HA</p><p>RP</p><p>ER</p><p>ON</p><p>E</p><p>GR</p><p>AN</p><p>D</p><p>CE</p><p>NT</p><p>RA</p><p>L</p><p>PU</p><p>BL</p><p>IS</p><p>HI</p><p>NG</p><p>ST</p><p>OR</p><p>M</p><p>H</p><p>OU</p><p>SE</p><p>B</p><p>OO</p><p>KS</p><p>a. adventure novel e. i. m. romance novel q. suspense/thriller</p><p>BR</p><p>OA</p><p>DW</p><p>AY</p><p>B</p><p>OO</p><p>KS</p><p>HA</p><p>RV</p><p>ES</p><p>T</p><p>BO</p><p>OK</p><p>S</p><p>W</p><p>ES</p><p>T</p><p>M</p><p>AR</p><p>GI</p><p>N</p><p>PR</p><p>ES</p><p>S</p><p>S</p><p>IM</p><p>ON</p><p>&</p><p>S</p><p>CH</p><p>US</p><p>TE</p><p>R</p><p>PU</p><p>FF</p><p>IN</p><p>B</p><p>OO</p><p>KS</p><p>b. f. j. mystery n. science fiction r.</p><p>HA</p><p>RP</p><p>ER</p><p>CO</p><p>LL</p><p>IN</p><p>S</p><p>IN</p><p>DE</p><p>PE</p><p>ND</p><p>EN</p><p>TL</p><p>Y</p><p>PU</p><p>BL</p><p>IS</p><p>HE</p><p>D</p><p>SC</p><p>HO</p><p>LA</p><p>ST</p><p>IC</p><p>RA</p><p>ND</p><p>OM</p><p>H</p><p>OU</p><p>SE</p><p>T</p><p>RA</p><p>DE</p><p>M</p><p>EN</p><p>TA</p><p>LM</p><p>IN</p><p>D/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>c. g. fanfiction k. o. self-help</p><p>W</p><p>OR</p><p>DS</p><p>W</p><p>OR</p><p>TH</p><p>E</p><p>DI</p><p>TI</p><p>ON</p><p>S</p><p>SC</p><p>HO</p><p>LA</p><p>ST</p><p>IC</p><p>GL</p><p>OB</p><p>AL</p><p>E</p><p>DI</p><p>TO</p><p>RA</p><p>M</p><p>AR</p><p>IN</p><p>ER</p><p>B</p><p>OO</p><p>KS</p><p>d. classic h. l. poetry p. short stories</p><p>181Vocabulary Corner</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 181D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 181 26/07/22 18:3026/07/22 18:30</p><p>a.</p><p>X</p><p>talkative</p><p>b.</p><p>X</p><p>lazy</p><p>c.</p><p>X</p><p>serious</p><p>d. outgoing/sociable</p><p>X</p><p>e. generous</p><p>X</p><p>Adjectives</p><p>UNIT 66</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>182</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 182D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 182 26/07/22 18:3026/07/22 18:30</p><p>Food</p><p>Dairy</p><p>GR</p><p>EY</p><p>_A</p><p>ND</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>TI</p><p>M</p><p>U</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AL</p><p>EX</p><p>AN</p><p>DE</p><p>R</p><p>DA</p><p>SH</p><p>EW</p><p>SK</p><p>Y/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>BE</p><p>RG</p><p>AM</p><p>ON</p><p>T/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>LE</p><p>NS</p><p>7/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>TI</p><p>M</p><p>U</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>RO</p><p>M</p><p>AN</p><p>S</p><p>AM</p><p>OK</p><p>HI</p><p>N/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PH</p><p>IV</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>EG</p><p>OR</p><p>R</p><p>OD</p><p>YN</p><p>CH</p><p>EN</p><p>KO</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PI</p><p>XA</p><p>HU</p><p>B/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>VI</p><p>KT</p><p>AR</p><p>M</p><p>AL</p><p>YS</p><p>HC</p><p>HY</p><p>TS</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>VA</p><p>LE</p><p>NT</p><p>YN</p><p>V</p><p>OL</p><p>KO</p><p>V/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>BO</p><p>ON</p><p>CH</p><p>UA</p><p>Y1</p><p>97</p><p>0/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PI</p><p>XA</p><p>HU</p><p>B/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AZ</p><p>UR</p><p>E1</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>PH</p><p>IL</p><p>IP</p><p>PE</p><p>D</p><p>EV</p><p>AN</p><p>NE</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PH</p><p>OT</p><p>OO</p><p>NG</p><p>RA</p><p>PH</p><p>Y/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>UNIT 77</p><p>a. butter</p><p>a.</p><p>b. f. lemon j. n.</p><p>c. g. lime k. o.</p><p>d. h. l. pineapple</p><p>b.</p><p>e. kiwi</p><p>c.</p><p>i. melon</p><p>d.</p><p>m.</p><p>Fruit</p><p>IU</p><p>RI</p><p>I K</p><p>AC</p><p>HK</p><p>OV</p><p>SK</p><p>YI</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AR</p><p>C</p><p>DI</p><p>ET</p><p>RI</p><p>CH</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>183Vocabulary Corner</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 183D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 183 26/07/22 18:3026/07/22 18:30</p><p>Vegetables</p><p>AN</p><p>NA</p><p>K</p><p>UC</p><p>HE</p><p>RO</p><p>VA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>KH</p><p>UM</p><p>TH</p><p>ON</p><p>G/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>EN</p><p>LI</p><p>GH</p><p>TE</p><p>NE</p><p>D</p><p>M</p><p>ED</p><p>IA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>a. aubergine/eggplant e.</p><p>k. swede/rutabaga</p><p>AN</p><p>NA</p><p>K</p><p>UC</p><p>HE</p><p>RO</p><p>VA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>NA</p><p>TE</p><p>E</p><p>PH</p><p>OT</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>b. beetroot/beet f.</p><p>l. sweetcorn</p><p>NI</p><p>K</p><p>M</p><p>ER</p><p>KU</p><p>LO</p><p>V/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>ER</p><p>CU</p><p>RY</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>c. g. okra</p><p>OL</p><p>GA</p><p>G</p><p>UC</p><p>HE</p><p>K/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AN</p><p>DR</p><p>EY</p><p>E</p><p>RE</p><p>M</p><p>IN</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>HA</p><p>PP</p><p>Y</p><p>AU</p><p>TH</p><p>OR</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>d.</p><p>i.</p><p>h. pumpkin</p><p>j. spinach</p><p>NA</p><p>TA</p><p>LI</p><p>Z</p><p>AK</p><p>HA</p><p>RO</p><p>VA</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>184</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 184D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 184 26/07/22 18:3026/07/22 18:30</p><p>Grains</p><p>RH</p><p>JP</p><p>HT</p><p>OT</p><p>OS</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>BW</p><p>F</p><p>OL</p><p>SO</p><p>M</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>M</p><p>AR</p><p>AZ</p><p>E/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>HU</p><p>RS</p><p>T</p><p>PH</p><p>OT</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>IN</p><p>DI</p><p>GO</p><p>LO</p><p>TO</p><p>S/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AT</p><p>KU</p><p>B2</p><p>49</p><p>9/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>NE</p><p>W</p><p>A</p><p>FR</p><p>IC</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>My favorite food is .</p><p>Word Formation: Suffixes</p><p>Copie a tabela a seguir em seu caderno e substitua os ícones pelo que você aprendeu sobre</p><p>sufixos na unidade 8.</p><p>Sufixos Palavras Classe Gramatical Exemplos</p><p>-er/-r</p><p>-ly</p><p>-ship</p><p>UNIT 88</p><p>a.</p><p>a.</p><p>d.</p><p>c.</p><p>b.</p><p>b.</p><p>c.</p><p>d.</p><p>Meat and beans</p><p>185Vocabulary Corner</p><p>D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 185D3-ING-F2-4114-V8-VC-178a185-LA-G24.indd 185 26/07/22 18:3026/07/22 18:30</p><p>LANGUAGE REFERENCE</p><p>EXTRA PRACTICE</p><p>Leading Languages</p><p>Some languages have only a few hundred speakers, but 23 languages stand out with</p><p>more than 50 million speakers each. Earth’s population giant, China, has 845 million</p><p>speakers of Mandarin, more than double the next largest group of language speakers.</p><p>Colonial expansion, trade, and migration account for the spread of the other most</p><p>widely spoken languages. With growing use of the Internet, English is becoming the</p><p>language of the technology age.</p><p>UNIT 11</p><p>Review: Simple Present/Present Continuous</p><p>Leia o texto a seguir e observe o uso do simple present e do present continuous.</p><p>No texto “Leading Languages”, as primeiras frases apresentam fatos sobre algumas línguas.</p><p>Nelas, encontramos os verbos no simple present (have, stand out, has, account for). Já a última frase</p><p>do texto expressa uma tendência atual para o uso da língua inglesa e, dessa forma, utilizou-se o</p><p>present continuous (is becoming).</p><p>Usamos o simple present para:</p><p>• falar de fatos e generalizações.</p><p>NATIONAL GEOGRAPHIC KIDS. World atlas. 4. ed. Washington, DC: National Geographic Society, 2013. p. 38.</p><p>stand out:</p><p>destacar-se</p><p>trade: comércio</p><p>German</p><p>90</p><p>Japanese</p><p>122</p><p>Russian</p><p>144</p><p>Portuguese</p><p>178</p><p>Bengali</p><p>181</p><p>Hindi</p><p>182</p><p>Arabic</p><p>221</p><p>English</p><p>328</p><p>Spanish</p><p>329</p><p>Chinese</p><p>(Mandarin)</p><p>845</p><p>Population of first language speakers (in millions) Languages</p><p>“Some languages have only a few hundred speakers (...)”</p><p>“(...) 23 languages stand out with more than 50 million speakers each.”</p><p>“Earth’s population giant, China, has 845 million speakers of Mandarin (…)”</p><p>“Colonial expansion, trade, and migration account for the spread of the other most widely</p><p>spoken languages.”</p><p>186</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd</p><p>186D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 186 26/07/22 18:3126/07/22 18:31</p><p>LANGUAGE REFERENCE</p><p>EXTRA PRACTICE</p><p>• falar de rotinas, hábitos, ações do dia a dia.</p><p>They always speak English at school.</p><p>We have Portuguese classes every Monday, Tuesday, and Wednesday.</p><p>The following text is about school enrolment. Complete it by replacing the</p><p>icons with the correct form of the verbs in parentheses. Use the</p><p>simple present or the present continuous.</p><p>Education (prepare) children to participate in society and</p><p>to find a place in the world of work. School enrolment rates</p><p>(rise), but many children still (grow up) without access to a</p><p>basic education. There are many reasons why children (not</p><p>get) even a primary education. (...)</p><p>COLLINS. World watch: a dynamic visual guide packed with fascinating facts about the world.</p><p>2. ed. Glasgow: HarperCollins Publishers, 2012. p. 34.</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>OR</p><p>I A</p><p>RT</p><p>IS</p><p>TE</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>Usamos o present continuous para:</p><p>• falar de ações que ocorrem no momento da fala/escrita.</p><p>They are talking about leading languages. He is exploring a graph right now.</p><p>• expressar mudanças que ocorrem momentaneamente (tendências atuais).</p><p>“(…) English is becoming the language of the technology age.”</p><p>Many people are using English on the Internet nowadays.</p><p>Veja, no quadro a seguir, as regras ortográficas para verbos terminados em -ing.</p><p>Regras ortográficas para verbos terminados em -ing Exemplos</p><p>A maioria dos verbos:</p><p>verbo + ing</p><p>do doing</p><p>talk talking</p><p>Verbos terminados em e:</p><p>verbo - e + ing</p><p>become becoming</p><p>use using</p><p>Verbos terminados em consoante + vogal + consoante*:</p><p>verbo + última consoante + ing</p><p>stop stopping</p><p>swim swimming</p><p>Verbos terminados em ie:</p><p>Verbo - ie + y + ing</p><p>die dying</p><p>lie lying</p><p>* Em verbos terminados em CVC (consoante, vogal, consoante), como stop, swim e admit, dobramos a última</p><p>consoante antes de acrescentar -ing (stopping, swimming, admitting). No entanto, não dobramos a última</p><p>consoante quando a sílaba tônica é a primeira. Dessa forma, em verbos como listen, happen e offer, apenas</p><p>acrescentamos -ing (listening, happening, offering).</p><p>187Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 187D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 187 26/07/22 18:3126/07/22 18:31</p><p>Review: Simple Past/Past Continuous</p><p>Leia as tirinhas a seguir e observe o uso do simple past (primeira tirinha) e do past continuous</p><p>(segunda tirinha).</p><p>UNIT 22</p><p>Na primeira tirinha, o simple past é utilizado em “I stayed up too late last afternoon” (terceiro</p><p>quadrinho) para se referir a uma ação completa (ficar acordado) que aconteceu em um momento</p><p>específico no passado (tarde passada). Note que, no texto, foi utilizado o verbo regular stayed.</p><p>• Em geral, usamos o simple past para ações que aconteceram no passado em um momento</p><p>determinado.</p><p>He slept the entire evening. He visited his parents over the weekend.</p><p>GA</p><p>RF</p><p>IE</p><p>LD</p><p>, J</p><p>IM</p><p>D</p><p>AV</p><p>IS</p><p>©</p><p>2</p><p>01</p><p>3</p><p>PA</p><p>W</p><p>S,</p><p>IN</p><p>C.</p><p>A</p><p>LL</p><p>R</p><p>IG</p><p>HT</p><p>S</p><p>RE</p><p>SE</p><p>RV</p><p>ED</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>GA</p><p>RF</p><p>IE</p><p>LD</p><p>, J</p><p>IM</p><p>D</p><p>AV</p><p>IS</p><p>©</p><p>1</p><p>98</p><p>1</p><p>PA</p><p>W</p><p>S,</p><p>IN</p><p>C.</p><p>A</p><p>LL</p><p>R</p><p>IG</p><p>HT</p><p>S</p><p>RE</p><p>SE</p><p>RV</p><p>ED</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>DAVIS, Jim. Garfield. 2022. Disponível em: www.gocomics.com/garfield/2013/10/14. Acesso em: 20 jun. 2022.</p><p>DAVIS, Jim. Garfield. Square Root of Minus Garfield. [2022]. Disponível em: www.mezzacotta.net/garfield/?comic=2924. Acesso em: 20 jun. 2022.</p><p>• Usamos, geralmente, o simple past para falar de ações e estados.</p><p>Na segunda tirinha, o past continuous é utilizado em “I was sleeping” (terceiro quadrinho) para se</p><p>referir a uma ação em andamento no passado (dormir).</p><p>• Em geral, usamos o past continuous para falar de ações em andamento no passado.</p><p>Garfield was sleeping. Jon was drinking some coffee.</p><p>188</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 188D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 188 26/07/22 18:3126/07/22 18:31</p><p>Future with Will</p><p>Leia o texto a seguir e observe o uso de will.</p><p>Replace the icons with the correct form of the verbs in parentheses to complete the story</p><p>about sleepwalking. Use the simple past or the past continuous.</p><p>I still remember that night many years ago when I (have) my first experience of</p><p>somnambulism, or sleepwalking. I was in the third grade and (live) with my godparents</p><p>while my parents were busy running a Chinese restaurant. The bedroom I (sleep) in</p><p>in my godparents’ house was located in the middle of the hallway, right across from the</p><p>bathroom.</p><p>It was a school night, which meant I was</p><p>snuggled up in bed by 9 PM. As usual, I</p><p>was knocked out within minutes of lying</p><p>down. It must have been at least an hour</p><p>later when I found myself awake (or</p><p>so I thought) and inside the bathroom</p><p>brushing my teeth. (…)</p><p>My godmother, who was still awake,</p><p>peeked through the gap in the doorway</p><p>and (ask) me what I (do). She</p><p>was confused by my explanation but</p><p>shrugged. Once I finished brushing my</p><p>teeth, I climbed back into bed and (fall)</p><p>asleep. (…)</p><p>LAI, Amy. Somnambulism (Sleepwalking): asleep with your eyes</p><p>wide open. End Your Sleep Deprivation. 2017. Disponível em:</p><p>www.end-your-sleep-deprivation.com/somnambulism.html.</p><p>Acesso em: 20 jun. 2022.</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>UNIT 33</p><p>CL</p><p>AS</p><p>SI</p><p>CV</p><p>EC</p><p>TO</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>No texto “What is the Future of the English Language?”, o trecho “today’s English will be very different</p><p>in about a century” refere-se ao futuro da língua inglesa daqui a aproximadamente cem anos.</p><p>https://termcoord.eu/2020/04/future-english-language/</p><p>What is the Future of the English Language?</p><p>English, as any other language, is a living and dynamic system, and it transforms</p><p>according to the way its speakers use it. For this reason, today’s English will be very different</p><p>in about a century.(...)</p><p>LARSSON, Oscar. What is the future of the English language? Terminology Coordination European Parliament, 19 abr. 2020. Disponível em:</p><p>https://termcoord.eu/2020/04/future-english-language/. Acesso em: 20 jun. 2022.</p><p>189Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 189D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 189 26/07/22 18:3126/07/22 18:31</p><p>• Usamos will para nos referir ao futuro. Costuma-se utilizar will para fazer previsões simples e</p><p>expressar decisões tomadas no momento em que se fala.</p><p>Forma afirmativa</p><p>I/You/He/She/It/We/You/They will be very different in the future.</p><p>Veja, nos quadros a seguir, as formas negativa e interrogativa de will.</p><p>• Em frases negativas, usamos not depois de will e antes do verbo principal.</p><p>Forma negativa</p><p>I/You/He/She/It/We/You/They will not be the same in the future.</p><p>(will not = won’t)</p><p>• Em frases interrogativas, usamos will antes do sujeito.</p><p>Forma interrogativa</p><p>Will I/you/he/she/it/we/you/they be different in the future?</p><p>Respostas curtas</p><p>Afirmativa Negativa</p><p>Yes, I/you/he/she/it/we/you/they will. No, I/you/he/she/it/we/you/they won’t.</p><p>New varieties of English will spread.</p><p>English will not be the same in about a hundred years.</p><p>According to the text, will English be different in the future? Yes, it will.</p><p>Future with Be Going To</p><p>Leia o texto a seguir e observe o uso de be going to.</p><p>UNIT 44</p><p>“And she is going to dance, dance hungry, dance full, dance each cold</p><p>astonishing moment, now when she is young and again when she is old.”</p><p>Anne Lamott</p><p>LAMOTT, Anne. “And she is going to dance, dance hungry, dance full, dance each cold astonishing moment, now when she is young and</p><p>again when she is old.” Goodreads. 2022. Disponível em: www.goodreads.com/quotes/49632-and-she-is-going-to-dance-dance-hungry-</p><p>dance-full. Acesso em: 20 jun. 2022.</p><p>AL</p><p>EX</p><p>AS</p><p>OK</p><p>OL</p><p>83</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>In each item, put the words into the correct order to make sentences.</p><p>a. be/Online learning/a more</p><p>efficient way to learn languages./will</p><p>b. will/English/be/the most important language in the future.</p><p>c. won’t/Spanish/so popular worldwide as English./be</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>190</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 190D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 190 26/07/22 18:3126/07/22 18:31</p><p>Na citação de Anne Lamott, o trecho “she is going to dance” refere-se a uma previsão para o futuro.</p><p>• Usamos be going to para nos referir ao futuro. Costuma-se utilizar be going to para expressar</p><p>planos ou intenções e fazer previsões baseadas em evidências no presente.</p><p>Forma afirmativa</p><p>I am</p><p>going to have a brilliant future.</p><p>You are</p><p>He/She/It is</p><p>We/You/They are</p><p>Veja, nos quadros a seguir, as formas negativa e interrogativa de be going to.</p><p>• Em frases negativas, usamos not depois do verbo auxiliar (to be) e antes de going to.</p><p>Forma negativa</p><p>I am</p><p>not going to</p><p>have a brilliant</p><p>future.</p><p>You are</p><p>He/She/It is</p><p>We/You/They are</p><p>• Em frases interrogativas, usamos o verbo auxiliar (to be) antes do sujeito.</p><p>Forma interrogativa</p><p>Am I</p><p>going to have a brilliant future?</p><p>Are you</p><p>Is he/she/it</p><p>Are we/you/they</p><p>Respostas curtas</p><p>Afirmativa Negativa</p><p>Yes,</p><p>I am.</p><p>No,</p><p>I ’m not.</p><p>you are. you aren’t.</p><p>he/she/it is. he/she/it isn’t.</p><p>we/you/they are. we/you/they aren’t.</p><p>The dancer is going to have a successful career.</p><p>They are not going to stop dancing.</p><p>According to the text, is she going to dance? Yes, she is.</p><p>In each item, put the words into the correct order to write sentences in your notebook.</p><p>a. do/this weekend?/What/are/going to/you</p><p>b. today?/you/study/going to/Are/English</p><p>c. not/gonna/rain/tonight./It’s</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>191Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 191D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 191 26/07/22 18:3126/07/22 18:31</p><p>Making Comparisons (Comparative Adjectives)</p><p>Leia a tirinha a seguir e observe o uso dos comparative adjectives.</p><p>UNIT 55</p><p>Na tirinha, a menina faz várias comparações entre Charlie Brown e o outro menino. Observe</p><p>que foram utilizados os adjetivos strong, old, smart no grau comparativo (stronger, older, smarter,</p><p>respectivamente) + than para fazer comparações. Nesse caso, utilizou-se o comparativo de</p><p>superioridade, que é formado por adjetivo no grau comparativo + than.</p><p>“Are you stronger than Charlie Brown?” “Are you older than Charlie Brown?”</p><p>“Are you smarter than Charlie Brown?”</p><p>SCHULZ, Charles. Peanuts. 2022. Disponível em: www.gocomics.com/peanuts/1950/11/01. Acesso em: 20 jun. 2022.</p><p>PE</p><p>AN</p><p>UT</p><p>S,</p><p>C</p><p>HA</p><p>RL</p><p>ES</p><p>S</p><p>CH</p><p>UL</p><p>Z</p><p>©</p><p>1</p><p>95</p><p>0</p><p>PE</p><p>AN</p><p>UT</p><p>S</p><p>W</p><p>OR</p><p>LD</p><p>W</p><p>ID</p><p>E</p><p>LL</p><p>C</p><p>/ D</p><p>IS</p><p>T.</p><p>B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>Para formar frases no comparativo de igualdade, usamos as + adjetivo + as. Em frases negativas</p><p>no comparativo de igualdade, podemos usar tanto as + adjetivo + as quanto so + adjetivo + as.</p><p>She is as smart as Charlie Brown. They are not as/so strong as Charlie Brown.</p><p>Regras ortográficas para formar</p><p>adjetivos no grau comparativo Exemplos</p><p>Adjetivos curtos</p><p>(uma ou duas sílabas)</p><p>A maioria dos adjetivos:</p><p>adjetivo + er</p><p>old older</p><p>strong stronger</p><p>Adjetivos terminados em e:</p><p>adjetivo + r</p><p>large larger</p><p>nice nicer</p><p>Adjetivos terminados em</p><p>consoante + vogal + consoante:</p><p>adjetivo + última consoante + er</p><p>big bigger</p><p>fat fatter</p><p>Adjetivos terminados em y:</p><p>adjetivo - y + ier</p><p>angry angrier</p><p>funny funnier</p><p>Adjetivos longos</p><p>(duas ou mais sílabas)</p><p>A maioria dos adjetivos:</p><p>more + adjetivo</p><p>difficult more difficult</p><p>important more important</p><p>Formas irregulares</p><p>good better</p><p>bad worse</p><p>far farther/further</p><p>192</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 192D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 192 26/07/22 18:3126/07/22 18:31</p><p>Making Comparisons (Superlative Adjectives)</p><p>Leia o texto a seguir e observe o uso dos superlative adjectives.</p><p>Based on the characteristics of the following characters, replace the icons with the comparative</p><p>form of the adjectives in parentheses to complete the sentences.</p><p>a. Lucy is than Marcie. (bossy)</p><p>b. Lucy is than Patty. (crabby)</p><p>c. Patty is than Marcie. (tough)</p><p>d. Marcie is at sports than Patty. (bad)</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>crabby: ranzinza, mal-humorado/a</p><p>tough: durão/durona, valentão/valentona</p><p>PE</p><p>AN</p><p>UT</p><p>S,</p><p>C</p><p>HA</p><p>RL</p><p>ES</p><p>S</p><p>CH</p><p>UL</p><p>Z</p><p>©</p><p>P</p><p>NT</p><p>S</p><p>-</p><p>PE</p><p>AN</p><p>UT</p><p>S</p><p>W</p><p>OR</p><p>LD</p><p>W</p><p>ID</p><p>E</p><p>LL</p><p>C.</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>PE</p><p>AN</p><p>UT</p><p>S,</p><p>C</p><p>HA</p><p>RL</p><p>ES</p><p>S</p><p>CH</p><p>UL</p><p>Z</p><p>©</p><p>P</p><p>NT</p><p>S</p><p>-</p><p>PE</p><p>AN</p><p>UT</p><p>S</p><p>W</p><p>OR</p><p>LD</p><p>W</p><p>ID</p><p>E</p><p>LL</p><p>C.</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>PE</p><p>AN</p><p>UT</p><p>S,</p><p>C</p><p>HA</p><p>RL</p><p>ES</p><p>S</p><p>CH</p><p>UL</p><p>Z</p><p>©</p><p>P</p><p>NT</p><p>S</p><p>-</p><p>PE</p><p>AN</p><p>UT</p><p>S</p><p>W</p><p>OR</p><p>LD</p><p>W</p><p>ID</p><p>E</p><p>LL</p><p>C.</p><p>/</p><p>DI</p><p>ST</p><p>. B</p><p>Y</p><p>AN</p><p>DR</p><p>EW</p><p>S</p><p>M</p><p>CM</p><p>EE</p><p>L</p><p>SY</p><p>ND</p><p>IC</p><p>AT</p><p>IO</p><p>N</p><p>UNIT 66</p><p>www.lonelyplanet.com/brazil/sao-paulo-state</p><p>Speaking of São Paulo state</p><p>without using superlatives is</p><p>difficult. The southern hemisphere’s</p><p>largest city! Its finest museums! Its</p><p>best restaurants! Its worst traffic!</p><p>(Well, you can’t have everything.)</p><p>São Paulo city — Sampa to locals —</p><p>is Brazil’s boomtown (commercially,</p><p>financially, industrially and</p><p>culturally) (…).</p><p>LONELY PLANET. São Paulo state. 2022. Disponível em: www.lonelyplanet.com/brazil/sao-paulo-state. Acesso em: 20 jun. 2022.</p><p>TH</p><p>IA</p><p>GO</p><p>L</p><p>EI</p><p>TE</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>Lucy</p><p>bossy, crabby</p><p>Patty</p><p>tough, good at sports</p><p>Marcie</p><p>good at friendship, bad at sports</p><p>193Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 193D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 193 26/07/22 18:3126/07/22 18:31</p><p>De acordo com o texto, São Paulo é a maior cidade do hemisfério sul, com os melhores museus e</p><p>restaurantes, mas o pior trânsito. Observe que foram utilizados os adjetivos large, fine, good, bad no</p><p>grau superlativo (largest, finest, best, worst, respectivamente). Nesse caso, utilizou-se o superlativo,</p><p>que é formado por the + adjetivo no grau superlativo. Usamos o superlativo para dizer que um</p><p>elemento, em um grupo, alcança o grau mais alto no aspecto em que é comparado.</p><p>“The southern hemisphere’s largest city!”</p><p>São Paulo has the finest museums, the best restaurants, but the worst traffic.</p><p>Replace the icons with the superlative form of the adjectives in parentheses to complete the</p><p>following sentences.</p><p>a. Brazil has some of beaches on Earth. (fine)</p><p>b. Iguaçu Falls: spread between Argentina and Brazil, these are some of waterfalls on Earth.</p><p>(spectacular)</p><p>c. Seen from the peak of Pão de Açúcar, Rio is undoubtedly city in the world. (beautiful)</p><p>d. Sergipe is state in Brazil, but a land rich in sugarcane fields with a coast line of swamp,</p><p>mangrove, and sandy shores. (small)</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>Adaptado de: LONELY PLANET. Brazil. 2022. Disponível em: www.lonelyplanet.com/brazil. Acesso em: 20 jun. 2022.</p><p>mangrove: mangue</p><p>swamp: pântano</p><p>Regras ortográficas para formar</p><p>adjetivos no grau superlativo Exemplos</p><p>Adjetivos curtos</p><p>(uma ou duas sílabas)</p><p>A maioria dos adjetivos:</p><p>adjetivo + est</p><p>old oldest</p><p>strong strongest</p><p>Adjetivos terminados em e:</p><p>adjetivo + st</p><p>large largest</p><p>nice nicest</p><p>Adjetivos terminados em</p><p>consoante + vogal + consoante:</p><p>adjetivo + última consoante + est</p><p>big biggest</p><p>fat fattest</p><p>Adjetivos terminados em y:</p><p>adjetivo - y + iest</p><p>angry angriest</p><p>funny funniest</p><p>Adjetivos longos</p><p>(duas ou mais sílabas)</p><p>A maioria dos adjetivos:</p><p>most + adjetivo</p><p>difficult most difficult</p><p>important most important</p><p>Formas irregulares</p><p>good best</p><p>bad worst</p><p>far farthest/furthest</p><p>194</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 194D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 194 26/07/22 18:3126/07/22 18:31</p><p>Countable and Uncountable Nouns</p><p>Leia o texto a seguir e observe o uso do substantivo sugar.</p><p>UNIT 77</p><p>Sugary foods</p><p>Like fat, sugar is a concentrated source of</p><p>energy. It is found in foods such as jam, sweets,</p><p>cakes, chocolate (…), cookies (…). The psychological benefits of eating these foods are obvious</p><p>— they taste lovely! However, too much sugar causes tooth decay, obesity, and mood swings so</p><p>it is important to limit your intake.</p><p>GRAIMES, Nicola. Kids’ fun & healthy cookbook. Nova York: DK Publishing, 2007. p. 15.</p><p>cake jam lollipop</p><p>No texto, a palavra sugar aparece em “sugar is a concentrated source of energy” e em “too</p><p>much sugar causes tooth decay”. Note que sugar é um substantivo incontável (uncountable), sendo</p><p>utilizado no singular (no caso, acompanhado pelo verbo is) e com expressões incontáveis (no caso,</p><p>acompanhado da expressão de quantidade too much).</p><p>• Os substantivos podem ser classificados em countable (contáveis) ou uncountable (incontáveis). Os</p><p>substantivos contáveis têm singular e plural. Os incontáveis são usados apenas no singular.</p><p>Veja, no quadro a seguir, alguns substantivos contáveis e incontáveis do texto.</p><p>Countable nouns Uncountable nouns</p><p>cakes</p><p>cookies</p><p>sweets</p><p>chocolate</p><p>jam</p><p>sugar</p><p>Expressions of Quantity</p><p>Releia o texto anterior e observe o uso da expressão “too much sugar”.</p><p>No texto, a expressão “too much” acompanha o substantivo incontável sugar e expressa ideia de</p><p>excesso, exagero. No caso, refere-se ao consumo de açúcar em excesso.</p><p>• As expressões com much (como too much, not much e how much) são utilizadas com</p><p>substantivos incontáveis. As expressões com many (como too many, not many e how many) são</p><p>utilizadas com substantivos contáveis.</p><p>intake: consumo</p><p>mood swings: oscilações de humor</p><p>tooth decay: cárie</p><p>SP</p><p>AL</p><p>NI</p><p>C/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>YA</p><p>NA</p><p>V</p><p>AS</p><p>IL</p><p>EV</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>195Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 195D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 195 26/07/22 18:3126/07/22 18:31</p><p>Veja, no quadro a seguir, algumas expressions of quantity.</p><p>Expressions of quantity +</p><p>countable nouns</p><p>Expressions of quantity +</p><p>uncountable nouns</p><p>too many = an excessive amount</p><p>not many = a few</p><p>How many...?</p><p>too much = an excessive amount</p><p>not much = a little</p><p>How much...?</p><p>• Usamos os quantificadores some e any quando não sabemos ou não queremos revelar a</p><p>quantidade exata de alguma coisa. Em geral, some é usado em frases afirmativas e any, em</p><p>frases negativas e interrogativas.</p><p>Everybody needs some sugar for energy. Does sugar have any nutrients?</p><p>Sugar doesn’t have any nutrients.</p><p>Do you want some sugar?</p><p>• Em frases interrogativas quando se espera uma resposta afirmativa (oferta ou pedido),</p><p>usamos some.</p><p>1 Choose the sentence that contains an</p><p>uncountable noun.</p><p>a. Broccoli is rich in vitamin C.</p><p>b. It’s important to eat vegetables</p><p>every day.</p><p>c. Eat an apple a day and keep the</p><p>doctor away.</p><p>2 Replace each icon with much or many</p><p>to complete the sentences.</p><p>a. How water do you drink a day?</p><p>b. Don’t eat too salt. It’s bad for</p><p>your health.</p><p>c. How many servings of fruit do you eat</p><p>a day? Not .</p><p>3 Replace each icon with some or any to</p><p>complete the sentences.</p><p>a. Do you have food allergies?</p><p>b. We all need fat in our diet, but not</p><p>too much.</p><p>c. The athletes’ diet doesn’t contain</p><p>sugar or alcohol.</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>UI</p><p>LI</p><p>AA</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>YU</p><p>LI</p><p>IA</p><p>K</p><p>ON</p><p>AK</p><p>HO</p><p>VS</p><p>KA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>196</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 196D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 196 26/07/22 18:3126/07/22 18:31</p><p>She is the girl who lives next door.</p><p>This is the woman whose friend I talked about.</p><p>Friendship is a relationship that involves a series of interactions between two individuals.</p><p>Differences among people, which are a result of gender inequalities, must come to an end.</p><p>Relative Pronouns</p><p>Leia o texto a seguir e observe o uso do pronome relativo who.</p><p>UNIT 88</p><p>No texto, o pronome relativo who é utilizado para se referir à palavra anterior, “individuals”.</p><p>Segundo o texto, as crianças tendem a formar amizades com indivíduos que são semelhantes a elas</p><p>em uma variedade de dimensões.</p><p>• Usamos pronomes relativos para unir elementos em uma frase e para evitar repetição. Note que os</p><p>pronomes relativos se referem a um elemento anterior.</p><p>• Who se refere a pessoas.</p><p>BERGER, Lauren; FURMAN, Wyndol; HOHMANN, Lisa. Friendship. In: ENCYCLOPEDIA Britannica. 2022.</p><p>Disponível em: www.britannica.com/topic/friendship. Acesso em: 20 jun. 2022.</p><p>The following sentences are about women who changed history. In your notebook, write a new</p><p>sentence with the relative pronoun in CAPITAL LETTERS as in the example.</p><p>Example: a. Cleopatra was a politician who spoke nine languages.</p><p>a. WHO Cleopatra was a politician. Cleopatra spoke nine languages.</p><p>b. WHICH Marie Curie was the first woman to win a Nobel Prize.</p><p>The Nobel Prize is considered one of the most prestigious awards.</p><p>c. WHO Margaret Thatcher was a politician. Margaret Thatcher had conservative views.</p><p>d. THAT Eleanor Roosevelt was a champion of human rights. Eleanor Roosevelt fought for</p><p>women’s causes and the causes of black people, poor people, and the unemployed.</p><p>Extra Practice</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>NI</p><p>CO</p><p>LE</p><p>TA</p><p>IO</p><p>NE</p><p>SC</p><p>U/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>• Whose indica posse e se refere tanto a pessoas quanto a coisas.</p><p>• That se refere a coisas ou a pessoas.</p><p>• Which se refere a coisas.</p><p>Friendships make up an important aspect of development in middle childhood, when much time</p><p>is devoted to social play and social interaction skills become increasingly important. (…) Children</p><p>tend to form friendships with individuals who are similar to themselves in a variety of dimensions.</p><p>197Language Reference + Extra Practice</p><p>D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 197D3-ING-F2-4114-V8-LR+EP-186a197-LA-G24.indd 197 26/07/22 18:3126/07/22 18:31</p><p>GLOSSARY</p><p>198</p><p>A</p><p>a lot: muito, bastante</p><p>abroad: no/para o exterior</p><p>acclaim: aclamação, reconhecimento</p><p>accomplish: realizar, alcançar</p><p>achieve: atingir, alcançar</p><p>acknowledgment: reconhecimento</p><p>actually: na verdade, na realidade</p><p>addict: viciado/a</p><p>addiction: vício</p><p>address: abordar, enfrentar;</p><p>endereçar; endereço</p><p>afraid: temeroso/a, com medo</p><p>ahead: à frente</p><p>aid worker: trabalhador(a)/</p><p>voluntário/a de ajuda humanitária</p><p>alike: parecido/a</p><p>alive: vivo/a</p><p>allied: relacionado/a</p><p>allow: permitir</p><p>alongside: ao lado (de)</p><p>already: já</p><p>although: embora</p><p>amazed: admirado/a</p><p>ambassador: embaixador(a)</p><p>amount: quantidade; quantia</p><p>amusing: divertido/a, engraçado/a</p><p>ancient: antigo/a</p><p>anger: raiva</p><p>angry: zangado/a</p><p>anyway: de qualquer forma, de</p><p>toda forma</p><p>appealing: atraente</p><p>arrange: arrumar; organizar</p><p>arrow: seta; flecha</p><p>assumption: suposição</p><p>astonishing: surpreendente</p><p>attached: preso/a</p><p>attend: comparecer a</p><p>avenge: vingar</p><p>average: média; médio</p><p>avoid: evitar</p><p>B</p><p>beard: barba</p><p>beat: vencer, derrotar; bater;</p><p>batimento</p><p>behave: comportar-se</p><p>behavior: comportamento</p><p>belong: pertencer</p><p>belt: cinto</p><p>beyond: além de</p><p>blood: sangue</p><p>blood vessel: vaso sanguíneo</p><p>blow: soprar</p><p>blow one’s nose: assoar o nariz</p><p>blow up: explodir; estourar</p><p>board game: jogo de tabuleiro</p><p>boil: ferver</p><p>bone: osso</p><p>boost: aumentar</p><p>bothered: incomodado/a</p><p>I’m not bothered (BrE): Para</p><p>mim tanto faz</p><p>bowl: tigela</p><p>brain: cérebro</p><p>branch: ramo</p><p>brave: valente, corajoso/a</p><p>breathe: respirar</p><p>brief: breve</p><p>bright: brilhante</p><p>broadcast: transmissão; programa</p><p>de rádio ou TV</p><p>broaden: ampliar(-se), alargar(-se)</p><p>brotherhood: fraternidade</p><p>burst: rajada; ataque</p><p>busy: ocupado/a, atarefado/a;</p><p>congestionado/a; intenso/a, cheio/a</p><p>buzz: zumbir</p><p>C</p><p>camp: acampamento</p><p>campaigner: ativista</p><p>candid: sincero/a, franco/a</p><p>care: cuidado</p><p>careful: cuidadoso/a, atento/a</p><p>carefully: cuidadosamente,</p><p>atentamente</p><p>carry: carregar, transportar</p><p>carry on: continuar</p><p>catchy: que pega fácil; fácil de</p><p>memorizar</p><p>cell: célula</p><p>challenge: desafiar; desafio</p><p>chant: canção</p><p>character: personagem</p><p>charge: carregar; cobrar</p><p>chase: perseguir</p><p>cheer</p><p>Making Comparisons</p><p>(Comparative Adjectives) .............................97</p><p>Listening and Speaking ............................ 100</p><p>Writing ....................................................... 102</p><p>book review</p><p>Looking Ahead ........................................... 103</p><p>7Contents</p><p>IL</p><p>US</p><p>TR</p><p>AÇ</p><p>ÕE</p><p>S:</p><p>G</p><p>AL</p><p>VÃ</p><p>O</p><p>BE</p><p>RT</p><p>AZ</p><p>ZI</p><p>D3-ING-F2-4114-V8-SUM-006a007-LA-G24.indd 7D3-ING-F2-4114-V8-SUM-006a007-LA-G24.indd 7 29/07/22 17:4129/07/22 17:41</p><p>UNIT o0 WELCOME</p><p>Nesta unidade, você vai</p><p>• construir e ampliar repertório cultural por meio do contato com manifestações</p><p>culturais vinculadas à língua inglesa;</p><p>• colocar em prática, por meio de dicas oferecidas, diversas estratégias de leitura e de</p><p>aprendizagem;</p><p>• conhecer dicas práticas de como usar um tradutor on-line.</p><p>Nesta seção, você vai ampliar seu repertório cultural por meio do</p><p>contato com manifestações culturais vinculadas à língua inglesa.</p><p>As personalidades que aparecem nesta seção foram responsáveis por produções em língua</p><p>inglesa que se tornaram famosas no mundo inteiro. Faça os exercícios no seu caderno e conheça</p><p>algumas dessas produções.</p><p>1 Who were these people? In your notebook, use the expressions in the box to write sentences</p><p>about them as in the example. If necessary, visit the website www.thefamouspeople.com</p><p>(accessed on: June 15, 2022) to check who these people were.</p><p>Example: a. Ella Fitzgerald was an American singer.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>ENGLISH ALL AROUND THE WORLD</p><p>American activist • American singer • English activist • English playwright</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>b. William Shakespeare</p><p>(1564-1616)</p><p>c. Martin Luther</p><p>King, Jr. (1929-1968)</p><p>d. Emmeline Pankhurst</p><p>(1858-1928)</p><p>a. Ella Fitzgerald</p><p>(1917-1996)</p><p>KE</p><p>YS</p><p>TO</p><p>NE</p><p>/</p><p>EQ</p><p>UI</p><p>PE</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>EV</p><p>ER</p><p>ET</p><p>T</p><p>CO</p><p>LL</p><p>EC</p><p>TI</p><p>ON</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>AF</p><p>P/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>CO</p><p>RB</p><p>IS</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>8</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 8D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 8 26/07/22 17:0926/07/22 17:09</p><p>2 Now make inferences to match each person to his/her corresponding quote as in the example.</p><p>Example: a. II</p><p>Think about it!</p><p>Ella Fitzgerald, conhecida como a “Primeira dama da canção” e a “Rainha do jazz”, destacava-se pela alegria contagiante</p><p>ao cantar. Ella deu vida a inúmeras canções em inglês, como “Cry me a River” — escrita originalmente para ela cantar</p><p>em um filme —, que já foi regravada por diversos artistas no mundo inteiro, entre eles Michael Bublé e Caetano Veloso.</p><p>Você conhece alguma outra música, em inglês, português ou outro idioma, que tenha atravessado barreiras geográficas e</p><p>culturais? Em caso afirmativo, qual(is)?</p><p>4 Do you know any work by William Shakespeare? If so, which one(s)?</p><p>5 Read about four of Shakespeare’s plays. Use the titles in the box to identify the works as in</p><p>the example.</p><p>Example: a. Hamlet</p><p>Romeo and Juliet A Midsummer Night’s DreamHamlet Othello</p><p>PA</p><p>RA</p><p>M</p><p>OU</p><p>NT</p><p>P</p><p>IC</p><p>TU</p><p>RE</p><p>S</p><p>/</p><p>AL</p><p>BU</p><p>M</p><p>/</p><p>EA</p><p>SY</p><p>PI</p><p>X</p><p>BR</p><p>AS</p><p>IL</p><p>BE</p><p>TT</p><p>M</p><p>AN</p><p>N</p><p>AR</p><p>CH</p><p>IV</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>UN</p><p>IT</p><p>ED</p><p>A</p><p>RC</p><p>HI</p><p>VE</p><p>S</p><p>GM</p><p>BH</p><p>/</p><p>AL</p><p>AM</p><p>Y</p><p>/ F</p><p>OT</p><p>OA</p><p>RE</p><p>NA</p><p>CA</p><p>ST</p><p>LE</p><p>R</p><p>OC</p><p>K</p><p>EN</p><p>TE</p><p>RT</p><p>AI</p><p>NM</p><p>EN</p><p>T</p><p>/ A</p><p>LB</p><p>UM</p><p>/</p><p>EA</p><p>SY</p><p>PI</p><p>X</p><p>BR</p><p>AS</p><p>IL</p><p>3 Use your own words to explain the quote “Music is the universal language... it brings people</p><p>closer together.” Do you agree with it? Why (not)?</p><p>a. Ella Fitzgerald</p><p>b. William Shakespeare</p><p>c. Martin Luther King, Jr.</p><p>d. Emmeline Pankhurst</p><p>I. “I have a dream that my four little children will one day live in a</p><p>nation where they will not be judged by the color of their skin but</p><p>by the content of their character.”</p><p>II. “Music is the universal language… it brings people closer together.”</p><p>III. “To be, or not to be, that is the question.”</p><p>IV. “What is the use of fighting for a vote if we have not got a</p><p>country to vote in?”</p><p>LEWIS, Jone Johnson. Emmeline Pankhurst quotes. ThoughtCo. 6 out. 2019. Disponível em:</p><p>www.thoughtco.com/emmeline-pankhurst-quotes-3530007; NATIONAL ARCHIVES. Martin Luther King,</p><p>Jr. [2022?]. Disponível em: www.archives.gov/nyc/exhibit/mlk; SHAKESPEARE, William. Speech: “To be,</p><p>or not to be, that is the question”. Poetry Foundation. 2022. Disponível em: www.poetryfoundation.org/</p><p>poems/56965/speech-to-beor-not-to-be-that-isthe-question; TYMAS, Baron. Music chair’s message for</p><p>interested supporters. NCCentral University. 2022. Disponível em: www.nccu.edu/cash/music/ways-</p><p>support-music/chairs-message. Acessos em: 23 jun. 2022.</p><p>9Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 9D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 9 01/08/22 13:5101/08/22 13:51</p><p>https://www.poetryfoundation.org/poems/56965/speech-to-be-or-not-to-be-that-is-the-question</p><p>https://www.poetryfoundation.org/poems/56965/speech-to-be-or-not-to-be-that-is-the-question</p><p>Para ter acesso a informações sobre as peças de Shakespeare,</p><p>como fatos e cenas importantes, e assistir a vídeos informativos</p><p>com atores/diretores e algumas performances, explore o portal</p><p>educativo Shakespeare Learning Zone, disponível em: www.rsc.org.</p><p>uk/shakespeare-learning-zone. (Acesso em: 15 jun. 2022).</p><p>Le@rning on the web</p><p>When was it written?</p><p>1594</p><p>What’s it about?</p><p>The children of mortal enemies fall</p><p>for each other. It all gets a bit :’(.</p><p>Why’s it so good?</p><p>It’s the uber-love story, the template</p><p>for every tale of doomed romance</p><p>ever written. Everything else is just</p><p>a variation.</p><p>b.</p><p>When was it written?</p><p>1595</p><p>What’s it about?</p><p>A bunch of insane fairies attempt to</p><p>solve the romantic problems of some</p><p>mortals lost in a wood.</p><p>Why’s it so good?</p><p>People love this exuberant magical</p><p>comedy – it’s the ultimate</p><p>crowd-pleaser and the perfect</p><p>summer play.</p><p>d.</p><p>TIME OUT LONDON THEATRE. The ten best Shakespeare plays of all time. Time Out, 26 abr. 2022. Disponível em:</p><p>www.timeout.com/london/theatre/the-ten-best-shakespeare-plays-of-all-time. Acesso em: 15 jun. 2022.</p><p>10</p><p>When was it written?</p><p>1600</p><p>What’s it about?</p><p>A student ponders the meaning</p><p>of life when he should be on a</p><p>killing spree.</p><p>Why’s it so good?</p><p>What is there left to say about</p><p>“Hamlet”? Its reputation is so</p><p>towering it’s hard to be objective</p><p>about it, but this epic about a</p><p>young man contemplating his</p><p>own mortality while attempting</p><p>to avenge his father is certainly</p><p>a pretty hot contender for the</p><p>greatest thing ever written</p><p>in English.</p><p>a.</p><p>When was it written?</p><p>1604</p><p>What’s it about?</p><p>What happens when race relations</p><p>in sixteenth-century Venice don’t</p><p>go terribly well.</p><p>Why’s it so good?</p><p>The most powerful play about</p><p>racism ever written, but moreover</p><p>a terrifying study in the destructive</p><p>power of jealousy.</p><p>c.</p><p>a bunch of: um monte de, vários(as)</p><p>avenge: vingar</p><p>doomed: condenado(a), predestinado(a)</p><p>fairy: fada</p><p>jealousy: ciúme</p><p>tale: conto</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 10D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 10 26/07/22 17:0926/07/22 17:09</p><p>https://www.rsc.org.uk/shakespeare-learning-zone</p><p>https://www.rsc.org.uk/shakespeare-learning-zone</p><p>6 Based on the screen capture of a webpage from the Shakespeare Learning Zone, answer the</p><p>following questions.</p><p>a. Which Shakespeare’s play is the webpage about?</p><p>b. How many levels of different information are there?</p><p>c. All the information about the play is divided into four sections. What are they?</p><p>d. Which section presents a general description of the story?</p><p>e. Which section presents facts about the settings?</p><p>7 The video from Level 1 is about rhyming couplets (two lines of poetry next to each other that</p><p>rhyme). Choose the fragment from A Midsummer Night’s Dream quoted here that contains a</p><p>rhyming couplet.</p><p>a. “My good Lysander!</p><p>I swear to thee, by Cupid’s strongest bow,”</p><p>b. “By all the vows that ever men have broke,</p><p>In number more than ever women spoke,”</p><p>RSC. A midsummer night’s dream. [2022?]. Disponível em: https://cdn2.rsc.org.uk/sitefinity/education-pdfs/</p><p>extracts-and-text/rhyming-couplets-text.pdf?sfvrsn=2. Acesso em: 15 jun. 2022.</p><p>Think about it!</p><p>Embora</p><p>up: animar-se</p><p>chew: mastigar</p><p>chewing gum: chiclete, goma de</p><p>mascar</p><p>chop: cortar, picar</p><p>chore: tarefa</p><p>citizen: cidadã(o)</p><p>clear: limpar, remover</p><p>clear something away/up:</p><p>arrumar algo, pôr algo em</p><p>ordem</p><p>climb: subir; escalar</p><p>close: perto, próximo/a; fechar(-se)</p><p>clutter: entulhar</p><p>coal: carvão</p><p>coast: costa</p><p>college: faculdade; últimos anos do</p><p>Ensino Médio</p><p>come: vir</p><p>come out: aparecer; ser</p><p>lançado, ser publicado/a</p><p>commitment: compromisso</p><p>cope (with something/someone):</p><p>dar conta (de algo), enfrentar (algo/</p><p>alguém)</p><p>costume: fantasia; traje típico</p><p>counselor: conselheiro/a</p><p>couple: casal; alguns</p><p>cover: capa; coberta; cobrir; tapar</p><p>crash: batida, colisão</p><p>craze: mania</p><p>cropland: terra de plantio</p><p>Este glossário apresenta uma seleção de palavras e expressões utilizadas no livro, acompanhadas do sentido</p><p>com que são utilizadas nele. Algumas dessas palavras podem ser utilizadas em mais de um sentido.</p><p>D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 198D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 198 26/07/22 18:3226/07/22 18:32</p><p>GLOSSARY</p><p>Glossary 199</p><p>cross: atravessar; cruzar</p><p>crowd: multidão</p><p>cruise: cruzeiro</p><p>curl: cacho; enrolar</p><p>current: atual</p><p>currently: atualmente</p><p>customer: cliente</p><p>cut: cortar</p><p>cut back: fazer cortes; reduzir</p><p>cute: fofinho/a</p><p>D</p><p>data: dados</p><p>dead: morto/a</p><p>death: morte</p><p>decrease: diminuir</p><p>deep: fundo/a, profundo/a</p><p>defy: desafiar</p><p>delighted: encantado/a</p><p>demanding: exigente</p><p>depict: retratar</p><p>deserve: merecer</p><p>design: desenhar, criar</p><p>device: aparelho, dispositivo</p><p>diced: em cubos</p><p>disability: incapacidade</p><p>disabled: pessoa com deficiência</p><p>disease: doença</p><p>dish: prato</p><p>disorder: desordem; distúrbio</p><p>displace: substituir</p><p>display: exibir; expor</p><p>doomed: condenado/a,</p><p>predestinado/a</p><p>draft: rascunho, esboço</p><p>drop: soltar; largar; abandonar</p><p>drop out: desistir, largar</p><p>dry: seco/a</p><p>dust: poeira, pó</p><p>dwarf: anã(o)</p><p>dystopian: distópico/a</p><p>E</p><p>ease: aliviar</p><p>edge: borda; margem</p><p>eggplant: berinjela</p><p>either: qualquer um dos dois</p><p>empowerment: empoderamento</p><p>enable someone to do something:</p><p>permitir, possibilitar a alguém</p><p>fazer algo</p><p>endeavor: empenho; empenhar-se</p><p>endurance: resistência</p><p>enhance: aumentar, melhorar;</p><p>realçar</p><p>enough: suficiente</p><p>ensure: certificar-se</p><p>entangle: emaranhar</p><p>get entangled in something:</p><p>emaranhar-se em algo</p><p>entry: entrada</p><p>evaluate: avaliar; examinar</p><p>even: ainda; até</p><p>even though: apesar de</p><p>evolve from something: evoluir a</p><p>partir de algo</p><p>exchange: trocar</p><p>exposure: exposição</p><p>F</p><p>fable: fábula</p><p>fairy: fada</p><p>fall: cair</p><p>fall apart: desfazer-se; fazer-se</p><p>em pedaços</p><p>fall for (someone/something):</p><p>apaixonar-se por (alguém/algo)</p><p>fall in love with (someone/</p><p>something): apaixonar-se por</p><p>(alguém/algo)</p><p>fear: temer</p><p>feast: banquete; fazer um</p><p>banquete</p><p>feat: proeza, façanha</p><p>feature: ser estrelado/a por;</p><p>característica, aspecto</p><p>feed: alimentar</p><p>fellow: colega, companheiro/a</p><p>figure out: descobrir, desvendar</p><p>fill in: completar</p><p>finding: resultado, descoberta</p><p>firefly: vaga-lume</p><p>fireworks: fogos de artifício</p><p>fit: caber; servir</p><p>fitness: boa forma (física)</p><p>fix: consertar; combinar</p><p>flow: fluir, correr; corrente, fluxo</p><p>forcibly: forçosamente</p><p>forehead: testa</p><p>foreign: estrangeiro/a</p><p>forge: forjar</p><p>former: antigo/a, anterior</p><p>forthcoming: próximo/a</p><p>fortunately: felizmente</p><p>forward: para frente; jogador(a)</p><p>atacante</p><p>look forward to: aguardar,</p><p>esperar (ansiosamente)</p><p>friendless: sem amigos</p><p>fuel: abastecer</p><p>furthermore: além disso</p><p>fuzzy: sem nitidez; vago/a</p><p>G</p><p>gadget: aparelho, dispositivo</p><p>gap: lacuna</p><p>garbage: lixo</p><p>gather: juntar</p><p>get: receber, obter, conseguir</p><p>get along with someone: dar-se</p><p>bem (com alguém)</p><p>get away (from): ficar longe (de),</p><p>afastar-se (de)</p><p>get out: sair</p><p>get through something: passar</p><p>por algo, sobreviver, atravessar</p><p>gift: presente; dom</p><p>give: dar</p><p>give out: distribuir</p><p>give something away: revelar</p><p>algo</p><p>give up (something): abandonar</p><p>(algo); desistir (de fazer algo)</p><p>go: ir</p><p>go on: continuar, seguir em frente</p><p>go out: sair; apagar-se</p><p>goddaughter: afilhada</p><p>goodwill: boa vontade</p><p>grab: pegar</p><p>grasp: agarrar</p><p>greasy: engordurado/a, oleoso/a</p><p>greet: saudar, cumprimentar</p><p>grieve: lamentar</p><p>groceries: mantimentos, gêneros</p><p>alimentícios</p><p>ground: chão</p><p>groundbreaking: inovador(a)</p><p>grow: crescer; cultivar</p><p>grow up: crescer</p><p>grubby: sujo/a</p><p>guest: convidado/a; hóspede</p><p>D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 199D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 199 26/07/22 18:3226/07/22 18:32</p><p>H</p><p>handful: punhado</p><p>hands-on: prático/a</p><p>hang out: sair com alguém</p><p>harassment: assédio</p><p>hard: duro/a; difícil</p><p>hardly ever: quase nunca</p><p>harm: prejudicar</p><p>heated: aquecido/a; acalorado/a</p><p>height: altura</p><p>helpless: indefeso/a</p><p>high: alto/a</p><p>be in high spirits: estar</p><p>animado/a</p><p>hinder: atrapalhar, dificultar</p><p>hip: quadril</p><p>hire: contratar; alugar</p><p>hit: bater; batida; sucesso</p><p>hold up one’s hand: erguer a mão</p><p>host: anfitriã(o); sediar</p><p>household: doméstico/a</p><p>households: famílias</p><p>huge: enorme</p><p>humbleness: humildade</p><p>hungry: faminto/a</p><p>hurt: doer, machucar</p><p>hurtful: ofensivo/a, cruel</p><p>I</p><p>improve: melhorar</p><p>incoming: novo/a, entrante</p><p>increase: aumentar; subir</p><p>inhibited: inibido/a</p><p>ink: tinta</p><p>inner: interno/a, interior; íntimo/a</p><p>instead: em vez disso</p><p>instead of: em vez de, em lugar de</p><p>insurance: seguro</p><p>iron: ferro</p><p>issue: questão</p><p>J</p><p>jam: geleia</p><p>jealous: ciumento/a</p><p>jealousy: ciúme</p><p>joke: piada</p><p>joy: alegria</p><p>judge: julgar</p><p>K</p><p>keep: manter</p><p>keep up (with something/</p><p>someone): acompanhar</p><p>(alguém/algo), seguir o ritmo</p><p>(de alguém/algo)</p><p>key: chave; fundamental; gabarito</p><p>kind: gentil, cordial</p><p>knee: joelho</p><p>knife: faca</p><p>knowledge: conhecimento</p><p>L</p><p>label: rotular</p><p>lake: lago</p><p>landscape: paisagem</p><p>lately: ultimamente</p><p>laugh: rir; risada</p><p>laughter: risada</p><p>launch: lançar; inaugurar</p><p>lazy: preguiçoso/a</p><p>leading: principal</p><p>lecture: palestra</p><p>leisure: lazer</p><p>lengthen: prolongar</p><p>life imprisonment: prisão perpétua</p><p>lightning: raio, relâmpago</p><p>lit: iluminado/a</p><p>literacy: alfabetização</p><p>lively: alegre, animado</p><p>lock: trancar</p><p>look: parecer(-se); olhar</p><p>look for (something/someone):</p><p>procurar (algo/alguém)</p><p>loss: perda</p><p>loud: alto/a; barulhento/a</p><p>lower: (parte) inferior</p><p>low-income country: país de</p><p>renda baixa</p><p>M</p><p>mainly: principalmente</p><p>major: principal</p><p>manage: gerenciar</p><p>manners: boas maneiras, bons</p><p>modos</p><p>match: relacionar, correlacionar</p><p>mean: significar; mesquinho/a;</p><p>rude</p><p>measure: medir</p><p>media: meios de comunicação</p><p>mentor: treinar</p><p>middle-income country: país de</p><p>renda média</p><p>might: poder (ser que)</p><p>mild: ameno/a; suave</p><p>mile: milha</p><p>mind: mente; importar(-se)</p><p>mindful of something: consciente</p><p>de algo, atento/a a algo</p><p>mining: mineração</p><p>miserable: extremamente infeliz</p><p>move: mover(-se); mudar(-se)</p><p>de local</p><p>move forward: avançar</p><p>muscle: músculo</p><p>N</p><p>nearby: perto</p><p>nod: movimento afirmativo com a</p><p>cabeça, sinal de aprovação</p><p>no-no: mau comportamento,</p><p>travessura</p><p>northeastern: nordeste</p><p>o</p><p>odd: chance</p><p>open up (to someone) (about</p><p>something): abrir-se (com alguém)</p><p>(sobre algo)</p><p>ore: minério</p><p>outgoing: extrovertido/a</p><p>outnumber: ser mais numeroso</p><p>que, ultrapassar</p><p>output: produção</p><p>overall: (no) geral, total</p><p>overcome: superar</p><p>overload: excesso</p><p>owe: dever</p><p>own: próprio/a(s); possuir, ter</p><p>ownership: propriedade</p><p>P</p><p>pace: ritmo</p><p>pain: dor</p><p>painful: doloroso/a</p><p>pale: pálido/a; claro/a</p><p>pass: passar</p><p>pass away: falecer</p><p>pass by: passar (por)</p><p>path: caminho, trajetória</p><p>200</p><p>D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 200D3-ING-F2-4114-V8-GLO-198a202-LA-G24.indd 200 26/07/22 18:3226/07/22 18:32</p><p>pattern: padrão</p><p>peacemaker: pacificador(a)</p><p>peak: pico, cume</p><p>peel: pele; descascar</p><p>peer: colega</p><p>perform: desempenhar; executar</p><p>perhaps: talvez</p><p>pick something up: apanhar, pegar</p><p>pickpocket: batedor(a) de carteira</p><p>pin: prender, alfinetar</p><p>pioneer: pioneiro/a</p><p>pitch in: dar uma mãozinha</p><p>pivotal: fundamental</p><p>plain: liso/a; puro/a</p><p>playwright: dramaturgo/a</p><p>please: agradar</p><p>plenty: bastante</p><p>poetry: poesia</p><p>poison: veneno</p><p>policy: política</p><p>polite: educado/a, gentil</p><p>poll: pesquisa; votação</p><p>pose: causar (problema,</p><p>dificuldade)</p><p>power: poder; luz, eletricidade</p><p>press charges: apresentar queixa</p><p>prize: prêmio</p><p>prompt: rápido/a, imediato/a;</p><p>provocar</p><p>prosthetic: protético/a</p><p>proud: orgulhoso/a</p><p>prove: provar,</p><p>as peças de Shakespeare</p><p>tenham sido publicadas pela</p><p>primeira vez há mais de 400 anos,</p><p>elas permanecem vivas até hoje.</p><p>Já foram adaptadas para teatro,</p><p>televisão, cinema e literatura,</p><p>traduzidas para diversos idiomas</p><p>e reescritas para diferentes</p><p>públicos, como o infantil. Você</p><p>já leu algum livro ou assistiu a</p><p>algum filme baseado nas peças de</p><p>Shakespeare? Em caso afirmativo,</p><p>qual(is)? Qual outro/a escritor(a)/</p><p>dramaturgo/a produziu obras,</p><p>em inglês, português ou outro</p><p>idioma, que permanecem vivas na</p><p>contemporaneidade?</p><p>level: nível</p><p>overview: visão global</p><p>setting: cenário</p><p>staging: encenação</p><p>www.rsc.org.uk/shakespeare-learning-zone/</p><p>RSC. A midsummer night’s dream is a play about love and magic. 2022. Disponível em: www.</p><p>rsc.org.uk/shakespeare-learning-zone/a-midsummer-nights-dream. Acesso em: 15 jun. 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//W</p><p>W</p><p>W</p><p>.R</p><p>SC</p><p>.O</p><p>RG</p><p>.U</p><p>K</p><p>All of the information you need about the play is divided into four sections:</p><p>Story, Characters, Language and Staging.</p><p>Then each section has three different levels of information. Choose which level</p><p>is right for you or simply move between them to find what you need. Here’s a</p><p>quick guide to help you get started with A Midsummer Night's Dream.</p><p>HISTORY CHARACTER LANGUAGE STAGING</p><p>MENU</p><p>Start with level 1 to find:</p><p>• In STORY: A simple overview of the story</p><p>• In CHARACTERS: Basic character descriptions</p><p>• In LANGUAGE: Key language terms</p><p>• In STAGING: Facts about the settings</p><p>11Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 11D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 11 26/07/22 17:0926/07/22 17:09</p><p>https://www.rsc.org.uk/shakespeare-learning-zone/a-midsummer-nights-dream</p><p>https://cdn2.rsc.org.uk/sitefinity/education-pdfs/extracts-and-text/rhyming-couplets-text.pdf?sfvrsn=2</p><p>https://cdn2.rsc.org.uk/sitefinity/education-pdfs/extracts-and-text/rhyming-couplets-text.pdf?sfvrsn=2</p><p>TODAY IN CONNECTICUT HISTORY. November 13: Emmeline Pankhurst delivers “Freedom or Death” speech in Hartford. 13 nov. 2018. Disponível em:</p><p>https://todayincthistory.com/2018/11/13/november-13-emmeline-pankhurst-delivers-freedom-or-death-speech-in-hartford/. Acesso em: 23 jun. 2022.</p><p>HISTORY. “I Have a Dream” speech. 30 nov. 2017. Disponível em: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech.</p><p>Acesso em: 23 jun. 2022.</p><p>I. women’s fight for voting rights in Britain</p><p>II. the British voting rights activist Emmeline</p><p>Pankhurst</p><p>III. a crowd of men and women in Hartford,</p><p>Connecticut (US)</p><p>IV. to defend and justify the means used by the</p><p>Suffragettes in Britain</p><p>V. a combination of serious and emotionally powerful images with irony and sarcasm</p><p>I. black and white civil rights activists</p><p>II. racial discrimination, freedom and equality</p><p>III. a combination of a political speech and a</p><p>religious sermon</p><p>IV. the leading figure of the Civil Rights Movement in the USA Martin Luther King, Jr.</p><p>V. to promote equal rights in American society and to convince civil rights activists to</p><p>continue to protest peacefully</p><p>Freedom or Death (1913)</p><p>I Have a Dream (1963)</p><p>a. the speaker</p><p>b. the audience</p><p>c. the topic of the speech</p><p>d. the speaker’s intention</p><p>e. the language of the speech</p><p>a. the speaker</p><p>b. the audience</p><p>c. the topic of the speech</p><p>d. the speaker’s intention</p><p>e. the language of the speech</p><p>8 Freedom or Death (1913) and I Have a Dream (1963) are two</p><p>of the greatest speeches in English. Match the following</p><p>items in order to have an overall view of the speeches.</p><p>No exercício 8, correlacione os itens a</p><p>seguir para ter uma visão geral dos discursos</p><p>Freedom or Death (1913) e I Have a Dream</p><p>(1963), dois dos mais importantes</p><p>discursos em língua inglesa.</p><p>CO</p><p>RB</p><p>IS</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>BE</p><p>TT</p><p>M</p><p>AN</p><p>N</p><p>AR</p><p>CH</p><p>IV</p><p>E/</p><p>GE</p><p>TT</p><p>Y</p><p>IM</p><p>AG</p><p>ES</p><p>Para ler e/ou ouvir o discurso I Have a Dream na íntegra, visite: www.americanrhetoric.com/speeches/mlkihaveadream.htm</p><p>(Acesso em: 15 jun. 2022).</p><p>Le@rning on the web</p><p>12</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 12D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 12 26/07/22 17:0926/07/22 17:09</p><p>Esta seção apresenta estratégias de aprendizagem e de leitura que vão ajudar você a se sentir</p><p>mais confiante para realizar as atividades propostas ao longo do livro.</p><p>1 Before reading the following text, focus on its title and photo. Then, choose the correct item that</p><p>completes each sentence.</p><p>a. Amanda Gorman is a young American</p><p>I. poet. II. politician.</p><p>b. She is described as a</p><p>I. weak woman. II. strong woman.</p><p>2 Choose the items about Amanda Gorman that you expect to find in the text.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.TIPS INTO PRACTICE</p><p>Her career • Her childhood • Her dreams • Her speaking skills</p><p>3 Now read the text to check your predictions.</p><p>https://newzhook.com</p><p>slave: escravo/a</p><p>strive: lutar, empenhar-se</p><p>struggle: dificuldade</p><p>weakness: fraqueza</p><p>Amanda Gorman, first U.S. National Youth Poet</p><p>Laureate, does not see her disability as a weakness</p><p>(...) Just 22 years oldAmanda</p><p>Gormanmade history as the youngest</p><p>poet to read at the presidential</p><p>inauguration in the U.S. Her illustrious</p><p>predecessors includeRobert</p><p>Frost,Maya Angelou,Richard</p><p>BlancoandElizabeth Alexander.</p><p>(…) A descendant of slaves, Gorman was raised by a single</p><p>mother and grew up with a speech disability. In an interview to The</p><p>Los Angeles Times ahead of the ceremony, she talked about her</p><p>struggles, and said she was yet to feel totally confident about her</p><p>public speaking skills.</p><p>Battled speech disability</p><p>“I don’t look at my disability as a weakness,” said Gorman in the</p><p>interview. “It’s made me the performer that I am and the storyteller</p><p>that I strive to be. (…)</p><p>NEWZ HOOK. Amanda Gorman, first</p><p>U.S. National Youth Poet Laureate, does</p><p>not see her disability as a weakness.</p><p>22 jan. 2021. Disponível em: https://</p><p>newzhook.com/story/amanda-gorman</p><p>-first-u-s-national-youth-poet-laureate</p><p>-does-not-see-her-disability-as-a</p><p>-weakness/. Acesso em: 16 jun. 2022.</p><p>HT</p><p>TP</p><p>S:</p><p>//N</p><p>EW</p><p>ZH</p><p>OO</p><p>K.</p><p>CO</p><p>M</p><p>PO</p><p>OL</p><p>/</p><p>EQ</p><p>UI</p><p>PE</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>STORIES VIDEOS INCLUSIVE NH VOICE LOGIN</p><p>TIP A</p><p>Busque antecipar o</p><p>sentido global de textos</p><p>em língua inglesa com</p><p>base na observação de</p><p>títulos e imagens.</p><p>13Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 13D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 13 26/07/22 17:0926/07/22 17:09</p><p>https://newzhook.com/story/amanda-gorman-first-u-s-national-youth-poet-laureate-does-not-see-her-disability-as-a-weakness/</p><p>https://newzhook.com/story/amanda-gorman-first-u-s-national-youth-poet-laureate-does-not-see-her-disability-as-a-weakness/</p><p>https://newzhook.com/story/amanda-gorman-first-u-s-national-youth-poet-laureate-does-not-see-her-disability-as-a-weakness/</p><p>https://newzhook.com/story/amanda-gorman-first-u-s-national-youth-poet-laureate-does-not-see-her-disability-as-a-weakness/</p><p>4 Assinale as alternativas corretas sobre Amanda Gorman.</p><p>a. Ela foi a poetisa mais jovem a recitar um texto na cerimônia de posse de um presidente dos</p><p>Estados Unidos.</p><p>b. Ela foi criada por sua avó materna.</p><p>c. Ela cresceu com um problema de fala.</p><p>d. Ela aprendeu a superar um problema de fala.</p><p>5 Why are the names Robert Frost,Maya Angelou,Richard BlancoandElizabeth Alexander</p><p>mentioned in the text? Choose a or b.</p><p>a. They are some of the people that Amanda Gorman admires.</p><p>b. They read at previous presidential inaugurations in the U.S.</p><p>6 Choose the lines from Gorman’s poem quoted here, The Hill We Climb, that refer to how she is</p><p>described in the previous text. Choose a or b.</p><p>Busque sempre</p><p>estabelecer relações entre</p><p>os textos que você lê para</p><p>ampliar sua compreensão</p><p>deles e do mundo.</p><p>TIP B</p><p>Think about it!</p><p>Amanda Gorman acredita que</p><p>suas dificuldades a ajudaram a ser</p><p>quem ela é e quem ela busca ser. Na</p><p>sua opinião, os problemas podem</p><p>impulsionar alguém a alcançar seus</p><p>sonhos? Por quê (não)?</p><p>Para ler o poema “The Hill We Climb” e assistir ao vídeo em que Amanda</p><p>Gorman o recita durante a 59a inauguração presidencial nos Estados</p><p>Unidos, visite: https://news.harvard.edu/gazette/story/2021/01/amanda-</p><p>gormans-inauguration-poem-the-hill-we-climb/. (Acesso em: 16 jun. 2022).</p><p>Le@rning on the web</p><p>AR</p><p>TE</p><p>M</p><p>V</p><p>AR</p><p>NI</p><p>TS</p><p>IN</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>a. “where a skinny</p><p>Black girl descended</p><p>from slaves and</p><p>raised by a single</p><p>mother can dream</p><p>of becoming</p><p>president only to</p><p>find herself reciting</p><p>for one.”</p><p>b. “because we know</p><p>our inaction and</p><p>inertia will be the</p><p>inheritance of the</p><p>next generation.”</p><p>PARSONS, Lian. “History has its eyes on</p><p>us”. The Harvard Gazette, 20 jan. 2021.</p><p>Disponível em: https://news.harvard.edu/</p><p>gazette/story/2021/01/amanda-gormans-</p><p>inauguration-poem-the-hill-we-climb/.</p><p>Acesso em: 16 jun. 2022.VO</p><p>YA</p><p>TA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>14</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 14D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 14 26/07/22 17:0926/07/22 17:09</p><p>https://news.harvard.edu/gazette/story/2021/01/amanda-gormans-inauguration-poem-the-hill-we-climb/</p><p>https://news.harvard.edu/gazette/story/2021/01/amanda-gormans-inauguration-poem-the-hill-we-climb/</p><p>https://news.harvard.edu/gazette/story/2021/01/amanda-gormans-inauguration-poem-the-hill-we-climb/</p><p>https://news.harvard.edu/gazette/story/2021/01/amanda-gormans-inauguration-poem-the-hill-we-climb/</p><p>Ative seu conhecimento prévio sobre o tema do texto para favorecer o estabelecimento de hipóteses sobre o que será lido.</p><p>TIP C</p><p>grey matter = brain</p><p>Language Note</p><p>Nesta seção, pense nas estratégias de aprendizagem e de leitura que você já usa e aprenda</p><p>outras. Para fazer os exercícios sobre o texto a seguir, conheça algumas dicas de estratégias que são</p><p>importantes antes, durante e/ou depois da leitura do texto.</p><p>Preste atenção aos</p><p>subtítulos para</p><p>compreender</p><p>melhor a</p><p>organização das</p><p>ideias no texto.</p><p>TIP D</p><p>Ways to improve your mental performance</p><p>3 Tricks for a Better Memory</p><p>Use it or lose it. The brain functions like a muscle –</p><p>the more you use it, the stronger it gets. Learning</p><p>new things, varying your routine, having heated</p><p>debates, going on trips and playing an instrument</p><p>all help your brain to make new connections and</p><p>function better.</p><p>Eat healthy carbohydrates to boost brain cells.</p><p>A Canadian study found that older people whose</p><p>diets contained the greatest percentage of</p><p>kilojoules as carbohydrates did best on memory</p><p>and task tests. However, make sure you’re getting</p><p>these carbohydrates from fruits, vegetables and</p><p>wholegrains – these release glucose to the brain</p><p>gradually. Sugary cakes or ice-cream may provide a</p><p>quick fix, but are often followed by a slump and loss</p><p>of concentration. Eating oil-rich fish once a week</p><p>will also help the grey matter.</p><p>Develop strategies. Counter senior</p><p>or fuzzy moments by doing one</p><p>thing at a time – research</p><p>finds that multitasking</p><p>hinders memory and</p><p>concentration. Stop</p><p>for a second after an</p><p>introduction and repeat</p><p>the person’s name out</p><p>loud. Read or work in a</p><p>quiet room – noise exposure</p><p>can slow your ability to</p><p>rehearse things in your mind,</p><p>a way of building memory.</p><p>2</p><p>3</p><p>Faça previsões</p><p>sobre o texto com</p><p>base no título e nas</p><p>palavras-chave.</p><p>TIP E</p><p>Observe o que</p><p>palavras em uma</p><p>enumeração ou</p><p>listagem têm</p><p>em comum para</p><p>inferir possíveis</p><p>significados.</p><p>TIP G</p><p>Busque sempre</p><p>identificar a</p><p>que elemento o</p><p>pronome se refere</p><p>para compreender</p><p>como as ideias se</p><p>relacionam em</p><p>um texto.</p><p>TIP F</p><p>Busque inferir</p><p>o significado</p><p>de palavras</p><p>desconhecidas com</p><p>base na observação</p><p>do contexto em que</p><p>são utilizadas.</p><p>TIP H</p><p>TA</p><p>TI</p><p>AN</p><p>A</p><p>PO</p><p>PO</p><p>VA</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>3 TRICKS for a better memory. Reader's Digest, Austrália, v. 187, n. 1115, p. 19, jan. 2015.</p><p>1</p><p>15Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 15D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 15 26/07/22 17:0926/07/22 17:09</p><p>Para responder aos exercícios a seguir, utilize as dicas de estratégias de leitura sugeridas.</p><p>7 Where can you find the following ideas? Choose the correct item.</p><p>a. Doing more than one thing at a time is bad for your memory.</p><p>I. “1 Use it or lose it.”</p><p>II. “2 Eat healthy carbohydrates to boost brain cells.”</p><p>III. “3 Develop strategies.”</p><p>b. The brain functions better when you use it.</p><p>I. “1 Use it or lose it.”</p><p>II. “2 Eat healthy carbohydrates to boost brain cells.”</p><p>III. “3 Develop strategies.”</p><p>c. Sugar is bad for your concentration.</p><p>I. “1 Use it or lose it.”</p><p>II. “2 Eat healthy carbohydrates to boost brain cells.”</p><p>III. “3 Develop strategies.”</p><p>8 Answer the following questions with a fragment from the text.</p><p>a. According to the text, what can help the brain make new connections and function better?</p><p>b. Based on the Canadian study mentioned in the text, who did best on memory and task tests?</p><p>c. How often do you need to eat oil-rich fish in order to help the brain?</p><p>d. What can slow your ability to repeat things in your mind?</p><p>9 In “the more you use it, the stronger it gets”, what does the pronoun</p><p>it refer to? Choose a or b.</p><p>a. “a muscle” b. “the brain”</p><p>can help you.</p><p>TIP D</p><p>can help you.</p><p>TIP F</p><p>JE</p><p>M</p><p>AS</p><p>TO</p><p>CK</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>16</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 16D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 16 26/07/22 17:0926/07/22 17:09</p><p>can help you.</p><p>TIP G</p><p>can help you.</p><p>TIP H</p><p>10 Choose the food items that are good for your brain.</p><p>a. c. e.</p><p>b. d. f.</p><p>11 How can we say the following words in bold in Portuguese? In each fragment,</p><p>choose the best translation for them. Go back to the text on page 15 and</p><p>make inferences.</p><p>a. In “Eat healthy carbohydrates to boost brain cells”, boost means</p><p>I. estimular.</p><p>II. danificar.</p><p>b. In “a slump and loss of concentration”, slump means</p><p>I. queda brusca, baixa.</p><p>II. aumento, crescimento.</p><p>c. In “multitasking hinders memory and concentration”, hinders means</p><p>I. melhora.</p><p>II. prejudica.</p><p>d. In “rehearse things in your mind”, rehearse means</p><p>I. repassar.</p><p>II. esquecer.</p><p>12 In “The brain functions like a muscle”, what idea does the word like express? Choose a or b.</p><p>a. Comparison.</p><p>b. Addition.</p><p>13 Muitas vezes, algumas estratégias de leitura, como observar palavras parecidas com as do</p><p>português e o uso de imagens, ajudam-nos a compreender um texto. O que ajudou você a</p><p>compreender o texto “3 Tricks for a Better Memory”?</p><p>AF</p><p>RI</p><p>CA</p><p>S</p><p>TU</p><p>DI</p><p>O/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>W</p><p>HI</p><p>TE</p><p>S</p><p>PA</p><p>CE</p><p>IL</p><p>LU</p><p>ST</p><p>RA</p><p>TI</p><p>ON</p><p>S/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>PA</p><p>KH</p><p>NY</p><p>US</p><p>HC</p><p>HY</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>M</p><p>AR</p><p>TI</p><p>NH</p><p>O</p><p>SM</p><p>AR</p><p>T/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>AR</p><p>T</p><p>NI</p><p>CK</p><p>/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>KZ</p><p>W</p><p>W</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>17Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 17D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 17 29/07/22 17:4629/07/22 17:46</p><p>Read the following text and do exercises 14-19. Get new tips!</p><p>Identifique se o texto é</p><p>uma carta, um poema,</p><p>um artigo de revista</p><p>etc. para, com base no</p><p>que você já sabe sobre</p><p>esse gênero discursivo,</p><p>compreender melhor o</p><p>texto, seus objetivos e</p><p>sua estrutura.</p><p>TIP I</p><p>Observe os recursos</p><p>sonoros utilizados no</p><p>texto, como a rima.</p><p>TIP J</p><p>Observe o efeito das</p><p>repetições de versos</p><p>no texto.</p><p>TIP K</p><p>Para ler “Phenomenal</p><p>Woman” na íntegra</p><p>e ainda ouvir Maya</p><p>Angelou recitar o poema,</p><p>visite: https://youtu.be/</p><p>VeFfhH83_RE. (Acesso</p><p>em: 16 jun. 2022).</p><p>Le@rning</p><p>on the web</p><p>Think about it!</p><p>A poetisa e ativista estadunidense Maya Angelou (1928-2014) publicou dezenas de coletâneas de poemas. “Phenomenal</p><p>Woman” é um poema consagrado na literatura afro-americana e, desde a sua publicação, em 1978, já foi adaptado e utilizado</p><p>em diversos países e manifestações culturais por inúmeras associações envolvidas com questões relacionadas à proteção dos</p><p>direitos humanos. Você conhece outros poemas, em inglês e/ou português, que tenham se destacado por valorizar alguma</p><p>questão de relevância social?</p><p>Phenomenal Woman</p><p>BY MAYA ANGELOU</p><p>Pretty women wonder where my secret lies.</p><p>I’m not cute or built to suit a fashion model’s size</p><p>But when I start to tell them,</p><p>They think I’m telling lies.</p><p>I say,</p><p>It’s in the reach of my arms,</p><p>The span of my hips,</p><p>The stride of my step,</p><p>The</p><p>curl of my lips.</p><p>I’m a woman</p><p>Phenomenally.</p><p>Phenomenal woman,</p><p>That’s me.</p><p>I walk into a room</p><p>Just as cool as you please,</p><p>And to a man,</p><p>The fellows stand or</p><p>Fall down on their knees.</p><p>Then they swarm around me,</p><p>A hive of honey bees.</p><p>I say,</p><p>It’s the fire in my eyes,</p><p>And the flash of my teeth,</p><p>The swing in my waist,</p><p>And the joy in my feet.</p><p>I’m a woman</p><p>Phenomenally.</p><p>Phenomenal woman,</p><p>That’s me.</p><p>(...)</p><p>ANGELOU, Maya. Phenomenal woman. In: ANGELOU, Maya.</p><p>And still I rise. Londres: Hachette Digital, 1986.</p><p>M</p><p>IC</p><p>HA</p><p>EL</p><p>O</p><p>CH</p><p>S</p><p>AR</p><p>CH</p><p>IV</p><p>ES</p><p>/G</p><p>ET</p><p>TY</p><p>IM</p><p>AG</p><p>ES</p><p>18</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 18D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 18 29/07/22 17:4929/07/22 17:49</p><p>https://www.youtube.com/watch?v=VeFfhH83_RE&feature=youtu.be</p><p>https://www.youtube.com/watch?v=VeFfhH83_RE&feature=youtu.be</p><p>14 Answer the following questions.</p><p>a. What is the genre of the text?</p><p>b. Who is the author of the text?</p><p>c. What is it about?</p><p>15 How does the woman in the text feel about herself? Choose a or b.</p><p>a. Insecure.</p><p>b. Self-confident.</p><p>16 The woman in the text doesn’t care to fit into society’s standards of beauty. Choose a line from</p><p>the text that supports this statement.</p><p>17 Choose the correct statements about the text.</p><p>a. It contains rhymes (e.g. “hips”, “lips”, “knees”, “bees”, “teeth”, “feet”).</p><p>b. It contains contracted forms (e.g. “I’m”, “It’s”, “That’s”).</p><p>c. It contains repetition of some lines.</p><p>d. Its tone is formal.</p><p>18 In “They think I’m telling lies”, what does the pronoun they refer to?</p><p>19 No poema “Phenomenal Woman”, Maya Angelou descreve uma mulher que não corresponde ao</p><p>padrão de beleza estabelecido pela sociedade, mas que é admirada por ser quem é e como é. Para</p><p>você, o que é ser uma mulher fenomenal? Esse conceito deve estar relacionado à aparência física?</p><p>Por quê (não)? Discuta essas perguntas com seus/suas colegas.</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>19Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 19D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 19 26/07/22 17:1026/07/22 17:10</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>USING AN ONLINE TRANSLATOR</p><p>Online translators can be very helpful, but they can also be very</p><p>tricky. So, use them carefully.</p><p>• Choose an online translator.</p><p>• Insert the text in English you want to translate into Portuguese and wait for the translation.</p><p>• Read the text in Portuguese. Are there words, expressions or sentences that sound strange?</p><p>• Read again the parts of the text in Portuguese that sound strange to you.</p><p>• Take a look at the corresponding parts in English and try to identify possible translation</p><p>problems.</p><p>• Make the necessary adjustments.</p><p>All the following excerpts are from a biography of Maya Angelou. Read them and do exercises 1-4.</p><p>Who Was Maya Angelou?</p><p>Maya Angelou was an American</p><p>author, actress, screenwriter, dancer,</p><p>poet and civil rights activist best known</p><p>for her 1969 memoir, I Know Why the</p><p>Caged Bird Sings, which made literary</p><p>history as the first nonfiction bestseller</p><p>by an African American woman. Angelou</p><p>received several honors throughout</p><p>her career, including two NAACP Image</p><p>Awards in the outstanding literary work</p><p>(nonfiction) category, in 2005 and 2009.</p><p>Quem foi Maya Angelou?</p><p>Maya Angelou foi uma autora, atriz,</p><p>roteirista, dançarina, poetisa e ativista</p><p>dos direitos civis americana mais</p><p>conhecida por seu livro de memórias</p><p>de 1969, I Know Why the Caged Bird</p><p>Sings, que fez história literária como o</p><p>primeiro best-seller de não ficção de uma</p><p>mulher afro-americana. Angelou recebeu</p><p>várias honras ao longo de sua carreira,</p><p>incluindo dois NAACP Image Awards na</p><p>categoria de obra literária excepcional</p><p>(não ficção), em 2005 e 2009.</p><p>BIOGRAPHY. Maya Angelou. 28 fev. 2018. Disponível em: www.biography.com/writer/maya-angelou.</p><p>Acesso em: 16 jun. 2022.</p><p>H</p><p>TT</p><p>PS</p><p>://</p><p>TR</p><p>AN</p><p>SL</p><p>AT</p><p>E.</p><p>GO</p><p>OG</p><p>LE</p><p>.C</p><p>OM</p><p>/</p><p>H</p><p>TT</p><p>PS</p><p>://</p><p>TR</p><p>AN</p><p>SL</p><p>AT</p><p>E.</p><p>GO</p><p>OG</p><p>LE</p><p>.C</p><p>OM</p><p>/</p><p>20</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 20D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 20 03/08/22 12:0103/08/22 12:01</p><p>1 Focus on the expressions highlighted in yellow in the previous extract. Why haven’t they been</p><p>translated into Portuguese? Choose a or b.</p><p>a. Because they don’t have an equivalent form in Portuguese.</p><p>b. Because they are proper names (title of a book and name of a ceremony, respectively), which are</p><p>usually not translated.</p><p>Read another excerpt from the same biography and now focus on the words highlighted in green</p><p>and in blue to do exercises 2 and 3.</p><p>2 The word time in “Time in Africa” and “for a time” was translated into</p><p>Portuguese as hora and tempo, respectively. Which translation is NOT</p><p>correct? Based on the context, try to infer a better way to translate it.</p><p>3 The word position in “a position at the University of Ghana” was</p><p>translated into Portuguese as cargo instead of posição. In your opinion,</p><p>is this translation correct? Why (not)?</p><p>4 It is time to put into practice what you have learned about using an online translator.</p><p>Follow these steps:</p><p>• Choose a short biography in English of a person you admire.</p><p>• Use an online translator to translate it into Portuguese.</p><p>• Follow the tip on this page and make the necessary adjustments in</p><p>the translation.</p><p>• Exchange your translation with a classmate.</p><p>• In pairs, discuss your translation.</p><p>• Try to help your classmate improve his/her translation.</p><p>Time in Africa</p><p>Angelou spent much of the 1960s</p><p>abroad, living first in Egypt and then</p><p>in Ghana, working as an editor and a</p><p>freelance writer. Angelou also held a</p><p>position at the University of Ghana for</p><p>a time.</p><p>Hora na África</p><p>Angelou passou grande parte da</p><p>década de 1960 no exterior, morando</p><p>primeiro no Egito e depois em Gana,</p><p>trabalhando como editora e escritora</p><p>freelance. Angelou também ocupou um</p><p>cargo na Universidade de Gana por</p><p>um tempo.</p><p>BIOGRAPHY. Maya Angelou. 28 fev. 2018. Disponível em: www.biography.com/writer/maya-angelou. Acesso em: 16 jun. 2022.</p><p>Observe se uma mesma</p><p>palavra ou expressão tem</p><p>mais de um significado</p><p>possível e escolha a</p><p>melhor tradução a partir</p><p>do seu contexto de uso.</p><p>TIP</p><p>GO</p><p>OD</p><p>ST</p><p>UD</p><p>IO</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>H</p><p>TT</p><p>PS</p><p>://</p><p>TR</p><p>AN</p><p>SL</p><p>AT</p><p>E.</p><p>GO</p><p>OG</p><p>LE</p><p>.C</p><p>OM</p><p>/</p><p>21Unit 0</p><p>D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 21D3-ING-F2-4114-V8-U00-008a021-LA-G24.indd 21 03/08/22 12:0103/08/22 12:01</p><p>M</p><p>AR</p><p>IA</p><p>S</p><p>VE</p><p>TL</p><p>YC</p><p>HN</p><p>AJ</p><p>A/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>1 What do the photos show? Do you usually do one thing at a time? If</p><p>not, do you get distracted easily?</p><p>2 Are you familiar with the expression “information overload” (sobrecarga</p><p>de informação, in Portuguese)? How does it relate to the photos?</p><p>GETTING STARTED</p><p>UNIT 11 INFORMATION</p><p>OVERLOAD AND</p><p>GETTING DISTRACTED</p><p>NÃO ESCREVA EM SEU LIVRO.</p><p>22</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 22D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 22 26/07/22 17:1426/07/22 17:14</p><p>FI</p><p>ZK</p><p>ES</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>PR</p><p>ES</p><p>SM</p><p>AS</p><p>TE</p><p>R/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OM</p><p>ES</p><p>B</p><p>PR</p><p>OF</p><p>ES</p><p>SI</p><p>ON</p><p>AL</p><p>/S</p><p>HU</p><p>TT</p><p>ER</p><p>ST</p><p>OC</p><p>K.</p><p>CO</p><p>M</p><p>FI</p><p>ZK</p><p>ES</p><p>/©</p><p>1</p><p>23</p><p>RF</p><p>.C</p><p>OM</p><p>Nesta unidade, você vai</p><p>• falar a respeito da sobrecarga de informação e</p><p>distração na era digital;</p><p>• rever o presente simples (simple present) e o</p><p>presente contínuo (present continuous);</p><p>• explorar grupos de palavras (word groups) e</p><p>prefixos (prefixes);</p><p>• compreender e produzir mapas conceituais</p><p>(mind maps);</p><p>• explorar os temas contemporâneos</p><p>transversais ciência e tecnologia e educação</p><p>para o trânsito.</p><p>23Unit 1</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 23D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 23 26/07/22 17:1426/07/22 17:14</p><p>Before Reading</p><p>1 In your opinion, do we live in the age of information or in the age of distraction? Why?</p><p>2 Take a look at the layout and the structure of the following text. Then, choose the correct</p><p>statements about it.</p><p>a. The text is a mind map.</p><p>b. It contains a main topic and seven subtopics.</p><p>c. The structure of the text suggests that</p><p>it offers a small number of tips.</p><p>3 Based on the topic “How to focus in the age of distraction”, what tips do you expect to find in</p><p>the text?</p><p>Reading</p><p>4 Now read the text to check your predictions.</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>READING COMPREHENSION</p><p>Adaptado de: HOW to focus in the age of distraction. David Hopkins / Education & Leadership. 9 dez. 2013.</p><p>Disponível em: www.dontwasteyourtime.co.uk/social-network/how-to-focus-in-the-age-of-distraction/. Acesso em: 18 maio 2022.</p><p>24</p><p>©</p><p>L</p><p>EA</p><p>RN</p><p>IN</p><p>G</p><p>FU</p><p>ND</p><p>AM</p><p>EN</p><p>TA</p><p>LS</p><p>W</p><p>W</p><p>W</p><p>.L</p><p>EA</p><p>RN</p><p>IN</p><p>GF</p><p>UN</p><p>DA</p><p>M</p><p>EN</p><p>TA</p><p>LS</p><p>.C</p><p>OM</p><p>.A</p><p>U</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 24D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 24 03/08/22 11:5603/08/22 11:56</p><p>PH</p><p>IP</p><p>AT</p><p>BI</p><p>G/</p><p>SH</p><p>UT</p><p>TE</p><p>RS</p><p>TO</p><p>CK</p><p>.C</p><p>OMMIND</p><p>MAP</p><p>Note que o uso de cores</p><p>em um mapa conceitual é</p><p>importante para uma boa</p><p>organização visual das</p><p>informações.</p><p>TIP</p><p>5 What is the main objective of the text? Choose a or b.</p><p>a. To present some facts about the age of distraction.</p><p>b. To offer some tips on how to concentrate in the age of distraction.</p><p>6 Replace each icon with an appropriate subtopic from the text</p><p>on the previous page as in the examples that follow.</p><p>Examples: a. “Take a digital technology detox”</p><p>b. “Help for addicts”</p><p>a. Eliminate technology from your life.</p><p>b. Learn how to deal with unhealthy practices.</p><p>c. Find ways to focus on work.</p><p>d. Learn when to disconnect.</p><p>e. Establish a routine.</p><p>f. Learn how to get organized.</p><p>g. Evaluate your actions.</p><p>7 Read the following problems presented by different students. Then, choose an appropriate tip</p><p>from the text for each problem.</p><p>a. “I think I’m addicted to social networks.” – 8th grade student</p><p>b. “Sometimes I forget to do my homework”. – 6th grade student</p><p>c. “I can’t focus on my work when I’m around the computer.” – College student</p><p>d. “I get distracted easily with e-mail notifications.” – High school student</p><p>Reading for Critical Thinking</p><p>8 Discuss the following questions with your classmates.</p><p>a. In your opinion, is it easy to put into practice</p><p>the tips from the mind map on page 24?</p><p>What difficulties can people have?</p><p>b. What can they do to overcome these difficulties?</p><p>c. Do you agree with all the tips in the text?</p><p>What other tips can you include in the mind map?</p><p>No exercício 6, substitua</p><p>cada ícone por um</p><p>subtópico apropriado do</p><p>texto da página anterior</p><p>como nos exemplos</p><p>a seguir.</p><p>overcome: superar</p><p>Procure ter uma postura crítica diante dos textos,</p><p>considerando novas perspectivas sobre o tema e</p><p>relacionando-o com a realidade à sua volta.</p><p>TIP</p><p>25Unit 1</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 25D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 25 26/07/22 17:1426/07/22 17:14</p><p>Word Groups</p><p>1 Word groups are groups of words related to a common topic. Copy these</p><p>two diagrams into your notebook. Then, complete them by replacing each</p><p>icon with a word or expression from the text on page 24.</p><p>VOCABULARY STUDY ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>2 Add other words that you know to the diagrams in exercise 1.</p><p>Word Formation: Prefixes</p><p>3 Read the following fragments from the text on page 24 and focus</p><p>on the words in bold. Then, choose the correct item that completes</p><p>each sentence.</p><p>I. “Take time to reflect and review”</p><p>II. “Disconnection times: 8 a.m. – 10 a.m.”</p><p>a. We can infer that the prefix re- in review indicates</p><p>I. a repeated action. II. a different action.</p><p>b. We can infer that the prefix dis- in disconnection means</p><p>I. “the same as”. II. “the opposite of”.</p><p>Agrupar palavras e</p><p>expressões por campo</p><p>semântico pode ajudar</p><p>você a ampliar e fixar o</p><p>vocabulário aprendido.</p><p>TIP</p><p>O acréscimo de um prefixo</p><p>não modifica a classe</p><p>gramatical da palavra. Isso</p><p>acontece tanto em inglês</p><p>quanto em português.</p><p>TIP</p><p>A prefix goes at the</p><p>beginning of a word as in</p><p>review and disconnection.</p><p>Language Note</p><p>daily</p><p>activities</p><p>take a</p><p>shower</p><p>timer</p><p>digital</p><p>devices</p><p>GO TO VOCABULARY CORNER ON PAGE 178</p><p>4 Only one of the following fragments from the text on page 24 contains a word with the prefix re-.</p><p>Which one? Choose a, b, c or d.</p><p>a. “Reading a book”</p><p>b. “Take time to reflect and review”</p><p>c. “Clean all dishes/Empty your sink”</p><p>d. “Refocus: stretch, walk, look at things</p><p>to do list”</p><p>26</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 26D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 26 26/07/22 17:1426/07/22 17:14</p><p>ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.TAKING IT FURTHER</p><p>1 Before reading the following text, take a look at its title. Choose the item that you expect to be</p><p>related to “digital detox”.</p><p>a. A chance to be part of the digital world.</p><p>b. A vacation from using any kind of technology.</p><p>2 Now read the text “What is a digital detox?” to check your predictions.</p><p>3 Answer the following questions according to the text.</p><p>a. What devices do you turn off in a digital detox?</p><p>b. What is a digital detox good for?</p><p>c. What is the minimum amount of time for a digital detox?</p><p>4 In “It can be 72 hours (...)”, which expression does the pronoun it refer to?</p><p>5 Which tip from the mind map on page 24 refers to the text “What is a digital detox?”?</p><p>6 Do you think you need a digital detox? Why (not)?</p><p>Think about it!</p><p>Diversas pessoas sofrem com o estresse provocado por dispositivos eletrônicos e acabam recorrendo a uma desintoxicação</p><p>digital (digital detox). Na sua opinião, quais são as possíveis consequências do uso excessivo das tecnologias digitais? O que</p><p>pode ser feito para reduzir a dependência de aparelhos digitais?</p><p>www.forbes.com/sites/francesbooth/</p><p>What is a digital detox?</p><p>A digital detox is switching off all mobiles,</p><p>smartphones, tablets, laptops,</p><p>and computers for a certain length of time.</p><p>This enables you to spend screen-free time doing</p><p>whatever you enjoy. A digital detox is also a chance to</p><p>recharge and rest.</p><p>A digital detox should ideally be around 24</p><p>hours long as a minimum. It can be 72 hours or</p><p>more if you want to build up to that.</p><p>BOOTH, Francis. How to do a digital detox. Forbes, 13 jun. 2014. Disponível em:</p><p>www.forbes.com/sites/francesbooth/2014/06/13/how-to-do-a-digital-detox.</p><p>Acesso em: 18 maio 2022.</p><p>27Unit 1</p><p>GA</p><p>LV</p><p>ÃO</p><p>B</p><p>ER</p><p>TA</p><p>ZZ</p><p>I</p><p>D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 27D3-ING-F2-4114-V8-U01-022a035-LA-G24.indd 27 26/07/22 17:1426/07/22 17:14</p><p>https://www.forbes.com/sites/francesbooth/2014/06/13/how-to-do-a-digital-detox/?sh=45ad6e7265a4</p><p>Review: Simple Present/Present Continuous</p><p>1 Go back to page 24 and read the text again. Then, choose the statements that agree with it.</p><p>a. A focused person does one thing at a time.</p><p>b. A focused person checks e-mail about ten times per day.</p><p>c. Focused people spend 30 minutes each day managing their space.</p><p>d. A focused person takes time to reflect on what worked and what didn’t work for him/her.</p><p>2 Now go back to exercise 1 and identify the main verb in each sentence. Then, in your notebook,</p><p>write down two other sentences about focused people based on the text from page 24.</p><p>3 Before reading the following text, take a look at its structure, source, title and subtitle. Then,</p><p>answer the questions about it.</p><p>a. Is the text published on a website specialized in medical information?</p><p>b. Who is the medical professional involved with the text – the writer or the reviewer?</p><p>c. What does ADHD stand for?</p><p>LANGUAGE IN USE ESCREVA AS RESPOSTAS DOS</p><p>EXERCÍCIOS EM SEU CADERNO.</p><p>www.everydayhealth.com/adhd/are-you-simply-easily-distracted-or-do-you-have-adhd</p><p>Are You Simply Easily Distracted or Do You Have ADHD?</p><p>An estimated nearly 8.5 percent of children and 2.5 percent of adults in the United States live</p><p>with attention deficit hyperactivity disorder, or ADHD. Could you be one of them?</p><p>By Michelle Pugle Medically Reviewed by Chester Wu, MD</p><p>Reviewed: March 11, 2022</p><p>Medically Reviewed</p><p>Have you ever heard someone say, “I’m so</p><p>ADHD,” describing being easily distracted? Although</p><p>stereotypes suggest that difficulty focusing</p>