Inglês vol 12 EM positivo

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Língua 
Inglesa
Volume 12
23
24
Sumário
Triumph, failure, and misfortune .............. 4
Phrasal verbs ................................................................................................. 11
How well do we take care of our 
planet? ...................................................... 17
Relative clauses ............................................................................................. 24
Acesse o livro digital e 
conheça os objetos digitais 
e slides deste volume.
Get ready 
Triumph, failure, 
and misfortune 
23
Look at the picture and the title of the unit. Then answer the following questions.
1. What do the words in the title of the unit mean?
2. What do you think this unit is about?
3. What event(s) in human history would you have liked to witness?
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The history of humanity is filled with triumph, failure, and misfortune. There is as much to be 
proud of as there is to be ashamed of or touched by. In this unit, you will read about and discuss 
some of the greatest achievements and some of the saddest events in history, be they caused by 
humans or nature. This unit is illustrated by photos, cartoons, and articles. Get ready and let us take 
you back in time.
h, failure, and misfortune. There is as much to be 
ed by. In this unit, you will read about and discuss 
Focus on listening 
1. Look at the following pictures showing some of the most sorrowful man-made events in history. Which do you 
think has caused the highest number of deaths? 
Data source: LISTVERSE. Available at: <http://listverse.com/2013/01/03/10-deadliest-world-events-in-human-history/>. Accessed on: 4 Aug. 
2015.
2. Listen to a teacher talking about the deadliest event in human history. Which event from activity 1 is it about? ? 
3. Listen again and check the information that can be inferred from the class. Check ( ) all that apply. . 
a) ( ) The number of people present in the class.
b) ( ) The time of day at which the class took place. 
c) ( ) The continent where the class took place.
d) ( ) The month when the class took place.
e) ( ) What the weather was like on the day of the class. 
f) ( ) The classroom in which the class took place.
 World War I
 Brazil’s military dictatorship 
 Great Chinese famine
 Atlantic slave trade
 9/11 World Trade Center 
attacks
 World War II Black death
 European colonization of 
the Americas
©Wikimedia Commons/Fotógrafo 
desconhecido
©Wikimedia Commons/U.S. Navy
Glowimages/Granger
Getty Images/De Agostini
©Abril S.A. Cultural, São Paulo, Brasil
Glowimages/Alamy/World 
History Archive
Biblioteca do Congresso
©Wikimedia Commons/
Michael Foran
5
4. Check ( ) the best definition of death toll according to what you heard. 
a) ( ) The money spent on wars.
b) ( ) The number of people who are born every year.
c) ( ) The number of deaths caused by an event.
d) ( ) The number of people who emigrate every year.
e) ( ) The steps taken to decrease the child mortality rate. 
5. Check ( ) the words that are synonymous with deadly.
( ) unbeatable
( ) lethal
( ) healthy
( ) uplifting
( ) mortal
( ) fatal
( ) invincible
( ) destructive
( ) favorable
6. Which option best replaces the following phrase in bold.
 “We’ll pick up where we left off last Friday by talking about the deadliest world event in human history.” 
a) ( ) start from where we stopped
b) ( ) discuss what we did
c) ( ) debate what we read
d) ( ) write about what we read
e) ( ) review what we saw
7. What event in human history (presented or not in this section) do you find the most shameful and deserving of 
reproval? Why? Write down your answer.
1. Read the topics in the following box. Would they be considered a triumph, failure, or misfortune? 
ConnectionsConnections
the mastery of fire
the written word
democracy
the development of vaccines
the invention of the wheel
the Internet
the development of agriculture
the invention of the airplane
the invention of electricity
the pyramids
the invention of the computer
6 Volume 12
2. “What is man’s greatest achievement?” This question was posed to people in different cities around the world. The 
following article reports some of the answers received. Which of the events from activity 1 are mentioned in it?
Fire, the wheel and even cup noodles were among the varied answers to the 
question posed by CNN: “What is man’s greatest achievement?”
CNN producers armed with cameras put the puzzler to passersby in Berlin, 
Madrid, Rome, Bangkok, Tokyo, New Delhi and Paris.
In the lead-up to the 40th anniversary of NASA’s Apollo 11 mission, more people 
might have been expected to nominate the moon landing as one of man’s greatest 
feats. Alas not.
One woman in Germany suggested the computer. “It has opened up my world. I 
can stay in my house and travel all over the world,” she said.
Another suggested the airplane. “It’s the easiest way to get from one country to the 
other. Imagine if you would be able to only take the ship. It would take you ages to go 
somewhere, so it makes humanity more flexible.”  
Fire also got a look-in. “Everything started there, right?” said one man in Spain. 
There was agreement in Italy: “I think the most important is that man discovered fire 
because it’s bringing a lot of life.”
The written word was also nominated in Italy, as were architecture and sanitation.
“The biggest achievement of mankind? Music, right?” suggested one woman in 
Spain.
In New Delhi, video games got one man’s vote. “It allows you to be whomever you 
want, in whichever world you want, and lets you live an alternate fantasy life,” he said.
One hopeful businessman in Italy told us, perhaps prematurely: “Peace, I’d say 
peace. That would be the greatest achievement for all.”
WHAT IS man’s greatest achievement? CNN. Available at: <http://edition.cnn.com/2009/TECH/space/07/19/man.
greatest.achievement/index.html?eref=onion>. Accessed on: 18 July 2015.
3. Which picture(s) does the article bring to mind?
a) ( )
b) ( )
c) ( )
d) ( )
puzzler: difficult question.
passersby: people passing by.
lead-up: the period of time preceding a given event.
feats: achievements, accomplishments.
alas: unfortunately.
look-in: a chance to participate.
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Língua Inglesa 7
4. What do you consider to be humanity’s greatest achievement? Discuss with your classmates and then write down 
your answer. 
 Look at the inventions in the following boxes. Then, in small groups, discuss which are important to 
you and which aren’t.
Focus on speaking
Useful language
I can’t see myself living without...
__________ is/are not important to me at all.
I don’t use / wear... at all.
I’m used to using/wearing...
I could do without...
I can’t imagine what my life would be like without...
use: employ objects.
wear: have on your body.
I CAN’T SEE MYSELF 
LIVING WITHOUT 
AIR-CONDITIONING.
CONDENSED MILK IS NOT 
IMPORTANT TO ME AT ALL. I’M 
LACTOSE INTOLERANT!
umbrella (was already 
used in ancient Egypt)
jeans (mid-19th 
century)
stove (first historical 
record: 1490)
bicycle (first historical 
record: 1418)
refrigerator (the first 
was designed in 1805)
air-conditioning (early 
20th century)
photography 
(circa 1830)
motion picture (1895)
suntan lotion (1938) pocket calculator (1972) condensed milk (1856)
roller skates (1760)
cell phone (1973)
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8 Volume 12
1. Read the definitions below.Then classify the following events as most likely to be natural hazards (NH) or man-made 
hazards (MH).
Natural hazards: naturally occurring phenomena that may pose a threat to humans. They can be 
geophysical, hydrological, climatological, or biological.
Man-made hazards: threatening events that are caused by humans. They can be categorized into 
technological hazards, sociological hazards, or transportation hazards. 
IFRC. Types of disasters: definition of hazard. Available at: <https://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/
definition-of-hazard/>. Accessed on: 25 Aug. 2015.
Focus on reading 
2. When natural and man-made hazards cause destruction and loss of lives and property, they are called disasters. 
That said, read the following excerpts and determine the type of disasters they are about.
a)
( ) ( ) ( )
( ) ( ) ( )
( ) ( ) ( )
 hurricanes
 airplane crashes
 earthquakes
 shipwrecks
 tsunamis
 nuclear explosions
 epidemics
 fires
 tornadoes
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[...]
The earthquake that generated the great Indian Ocean tsunami of 2004 is estimated to have 
released the energy of 23,000 Hiroshima-type atomic bombs, according to the U.S. Geological 
Survey (USGS).
Giant forces that had been building up deep in the Earth for hundreds of years were released 
suddenly on December 26, shaking the ground violently and unleashing a series of killer waves that 
sped across the Indian Ocean at the speed of a jet airliner.
By the end of the day more than 150,000 people were dead or missing and millions more were 
homeless in 11 countries, making it perhaps the most destructive tsunami in history.
[...]
THE DEADLIEST tsunami in history? National Geographic. Available at: <http://news.nationalgeographic.com/
news/2004/12/1227_041226_tsunami.html>. Accessed on: 19 July 2015.
Língua Inglesa 9
b) 
RMS stands for Royal Mail Steamer. In the 
Titanic era only the certified ships would 
carry the mail and have those initials.
[...] 
RMS Titanic was an Olympic-class passenger liner owned by 
the White Star Line and built at the Harland and Wolff shipyard 
in Belfast, Ireland. On the night of 14 April 1912, during her 
maiden voyage, Titanic struck an iceberg, and sank two hours 
and forty minutes later, early on 15 April 1912. At the time of her launching in 1912, she was 
the largest passenger steamship in the world. The sinking resulted in the deaths of 1,517 people, 
ranking it as one of the worst peacetime maritime disasters in history and by far the most 
infamous. The Titanic used some of the most advanced technology available at the time and was 
popularly believed to be “unsinkable” – indeed, in a 1910 White Star Line brochure advertising 
the Titanic; it was claimed that she was “designed to be unsinkable”. It was a great shock to many 
that despite the advanced technology and experienced crew; the Titanic still sank with a great 
loss of life. The media frenzy about Titanic’s famous victims, the legends about what happened 
on board the ship, the resulting changes to maritime law, and the discovery of the wreck in 1985 
by a team led by Robert Ballard have made Titanic persistently famous in the years since.
[...]
TOP 10 catastrophic shipwrecks. Listverse. Available at: <http://listverse.com/2008/07/26/top-10-catastrophic-shipwrecks/>. 
Accessed on: 26 July 2015.
c) The Ebola outbreak in West Africa was first reported in March 2014, and has rapidly become 
the deadliest occurrence of the disease since its discovery in 1976.
In fact, the current epidemic sweeping across the region has now killed five times more than 
all other known Ebola outbreaks combined.
More than 16 months on from the first confirmed case recorded on 23 March 2014, at least 
11,284 people have been reported as having died from the disease in six countries; Liberia, 
Guinea, Sierra Leone, Nigeria, the US and Mali. The total number of reported cases is more than 
27,741.
[...]
The World Health Organization (WHO) admits the figures are underestimates, given the 
difficulty collecting the data.
[...]
EBOLA: Mapping the outbreak. BBC News. Available at: <http://www.bbc.com/news/world-africa-28755033>. Accessed on: 26 July 
2015.
3. Read the excerpts again and mark the following statements true (T) or false (F). Correct the wrong ones. 
a) The waves in the 2004 tsunami moved rather slowly. ( ) 
b) The Titanic wreck was located many years after it sank. ( ) 
c) Ebola was discovered in 2014. ( ) 
d) The World Health Organization (WHO) believes the figures about Ebola are higher than reality. ( )
10 Volume 12
Phrasal verbs
1. Rewrite the following sentence replacing the two phrasal verbs in bold with verbs from the box below.
Focus on language 
Research projects
The movie industry has capitalized on many natural 
and man-made disasters. Portraying both real and fictional 
events, disaster movies have attracted, most of the time, 
huge audiences to movie theaters. In small groups, 
choose a disaster movie and present it to your class. While 
preparing your presentation, remember to address the 
following questions:
 • Where does the story take place?
 • Who are the main characters?
 • Does the movie portray a real or a fictional event?
 • Does it refer to a man-made or a natural disaster?
They are going to call off the parade if the rain doesn’t let up.
2. Choose the alternative that best defines a phrasal verb.
a) ( ) A phrasal verb consists of two verbs that together have a different meaning from each separate verb.
b) ( ) A phrasal verb consists of a verb and a particle (a preposition or an adverb) that together have the same 
meaning as the original verb.
c) ( ) A phrasal verb consists of a verb and a particle (a preposition or an adverb) that together may have a different 
meaning from the original verb.
start
understand
destroy
inaugurate
cancel
postpone
invite
prepare
stop
organize
promote
fall
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Língua Inglesa 11
3. Choose the alternative that means the same as the phrasal verbs in bold.
Pay attention!
• Phrasal verbs, which are mostly used in spoken language, are divided into transitive and intransitive. Transitive phrasal 
verbs take an object, while intransitive phrasal verbs don’t. See example:
 They’re going to call off the parade if the rain doesn’t let up.
 ↓ ↓ ↓
 transitive object intransitive
• Transitive phrasal verbs can be divided into separable and non-separable phrasal verbs. 
 Separable phrasal verbs: Take off your shirt. or Take your shirt off. 
 ↓ ↓
 object object
 Non-separable phrasal verbs: I ran into Steve when I was on my way to the parade. 
 ↓
 object
• If the object of a separable phrasal verb is a pronoun (me, you, him, her, it, us, them), then it must be placed between 
the verb and the particle.
 Will you back me up? Will you back up me? X
• Phrasal verbs can have two or three parts.
 I can’t do without post-it notes. We won’t put up with terrorists in our country.
a) I get along with all my co-workers.
 I. ( ) study
 II. ( ) spend time
 III. ( ) have a good relationship 
b) Natural disasters spring from natural hazards.
 I. ( ) stem from
 II. ( ) benefit from
 III. ( ) return from
c) The high number of natural disasters in the region 
put me off living there.
 I. ( ) discouraged me from
 II. ( ) made me like
 III. ( ) made me look forward tod) I’m coming down with something. I hope it’s not 
anything serious.
 I. ( ) recovering from
 II. ( ) getting sick
 III. ( ) getting over
e) It’s hard to get over seeing your house being 
washed away by a tsunami.
 I. ( ) remember
 II. ( ) forget
 III. ( ) understand
f) I can’t keep up with all the new technology that 
comes out every year.
 I. ( ) follow – becomes available
 II. ( ) buy – becomes outdated
 III. ( ) sell – breaks down
g) Who will look after my daughter should something 
happen to me?
 I. ( ) visit
 II. ( ) educate
 III. ( ) take care of
h) I hope that his intelligence will rub off on me one 
day.
 I. ( ) transfer to
 II. ( ) comfort
 III. ( ) enchant
12 Volume 12
4. Use one of the following phrasal verbs (in the correct 
form) to complete each of the sentences below.
a) Everyone who was trying to get a visa to enter the 
country had to an incredibly 
long form.
b) According to the TV news, the terrorrists intended 
to the railroad station. 
c) I believe that doctors will 
more about the causes of the epidemics as soon as 
they start treating it. 
d) After the fire was , the 
firemen and the police inspected the place.
e) What’s in Central 
America right now?
f) Jeremy the topic, 
even though he knew it wouldn’t make Janice 
comfortable.
g) The army was 
potable water and canned food.
5. Rewrite the following sentences replacing the words in 
bold with object pronouns. 
a) We’re running out of water.
b) Did you turn in your paper about man-made 
disasters?
c) Who’s going to pick up Josh from the airport?
put out (extinguish)
go on (happen)
blow up (explode)
bring up (mention)
fill out (complete a form)
give away (give sth. for free)
find out (discover)
d) They have never let Christina down.
e) You can count on your friends to help you.
f) I won’t hold what happened against any of you.
6. Answer the following questions. Then use the questions 
to interview one of your classmates. 
a) When was the last time you came down with 
something?
b) What quality of your friends do you wish would rub 
off on you one day?
c) Is there anything you hold against one of your 
friends? If so, what?
d) Who do you look up to in your family?
e) Who has never let you down?
f) When you have difficulty with English, who can you 
count on?
Língua Inglesa 13
 Read the following excerpts and complete the table with the right pieces of information.
a) 
Learning booster
At the beginning of the twentieth century, Albert Einstein revolutionized the 
way scientists think about space and time. […]
In his special theory of relativity, Einstein showed that time and length are 
not as absolute as everyday experience would suggest: Moving clocks run slower, 
and moving objects are shorter. Those are just two of the unusual properties of 
Einstein’s world! Another consequence of special relativity is the most famous 
formula of all: E = mc², stating that two physical quantities which physicists had 
defined separately, namely energy and mass, are in fact equivalent.
[…]
 Albert Einstein 
(1879-1955)
 Sir Alexander 
Fleming 
(1881-1955)
b) 
[…]
It all started with a mold that developed on a staphylococcus culture plate. Since 
then, the discovery of penicillin changed the course of medicine and has enabled 
physicians to treat formerly severe and life-threatening illnesses such as bacterial 
endocarditis, meningitis, pneumococcal pneumonia, gonorrhea and syphilis.
Penicillin discovered
Sir Alexander Fleming, a Scottish researcher, is credited with the discovery of 
penicillin in 1928. At the time, Fleming was experimenting with the influenza virus 
in the Laboratory of the Inoculation Department at St. Mary’s Hospital in London.
[…]
Excerpt A Excerpt B
Scientist
Discovery
Date
Outcome
1. Go through the following steps and check ( ) the ones you believe that people who would like to become a full-time 
inventor should follow.
a) ( ) Quit your job immediately.
b) ( ) Find a mentor.
c) ( ) Develop thick skin.
( ) Don’t quit your job just yet.
( ) Learn everything on your own.
( ) Take rejection personally.
Everyday issues 
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ELEMENTARY Einstein. Einstein online. Available at: <http://www.einstein-online.info/elementary>. Accessed on: 26 Aug. 2015.
PENICILLIN: An accidental discovery changed the course of medicine. Healio. Available: <http://www.healio.com/endocrinology/
news/print/endocrine-today/%7B15afd2a1-2084-4ca6-a4e6-7185f5c4cfb0%7D/penicillin-an-accidental-discovery-changed-the-
course-of-medicine>. Accessed on: 26 Aug. 2015.
14 Volume 12
2. Read the following excerpt about becoming a successful inventor and check your answers to activity 1.
Becoming a full-time inventor takes commitment. Most ideas – even great ones – just 
aren’t brought to market that quickly. Any inventor will tell you that it can sometimes feel 
as though you’re waiting and waiting.
But I think it’s worth it. [...] The joy I feel when an idea I dreamt up is actually 
brought to life is unparalleled. Thankfully, between the advent of new avenues to market 
like crowdfunding and the expansion of open innovation, becoming a full-time inventor 
is easier than it ever has been.
Living the licensing lifestyle has been incredibly rewarding. If you want it to be yours, follow these 
steps.
1. Don’t quit your day job just yet. First, you need to understand that product development happens 
relatively slowly. The fastest I have ever seen a product brought to market from initial conception is six 
months. Two years is a more realistic time frame. [...]
2. Find a mentor. There are a lot of resources available for inventors and entrepreneurs. You can find an 
inventors group. You can read books. (I’ve written a few!) But if you want to progress quickly, the best 
thing you can do is learn from someone who has been there. Having someone to run your questions 
by and help keep you focused is invaluable.
3. Consider joining a startup (particularly if you’re young). I learned more about business during the 
two years I worked at Worlds of Wonder in the mid ‘80s than I have doing anything else. Because we 
were always short-staffed, I got to take part in projects I never would have been able to otherwise. It 
was like I was getting paid to learn.
4. Stick to one or two industries in particular. [...] Honing in on a few industries allows you to develop 
expertise and familiarity. The more you know about an industry, the more easily you will be able to 
identify opportunities for innovation. And if you keep submitting ideas to the same companies, they 
will begin to know you and respect you as a professional. [...] 
5. Understand and embrace that licensing is a numbers game. Before he set out to become a full-timer, 
Mullin studied the professional inventors he knew and quickly observed that they all had multiple 
deals going on.
6. Develop thick skin. You’re going to be told no. In fact, your ideas are going to be rejected over and 
over again. I like to joke that I could paper the walls of my home many times over with all of the 
rejection letters I have received. All of which is to say: You must learn not to take it personally. If 
you’re committed to becoming a professional, it’s more important than ever that you find a way to 
hold on to your creativity and love of wonder in the face of adversity.
7. Be persistent. [...] If you want to become a professional, you must be able to abandon an idea that isn’t 
working out and quickly head back to the drawing board. Your goal is to test your ideas quickly, not 
let them linger for years.
KEY, Stephen. Seven steps to becoming a full-time inventor. Available at: <http://www.inc.com/stephen-key/so-you-think-you-want-to-be-a-full-
time-inventor.html>. Accessed on: 27 July 2015.
3. Read the excerpt again and, among the phrasalverbs in bold, identify the one that means to 
a) keep something carefully/don't lose it.
b) tell somebody something and get their opinion about it.
c) attempt to do something.
d) focus all your attention on something.
e) think of/come up with.
f) succeed.
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Língua Inglesa 15
Challenge yourself 
1. (UFT – TO)
 According to the context of the lines of the characters:
 I. The expression “real estate market” is a reference to the market of buying and selling of houses.
 II. The expression “it better” suggests certainty.
 III. The phrasal verb “sprouting up” means selling a lot.
 IV. The expression “it better” indicates an economic growth.
 V. The word “weeds” suggests an undesirable plant growing wild.
 Mark the CORRECT answer:
a) III and IV are correct.
b) I and V are correct.
c) Only IV is correct.
d) Only III is correct.
e) II and IV are correct.
2. What is true about the phrasal verb in the following statement? 
“Thomas Edison was a great inventor. I really look up to him.”
a) It means know.
b) It is intransitive.
c) It is a two-part phrasal verb.
d) It is separable.
e) It means admire.
3. What message is the following cartoon trying to convey?
a) Tsunamis are caused by humans.
b) Tsunamis pose no threat to humans.
c) Tsunamis can be controlled by urbanization.
d) Humans should learn to block tsunami waves.
e) Massive urbanization is just as destructive to nature 
as tsunamis are to cities.
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16 Volume 12
Get ready 
How well do we ta
ke 
care of our planet?
 
24
Look at the picture and the title of the unit. Then answer the following questions.
1. What is the most beautiful natural place you have ever seen?
2. How often do you spend time in nature?
3. Do you think we are taking good care of our planet? Why?
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How well do we take care of our planet? This unit attempts to answer this question by pointing 
out some issues related to the environment, such as CO2 emissions, destruction of natural wonders, 
and extinction. We will also address the importance of preserving nature, which will be done by 
reading and discussing cartoons, articles, photos, and an ad. We have a lot to learn and there’s no 
time like the present! So, let’s get to work.
s unit attempts to answer this question by pointing 
ch as CO2 emissions, destruction of natural wonders, 
1. Look at the following pictures. Which of them illustrates a bigger source of pollution?
a) ( ) b) ( ) 
Focus on reading 
 vehicle emissions cattle farms
2. Read the following excerpt about pollution and check your answer to the previous activity.
1. Meet the world’s top destroyer of the environment. It is not the car, or the plane, or even George 
Bush: it is the cow.
2. A United Nations report has identified the world’s rapidly 
growing herds of cattle as the greatest threat to the climate, 
forests and wildlife. [...]
3. The 400-page report by the Food and Agricultural Organisation, 
entitled Livestock’s Long Shadow, also surveys the damage done 
by sheep, chickens, pigs and goats. But in almost every case, 
the world’s 1.5 billion cattle are most to blame. Livestock are 
responsible for 18 per cent of the greenhouse gases that cause 
global warming, more than cars, planes and all other forms of transport put together.
4. Burning fuel to produce fertiliser to grow feed, to produce meat and to transport it – and clearing 
vegetation for grazing – produces 9 per cent of all emissions of carbon dioxide, the most common 
greenhouse gas. And their wind and manure emit more than one third of emissions of another, 
methane, which warms the world 20 times faster than carbon dioxide.
5. Livestock also produces more than 100 other polluting gases, including more than two-thirds of 
the world’s emissions of ammonia, one of the main causes of acid rain.
Livestock: this collective noun can be 
followed by either a singular or a plural 
verb. The same happens to most of 
collective nouns.
wildlife: the native fauna of a region.
greenhouse gases: gases that add to the greenhouse effect and trap the warmth of the sun in earth’s lower atmosphere.
global warming: the gradual increase of the earth’s temperature mainly attributed to the greenhouse effect.
acid rain: acidic rainfall caused mainly by pollution.
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6. Ranching, the report adds, is “the major driver of deforestation” worldwide, 
and overgrazing is turning a fifth of all pastures and ranges into desert. 
Cows also soak up vast amounts of water: it takes a staggering 990 litres of 
water to produce one litre of milk.
7. Wastes from feedlots and fertilisers used to grow their feed overnourish water, causing weeds to 
choke all other life. And the pesticides, antibiotics and hormones used to treat them get into drinking 
water and endanger human health.
8. The pollution washes down to the sea, killing coral reefs and creating “dead zones” devoid of life. One 
is up to 21,000sqkm, in the Gulf of Mexico, where much of the waste from US beef production is 
carried down the Mississippi.
9. The report concludes that, unless drastic changes are made, the massive damage done by livestock 
will more than double by 2050, as demand for meat increases.
LEAN, Geoffrey. Cow ‘emissions’ more damaging to planet than CO2 from cars. Available at: <http://www.independent.co.uk/environment/
climate-change/cow-emissions-more-damaging-to-planet-than-co2-from-cars-427843.html>. Accessed on: 28 July 2015.
litres: UK spelling.
liters: US spelling.
ranching: cattle farming.
deforestation: the act of clearing a large area of trees.
feedlots: an area where livestock is fed.
Fun facts
Herd is the collective noun used for quite a few 
animals, such as cows, elephants, deer, and zebras.
3. Read the article again and indicate the paragraph(s) 
where you can find the following information. 
a) Rearing cattle is a threat to forests. 
b) A warning about the future. 
c) Rearing cattle is water-polluting. 
d) Gases produced by livestock 
e) The answer to the question: Which pollutes our 
planet the most? 
f) Details about the United Nations report on livestock 
and their impact on the environment. 
4. Choose the word or phrase that best replaces the 
words in bold.
a) “A United Nations report has identified the world’s 
rapidly growing herds of cattle as the greatest 
threat to the climate, forests and wildlife.”
 I. ( ) groups of bovine animals
 II. ( ) groups of birds
 III. ( ) groups of marsupials
b) “Livestock are responsible for 18 per cent of the 
greenhouse gases that cause global warming, more 
than cars, planes and all other forms of transport 
put together.”
 I. ( ) eggs produced on a farm
 II. ( ) means of transportation used on a farm
 III. ( ) farm animals raised for food, labor, etc.
c) “Burning fuel to produce fertiliser to grow feed, to 
produce meat and to transport it – and clearing 
vegetation for grazing – produces 9 per cent of 
all emissions of carbon dioxide, the most common 
greenhouse gas.”
 I. ( ) food for farm animals – crops
 II. ( ) crops – pastures
 III. ( ) food for farm animals – pastures
d) “And their wind and manure emit more than one 
third of emissions of another, methane, which 
warms the world 20 times faster than carbon 
dioxide.”
 I. ( ) flatulence – liquid waste
 II. ( ) flatulence – solid waste
 III. ( ) breath – solid waste
e) “Ranching, the report adds, is ‘the major driver of 
deforestation’ worldwide, and overgrazing is turning 
a fifth of all pastures and ranges into desert.”
 I. ( ) grazing land
 II. ( ) mountains
 III. ( ) forests
Língua Inglesa 19
f) “Wastes from feedlots and fertilisers used to grow 
their feed overnourish water, causing weeds to 
choke all other life.”
 I. ( ) feed
 II. ( ) strangle
 III. () embellish
5. Complete the following sentences with the words from 
activity 4.
a) The sector is in crisis.
b) Eww! I think I just stepped on !
c) Don’t hold the little chick like that. You’re going to
 the poor thing.
d) What’s this smell? I think this cow just passed 
some .
e) Large areas of rainforest are being cut down for
 .
6. What would you be willing to do in order to help with 
the problem described in the article? Check all that 
apply. 
a) ( ) Cut down on meat
b) ( ) Go vegan
c) ( ) Go vegetarian
d) ( ) Educate people about the impact of meat 
production on the environment
ConnectionsConnections
1. The following are ways to protect the environment. Go through them all and circle the things you do.
[…]
• Conserve energy. You’ll lower your utility bills and help avoid peak 
demands on utility plants.
[…]
• Plant a tree. Trees absorb carbon dioxide, a greenhouse gas.
[…]
• Use less fertilizer on your lawn. When it rains, excess fertilizer runs 
off into storm sewers and pollutes streams.
[…]
• Don’t trash our streams. […]
[…]
• Don’t water the sidewalk - it won’t grow. Set your sprinkler to keep 
the water on the lawn.
[…]
• Don’t do the dishes until you have a full load. Your dishwasher uses 
12 gallons of water whether it’s full or half-empty.
[…]
• Don’t let the water run while you shave or brush your teeth. Turn it 
on only when you need it. Every minute the faucet runs, five gallons 
of water go down the drain.
[…]
• Take a shorter shower. And switch to a low-flow shower head. 
[…]
s 
Chris Borges. 2016. Digital.
20 Volume 12
• Recycle. If your community does not offer a recycling program, ask local officials to start one.
[…]
• Paper or plastic? Better yet, take a canvas bag to the grocery and re-use it each time you shop.
• Use both sides of the paper. Set your copier to make double-sided copies and you’ll substantially 
reduce your paper use.
• Use rechargeable batteries. Many batteries contain metals that are better kept out of landfills.
• Give it away, don’t throw it away. Many charitable organizations accept donations of wearable 
clothing and gently used household items.
30 WAYS to protect the environment. EPA. Available at: <http://www.epa.ohio.gov/pic/facts/30years/tips.aspx>. Accessed on: 28 July 2015.
2. Read about ways to protect the environment again and classify them into the following categories.
Reusing
Recycling
Reducing
Protecting natural resources
Chris Borges. 2016. Digital.
Língua Inglesa 21
Focus on listening 
1. What is the name of the place shown in the following picture? Discuss with your classmates. 
Try again.
You can say that again.
Way off.
I give up.
It’s getting closer.
I’ll get to that in a second.
Wrong by a mile.
Did you know?
Ecological footprint is the concept by which we 
measure the amount of environment necessary to 
produce the resources we consume. By measuring 
your ecological footprint, it is possible to estimate how 
many planets it would be necessary if everyone led 
your lifestyle.
3. What else can you do to protect the environment? 
Discuss with your classmates. Then write down your 
answer.
2. Listen to a teacher talking about the place shown in 
activity 1 and check your answer. 
p
r. 
3. Listen again and mark the following statements true 
(T) or false (F). Correct the wrong ones. . 
a) ( ) None of the students were able to name the 
place in the picture. 
b) ( ) The teacher points out students’ wrong 
answers softly. 
c) ( ) The teacher visited the Guaíra Falls when they 
existed.
d) ( ) None of the students were born in or before 
1982.
e) ( ) The Guaíra Falls are also known as Eight Falls. 
f) ( ) The Guaíra Falls were destroyed by accident. 
g) ( ) The Guaíra Falls belonged to Paraguay and 
Brazil.
h) ( ) There is a chance the Guaíra Falls may be 
restored to life in the future. 
4. Read the sentences and phrases taken from the 
listening and answer the following questions. 
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5. Complete the following conversation between Hanna and Brian using three expressions from activity 4. 
Hanna: This place is absolutely breathtaking.
Brian: . Shall we take a selfie?
Hanna: Sure. Do you have a selfie stick?
Brian: No, but I’ve got long arms. Come on, get closer. 
Hanna: Does it look good?
Brian: No, it looks shaky.
Hanna: Well, keep your arm still.
Brian: Come closer again. Say cheese! 
Hanna: How about now?
Brian: Oh, man. I cut you out. 
Hanna: What? !
Brian: I’ll take it with my other hand. Come here. Smile. 
Hanna: So, how does it look?
Brian: ! I’ll get somebody to take our picture.
6. In small groups, discuss the following question posed by the teacher in her class. 
Do we have the right to destroy something made by nature in the name of what we call “progress”?
 The Hoover dam (US) was the highest dam 
in the world when it was finished in 1935.
 “The Super pit” is Australia’s largest gold 
mine.
a) Which expression is used to say you’ll be talking 
about something soon?
b) Which expression is used to encourage somebody 
not to give up?
c) Which expressions are used to say that somebody’s 
answers are completely wrong?
d) Which expression is used to say that somebody is 
not that far off from giving the right answer?
e) Which expression is used to say that you agree with 
somebody?
f) Which expression is used to say that you no longer 
wish to keep on doing something?
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Língua Inglesa 23
Relative clauses
1. Relative clauses are used to identify, classify or add extra information about a person or thing. Observe the example 
sentences that illustrate two different kinds of relative clauses and answer the following questions.
Defining relative clauses
Research projects
Focus on language 
1. What animal does the following picture show? Read the excerpt and find out.
Humans alone were responsible for the Tasmanian 
tiger’s extinction in the 20th century, according to a 
new study that shoots down claims that disease also 
doomed the meat-eating marsupial.
More officially known as thylacines, Tasmanian 
tigers (Thylacinus cynocephalus) looked somewhat like 
striped coyotes and were found throughout most of the 
Australian island of Tasmania before Europeans settled 
there in 1803.
Starting at the end of the 19th century, the 
Tasmanian government paid bounties for thylacine carcasses, as the animals were believed 
to prey on farmers’ sheep and poultry. (A recent study, however, showed that the carnivores’ 
jaws were so weak they likely couldn’t have taken down anything larger than a possum). 
Humans eventually hunted thylacines to extinction in the early 1900s; the last known 
individual died in a Tasmanian zoo in 1936.
[…]
GANNON, Megan. Humans alone wiped out Tasmanian tiger, study says. Available at: <http://www.livescience.com/26756-
tasmanian-tiger-extinction.html>. Accessed on: 28 July 2015.
2. In small groups, research another animal that has gone extinct or is on the brink of extinction. Gather as 
much information as you can and present it to your class.
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I LIKE THE ONE 
WHICH IS MADE 
OF PLASTIC. 
I LIKE THE BAG 
THAT IS MADE 
OF CANVAS.
YES, SHE IS 
THE GIRL THAT 
WAS ON TV 
LAST NIGHT.
STOP WHALE 
HUNTING
SYLVIA IS THE 
GIRL WHO 
STARTED 
THE PROTEST 
AGAINST 
WHALE 
HUNTING. 
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a) Which relative clause gives extra information about somebody?
b) Which relative clause is a comment on the whole main clause?
c) Which relative clause is used to define something or someone that is being talked about?
d) Which kind of relative clause are commas used with?
2. Observe the example sentencesagain and complete the rules concerning the use of the pronouns that, which, and 
who within relative clauses.
Non-defining relative clauses
Did you know?
• In defining relative clauses, relative pronouns can be omitted if they are followed by a noun or pronoun. If 
relative pronouns are followed by a verb, they must be kept. Study the following examples:
 This is the car (that ) I want to buy. 
 I want to buy a bag that is made of canvas. 
 ↓
 omission is not possible
 is used for things and also to refer to the whole of a previous clause. 
 is used for people and things in defining relative clauses. 
 is used for people in defining or non-defining relative clauses.
 and are used in non-defining relative clauses.
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MS. TENENBAUM, WHO WORKS 
FOR WWF, IS VISITING OUR 
SCHOOL ON MONDAY. 
ARNOLD IS AN 
ANIMAL RIGHTS 
ACTIVIST, WHICH IS 
VERY INTERESTING.
Língua Inglesa 25
3. Use a relative pronoun to join each of the following 
pairs of sentences. Indicate when the pronoun can be 
omitted.
a) She is the girl.
 She adopted the stray dog.
b) Do you remember the protesters?
 We met the protesters on our way to San Jose.
c) The battery was rechargeable.
 I bought the rechargeable battery. 
d) He is a biologist.
 He works for an NGO. 
Pay attention!
4. What is true about the sentence in the following 
cartoon?
a) ( ) It’s a non-defining relative clause.
b) ( ) The relative pronoun that’s been omitted is 
who.
c) ( ) The relative adverb that’s been omitted is 
where.
d) ( ) The relative pronoun that’s been omitted is 
either that or which.
e) ( ) No relative pronouns have been omitted.
• Why (reason), when (time), and where (place) are 
also used with relative clauses. See examples:
 The reason why/for which I protect the 
environment is simple.
 The day when/on which I first saw the Guaíra Falls 
will be in my memory forever.
 The house where I live is eco-friendly.
• Whose indicates possession and is used before 
nouns. Study the following example:
 Eric, whose parents are vegan, loves eating beef.
• Whom is also used for people. However, unlike 
who, whom works as the object of a sentence, and 
not the subject. See example:
 The person whom I marry will have to help me 
protect the environment.
5. Fill in the blanks with the words listed in the box below.
who whom where when 
 why whose which 
a) This tree is 100 meters tall, is taller than the building I work in.
b) I want to live in a city nature and development walk hand in hand.
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c) We want to know the reason you threw that plastic bag on the floor when there are 
trash cans all around you.
d) The day humans truly realize that nature is finite may be too late.
e) I have never met anybody visited the Guaíra Falls when they existed.
f) I want to buy a car CO2 emission is insignificant.
g) The person you met last night is the person responsible for the environmental policies 
in our city.
6. Read the following sentences and insert commas where necessary. 
a) The trees that are being cut down take years to grow.
b) The woman who threw paper on the floor got called out. The one who picked it up and threw it into the trash can 
was applauded by passersby.
c) My brother who studies environmental engineering belongs to an NGO that plants trees on weekends.
d) The car which emits a lot of CO2 into the atmosphere is the old one.
e) Let’s look at pictures of the Guaíra Falls which were drowned in 1982.
f) He’s going camping with Sandy who has nature on the brain.
7. Use the relative pronouns in brackets to write sentences containing non-defining relative clauses.
a) Maria took a 45-minute shower today. 
 The fact that Maria took a 45-minute shower today made me very unhappy. (which) 
b) Paula is using rainwater to wash the sidewalk. 
 Paula is very conscientious. (who)
c) My father is an environmental engineer. 
 He lives in Rio de Janeiro. (who)
d) Marcos has finally understood the consequences of global warming. 
 His house was blown away by last week’s tornado. (whose)
e) Roberta has been educating the people of our city about water conservation for 15 years. 
 I had the pleasure to meet her last month. (whom)
f) There is a spare bicycle in the garage.
 You can use the spare bicycle to go to work. (which)
Língua Inglesa 27
 Look at the following ad. Then, in small groups, discuss what it means in the context of this unit.
Focus on speaking
Learning booster
Useful language
I think it means...
It fits perfectly in this unit because...
It relates to this unit...
I believe...
 Look at the following sentences and classify them as defining relative clauses or non-defining relative clauses.
a) I grew up in a city where air pollution is virtually nonexistent.
b) This winter has been very mild, which is quite unusual.
c) I want to talk to somebody who can spot water leaks.
d) That is probably the cow whose manure I stepped on.
e) That river, whose water quality has plummeted over the past few years, used to be so clean when I was a child.
f) Photosynthesis is a process that fascinates me.
g) This article, which was published a few years ago, explains the impact of meat production on the environment.
h) Felipe is talking to Ana, who went vegan after discovering that eating meat contributes to global warming.
i) That was the time when she went camping with her friends and got lost in the forest.
j) John Balt, whom we all have something to learn from, has just published a book about sustainable development.
 Defining relative clauses Non-defining relative clauses
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Challenge yourself 
1. In which of the following sentences can the relative 
pronoun be omitted?
a) Give me the vase that is on the windowsill.
b) She is planting the seeds that I bought.
c) Matt, who is our Geography teacher, has climbed 
Mount Everest twice.
d) I’ll buy the house that is eco-friendly.
e) We’ll have fish for dinner, which is not as 
threatening to the environment as beef.
2. What is the following excerpt about?
[...]
Trees contribute to their environment by 
providing oxygen, improving air quality, climate 
amelioration, conserving water, preserving soil, 
and supporting wildlife. During the process of 
photosynthesis, trees take in carbon dioxide and 
produce the oxygen we breathe. According to 
the U.S. Department of Agriculture, “One acre 
of forest absorbs six tons of carbon dioxide and 
puts out four tons of oxygen. This is enough 
to meet the annual needs of 18 people.” Trees, 
shrubs and turf also filter air by removing dust 
and absorbing other pollutants like carbon 
monoxide, sulfur dioxide and nitrogen dioxide. 
After trees intercept unhealthy particles, rain 
washes them to the ground.
Trees control climate by moderating the 
effects of the sun, rain and wind. Leaves absorb 
and filter the sun’s radiant energy, keeping things 
cool in summer. Trees also preserve warmth by 
providing a screen from harsh wind. In addition 
to influencing wind speed and direction, they 
shield us from the downfall of rain, sleet and hail. 
Trees also lower the air temperature and reduce 
the heat intensity of the greenhouse effect by 
maintaining low levels of carbon dioxide.
Both above and below ground, trees are 
essential to the eco-systems in which they 
reside. Far reaching roots hold soil in place and 
fight erosion. Trees absorb and store rainwater 
which reduce runoff and sediment deposit after 
storms. This helps the ground water supply 
recharge, prevents the transport of chemicals 
into streams and prevents flooding. Fallen leaves 
make excellent compost that enriches soil.
Many animals, including elephants, koalas 
and giraffes eat leaves for nourishment.Flowers are eaten by monkeys, and nectar 
is a favorite of birds, bats and many insects. 
Animals also eat much of the same fruit that we 
enjoy. This process helps disperse seeds over 
great distances. Of course, hundreds of living 
creatures call trees their home. Leaf-covered 
branches keep many animals, such as birds and 
squirrels, out of the reach of predators.
[...]
a) The process of photosynthesis. 
b) The pollutants filtered by trees.
c) The contribution of trees to climate control.
d) The ecological and environmental value of trees.
e) The commercial value of trees.
3. (UERN) 
Introducing the perfect chemistry 
between a Green technology and a blue 
world
There is a formula for a healthy new world. 
That’s why Braskem invested millions in 
research to become the first company in the 
world to use Brazilian sugar cane as a natural 
plastic source, collaborating with the reduction 
of the GHG emissions. Its commitment to 
a sustainable development resulted in a 
benchmark eco-efficient process that stimulates 
the markets in which Braskem operates and 
generates new opportunities.
The world dreamed. Braskem made it 
happen.
Braskem.
New ways to look at the world.
(Newsweek, Special Edition – Issues. February, 2012)
29Língua Inglesa
 The relative pronoun in “[...] benchmark eco-efficient 
process that stimulates the markets” substitutes
a) plastics.
b) markets.
c) process.
d) benchmark.
4. (UFAL)
Marine Reptiles
Many millions of years ago, long after the 
great reptiles had colonized the land, some of 
them decided to return to the sea. Today, reptiles 
are not the most common residents of the coral 
reef, but they are definitely among the most 
beautiful. Perhaps the most well known reptiles 
in the sea are the turtles. There are many different 
species of sea turtle, ranging in size from only 2 
feet to the real giants at over 6 feet in length. Sea 
turtles lay their eggs on land. They can be seen 
on the beaches late at at night digging a deep hole 
in the sand. The eggs are deposited and covered 
over. Several months later, the tiny turtles dig 
their way to the surface and scramble towards 
the sea. But a turtle’s life is not easy. Only one in a 
thousand will survive the predators and return to 
the beach one day. Sea turtles were once killed by 
the thousands for food. Today, even though many 
face extinction they continue to be exploited. 
Their eggs and shells are in constant demand the 
world over. Another member of the sea reptile 
family enjoys full protection. The sea snake is the 
most venomous snake on Earth. Several sea snake 
species can be found swimming the world’s coral 
reefs. Some of them are spectacularly colored. 
Divers are weary of this animal, but the sea snake 
is timid and will not attack unless provoked. 
Below is a list of some of the more common 
reptiles found on the reef.
Disponível em: http://www.seasky.org/reeflife/sea2j.html. 
Acessado em 23 de setembro de 2010.
 It is argued that
a) the sea snake’s poison is the most lethal of all 
snakes on earth.
b) divers are fearless of sea snakes and always try to 
play with them.
c) there are few species of sea snakes that can be 
found in the reefs.
d) sea snakes provoke divers in order to attack and kill 
them.
e) sea snakes are protected by law but are also 
exploited by man.
5. (UNIT – SE)
Burn after eating, Husk Power Systems
Living off the power grid makes everyday 
tasks a major challenge for those who reside in 
India’s rural villages. It affects everything – from 
how late shops can stay open to when kids can 
do their homework and whether a cell phone 
can get charged. In the state of Bihar, some 
50,000 villagers have seen their lives change, 
thanks to a project that’s turning garbage into 
energy. Husk Power Systems is repurposing rice 
husks – a major source of waste in Bihar – as a 
clean, green, safe source of power. The firm has 
built 50 economical, efficient “husk reactors”: 
they burn the husks and capture and filter the 
gas, which is injected into an engine that drives 
an alternator, producing electricity. Some 200 
villagers have benefited so far. And the planet 
has, too: when waste rice husks are simply 
left to rot, they release methane gas – a major 
contributor to global warming.
Newsweek, Dec. 27, 2010/Jan. 3, 2011 ENCARTE, p.5
 Fill in the parentheses with T (True) or F (False).
 About Husk Power Systems project, it’s correct to say:
( ) It’s a recycling, eco-friendly project.
( ) It contributes to global warming.
( ) It uses methods that do not harm the environment.
( ) It uses waste to produce electricity.
 According to the text, the correct sequence, from top 
to bottom, is
a) T F T F
b) F T F T
c) F T T F
d) T F T T
e) T T T T
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