Book _ Take Action - English

Prévia do material em texto

Carla Richter
Julia Larré
ENSINO MÉDIO
Obra Didática Específi ca de Língua Inglesa
Área de Linguagens e suas Tecnologias
VOLUME ÚNICO MANUAL DO 
PROFESSOR
Julia Larré
Carla R
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Obra Didática Específi ca de Língua Inglesa – Área de Linguagens e suas Tecnologias
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Julia Larr
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Carla Richter
Licenciada e mestra em Letras pela Universidade Federal de Pernambuco (UFPE) 
Professora de língua inglesa do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB)
Julia Larré
Doutora em Letras pela Universidade Federal de Pernambuco (UFPE)
Professora adjunta de língua inglesa da Universidade Federal Rural de Pernambuco (UFRPE)
Obra Didática Específica de Língua Inglesa
Área de Linguagens e suas Tecnologias
ENSINO MÉDIO – VOLUME ÚNICO
Manual do Professor
1a edição, São Paulo, 2020
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Presidência: Paulo Serino
Direção editorial: Lauri Cericato
Gestão de projeto editorial: Heloisa Pimentel
Gestão de área: Alice Ribeiro Silvestre
Coordenação de área: Renato Malkov
Edição: Milena de Souza Rocha
Planejamento e controle de produção: Vilma Rossi e Camila Cunha
Revisão: Rosângela Muricy (coord.), Ana Paula C. Malfa, Heloísa Schiavo, 
Luís M. Boa Nova, Patricia Cordeiro e Paula T. de Jesus
Arte: Claudio Faustino (ger.), Erika Tieme Yamauchi (coord.), 
Mariana Pinheiro Munhato (diagramação e edição de arte), 
Aga Estúdio (Manual do Professor)
Iconografia e tratamento de imagens: Roberto Silva (coord.), 
Cristina Akisino (pesquisa iconográfica), Cesar Wolf (tratamento de imagens)
Licenciamento de conteúdos de terceiros: Fernanda Carvalho (coord.), 
Erika Ramires e Márcio Henrique (analistas adm.)
Cartografia: Mouses Sagiorato
Design: Tatiane Porusselli (proj. gráfico e capa), 
Luis Vassallo (proj. gráfico Manual do Professor)
Todos os direitos reservados por Editora Ática S.A.
Avenida Paulista, 901, 4o andar
Jardins – São Paulo – SP – CEP 01310-200
Tel.: 4003-3061
www.edocente.com.br
atendimento@aticascipione.com.br
Dados Internacionais de Catalogação na Publicação (CIP) 
Angélica Ilacqua - CRB-8/7057
2020
Código da obra CL 713849
CAE 729741 (AL) / 729742 (PR)
1a edição
1a impressão
De acordo com a BNCC.
Envidamos nossos melhores esforços para localizar e indicar adequadamente os créditos dos textos e imagens 
presentes nesta obra didática. Colocamo-nos à disposição para avaliação de eventuais irregularidades ou omissões 
de créditos e consequente correção nas próximas edições. As imagens e os textos constantes nesta obra que, 
eventualmente, reproduzam algum tipo de material de publicidade ou propaganda, ou a ele façam alusão, 
são aplicados para �ns didáticos e não representam recomendação ou incentivo ao consumo.
Impressão e acabamento
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CARO ESTUDANTE,
Este livro foi escrito para você, jovem estudante de línguas 
hiperconectado às tecnologias digitais e comprometido com um 
conhecimento interdisciplinar que ultrapassa os muros da escola. O 
objetivo do volume é facilitar o aprendizado da língua inglesa, levando 
em consideração seu caráter multicultural, de vários sotaques e sem 
fronteiras. A língua que vai estudar é o inglês da internet, da música, 
das revistas, do mundo científico, do rap, da grafitagem, do slam, 
dos clássicos de Shakespeare e Dickens, de Chimamanda Adichie, 
Nadime Gordimer, J. M. Coetzee… É o inglês da vida, mundializado, 
de falantes que (re)criam suas próprias variações a partir do seu 
contexto sócio-histórico-cultural. 
Como autoras e professoras de língua inglesa, queremos que você 
tenha acesso a uma educação linguística de excelência. Para isso, 
pensamos em um livro jovem e atual, que apresente a você este inglês 
desterritorializado, que faça sentido em seu cotidiano e contribua da 
melhor forma para seu aprendizado. 
Ao longo das Unidades, você vai desenvolver habilidades da língua de 
forma integrada, praticando a fala, a escrita, a leitura e a compreensão 
auditiva, sempre que possível dentro e fora de sala de aula. Você 
vai perceber que a gramática de uma língua é muito mais do que 
um apanhado de regras, mas um sistema em uso, que está sempre 
se reconstruindo. Trata-se de um fenômeno histórico, político e 
sociocultural que permite interação, diálogo e é capaz de nos oferecer 
infinitas possibilidades de nos comunicarmos com o outro. Além disso, 
com as propostas deste livro, você terá oportunidades de utilizar a 
língua inglesa para se expressar em situações diversas, participar de 
investigações, atuar na sociedade e desenvolver pensamento crítico 
sobre temáticas relevantes e atuais em seu contexto histórico-cultural, 
de modo a se tornar cada vez mais um jovem autônomo e protagonista. 
Pense no aprendizado de inglês como uma viagem que pode levá-lo 
longe e abrir-lhe os olhos para o mundo de muitas formas diferentes. 
Essa viagem vai exigir de você preparo, dedicação e estudo. Então, 
leve-os sempre na bagagem. 
Durante o trajeto, lembre-se de quem você é. Lembre-se de suas 
origens, de suas raízes como falante de língua portuguesa. Carregue 
junto de você seu sotaque, seu modo de ser, de falar. Voe alto, navegue 
por mares nunca antes navegados, mas mantenha os pés no chão, e 
não apague a sua identidade cultural. Domine a língua, mas não seja 
dominado por ela.
Desejamos que essa sua viagem linguístico-cultural com a língua 
inglesa seja um encontro feliz, que lhe abra muitas portas no futuro. 
Portas para uma sociedade plural, diversa, democrática, mais justa e 
com menos diferenças sociais. 
Boa viagem!
AS AUTORAS.
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Technology and 
Education
LEARNING PATH
A BNCC NESTA UNIDADE
Nesta Unidade, você vai:
• ler um infográfico sobre tecnologia e 
educação;
• reconhecer e utilizar vocabulário 
relacionado ao tema da unidade;
• ouvir sobre recentes mudanças na 
educação;
• fazer uma pesquisa sobre digital 
literacy em sites confiáveis; 
• conhecer e utilizar as formas do 
Present Continuous;
• preencher um formulário para 
inscrição em um curso on-line;
• fazer uma introdução pessoal em 
um curso on-line.
Competências gerais: 1 e 5
Competências específicas de 
Linguagens e suas Tecnologias para 
o Ensino Médio: 1, 2, 3, 4 e 7
Temas contemporâneos transversais: 
Vida familiar e social, Ciência e 
tecnologia
As habilidades estão listadas no início 
de cada seção.
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Work in pairs. Observe 
the picture and read the 
following questions. Then 
share your ideas with a 
classmate.
a) What do you see in the 
picture?
b) Do you use technology for 
educational purposes? 
Why (not)?
c) What do you think a regular 
classroom will be like in 
10 years?
Lead-in 
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Conheça a organização do seu livro, desenvolvido para acompanhá-lo ao longo dos 
três anos letivos que compõem o Ensino Médio.
ABERTURA DE UNIDADE 
As duas páginas de abertura 
introduzem a temática e apresentam 
os objetivos a serem desenvolvidos na 
Unidade.
Lead-in
Contém questões que estimulam reflexões 
iniciais sobre os temas da Unidade, 
por meio da observação da imagem de 
abertura e da discussão com os colegas.
Read On
Nesta seção, você explora 
textos de gêneros diversos 
em língua inglesa,de modo a 
desenvolver a habilidade de 
leitura e o pensamento crítico 
a respeito de suas temáticas.
Going Further
Apresenta novo texto relacionado 
ao tema da Unidade e tem por 
objetivo expandir a discussão 
iniciada em Read on e o trabalho 
com interpretação textual.
READ ON 
Pre-reading
1 In which situations do you use English? Choose the options 
that apply to you and write them in your notebook. You can 
write other options in your notebook too.
• When I read blogs or websites I like.
• When I follow posts from an artist I admire.
• When I read video games instructions.
• When I listen to songs I appreciate.
• When I write comments on social media.
• When I watch subtitled TV series.
2 You will read part of a blog post written by Odette Spiteri, 
an English student in Malta. Read the title of the text. What 
situations from activity 1 do you think she mentions in her post? 
Reading
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https://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/
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Why English is important to me? / What learning means to me? 
Learning, for me, is an opportunity to use what I’ve learned, and, to broaden my horizons and 
to improve the best version of myself. Learning, helps me discover my hidden talents, and helps 
me to overcome the fear and obstacles. I feel that the more I know, the more I am capable of 
accomplishing what I want, without fear of others’ judgment. Learning is life, and life is learning.
[...]
Apart from my self-esteem, learning English will open more opportunities. However, the 
English Language plays an important role in our life. It is understood by many people around the 
world, since it is the most spoken language. It is essential in our education. Big companies hire
professional staff, soon after making sure that the people they are employing are good in English.
The English Language helps us to communicate with nearly all the people around the world, 
even through the internet. After all, no man, or woman is an island.
SPITERI, Odette. Why English is important to me? / What learning means to me? Malta University Language School. Available 
at: https://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/. Accessed on: May 26, 2020. 
3 Read the blog post. Which are Odette’s reasons for learning English? In your notebook, 
copy the correct options.
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GOING FURTHER
Pre-reading
1 How important is touch and physical contact with other people for you? 
2 During the coronavirus pandemic, one of the effective measures to stop the spread of the 
virus was social distancing. What was social distancing like for you?
3 Read the title of the text, observe the picture and read its subtitle. Then discuss with your 
classmates: What is the meaning of “skin hunger”?
Reading
4 Read the text and confirm the meaning of skin hunger. Write it in your notebook.
COVID-19: The latest from The World
Human touch is essential. 
How are people coping with 
‘skin hunger’?
The World
Monday, May 4, 2020 – 3:45pm
By Orla Barry
[...]
Amanda Whitlock, 39, a photo editor in 
Chicago, describes herself as a natural 
introvert. She lives on her own, with her 
cat Mr. B, and a newly adopted kitten and 
says she’s usually very content in her own 
company. Whitlock went into a self-imposed 
lockdown in early March and hasn’t had any 
physical contact with another person since. 
She says it’s all starting to get to her.
[...]
There’s a good reason why Whitlock’s anxiety is on the rise. Studies show physical contact with 
other people reduces feelings of stress. British evolutionary psychologist and professor Robin 
Dunbar says it can all be traced back to our monkey ancestry. Grooming each other’s fur is how 
apes build friendships. Humans have substituted that grooming with stroking and cuddling, he says 
and that act of physical touch has a profound effect on our health.
[...]
“I think that if I didn’t have my pets – they’re my family. If I didn’t have them, I would definitely be 
climbing the walls right now for some human contact.”
https://www.pri.org/stories/2020-05-04/human-touch-essential-how-are-people-coping-skin-hunger?amp
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HUMAN Touch is Essential. How Are People Coping with Skin Hunger. The World. Available at: https://www.pri.org/
stories/2020-05-04/human-touch-essential-how-are-people-coping-skin-hunger?amp. Accessed on: Aug. 13, 2020.
Henri de Chassey, wearing a protective face 
mask, kisses his partner Margaux Rebois – who is 
returning to Paris on a Thalys high-speed train after 
spending two months in Brussels – at Midi/Zuid 
station on the �rst day of the easing of lockdown 
measures during the outbreak of the coronavirus 
disease (COVID-19), in Brussels, Belgium, May 4, 2020.
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CONHEÇA SEU LIVRO
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Vocabulary
Apresenta vocabulário relacionado aos textos e/ou 
à temática da Unidade, propiciando a prática e a 
expansão de conhecimentos lexicais.
Pronunciation Box
Boxe com dicas de 
pronúncia em língua 
inglesa.
Listen Up!
Nesta seção, você é apresentado a 
textos orais diversos, com o intuito 
de aprimorar sua compreensão oral 
e analisar as temáticas a partir de 
outras perspectivas.
LISTEN UP!
Pre-listening
1 Do you think that it is important to call people according to
what they want to be called? Justify your answer.
2 You are going to listen to an informational video talking
about pronouns. What do you expect to hear? Write your 
prediction in your notebook.
A It talks about how people use pronouns and the 
impact of using the correct pronoun to refer to a person.
B It is about the history of pronouns, including how they 
came to be and why we use them.
Listening
3 Listen to the audio from the Australian foundation Minus 18
and check if your prediction from activity 2 was right.No. 16
4 Listen to the audio again.
Which sentence can describe 
misgendering? Write the correct 
answer in your notebook.
A Misgendering is calling a 
person with honorifics 
(Mr., Mrs., Miss, Ms.) to 
show respect.
B It is a voluntary/involuntary 
action of calling someone by 
the wrong pronoun.
No. 16
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Minus 18 is an Australian foundation 
that advocates for an Australia where 
all LGBTQIA+ young people are safe, 
empowered, and surrounded by 
people that support them.
Frame from the video “What Are Pronouns?”, by Minus 18.
196
2 What option best describes the words you used to replace the parts in bold in activity 1? 
Write it in your notebook.
A They replace a noun, so they are pronouns.
B They describe a noun, so they are adjectives. 
3 Look at the sentences you rewrote in activity 1. What other words in them have the same 
function you chose in activity 2?
4 Create sentences using the words from activity 1 in your notebook. Then share them with 
a classmate.
Vocabulary
1 Look at the pictures and their captions. Then, in your notebook, rewrite the captions 
replacing the parts in bold with the words from the box.
affordable – clean – decent – good – sustainable – ecological
This tiny house is not expensive at all. Eletric cars are durable and eco-friendly. 
In this beautiful river, the water is not dirty at all. This great attitude is socially acceptable. 
These old books are still satisfactory. Solar panels are green technology. 
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https://www.youtube.com/watch?v=6vT_7AX06UQ
6 The following image is the opening scene for the music video for the song 
“United”. Read the message and then answer the questions in your notebook.
A Do you think the text can convey the meaning of the song? Why (not)?
B What is the meaning of the sentence “Our 7 billion hearts are united in song”?
C In your opinion, is it possible that 7 billion people come together and make a difference in 
the world? Why (not)?
Post-listening 
7 Do you agree with the message of the song? What can you do to help achieve this goal? 
8 Do you know of similar projects in your community that promote positive change through 
music or other art forms? Describe them to your classmates.
PRONUNCIATION BOX 
Saber como os sons fluem juntos pode ajudá-lo a compreender 
falantes de inglês. Esta técnica é conhecida como linking sounds e 
é dividida em três padrões básicos:
• consoantes com vogais: hold on > hol don / turn off > tur noff
• consoantes com consoantes: good day > gooday / 
beautiful life > beautifulife
• vogais com vogais: go on > gowon / the end > theyend
Em outras palavras, na língua falada alguns sons podem se juntar 
juntos ou reorganizar, dando mais fluência ao discurso.
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LANGUAGE ANALYSIS
1 Observe the following sentences from Going further. Then, in your notebook, choose the 
option that best corresponds to the sentences.
[...] you can give them appropriate respect at the level that af�rms them.
An act of politeness can literally change a person’s day. It can even change a person’s life.
A All the sentences refer to a probability.
B The sentences are related to possibilities. 
C All the sentences are related to abilities.
D The sentences refer to hypothetical situations.
2 What term is repeated in the sentences and indicates the 
connotation for the sentences above?
3 You can replace this term by another one without harming 
the meaning of the sentences. In your notebook, choose the 
option that indicates which term is this.
A Be able to 
B Could
C Have to
D Would
4 Using the term from activity 3, rewrite the sentences from activity 1 in your notebook.
5 Now, read the box and give the requested examples in your notebook.
LANGUAGE PLUS
De modo geral, o uso de 
determinadas palavras (neste 
caso, o verbo modal can) 
pode variar de acordo com 
o contexto. Preste sempre 
atenção à intencionalidade e ao 
contexto em que uma palavra 
está empregada.
CAN FOR POSSIBILITIES
Can is a modal verb. It is used to speak about the possibility of 
doing something.
Example: 
It is also possible to use the negative form of can. It is made with 
can’t or cannot (can+not).
Example:
In the interrogative form, you use the modal verb in the beginning 
of the sentence.
Example: 
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Language Analysis
A seção parte da observação 
da língua inglesa utilizada em 
contextos reais, para que você 
compreenda o funcionamento 
dos tópicos gramaticais e possa 
empregá-los de forma apropriada.
Language Plus
Apresenta dicas 
complementares de tópicos 
gramaticais da língua.
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SELF–ASSESSMENT
Nesta Unidade, conversamos sobre temas relacionados a uma sociedade inclusiva. 
Chegou o momento de refletir sobre seu aprendizado ao longo da Unidade. Vamos começar? 
1 Como você avalia sua aprendizagem com relação aos tópicos a seguir? Enumere os 
itens de 1 a 3 de acordo com a legenda. Use o caderno.
1 Ainda sinto dificuldade com esse assunto e não consegui realizar a maioria das 
atividades propostas.
2 Aprendi o assunto, mas em algumas ocasiões senti dificuldade em realizar as 
atividades propostas.
3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.
( ) Ler uma entrevista sobre questões relacionadas ao autismo e reconhecer as 
características desse gênero.
( ) Reconhecer e utilizar vocabulário relacionado ao tema da Unidade.
( ) Identificar e empregar Wh- questions no Simple Past e revisar os usos de Simple Present
e Simple Past.
( ) Pesquisar e discutir temas referentes à acessibilidade e à inclusão, além de 
apresentar propostas que possibilitem tornar a escola mais inclusiva.
( ) Escrever uma entrevista em língua inglesa.
( ) Gravar a introdução de um podcast sobre educação inclusiva.
Practice the language in and outside the classroom.
How can I become a lifelong learner?
2 O que você mais gostou de aprender nesta Unidade? 
O que menos gostou?
3 O que não aprendeu muito bem e precisa de estudo extra?
• BONNELLO, C. Autistic Not Weird. Disponível em: 
www.autisticnotweird.com. Acesso em: 28 jul. 2020. 
O site contém informações e outros conteúdos 
interessantes sobre autismo.
• BONNELLO, C. Underdogs. Londres: Unbound Digital, 
2019. O livro conta a história de adolescentes com 
neurodiversidade que escapam de um ataque em sua 
escola de educação especial e são a única esperança 
para salvar o restante da sociedade. Também está 
disponível em formato de audiolivro.
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Self-Assessment
Ao final de cada 
Unidade, você terá 
espaço para refletir 
sobre seu aprendizado, 
de modo a ter maior 
consciência do que 
aprendeu e do que 
precisa de mais 
prática.
Hot Spot
Contém referências para 
auxiliá-lo em seus estudos e 
expandir seus conhecimentos 
do que foi desenvolvido na 
Unidade, bem como referências 
culturais (livros, filmes, etc.).
SPEAK YOUR MIND
Pre-speaking
1 Let’s think of a whole new world for the future! Look at the pictures below and imagine a 
world without the global problems seen in Vocabulary. Describe it in your notebook.
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FOOD FOR THOUGHTFOOD FOR THOUGHT
1 According to the podcast from Listen up!, nowadays there are still obstacles that limit 
students with disabilities. List some of these difficulties in your notebook. 
2 What must your school have to be inclusive and to provide 
accessibility to its students? Discuss with your classmates.
Bibliographic research
• Read what official documents say about the right to education for people with disabilities:
• Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). 
Available at: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm. 
Accessed on: July 17, 2020.
• Convenção Internacional sobre os Direitos das Pessoas com Deficiência, United Nations (UN). 
Available at: https://www.un.org/development/desa/disabilities/convention-on-the-rights-
of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html 
(English version) or https://www.un.org/development/desa/disabilities/convention-on-the-
rights-of-persons-with-disabilities.html (Portuguese version). Accessed on: July 17, 2020.
• Think about what a school needs to be an inclusive school, according to the documents. 
Take notes in your notebook.
Research
3 Work in groups. You are going to do some research on 
what students with disabilities need to have access to 
school and adequate conditions to study.Follow the steps.
• Choose one type of disability and think about the 
difficulties people with this condition have in your school. 
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WRITE IT OUT
Pre-writing
1 Look at the pictures, read the subtitles and posters, and answer the questions that follow in 
your notebook.
I
V
III
II
VI
IV
Women march holding signs during protest in 
Abuja, Nigeria, on May 10, 2019.
Brazilian Indigenous women march during Marcha 
das Mulheres Indígenas, in Brasília, in August, 2019.
Women march holding signs during protest in 
Chicago, USA, on January 18, 2020.
Women and girls march holding signs during 
protest in Pretoria, South Africa, on August 2, 2018.
Women march holding signs during International 
Women’s March, in Brasília, on March 8, 2016.
Women march holding signs during protest in 
New York City, USA, on January 20, 2018.
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Food for Thought
Nesta seção, você é 
incentivado a fazer 
investigações e pesquisas, 
analisar dados, discutir 
conceitos e/ou problemas, 
buscar soluções e pensar 
criticamente sobre diversos 
assuntos relevantes na 
atualidade.
Speak Your Mind
Propõe atividades de 
produção oral, em 
diferentes contextos, com 
o objetivo de estimular o 
desenvolvimento oral em 
língua inglesa, com base 
na discussão de temas 
abordados na Unidade.
CONHEÇA SEU LIVRO
Write It Out
Nesta seção, você é 
convidado a produzir 
textos de diferentes 
gêneros em língua inglesa, 
com base na compreensão 
de suas características e 
contextos de uso.
6
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AUDIO SCRIPTS 
Reúne todos os textos 
orais trabalhados na 
seção Listen Up! ao 
longo do livro. 
REFERÊNCIAS 
BIBLIOGRÁFICAS 
COMENTADAS 
Referências bibliográficas 
comentadas com 
sugestões de livros, sites
e filmes para auxiliá-lo 
na aprendizagem do 
inglês e expandir seus 
conhecimentos culturais.
AUDIO SCRIPTS
Unit 1
Part 1 No. 2
We wanted to talk about 21st century 
education. We are living through an 
educational revolution. The pace of change 
is staggering. Schools, regions, entire 
countries are turning education on its head 
and redefining the experiences of students 
and of teachers. The impact is felt by 
millions of children and their families around 
the world. Let’s consider for a moment the 
world in which they live: a world with so 
much knowledge that is hard to grasp. 
People are creating 2000 new websites 
every hour. They are uploading 35 hours of 
video every minute, and watching 2 billion 
YouTube videos every day. […]
In response, education leaders are making 
big changes, building 21st century 
skills, using enabling technologies, 
and personalizing learning to engage 
students in diverse and creative ways. 
In South Korea, schools are switching to 
digital textbooks, so students can study 
anytime and anywhere, with online hours 
recognized as school attendance. In 
Denmark, students are using the internet 
while taking exams. They can access any 
site they like, even Facebook, as long as 
they don’t message each other or use 
e-mail. In the USA, ultrapersonalized 
learning approaches allow students to 
create their own individual schedules. [...]
Learning can happen anywhere and 
everywhere.
Part 2 No. 3
[…]
People are creating 2000 new websites 
every hour. They are uploading 35 hours of 
video every minute, and watching 2 billion 
YouTube videos every day. […]
21st CENTURY Education. AITSL. Available at: 
https://www.youtube.com/watch?v=nA1Aqp0sPQo. 
Accessed on: Sep. 17, 2020.
Unit 2
Part 1 No. 4
[...]
But here’s a thing Sanjay, I’m not saying 
that you can’t post these things, I’m just 
saying that you need to understand how 
social media works. You want to put 
yourself at risk? Go ahead! Because there 
are already features built into these social 
media platforms to protect you. How about 
you change the privacy settings on your 
posts? If you are going to post something 
that has sensitive information, limit it to 
your friends only, or to a certain amount of 
people. Is there somebody you want to get 
to, then limit the post to that. Don’t just 
make everything public and then anybody 
from anywhere, someone in Bangalore, in 
India, can say “uh, I hate that girl!”. Just 
be careful about how you do the thing. […]
Part 2 No. 5
[…] But here’s a thing Sanjay, I’m not saying 
that you can’t post these things, I’m just 
saying that you need to understand how 
social media works. You want to put yourself 
at risk? Go ahead! Because there are already 
features built into these social media 
platforms to protect you. How about you 
change the privacy settings on your posts? 
If you are going to post something that has 
sensitive information, limit it to your friends 
only, or to a certain amount of people. […]
SOCIAL MEDIA In Jamaica #TalkUpYout SE5 Ep. 8. 
TalkUp Yout Available at: https://www.youtube.com/
watch?v=loYen_HvVzM. Accessed on: Sep. 17, 2020.
Unit 3 No. 6
I wanna see the world united and learn to 
live as one
273
REFERÊNCIAS BIBLIOGRÁFICAS COMENTADAS
As referências listadas e comentadas a seguir têm por objetivo expandir as suas possibilidades de pesquisa 
ou de consulta. Fique à vontade para explorá-las e, inclusive, escrever a sua própria lista, acrescentando 
descobertas que fizer ao longo do trabalho com este material.
THE ADVENTURE of English. Direção: Robert Bee, David Thomas. 
Produção: London Weekend Television. Reino Unido: ITV – 
Independent Television, 2002.
Série produzida para a TV britânica em que é possível acompanhar o 
início e a disseminação da língua inglesa pelo mundo.
Unit 6: Women Voices 
ESTRELAS além do tempo. Direção: Theodore Melfi. Produção: 
Fox 2000 Pictures. Estados Unidos: 20th Century Studios, 2016.
O filme é situado durante a Guerra Fria e conta a história de três mu-
lheres negras, cientistas da Nasa, que precisam combater o preconceito 
diariamente para ascender na carreira e provam ser essenciais no auge 
da corrida espacial entre Estados Unidos e Rússia.
KBELA. Direção: Yasmin Thayná. Brasil: 2015.
Curta-metragem, feito por mulheres negras, sobre mulheres negras 
que buscam novas possibilidades para narrar a sua história em dife-
rentes campos em que o machismo e o racismo são obstáculos a serem 
superados.
Unit 7: An Accessible Society
A TEORIA de Tudo. Direção: James Marsh. Produção: Working Title 
Films. Reino Unido: Universal Pictures e Focus Features, 2014.
O filme conta a história do renomado cientista Stephen Hawking, diag-
nosticado com Esclerose Lateral Amiotrófica aos 21 anos, o que não o 
impediu de se tornar uma das mentes mais brilhantes do mundo.
PARA Sempre Alice. Direção: Richard Glatzer e Wash Westmoreland. 
Produção: Killer Films. Estados Unidos, Reino Unido e França: Sony 
Pictures Classics, 2014.
Alice é uma professora de linguística em Harvard, cuja vida muda subi-
tamente após ser diagnosticada com Alzheimer.
Unit 8: An Integrated World
ERIN Brockovich. Direção: Steven Soderbergh. Produção: Universal 
Pictures e Columbia Pictures. Estados Unidos: Universal Studios, 
Columbia Pictures e Sony Pictures Entertainment Motion Picture 
Group, 2000.
O filme apresenta a história de Erin, mãe de três filhos e assistente em 
um pequeno escritório de advocacia. Ao descobrir que moradores dacidade estão adoecendo por causa de água contaminada, ela atua em 
busca de justiça pela saúde dos cidadãos.
UMA Verdade Inconveniente. Direção: Davis Guggenheim. Produção: 
Lawrence Bender Productions Participant. Estados Unidos: 
Paramount Classics, 2006.
Nesse documentário, o ex-candidato à presidência dos Estados Unidos, 
Al Gore, participa de um circuito de palestras, de modo a conscientizar o 
público sobre os perigos do aquecimento global, e pede uma ação ime-
diata para conter seus efeitos destrutivos no meio ambiente.
Unit 9: Roots
COMO Abrir Mão do Mundo (e Amar Todas as Coisas que o Clima 
Não Pode Mudar). Direção: Josh Fox. Produção: International WOW 
Company. Estados Unidos: Home Box Office (HBO), 2016.
Esse documentário retrata a jornada do documentarista Josh Fox pelo 
mundo, investigando os impactos das mudanças climáticas em doze 
países.
HONEYLAND. Direção: Ljubo Stefanov, Tamara Kotevska. Produção: 
Trice Films, Apolo Media. República da Macedônia do Norte: Neon 
Dogwoof, 2019.
Documentário que acompanha a vida de uma solitária apicultora de um 
Filmes
Unit 1: Technology and Education
DREAM Big: Construindo Nosso Mundo. Direção: Greg MacGillivray. 
Produção: MacGillivray Freeman Films. Estados Unidos: MacGillivray 
Freeman Films, 2017. 
Este documentário apresenta engenheiros de várias origens – muitos de-
les mulheres – e os projetos que estão desenvolvendo, de estruturas à 
prova de terremotos a passarelas em países ainda em desenvolvimento.
IF You Build It. Direção: Patrick Creadon. Produção: O’Malley 
Creadon Productions. Estados Unidos: Long Shot Factory, 2013. 
Este documentário mostra a iniciativa de estudantes em uma escola nos 
Estados Unidos que atuam diretamente em sua comunidade.
Unit 2: Social Networks for Social Transformation
O CÍRCULO. Direção: James Ponsoldt. Produção: Imagenation Abu 
Dhabi FZ e Playtone. Estados Unidos: STX Entertainment, 2017.
O filme conta a história de Mae Holland, funcionária de uma grande em-
presa de tecnologia que vive um dilema moral e ético sobre os limites de 
privacidade dos seus usuários.
Unit 3: Respecting Differences
NADA que eu ouça. Direção: Joseph Sargent. Produção: Hallmark 
Hall of Fame. Estados Unidos: CBS, 2008.
Drama familiar sobre um casal de uma mãe surda e um pai ouvinte 
que luta para decidir se deve ou não dar a seu filho surdo um implante 
coclear.
SEMPRE amigos. Direção: Peter Chelsom. Produção: Miramax e 
Scholastic Corporation. Estados Unidos: Miramax, 1998.
O filme explora a construção de confiança e amizade entre um menino 
com síndrome de Morquio e um que sofre bullying. Ao perceberem que 
são semelhantes, eles determinam que nada os deterá. 
Unit 4: Sustainable Fashion
• THE TRUE Cost. Direção: Andrew Morgan. Produção: Life 
Is My Movie Entertainment. Estados Unidos: Life Is My Movie 
Entertainment, 2015.
O documentário apresenta reflexões sobre a indústria da moda, o con-
sumismo exacerbado e suas consequências éticas, morais e ambientais 
para a sociedade.
THE NEXT Black. Direção: David Dworsky, Victor Köhler. Produção: 
House of Radon. Sweden: 2014.
O documentário apresenta inovações no mundo da moda para diminuir 
o impacto ambiental da indústria.
RIVERBLUE. Direção: David McIlvride e Roger Williams. Produção: 
Paddle Productions. Canadá: Paddle Productions, 2017.
O documentário apresenta o conservacionista canadense Mark Angelo 
numa jornada de três anos pelo mundo, registrando os danos causados 
pela indústria da moda ao meio ambiente.
Unit 5: A Language With No Borders
ENCONTROS e Desencontros. Direção: Sofia Coppola. Produção: 
American Zoetrope e Tohokushinsha Film Corporation. Estados Unidos 
e Japão: Focus Features e Tohokushinsha Film Corporation, 2003.
O filme apresenta a relação de compreensão mútua entre Bob Harris 
e Charlotte, ambos estadunidenses, que se sentem emocionalmente 
abalados pela situação que estão vivendo em Tóquio, tanto por suas car-
reiras profissionais quanto pela dificuldade em compreender a língua 
japonesa e pela barreira cultural.
279
BASE FORM SIMPLE PAST PAST PARTICIPLE TRANSLATION
arise arose arisen surgir
be was, were been ser, estar
become became become tornar-se
begin began begun começar, iniciar
break broke broken quebrar
bring brought brought trazer
build built built construir
buy bought bought comprar
catch caught caught apanhar, pegar
choose chose chosen escolher
come came come vir
cut cut cut cortar
deal dealt dealt lidar, enfrentar
do did done fazer
draw drew drawn desenhar
drink drank drunk beber
drive drove driven dirigir
eat ate eaten comer
fall fell fallen cair
feel felt felt sentir
fight fought fought lutar, brigar; discutir
find found found encontrar
fly flew flown voar
forget forgot forgotten esquecer
forgive forgave forgiven perdoar
get got gotten, got ter; conseguir; obter
give gave given dar, doar
go went gone ir
grow grew grown crescer
have had had ter
hear heard heard ouvir
hold held held segurar
IRREGULAR VERBS
271
Social Activity 1
CULTURAL FAIR
Talking about Cultural Fairs
1 What is a cultural fair? Discuss with a classmate and, in your notebook, write five items 
you think are indispensable for a cultural fair. Share your list with the whole group.
2 Read the headlines and answer the following questions.
I
ANDRADE, Isabella de. Diferenças culturais do país são celebradas em feira no Parque da Cidade. 
Correio Braziliense. Available at: https://www.correiobraziliense.com.br/app/noticia/cidades/2017/12/02/
interna_cidadesdf,645029/diferencas-culturais-do-pais-sao-tema-de-feira-no-parque-da-cidade.shtml. 
Accessed on: Aug. 26, 2020.
II
III Feira Cultural Paraguai-Brasil atrai 5 mil pessoas e inclui ensino de português na programação. 
Rede Brasil Cultural. Available at: http://redebrasilcultural.itamaraty.gov.br/publicacoes/
343-5-mil-pessoas-sao-atraidas-para-terceira-feira-cultural-paraguai-brasil. 
Accessed on: Aug. 26, 2020.
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Diferenças culturais do país 
são celebradas em feira no 
Parque da Cidade
Brasilienses aproveitaram o sábado para visitar a Feira Brasil D
iversidades, que reúne produtos, música e 
culinária de diferentes cantos do país, expondo a nossa riqueza 
cultural. Evento segue até 10 de dezembro.
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III Feira Cultural Paraguai – Brasil 
atrai 5 mil pessoas e inclui ensino 
de português na programação
A III Feira Cultural Paraguai-Brasil, realizada em Assunção, atra
iu público estimado 
em mais de 5 mil pessoas ao longo de todo o dia. O evento ofe
receu ampla mostra 
de arte, artesanato, gastronomia e música brasileira.
94
A
a dozen: uma dúzia
a few: alguns
a lot of: muitos
ability: capacidade
able: apto(a)
abolish: abolir
about: sobre
above: acima
acclaimed: aclamado(a), famoso(a), 
admirado(a)
accent: sotaque
accept: aceitar
accomplish: conquistar, realizar
according to: de acordo com
account: conta, perfil em rede social
achieve: alcançar
acknowledge: reconhecer
actual: verdadeiro(a)
actually: na verdade
ad: anúncio
additionally: adicionalmente
adjustments: ajustes
adulthood: vida adulta
advancements: avanços
advantage: vantagem
advertising: propaganda; publicidade
advice: conselho
affordable: acessível (de preço)
afterword: epílogo
again: novamente, de novo
aid: ajuda
aim: objetivo; ter o objetivo
all: todos(as)
almost: quase
already: já
although: embora, apesar de
always: sempre
amid: em meio a
amount: quantidade
announcement: anúncio
answer: responder; resposta
apart from: além de
apply: candidatar-se
approach: abordagem
argue: argumentar
arranged: organizado(a), disposto(a)
array of: gama de,leque de
assess: avaliar
astonishing: surpreendente, impactante
attendance: presença (em escola, 
universidade, etc.)
attest: atestar, depor, testemunhar
augmented reality: realidade aumentada
available: disponível
average: média
avoid: evitar
awake: despertar
aware: consciente
awareness: consciência
B
backfire: dar errado; explodir
bake: assar
bashful: tímido(a)
bear: suportar; gerar
beat: derrotar
because: porque, pois
become: tornar-se
befall: acontecer a alguém
before: antes
beforehand: anteriormente, de antemão
beget: gerar; causar
behold: contemplar
belief: crença
GLOSSARY
262
 SOCIAL ACTIVITY
As Atividades Sociais 
permitem que você reflita 
sobre questões relevantes 
na sociedade e atue de 
forma responsável diante 
delas. Nesta seção, você vai 
fazer pesquisas, planejar 
ações e agir em conjunto 
para desenvolvê-las.
GLOSSARY 
Apresenta a tradução de 
alguns vocábulos que 
aparecem ao longo do livro, 
com base no contexto em que 
estão inseridos.
 IRREGULAR VERBS
Lista de verbos irregulares 
em inglês, nas formas 
infinitivo, passado simples 
e passado particípio e sua 
tradução.
7
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A Base Nacional Comum Curricular (BNCC) é um documento 
do Ministério da Educação (MEC) que norteia os currículos de 
todas as escolas do Brasil, públicas e privadas. Ela reúne todos 
os conteúdos mínimos e aprendizagens básicas e essenciais 
que devem ser abordados no âmbito da Educação Básica 
brasileira (Educação Infantil, Ensino Fundamental e Ensino 
Médio). Além disso, o documento visa promover um ensino 
de excelência e equidade, para que todos vocês, estudantes, 
deixem a escola com plenas condições de realizar seu projeto 
de vida (seja na esfera pessoal, seja na profissional), contribuir 
como cidadãos para o desenvolvimento da sociedade e 
enfrentar os desafios do século XXI.
A BNCC apresenta 10 competências gerais, competências 
específicas (de cada área do conhecimento e dos componentes 
curriculares) e habilidades que devem ser desenvolvidas em 
cada etapa da Educação Básica, da Educação Infantil ao Ensino 
Médio. Nesse contexto, competências são conhecimentos a 
serem mobilizados durante os estudos, enquanto as habilidades 
indicam as aprendizagens essenciais para o estudante.
A parte da BNCC destinada ao Ensino Médio é dividida em 
quatro áreas do conhecimento: Linguagens e suas Tecnologias; 
Matemática e suas Tecnologias; Ciências da Natureza e suas 
Tecnologias e Ciências Humanas e Sociais Aplicadas. A área 
do conhecimento que abriga a Língua inglesa é Linguagens 
e suas Tecnologias. Ela apresenta, para este segmento, sete 
competências específicas e 28 habilidades, e é composta por 
mais três componentes curriculares: Língua Portuguesa, Arte e 
Educação Física. 
TEMAS CONTEMPORÂNEOS TRANSVERSAIS 
(TCT)
Os Temas Contemporâneos Transversais (TCT) são divididos 
em seis áreas temáticas: Meio Ambiente, Ciência e Tecnologia, 
Economia, Saúde, Multiculturalismo, Cidadania e Civismo. 
Eles têm papel importante na educação, dada a importância 
de garantir a formação integral dos estudantes a partir da 
abordagem de temáticas relevantes e atuais, que possibilitam a 
articulação entre as áreas do conhecimento e a aprendizagem 
de forma contextualizada. 
A BASE NACIONAL COMUM CURRICULAR
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E M 1 3 L G G 4 0 1
EM significa Ensino 
Médio, ou seja, é uma 
habilidade apontada pela 
BNCC como importante a 
ser vista no Ensino Médio;
13 faz referência aos três anos do Ensino Médio, ou 
seja, a habilidade relacionada a este código deve ser 
trabalhada ao longo dos três anos do Ensino Médio; 
4 é o número da competência específica do Ensino Médio. Neste caso, 
de acordo com a BNCC: “Compreender as línguas como fenômeno (geo)
político, histórico, cultural, social, variável, heterogêneo e sensível aos 
contextos de uso, reconhecendo suas variedades e vivenciando-as como 
formas de expressões identitárias, pessoais e coletivas, bem como agindo 
no enfrentamento de preconceitos de qualquer natureza”. (p. 494); 
LGG é a abreviação da 
área de Linguagens e suas 
Tecnologias, na qual a 
Língua Inglesa está inserida; 
01 trata-se do número da 
habilidade. No exemplo, 
conforme a BNCC: “Analisar 
criticamente textos de modo a 
compreender e caracterizar as 
línguas como fenômeno (geo)
político, histórico, social, cultural, 
variável, heterogêneo e sensível 
aos contextos de uso”. (p. 494)
A BNCC NESTE LIVRO
Esta coleção propõe a concretização das competências gerais; 
competências específicas e habilidades de Linguagens e suas 
Tecnologias para o Ensino Médio; e temas contemporâneos 
transversais ao longo de toda a obra. Nas páginas de abertura 
de cada Unidade, você encontrará uma lista de todas as 
competências (gerais e específicas) e temas contemporâneos 
desenvolvidos. Além disso, em cada seção do livro, você 
encontrará códigos alfanuméricos que se referem às 
habilidades da BNCC trabalhadas.
Entenda suas partes:
Para saber mais da BNCC e consultar todas as competências e 
habilidades listadas no livro, bem como obter informações sobre 
outras áreas do conhecimento, acesse: 
http://basenacionalcomum.mec.gov.br/. Acesso em: 18 set. 2020.
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CONTENTS
 14 Unit 1 
TECHNOLOGY AND EDUCATION 
 16 READ ON 
Infographic: “Components of a 21st Century 
Classroom”
 19 VOCABULARY 
Uses of Technology in Education
 20 LISTEN UP!
“21st Century Education”
 22 FOOD FOR THOUGHT
Research: Digital Literacy
 23 LANGUAGE ANALYSIS
The Present Continuous Tense
 26 WRITE IT OUT
Application Form to an International University
 28 SPEAK YOUR MIND
Introducing Yourself
 29 SELF-ASSESSMENT
 30 Unit 2 
SOCIAL NETWORKS FOR SOCIAL 
TRANSFORMATION
 32 READ ON
Meme about Social Media
 34 GOING FURTHER
Newspaper Article: “Social Media Viewed as 
Essential Tool for Social Change”
 36 VOCABULARY
Social Network Expressions
 37 FOOD FOR THOUGHT
Research: The Call-Out Culture
 38 LISTEN UP!
“Social Media in Jamaica #Talkupyout 
SE5 Ep. 8”
 40 LANGUAGE ANALYSIS
There Is/There Are
Quantifiers
 42 SPEAK YOUR MIND
One-Minute Video to Support a Social 
Movement
 44 WRITE IT OUT
Meme: Positive Messages
 45 SELF-ASSESSMENT
 46 Unit 3 
RESPECTING DIFFERENCES 
 48 READ ON
Screenplay: “Wheels”
 50 GOING FURTHER
Article: “How to Show Respect for Others? 
(+Why It’s Important in Life)”
 52 VOCABULARY
Polite Daily Expressions
 53 LISTEN UP!
“UNITED | Playing For Change | Song Around 
the World”
 55 LANGUAGE ANALYSIS
Can
 56 FOOD FOR THOUGHT
Research: Songs that Promote Critical 
Thinking
 57 WRITE IT OUT
Screenplay about Respecting Differences
 59 SPEAK YOUR MIND
Dramatic Reading of a Screenplay
 61 SELF-ASSESSMENT
 62 Unit 4 SUSTAINABLE FASHION
 64 READ ON
Social Media Posts about Sustainability
 67 VOCABULARY
Verbs and Expressions Related to Sustainable 
Fashion
 68 FOOD FOR THOUGHT
Research: Minimalist Lifestyle
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 69 LISTEN UP!
“Benefits of Minimalism”
 71 LANGUAGE ANALYSIS
The Imperative
 73 SPEAK YOUR MIND
Expressing Your Opinion
 75 WRITE IT OUT
Message about Sustainable Fashion to Post 
on Social Media
 77 SELF-ASSESSMENT
 78 Unit 5 
A LANGUAGE WITH NO BORDERS
 80 READ ON
Blog Post: “Why English Is Important to Me? / 
What Learning Means to Me?”
 82 VOCABULARY
Idioms
 83 GOING FURTHER
Web Comic: “Itchy Feet in Germany”
 85 LISTEN UP!
“English or Native Language for Your 
Channel?”
 87 LANGUAGE ANALYSIS
The Simple Present
 89 FOOD FOR THOUGHT
Research:Historical Context of the Spread of 
English
 90 SPEAK YOUR MIND
Presentation about Your Research Findings
 91 WRITE IT OUT
Personal Bio
 93 SELF-ASSESSMENT
 94 SOCIAL ACTIVITY 1 
Cultural Fair
 98 Unit 6 WOMEN VOICES 
 100 READ ON
Poem: “Women Voices” by Conceição Evaristo
 103 GOING FURTHER
Book Review: “‘Angola Janga’ Tells the Story 
of Brazil’s Runaway Slave Communities”
 105 VOCABULARY
Book Genres
 106 LISTEN UP!
“Brazil: Quilombolas Fight for Land”
 108 LANGUAGE ANALYSIS
The Simple Past Tense
 110 FOOD FOR THOUGHT
Research: How Foreign Media Talks about 
Brazilian Quilombos
 112 WRITE IT OUT
Book Review
 114 SPEAK YOUR MIND
Short Report about Yourself
 115 SELF-ASSESSMENT
 116 Unit 7 
AN ACCESSIBLE SOCIETY
 118 READ ON
Interview: “Chris Bonnello Interview”
 120 VOCABULARY
Expressions about Disability
 121 LANGUAGE ANALYSIS
Simple Present Form
Simple Past Form
WH- Questions
 123 LISTEN UP!
“Think Inclusive Podcast: Season 7 Trailer”
 125 FOOD FOR THOUGHT
Research and Proposals: What Your School 
Must Have to Provide Accessibility to All 
Students
 127 WRITE IT OUT
Interview E-mail to a Foreign Institution
 129 SPEAK YOUR MIND
Introduction of a Podcast about Inclusive 
Education
 131 SELF-ASSESSMENT 
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 132 Unit 8 AN INTEGRATED WORLD
 134 READ ON
Cartoon about the Future of the Planet
 135 GOING FURTHER
UN Chronicle Magazine Foreword
 137 VOCABULARY
Global Problems
 138 FOOD FOR THOUGHT
Research and Presentation: a Product’s Story
 140 LISTEN UP!
“Champion of the Earth 2019 – Fridays for 
Future”
 142 LANGUAGE ANALYSIS
The Simple Future – Will 
 145 SPEAK YOUR MIND
TV Talk Show
 147 WRITE IT OUT
Cartoon about a Global Problem
 149 SELF-ASSESSMENT
150 Unit 9 ROOTS
 152 READ ON
Review: “Karrabing Film Collective Tackles 
The Cultural and Environmental Devastation 
of Settler Colonialism” 
 155 VOCABULARY
Film-Related Vocabulary
 156 LISTEN UP!
“Frontline Youth: Fighting for Climate Justice”
 158 LANGUAGE ANALYSIS
The Simple Future – (To Be) Going To
 161 FOOD FOR THOUGHT
Organizing an Action to Tackle a Problem in 
Your Community
 162 WRITE IT OUT
Dictionary Entry
 164 SPEAK YOUR MIND
Round Table Discussion: Being Part of a 
Community
 165 SELF-ASSESSMENT
 166 Unit 10 NO POVERTY! 
 168 READ ON
Poster: “Sustainable Development Goals”
 171 VOCABULARY
Adjectives
 172 GOING FURTHER
Listicle: “10 Things to Do to End Extreme 
Poverty by 2030”
 174 LISTEN UP!
“Roda Viva | Muhammad Yunus | 2000”
 176 FOOD FOR THOUGHT
Creating a Device to Fight Poverty
 177 LANGUAGE ANALYSIS
Comparative Adjectives
Superlative Adjectives
 180 SPEAK YOUR MIND
Interview and Presentation about Poverty in 
Brazil
 181 WRITE IT OUT
Entry for a Listicle
 183 SELF-ASSESSMENT
 184 SOCIAL ACTIVITY 2 
Organizing a Campaign
188 Unit 11 
LANGUAGE AND RESPECT 
 190 READ ON
News Article: “Some Well-Meaning 
Statements Can Spread Stereotypes, New 
Stanford Study Says”
 193 GOING FURTHER
Article: “Are You a Victim of Language 
Discrimination?”
 195 VOCABULARY
Empowering Words
 196 LISTEN UP!
“What Are Pronouns and Why Are They 
Important?”
 198 LANGUAGE ANALYSIS
Should/Shoudn’t
Must/Mustn’t
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 200 FOOD FOR THOUGHT
Research: Varieties of English
 202 SPEAK YOUR MIND
Loose Conversation 
 203 WRITE IT OUT
Motivational Poster about Respecting 
Differences
 205 SELF-ASSESSMENT
 206 Unit 12 
TOGETHER WE ARE STRONGER
 208 READ ON
Poster of an Anti-Domestic Violence 
Campaign
 211 VOCABULARY
Forms of Intervening if One Witnesses 
Violence against Women
 212 LISTEN UP!
“Super Bowl 2015: Domestic Violence PSA”
 214 LANGUAGE ANALYSIS
Conditional Sentences 
Zero Conditional
First Conditional
 216 FOOD FOR THOUGHT
Analyzing a Piece of Advertisement
 218 WRITE IT OUT
Signs about Women’s Rights
 221 SPEAK YOUR MIND
Monolog about Freedom
 223 SELF-ASSESSMENT
 224 Unit 13 TOUCH
 226 READ ON
Synopsis: “The Touching Contract”
 228 VOCABULARY
Types of Art
 229 GOING FURTHER
Article: “Human Touch is Essential. How Are 
People Coping with ‘Skin Hunger’?”
 231 LANGUAGE ANALYSIS
Second Conditional
 233 LISTEN UP!
“My Bright Idea: Robin Dunbar”
 235 SPEAK YOUR MIND
Class Debate about Touch
 236 FOOD FOR THOUGHT
Research: Dances around You
 237 WRITE IT OUT
Synopsis 
 239 SELF-ASSESSMENT
240 Unit 14 TOMORROW 
 242 READ ON
Magazine Article: “Medellín’s New Cable Cars 
Unify a Fractured City”
 246 VOCABULARY
Jobs
 247 LISTEN UP!
“The Sustainable City of the Future: 
Copenhagen, Denmark”
 250 FOOD FOR THOUGHT
Research: The Jobs of Tomorrow
 251 LANGUAGE ANALYSIS
The Present Perfect
 254 SPEAK YOUR MIND
Job Interview Role-Play
 255 WRITE IT OUT
Time Capsule Letter
 257 SELF-ASSESSMENT
 258 SOCIAL ACTIVITY 3 
One-Minute Movie
 262 Glossary 
 271 Irregular Verbs 
 273 Audio Scripts
 279 Referências Bibliográficas 
Comentadas 
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1
Technology and 
Education
LEARNING PATH
A BNCC NESTA UNIDADE
Nesta Unidade, você vai:
• ler um infográfico sobre tecnologia e 
educação;
• reconhecer e utilizar vocabulário 
relacionado ao tema da unidade;
• ouvir sobre recentes mudanças na 
educação;
• fazer uma pesquisa sobre digital 
literacy em sites confiáveis; 
• conhecer e utilizar as formas do 
Present Continuous;
• preencher um formulário para 
inscrição em um curso on-line;
• fazer uma introdução pessoal em 
um curso on-line.
Competências gerais: 1 e 5
Competências específicas de 
Linguagens e suas Tecnologias para 
o Ensino Médio: 1, 2, 3, 4 e 7
Temas contemporâneos transversais: 
Vida familiar e social, Ciência e 
tecnologia
As habilidades estão listadas no início 
de cada seção.
Veja encaminhamentos para o 
trabalho com esta Unidade no 
Manual do Professor.
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EM13LGG403 EM13LGG702
Work in pairs. Observe 
the picture and read the 
following questions. Then 
share your ideas with a 
classmate.
a) What do you see in the 
picture?
b) Do you use technology for 
educational purposes? 
Why (not)?
c) What do you think a regular 
classroom will be like in 
10 years?
Lead-in 
atividades no Manual do Professor.
Leia orientações e 
respostas para estas 
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READ ON
Pre-reading
 1 Look at the text below, including its title and source. Then write the correct options to 
complete the sentences in your notebook.
A This text is a post / an infographic. an infographic
B This kind of text has verbal and non-verbal / only verbal elements. verbal and non-verbal
C It was published in a book / on a website. on a website
D It’s about technology and education / entertainment. education
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Help teachers assess top 
concerns and achievements 
related to their students
Learning Analytics
COMPONENTS OF A
21st Century Classroom
Technology is undeniably changing the face of education, and it’s 
easy to see the impact already. Imagine what classrooms will be like 
in 20 years with the speed of technological innovation. Learn more 
about some of the key advancements in the 21st century classroom.
of teachers have 
computers in their 
classroom…
…but just 1 in 5
feel their classrooms have 
the right level of technology
INCREASING THE PRESENCE OF THE FOLLOWING
TECHNOLOGIES COULD CHANGE THAT RATIO DRASTICALLY
81% of teachers 
believetablets enrich 
classroom learningReal World Education
Project-based learning (PBL) teaches 
concepts, but also organization, articulation, 
project management and collaboration
Integrating life skills into education 
can improve student engagement 
and retention and prepare them 
for 21st century careers
Over 65% of education institutions count 
online learning as critical for long-term 
educational success
Online Courses
Almost a third 
of all college 
students take 
at least one 
online course
Online enrollments 
saw 21% growth 
while overall higher 
education student 
population only saw 
2% growth
Games and 
Gami� cation
of teachers have 
used online 
games in the 
classroom
In one study, games raised 
average test scores:
91.5%
79.1%
With the use of digital games
Without the use of digital games
EM13LGG101 EM13LGG104 EM13LGG303
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 2 Now observe only the pictures. Based on them, which words do 
you expect to find in the text? Write them in your notebook.
A Chalk
B Game X
C Board
D Tablet X
E Computer X
F Radio
G Pencil case 
H Social media X
Reading
 3 Read the infographic and check if your predictions in activity 2 were correct. Personal answers.
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Registration for the Learning 
Analytics and Knowledge 
conference doubled 
between 2011 and 
2012
One system claims to predict 
whether a student’s likelihood of 
suf� cient course completion with 
about 70% accuracy, highlighting 
risk factors for individual students
86% of students 
believe they study 
more ef� ciently 
with tablets
1 in 5 
students have used a 
mobile app to keep their 
coursework organized
59%
of students would 
like to use their own 
mobile devices to 
enhance learning
In the next decade, open source 
textbooks are expected to grow 
 to 25% of the textbook 
market
Open Source Textbooks
of textbook 
revenue
6 in 10
students have used a 
digital textbook
- just 4 in 10 had in 2011
By 2013, 
e-textbooks 
may comprise
29% of teachers use social 
media for coursework, 
compared to now 80%
of college professors
Top 3 Reasons for Teachers to Use 
Technology in the Classroom
Adapt to diverse 
learning styles
Boost student 
motivation
Enhance the 
material being 
taught
of colleges cited wireless upgrades as their 
tech priority in 2011-12 given the 60% increase60% increase in 
mobile devices on campus in the previous year
Over 51%
4 in 10 students believe 
integrating social networks 
into the classroom would 
bene� t their education
One social media pilot 
program assisted in a 
class’ 50% rise in grades
Integration of Social Networks
Engaging students with a free tool they already use can help 
them learn in new ways, gain focus and increase participation
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 4 What is the infographic about? Write the correct option in your notebook.
A Elements of a modern classroom. X
B The low use of technology by teachers. 
 5 Write T (true) or F (false), according to the infographic. Use your notebook.
A Learning analytics helps teachers correct assignments. F
B PBL teaches organization and articulation, among other skills. T
C Life skills can engage students and prepare them for the future. T
D It isn’t possible to see the impact of technology in classrooms yet. F
 6 Based on the infographic, match the halves to complete the sentences in your notebook.
A More than half of students…
B Most teachers… 
C About 33% of university students…
D Less than 30% of teachers…
E 20% of students… 
a. V; b. I; c. II; d. III; e. IV
Post-reading 
 8 Get together in small groups and discuss the following 
questions.
A Which information from the text called your attention 
the most? Why?
B In your opinion, are there any benefits of using 
technology in the classroom? If so, which one(s)?
C Do you see any negative impacts of using technology in 
the classroom? Justify your answer. 
 9 Do you think the information in the infographic is true for 
your community and your country? Justify your answer. 
Personal answers.
Personal answer.
I believe tablets improve classroom learning.
II take at least one online course.
III use social media for coursework.
IV use an app for coursework organization.
V want to use their own device for learning. 
 7 The sentences below were extracted from the text. Read them and, in your notebook, classify 
them as F (fact) or P (prediction). 
A “Online enrollments saw 21% growth […]” F
B “91% of teachers have computers in their classroom...” F
C “In the next decade, open source textbooks are expected to grow […]” P
D “86% of students believe they study more efficiently with tablets.” F
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distance education
digital textbook
online research
augmented reality
interactive whiteboard
mobile devices
2 Look at the uses of technology in education from activity 1. Then, in your 
notebook, classify them as T (tool) or E (experience). 
3 Do you use any tools from activity 1 for educational purpose? Why (not)? 
Discuss with a classmate. 
4 Think of your educational experiences. Are they like the ones in activity 1? 
Share with your teacher and classmates.
Tools: digital textbook, interactive whiteboard, mobile devices. 
Experiences: online courses, augmented reality, online research.
Personal answers.
Personal answer.
Vocabulary
1 The pictures below show uses of technology in education. Match them with the words in the 
box. Use your notebook.
augmented reality – digital textbook – distance education
interactive whiteboard – mobile devices – online research
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LISTEN UP!
Pre-listening
 1 Discuss the following questions with your teacher and classmates.
A Think about your educational experience with: books, exams, and schedules over the 
years. Are they still the same? Why (not)? 
B Governments and schools around the world are introducing technology in education. 
In your opinion, why are they doing this? 
 2 The image below was extracted from a video. You are going to listen to its audio. Based on 
this image, what do you expect to listen? Tell a classmate.
Personal answers.
Personal answer.
Listening
 3 Listen to the audio and check your answers to activity 2.
 4 What is the audio about? Listen to it again and write the 
correct answer in your notebook. 
A Schools are disappearing because students can learn by 
themselves.
B Education is changing because the world is more digital 
and faster. X
No. 2 Personal answers.
No. 2
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5 The text below is from the audio. Listen to it and complete 
the gaps with the numbers in the box. Use your notebook. 
People are creating (a) new websites 
every hour. They are uploading (b) of video 
every minute. And watching (c) YouTube 
videos every day. 
Transcripted from: https://www.youtube.com/
watch?v=nA1Aqp0sPQo. Accessed on: Jul. 24, 2020.
6 Listen to the audio again and, in your notebook, choose the 
changes educational leaders are making. 
A Using technologies. X
B Building new schools.
No. 3
No. 2
7 Listen to the audio one more time. Then, in your notebook, match the countries to their actions. No. 2 a. II, III; b. V; c. I, IV
35 hours Ð 2 billion Ð 2,000
5. a. 2,000; b. 35 hours; c. 2 billion
 8 Based on the audio, classify the statements below as 
CA (cause) or CO (consequence) of changes in education. 
Use your notebook. 
A There is so much knowledge in the world. CA
B We are facing a revolution in the educational field. CO 
C People are creating and consuming a lot of information. 
D Schools are redefining the experiences of students and 
teachers. CO
CA
A South Korea
B Denmark
C The USA
I Students can create their own individual schedules.
II Schools are using digital textbooks.
III Online hours of study are accepted as school 
attendance.
IV Schools have ultra-personalized learning approaches.
V Students can use the internet while taking exams.
Post-listening 
 9 Get together in small groups and discuss the following questions. 
A “Learning can happen anywhere and everywhere”. Do you agree with the narrator? Why (not)?
B Do you think everybody has equal opportunity to learn anywhere and everywhere? Justify 
your answer.
Personal answers.
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C Personalizing the studies. X
D Trying to engage students. X
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FOOD FOR THOUGHT
 1 What websites do you usually visit in order to do research? Write them down in your notebook. 
 2 In your notebook, choose the items that can help you identify a reliable website. Then 
compare your answers with a classmate.
A Date X
B Author X
C Writing style X
D Alarmist headlines
E Sources X
F Domain X
 3 Complete the sentences below using the items you chose in activity 2. Use your notebook. 
A The allows readers to decide if the information is recent for his/her purposes.
B Like books, websites should indicate the of the presented information.
C The indicates an effort to make the information easy to understand.
D The fact that the is willing to stand behind the information is a good 
indication of reliability. 
E Websites hosted on .edu or .gov are reserved for universities and 
governments, respectively, and tend to be reliable.
 4 Visit the websites you listed in activity 1. Based on your answers to activities 2 and 3, are they 
reliable? Why (not)? 
 5 Get together in small groups and do some online research about digital literacy. 
Then answer the questions.
Personal answer.
date
sources
author
domain
Personal answers.
A What is digital literacy? 
B Why is it important for students? 
C What problems can a student face if he/she lacks 
digital literacy? 
D What can a student do to improve his/her digital 
literacy skills?
In your research, follow these steps: 
I Access Developing Employability (available at: 
https://developingemployability.edu.au; accessed 
on: Aug. 1, 2020). Then read the text “What is digital 
literacy?” to answer the questions.
II A second point of view is always important. So type 
“digital literacy” and search for a reliable website 
about it. 
Then read the text and complement your answers. 
If necessary, find a third website. 
 6 Share your answers with your teacher and classmates. 
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LANGUAGE ANALYSIS
 1 The sentences below are from the infographic in Read on and the audio in Listen up!. 
Read them and write the correct answers in your notebook. 
I “Technology is undeniably changing the face of education [...]”
II “People are creating 2,000 new websites every hour.”
III “In South Korea, schools are switching to digital textbooks […]”
A What are these sentences about? 
• Facts that occurred in the past. 
• Actions that are in progress right now. X
• Events that may happen in the future.
B What do these sentences have in common?
• Verb to be (am, is, are) + the -ing form of the main verb. 
• Verb to be (am, is, are) + the infi nitive form of the main verb.
C What are the base forms of the highlighted verbs? Use a dictionary, if necessary.
X
change, create, switch 
 2 Read the following sentences from Listen up!. Which of 
them expresses the idea that an action is happening right 
now? Write the answer in your notebook and compare it 
with a classmate.
A “We wanted to talk about 21st century education.”
B “Learning can happen anywhere and everywhere.”
C “We are living through an education revolution.” X
S
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 3 Read the text from the box and, in your notebook, write 
examples using the structures and clues presented.
Personal answers.
THE PRESENT CONTINUOUS TENSE
The affirmative form of Present Continuous is formed with:
Subject + verb to be (am, is, are) + the -ing form of the main verb + 
complement.
Examples:
• I am studying foreign languages.
The negative form of Present Continuous is formed with:
Subject + verb to be (am, is, are) + not + the -ing form of the main 
verb + complement. 
Examples:
• Teachers are not working on Saturdays.
The interrogative form of Present Continuous is formed with:
Verb to be (am, is, are) + subject + the -ing form of the main verb + 
complement.
Examples:
• Is technology developing education? 
USE
In English, we use Present Continuous especially to talk about 
actions that are in progress at the moment of speaking. 
SHORT ANSWERS
To answer questions in Present Continuous, we can use short answers.
Examples:
• Are they teaching English? Yes, they are. / No, they aren’t.
-ING FORM SPELLING
For most verbs, we add -ing to the base form. 
Examples:
• talk – talking
When the verb ends in -e, we take off the -e and add -ing.
Examples:
• live – living
When the verb ends in a vowel followed by a single consonant, the 
consonant is doubled and then -ing is added.
Examples:
• stop – stopping • plan – planning
Possible answers: We are learning English. / She is eating fruit.
Possible answers: Are you listening to music? / Is she doing exercise?
Possible answers: 
play – playing; walk – walking; eat – eating.
Possible answers: drive – driving; save – saving; live – living. 
We are not/aren’t studying a lot./He is not/isn’t playing with his friends.
Possible answers: 
Possible answers: Are you listening to music? Yes, I am. / Yes, we are. / 
No, I am not. / No, we are not.; Is she doing exercise? 
Yes, she is. / No, she is not.
LANGUAGE PLUS
Você se lembra do verbo to be
em inglês?
Ele pode ser usado como verbo 
principal para falar sobre: 
• estado ou qualidade – 
The dog is here. It’s so cute.
• nacionalidade – 
They’re Americans, 
they aren’t Canadians.
• profi ssão – 
He’s a teacher, I’m a nurse.
Como verbo auxiliar, to be
é usado para dar ideia de 
continuidade ou progresso de 
uma ação, como é o caso do 
Present Continuous Tense.
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 4 In your notebook, complete the headlines with the verbs 
from the box. Use the Present Continuous tense.
help – improve – leverage
A Technology education in Africa
Available at: https://www.borgenmagazine.com/.
Accessed on: Aug. 2, 2020.
B These Nigerian teachers edtech 
to keep classes going
Available at: https://techcabal.com/2020/03/26/virtual-learning-
google-classroom/. Accessed on: Aug. 2, 2020.
C How technology broaden the 
reach of education
Available at: https://www.hindustantimes.com/.
Accessed on: Aug. 2, 2020. 
a. is improving; b. are leveraging; c. 
is helping. Essas respostas estão de 
acordo com as manchetes originais. É 
possível, ainda, aceitar outras respos-
tas, desde que o signi� cado das frases 
seja pertinente e o uso do Present 
Continuous esteja gramaticalmente 
correto.
O site completo da manchete a é https://
www.borgenmagazine.com/technol
ogy-is-improving-education-in-africa. 
Nesta atividade, a fonte foi parcial-
mente suprimida para o estudante por 
motivos pedagógicos.
O site completo da manchete c é 
https://www.hindustantimes.com/
brand-post/how-technology-is-helping-
broaden-the-reach-of-education/story-
VVHoO2nJBnn5oba5xiLo0J.html. 
Nesta atividade, a fonte foi parcial-
mente suprimida para o estudante por 
motivos pedagógicos.
 5 What’s going on in this 
picture? Write three 
sentences about it in your 
notebook. They can be 
affirmative or negative.
5. Personal answers.
Possible answers: The boy is teaching 
adults. / Adults are learning how to use 
the computer. / Adults are studying. 
 6 Use the prompts to write questions in your notebook. Then ask a classmate the questions. 
Follow the example.
A taking / Are / an / course? / you / online
The question: Are you taking an online course?
Your classmate’s answer: Yes, I am. / No, I’m not.
B Is / changing / education / country? / technology / your / in
C replaced / being / Are / by / teachers / technology?
D right / I / using / now? / Am / device / a / mobile Am I using a mobile device right now?
Are teachers being replaced by technology? 
Is technology changing education 
in your country?
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WRITE IT OUT
Pre-writing
 1 When do you need to fill out a form? Choose the situations and write them down in your notebook. 
A You’re enrolling in a gym. X
B You’re applying for a new job. X
C You’re applying for an online course. X
D You’re buying a book in an online store.
 2 Look at the form below. Then, in your notebook, write the correct options to complete the 
sentences on the next page.
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http://www.openuniversity.edu/courses/ug-qual-reg-row?qual=q30&CT=no&PSSD=20201001&fed=10-09-mailpssd=October%20
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START your registration now. The Open University. Available at: http://www.openuniversity.edu/courses/ug-qual-reg-row
?qual=q30&CT=no&PSSD=20201001&fed=10-09-20&emailpssd=October%202020&emailfed=10%20September%202020. 
Accessed on: Aug. 3, 2020.
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A Katherine Marshall is applying to 
• a course in a university. X
• a new position in a company.
B Considering her title, it’s possible to affirm that 
• she’s single. X
• she’s married.
C Based on her information, one can conclude that 
• she’s from Australia and lives in New Zealand.
• she’s from New Zealand and lives in Australia. X
 3 Look at the form again. Which characteristics can you find 
in it? Write them in your notebook.
A It focuses on personal inputs. X
B It’s clear and easy to understand. X
C It’s long, requiring time and efforts. 
D The required information is followed by field labels. X
E When possible, the field labels present options. X
Writing
 4 You’re going to take an online course in an international university. The first step consists in 
filling out a form. 
Planning
• Read the form on the previous page again.
• Check if you have any doubts. You can use a dictionary and/or ask your teacher for help. 
• Check if you have all the information you need to fi ll out the form.
Writing the first draft
• Copy the form in a piece of a paper and fi ll it out.
• Spell-check it and edit it if necessary.
Peer-editing
• Before you fi nish it, ask one of your classmates to read your form and check if everything is 
correct. 
• Make the adjustments, if necessary, and create the fi nal version. 
Post-writing 
 5 Think about the form for enrollment in a gym. Is it identical to the form for applying to a 
university? Why (not)? Talk to your teacher and your classmates about it.
Possible answer: No, the form to enroll in a gym requires information about health condition.
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SPEAK YOUR MIND
Pre-speaking
 1 Look at the text below, including its organization. What is it? Write the answer in your notebook.
A It’s a personal introduction in an online course. X
B It’s part of a letter that someone sent to a friend.
Speaking
 3 It’s your first day in the online course and you need to 
introduce yourself. Follow these steps.
• List the information you need based on activity 2.
• Write your personal introduction in your notebook (use the 
text from activity 1 as a model).
• Ask a classmate to read and check if everything is correct.
• Make the adjustments, if necessary, and create the fi nal version.
• Rehearse your lines – the course is online but the presentation 
is in public.
• Introduce yourself.
Post-speaking
 4 Discuss the following questions with your teacher and classmates: 
A How do you evaluate your participation in the activity?
B Now, do you feel ready to introduce yourself in English in real situations? Why (not)?
Personal answers. 
MY NAME is... @LCL. Available at: https://discuss-learn.media.mit.edu/t/introduce-yourself/1256/. 
Accessed on: Aug. 3, 2020.
 2 Number the items below from 1 to 6, according to the order they occur in the text from 
activity 1. Use your notebook.
• Place of living 3
• Ability 4
• Actual occupation 2
• Likes 5
• Goal for the year 6
• Name 1
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My name is Aya Jennifer Sakaguchi – or AJ for short. I am currently a Master’s student 
studying Technology, Innovation, and Education at Harvard Graduate School of Education. […] 
I am living in Massachusetts now […]. I speak English, Japanese, and French. My favorite song 
right now is “I’ve Got a Feeling” by the Beatles. My goal this year is to be a better surfer […]!
discuss-learn.media.mit.edu/t/introduce-yourself/1256/
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SELF–ASSESSMENT
Nesta unidade, conve rsamos sobre temas relacionados à tecnologia aplicada à educação. 
Chegou o momento de refl etir sobre seu aprendizado ao longo da unidade. Vamos começar? 
 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens 
de 1 a 3 de acordo com a legenda. Use o caderno.
1 Ainda sinto muita dificuldade com este assunto e não consegui realizar a maioria das 
atividades propostas.
2 Aprendi o assunto, mas em algumas ocasiões senti dificuldade em realizar as atividades 
propostas.
3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.
( ) Ler um infográfico