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Amadeu MarquesAmadeu Marques
LÍNGUA INGLESA
Amadeu Marques
 MAN AND THE UNIVERSE
1 Astronomers Look at the First Stars . . . . . . . . . . . . . .4
Word Formation: Prefixes & Suffixes . . . . . . . . . . . . . . . 5
Possessive Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 Wolves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Word Formation: Prefixes & Suffixes . . . . . . . . . . . . . . 15
Simple Present: Affirmative Form . . . . . . . . . . . . . . . . 18
3 The Bright Side of Things . . . . . . . . . . . . . . . . . . . . . .24
Simple Present: Negative Form . . . . . . . . . . . . . . . . . . 28
Imperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4 Is Caffeine Addictive? . . . . . . . . . . . . . . . . . . . . . . . .34
Word Formation: Prefixes & Suffixes . . . . . . . . . . . . . . 36
Simple Present: Interrogative Form . . . . . . . . . . . . . . . 38
 Minigrammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
2137648 (AL)
MÓDULO
Man and the Universe
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REFLETINDO SOBRE A IMAGEM
“Você é 1 pessoa, dentre 7 bilhões de pessoas, 
que vivem em 1 planeta, dentre 8 planetas 
que fazem parte de 1 sistema solar, dentre 
100 bilhões de sistemas solares, que faz parte 
de 1 galáxia, dentre 100 bilhões de galáxias”. 
(Carl Sagan)
1 Reflita sobre esses números.
2 Observe a imagem. Quais relações você es-
tabelece entre a imagem e a frase do cien-
tista norte-americano Carl Sagan? 
3 Quais os recursos que nos permitem conhe-
cer um pouco mais sobre o Universo em 
que vivemos?
www.sesieducacao.com.br
4 Man and the Universe
UNIT
PREREADING QUESTIONS
O que você sabe sobre as primeiras estrelas, a origem e a vastidão do Universo?
Observe a foto, leia o título e a chamada do texto. Que comparação é feita entre o Universo e 
o nosso planeta? Na sua opinião, que tipo de texto será apresentado a seguir: argumentativo, 
narrativo, de informação científica… ? Formule hipóteses e verifique-as com a leitura.
A team led by astronomers at The 
Australian National University has 
discovered the oldest known star in the 
Universe, which formed shortly after the Big 
Bang 13.7 billion years ago. That surprising 
discovery has allowed astronomers for the 
first time to study the chemistry of the first 
stars, giving scientists a clearer idea of the 
Universe in its infancy.
“This is the first time that we’ve been 
able to discover the chemical fingerprint of 
a first star,” said lead researcher, Dr Stefan 
Keller of the ANU Research School of 
Astronomy and Astrophysics. Dr Keller has 
a theory that many of the stars have planets, 
and that it is probable that some of them 
have life. 
The star was discovered using the ANU 
SkyMapper telescope at the Siding Spring 
Observatory, which is searching for ancient 
stars as it conducts a five-year project to 
produce the first digital map of the southern 
sky. The ancient star is around 6,000 light 
years from Earth, which Dr Keller says is 
relatively close in astronomical terms.
Dr Keller says it was previously thought that primordial stars died in extremely 
violent explosions which polluted huge volumes of space with iron. But the ancient star 
shows signs of pollution with lighter elements such as carbon and magnesium, and no sign 
of pollution with iron. “This indicates the primordial star’s supernova explosion was of 
surprisingly low energy. Although sufficient to disintegrate the primordial star, almost all of 
the heavy elements such as iron were consumed by a black hole that formed at the heart of 
the explosion,” he says. The result will probably resolve a long-standing discrepancy 
between observations and predictions of the Big Bang.
The Australian National University, “Astronomers discover oldest star: 
Formed shortly after the Big Bang 13.7 billion years ago”. ScienceDaily, Feb. 9th, 2014. 
Available at:<www.sciencedaily.com/releases/2014/02/140209200836.htm>. Jun. 19th, 2014. Adapted.
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Objetivos:
c Identificar prefixos e 
sufixos.
c Usar marcadores 
discursivos. 
c Aplicar there to be no 
Presente, no Passado e 
no Futuro.
c Usar o verbo to have no 
Presente Simples.
c Aplicar as formas 
possessivas.
1 Astronomers Look at the First Stars
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ancient:
(adj.) antigo/a
black hole:
(s.) buraco negro
chemical:
(adj.) químico/a
chemistry:
(s.) química
fingerprint:
(s.) impressão digital
heavy:
(adj.) pesado/a
huge:
(adj.) enorme
infancy:
(s.) infância
iron:
(s.) ferro
long-standing:
(adj.) antigo/a, duradouro/a
researcher:
(s.) pesquisador(a)
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There are ten times more stars in the visible 
Universe than all the grains of sand on the Earth’s 
beaches and deserts.
Professor, se direcionar ao material complementar disponível no Portal
Veja, no Guia do Professor, o quadro de competências e habilidades desenvolvidas neste módulo.
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Man and the Universe
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Skimming
Trata-se de uma leitura superficial, 
que não visa à compreensão de 
detalhes ou de palavras desconhe-
cidas, mas apenas à descoberta da 
ideia principal do texto ou topic 
sentence. Essa frase, muitas vezes 
a primeira do parágrafo, introduz 
o que será desenvolvido nele. Sua 
identificação e interpretação são 
importantes para a compreensão 
do texto.
 GENERAL COMPREHENSION
Skimming
 What’s It All About?
1 Qual é a ideia central do texto?
A descoberta da primeira/mais antiga estrela do (que conhecemos como) Universo.
2 As estrelas que existem no Universo visível têm seu número comparado a quê?
Aos grãos de areia que existem em todas as praias e desertos da Terra.
 WORD STUDY
Transparent Words
Em textos de informação científica, é comum encontrarmos muitas transparent words (palavras 
transparentes, cognatas), com forma e sentido em inglês muito parecidos com os do português. 
Identifique-as no texto e na legenda da foto.
Astronomers, visible, Universe, deserts, Australian, National, University, Big Bang, billion, scientists, idea, 
Astronomy, Astrophysics, theory, planets, probable, telescope, observatory, project, produce, digital, map, 
terms, primordial, violent, explosions, volumes, space, pollution, elements, carbon, magnesium, supernova, 
energy, sufficient, disintegrate, consumed, resolve, observations, predictions.
Word Formation: Prefixes & Suffixes
O conhecimento de prefixos e sufixos é de fundamental importância para o reconhecimento e 
a ampliação do vocabulário. Observe as palavras em destaque nos trechos abaixo:
…we’ve been able to discover the chemical fingerprint of a first star…
…sufficient to disintegrate the primordial star…
O prefixo dis- é usado com muitos verbos na formação de outros verbos com sentido oposto. 
Observe mais estas duas palavras destacadas:
…surprisingly low energy…
…the result will probably resolve…
O sufixo -ly é usado com muitos adjetivos na formação de advérbios de modo e corresponde 
ao sufixo -mente.
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
Acesse o portal e assista ao info-
gráfico Across the Universe.
www.sesieducacao.com.br
Portal
SESI 
Educação
6 Man and the Universe
 LEIA OS LIVROS
 Carl Sagan. Bilhões e bilhões. 
Reflexões sobre a vida e morte 
na virada do milênio. (Edição de 
Bolso). São Paulo: Companhia 
das Letras, 2008. 
 Stephen Hawking; Leonard 
Mlodinow. O grande projeto: 
novas respostas para as ques-
tões definitivas da vida. Rio de 
Janeiro: Nova Fronteira, 2011.
PARA CONSTRUIR
1 Agora, com base nas informações dadas, complete as lacunas dos quadros a seguir. 
ENGLISH PORTUGUÊS
Verb Noun Verbo Substantivo
discoverdiscovery descobrir descoberta
disintegrate disintegration desintegrar desintegração
disapprove disapproval desaprovar desaprovação
Adjective Adverb Adjetivo Advérbio
possible possibly possível possivelmente
visible visibly visível visivelmente
probable probably provável provavelmente
 TAREFA PARA CASA: Para praticar: 1
Discourse Markers
Encontramos no texto algumas palavras que desempenham uma função estrutural importan-
te (geralmente são conjunções, preposições ou advérbios), chamadas marcadores do discurso, que 
ajudam a organizar as ideias e são palavras-chave para a compreensão do texto. Observe como elas 
foram usadas e que ideia ou noção expressam.
Linha Marcador Significado Função
16 and e acrescentar ideias
21 as enquanto indicar simultaneidade
27 but mas, porém contrapor ideias
30 although embora, apesar de que 
estabelecer contraste de ideias 
(conjunção concessiva)
PARA CONSTRUIR
2 Volte ao texto e responda:
a) And, na linha 16, acrescenta que ideia?
A ideia de que é provável que haja vida em alguns desses planetas.
b) Quais ideias são contrapostas por but na linha 27?
Pensava-se que as estrelas primordiais, ao morrerem em explosões 
muito violentas, poluíram o espaço com ferro, mas a descoberta 
da primeira estrela mostrou que sua morte não produziu poluição 
com esse elemento. 
c) Que ações simultâneas do telescópio SkyMapper são ligadas 
por as, na linha 21?
A busca de estrelas antigas e a produção do primeiro mapa digital 
do céu do sul.
 TAREFA PARA CASA: Para praticar: 2 
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Man and the Universe
 DETAILED COMPREHENSION
Scanning
 Working in pairs, answer T (true) or F (false) according to “Astronomers Look at the First 
Stars”. Correct the false statements.
a) The number of stars in the visible Universe is an astronomical figure. T
b) The explosion of that primordial star produced a surprisingly high amount of energy. F 
c) The oldest known star in the Universe formed before the Big Bang, 13.7 billion years ago. F 
d) Astronomers are now able to analyze the chemical fingerprint of ancient stars. T
 STRUCTURE Comente com os alunos que não há forma contrata para there are.
There Is/There Are
Em inglês, para dizer “haver” no sentido de “existir”, usa-se a expressão 
there + uma forma do verbo to be.
Observe a expressão em destaque nas frases:
There is a telescope called SkyMapper at an observatory in Australia. 
There are ten times more stars in the visible Universe…
There was a violent explosion 13.7 billion years ago, called the Big Bang.
Pelo contexto, podemos concluir que:
there is (there’s) há, existe (singular)
there are há, existem (plural)
Na forma negativa acrescenta-se not:
there is not (there isn’t) não há, não existe (singular)
there are not (there aren’t) não há, não existem (plural)
Na forma interrogativa invertem-se as posições de is/are e there:
is there…? há, existe…?
are there…? há, existem…?
Para expressar existência no presente:
PRESENTE
Afirmativa Negativa Interrogativa
há, existe there is (there’s) there is not (there isn’t) is there?
há, existem there are there are not (there aren’t) are there?
Veja agora como expressar existência no passado e no futuro:
PASSADO
Afirmativa Negativa Interrogativa
havia, existia there was
there was not 
(there wasn’t) was there?
havia, existiam there were there were not 
(there weren’t)
were there?
FUTURO
Afirmativa Negativa Interrogativa
haverá, existirá, existirão there will be
there will not be 
(there won’t be)
will there be?
Nesta atividade, usa-se a estratégia scanning. Sugerimos que esta tarefa seja feita 
em duplas, para troca de opiniões.
low amount […]
[…] formed shortly after […]
Scanning
Trata-se de uma leitura rápida, 
com a finalidade de buscar pala-
vras ou informações específicas. É 
usada para conferir previsões ou 
verificar hipóteses em relação ao 
assunto e buscar informações es-
pecíficas ou pistas fundamentais 
para a resolução de exercícios de 
compreensão. Aqui é importante 
o reconhecimento de transparent 
words e eventuais números, sinais 
gráficos, símbolos ou imagens que 
ajudam a compreender o texto. 
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Formas abreviadas
isn’t = is not
aren’t = are not
wasn’t = was not
weren’t = were not
won’t = will not
There are ten times more stars in the 
Visible Universe...
Acesse o portal e assista ao vídeo 
You Are Here.
www.sesieducacao.com.br
Portal
SESI 
Educação
8 Man and the Universe
PARA CONSTRUIR
3 Complete as perguntas abaixo com Is there ou Are there e responda com Yes, there is/are ou No, there isn’t/aren’t.
a) Is there a satellite called Moon? 
Yes, there is.
b) Are there beaches and deserts on the Moon? 
No, there aren’t.
c) Is there a galaxy called the Milky Way? 
Yes, there is.
d) There will be more than 10 billion people living on 
this planet by 2020.
e) There were 9 planets in our Solar System.
f ) There are only 8 planets now. Pluto is now 
considered a dwarf planet.
 TAREFA PARA CASA: Para praticar: 3 e 4 
To Have
Observe as formas verbais em destaque nesta frase:
Dr Stefan Keller has a theory that many of the stars have planets, and that some of them probably 
have life.
Pelo contexto podemos concluir que o verbo to have (ter, possuir) está no tempo presente e 
que sua forma básica, have, muda para has na 3ª pessoa do singular.
Observe e complete o quadro com as formas do presente de to have:
Afirmativa Negativa Interrogativa
I
you
have
do not have
(don’t have)
I
Do you have?
he
she
it
has 
does not have
(doesn’t have)
he
Does she have?
it
we
you
they
have do not 
have 
(don’t have)
we
Do you have?
they
Na forma negativa usa-se do not ou does not (don’t ou doesn’t na forma abreviada ou contrata):
I have a dog. I don’t have a cat.
She has a bicycle. She doesn’t have a car.
Na forma interrogativa usa-se do ou does no início da pergunta, antes do sujeito:
We have a dream. Do you have a dream too?
He has a story. Does she have a story too?
Possessive Forms
Observe as frases em destaque:
Dr Keller’s theory a teoria do Dr. Keller
The Earth’s beaches and deserts as praias e desertos da Terra
Quando o substantivo/possuidor designa um ser vivo (pessoa ou animal), as expressões pos-
sessivas são formadas do seguinte modo:
1. Acrescentando-se -’s ao substantivo/possuidor, singular ou plural, desde que não seja terminado 
em -s.
man’s body (o corpo do homem)
the bird’s wings (as asas do pássaro)
Oscar Niemeyer’s works (as obras de Oscar Niemeyer)
the children’s school (a escola das crianças)
Comente que to have, diferentemente 
do verbo “ter” na linguagem coloquial 
em português, não tem o sentido de 
“existir”; indica apenas posse.
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Lembre que se acrescenta ( ’ ) a nomes 
terminados em -s. Exemplo: Socrates’ 
family.
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Man and the Universe
2. Acrescentando-se apenas um apóstrofo ao substantivo/possuidor quando ele estiver no plural 
terminado em -s.
the girls’ school (a escola das garotas)
the teachers’ room (a sala dos professores)
the Simpsons’ adventures (as aventuras dos Simpsons)
3. Quando o substantivo/possuidor designa um ser inanimado, em princípio não se usa ’s, mas 
sim a preposição of, correspondente a “de”, em português.
The door of the car. The color of the walls. The end of the road.
(A porta do carro. A cor das paredes. O fim da estrada.)
4. Há uma tendência cada vez maior de se usar ’s com os nomes de alguns seres inanimados, per-
sonalizando o substantivo/possuidor que tem um sentido nobre. É o caso dos correspondentes 
a mundo, Sol, mar, nomes de planetas, países, cidades, etc.
The world’s population = The population of the world
(A população do mundo)
The Earth’s mass = The mass of the Earth
(A massa da Terra)
Nature’s plan = the plan of Nature
(O plano da natureza)
Rio’s beaches = the beaches of Rio
(As praias do Rio)
Casos especiais
Acrescenta-se ’s à última palavra,no caso dos substantivos compostos:
My daughter-in-law’s car.
(O carro da minha nora.)
Acrescenta-se ’s apenas ao último possuidor, no caso de haver dois possuidores 
de uma mesma coisa:
Homer and Marge’s family. (a família dos dois)
Homer and Marge’s problems. (os problemas que os dois têm em comum)
Mas acrescenta-se ’s a cada possuidor, no caso de haver posse em separado:
Homer’s and Marge’s voices. (a voz de cada um)
Usa-se ’s (ou apenas ’) em expressões que indicam tempo:
Today’s paper. (O jornal de hoje.)
Two months’ holiday. (Férias de dois meses.)
Yesterday’s news. (As notícias de ontem.)
Usa-se ’s com nome de pessoas em frases que têm a preposição of em referência a um (entre 
vários) amigo, automóvel, caso, etc.
A friend of Joe’s. (Um amigo de Joe.) 
That house of Bill’s. (Aquela casa do Bill.)
Essa construção é também comumente construída com os pronomes possessivos.
A friend of mine. (Um amigo meu, um dos meus amigos.) 
That problem of ours. (Aquele nosso problema.)
Pode-se deixar de expressar o substantivo/a coisa possuída quando, pelo contexto, ele/ela for 
óbvio/a. Isso é muito comum com o nome de estabelecimentos comerciais:
She bought those clothes at Macy’s.
(Ela comprou aquelas roupas na [loja] Macy’s.)
We bought some silk pillows at Daffy’s. 
(Nós compramos almofadas de seda na [loja] Daffy’s.)
PHOTO 12/GLOW IMAGES
10 Man and the Universe
 TAREFA PARA CASA: Para aprimorar: 1 a 4
PARA CONSTRUIR
4 Forme novas frases com possessive forms e os complementos. Veja o exemplo:
Dr Keller has a theory. (not new) Those stars have planets. (not visible)
Dr Keller’s theory is not new. Those stars’ planets are not visible.
a) Our planet has a satellite. (called Moon)
Our planet’s satellite is called Moon.
b) The astronomers have instruments. (powerful)
The astronomers’ instruments are powerful.
c) Some planets have satellites. (very big)
Some planets’ satellites are very big.
d) Astronomers have theories. (different)
Astronomers’ theories are different.
accent: 
1. sotaque 
2. acento (tônico/gráfico) 3. ênfase, 
realce ( assento (lugar para 
sentar): seat; (base) base; (traseiro, 
nádegas) bottom, behind, backside, 
buttocks).
command: 
domínio 
( comando: command).
line:
fala (de um ator) 
( linha: line).
push: 
impulsionar; empurrar 
( puxar: pull).
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FALSE FRIENDS
Leia o texto e sublinhe as palavras que você considera falsos cognatos. Preencha as lacunas, 
buscando o verdadeiro significado, de acordo com o contexto.
Penélope Cruz talks with a strong accent. 
The petite actress did not learn English until she was 19, and she talks quickly with a 
strong accent.
“I wanted to be able to work in other places, not just in my country, so I learned 
English late and when I was 23 I got my first movie in English, Hi-Lo Country, with 
Stephen Frears, and I learned my lines phonetically,” she says.
“I didn’t have any command of the language and it was very painful because I didn’t 
know what people were saying. I was just thinking what I had to say and concentrating on 
being clear and understood.
“It was very frustrating and that pushed me to spend a lot of time studying with 
different teachers.”
Available at: <www.telegraph.co.uk/culture/film/starsandstories/3559549/
Penelope-Cruz-I-dont-fall-in-love-when-Im-working.html>. Jun. 2nd, 2014.
A pequena atriz só aprendeu inglês a partir dos 19 anos, e fala com rapidez e forte 
sotaque espanhol.
“Eu queria poder trabalhar em outros lugares, não só no meu país, então aprendi inglês 
tarde, e quando tinha 23 anos, consegui fazer o meu primeiro filme em inglês, Hi-Lo Country, com 
Stephen Frears, e aprendi minhas falas foneticamente”, disse.
“Eu não tinha nenhum domínio da língua e era muito doloroso porque não 
sabia o que as pessoas estavam dizendo. Eu só ficava pensando no que tinha de dizer e me con-
centrando em ser clara e compreendida.”
“Era muito frustrante, e isso me impulsionou a passar mais tempo estudando 
com diferentes professores.”
Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Man and the Universe
 LISTENING
On the Shoulders of Giants
 Listen to the rap song about some great scientists and check the information you hear.
a) was the first mathematician to claim a sun-centered system.
X Copernicus Galileo Newton Kepler
b) said the same thing about sixty years after.
 Copernicus X Galileo Newton Kepler
c) Then came and his laws of planetary motion.
 Nicolau 
Copernicus
 Galileo Galilei X Johanes 
Kepler
 Isaac Newton
d) laws were confirmed by theory of universal gravitation.
X Kepler’s / 
Newton’s
 Galileo’s / 
Copernicus’
 Kepler’s / 
Galileo’s
 Copernicus’ / 
Newton’s
e) All those scientific discoveries occurred .
 in 1600 in the same 
century
X long ago in the recent 
past
f ) All those scientific giants built their work upon the work of their .
X predecessors ancestors descendants parents
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Nicolaus Copernicus (1473-1543).
Isaac Newton (1643-1727).
 Galileo Galilei (1564-1642). Johannes Kepler (1571-1630).
Albert Einstein (1879-1955).
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Diante do astronômico número de 
estrelas e galáxias, da incrível vasti-
dão do Universo, qual deveria ser 
a postura do ser humano, em sua 
opinião? Você acha que só pode 
existir vida inteligente no nosso 
planeta? Discuta esses temas out 
of this world com seu professor de 
Biologia.
PARA
REFLETIR
 ACESSE OS SITES
 SkyMapper telescope. Available 
at: <http://rsaa.anu.edu.au/obser
vatories/telescopes/skymapper-
telescope#acton-tabs-link-tabs-
0-left-2>. June 3rd, 2014.
 Motion of the Stars. Available at: 
<http://physics.weber.edu/schroe
der/ua/StarMotion.html>. June 
3rd, 2014.
 The Carl Sagan Portal. Available 
at: <www.carlsagan.com>. June 
3rd, 2014.
 Stephen Hawking. Available at: 
<www.hawking.org.uk/index.
html>. June 3rd, 2014.
Verifique no Portal SESI os materiais complementares com atividades relacionadas aos conteúdos da UNIT 1
Projeto de 
Desenvolvimento Roteiro de Estudos Desafio Resolução de Problemas
MATERIAL COMPLEMENTAR
A transcrição do áudio destas atividades 
encontra-se no tópico “Audio Scripts”, no 
Guia do Professor. Peça aos alunos que 
prestem atenção aos detalhes do áudio, 
já que, às vezes, apenas uma das palavras 
de cada frase está em desacordo com o 
que se ouve. Oriente-os a assinalar ape-
nas se a frase confirmar o que ouviram.
Oriente a leitura e a pesquisa nos sites 
para ampliação do tema.
12 Man and the Universe
PARA PRATICARPARA PRATICAR
(Fatec-SP)
Brazil
Brazil is a leader in entrepreneurship*, with an 
estimated one in eight adults being “entrepreneurs.” Much 
of the business that occurs in Brazil is done by single 
businesspeople either selling their homemade goods or 
providing their services. Foreign entrepreneurship is a bit of 
a rarity in Brazil. It is simple for a local businessperson to 
open a business by, in most cases, circumventing the typical 
red tape* associated with starting a business. The regulatory 
boards are so poorly managed and so open to bribes* that 
local entrepreneurs can easily sneak by without following 
proper procedure. For foreign businesspeople it is much 
more difficult. Foreigners draw attention to themselves (by 
merely being foreigners) and therefore fall prey to greater 
scrutiny. It is imperative for the foreign businessperson to 
hire a good “despachante” or broker to handle their 
interactions with government officials.
Available at: <www.internationalentrepreneurship.com/americas/brazil>. 
Feb. 16th, 2012. Adapted.
*entrepreneurship: empreendedorismo*red tape: burocracia
*bribes: subornos
1 De acordo com as informações do texto, 
a) a minoria dos negócios no Brasil é feita por empresários 
solteiros.
b) a maior parte do empreendedorismo no Brasil é financia-
da pelo capital estrangeiro.
c) estrangeiros chamam atenção para si próprios por tenta-
rem subornar as autoridades do governo.
d) empreendedores brasileiros conseguem abrir um negócio 
no Brasil mais facilmente do que os estrangeiros.
e) empreendedores brasileiros encontram dificuldade em abrir 
um negócio se não seguirem as leis governamentais.
(UFF-RJ) 
THE WEEK
25 JUNE 2011 | ISSUE 823 | £2.75
The Best of The British and Foreign Media
20 NEWS 
Talking points
Facebook: why is the West switching off?
Writer Tim Lott said in The Independent on Sunday: “Last 
summer, I took a momentous step into the unknown at the age 
of 54, I joined Facebook, I thought subscribing to the online 
social network would open up new frontiers of creativity by 
enabling me to exchange views and insights with like-minded 
people. In the event, I mostly encountered a deluge of banal 
gossip, boasting*, trivia and moronic links to skateboarding 
pandas. Yet for all its aggravations, I can’t bring myself to quit 
the compulsively addictive site.” Other internet users, however, 
do appear to be kicking the habit. Last month, around 100,000 
British users deactivated their accounts, as did a similar number 
of Russians and Norwegians. The decline was even more 
marked in the US, where no fewer than six million users decided 
they had better things to do than check their Facebook page.
“After seven years of phenomenal growth, it seems the 
world’s biggest social network may have reached its peak,” said 
Stephen Armstrong in The Sunday Times. People are leaving for 
various reasons. For some it’s a case of digital downsizing: 
reacting to the clutter of websites and smartphones by cutting 
time online.
Others are concerned about privacy issues. Alice 
Needham, a student in Newcastle, left after her mother started 
posting affectionate messages on the public part of her page. 
The final straw* was her mother’s posting: Good night, my 
darling girl, I love you so very, very much. “Yes, it was really sweet, 
but... Anyway, I thought it was easier to leave (Facebook) than 
argue with her,” says Alice.
Although the decline sounds bad for Facebook, the network 
is still growing in South America and Asia and will likely cross 
the billion-user mark in the next year. With such a ubiquitous 
global presence, it won’t be disappearing any time soon.
The Week, Jun. 25th, 2011. Adapted.
* boasting: contar vantagem
* the final straw: “a última gota” 
2 The word momentous, in the text, could be replaced by: 
a) spontaneous.
b) temporary.
c) natural.
d) careless.
e) fundamental.
3 (Enem) 
TAREFA PARA CASA
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Veja, no Guia do Professor, as 
respostas da “Tarefa para casa”.
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Man and the Universe
 Os cartões-postais costumam ser utilizados por viajantes que 
desejam enviar notícias dos lugares que visitam a parentes 
e amigos. Publicado no site do projeto ANDRILL, o texto em 
formato de cartão-postal tem o propósito de: 
a) comunicar o endereço da nova sede do projeto nos Esta-
dos Unidos.
b) convidar colecionadores de cartões postais a se reunirem 
em um evento.
c) anunciar uma nova coleção de selos para angariar fundos 
para a Antártica.
d) divulgar às pessoas a possibilidade de receberem um car-
tão-postal da Antártica.
e) solicitar que as pessoas visitem o site do mencionado pro-
jeto com maior frequência.
4 (UPE)
Available at: <www.inglesnosupermercado.com.br/dia-do-
trabalhador-labor-day-e-como-aumentar-salario-com-a-linguainglesa>.
 According to the cartoon above,
1. People are celebrating Labor Day.
2. The employee is in a comfortable position.
3. The relationship between the worker and the employer is fair.
4. The employer is standing on the employee.
5. The employee has much less power than the employer.
 It is correct to say that only… is/are correct. 
a) 3
b) 4
c) 1 and 5
d) 1, 4 and 5
e) 1, 3, 4 and 5
PARA PRATICARPARA APRIMORAR
(ITA-SP) As questões 1 a 4 referem-se ao texto a seguir:
A History of Pi
The History of Pi, says the author, though a small part of 
the history of mathematics, is nevertheless a mirror of the 
history of man. Petr Beckmann holds up this mirror, giving the 
background of the times when Pi made progress — and also 
when it did not, because science was being stifled by militarism 
or religious fanaticism. The mathematical level of this book is 
flexible, and there is plenty for readers of all ages and interests.
About the Author 
Petr Beckmann was born in Prague, Czechoslovakia, in 
1924. Until 1963, he worked as a research scientist for the 
Czechoslovak Academy of Sciences, when he was invited as 
a Visiting Professor to the University of Colorado, where he 
decided to stay permanently as professor of electrical 
engineering.
Dr. Beckmann has authored 11 books and more than 
50 scientific papers, mostly on probability theory and 
electromagnetic wave propagation. History is one of his side 
interests; another is linguistics (he is fluent in five languages 
and he has worked out a new generative grammar which 
enables a computer to construct trillions of grammatical 
sentences from a dictionary of less than 100 unprocessed 
words).
He also publishes a monthly pro-science, pro-technology, 
pro-free enterprise newsletter Access to Energy, in which he 
promotes the viewpoint that clean energy can be made 
plentiful, but that access to it is blocked by government 
interference and environmental paranoia. 
BECKMANN, Petr. A History of Pi. New York: Barnes & Noble Books, 1983. 
1 O texto foi extraído de um(a): 
a) aba/orelha de livro. 
b) prefácio de livro. 
c) roteiro de leitura. 
d) resenha literária. 
e) ensaio literário. 
2 O livro A History of Pi: 
a) descreve grande parte da história da matemática e da hu-
manidade. 
b) é direcionado apenas para iniciantes em matemática. 
c) conta a história de Petr Beckmann em tempos de repres-
são ao conhecimento. 
d) associa conceitos matemáticos a fatos da vida cotidiana. 
e) é acessível a um público diversificado. 
3 No contexto deste texto, o item lexical “stifled” (linha 5) pode 
ser traduzido por: 
a) sufocada. 
b) desmascarada. 
c) organizada. 
d) promulgada. 
e) institucionalizada. 
4 Dentre os interesses de Petr Beckmann, NÃO se encontra(m): 
a) a divulgação científica. 
b) a Geografia. 
c) a História. 
d) a pesquisa científica. 
e) as línguas estrangeiras. 
5
10
15
20
25
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14 Man and the Universe
UNIT
Objetivos:
c Aplicar sufixos e 
prefixos.
c Conhecer e entender 
o uso dos pronomes 
interrogativos: what/
which.
c Usar o tempo Presente 
na forma afirmativa.
2 Wolves
PREREADING QUESTIONS
De que espécie de wolves tratará o texto a seguir? 
Você já ouviu dizer que “há um lobo dentro de cada um de nós”? E se houver dois? Formule 
hipóteses sobre esses wolves e verifique-as com a leitura do texto.
 
I think it was Oprah (Winfrey)* who suggested writing down five things you are 
grateful for every day. I started the ritual that day and I still do it. First thing in the 
morning, I wake up and write down five things I’m grateful for (sometimes many more, 
sometimes just the five). An “attitude of gratitude”, that’s how I call it. Speaking about life 
lessons and good values, I remember an old Cherokee legend about a grandfather teaching 
his grandson an important life lesson.
The Cherokees are a tribe of North American Indians that live in the Southwest of the 
United States. The legend is about an old man who often walks along the stream near the 
village with his grandson. They do that almost every day. The old man knows a lot of 
stories full of adventure or wisdom and the boy loves to listen to them.
One day the grandfather explains to the young boy that we all have abattle going on 
inside of us. He says, “My son, the battle is between two ‘wolves’ that live inside us all. 
One is evil. It is anger, envy, jealousy, sorrow, regret, greed, cruelty, arrogance, self-pity, 
guilt, resentment, inferiority, lies, false pride, superiority and ego. The other is good. It is 
joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, 
compassion and faith.”
The grandson is filled with curiosity. He thinks about it for a minute and then asks his 
grandfather, “What happens then? Which wolf wins?”
The old Cherokee replies simply, “The one you feed”.
*Oprah Winfrey is a very successful American actress and TV presenter.
Available at: WACHTER, Andrea. Which wolf are you feeding? <www.huffingtonpost.com/andrea-wachter/law-of-
attraction_b_4292517.html>. Jul. 21st, 2014. Adapted.
3
5
10
15
evil:
(s.) mal, maldade; (adj.) mau/má, 
maldoso/a
feed: 
(v.) alimentar
go on: 
(v.) acontecer
grandfather: 
(s.) avô
grandson: 
(s.) neto
win: 
(v.) vencer
wisdom: 
(s.) sabedoria
wolf (pl. wolves):
(s.) lobo
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Some people say there are 
two wolves inside each of us. There is a 
constant battle between those two wolves. 
And you decide the winner. 
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 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 As hipóteses que você formulou sobre os wolves foram confirmadas?
Resposta pessoal.
2 Em poucas palavras, qual é a ideia central do texto?
Dentro de nós existem dois “lobos”: um mau (maus sentimentos) e outro bom (bons sentimentos). 
Vence o lobo que alimentarmos.
 WORD STUDY
Transparent Words A leitura da legenda da p. 14 também deve ser incluída nesta atividade.
1 Identifique no texto pelo menos 20 transparent words, sem considerar as repetições.
Constant, decide, ritual, attitude, lessons, tribe, Indians, stories, adventure, cruelty, arrogance, resentment,
inferiority, false, superiority, ego, serenity, humility, benevolence, empathy, generosity, compassion, 
curiosity, minute.
2 Volte ao texto e sublinhe a frase em que há um falso cognato.
[…] I remember an old Cherokee legend about a grandfather teaching his grandson an important life 
lesson.
Word Formation: Prefixes & Suffixes
O sufixo -ity, presente em vários substantivos abstratos que aparecem no texto, corresponde 
ao sufixo -dade em português.
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
 LEIA OS LIVROS
 André Comte-Sponville. Pe-
queno tratado das grandes vir-
tudes. 2. ed. São Paulo: Martins 
Fontes, 2009.
 Eduardo Galeano. O teatro do 
bem e o do mal. Porto Alegre: 
L&PM, 2006.
 Robert Louis Stevenson. O 
médico e o monstro. Porto Ale-
gre, L&PM, 2002.
Palavra cuja forma é parecida com 
a do português, mas com outro 
significado. 
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The battle is between two “wolves” that live inside us all.
16 Man and the Universe
PARA CONSTRUIR
1 Observe a formação destes substantivos e complete o quadro abaixo. 
ENGLISH PORTUGUÊS
Adjective Noun Adjetivo Substantivo
superior superiority superior superioridade
serene serenity sereno serenidade
humble humility humilde humildade
curious curiosity curioso curiosidade
2 What’s the meaning of full in this sentence?
 The old man knows a lot of stories full of adventure and wisdom… 
a) X cheio/a(s) b) breve(s) c) vazio/a(s)
3 The suffix -ful is used with some nouns to form adjectives. Write down the adjectives from these nouns.
a) care careful
b) power powerful
c) pain painful
d) truth truthful
e) beauty* beautiful
f ) plenty* plentiful
*Repare que nos adjetivos terminados em -y, omite-se o -y e troca-se por -i antes do acréscimo do sufixo -ful.
4 Choose the right word to complete each sentence. All those words can be found in the text.
guilt between almost often
a) In life there is a constant battle between good and evil.
b) Grandfather and grandson often walk along the stream.
c) It’s now two minutes to midnight. It’s almost midnight.
d) I know I’m wrong and I’m sorry about that. I’m filled with guilt about it.
5 Find words in “Wolves” that have the same meaning as:
a) a small narrow river stream 
b) the son of one of your children grandson 
c) a fight between two armies in a war battle
d) give food to a person or an animal feed 
e) stop sleeping wake up 
f ) on many occasions, frequently often 
g) full of filled with 
h) the one who wins a competition winner
 TAREFA PARA CASA: Para praticar 1 e 2
Don’t worry. You’re 
among friends here.
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Some Important Words
Observe os dois sentidos de one nestas frases:
The battle is between two “wolves” that live inside us all. One is evil…
…”Which wolf wins?” …” The one you feed”.
Na primeira frase, one aparece no seu uso mais comum. O que significa? um 
Na segunda frase, depois do artigo definido the, one funciona como pronome, substituindo 
um substantivo.
No caso, one evita a repetição de qual substantivo? wolf 
Em inglês, existem duas preposições que correspondem à preposição “entre”. Uma delas aparece 
no texto.
Copie a frase em que aparece essa preposição e destaque-a. 
The battle is between two wolves that live inside us all.
Essa preposição é usada para indicar “entre dois”, “entre um e outro”. Existe também a preposição 
among, usada para indicar “entre (vários) outros”, “no meio de (vários)”.
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18 Man and the Universe
 DETAILED COMPREHENSION
Choose the correct alternative to complete each statement, according to “Wolves”.
1 Os lobos da história do velho Cherokee simbolizam: 
a) X virtudes e defeitos.
b) certezas e dúvidas.
c) sucessos e fracassos.
d) esperanças e frustrações.
2 O garoto está curioso para saber: 
a) X qual dos lobos vence a batalha.
b) qual dos lobos é o mais perigoso.
c) qual dos lobos perde a batalha.
d) qual é o prêmio do vencedor.
3 Visando transmitir ao jovem uma boa lição de vida, o velho Cherokee lhe demonstra que: 
a) X devemos alimentar nosso lado bom em vez de fomentar pensamentos ou atitudes 
negativos.
b) não devemos deixar de alimentar os nossos “lobos”, sejam bons ou maus.
c) não devemos alimentar os animais selvagens, principalmente animais perigosos 
como os lobos.
d) devemos seguir nossos impulsos, para o bem ou para o mal.
 STRUCTURE
What or Which?
What… ? (que; o que; o qual) – Refere-se a pessoas, animais ou coisas, em sentido geral:
What is the word for “wolf” in Portuguese?
Which… ? (qual) – Refere-se a um grupo limitado, específico, de pessoas, animais ou coisas:
Which wolf wins? The good wolf or the evil one?
Quando what ou which representam o sujeito do verbo, a pergunta é feita sem o verbo auxiliar 
(do/does):
What happens then? Which wolf wins? 
Quando o “que” é “invisível”
Em inglês, é possível omitir o pronome relativo que corresponde ao “que”, em português, quan-
do ele se refere ao objeto do verbo. Assim, em vez de dizer:
The one that I feed. ou The one which I feed.
na linguagem informal é muito mais comum dizer:
The one I feed.
Simple Present: Affirmative Form
Observe os verbos em destaque nas frases abaixo:
The Cherokees live in the Southwest of the United States.
The old Cherokee often walks along the stream near the village with his grandson.
They do that almost every day.
The old man knows a lot of stories… and the boy loves to listen to them.
He explains to the young boy that… 
Em inglês, para falar de algo que é sempre verdade ou expressar ações que acontecem habitual-
mente, no presente, usamos os verbos no Simple Present. Esse é o tempo verbal que está em destaque 
nas frases acima e corresponde ao presente do indicativo, em português. 
Which wolf wins? The one I feed.
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A forma básica do Simple Present é igual à do infinitivo (sem to). Veja o exemplo com os verbos 
to know e to walk:
I know you know we know they know
I walk you walk we walk they walk
Na 3a pessoa do singular, na maioria dos verbos há o acréscimo de -s:
he knows she knows it knows
he walks she walks it walks
Mas em:
 verbos terminados em -s, -ss, -sh, -ch, -x e -o: acrescenta-se -es: 
I kiss I wash I watch
she kisses he washes she watches
I fix I do I go
it fixes she does he goes
 verbos terminados em consoante + y: troca-se o y por i e acrescenta-se -es:
I try I study I fly
he tries she studies it flies
 verbos terminados em vogal + y: acrescenta-se -s:
I say I buy I pay
she says he buys she pays
Exemplos de conjugação no Simple Present: verbos to live (viver; morar), to go (ir) e to play 
(brincar; jogar; tocar; representar) na forma afirmativa:
To live To go To play
I live
you
I go
you
I play
you
he
she lives
it
he
she goes
it
he
she plays
it
we
you live
they
we
you go
they
we
you play
they
They have breakfast at home every day. 
A
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
20 Man and the Universe
Outros usos do Simple Present
Ações, situações ou atividades permanentes:
Tropical forests cover only two percent of the Earth’s surface.
(As florestas tropicais cobrem apenas dois por cento da superfície terrestre.)
Verdades universais, fatos científicos ou da natureza:
Plants absorb carbon dioxide from the air.
(As plantas absorvem gás carbônico do ar.)
FALSE FRIENDS
 Preencha as lacunas, de acordo com o contexto.
a) Actuality can be stranger than fiction.
 A realidade pode ser mais estranha do que a ficção. 
b) That young woman is not able to get rid of her addiction to chocolate.
 Aquela moça não consegue se livrar de sua dependência de chocolate.
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
PARA CONSTRUIR
6 Complete the sentences with what or which. 
a) Which bus goes to São Paulo, the red bus or the blue one?
b) What is Lady Gaga’s real name? Stefani Joanne Angelina Germanotta.
c) What is the capital of Roraima? Boa Vista.
d) Which bag is yours, the big bag or the small one?
7 Complete as frases com verbos no Simple Present.
a) I drink at least three cups of milk every day.
b) Many people go to the beach to get “that nice tan”.
c) No one knows for sure why most people are right-handed.
d) A human being needs a minimum of 2,300 calories a day.
e) Every day lots of people visit the Museum of the Portuguese Language, in São Paulo.
f ) We frequently buy books about science and technology.
g) Frank is a pilot and he usually dreams about dangerous situations.
8 O texto “ Wolves” fala de várias ações que acontecem habitualmente, no tempo presente. Leia-o novamente para encontrar as pala-
vras ou expressões correspondentes a:
a) frequentemente often b) quase todos os dias almost every day c) às vezes sometimes 
Os frequency adverbs often, sometimes, always, never e expressões como almost every day são muito usados com o Simple Present, enquanto now, 
at the moment, etc. acompanham o Present Continuous.
 TAREFA PARA CASA: Para praticar: 3 a 5 Para aprimorar: 1 a 7
actuality: 
realidade, fato 
( atualidade: present, present 
time)
addiction: 
dependência, vício 
( adição, soma, acréscimo: 
addition).
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Janet is addicted to coffee. 
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 LISTENING
After Class Talk
1 Susan e Michael, alunos de uma high school norte-americana (equivalente à escola de Ensi-
no Médio no Brasil), estão saindo de uma aula e conversando. Ouça o narrador e escolha a 
resposta adequada:
a) Sobre o que eles estão conversando?
 uma música X um vídeo um programa de TV
b) De que aula eles acabaram de sair?
X Biologia História Inglês
2 Ouça a conversa e identifique os interlocutores.
a) Acha os pinguins muito engraçadinhos.
Susan 
b) Acha que eles também são corajosos. 
Michael 
c) Lembra que os pinguins vivem na Antártida e passam o inverno no gelo.
Susan
d) Lembra que os invernos na Antártida são rigorosos. 
Michael
e) Lembra que o aquecimento global não afeta apenas os pinguins.
Susan
4
A transcrição do áudio destas atividades encontra-se em “Audio Scripts”, 
no Guia do Professor.
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22 Man and the Universe
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
1 Match the words in Portuguese with their counterparts in 
English. 
a) ódio
b) inveja
c) ganância
d) vaidade
e) raiva
f ) culpa
g) mentiras
h) sabedoria
i) verdade
j) alegria
k) esperança
l) amizade
m) fé
n) bondade
 wisdom
 lies
 guilt
 pride
 friendship
 kindness
 hope
 faith
 greed
 joy
 truth
 hate
 envy
 anger
2 Em relação ao texto “Wolves” e aos lobos que existem em nós, 
escolha as alternativas que traduzem corretamente a frase 
“The one I feed”. 
a) O lobo que eu alimento.
b) O um que eu alimento.
c) O lobo eu alimento.
d) Aquele que eu alimento.
3 Choose the correct adverb. 
a) Winter never / hardly ever / always arrives in Antarctica in 
March.
b) Trees hardly ever / never / always die, actually. They recycle 
their substance for the benefit of all animal and plant life.
c) Trees hardly ever / never / always burn coal to make 
electricity. They almost never do it.
4 Look at the picture and choose the “wolf word” that it 
represents. 
a) joy
b) love
c) truth
d) compassion
e) humility
f ) wisdom
5 Circle the correct forms of the verbs.
a) Those Indians live / lived / will live in the Southwest.
b) The old Indian and his grandson often walked / has 
walked / walk along a stream.
c) The old man stopped / will stop / stops for a moment and 
will say / has said / says something important.
d) He will explain / would explain / explains to this grandson 
an important life lesson.
e) It’s a story about a battle that has happened / would 
happen / happens inside all of us.
f ) The boy looked / will look / looks at his grandfather and 
will ask / asked / asks him two questions.
g) The boy wanted / will want / wants to know which wolf 
wins.
PARA PRATICARPARA APRIMORAR
 (UFV-MG) As questões 1 a 7 referem-se ao texto a seguir.
Lady Gaga: Phenomenon, Satire or Good Marketing?
Lady Gaga definitely makes the news any way possible, 
from her outfits and performances on stage, to walking the 
streets nearly nude. Known for her avant-garde clothing 
style, and open lifestyle, she was unknown a year ago. Now 
she is on everyone’s lips. Lady Gaga has already won a few 
awards, and is nominated for 13 awards from the Grammys, 
MuchMusic and MTV for her song “Poker Face”.
Born Stefani Joanne Angelina Germanotta in 1986, she is 
originally from New York. She began her career as a songwriter, 
writing songs for Britney Spears and The Pussycat Dolls; while 
establishing herself as a performer in the New York 
underground club scene. At the same time she was writing 
material for her own debut CD, The Fame. Lady Gaga is 
musically inspired by glam rock artists such as David Bowie 
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da “Tarefa para casa”.
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Man and the Universe
and Queen, to pop singers like Michael Jackson and Madonna. 
She has stated that The Fame heavily reflects her inspiration, 
personality and lifestyle.
The Fame, claims Lady Gaga, is about being what 
everyone wants to become: famous. This fascination explains 
her relationship with the paparazzi, which is of course great, 
free publicity. With its heavy pop and dance songs, all about 
themes such as partying, clubbing, fame, andpaparazzi, The 
Fame is a very unique CD. When it was released in 
November 2008, it had a slow ride on the charts in the US; 
however in Canada it was already Number 1, and up to then 
the most sold units in any other country. The Fame was 
released in Europe in January 2009 and sold very well. Lady 
Gaga promoted her CD with lots of live performances, 
public appearances with bizarre outfits on and off the stage, 
which made the paparazzi quickly start to follow her, adding 
to the Lady Gaga phenomenon. Her key to success is the fact 
that she is an accomplished songwriter, musician, vocalist 
and performer who knows how to seduce the paparazzi for 
her marketing. All the ingredients for a successful artist.
One question remains: “Who is Lady Gaga? Just a 
phenomenon, satire or good marketing? Or a little bit of 
everything?” One thing is certain: she is destined to be a 
great artist, and flamboyant star, who will be heard of a lot 
more in the future.
LUKER, George. Krule Music Group. Available at: <http://front-stage.blogspot.
com/2009/08/lady-gaga-phenomenon-satire-or-good.html>. Retrieved on: 
Aug. 15th, 2010. Adapted.
1 According to the text, Lady Gaga’s CD The Fame firstly hit the 
top parade in: 
a) The United States.
b) Canada.
c) Europe.
d) New York.
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25
30
35
2 According to the text, Michael Jackson and Madonna: 
a) rejected some of Gaga’s songs. 
b) copied some of Gaga’s songs. 
c) recorded some of Gaga’s songs. 
d) influenced many of Gaga’s songs. 
3 The expression “lots of” (line 28) can be replaced by: 
a) a few. 
b) some. 
c) many. 
d) very. 
4 In the text, the word “however” (line 25) can be replaced by: 
a) for instance. 
b) but. 
c) despite. 
d) because. 
5 The word which works as a verb in the text is: 
a) “marketing” (line 34). 
b) “clubbing” (line 22). 
c) “partying” (line 22). 
d) “establishing” (line 11). 
6 The referent to the relative pronoun “which” (line 20) is: 
a) relationship.
b) fascination. 
c) paparazzi. 
d) publicity. 
7 In the expression “everyone’s lips” (line 5), the function of the ’s 
finds correspondence in: 
a) Gaga’s outfits and performances are a tremendous success.
b) Gaga’s the queen of Pop Music nowadays.
c) Who’s Lady Gaga? A phenomenon, satire or good marketing?
d) Gaga’s been on the hit parade for months.
ANOTAÇÕES
24 Man and the Universe
UNIT
The Bright Side of Things3
Objetivos:
c Aprender a usar os 
marcadores discursivos 
em textos.
c Usar o tempo presente 
do indicativo na forma 
negativa e o modo 
imperativo.
PREREADING QUESTIONS
Há poucos ônibus circulando hoje e as filas nos pontos são enormes. Não tem jeito, só resta 
entrar na fila e esperar.
Como você se comporta numa situação dessas? Fica reclamando porque há muita gente a sua 
frente ou se anima quando vê que há muito mais gente na fila atrás de você? Diante de uma 
situação desagradável, você fica zangado com o dark side ou procura encontrar o bright side of it?
Faça previsões sobre o assunto do texto e confirme-as ou retifique-as com a leitura.
Are you an optimist or a pessimist? 
Optimism and pessimism are mindsets – ways of thinking and seeing things. Optimists 
always try to look at things from a positive point of view. They don’t expect things to go 
wrong. They believe they have the skill and ability to make good things happen. An optimist 
doesn’t ignore the dark side of a situation, but he chooses the other side.
On the other hand, pessimists always see the negative side of a situation. A pessimist 
doesn’t expect things to turn out well. When things go wrong, pessimists see those 
setbacks as personal failings, while optimists continue to believe their abilities are 
permanent and see those setbacks as temporary.
We can all be more optimistic* by adjusting the way we see things. Don’t blame yourself 
when things go wrong. What does your inner voice say when things don’t go as planned? 
Instead of thinking, “I failed that math test because I’m terrible at math,” tell yourself: “I 
failed that test because I didn’t study enough. I won’t let that happen next time!”
Follow this advice and improve your life: Believe in yourself and your values. Set goals 
for your future but don’t be discouraged if things don’t turn out well. Don’t forget there are 
others in the world with bigger problems than you. Always remember to look at the bright 
side of a situation, and be thankful for the time you have with your family and friends.
LYNESS, D’Arcy. Optimism. Available at:<http://teenshealth.org/teen/your_mind/emotions/optimism.html#>. 
Jun. 21st , 2014. Adapted.
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Se julgar conveniente, explique a diferença de uso entre optimist/pessimist (substantivos) e optimistic/pessimistic 
(adjetivos). “When faced with a new situation, an optimist and a pessimist have different reactions to it” (substanti-
vos) e “Jane always has an optimistic attitude while John always has a pessimistic one” (adjetivos).
advice: 
(s.) conselho(s)
blame: 
(v.) culpar
failing: 
(s.) fracasso
point of view: 
(s.) ponto de vista
setback: 
(s.) impedimento
thankful: 
(adj.) agradecido/a
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 Voltaire. Cândido ou o otimis-
mo. São Paulo: Companhia das 
Letras, 2012.
 Antoine de Saint-Exupéry. 
The Little Prince. Great Britain: 
Wordsworth Editions Limited, 
1995.
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 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Que tipos antagônicos de atitude as pessoas podem ter quando enfrentam uma nova situação?
Pessimista ou otimista.
2 Você é dos que acham que a “xícara está meio vazia” ou dos que acham que “ela está meio 
cheia”?
Resposta pessoal.
3 O texto fez você sentir vontade de mudar de lado?
Resposta pessoal.
 WORD STUDY
Transparent Words
 Find at least 15 transparent words in the text.
Optimism, pessimism, optimist, pessimist, positive, point, ignore, situation, focus, negative, continue, 
abilities, permanent, temporary, optimistic, adjusting, test, terrible, future, family.
Discourse Markers
Encontramos no texto alguns marcadores do discurso, aquelas palavras que ajudam a organizar 
as ideias e são fundamentais para a compreensão. Observe como eles são usados e a ideia ou noção 
que expressam.
Linha Marcador do discurso Função
16 and acrescentar ideias
legenda or apontar alternativa
4 but contrapor ideias
6 when estabelecer relação de tempo
11/12 because estabelecer relações de causa
7 while estabelecer contraste
11 instead of apontar alternativa 
14 if estabelecer condição
7/8/10 as indicar modo, maneira
5 on the other hand estabelecer constraste
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
 ACESSE OS SITES
 Abundant Optimism. Available 
at: <www.abundantoptimism.
com/index.html>. Jun. 26th, 2014.
 Psychology Today. Available at: 
<www.psychologytoday.com/
basics/optimism>. Jun. 26th, 2014.
26 Man and the Universe
 Fill in the blanks with the correct discourse markers from the box.
if or but and because on the other hand when
Every situation has a dark side and a bright one. Are you an optimist 
or a pessimist? Life is beautiful, but some situations can be difficult. 
On the other hand/But difficult situations can have a positive side. They can be challenging. 
For example, when/if you have a hard test at school. You believe in your abilities 
and you know that if you study for the test, your chances of passing it are 
good. And that’s exactly what you do. So, you pass the test because you believe in 
your capabilities and you take action to let good things happen.
 DETAILED COMPREHENSION
Looking for Specific Information
 Com um colega, volte ao texto e localize os trechos onde se encontram as informações 
seguintes. Transcreva as frases que contêm as ideias principais.
a) Otimismo e pessimismo são duas atitudes diante das situações da vida – maneiras de 
pensar e ver as coisas. Destaque, na frase em inglês,as palavras que, na forma -ing, 
correspondem a infinitivos em português.
Linha 1 – Optimism and pessimism are mindsets – ways of thinking and seeing things.
b) Os otimistas sempre tentam olhar para as coisas de um certo ângulo. Qual? Destaque, na 
frase em inglês, o adjetivo-chave.
Linhas 1/2 – positive
c) Quando um otimista enfrenta uma situação, o que ele não ignora e o que ele escolhe? 
Responda em inglês.
Linhas 3/4 – “An optimist doesn’t ignore the dark side of a situation, but he chooses the other side”.
d) Quando as coisas não dão certo, qual a reação do pessimista? Responda em inglês.
Linhas 6/7 – “When things go wrong, pessimists see those setbacks as personal failings”.
e) Qual a reação dos otimistas quando as coisas dão errado? Responda em inglês.
Linhas 7/8 – “[...] optimists continue to believe their abilities are permanent and see those setbacks
as temporary”.
f ) A frase “I failed that math test because I’m terrible at math” é de um otimista ou pessimista? 
Um pessimista.
 De acordo com o texto, o que diria outra pessoa com outro tipo de atitude nessa mesma 
situação? Responda em inglês. 
“I failed that test because I didn’t study enough. I won’t let that happen next time!”
g) De acordo com o texto, em quem e em que devemos acreditar para melhorar nossa vida? 
Reproduza a frase e destaque esses dois pontos.
Linha 13 – “Believe in yourself and your values”.
h) O texto aconselha o leitor a estabelecer objetivos para o futuro, mas se as coisas não saírem 
bem, qual a atitude a tomar? Reproduza o texto e destaque o trecho que dá essa resposta. 
Linhas 13/14 – “Set goals for your future but don’t be discouraged if things don´t turn out well”.
i) De que uma pessoa com problemas não deve se esquecer? 
Linhas 14/15 – “Don’t forget that there are others in the world with bigger problems than you”.
Congratulations, you 
really are an optimist!
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Man and the Universe
PARA CONSTRUIR
1 Localize no texto da página 24 os marcadores do discurso correspondentes em inglês. 
se if
e and 
como as 
ou or 
enquanto, ao passo que while 
quando when 
em vez de instead of 
porque because 
mas but 
por outro lado on the other hand 
2 Choose the right word to complete each sentence. All those words can be found in “The Bright Side of Things”.
improve ways advice mindset thankful
a) An optimist always approaches a new situation with a positive mindset .
b) You did me a big favor and I am thankful for your help.
c) When you try to make things better, you try to improve them.
d) Life is full of victories and ways . Sometimes you win, sometimes you lose. It’s all in the game.
e) Follow my advice : Be an optimist.
3 The pictures show four attitudes of young girls. Match the four sentences with each different attitude.
 TAREFA PARA CASA: Para praticar: 1 e 2 
1
3
2
4
3 “Well… Let’s have a look.”
2 “I’m not interested.”
4 “Wow! That’s really interesting!”
1 “I don’t want to see it!”
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28 Man and the Universe
 STRUCTURE
Simple Present: Negative Form
Volte a ler algumas frases do texto e preste atenção às formas verbais destacadas:
Optimists always try to look at things from a positive point of view. They don’t expect 
things to go wrong. They believe they have the skill and ability to make good things happen. 
An optimist doesn’t ignore the dark side of a situation, but he chooses the other side.
Pelo contexto, sabemos que os verbos em destaque referem-se a ações que acontecem (ou não) 
no tempo presente, pelo uso do Simple Present.
Transcreva as frases e/ou orações anteriores que indicam ações que não acontecem, e nas quais, 
portanto, os verbos são usados na forma negativa.
“They don’t expect things to go wrong”; “An optimist doesn’t ignore the dark side of a situation [...]”
Podemos concluir que na negativa do Simple Present a forma básica dos verbos é precedida 
de do not (ou don’t, forma contrata, mais comum e usada em linguagem informal) para todas as 
pessoas (I – you – we – you – they), com exceção da 3a pessoa do singular (he – she – it), em que se 
usa does not (ou doesn’t, na forma contrata).
I go to school by bus. I don’t go to school by subway.
(Eu vou à escola de ônibus. Eu não vou à escola de metrô.)
She plays the piano. She doesn’t play the guitar.
(Ela toca piano. Ela não toca guitarra.)
Observe o exemplo do verbo to know:
I 
do not know
you we
you do not know
they
he
she does not know
it
É importante notar que, na negativa, a forma básica do verbo não varia na 3a pessoa do singular. 
A variação ocorre apenas no verbo do (verbo auxiliar, sem tradução), que, na negativa, muda de do 
not para does not.
Be optimistic!
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Imperative
Leia de novo algumas frases do texto e observe as formas verbais em destaque:
Don’t blame yourself when things go wrong.
Follow this advice and improve your life.
Believe in yourself and your values.
Set goals for your future but don’t be discouraged if things don’t turn out well.
Don’t forget that there are others in the world with bigger problems than you.
Pelo contexto podemos concluir que as formas verbais em destaque são as do Imperative, o 
modo imperativo, usadas para expressar um comando, ordem, conselho ou pedido. A forma do im-
perativo é a mesma do infinitivo (sem to). Na negativa usa-se do not (ou don’t, na forma contrata) 
antes do verbo.
Veja mais alguns exemplos de frases no modo imperativo:
to open (abrir) Open your books.
 (Abram seus livros.)
imperativo Please open your books.
afirmativo (Por favor, abram seus livros.)
 Open your books, please.
 (Abram seus livros, por favor.)
to close (fechar) Don’t close your books.
 (Não fechem seus livros.)
imperativo Please don’t close your books.
negativo (Por favor, não fechem seus livros.)
 Don’t close your books, please.
 (Não fechem seus livros, por favor.)
Outra forma (mais suave, polida) de apresentar sugestões sobre ações que incluem a pessoa 
que fala é usar let’s + infinitivo do verbo sem to:
Let’s open our books.
(Vamos abrir os nossos livros.)
PARA CONSTRUIR
4 Working in pairs, make new sentences using the verbs in the negative form.
Wolves eat hot dogs.
No, that’s wrong!
Wolves don’t eat hot dogs.
a) Paulo Coelho writes soap operas.
 No, that’s crazy!
Paulo Coelho doesn’t write soap operas.
b) Gisele Bündchen works in an office.
 No, that’s silly!
Gisele Bündchen doesn’t work in an office.
c) Pigs fly.
 No, that’s crazy!
Pigs don’t fly.
d) Monkeys speak English.
 No, that’s silly!
Monkeys don’t speak English.
e) The Sun goes around the Earth.
 No, that’s silly!
The Sun doesn’t go around the Earth.
f ) Walls have ears. 
No, that’s wrong!
Walls don’t have ears.
Don’t blame yourself when 
things go wrong.
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30 Man and the Universe
FALSE FRIENDS
 Fixe o verdadeiro significado dos falsos cognatos em destaque, preenchendo as lacunas em 
cada frase.
a) My parents never argue. They live in harmony.
 Meus pais nunca discutem. Eles vivem em harmonia.
b) That library has a large collection of rare books.
 Aquela biblioteca tem uma grande coleção de livros raros.
Peça aos alunos que preencham as lacu-
nas do glossário com os False Friends.
5 Complete com do, does, don’t ou doesn’t.
a) What does your inner voice say when things don’t go as planned?
b) A pessimist doesn’t expect things to turn out well.
c) Pessimists don’t believe in their abilities.
d) An optimist doesn’t ignore the dark side of things, but he chooses the other side.
e) Some people don’t know how to react when times are difficult.
6 Dos exemplos acima,identifique as frases ou orações em que o conselho é para não fazer algo. Transcreva-as abaixo.
“Don’t blame yourself when things go wrong.”
“[...] but don’t be discouraged if things don’t turn out well.”
“Don’t forget that there are others in the world with bigger problems than you.”
7 Volte ao texto e encontre as frases imperativas que correspondem a:
a) Estabeleça metas para o seu futuro.
“Set goals for your future.”
b) Não se esqueça de que há outros no mundo com problemas maiores do que os que você tem.
“Don’t forget that there are others in the world with bigger problems than you.”
c) Não se culpe quando as coisas saem errado.
“Don’t blame yourself when things go wrong.”
d) Acredite em você e em seus valores.
“Believe in yourself and your values.”
e) Siga estes conselhos e melhore sua vida.
“Follow this advice and improve your life.”
8 Complete as frases escolhendo as formas de imperativo do quadro abaixo.
do not destroy take off don’t forget give let’s have shut
a) The forest is your friend. Do not destroy it.
b) If you’re going to the beach, don’t forget 
to wear a hat.
c) Come in! And shut the door.
d) Now take off your shoes and socks.
e) Give my soul to God.
f ) It’s hot in here. Let’s have a cold drink.
Explique aos alunos que advice é substantivo não contável, sem forma plural e usado com 
pronome no singular. Outro exemplo: I always take my father’s advice.
library:
biblioteca
( livraria: bookstore, bookshop)
parents:
pais
( parentes: relatives)
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 LISTENING
A Change for the Better
 Debbie, uma aluna norte-americana, e André, seu amigo brasileiro, estão conversando sobre 
um problema que está incomodando André e precisa ser mudado. Ouça o diálogo e marque 
as alternativas corretas.
a) André is stressed because he is getting…
 nervous X fat tired
b) He probably eats a lot of…
 fruit and vegetables broccoli X junk food
c) Both André and Debbie like…
 X pasta broccoli fruit and vegetables
d) He invites Debbie to have lunch at…
 home Mama’s X Greens for Teens
e) Debbie thinks André…
 is serious about that really means it X is not serious about it
6
A transcrição do áudio destas atividades encontra-se 
no tópico “Audio Scripts”, no Guia do Professor.
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (UFBA) Leia o texto e responda às questões 1 e 2.
Modern Warfare’s Silver Lining
War may indeed be hell, but hell, apparently, isn’t all 
that bad for your health.
According to a new study, during most armed conflicts 
since the 1970s, mortality rates have actually declined. 
That’s not to say that war, in and of itself, leads to longer life 
spans. Instead, a major reason for the drop is that conflict 
has become an impetus for international humanitarian 
groups to ramp up their efforts in poor countries, and 
they’ve learned to work public-health miracles in a short 
amount of time.
In the Democratic Republic of the Congo, for instance, 
just twenty percent of children were vaccinated for measles 
in 1997, at the start of a decade-long civil war. But by 2007 
that figure was eighty percent. The metrics on other health 
initiatives, from treating malnutrition to distributing bed 
nets, tell a similar story. “It’s never any fun living in a refugee 
camp,” says Andrew Mack, a professor at Simon Fraser 
University and the study’s lead author. “But the mortality 
rates are better in many of those camps than they were 
before the war.” That’s no reason to celebrate warfare. But it 
does suggest that its damage has become much cheaper.
SHERIDAN, Barrett. Modern warfare’s silver lining. Newsweek, New York. 
Feb. 1st, 2010. p. 7. 
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1 De acordo com as informações contidas no texto, é correto 
afirmar: 
a) O sério problema de desnutrição no Congo agravou-se 
bastante durante o período de guerra.
b) Os índices de mortalidade, nas últimas décadas, têm 
diminuído na maior parte dos conflitos armados.
c) A guerra civil na República Democrática do Congo, ini-
ciada no final do século passado, ainda continua até os 
dias atuais.
d) Graças aos esforços de grupos humanitários, houve 
melhora considerável na saúde pública dos países po-
bres em guerra.
e) O percentual de crianças vacinadas contra sarampo, na 
República Democrática do Congo, cresceu muito em 
um período de dez anos.
f ) O estudo mencionado no texto sugere que a maior razão 
para o fim dos conflitos armados é a falta de alimentos, 
de médicos e de enfermeiros nos campos de refugiados.
2 Os termos transcritos à esquerda que, de acordo com o texto, cor-
respondem ao significado apresentado à direita são os seguintes:
a) “actually” (l. 4) – at present.
b) “drop” (l. 6) – fall.
c) “figure” (l. 14) – number.
d) “lead” (l. 18) – main.
e) “rates” (l. 19) – speed.
f ) “damage” (l. 21) – harm.
Veja, no Guia do Professor, as respostas 
da “Tarefa para casa”.
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32 Man and the Universe
3 (Enem) 
Disponível em: <www.chris-alexander.co.uk/1191>. 
Acesso em: 28 jul. 2010. Adaptado.
 Definida pelos países membros da Organização das Nações 
Unidas e por organizações internacionais, as metas de de-
senvolvimento do milênio envolvem oito objetivos a serem 
alcançados até 2015. Apesar da diversidade cultural, esses ob-
jetivos, mostrados na imagem, são comuns ao mundo todo, 
sendo dois deles:
a) o combate à AIDS e a melhoria do ensino universitário.
b) a redução da mortalidade adulta e a criação de parce-
rias globais.
c) a promoção da igualdade de gêneros e a erradicação 
da pobreza.
d) a parceria global para o desenvolvimento e a valoriza-
ção das crianças.
e) a garantia da sustentabilidade ambiental e o combate 
ao trabalho infantil.
PARA PRATICARPARA APRIMORAR
1 (Enem)
The Record Industry
The record industry is undoubtedly in crisis, with 
labels laying off employees in continuation. This is because 
CD sales are plummeting as youngsters prefer to download 
their music from the Internet, usually free of charge.
And yet it’s not all gloom and doom. Some labels are in 
fact thriving. Putumayo World Music, for example, is growing, 
thanks to its catalogue of ethnic compilation albums, featuring 
work by largely unknown artists from around the planet.
Putumayo, which takes its name from a valley in 
Colombia, was founded in New York in 1993. It began life 
as an alternative clothing company, but soon decided to 
concentrate on music. Indeed its growth appears to have 
coincided with that of world music as a genre.
Speak Up. Ano XXIII, n. 275. Fragmento.
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 A indústria fonográfica passou por várias mudanças no sécu-
lo XX e, como consequência, as empresas enfrentaram crises. 
Entre as causas, o texto da revista Speak Up aponta 
a) o baixo interesse dos jovens por alguns gêneros musicais.
b) o acesso a músicas, geralmente sem custo, pela Internet.
c) a compilação de álbuns com diferentes estilos musicais.
d) a ausência de artistas populares entre as pessoas mais jovens.
e) o aumento do número de cantores desconhecidos.
 (Unifesp) Leia o texto para responder às questões de números 
2 a 10.
Will We Ever… Understand Why Music Makes 
Us Feel Good?
19 April 2013
Philip Ball
No one knows why music has such a potent effect on 
our emotions. But thanks to some recent studies we have a 
few intriguing clues. Why do we like music? Like most good 
questions, this one works on many levels. We have answers 
on some levels, but not all.
We like music because it makes us feel good. Why does 
it make us feel good? In 2001, neuroscientists Anne Blood 
and Robert Zatorre at McGill University in Montreal provided 
an answer. Using magnetic resonance imaging they showed 
that people listening to pleasurable music had activated brain 
regions called the limbic and paralimbic areas, which are 
connected to euphoricreward responses, like those we 
experience from sex, good food and addictive drugs. Those 
rewards come from a gush of a neurotransmitter called 
dopamine. As DJ Lee Haslam told us, music is the drug.
But why? It’s easy enough to understand why sex and food 
are rewarded with a dopamine rush: this makes us want more, 
and so contributes to our survival and propagation. (Some 
drugs subvert that survival instinct by stimulating dopamine 
release on false pretences.) But why would a sequence of 
sounds with no obvious survival value do the same thing? 
The truth is no one knows. However, we now have many 
clues to why music provokes intense emotions. The current 
favourite theory among scientists who study the cognition of 
music – how we process it mentally – dates back to 1956, 
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when the philosopher and composer Leonard Meyer suggested 
that emotion in music is all about what we expect, and whether 
or not we get it. Meyer drew on earlier psychological theories 
of emotion, which proposed that it arises when we’re unable 
to satisfy some desire. That, as you might imagine, creates 
frustration or anger – but if we then find what we’re looking 
for, be it love or a cigarette, the payoff is all the sweeter.
This, Meyer argued, is what music does too. It sets up 
sonic patterns and regularities that tempt us to make 
unconscious predictions about what’s coming next. If we’re 
right, the brain gives itself a little reward – as we’d now see 
it, a surge of dopamine. The constant dance between 
expectation and outcome thus enlivens the brain with a 
pleasurable play of emotions.
Avaiable at: <www.bbc.com>. Adapted.
2 Segundo o texto, a pergunta apresentada no primeiro parágrafo:
a) é intrigante e merece uma reflexão por parte de músicos e 
psicólogos.
b) mostra que a música está relacionada à sobrevivência do 
ser humano.
c) introduz uma questão científica ainda não abordada.
d) indica que a música pode auxiliar em tratamentos para 
depressão.
e) pode ser abordada a partir de diversas perspectivas.
3 According to McGill University neuroscientists, music one 
enjoys makes the person feel good because: 
a) two brain regions related to pleasure are stimulated.
b) they used magnetic resonance imaging to enhance 
dopamine.
c) most people feel euphoric and start to move their bodies 
or dance.
d) it recalls memories related to sex and other good experiences.
e) it is often played in social gatherings where food, sex and 
drugs may be present.
4 O texto relaciona a música às drogas porque ambas:
a) liberam os instintos sexuais.
b) dependem das preferências pessoais.
c) incitam a euforia e criam dependência.
d) promovem a descarga de dopamina.
e) ocorrem em contextos semelhantes.
5 No trecho do segundo parágrafo “which are connected to 
euphoric reward responses”, a palavra which refere-se a: 
a) pleasurable music.
b) sex, good food and addictive drugs.
c) limbic and paralimbic areas.
d) magnetic resonance imaging.
e) euphoric reward responses.
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6 Segundo as informações apresentadas no terceiro e quarto 
parágrafos, é possível concluir que: 
a) a dopamina contida nos alimentos faz com que tenhamos 
prazer em comer certos pratos.
b) a sobrevivência do ser humano está vinculada à sensação 
de recompensa provocada pela dopamina.
c) a música, ao contrário das drogas, não mimetiza o instinto 
de sobrevivência.
d) ninguém sabe por que a preferência por determinados 
tipos de drogas e de música ocorre em certos grupos.
e) mesmo uma música agradável pode provocar emoções 
contraditórias, como ansiedade e relaxamento.
7 Segundo Leonard Meyer: 
a) a ansiedade e comportamentos violentos decorrem da 
busca por recompensas.
b) um desejo não atendido gera sensação de perigo e inse-
gurança.
c) a música vai de encontro aos padrões do inconsciente.
d) uma expectativa confirmada gera bem-estar e emoções 
agradáveis.
e) emoções dúbias como prazer e culpa resultam do consu-
mo de drogas, como o tabaco.
8 No trecho do quarto parágrafo “However, we now have many 
clues to why music provokes intense emotions.”, a palavra 
however indica uma ideia de: 
a) avaliação.
b) explicação.
c) consequência.
d) finalidade.
e) contraste.
9 O trecho final do quarto parágrafo “the payoff is all the sweeter ”
 pode ser corretamente entendido como: 
a) a retribuição dá muito prazer.
b) a moderação vale a pena.
c) a compensação foi menor que a esperada.
d) a sensação de alívio é relaxante.
e) a frustração é substituída pelo amor.
10 No trecho do último parágrafo “as we’d now see it”, ’d pode ser 
reescrito, mantendo-se a correção e o sentido, como: 
a) did.
b) had.
c) would.
d) need to.
e) used to.
34 Man and the Universe
UNIT
Is Caffeine Addictive?4
Objetivos:
c Identificar e usar 
prefixos e sufixos.
c Apontar a relevância e 
compreender os usos 
dos intensificadores: 
much, very/too/so 
much, enough.
c Usar o tempo presente 
na forma interrogativa.
PREREADING QUESTIONS
Leia o título do texto. O que você acha? 
Cafeína é uma substância que vicia? 
Você se acha uma pessoa viciada em cafeína?
Ou é uma pessoa moderada, preocupada com a saúde?
Formule hipóteses sobre o assunto e verifique-as com a leitura do texto.
What Is Caffeine?
Caffeine is a drug that is naturally 
produced in the leaves and seeds of 
many plants. It is also produced 
artificially and added to many common 
foods and drinks, such as coffee, tea, 
hot cocoa, soft drinks, chocolate, and 
some medicines.
Do You Drink a Lot of Caffeine?
Caffeine is defined as a drug 
because it stimulates the central nervous 
system, acting as a stimulant. Stimulants 
may make us feel more awake and alert. 
After a tirin g day many people drink 
liquids with caffeine because they think 
it helps them to wake up and feel 
sharper. Many people feel that caffeine 
increases their mental alertness. That’s why they like it so much!
Do You Really Need Caffeine? Does It Help You in Any Way?
Caffeine isn’t a nutrient, like calcium, so you don’t need a certain amount of it to be 
healthy. Caffeine is unnecessary to your body. No one needs caffeinated drinks, especially 
kids. The best drinks for kids are water and milk, which don’t contain caffeine.
Is Caffeine Addictive?
People who drink much caffeine may start to depend on it. If regular caffeine users 
don’t feel they get enough of it, it may become a stressful situation. People who are used to 
caffeine and don’t get it can develop headaches, stomachaches, and feel tired and sleepy or 
grumpy all day long. Caffeine can cause your heart to pump faster and your breathing to 
quicken. Too much caffeine will make it hard to fall asleep, which m ight mean y ou won’t 
be able to pay attention in school the next day. It is true that caffeine can b oost a person’s 
energy temporarily, but too much of any drug is harmful.
GAVIN, Mary L. Caffeine Confusion. Available at: <http://kidshealth.org/kid/nutrition/food/caffeine.html#>.
 Jul. 7th, 2014. Adapted.
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amount: 
(s.) quantidade
enough: 
(adv.) bastante, suficiente
fall asleep: 
(v.) adormecer
sharper: 
(adj.) mais esperto/a(s), mais 
atento/a(s)
grumpy: 
(adj.) mal-humorado/a(s), 
rabugento/a(s)
harmful: 
(adj.) nocivo/a(s), prejudicial/ais
leaves (pl. de leaf): 
(s.) folhas
pump: 
(v.) bombear/bater
sleepy: 
(adj.) sonolento/a(s)
soft drink:
(s.) refrigerante
tired: 
(adj.) cansado/a(s)
tiring: 
(adj.) cansativo/a(s)
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What is caffeine? Do you drink a lot of it? Does it help you 
in any way?
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Man and the Universe
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Qual é a ideia central do texto? Como a cafeína é apresentada?
A ideia central é informar ao leitor o que é a cafeína, quais os alimentos que a contêm e os efeitos que
oseu excesso pode causar. A cafeína é apresentada como uma droga que pode ser prejudicial à saúde.
2 Você se considera viciado em cafeína?
Resposta pessoal.
 WORD STUDY
Transparent Words
1 Com o apoio de algumas palavras transparentes, encontre no texto as seguintes locuções.
a) Alimentos e bebidas comums:
common foods and drinks
b) Sistema nervoso central: 
central nervous system 
c) Bebidas com cafeína: 
caffeinated drinks 
d) Estado de alerta mental:
mental alertness 
e) Usuários regulares de cafeína:
regular caffeine users 
f ) Situação estressante:
stressful situation 
2 Find the words or phrases in the text that have the same meaning as those in bold:
a) (linha 5) like coffee, tea, hot cocoa, etc. 
such as
b) (linha 12) not sleepy 
awake and alert
c) (linha 15) stop sleeping 
wake up
d) (linha 16) feel more alert 
sharper
e) (linha 23) may start to become addicted to it
depend on it
f ) (linha 24) they get a sufficient amount of it
enough of it
g) (linha 27) your breathing to become quicker
quicken
h) (linha 27) will make it difficult 
hard
i) (linha 28) raise a person´s energy 
boost
j) (linha 29) causes harm 
is harmful
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
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She really likes coffee.
36 Man and the Universe
Word Formation: Prefixes & Suffixes
O conhecimento de prefixos e sufixos é útil para ampliar o vocabulário e ajuda na dedução do 
significado de palavras desconhecidas.
Um dos vários prefixos que indicam negação está presente, por exemplo, nas seguintes palavras:
unhappy
(infeliz)
unload
(descarregar)
unimportant
(sem importância)
unbelievable
(inacreditável)
O sufixo -ly é aplicado a muitos adjetivos para formar advérbios de modo, correspondendo ao 
sufixo -mente, em português.
real really
normal normally
especial especially
Os verbos tire (cansar) e addict (viciar) podem formar dois tipos de adjetivos, com significados 
diferentes. Com o sufixo -ing forma-se tiring (cansativo, que cansa) e com -ive forma-se addictive 
(viciante, que vicia). Repare na ideia ativa desses sufixos (que causa, que provoca a ação do verbo).
Com o sufixo -ed forma-se tired (cansado) e addicted (viciado). Repare na ideia passiva desse 
sufixo (que sofre os efeitos da ação do verbo).
O sufixo -ful,*acrescido a substantivos abstratos, forma adjetivos que denotam a presença do 
que é designado pelo substantivo:
beauty (beleza) beautiful (belo/a, bonito/a)
* Chame a atenção dos alunos para o 
fato de que esse sufixo tem apenas 
um l, enquanto o adjetivo full, oposto 
de empty, tem dois. 
PARA CONSTRUIR
1 Volte ao texto para responder às seguintes questões: 
a) Identifique no texto dois advérbios de modo e escreva os adjetivos a partir dos quais eles foram formados.
Possíveis respostas: naturally, natural; artificially, artificial; temporarily, temporary; real, really; especial, especially.
b) Localize os adjetivos tiring e addictive no texto e descubra a que eles se referem.
Tiring refere-se a day; addictive refere-se a caffeine.
c) Encontre no texto dois adjetivos formados com o sufixo -ful:
stressful, harmful
2 É possível, em alguns casos, formar adjetivos de sentido oposto aos de -ful, indicando ausência, carência de algo, com o emprego do 
sufixo -less. Complete as frases com os adjetivos de sentido oposto aos destacados. Em uma delas não será possível usar o sufixo -less.
a) You should be careful about your health. You should not be careless about that.
b) Drugs can cause harm to your body. They contain harmful substances. They are not harmless .
c) The effects of drugs are meaningful. They are not meaningless .
d) When you feel happy life is beautiful. Nothing seems to be ugly .
 TAREFA PARA CASA: Para praticar: 1 e 2 
Why does Emily look so unhappy?
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Man and the Universe
 DETAILED COMPREHENSION
 Encontre no texto as respostas a estas perguntas.
a) O que é a cafeína? Como ela é produzida?
Cafeína é uma droga. Ela é produzida naturalmente nas folhas e nas sementes de algumas plantas.
b) Por que as pessoas gostam tanto de cafeína?
Porque a cafeína dá uma sensação temporária de aumento de energia, melhora da disposição e
parece deixar a pessoa “mais esperta”.
c) Quais são as substâncias que contêm cafeína?
Café, chá, chocolate, refrigerantes.
d) Quais são as melhores bebidas para crianças? Por quê?
Água e leite, por não conterem cafeína.
e) Quando as pessoas que estão acostumadas ao uso de cafeína não a consomem, cria-se uma 
situação estressante. Cite no mínimo três efeitos negativos causados por essa abstinência.
Dor de cabeça, dor de estômago, sensação de cansaço, sonolência, mau humor. 
 STRUCTURE
Much and Enough
Observe o significado e o uso das palavras e locuções do quadro a seguir:
Palavra Significado Uso
much muito antes de substantivo singular
very much muito depois de verbo e seu complemento
too much demais antes de substantivo singular, indicando excesso
so much tanto antes de substantivo singular, realçando intensidade
enough suficiente antes de substantivo singular ou plural, indicando suficiência
PARA CONSTRUIR
3 Complete as frases com a alternativa correta.
a) British people drink a lot of tea. They really like it very much . (enough – very much)
b) Too much caffeine can be harmful. (enough – too much)
c) When your body does not absorb enough vitamins, you get sick. (enough – too)
d) Why do you drink so much coffee? Ten cups a day! That’s bad for you. (enough – so much)
e) We have enough coffee and tea at home. We don’t need more. (so much – enough)
f ) Charles is an old man now. He doesn’t have much energy. (too much – much)
g) Chocolate is really good. I like it very much ! (very much – enough)
h) One cup of coffee is enough to make me feel awake and alert. (enough – too much)
 TAREFA PARA CASA: Para praticar: 3 a 5
 ACESSE OS SITES
 Kids and caffeine may be a dan-
gerous combination, new study 
suggests. Available at: <www.
today.com/health/kids-caffeine-
may-be -dangerous-combi-
nation-new-study-suggests-
1D79801666>. Jul. 7th, 2014.
38 Man and the Universe
Simple Present: Interrogative Form
Observe as formas verbais em destaque:
I like soft drinks.
Chocolate contains caffeine.
Do you like soft drinks?
Does tea contain caffeine?
Podemos concluir que, para fazer perguntas no Simple Present, usamos o verbo auxiliar do no 
início da pergunta, antes do sujeito.
Quando o sujeito é da terceira pessoa do singular (he, she ou it), usa-se does.
Nesse caso, como verbo auxiliar, do/does não tem tradução. E não deve ser confundido com 
o verbo principal to do, que significa “fazer”.
Observe a formação de perguntas no Simple Present e também de respostas curtas a essas per-
guntas, construção muito comum em diálogos. Agora, vamos tomar o verbo to know como exemplo.
Questions Affirmative answers Negative answers 
I I I
you you you
Do we know? Yes, we do. No, we don’t.
you you you
they they they
he he he
Does she know? Yes, she does. No, she doesn’t.
it it it
PARA CONSTRUIR
4 Identifique o verbo auxiliar e o principal nas frases abaixo e traduza-as.
a) What does he do? He works in a chocolate factory.
does – verbo auxiliar; do – verbo principal; O que ele faz?
b) Does he do his job well? Yes, he does.
does – verbo auxiliar; do – verbo principal; Ele faz bem seu trabalho?
5 Working in pairs, ask and answer questions using do or does. Give short answers.
Do you like soft drinks? Yes I do. / No, I don’t. 
Does a glass of soda satisfy you? Yes, it does. / No, it doesn’t.
a) Do you like caffeine? 
Yes, I do. / No, I don’t.
b) Does caffeine increase mental alertness?
Yes, it does.
c) Does tea contain caffeine?
Yes, it does.
d) Do coffee and tea contain a lot of caffeine?
Yes, they do.
e) Does caffeine stimulate you?
Yes, it does. / No, it doesn’t.
f ) Does caffeine cause some negative effects?
Yes, it does.g) Do they know too much caffeine can be harmful?
Yes, they do. / No, they don’t.
h) Do you know too much caffeine can be harmful?
Yes, I do. / No I don’t.
Sugerimos que os alunos façam esta atividade primeiro por escrito. Depois, podem praticá-la oralmente.
 TAREFA PARA CASA: Para aprimorar: 1 a 6
Do you like peach pie? 
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Man and the Universe
FALSE FRIENDS
 Preencha as lacunas em cada frase de acordo com o contexto.
a) He is not strong enough to push the car.
 Ele não é forte o suficiente para empurrar o carro. 
b) What was the actual reason for that meeting?
 Qual foi a verdadeira razão para aquela reunião?
 LISTENING
Talk with a Doctor
 Ouça a conversa ao telefone entre Doc, o médico colunista de um jornal de Nova York, e Billy, 
um leitor com problemas de nutrição que escreveu uma carta para a coluna de Doc. Depois 
responda às perguntas.
a) Por que Billy ligou para Doc?
Ele ligou para agradecer a ele pelos conselhos.
b) Que tipo de alimentos Billy ingeria antigamente?
Comida gordurosa e muito calórica.
c) O que Billy aprendeu?
Billy aprendeu a resistir à tentação.
d) O que ele come agora?
Ele come comida saudável, muitas frutas e verduras.
e) Que tipo de exercício físico ele faz?
Billy caminha, corre, nada e joga tênis.
f ) Que convite Billy faz a Doc?
Ele convida Doc para jogar tênis com ele quando for a Orlando.
g) O que os dois combinaram?
Disputar uma partida de tênis.
8
A transcrição do áudio destas atividades encontra-se no tópico 
“Audio Scripts”, no Guia do Professor.
actual:
verdadeiro, real
 
( atual: present, current).
push: 
empurrar
( puxar: pull).
Peça aos alunos que preencham as lacu-
nas do glossário com os false friends.
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Acesse a lista de False Friends no 
portal.
www.sesieducacao.com.br
Portal
SESI 
Educação
40 Man and the Universe
 EXTRA READING
A Perfect Imitation
At a dinner in Hollywood to celebrate his birthday, Charlie Chaplin entertained the 
guests throughout the evening by imitating people they knew: men, women, and children, 
his chauffeur, his Japanese servants, his secretaries. Finally he sang at the top of his voice 
an aria from an Italian opera – sang it superbly.
“But Charlie, I never knew you could sing so beautifully,” someone exclaimed.
“I can’t sing at all,” Charlie answered. “I was only imitating Caruso.”
FADIMAN, Clifton (Ed.). The Little, Brown Book of Anecdotes. Boston: Little, Brown and Company, 1985.
 According to the passage above:
a) Charlie invited lots of people to celebrate his birthday. They were his guests at the dinner.
 Chaplin was the
 X host.
 hostess.
 owner.
 master.
 servant.
b) Chaplin entertained the guests throughout the evening. He amused them
 for a very short time.
 for a while.
 X for a long time.
 until the following morning.
 until it became dark.
c) Some of the people Chaplin imitated
 were not known by his guests.
 were more famous than Charlie 
himself.
 entertained the guests too.
 X worked for him.
 were complete strangers to him.
d) When Charlie said “I can’t sing at all”, the great comedian meant
 he could sing only part of that aria.
 X his own opinion about his singing 
skills was very modest.
 he considered himself a superb singer.
 he knew he could sing as 
beautifully as Caruso.
 he was not able to sing the 
whole aria.
Physical Exercise
You’ve probably heard countless times how exercise is “good for you”. But did you 
know that it can actually help you feel good, too? Getting the right amount of exercise can 
rev up your energy levels and even help improve your mood.
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Man and the Universe
Rewards and Benefits
Experts recommend that teens get 60 minutes or more of moderate to vigorous 
physical activity each day. Here are some of the reasons:
 Exercise benefits every part of the body, including the mind. Exercising causes the 
body to produce endorphins, chemicals that can help a person to feel more peaceful 
and happy. Exercise can help some people sleep better. It can also help some people 
who have mild depression and low self-esteem. Plus, exercise can give people a real 
sense of accomplishment and pride at having achieved a certain goal – like beating 
an old time in the 100-meter dash.
 Exercising can help you look better. People who exercise burn more calories and 
look more toned than those who don’t. In fact, exercise is one of the most 
important parts of keeping your body at a healthy weight.
 Exercise helps people lose weight and lowers the risk of some diseases. Exercising 
to maintain a healthy weight decreases a person’s risk of developing certain diseases, 
including type 2 diabetes and high blood pressure. These diseases, which used to 
be found mostly in adults, are becoming more common in teens.
 Exercise can help a person age well. This may not seem important now, but your 
body will thank you later. Women are especially prone to a condition called 
osteoporosis (a weakening of the bones) as they get older. Studies have found that 
weight-bearing exercise – like jumping, running, or brisk walking – can help girls 
(and guys!) keep their bones strong.
The three components to a well-balanced exercise routine are: aerobic exercise, 
strength training, and flexibility training.
GAVIN, Mary L. Why Exercise is Wise. Available at: <http://kidshealth.org/teen/your_body/take_care/exercise_wise.
html?tracking=T_RelatedArticle#>. Jul. 11th, 2014. Adapted.
1 Responda:
a) Qual é o tema abordado?
Os benefícios do exercício físico.
b) Quanto tempo de exercício diário os especialistas recomendam para os adolescentes?
De 60 minutos a mais por dia. 
2 Transcreva do texto os três componentes de uma rotina balanceada de exercícios.
Aerobic exercise, strength training, and flexibility training.
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
1 (Enem) 
After Prison Blaze Kills Hundreds in Honduras, 
UN Warns on Overcrowding
15 February 2012
A United Nations human rights official today called on 
Latin American countries to tackle the problem of prison 
overcrowding in the wake of an overnight fire at a jail in 
Honduras that killed hundreds of inmates. More than 300 
prisoners are reported to have died in the blaze at the prison, 5
located north of the capital, Tegucigalpa, with dozens of 
others still missing and presumed dead. Antonio 
Maldonado, human rights adviser for the UN system in 
Honduras, told UN Radio today that overcrowding may 
have contributed to the death toll. “But we have to wait 
until a thorough investigation is conducted so we can reach 
a precise cause,” he said. “But of course there is a problem 
of overcrowding in the prison system, not only in this 
country, but also in many other prisons in Latin America.”
Disponível em: <www.un.org>. Acesso em: 22 fev. 2012. Adaptado.
 Os noticiários destacam acontecimentos diários, que são vei-
culados em jornal impresso, rádio, televisão e internet. 
 Nesse texto, o acontecimento reportado é a:
10
Veja, no Guia do Professor, as 
respostas da “Tarefa para casa”.
42 Man and the Universe
a) ocorrência de um incêndio em um presídio superlotado 
em Honduras.
b) questão da superlotação nos presídios em Honduras e na 
América Latina.
c) investigação da morte de um oficial das Nações Unidas 
em visita a um presídio.
d) conclusão do relatório sobre a morte de mais de trezentos 
detentos em Honduras.
e) causa da morte de doze detentos em um presídio super-
lotado ao norte de Honduras.
 (UFBA – Adaptada) Leia o texto e responda às questões 2 a 5.
Men Without Women
In 1927, Ernest Hemingway published a collection of 
short stories titled Men WithoutWomen. Today, less than a 
century later, it sums up the predicament of a rising 
proportion of mankind.
According to the United Nations, there are far more 
men than women on the planet. The gender gap is especially 
pronounced in Asia, where there are a hundred million 
more guys than girls. This may come as a surprise to people 
in the Western world, where women outnumber men 
because – other things being equal – the mortality rate for 
women is lower than for men in all age groups. Nobel Prize-
winning economist Amartya Sen calls it the mystery of Asia’s 
“missing women”.
The mystery is partly explicable in terms of economics. 
In many Asian societies, girls are less well looked after than 
boys because they are economically undervalued.
The kind of domestic work they typically do is seen as 
less important than paid work done by men. And, of course, 
early marriage and minimal birth control together expose 
them to the risks of multiple pregnancies.
When Sen first added up the missing women – women 
who would exist today if it were not for selective abortion, 
infanticide, and economic discrimination – he put the 
number at hundred million. It is surely higher now. For, 
even as living standards in Asian countries have soared, the 
gender gap has widened. That’s because a cultural preference 
for sons over daughters leads to selective abortion of female 
fetuses, a practice made possible by ultrasound scanning, 
and engaged in despite legal prohibitions. The American 
feminist Mary Anne Warren called it “gendercide”. 
Notoriously common in northwestern India, it’s also 
rampant in the world’s most populous country: China.
That has scary implications. Remember, most of 
Hemingway’s stories in Men Without Women are about 
violence. They feature gangsters, bullfighters, and wounded 
soldiers as well. The most famous story is called simply “The 
Killers”.
5
10
15
20
25
30
35
It may be that the coming generation of Asian men 
without women will find harmless outlets for their inevitable 
frustrations, like team sports or videogames. But I doubt it. 
Either this bachelor generation will be a source of domestic 
instability, whether Brazilian-style crime or Arab-style 
revolution – or, as happened in Europe, they and their 
testosterone will be exported. There’s already enough shrill 
nationalism in Asia as it is. Don’t be surprised if, in the next 
generation, it takes the form of macho militarism and even 
imperialism. Lock up your daughters.
FERGUSON, Niall. Men Without Women. Newsweek, New York, 
Mar. 14th, 2011. p. 8. Adapted.
2 São afirmações verdadeiras que se depreendem do texto:
a) Ao contrário da Ásia, há mais mulheres do que homens 
no mundo ocidental.
b) Em todo o planeta, o número de homens supera o de 
mulheres em mais de 100 milhões.
c) Nas diferentes faixas etárias, o índice de mortalidade dos 
homens no Ocidente é maior do que o das mulheres.
d) Em muitas sociedades orientais, as meninas são discrimi-
nadas tanto em seu trabalho como economicamente.
e) A atual tendência de casar cada vez mais tarde expõe 
as mulheres asiáticas a inúmeros riscos de parto.
f ) A preferência cultural dos orientais por filhos do sexo 
masculino leva as mulheres ao aborto seletivo de fetos 
do sexo feminino.
3 Sobre a publicação de Hemingway, Men Without Women, é 
correto afirmar:
a) É um documentário sobre antigos problemas do mun-
do ocidental.
b) Proporcionou a seu autor o Prêmio Nobel de Literatura.
c) Possui, como seus principais personagens, homens em 
busca de uma companheira.
d) É uma coletânea de contos cujo título sintetiza o dile-
ma de uma proporção crescente do gênero humano.
e) Apresenta a violência como tema predominante na 
obra.
f ) Defende a causa de toureiros e soldados desertores.
4 Correspondem à circunstância indicada as expressões trans-
critas em:
a) “less than” (l. 2) – comparação.
b) “if” (l. 22) – dúvida.
c) “For” (l. 24) – explicação.
d) “as well” (l. 36) – adição.
e) “whether [...] or” (l. 42) – alternância.
f ) “as happened” (l. 43) – finalidade.
40
45
43
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5 Quanto ao uso da linguagem no texto, é correto afirmar:
a) “people” (l. 8), “women” (l. 9) e “men” (l. 9) têm uma única 
forma para o singular e o plural.
b) “lower” (l. 11) e “The most famous” (l. 36) estão no mes-
mo grau de comparação.
c) “undervalued” (l. 16) é uma palavra formada por prefixa-
ção e sufixação.
d) “coming” (l. 38) está funcionando como adjetivo.
e) “their” (l. 39) refere-se a “women” (l. 39).
f ) “Don’t be” (l. 45) e “Lock up” (l. 47) são formas verbais no 
imperativo.
PARA PRATICARPARA APRIMORAR
 (Unifesp) Leia o texto para responder às questões 1 a 6.
Work after Eight Months of Pregnancy Is as 
Harmful as Smoking, Study Finds
Conal Urquhart and agencies July 28, 2012
Working after eight months of pregnancy is as harmful 
for babies as smoking, according to a new study. Women who 
worked after they were eight months pregnant had babies on 
average around 230 g lighter than those who stopped work 
between six and eight months.
The University of Essex research – which drew on data 
from three major studies, two in the UK and one in the US 
– found the effect of continuing to work during the late stages 
of pregnancy was equal to that of smoking while pregnant. 
Babies whose mothers worked or smoked throughout 
pregnancy grew more slowly in the womb.
Past research has shown babies with low birth weights 
are at higher risk of poor health and slow development, and 
may suffer from a variety of problems later in life. Stopping 
work early in pregnancy was particularly beneficial for 
women with lower levels of education, the study found – 
suggesting that the effect of working during pregnancy was 
possibly more marked for those doing physically demanding 
work. The birth weight of babies born to mothers under the 
age of 24 was not affected by them continuing to work, but 
in older mothers the effect was more significant.
The researchers identified 1,339 children whose mothers 
were part of the British Household Panel Survey, which was 
conducted between 1991 and 2005, and for whom data was 
available. A further sample of 17,483 women who gave birth 
in 2000 or 2001 and who took part in the Millennium Cohort 
Study was also examined and showed similar results, along 
with 12,166 from the National Survey of Family Growth, 
relating to births in the US between the early 1970s and 1995.
One of the authors of the study, Prof. Marco Francesconi, 
said the government should consider incentives 4 employers 
to offer more flexible maternity leave to women who might 
need a break before, 5 after, their babies were born. He said: 
“We know low birth weight is a predictor of many things that 
happen later, including lower chances of completing school 
successfully, lower wages and higher mortality. We need to 
think seriously about parental leave, because – as this study 
suggests – the possible benefits of taking leave flexibly before 
the birth 6 quite high.” 
The study also suggests British women may be working 
for longer now during pregnancy. While 16% of mothers 
questioned by the British Household Panel Study, which went 
as far back as 1991, worked up to one month before the 
birth, the figure was 30% in the Millennium Cohort Study, 
whose subjects were born in 2000 and 2001.
Available at: <www.guardian.co.uk>.
1 O estudo mencionado no texto indica que: 
a) as mulheres que trabalham até o final da gravidez são, em 
sua maioria, fumantes, quer sejam mais velhas, quer não.
b) o efeito do trabalho até os últimos dias antes do parto in-
depende da idade da mãe ou do fato de ela ser fumante 
ou não.
c) os bebês com peso mais baixo no nascimento são, usual-
mente, os filhos de mães fumantes durante a gravidez.
d) as mulheres na Inglaterra sempre trabalharam até o final 
da gravidez, devido a exigências do sistema de segurida-
de social.e) o trabalho físico no final da gravidez tende a afetar mais o 
crescimento do feto do que o desenvolvimento intelectual.
2 In the excerpt from the first paragraph “than those who stopped 
work between six and eight months”, the word those refers to: 
a) smoking.
b) babies
c) months.
d) women.
e) pregnancy.
3 In the excerpt from the third paragraph “may suffer from a variety 
of problems later in life”, the word may carries the idea of: 
a) obligation.
b) habit.
c) inevitability.
d) request.
e) possibility.
 Assinale as alternativas que completam, correta e respectiva-
mente, as lacunas numeradas de 4 a 6 no texto.
4 
a) through
b) about
c) by
d) for
e) with
5 
a) rather than
b) no
c) less likely
d) but
e) instead
6 
a) simply aren’t
b) could be
c) can’t be
d) are not 
e) will do
44 Man and the Universe
MINIGRAMMAR
There Is / There Are
Para dizer “haver” no sentido de “existir” em inglês, usa-se uma expressão formada por there + uma forma do verbo to be.
Para expressar existência no presente:
Afirmativa Negativa Interrogativa
há, existe there is there is not is there?
há, existem there are there are not are there?
Para expressar existência no passado:
Afirmativa Negativa Interrogativa
havia, existia there was there was not was there?
havia, existiam there were there were not were there?
Para expressar existência no futuro:
Afirmativa Negativa Interrogativa
haverá, existirá, 
existirão
there will be there will not be will there be?
Formas abreviadas:
To Have: Simple Present Tense
Além do sentido de “ter, possuir”, have também é usado para indicar várias ações, como nas seguintes expressões: have breakfast, 
lunch, dinner, coffee, etc.; have a bath, a shower – have a shower (GB) = take a shower (EUA); have a good time, a nice day.
Afirmativa Negativa Interrogativa
I
you
have
I
you
do not have Do
I
you
have?
he
she
it
has
he
she
it
does not have Does
he
she
it
have?
we
you
they
have
we
you
they
do not have Do
we
you
they
have?
Possessive Forms
Quando o substantivo possuidor designa um ser vivo (pessoa/animal), as expressões possessivas são formadas do seguinte modo:
Casos Exemplos
+ ’s ao substantivo singular, ou 
plural, desde que não termine em -s. 
the man’s body
(o corpo do homem)
the children’s body
(o corpo das crianças)
+ apóstrofo ( ’ ) ao substantivo, quan-
do ele for plural terminado em -s. 
the Simpsons’ adventures
(as aventuras dos Simpsons)
Usar a preposição of e não ’s, quando o 
substantivo designa um ser inanimado.
the door of the car
(a porta do carro)
Casos especiais Exemplos
Substantivo composto: + ’s my daughter-in-law’s car
(o carro da minha nora)
Dois possuidores: 
+ ’s no último possuidor
Posse em separado: 
+ ’s a cada possuidor
Homer and Marge’s family
(a família dos dois)
Homer’s and Marge’s voice
(a voz de cada um)
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Man and the Universe
What or Which?
Interrogativos Exemplos
What: o que; o qual (geral) What do you want? 
(O que você quer?)
Which: qual (específico) Which is your house, the blue one or the pink one?
(Qual é a sua casa, a azul ou a rosa?)
What/which: representam o sujeito do verbo; a pergunta é feita sem o verbo 
auxiliar (do/does)
What happens then?
(O que acontece então?)
Which wolf wins? 
(Qual dos lobos vence?)
Em inglês é possível omitir o pronome relativo que (that/which) quando ele se 
refere ao objeto do verbo
The one (that/which)I feed. The one I feed.
(Aquele que eu alimento.)
Simple Present Tense: Affirmative, Negative and Interrogative Forms
O Simple Present Tense equivale ao presente do indicativo, em português. Ele tem a mesma forma básica do infinitivo do verbo, 
sem a partícula to. Essa forma é usada para todas as pessoas, com exceção da 3a pessoa do singular (he/she/it), para a qual, em geral, 
há o acréscimo de -s.
Afirmativa Negativa Interrogativa
I
you
live
I
you
do not live Do
I
you
live?
he
she
it
lives
he
she
it
does not live Does
he
she
it
live?
we
you
they
live
we
you
they
do not live Do
we
you
they
live?
Imperative
Expressa:
Ordem, comando, conselho ou pedido.
Afirmativo: Negativo:
Set goals for your future. Don’t forget your dreams.
Quantifiers: expressões de quantidade e intensidade
Quantifier Tradução Uso
much muito antes de substantivo singular
very much muito depois do verbo e seu complemento
too much demais antes de substantivo singular, indicando excesso
so much tanto antes de substantivo singular, realçando intensidade
enough suficiente antes de substantivo singular/plural, expressando suficiência
46 Man and the Universe
BIBLIOGRAPHY
 AZAR, Betty Schrampfer. Fundamentals of English Grammar. 3. ed. London: Prentice Hall, 2007.
 BAUGH, L. Sue. Essentials of English Grammar: A Practical Guide to the Mastery of English. Chicago: Passport 
Books, 1994.
 BURRIDGE, Kate. Blooming English: Observation on the Roots, Cultivation and Hybrids of the English 
Language. New York: Cambridge University Press, 2004.
 CRYSTAL, David. Discover Grammar. London: Pearson Longman, 2004.
 GREEN, Ronald. Moving with Grammar. London: Beaumont Publishing, 1997.
 HOGAN, Jonathan T.; IGREJA, José Roberto A. Phrasal verbs: como falar inglês como um americano. São 
Paulo: Disal, 2004.
 MERCER, Neil. Words & Minds: How We Use Language to Think Together. London: Routledge, 2000.
 MURPHY, Raymond. English Grammar in Use. New York: Cambridge University Press, 2007. 
 REVELL, Jane; NORMAN, Susan. Handing Over: NLP-based Activities for Language Learning. McHenry: Saffire 
Press, 2002.
 . In Your Hands: NLP-based Activities for Language Learning. McHenry: Saffire Press, 1999.
 SWAN, Michael; WALTER, Catherine. How English Works: A Grammar Practice Book, with Answers. Oxford: 
Oxford University Press, 2006.
 . Practical English Usage. 2. ed. Oxford: Oxford University Press, 2005. 
 THOMSON, A. J.; MARTINET, A.V. A Practical English Grammar. 4. ed. Oxford: Oxford University Press, 1986.
ANOTAÇÕES
ENEMMAIS
47
O Enem é o maior exame do Ensino Médio e o mais utilizado para 
o ingresso em universidades no Brasil. Na prova de Língua Inglesa, que 
passou a fazer parte do Enem em 2010, espera-se que o aluno possa, 
entre outras competências exigidas, “conhecer e usar a língua estran-
geira moderna como instrumento de acesso a informações e a outras 
culturas e grupos sociais” (Matriz de referência para o Enem, 2009).
Para tanto, a prova prioriza a habilidade de leitura, a capacidade 
de saber relacionar o conteúdo específico da área com o de outras dis-
ciplinas (interdisciplinaridade) e o conhecimento de assuntos de atual 
relevância para a sua formação como cidadão brasileiro e do mundo. 
Desde 2010, as provas apresentam cinco questões de múltipla escolha, 
com base em textos curtos de variados gêneros (letras de música, poe-
mas, artigos, tirinhas, campanhas publicitárias, cartuns, etc.).
Para desenvolver a habilidade de leitura em inglês, e assim pre-
parar-se para o Enem, é importante ter familiaridade com diferentes 
gêneros textuais, ampliar o vocabulário por meio da leitura de textos 
de diversas áreas, conhecer variadas estratégias de leitura (reading 
skills) e sua aplicação adequada ao tipo de questão proposta.
Nesta seção, destacamos as estratégias de leitura que são con-
sideradas fundamentais e que ajudam a desenvolver a competência 
testada na prova do Enem. 
Neste volume, vamos explorar as seguintes estratégias de leitura: 
Making Predictions, Skimming, Scanning e Getting Meaning from Context. 
MAKING PREDICTIONS
Consiste em fazer previsões ou formular hipóteses sobre o gênero 
e o conteúdo de um texto, ativando o conhecimento que você já tem 
sobre o assunto. Essa prática permite que você receba melhor as novas 
informações do texto, facilitando a sua compreensão. Para tanto:
 Leia o título do texto, observe o seu layout, as imagens, os grá-
ficos que eventualmente o acompanham, as palavras destaca-
das (sublinhadas, em negrito, itálico ou em letras maiúsculas) 
e a fonte do texto.A partir dessas observações, levante hipóteses sobre o con-
teúdo. Tente prever o assunto, imagine o vocabulário que 
provavelmente aparecerá no texto.
 Ao observar o layout e a fonte, tente inferir o gênero do texto: 
um artigo jornalístico, um texto de campanha publicitária, 
uma biografia, um relatório científico, um poema, uma receita 
culinária, uma lista de instruções, um blog, etc.
 Com base no conhecimento prévio que possui sobre o tema 
e o gênero do texto, ou a partir da observação de imagens, 
tente antecipar palavras que aparecerão no texto, reflita sobre 
o tema e forme um repertório que possibilite melhor com-
preensão do que será lido.
 Confirme as previsões com a leitura.
Discovery in South America
A new type of porcupine was found in Brazil, but what makes 
this one different from the other six members of its species? 
1 Onde o animal foi descoberto? 
a) Estados Unidos
b) México
c) Brasil
d) Argentina
e) Brasília
2 O que é porcupine? a
a) uma espécie de animal
b) uma espécie de árvore
c) um tipo de doença
d) um tipo de legume
e) um tipo de nariz
3 Qual o gênero do texto acima? c
a) Cartum
b) Poema
c) Texto publicitário
d) Fábula
e) Carta
4 As palavras abandoned, potential e contact são: b
a) Falsos cognatos
b) Palavras transparentes
c) Verbos
d) Pronomes
e) Marcadores de discurso
5 A ideia principal do texto é: a
a) As pessoas sem-teto têm potencial.
b) Não desvie o olhar das pessoas que vivem na rua.
c) As poltronas não deveriam ser deixadas na calçada.
d) É importante reciclar móveis usados.
e) Todas as pessoas têm direito à moradia.
c
 Ciências Humanas e suas Tecnologias
 Ciências da Natureza e suas Tecnologias
 Linguagens, Códigos e suas Tecnologias
 Matemática e suas Tecnologias
H
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O
 F
E
R
N
A
N
D
E
S
-F
E
R
R
E
IR
A
R
A
S
IN
G
 T
H
E
 R
O
O
F
48 Man and the Universe
QUADRO DE IDEIAS
Man and the Universe
Word formation Verb tense Discourse markers
and / or / but / when /
because / while / 
instead of / if / as / 
on the other hand
-ly
dis-
-ity
un-
Affirmative 
form
Negative
form
Interrogative 
form
Simple PresentPrefixes & suffixes
Direção editorial: Renata Mascarenhas
Coordenação editorial: Tatiany Renó
Edição: Camila De Pieri Fernandes (coord.), Tatiane Godoy; 
Colaboração: Eliete Bevilacqua
Coordenação de produção: Fabiana Manna, 
Daniela Carvalho
Gerência de produção editorial: Ricardo de Gan Braga
Revisão: Hélia de Jesus Gonsaga (ger.), Letícia Pieroni 
(coord.), Danielle Modesto, Marília Lima, Marina Saraiva, 
Tayra Alfonso, Vanessa Lucena
Edição de arte: Kleber de Messas
Iconografia: Sílvio Kligin (supervisão), Ellen Colombo Finta; 
Colaboração: Fábio Matsuura, Fernanda Siwiec, 
Fernando Vivaldini
Licenças e autorizações: Patrícia Eiras
Diagramação: Antonio Cesar Decarli, Claudio Alves dos 
Santos, Fernando Afonso do Carmo, Flávio Gomes Duarte, 
Kleber de Messas
Editoração eletrônica: Tangente Design
Projeto gráfico de miolo: Daniela Amaral, 
Talita Guedes
Colaboraram para esta Edição do Material:
Projeto Sistema SESI de Ensino
Gestão do Projeto: Thiago Brentano
Coordenação do Projeto: Cristiane Queiroz
Coordenação Editorial: Simone Savarego, 
Rosiane Botelho e Valdete Reis
Revisão: Juliana Souza
Diagramação: lab 212
Capa: lab 212
Ilustrações de capa: Golden Sikorka / Olgastocker / 
Sentavio / Shutterstock
Consultores
Coordenação: Dr. João Filocre
Língua Estrangeira: Dr. Carlos Humberto Spezia, 
Dr. Sérgio Gaudêncio
SESI DN
Superintendente: Rafael Esmeraldo Lucchesi 
Ramacciotti
Diretor de Operações: Marcos Tadeu de Siqueira
Gerente Executivo de Educação: Sergio Gotti
Gerente de Educação Básica: Renata Maria Braga 
dos Santos
 
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Dados Internacionais de Catalogação na Publicação (CIP)
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Índices para catálogo sistemático:
1. Inglês: Ensino médio 420.7
2016
ISBN 978 85 08 18426-2 (AL)
ISBN 978 85 08 18427-9 (PR) 
3ª edição
1ª impressão
Impressão e acabamento
Uma publicação
Marques, Amadeu
 Sistema de ensino ser : língua inglesa : 1º ano: 
aluno / Amadeu Marques. — 3. ed. — São Paulo: 
Ática, 2017.
 1. Inglês (Ensino médio) I. Título.
16-08193 CDD-420.7
Amadeu MarquesAmadeu MarquesAmadeu Marques
LÍNGUA INGLESA
 SCIENCE AND TECHNOLOGY
1 With the Internet, the World Is Yours! . . . . . . . . . . . . .4
Can (Ability; Permission) . . . . . . . . . . . . . . . . . . . . . . . . 7
Possessive Adjectives and Possessive Pronouns . . . . . . 8
2 Are Bananas Becoming Extinct? . . . . . . . . . . . . . . . .14
Can (Ability) / May (Possibility) . . . . . . . . . . . . . . . . . . 17
Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3 Stem Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Verb + Gerund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Verb + Gerund or Infinitive . . . . . . . . . . . . . . . . . . . . . 29
Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
 Minigrammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
2137648 (AL)
MÓDULO
Science and Technology
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REFLETINDO SOBRE A IMAGEM
Os cientistas buscam resolver as lacunas 
da física moderna com o Grande Colisor de
Hádrons, considerado o maior acelerador
de partículas do mundo. Os avanços da ciên-
cia e da tecnologia trazem grandes benefícios 
para a humanidade, mas também podem re-
presentar perigos.
O que você pensa a esse respeito? Observe a 
imagem e reflita.
1 Você se lembra de outros inventos impor-
tantes da ciência e da tecnologia?
2 Quais os aspectos positivos dos avanços da 
ciência?
3 Quais os aspectos negativos da tecnologia?
www.sesieducacao.com.br
4 Science and Technology
UNIT
Objetivos:
c Identificar a posição e a 
função dos substantivos 
que compõem as 
locuções nominais.
c Aprender o significado 
verdadeiro dos falsos 
cognatos e aplicá-los 
adequadamente.
c Usar o verbo modal 
can para expressar 
permissão, capacidade 
ou habilidade.
c Identificar os pronomes 
possessivos, suas funções 
e diferenças quanto à 
aplicação: Possessive 
Adjectives and 
Possessive Pronouns. 
With the Internet, the 
World Is Yours!1
PREREADING QUESTIONS
A internet oferece uma incrível variedade de oportunidades, informações e atividades. O uso da 
Net como correio eletrônico ou para se entreter com jogos é uma das atividades mais comuns.
O que você sabe sobre a grande rede de computadores? Sabe o que significa “www”?
No mundo inteiro, mais de 2 bilhões de pessoas se mantêm on-line. Você é um desses internau-
tas? Formule hipóteses sobre o conteúdo do texto e verifique-as com a leitura.
Worldwide, more than two billion people 
use the internet, and that makes the world a 
better place. The United Nations recently 
proposed that internet access should be a 
human right. The internet improved the 
quality of life for people in all parts of the 
world – and can continue to do so.
Using the Net, you can send electronic 
mail (e-mail), find information in distant 
libraries and museums, play games, shop, and 
much, much more. The World Wide Web 
(www) is a part of the internet that lets you 
see information using pictures, colors, and 
sounds. You can have your favorite Web sites, 
it’s your choice. With the internet, the world 
is yours! It means you can log on to a reliable 
Web connection so you can do things like:
c Visit chat rooms, give your opinion on message boards, build your own site about 
exotic flowers or beach soccer or put your poems on the Net. 
c Use search engines, like Google or Yahoo, to look for any subject under the sun.
c Write your blog, post a video on YouTube, call your family on Skype.
c Stay connected to your culture, friends and family.
c Finish your homework at home (and turnit in on time).
c Tell your own stories, no matter who you are, how much you earn, where you live, 
or what you believe in.
We envision a future in which people around the world can use the internet to 
improve their quality of life.
Standards, technologies, business practices, and government policies can sustain an 
open and universally accessible platform for 
innovation, creativity, and economic opportunity. 
Our vision of an internet that is truly for everyone 
gives us our strength, motivation, and energy.
Why the internet Matters. Internet Society. Available at: <www.
internetsociety.org/what-we-do/why-internet-matters>. Jul. 25th, 2014. 
Adapted and updated.
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any subject under the sun: 
(expr.) todos os assuntos que 
existem
envision: 
(v.) imaginar, visualizar 
on time: 
(expr.) a tempo
policies: 
(s.) políticas
reliable: 
(adj.) confiável
search engine: 
(loc. nom.) ferramenta de busca
strength: 
(s.) força
turn in: 
(v.) entregar
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Yes, you can use the Net to e-mail your friends, to 
play games or visit chat rooms, but you can do 
much more than that. Check it out! 
Veja, no Guia do Professor, o quadro de competências e habilidades desenvolvidas neste módulo.
Dad,
can I use my
computer
now?
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Professor, se direcionar ao material complementar disponível no Portal
Acesse o Material Comple-
mentar disponível no Portal e 
aprofunde-se no assunto.
Resolução de Problemas
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Skimming
Trata-se de uma leitura superficial, 
que não visa à compreensão de 
detalhes ou de palavras desconhe-
cidas, mas apenas à descoberta da 
ideia principal do texto ou topic 
sentence. Essa frase, muitas vezes 
a primeira do parágrafo, introduz 
o que será desenvolvido nele. Sua 
identificação e interpretação são 
importantes para a compreensão 
do texto.
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Em linhas gerais, de que trata o texto?
Da internet no mundo, do que ela oferece e da melhoria na qualidade de vida das pessoas que têm 
acesso a ela. 
2 Depois de ter lido o texto, como você interpreta o título que foi dado a ele?
Resposta pessoal. Sugestão: A internet nos dá acesso a um mundo de informações e oportunidades.
 WORD STUDY
Crossword Puzzle
 Find the words that correspond to the definitions below. They are all from the text!
a) existing all over the world: worldwide 
b) the star in the sky that provides light and warmth to the Earth: sun 
c) a friendly conversation: chat 
d) the right to choose between two different things; selection: choice 
e) the process of using a computer to find information on the internet: search 
f ) to receive money for work that you do: earn 
g) to imagine that something will happen in the future: envision 
h) physical or mental power: strength 
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
c a
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6 Science and Technology
Noun Groups
 No texto podem ser encontradas diversas locuções nominais. Identifique os substantivos 
que completam as locuções abaixo com base na tradução correspondente.
a) internet access acesso à internet 
b) chat room sala de bate-papo 
c) message board fórum de discussão 
d) beach soccer futebol de praia 
e) search engine ferramenta de busca
f ) Web connection conexão de rede 
g) business practices negócios, transações comerciais 
h) government policies políticas governamentais 
Some Important Words
Observe as palavras em destaque nesta frase:
… find information in distant libraries and museums
Elas merecem atenção especial porque:
Information é substantivo não contável (seria incorreto dizer “an information”), nunca usado 
no plural (não existe a palavra “informations”). Para falarmos de “uma informação” em particular, 
usamos a piece of information. E no plural information não varia:
This book has a lot of important information.
That’s an important piece of information, thank you.
Libraries é o plural de library, um falso cognato (palavra muito parecida com outra em portu-
guês, mas que não tem o mesmo significado) que significa “biblioteca” e não “livraria”. Veja:
You may read books in a library.
You go to a bookstore (= bookshop) when you want to buy a book.
Observe agora a expressão em destaque:
… to look for any subject under the sun.
Under the sun é uma expressão idiomática que corresponde a “tudo o que existe; no mundo 
inteiro”. Portanto, uma das traduções do trecho selecionado é “todo e qualquer assunto”.
 DETAILED COMPREHENSION
True or False?
 Escreva T (true) ou F (false). Depois, copie do texto uma frase que comprove cada resposta.
a) Mais de cinco bilhões de pessoas usam a internet em todo o mundo. F 
Worldwide, more than 2 billion people use the internet.
b) Você pode manifestar sua opinião em fóruns de discussão. T 
You can give your opinion on message boards.
c) Você pode criar seu próprio site sobre flores, poesia ou sobre seu esporte favorito. T 
You can build your own site about exotic flowers or beach soccer or put your poems on the Net.
d) Você pode contar suas próprias histórias, mas só se você preencher certos pré-requisitos. 
F 
You can tell your own stories, no matter who you are, how much you earn, where you live, or what
you believe in.
 LEIA OS LIVROS
 Sanmya Feitosa Tajra. Projetos em 
sala de aula: internet. São Paulo: 
Érica, 4. ed. rev. e atual. 2011. 
 Lucio Luiz (org.). Reflexões sobre 
o podcast. Nova Iguaçu: Marsu-
pial, 2014.
 Pablo Peixoto. Vlog & Videocast: 
guia básico. Nova Iguaçu: Marsu-
pial, 2014.
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PARA CONSTRUIR
1 Look at the pictures and write the sentence that goes with each one of them.
You can shop on-line and buy a lot of different things.
You can send e-mails from your home to all your friends.
You can meet people from other countries.
You can listen to music on-line.
You can meet people from other countries. You can send e-mails from your home to all your friends.
You can shop on-line and buy a lot of different things. You can listen to music on-line.
 
 STRUCTURE
Can (Ability; Permission)
Leia novamente estas frases e observe os verbos em destaque:
Dad, can I use my computer now?
You can use the Net to e-mail your friends, to play games…
Pelo contexto, podemos facilmente concluir que nas duas frases can é um verbo corresponden-
te a “poder”, usado para expressar “capacidade”, “habilidade”, ou, em linguagem informal, “permissão”.
Can é um verbo auxiliar modal de características especiais:
 c não se acrescenta -s à 3ª pessoa do singular:
You can listen to music on-line. She can listen to music on-line too.
 c não pode ser antecedido ou seguido da partícula to; para expressar “poder” no infinitivo, 
usa-se a expressão to be able to, que tem o mesmo sentido:
I want to be able to (nunca “to can”) communicate with them.
 c por ser um verbo auxiliar, não pode ser usado com don’t; sua forma negativa é can’t ou, em 
linguagem formal, cannot:
You can’t get those music downloads. That’s an illegal operation.
 c na forma interrogativa, é empregado no início da pergunta sem o auxiliar do:
Can I leave my opinion on the message board?
 TAREFA PARA CASA: Para aprimorar: 1 a 5 
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Can or Can’t?
 Look at the pictures, observe the situations and write can or can’t + the verbs in parentheses.
a) I can’t understand computers! 
I can’t use the Net! 
(understand – use)b) Can I give 
you a kiss? (give)
 No, you can’t !
Possessive Adjectives and Possessive Pronouns
Observe as palavras destacadas nestas frases:
Dad, can I use my computer?
You can use the Net to e-mail your friends, to build your own site or to discover about your 
interests. It’s your choice.
As palavras em destaque são possessive adjectives. Vêm sempre antes de um substantivo, 
indicando a quem ele pertence: my computer, your friends, etc.
Ao contrário do que acontece em português, os possessive adjectives não se flexionam, tendo 
uma única forma para masculino e feminino, singular e plural, referindo-se sempre ao possuidor e 
não ao que é possuído (objeto, animal ou pessoa).
I have a family. It’s my family: my mother, my father, my brothers, my sisters.
Outra característica importante dos possessive adjectives é que eles não são usados com o 
artigo definido:
My sister and her friends went to our farm yesterday.
(A minha irmã e os seus amigos foram à nossa fazenda ontem.) 
PARA CONSTRUIR
2 Look at the picture and create a caption.
 
 TAREFA PARA CASA: Para aprimorar: 6 a 10 
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Agora observe estas outras palavras em destaque:
Dad, can I use my computer? That computer is mine!
It’s your choice. With the internet, the world is yours!
As palavras destacadas são possessive pronouns. Eles vêm sempre no lugar de um substantivo, 
para evitar sua repetição, por já ser conhecido ou estar implícito:
That computer is mine. (= my computer)
With the Internet, the world is yours. (= your world)
Ao contrário do que acontece em português, os possessive pronouns não se flexionam, tendo tam-
bém uma única forma para masculino e feminino, singular e plural, referindo-se sempre ao possuidor e não 
ao que é possuído (objeto, animal ou pessoa). Vale lembrar que, embora todos os possessive pronouns 
terminem em -s, com exceção do pronome da 1ª pessoa do singular (mine), isso não é indicação de plural:
This is our family. It’s ours. Those are our kids. Those kids are ours.
Veja o quadro dos pronomes possessivos relacionados aos pronomes pessoais:
Pronomes Pessoais Pronomes Possessivos (Adjetivos) Pronomes Possessivos (Substantivos)
I my mine meu(s); minha(s)
you your yours teu(s); tua(s); seu(s); sua(s) – de você
he his his seu(s); sua(s) – dele
she her hers seu(s); sua(s) – dela
it its _* seu(s); sua(s) – dele; dela**
we our ours nosso(s); nossa(s)
you your yours vosso(s); vossa(s); seu(s); sua(s) – de vocês
they their theirs seu(s); sua(s) – deles; delas***
*Essa forma não é usada. **Coisa ou animal. ***Pessoas, coisas ou animais.
PARA CONSTRUIR
3 Fill in the blanks with the correct possessives.
a) That’s a very good computer game, but I can’t remember 
its name.
b) Beyoncé has great talent and her voice is excellent.
c) Lady Gaga has a beautiful voice, but I prefer your 
voice to hers .
d) Jennifer has a new boyfriend. Ben is his name.
e) You have a new computer. Your computer is new.
f ) Those are my clothes. Those clothes are mine .
g) They have their problems, we have ours .
h) That’s Jane’s car. That car is hers .
i) We love our country, they love theirs .
j) We live on a small planet. Earth is our small planet.
4 Sublinhe os pronomes pessoais entre parênteses que substituem os .
a) If you see someone without a smile, give one of . (they/you – their/your – them/yours) 
b) Human cloning research can provide a greater understanding of why some women lose babies during pregnancy. (her – their – theirs) 
c) What happens when a child finds out that he or she is an exact copy of or parent? (his/hers – it/their – his/her) 
d) The man saw that three children were outside, still in pajamas, playing in the mud. (theirs/their – his/their – their/theirs) 
e) You will receive a body. It will be for the duration of life on Earth. (it/its – your/yours – yours/your) 
 TAREFA PARA CASA: Para praticar: 1 a 3
10 Science and Technology
FALSE FRIENDS
 Preencha as lacunas em cada frase e descubra o significado dos falsos cognatos. 
a) My wife and I didn’t actually have an argument. I just disagreed with what she had said.
 Minha esposa e eu na verdade não tivemos uma discussão . Eu 
apenas discordei do que ela tinha dito.
b) Professor Clarke gave a series of lectures last week.
 O professor Clarke deu uma série de conferências na semana passada.
 LISTENING
Search on the Net
1 Você sabe o que são as extensões (por exemplo: .com, .org, .gov, etc.) nos endereços dos sites 
na internet? Associe as extensões abaixo aos “tipos” de sites/empresas e descubra.
a) .tur.br
b) .art.br
c) .com.br
d) .edu.br
e) .esp.br
f ) .org.br
g) .com
h) .gov.br
d sites de faculdades nacionais
b sites nacionais relacionados às Artes
e sites nacionais relacionados a esportes em geral
f sites de organizações não governamentais nacionais
c sites nacionais de comércio em geral
g sites internacionais de comércio
h sites do governo brasileiro
a sites de empresas nacionais de turismo
2 Você vai ouvir Susan e Mark conversando sobre pesquisa na internet. Ouça a conversa entre 
eles e sublinhe as opções verdadeiras.
a) Mark precisa fazer uma pesquisa para o trabalho de 
(História / Geografia).
b) Ele já pesquisou na (biblioteca / internet), mas ainda quer 
pesquisar na (biblioteca / internet).
c) Susan (conhece / não conhece) um bom website para 
indicar para Mark.
d) Mark acha (fácil / difícil) saber se um site é confiável ou não.
3 Ouça agora a continuação da conversa e marque as dicas 
verdadeiras sobre pesquisa na internet dadas por Susan.
a) Sites terminados em “.edu” são os únicos confiáveis.
b) X Procurar por artigos assinados e verificar se o autor é conhecido é uma boa dica.
c) X Sites de universidades são em geral uma fonte confiável.
d) Podemos consultar qualquer site para uma pesquisa escolar.
e) X Sites do governo são fontes confiáveis de estatísticas e relatórios.
f ) X Sites de ONGs podem ser bons, mas é preciso ter um certo cuidado ao pesquisar neles.
g) X Sites de jornais e revistas conhecidas são boas fontes de informação.
h) Os sites terminados em “.gov” são governamentais e não podemos acessá-los.
10
Lembre sempre aos alunos que eles não 
devem preocupar-se com as palavras ou 
expressões desconhecidas. O objetivo 
desta atividade é compreender o 
texto como um todo e as informações 
específicas necessárias.
A transcrição do áudio destas atividades encontra-se em “Audio 
Scripts”, no Guia do Professor.
actually: 
na verdade, realmente 
( atualmente: at present, today).
argument: 
1. discussão, briga (verbal) 
2. argumento, ponto de vista
( argumento (de filme): plot).
lecture: 
conferência, palestra 
( leitura: reading).
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Para a atividade 3, reproduza a segunda 
parte da faixa.
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
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TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
1 (Enem)
 A tira, definida como um segmento de história em quadri-
nhos, pode transmitir uma mensagem com efeito de humor. 
A presença desse efeito no diálogo entre Jon e Garfield acon-
tece porque:
a) Jon pensa que sua ex-namorada é maluca e que Gar-
field não sabia disso.
b) Jodell é a única namorada maluca que Jon teve, e Gar-
field acha isso estranho.
c) Garfield tem certeza de que a ex-namorada de Jon é 
sensata, o maluco é o amigo.
d) Garfield conhece as ex-namoradas de Jon e considera 
mais de uma como maluca.
e) Jon caracteriza a ex-namorada como maluca e não en-
tende a cara de Garfield.
Brazil Science Without Borders
The Brazilian government’s new ScienceWithout 
Borders Program will provide scholarships to 
undergraduate students from Brazil for one year of study 
at colleges and universities in the United States. 
Scholarships will be given primarily to students in the 
Science, Technology, Engineering and Mathematics (STEM) 
fields. Students in the program will return to Brazil to 
complete their degrees.
Undergraduate students from Brazil may apply for the 
Science Without Borders Program scholarship beginning 
August 31, 2011.
This program, administered by IIE, is part of the 
Brazilian government’s larger initiative to grant 100,000 
scholarships for the best students from Brazil to study 
abroad at the world’s best universities.
Brazil Science Without Borders. Available at: 
<http://educationusa-cienciassemfronteiras.org/scier>. Oct. 12, 2013. 
2 (Uneb-BA) Fill in the parentheses with T (True) or F (False).
About the Brazil Science Without Borders Program, it’s 
correct to say:
 In order to get a scholarship, students are required to 
take a hard placement test.
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 Science is among the program’s top priorities.
 An advantage of this program is that students may 
graduate from college in the United States.
 One hundred thousand scholarships will be given to 
Brazilian students by this program.
According to the text, the correct sequence, from top to 
bottom, is: 
a) T – F – F – T
b) T – F – T – F
c) F – T – F – T
d) F – T – T – F
e) T – T – T – T
3 (UFG-GO) Read the text.
Available at: <www.sarkisian.net/sc705/>. Oct. 9th, 2012. 
There is an implicit message in the text, according to which:
a) statistical tolerancing must be studied more carefully.
b) hypothesis testing involves making a correct decision.
c) training qualified statisticians is frustrating.
d) statistics for calmness of mind is being tested.
e) statistics might be boring sometimes.
PARA PRATICARPARA APRIMORAR
 (PUC-RJ)
Are You A Digital Native or A Digital Immigrant?
We all know that we are living in an increasingly 
technologically driven world. Living here in the heart of 
Silicon Valley I certainly feel it every day. In fact, I don’t 
think I know a single couple in my neighborhood, other 
than my wife and I, who don’t work in the technology field 
in some capacity. Our local companies are Facebook, 
Apple, Google, Yahoo, and so many venture capital firms 
that I can’t keep them straight. But you don’t have to live 
5
Veja, no Guia do Professor, as respostas da 
“Tarefa para casa”.
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in Silicon Valley to feel that the world is getting more and 
more technology centered, focused, and driven. We can 
debate the pros and cons of this reality but we can’t deny 
that the world has changed very quickly in head spinning 
ways. Two recent comments led me to finally enter the 21st 
century by getting a smart phone this week, kicking and 
screaming.
First, I mentioned to one of my undergraduate classes at 
Santa Clara University that I didn’t have a smart phone, but 
rather I had a dumb phone. My phone can make and receive 
phone calls and that’s about it. No email, internet, and so 
forth. So one of my students looked at me in an odd and 
curious way, like she was talking to someone from another 
planet, and stated in a matter of fact manner, “Professor 
Plante, even 2nd graders have smart phones.” Ouch!
Second, I was talking with a producer at the PBS 
NewsHour who wanted me to do a live interview within a 
few hours of his call regarding some late breaking news 
about clergy sexual abuse, which is my specialty. I was out 
of the office and driving my car when he called and in a 
matter of fact manner he said that he wanted to send me 
some important information to my smart phone to best 
prepare me for the upcoming interview. When I told him 
that I couldn’t receive anything since I had a dumb phone 
and not a smart phone, there was a long silence. He then 
said he’d have to just read it to me over the phone as a Plan 
B. He wasn’t happy... neither was I.
In case you haven’t noticed, the 21st century is really 
upon us and to live in it one really does need to be connected 
in my view. Although I often consider myself a 19th or 20th 
century guy trapped in the 21st century we really do need to 
adapt. For most of us we are just living in a new world that 
really demands comfort with and access to technology.
This notion of digital native vs. digital immigrant makes 
a great deal of sense to me. Young people in our society are 
digital natives. They seem to be very comfortable with 
everything from iPhones to TV remotes. Digital immigrants, 
like me, just never feel that comfortable with these 
technologies. Sure we may learn to adapt by using email, 
mobile phones, smart ones or dumb ones, Facebook, and so 
forth but it just doesn’t and perhaps will never be very 
natural for us. It is like learning a second language... you can 
communicate but with some struggle.
This has perhaps always been true. I remember when I 
was in graduate school in the 1980s trying to convince my 
grandparents that buying a telephone answering machine as 
well as a clothes dryer would be a good idea. They looked 
at me like I was talking in another language or that I was 
from another planet. 
Perhaps we have a critical period in our lives for 
technology just like we do for language. When we are young 
we soak up language so quickly but find it so much harder 
to learn a new language when we are older. The same seems 
to be true for technology.
10
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25
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35
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55
60
So, this week I bought my first smart phone and am 
just learning to use it. When questions arise, I turn to my 
very patient teenage son for answers. And when he’s not 
around, I just look to the youngest person around for help.
So, what about you? Are you a digital native or a digital 
immigrant and how does it impact your life?
PLANTE, Thomas G., Ph.D. Digital Native vs. Digital Immigrant? 
Which are you? Published on July 24, 2012 by ABPP in Do the Right Thing. 
Available at: <www.psychologytoday.com/blog/do-the-right-thing
/201207/digital-native-vs-digital-immigrant-which-are-you>. 
Jul. 28th, 2012. Adapted.
1 The text suggests that nowadays the world is divided into 
two groups of people:
a) those who work in the technology field and those who 
are against it.
b) the ones who live in Silicon Valley and those who live in 
the fields.
c) the smart phone users and the wireless phone addicts.
d) those who work for Apple and those who work for 
Facebook.
e) the technological natives and the technological foreigners.
2 The main purpose of the text is:
a) to compare the new smart phones to old conventional 
devices.
b) to argue that people should adopt simple dumb phones 
for their daily activities.
c) to highlight that young people are usually technologically 
driven and centered.
d) to analyze the characteristics and the advantages of smart 
phones.
e) to prove that old people cannot learn how to use 
electronic instruments.
3 In paragraphs 2 and 3, the author reports two incidents he 
experienced to:
a) declare he has contact with foreign people through his work.
b) criticize his students’ behaviour towards him and his work 
methods.
c) tell the reason why he finally adopted a smart phone.
d) illustrate the negative effects brought by the increasing 
use of smart phones.
e) argue against the indiscriminate use of technology in 
classrooms.
4 In the sentence, “He then said he’d have to just read it to me 
over the phone as a Plan B.” (l. 33-35), the pronoun in bold 
refers to:
a) the author’s dumb phone.
b) the information needed for the interview.
c) the author’s smart phone.
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d) the upcoming interview.
e) the conversation the author had with the TV producer.
5 Mark the correct statement concerning the meanings of the 
words extracted from the text. 
a) kickingand screaming in “… by getting a smart phone 
this week, kicking and screaming.” (l. 14-15) means 
“revolutionary”.
b) odd in “So one of my students looked at me in an odd and 
curious way,…” (l. 20-21) means “respectful”.
c) late breaking news in “I was talking with a producer (…)
some late breaking news” (l. 24-26) means “tragic news”.
d) a critical period in “Perhaps we have a critical period in our 
life for technology” (l. 58-59) means “a threatening moment”.
e) soak up in “When we are young we soak up language so 
quickly (…)” (l. 59-60) means “absorb”.
6 Paraphrasing the sentence “In case you haven’t noticed, the 21st 
century is really upon us and to live it one really does need to be 
connected in my view” (l. 36-38), we can say that: 
a) the future is here and we must be connected to the world.
b) the present century has come to make things more 
difficult for people.
c) everybody understands that technology is necessary to 
survive on Earth.
d) people should try to escape the new century’s negative 
effects.
e) digital natives have not noticed that they need to be 
connected.
7 The author explains the expression “dumb phone” (l. 18) as: 
a) a phone used by those who are digital natives.
b) a phone which does not have internet access.
c) a phone that can communicate with people from another 
planet.
d) a phone specially designed for second graders.
e) a phone designed for those who have hearing problems.
8 We can’t deny in “…we can’t deny that the world has changed 
very quickly…” (l. 11-12) and My phone can make in “My phone 
can make and receive phone calls…” (l. 18-19) express the ideas 
of, respectively: 
a) probability – duty.
b) condition – ability.
c) obligation – assumption.
d) possibility – obligation.
e) impossibility – ability.
9 The author uses the expression “a matter of fact manner” (l. 
22 and 28-29) twice in the text. Inferring from the context 
in which it is used, a matter of fact manner is: 
a) a way of saying that something is expected.
b) like saying things very loudly.
c) a manner of affirming that someone is wrong.
d) equivalent to saying things politely.
e) a way of declaring that one thing is absurd.
10 Mark the INCORRECT option concerning the statements: 
a) The author’s resistance to using a smart phone is 
comparable to his grandparents’ resistance to using a 
clothes dryer.
b) In the author’s opinion we can’t avoid dealing with 
technology in the 21st century.
c) Teenagers are much more familiar to the digital world 
than adults are.
d) When he bought a smart phone, the author immediately 
got adapted to using it.
e) The author has recently faced some problems for not 
using a smart phone.
ANOTAÇÕES
14 Science and Technology
UNIT
Are Bananas Becoming 
Extinct?2
Objetivos:
c Aplicar adequadamente 
os marcadores 
discursivos.
c Usar o verbo modal 
can para expressar 
habilidade e o verbo 
modal may para 
expressar possibilidade.
c Usar adequadamente o 
tempo verbal Present 
Continuous.
PREREADING QUESTIONS
Falando de bananas, temos good news e bad news. As good news não são novidade: a fruta é 
barata e muito saborosa. As bad news são menos conhecidas: existem mais de 1 000 variedades 
de banana, mas 99,5% dessas variedades são “clones” de uma única espécie, que não muda há 
séculos e, por isso, é extremamente vulnerável a pragas e doenças. Você sabia que todas essas 
espécies cultivadas são estéreis e não têm sementes? O que mais você sabe sobre essa fruta? 
Formule hipóteses sobre o texto e verifique-as com a leitura.
If you hear the words “endangered species”, 
you may think that the species in danger is one 
in the animal kingdom. But now the species 
under attack is one in the plant kingdom, 
the banana. A fungus that kills bananas 
is threatening the Cavendish banana, the 
popular variety that accounts for 95 
percent of the global export market for 
the fruit.
The problem is that the banana may be 
the world’s most popular fruit, but in 
scientific terms it is “a genetically decrepit 
sterile mutant”. The edible version, the type of 
banana that we eat, has no seeds. Bananas are 
cultivated by replanting cuttings from the banana plants. 
The limited genetic diversity of cultivated bananas 
(which is due to their asexual reproduction) makes them 
vulnerable to pests and diseases. To make matters worse, 
there is no easy way to cross one variety with another, new 
varieties cannot easily be produced by natural methods.
While there are nearly 1,000 varieties of bananas, the most popular is the Cavendish, 
the kind of banana Americans can find in their supermarkets. But the Cavendish is under 
assault again and dying from a new fungus. Pests and diseases are attacking banana 
plantations and may become a global epidemic.
Scientists from across the world are working to rescue the banana through genetic 
engineering. They are trying to develop new hybrid bananas and produce new varieties 
which are resistant to pests and diseases. However, producers are not investing in the 
project, because consumers do not accept GM (genetically modified) foods. Bananas may 
become extinct within a few years, unless they are rescued by biotechnology.
Buy your bananas now. Within a few years it may be too late.
UHLIG, Robert. Defenceless banana ‘will be extinct in 10 years’; KOBA, Mark. 
Fungus Threatens Banana Supply. NBC NEWS. Apr. 21st, 2014. 
Available at: <http://www.telegraph.co.uk/education/3306050/defenceless-banana-will-be-extinct-in-10-years.html>; 
<www.nbcnews.com/business/consumer/fungus-threatens-banana-supply-n85971>. Sept. 9th, 2014.
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account for: 
(v.) representar
due to: 
(prep.) devido a
edible: 
(adj.) comestível
however: 
(conj.) contudo, todavia
kingdom: 
(s.) reino
nearly: 
(adv.) quase
rescue: 
(v.) salvar
seed: 
(s.) semente
to make matters worse: 
(expr.) para piorar
too late: 
(adv.) tarde demais
unless: 
(conj.) a não ser que, a menos que
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Brazil is facing the problem of pests 
and diseases which are attacking 
banana plants and threatening to 
destroy whole plantations.
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 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Qual é a notícia mais importante do texto, sintetizada no próprio título?
A de que as bananas podem estar em processo de extinção.
2 Haveria alguma solução para o problema? Qual?
O uso da biotecnologia ou engenharia genética para a obtenção de bananas mais resistentes a pragas
e doenças.
3 O texto termina em tom otimista ou pessimista?
Em tom pessimista.
 WORD STUDY
Transparent Words
 Com o apoio das transparent words, encontre no texto o equivalente a:
a) espécie ameaçada (em perigo de extinção)
endangered species 
b) enfrentando o problema
facing the problem
c) pragas e doenças
pests and diseases
d) destruir plantações inteiras
to destroy whole plantations
e) reino animal
animal kingdom
f ) a versão comestível
the edible version
g) diversidade genética
genetic diversity
h) uma epidemia global
a global epidemic
i) através da engenharia genética
through genetic engineering
j) alimentos modificados geneticamente
genetically modified foods
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
Banana plants are 
common in Brazil.
A leitura da legenda da p. 14 também deve ser incluída nesta atividade.
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Acesse o portal e assista ao vídeo 
We Have No Bananas.
www.sesieducacao.com.br
Portal
SESI 
Educação
16 Science and Technology
Discourse Markers
 Observe como os marcadores do discurso abaixo são usados no texto e que ideia ou noção 
eles expressam.
Linha Marcador do discurso Significado Função
1 if se estabelecer condição
3 but mas contrapor ideias
17 due to devido a relacionar causa e efeito
25 through através de indicar meio, modo
27 however contudo, no entanto contrapor ideias28 because porque relacionar causa e efeito
29 unless a menos que, a não ser que estabelecer condição
 DETAILED COMPREHENSION
1 Localize no texto as palavras que completam corretamente as frases abaixo.
a) Bananas are vulnerable to pests and diseases .
b) A new fungus that attacks banana plants is now a global epidemic .
c) Bananas have no seeds , they are sterile.
d) Bananas are cultivated by replanting cuttings from the banana plants.
e) Scientists are trying to solve the problem through genetic engineering .
f ) They are trying to develop new varieties which are resistant to 
pests and diseases.
g) Consumers do not want GM (genetically modified) foods.
h) Brazil is facing the problem of pests and diseases which 
are attacking banana plants and threatening to 
destroy whole plantations.
2 Relacione os itens abaixo, de acordo com o texto.
a) Consumers
b) Endangered species
c) Scientists
d) Producers
e) Pests and diseases
f ) Bananas
d …do not want to spend their money on that project.
b …are animals or plants in danger of extinction.
f …may be the world’s most popular fruit.
e …are a terrible problem to banana producers across the world.
c …have a project to save the banana through biotechnology.
a …do not want to eat GM bananas.
Os alunos podem fazer esta atividade em duplas.
 ACESSE OS SITES
 The Most Important Disease 
of a Most Important Fruit. 
Available at: <www.apsnet.org/
publications/apsnetfeatures/
Pages/blacksigatoka.aspx>. 
Aug. 12th, 2014.
 We Have No Bananas. 
Available at: <www.newyorker.
com/magazine/2011/01/10/
we-have-no-bananas>. Aug. 
12th, 2014.
 Yes, We Have No Bananas. 
Available at: <www.economist.
com/news/international
/21597963-huge-export-industry-
battling-survival-two-fronts-yes-
we-have-no-bananas>. Aug. 
12th, 2014.
The word “banana” 
comes from banan, 
the Arabic word for 
“finger”.
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 STRUCTURE
Can (Ability) / May (Possibility)
Observe os verbos em destaque nestas frases:
Bananas may become extinct within a few years.
The problem is that the banana may be the world’s most 
popular fruit.
New varieties cannot easily be produced by natural 
methods.
Cavendish is the kind of banana Americans can find in their 
supermarkets. 
Within a few years it may be too late.
Pelo contexto, é fácil concluir que tanto may quanto can 
correspondem ao verbo “poder”, mas expressam ideias dife-
rentes: um deles expressa possibilidade, o que é possível que 
aconteça ou venha a acontecer, enquanto o outro expressa ca-
pacidade, habilidade, o que se pode/sabe/consegue fazer.
Da mesma forma que can, may é um verbo auxiliar modal, com características especiais:
 � não se usa -s na 3ª pessoa do singular:
I may go to the beach tomorrow. It’s possible. She may go too.
 � a forma negativa de may é may not: 
I may not go there tomorrow. That’s possible too. 
 � para expressar possibilidade, may é usado em afirmações, mas não em perguntas:
It may rain. Do you think it’s going to rain? 
(E nunca “May it rain?”)
 � além de expressar possibilidade, may pode também ser usado no lugar de can para expressar 
permissão. Nesse sentido, may pode ser usado em perguntas, em tom polido ou na linguagem 
formal.
A forma contrata mayn’t é de uso antiquado.
Americans can find Cavendish bananas in supermarkets.
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He may be there, 
she thinks. Maybe 
he’ll be there.
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Present Continuous
Observe novamente o título do texto:
Are Bananas Becoming Extinct?
To become extinct significa “tornar-se extinto”, “extinguir-se”. No título do texto o verbo aparece 
no gerúndio (forma de final -ing) depois de uma forma do presente de to be. Essa construção (am/
are/is + … -ing) corresponde a um tempo verbal chamado Present Continuous ou Present Progressive, 
usado para descrever ações que estão acontecendo no presente, no momento em que se fala.
18 Science and Technology
PARA CONSTRUIR
1 Fill in the blanks choosing from the words in parentheses.
a) The banana is the world’s most popular fruit because it’s cheap and good to eat. (because – due to)
b) The limited genetic diversity of cultivated bananas is due to their asexual reproduction. (because – due to) 
c) Bananas may become extinct if they are not rescued by biotechnology. (if – unless)
d) Bananas may become extinct within a few years, unless they are saved by genetic engineering.
(through – within) (if – unless)
e) The world’s most popular fruit is on the road to extinction. However , it is still possible to solve the problem. 
(Unless – However)
f ) They may be genetically decrepit, but they’re delicious! (but – because)
2 Leia novamente as frases e especifique a ideia expressa por may ou can em cada uma delas. Escreva P (possibility) ou A (ability).
a) Bananas may become extinct within a few years… P
b) The problem is that the banana may be the world’s most popular fruit… P
c) …new varieties cannot easily be produced by natural methods. A
d) Cavendish is the kind of banana Americans can find in their supermarkets. P
e) Within a few years it may be too late. P
3 Complete as frases com may para expressar possibility e can para ability.
a) The problem may not be so big. Scientists can do something about it.
b) Scientists can find ways to rescue bananas. Biotechnology may be the solution.
c) Those farmers may need help. But they can work hard and that is always the way out.
d) New varieties of banana can not be produced by natural methods. The banana may be an endangered species.
4 Encontre no texto as frases com verbos no Present Continuous que dizem o que está acontecendo nas seguintes situações:
a) O Brasil está enfrentando o problema de pragas e doenças que estão atacando as bananeiras…
Brazil is facing the problem of pests and diseases which are attacking banana plants...
b) …e ameaçando destruir plantações inteiras.
...and threatening to destroy whole plantations.
c) Cientistas de todo o mundo estão trabalhando para resgatar a banana através da engenharia genética.
Scientists from across the world are working to rescue the banana through genetic engineering.
d) Um fungo que mata bananas está ameaçando a banana Cavendish…
A fungus that kills bananas is threatening the Cavendish banana…
e) Eles (cientistas) estão tentando desenvolver novas espécies de banana híbrida…
They (scientists) are trying to develop new hybrid bananas…
f ) Os produtores não estão investindo no projeto…
Producers are not investing in the project...
 TAREFA PARA CASA: Para praticar: 1 e 2 Para aprimorar: 3
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Notas ortográficas
Em verbos terminados em -e, substiui-se o e por -ing no present continuous:
live living have having
Os verbos die (morrer), tie (amarrar) e lie (deitar-se; situar-se; mentir) têm as formas dying, 
tying e lying, respectivamente.
The forests are dying.
(As florestas estão morrendo.)
That’s not true. You are lying.
(Isso não é verdade. Você está mentindo.)
Os verbos de uma única sílaba cujas três últimas letras forem, por ordem, consoante-vogal-
-consoante, dobram a consoante final antes do acréscimo de -ing:
run running stop stopping put putting
Os verbos de duas ou mais sílabas também terminados em consoante-vogal-consoante têm a 
consoante final dobrada quando a sílaba tônica for a última:
begin beginning
prefer preferring
omit omitting
occur occurring
refer referring
permit permitting
Os verbos terminados em y mantêm essa letra antes do acréscimo de -ing:
try trying 
say saying 
carry carrying
study studying
Usos do Present Continuous
Para expressar uma ação que está acontecendo no momento em que se fala:
I am writing to you from New York.
(Eu estou te escrevendo de Nova York.)
Para expressar uma ação que está ocorrendo na atualidade, mas não necessariamenteno mo-
mento em que se fala:
I am taking a course in American literature.
(Eu estou fazendo um curso de literatura americana.)
Além de indicar ações no presente, pode também ser usado em frases que denotam futuro, para 
indicar ações que temos intenção de praticar ou que temos certeza de que vão acontecer:
On Monday the USA is commemorating the life and dream of Martin Luther King, Jr.
(Na próxima segunda-feira, os EUA estarão comemorando/comemoram a vida e o sonho de 
Martin Luther King, Jr.)
Casos especiais
Alguns verbos não são usados nas formas contínuas ou progressivas. Entre esses, só usados nas 
formas simples, estão:
see (ver)
like (gostar de)
want (querer)
smell (cheirar, sentir o cheiro de)
hear (ouvir)
need (precisar de)
love (amar)
feel (sentir)
hate (odiar)
taste (provar, sentir o gosto de)
 � Com os verbos que expressam sentimentos ou ações dos órgãos dos sentidos, é comum a 
construção com can para indicar ações em desenvolvimento:
I am looking out the window and I can see the kids playing on the street.
(Estou olhando pela janela e estou vendo as crianças brincando na rua.)
I’m sorry, I can’t hear a word you’re saying.
(Sinto muito, não estou ouvindo nada do que você está dizendo.) I’m sorry, I can’t hear a word you’re saying.
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PARA CONSTRUIR
5 Observe as imagens e complete as frases com as conjugações 
do verbo to eat no Present Continuous.
She is eating a sandwich.
Are they eating chocolate?
They are not eating .
I am eating vegetables.
6 Match the sentences with the pictures.
a) A man in India is riding his tricycle and selling bananas.
b) The woman from Thailand is selling yellow bananas and 
smiling happily.
c) The young man from Tahiti is holding a stick with a bunch 
of bananas over his shoulder.
d) The man from Cambodia is transporting loads of bananas 
on a bicycle rickshaw.
 TAREFA PARA CASA: Para aprimorar: 1 e 2; 4 a 8 
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 � Mesmo quando a ação se passa no momento da fala, o verbo fica no tempo simples:
I don’t like this situation.
(Eu não estou gostando desta situação.)
What do you want?
(O que você está querendo?)
 � Outros verbos que também não são usados nas formas contínuas ou progressivas:
know (saber, conhecer)
understand (entender, compreender)
remember (lembrar-se de)
forget (esquecer-se de)
believe (acreditar)
think (achar, ter certa opinião)
 � Alguns desses verbos podem ser usados no Present Continuous em algumas expressões, por 
exemplo:
I am seeing Nora/the dentist tomorrow.
(Eu vou estar com a Nora/ter uma consulta com o dentista amanhã.)
What are you thinking about?
(Em que você está pensando?)
FALSE FRIENDS
 Preencha as lacunas em cada frase e descubra os false friends. 
a) I intended to attend one of those lectures, but I couldn’t come.
 Eu pretendia assistir a uma daquelas conferências , mas não pude vir.
b) She pretended not to hear us, but actually she did.
 Ela fingiu não nos ouvir, mas na verdade/de fato ela ouviu.
 É difícil imaginar as consequên-
cias catastróficas de um ataque 
fúngico às grandes plantações de 
banana e os incalculáveis prejuí-
zos à agricultura mundial e à ali-
mentação de muitas populações.
 Desconhecem-se, ainda, os efei-
tos dos alimentos geneticamen-
te modificados à saúde, assim 
como o impacto dessas modifi-
cações na web of life. O que você 
pensa a respeito dessa questão 
polêmica? Procure se informar 
mais sobre a produção desses 
alimentos e discuta o tema com 
os colegas e o professor de Bio-
logia. Exerça sua cidadania.
PARA
REFLETIR
actually: 
na verdade, realmente 
( atualmente: at present, today).
attend: 
1. assistir, estar presente a, frequentar 
2. atender, cuidar de
( atender (o telefone, a porta): 
answer).
intend: 
pretender, tencionar 
( entender: understand).
lecture: 
conferência, palestra 
( leitura: reading).
pretend:
fingir 
( pretender, tencionar: intend).
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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What are 
you doing 
on Sunday?
We’re having 
a barbecue in 
the backyard.
It’s 
going 
to be 
great!
Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
22 Science and Technology
 LISTENING
Myth or Reality?
1 In pairs, read the statements below and decide whether they are T (true) ou F (false).
T Drinking a glass of water before breakfast can help you lose weight.
F Avocados and bananas are fattening.
T Eating carbohydrates in the evening makes you fatter.
2 Susan and Michael are talking about an article that one of them read on the internet. Listen 
to the dialogue and identify who said what.
a) Não gosta muito de bananas. Susan
b) Está comendo uma banana. Michael
c) Está fazendo dieta. Susan
d) Acha que as bananas engordam. Susan
e) Leu sobre as bananas na internet. Michael
f ) Afirma que as bananas contêm açúcar natural. Michael
g) Afirma que as bananas não engordam. Michael
h) Aceita uma banana. Susan
3 Listen again and underline the right word to complete each sentence.
a) Michael tells Susan that she should eat bananas every day / weekend.
b) Bananas help you reduce / prevent illnesses.
c) Susan says that bananas have a little / a lot of sugar.
d) Besides having natural sugar, bananas have a lot of fiber / sodium.
e) The conversation takes place on Monday / Sunday.
A transcrição do áudio destas atividades encontra-se em “Audio 
Scripts”, no Guia do Professor.12
Esta discussão inicial deve ser breve, pois 
serve apenas para introduzir o tema aos 
alunos. Todas as frases ao lado podem 
ser consideradas “mitos” com relação 
à alimentação. Disponível em: <http://
maisequilibrio.com.br/nutricao/mitos-
e-verdades-da-alimentacao-2-1-1-404.
html>.Acesso: 10 set. 2014.
Lembre sempre aos alunos que eles não 
devem se preocupar com palavras ou 
expressões desconhecidas. O objetivo 
é compreender o texto como um todo e 
as informações específicas necessárias 
para fazer a atividade.
He is eating a species that 
might be in extinction.
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TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
1 (Enem)
Quotes of the Day
Friday, Sep. 02, 2011
“There probably was a shortage of not just respect and 
boundaries but also love. But you do need, when they cross 
the line and break the law, to be very tough.” 
British Prime Minister DAVID CAMERON, arguing that 
those involved in the recent riots in England need “tough love” 
as he vows to “get to grips” with the country’s problem families.
Available at: <www.time.com>. Nov. 5th, 2011. Adapted.
 A respeito dos tumultos causados na Inglaterra em agosto de 
2011, as palavras de alerta de David Cameron têm como foco 
principal: 
a) enfatizar a discriminação contra os jovens britânicos e 
suas famílias.
b) criticar as ações agressivas demonstradas nos tumultos 
pelos jovens.
c) estabelecer relação entre a falta de limites dos jovens e o 
excesso de amor.
d) reforçar a ideia de que os jovens precisam de amor, mas 
também de firmeza.
e) descrever o tipo de amor que gera problemas às famílias 
de jovens britânicos.
2 (Uneb-BA) Read the text and fill in the parentheses with T 
(True) or F (False).
Healthy Chocolate
Scientists from the Universityof Warwick in the UK have 
revealed a new method to cut the amount of fat in chocolate 
in half while keeping all the taste.
Here’s the problem with chocolate – what makes it 
velvety and smooth in the mouth is exactly what ends up 
elsewhere – fat. Low-fat versions disappoint because it’s 
difficult to replace the tiny globules of fat with anything else 
that disperses within the chocolate and maintains its texture.
The trick, it seems, is to use agar – a widely available 
jelling agent. Thoroughly blended bits of it, the researchers 
say, act as tiny sponges that soak up any liquid – fruit juice, 
plain water, even alcohol.
Stefan Bon, who led the research, said that the method 
opens up whole new markets for chocolate, and that additives 
such as fruit juice could further increase chocolate’s health 
credentials. He says: “It would both lower fat content and 
sugar content, so for people that just have a craving and just 
want to down a bar of 200g, you take half the amount of fat 
in, so it’s great.”
But for the less health-conscious, students in the group 
have made a chocolate bar containing four shots of vodka.
HEALTHY chocolate. Available at: <www.bbc.co.uk/wordservice/
learningenglish/language/wordsinthenews>. Oct. 12th, 2013.
 The text has answers to the following questions:
 What makes chocolate smooth and soft?
 Where did Stefan Bon work before going to Warwick?
 How can chocolate be made healthier?
 Why does agar help to keep the chocolate texture?
 According to the text, the correct sequence, from top to 
bottom, is: 
a) T – F – T – F
b) F – T – F – T
c) T – T – F – F
d) T – F – T – T
e) T – T – T – F
PARA PRATICARPARA APRIMORAR
 (UFG-GO) Read the text and answer the questions 1 and 2.
Get Ready to Leap Into Action!
Britain’s biggest, pinkest fundraising day is back for 
2013! It’s your chance to invite friends and colleagues to join 
forces, have fun and do something incredible for women with 
breast cancer. All you have to do is grab something pink, 
wear it on Friday 25 October 2013 and donate £2 to Breast 
Cancer Campaign. But don’t be alone in your pink glory – 
with our ideas for wear it pink day at the office, in school and 
at home you can make sure everyone joins in. 
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Veja, no Guia do Professor, as respostas da 
“Tarefa para casa”.
24 Science and Technology
So let’s get started! Tell everyone about wear it pink. 
Send an email around, tell the school in assembly, share it on 
your work intranet, invite the girls round for a pamper night 
just for wear it pink. Get your own wear it pink posters by 
registering and stick them all over the place!
GET INVOLVED
Available at: <www.wearitpink.org/>. Sept. 17th, 2013. 
1 The language used in campaigns like the one in the text aims 
at trying to get the reader to do, think etc. what one wishes. 
Which of the following excerpts expresses another purpose 
instead of this one? 
a) “Get ready to leap into action!”
b) “Britain’s biggest, pinkest fundraising day is back for 2013!”
c) “All you have to do is grab something pink, wear it on 
Friday 25 October 2013 and donate £2 to Breast Cancer 
Campaign.”
d) “Tell everyone about wear it pink.”
e) “Get your own wear it pink posters by registering and stick 
them all over the place!”
2 According to the text,: 
a) “Wear it Pink” is a women only event that happens annually.
b) wearing pink clothes can help reduce the risk of developing 
breast cancer.
c) participants will be given ideas on how to make others 
engage in the campaign.
d) it is the first time the “Wear it Pink” event is happening.
e) there is no minimum amount you can donate.
3 Relacione os verbos com as respectivas traduções.
a) to threaten atacar
b) to destroy morrer
c) to become investir
d) to attack tentar
e) to work ameaçar
f ) to rescue tornar-se
g) to face destruir
h) to try trabalhar
i) to invest enfrentar
j) to die resgatar, salvar
 (UFPA) Leia o texto e responda às questões 4 a 8.
Japan harnesses fashion power of gals
By Mariko
Oi BBC News, Tokyo
29 August 2012 – Last updated at 23:52 GMT
In every country, there are sub-cultures who define 
themselves through fashion. The West has goths, hippies and 
grunge, for example. Japan has gals.
They are young girls who look, act and speak very 
differently from the traditional image of Japanese women.
Since they emerged as a group in the mid-90s, their 
looks have evolved. But a few elements have remained 
constant – short skirts, massive heels and big, big eyes.
This type of rebellion has been frowned on in the past. But 
now these gals are being courted – for their spending power, 
their adventurous mindset and even as a cultural export.
Gals, named for the Japanese pronunciation of girl – 
gyaru, were the product of the boom years – urban teens with 
a disposable income who were keen to stand out.
Their fashion went through various stages – big socks, 
foot-high wedge heels, silver hair, deep bronze skin.
The wildest of all was a group called Yamamba, who 
wore large circles of unnaturally white eyeshadow, giving a 
reverse panda-eye effect.
Changing tastes
Gals’ spending power has been in the spotlight before. 
Their desire to keep up with the latest fad meant that they 
spent a lot of money on clothes and shoes. “Their fashions 
changed very fast, and gals followed each trend religiously,” 
said Nobuko Yabe of gals’ magazine Popteen.
Their favourite shopping centre, Shibuya’s 109 store, 
saw its sales double between 1995 and 2008, as other 
department stores struggled with falling sales.
But gals could not shield 109 from the impact of the 
global financial crisis. As hard times hit, they started to shop 
at slightly cheaper global brands, such as H&M and Zara. 
And the economic crunch has curtailed their fashion 
ambitions to an extent.
“We are seeing a slowdown in gals’ evolution and today 
we see fewer obvious gals,” says Ms Yabe. But they remain an 
important sub-culture – and one that Japan’s government 
wants to exploit. 
The cabinet has approved plans to recreate fashionable 
districts of Tokyo in foreign cities and it hopes to export 
four trillion yen ($51bn; £32bn) worth of “Cool Japan” 
fashion by 2020. So the one-time rebels have found their 
place in society.
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“These gal-mama may look rebellious,” said Ms 
Yamashita of I Love Mama magazine. “But the advice that they 
gave me when I became a mother myself really showed that 
they contribute to society no matter how they dress.”
Available at: <www.bbc.co.uk/news/world-asia-19332694>.
4 Segundo o texto, as gals: 
a) têm mudado a aparência ao longo dos anos para atender 
à evolução da sociedade japonesa.
b) surgem em reação ao comportamento tradicional das 
mulheres japonesas.
c) são criticadas pela sociedade japonesa por negarem seus 
traços étnicos.
d) defendem a mesma filosofia de vida do movimento 
hippie do Ocidente.
e) distinguem-se pela maneira de falar, agir, vestir e pensar.
5 No que se refere a hábitos de consumo, de acordo com o texto:
a) o poder de compra das gals tem aumentado.
b) as gals mais consumistas são as conhecidas como Yamamba.
c) as gals compravam sapatos e roupas para manter-se na 
moda.
d) as gals sobrevivem das tendências advindas de outros es-
tilos de moda.
e) os shoppings de Tóquio duplicaram as vendas entre 1995 e 
2008 por causa das gals.
6 Yamashita (13o parágrafo) afirma que as gals:
a) beneficiam a sociedade.
b) são adolescentes rebeldes.
c) vivem aconselhando as pessoas.
d) criam seus filhos de forma liberal.
e) se vestem segundo sua filosofia de vida.
7 As gals apresentam-se com: 
a) pele pintada e sapatos salto rampa.
b) sapatos salto alto e saias curtas.
c) shorts curtos e meias longas.
d) cabelo prateado e franjas.
e) olhos do urso panda.
8 Com base na leitura do texto,infere-se que:
a) o governo japonês incentiva as garotas a aderirem ao estilo 
gal.
b) as gals são vistas como uma tendência religiosa.
c) o estilo gal pode trazer divisas para o Japão.
d) as gals são admiradas pelos adolescentes.
e) as gals são adolescentes cultas.
ANOTAÇÕES
26 Science and Technology
UNIT
Stem Cells3
Objetivos:
c Identificar a relação 
entre os vocábulos que 
se inserem nos diversos 
campos semânticos: 
Word Areas.
c Caracterizar os dife-
rentes usos da forma 
terminada em -ing.
c Identificar os diferentes 
tipos de pronomes 
pessoais, suas funções 
e usos: Personal 
Pronouns – Subject/
Object Pronouns.
PREREADING QUESTIONS
Há algum tempo a comunidade científica internacional discute o uso das células-tronco em 
pesquisas e seus aspectos éticos.
Os que defendem essas pesquisas garantem que são a esperança de tratamento e até de cura 
de muitas doenças. O que você sabe sobre células-tronco?
É a favor ou contra essas pesquisas? Formule hipóteses sobre isso e verifique-as com a leitura 
do texto. 
There are two main types of stem cells:
c adult stem cells; � c embryonic stem cells.
Adult stem cells generate replacements for bone and muscle cells that are lost through 
injury, disease or normal wear and tear.
Adult stem cells usually develop into the same type of cell as the tissue they reside in. 
An adult stem cell forming in muscle tissue, for example, normally gives rise to muscle cells.
Embryonic stem cells, however, are like “starter cells” that can be coaxed into 
becoming a variety of other types of cells.
By turning into bone cells, nerve cells and other types of cells, embryonic stem cells 
develop into the specialized cells that create bone, nerve and other tissues in the human body.
Scientists believe that because embryonic stem cells develop into a variety of other 
types of cells, they may be used in the near future to treat several diseases and injuries 
from Parkinson’s disease to heart disease.
Embryonic stem cells are derived from eggs less than a week old. The embryonic stem 
cells are then donated for research purposes with the informed consent of the donors.
Opponents of embryonic stem cell research believe that embryos should not be used 
in stem cell research because those embryos are unborn children.
What do you think? Should embryos be used in stem cell research? Read the two sides 
of the debate and then decide.
YES!
They are stored in the laboratory, not in a woman’s body.
Human stem cells can also be used to test new drugs and 
in medical treatments that now require organ donors.
Human stem cells can save millions of lives, whose hope 
lies in that research. 
NO!
Human life is precious and should be respected.
Human life should be protected at every stage of 
development.
It is not acceptable to destroy the life of one person to 
benefit another.
FAST Facts on Stem Cells. ABC News. Available at: <http://abcnews.go.com/
Health/US/story?id=785936>. Aug. 12th, 2014. Adapted.
13
acceptable: 
(adj.) aceitável
derive from: 
(v.) derivar, originar
disease: 
(s.) doença
drug: 
(s.) remédio, medicação
injury: 
(s.) ferimento
organ donor: 
(s.) doador de órgãos
several: 
(pron.) vários/as, diversos/as
stem cell: 
(s.) célula-tronco
tissue: 
(s.) tecido
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Stem cells are at the heart of an 
ongoing debate over scientific 
research and ethical beliefs. But 
what are stem cells, and why 
do scientists consider them so 
important?
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 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Qual é o tema central do texto?
O que são células-tronco e a polêmica causada em relação à sua utilização, principalmente quanto às
células embrionárias.
2 Cite um argumento a favor e um contra a utilização das células embrionárias.
Resposta pessoal.
 WORD STUDY
Word Areas
1 Classifique os substantivos do quadro abaixo de acordo com a relação de significado.
bone cell nerve tissue 
heart disease muscle Parkinson’s disease
Human Body Diseases
bone Parkinson’s disease
cell heart disease
nerve
tissue
muscle
2 Com o apoio de transparent words, encontre no texto palavras que acompanham as listadas 
abaixo e que correspondem às traduções.
a) embryonic stem cells células-tronco embrionárias
b) muscle tissue tecido muscular
c) adult stem cells células-tronco adultas
d) human body corpo humano
e) organ donors doadores de órgãos
f ) bone tissue tecido ósseo
Se julgar apropriado, incentive um 
debate sobre o tema. Divida a turma em 
dois grupos: um a favor e outro contra 
o uso de células-tronco. Faça perguntas 
como “Do you say ‘Yes’ to the use of 
stem cells?”, “Do you think they can help 
many people?”
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
 ACESSE OS SITES
 The Nature of Stem Cells. 
Genetic Science Learning 
Center. Available at: 
<http://learn.genetics.utah.
edu/content/stemcells/
scintro>. Aug. 15th, 2014. 
 Unlocking Stem Cell Potential. 
Available at: <http://learn.
genetics.utah.edu/content/
stemcells/scfuture/>. Aug. 15th, 
2014. 
 The Stem Cells Debate: Is It 
Over? Available at: <http://
learn.genetics.utah.edu/
content/stemcells/scissues/> 
Aug. 15th, 2014
28 Science and Technology
Words in Context
 Choose the correct word to complete each sentence. They can all be found in the text.
Getting Meaning from Context
1 Adult stem cells can replace injured or diseased bone and muscle cells.
a) develop into b) donate c) replace d) derive from
2 Embryonic stem cells are obtained from eggs that are less than a week old.
a) bones b) eggs c) muscles d) ethical beliefs
3 There are many people whose hope lies in stem cell research.
a) where b) who c) whose d) that
4 Embryonic stem cells can generate a variety of other types of cells.
a) respect b) protect c) generate d) destroy
5 Many medical treatments require organ donors .
a) organ donors b) stem cells c) injuries d) eggs
6 The embryos are stored in the laboratory. In other words, they are kept there.
a) lost b) created c) improved d) kept
 DETAILED COMPREHENSION
Looking for Specific Information
1 Dos três argumentos do texto a favor das pesquisas com células-tronco embrionárias, iden-
tifique aqueles em que se fala de:
a) possibilidade de salvar milhões de vidas;
terceiro argumento
b) potencial de uso no teste de novos medicamentos e em tratamentos médicos que 
envolvem a doação de órgãos;
segundo argumento
c) o fato de esses embriões serem guardados em laboratório e não no corpo da mulher.
primeiro argumento
2 Identifique os argumentos contra as pesquisas com células-tronco embrionárias em que se 
mencionam razões éticas e religiosas.
primeiro, segundo e terceiro argumentos
 STRUCTURE 
Uses of the -ing Form
A terminação -ing pode ser usada para a formação de substantivos, mas ela também tem mui-
tos outros usos. Veja no quadro a seguir os vários significados e usos dessa terminação:
Nesta atividade, os alunos usam a estratégia de 
leitura getting meaning from context.
Getting Meaning from Context
Não interromper a leitura de uma 
frase ou parágrafo por causa de 
uma palavra desconhecida mui-
tas vezes possibilita descobrir o 
significado dessa palavra com 
base no contexto ou na própria 
estrutura do texto. Além de evi-
tar o uso excessivo do dicionário, 
a leitura acaba se tornando mais 
dinâmica e natural. Nas atividades 
Words in Context, essa estratégia é 
trabalhada com palavras do texto 
em definições, paráfrases e novas 
frases que, pelo contexto, levam à 
fixação do significado. 
Scientists studying stem cell usage.
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Exemplo Significado Uso
Scientists are using stem cells in their research now. estão usando Present Continuous
Stem cells were shown toimprove hearing in 
animals.
audição
Gerúndio: como objeto da oração, equivale a um 
substantivo em português.
Using embryonic stem cells can cause ethic 
problems.
usar
Gerúndio: como objeto da oração, como sujeito da 
oração, equivalendo ao infinitivo em português.
They are debating the ethics of using embryonic 
stem cells.
(de) usar
Gerúndio depois de preposição: equivale ao 
infinitivo em português.
By using embryonic stem cells, doctors will possibly 
make great progress in their treatments.
usando
O gerúndio indica a “forma”, a “maneira” de se 
fazer a ação. A preposição by não tem tradução 
neste caso.
Verb + Gerund
Após certos verbos, o gerúndio equivale ao infinitivo, em português:
You should avoid eating too much if you want to keep healthy.
(Você deve evitar comer demais se quiser manter-se saudável.)
avoid (evitar) risk (arriscar-se)
enjoy (gostar de) suggest (sugerir)
forgive (perdoar) dislike (não gostar de)
mind (importar-se de) keep (continuar a)
finish (terminar) deny (negar)
imagine (imaginar) admit (admitir; reconhecer)
Verb + Gerund or Infinitive
Certos verbos admitem que o verbo seguinte seja usado no gerúndio ou no infinitivo, com o 
mesmo sentido:
hate (odiar) start (dar a partida; começar)
like (gostar de) continue (continuar)
love (amar) intend (pretender)
begin (começar) prefer (preferir)
Há ainda outros verbos que podem ser seguidos de gerúndio ou infinitivo, mas com sentidos 
diferentes. Compare:
Verbo Uso Significado
stop
+ gerúndio
+ infinitivo
parar de; deixar de
parar para; com a finalidade de
try
+ gerúndio
+ infinitivo
experimentar; fazer uma experiência
tentar; fazer um esforço
remember
+ gerúndio
+ infinitivo
lembrar-se de algo que já passou
lembrar-se de algo que ainda virá
forget
+ gerúndio
+ infinitivo
esquecer-se de algo que já passou
esquecer-se de algo que ainda virá
By using embryonic stem cells, doctors 
will possibly make great progress in their 
treatments. 
You should avoid eating too much if you 
want to keep healthy. 
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Researchers are very important for 
advances in medical science.
 TAREFA PARA CASA: Para praticar: 1 a 3 Para aprimorar: 1 a 3
PARA CONSTRUIR
1 Nos trechos a seguir, observe as palavras em destaque e escolha a tradução adequada.
a) By turning into bone cells, embryonic stem cells develop into the specialized cells that create bone. b
a. transformar b. transformando-se em c. transformação
b) Embryonic stem cells, however, are like “starter cells” that can be coaxed into becoming a variety of other types of cells. b
a. tornando b. tornarem-se c. tornando-se
c) Many living people believe that their hope lies in that research. c
a. viver b. vivendo c. vivas, com vida
d) The arguments can provide a greater understanding of why people are for or against stem cells. a
a. compreensão b. compreendendo c. compreender
e) Scientists are responsible for developing new projects about stem cells. b
a. desenvolvimento b. desenvolver c. desenvolvendo
f ) Destroying the life of a person to benefit another is not acceptable, opponents of embryonic stem cells say. b
a. Destruindo b. Destruir c. Destruindo-se
2 Complete as lacunas com as formas entre parênteses.
a) I still remember kissing her for the first time. How could I ever forget that? (to kiss – kissing) 
b) Fishing is my uncle’s favorite hobby. (To fish – Fishing) 
c) I tried to call you yesterday but it was impossible. The line was always busy. (to call – calling)
d) Honey, don’t forget to buy some fruit before coming home. (to buy – buying; to come – coming)
e) Kids enjoy playing video games. (to play – playing)
Personal Pronouns
Observe as palavras em destaque:
But what are stem cells, and why do scientists consider them so important? 
Reading the two sides of the debate enables us to make a decision.
As palavras em destaque são Object Pronouns, usados depois do verbo ou de uma preposição, 
como objeto de uma oração.
Personal Pronouns
Subject Pronouns (pronomes retos) Object Pronouns (pronomes oblíquos)
I (eu) me (me; a mim)
you (tu; você) you (te; a ti; a você)
he (ele) him (o; lhe; a ele)
she (ela) her (a; lhe; a ela)
it (ele/ela*) it (o/a; lhe; a ele/ela)
we (nós) us (nos; a nós)
you (vós; vocês) you (vos; a vós; a vocês)
they (eles/elas) them (os/as; lhes; a eles/elas)
* coisa ou animal
Os pronomes retos são usados antes do verbo, como sujeito.
I know about stem cells. They are very important.
Os pronomes oblíquos são usados depois do verbo ou de uma preposição, como objeto.
I consider them important. That text is about them.
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 TAREFA PARA CASA: Para praticar: 4 Para aprimorar: 4
PARA CONSTRUIR
3 Leia as frases seguintes novamente:
But what are stem cells, and why do scientists consider them so important? 
Reading the two sides of the debate enables us to make a decision.
a) Na primeira frase, identifique a quem o pronome them está se referindo.
stem cells – elas 
b) Na segunda frase identifique a quem us está se referindo.
the readers – nós, os leitores, as pessoas que leem os dois lados do debate.
 Observe no quadro de Personal Pronouns a relação entre os Subject Pronouns e os Object Pronouns.
4 Choose the correct personal pronoun to complete each sentence.
a) I don’t understand Jennifer. I really don’t understand her . (I – Me) (she – her)
b) The internet isn’t only for them, it’s for all of us . (we – us)
c) The limited genetic diversity of cultivated bananas makes them vulnerable to pests and diseases. (they – them)
d) Astronomers think some stars have planets, and some of them probably have life. (they – them)
e) Those planets are so distant that there is no real possibility for us to see or contact anyone living on them . 
(we – us) (they – them)
f ) João Gilberto, do you remember him ? I think he lives in New York, but I am not sure about that. 
(he – him) (he – him) (I – me)
g) He knows a lot of stories and the boy loves to listen to them . (He – Him) (they – them)
h) If you see someone without a smile, give him or her one of yours. (he – him) (she – her)
FALSE FRIENDS
 Preencha as lacunas, de acordo com o contexto.
a) Professor Clarke is a great scholar.
 O professor Clarke é um grande erudito .
b) My shirt collar is too tight.
 O colarinho da minha camisa está muito apertado.
This is a secret 
between you and me. 
Let’s keep it between 
the two of us.
scholar:
erudito, letrado; estudioso 
( escolar : (adj.) school; (s.) 
schoolboy/schoolgirl)
collar: 
1. colarinho 
2. coleira
( colar (s.): necklace; passar cola 
em (v.): paste, glue; copiar na 
escola (v.): crib) 
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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32 Science and Technology
 LISTENING
Twentieth Century Inventions
1 You are going to listen to five people voting for the best and the worst inventions of the 
twentieth century. As you listen to the dialogue, check the inventions they talk about.
 The light bulb X The internet The microscope
X Television X The airplane X The computer
X Antibiotics X The automobile X The nuclear bomb
 The bicycle The electric fan The flush toilet
2 Listen to those people again and check the columns in the table below.
Name Inventions they talked about
She/he likes 
it/them
She/he dislikes 
it/them
Sam Antibiotics x
Alejandro The internet/the computer/the airplane x
Martha The automobile x
Nick The television x
Adelle The nuclear bomb x
 EXTRA READING
Stem Cell Deafness Breakthrough Won’t Kill off the Deaf Community
For one deaf person, a treatment to make them a hearing person would be a 
godsend, for another it’s like wipingout a culture
A huge breakthrough in deafness research was announced this week, when for the 
first time stem cells were shown to improve hearing in animals.
The prospect of using the treatment on humans is a few years away, but eventually it 
could be used to treat a condition called auditory neuropathy, which affects about 15% of 
deaf people in Britain. Since one in six people in the UK have some level of hearing loss, 
stem cell treatment could potentially change the lives of 1.5 million people.
This is just the latest development in treatment options for deaf people. There was a 
time when your only choice would be whether to wear a hearing aid or not, but nowadays 
more and more deaf people are choosing to have a cochlear implant. Where once there 
was hostility to the idea of implants, today they’re much more accepted in the deaf world. 
That said, cochlear implants aren’t for everyone (a subject I’ve written about before) and 
nor would stem cell treatment be.
Deafness is often thought of as a hidden disability, and consequently, most people 
don’t know just how much variety there is behind the deaf experience. For starters, there 
isn’t one “type” of deaf person, because levels of hearing loss range from mild to profound. 
Some people can hear just enough to use the phone, others depend on lip reading or use 
sign language. Of the 10 million people in the UK with some level of deafness, more than 
6 million are of retirement age. Many find it hard to adapt to hearing aids (indeed, the 
majority don’t wear them at all) and would almost certainly embrace the chance to hear in 
as natural a way as possible.
14
A transcrição do áudio destas atividades encontra-se em “Audio Scripts”, no 
Guia do Professor.
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
Acesse o Material Comple-
mentar disponível no Portal e 
aprofunde-se no assunto.
Desafio
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Meanwhile, 3.7 million are of working age. If you find it difficult to hear in an office 
or a social situation, stem cell treatment would be hard to turn down. It comes down to 
personal choice. Each individual would need to weigh up their lives, their deafness and 
what the treatment could offer their future. For many, the decision will be obvious. For 
others, it won’t.
The group most likely to decline a “cure” are those who have been severely or 
profoundly deaf since birth, or from a young age. For members of the Deaf community 
(deliberately spelt with a big D), being deaf is not seen as something that holds them back. 
In BSL (British Sign Language) they have their own language, and they see themselves 
more as part of an ethnic group, sharing not only a common language but also a common 
culture, shared history and experiences. They’re positive about being deaf in a way that 
people outside that world rarely understand.
SWINBOURNE, Charlie. Available at: <www.theguardian.com/commentisfree/2012/sep/14/
deafness-stem-cell-deaf-community>. Aug. 12th, 2014.
1 A recent great scientific advance is that stem cells can be used: b
a) to cure deafness in humans.
b) to improve deafness in animals.
c) to change the life of 1.5 million people in the United Kingdom.
d) to cure the deaf community in Britain.
2 In modern times more and more deaf people: c
a) have decided to wear hearing aids.
b) suffer from auditory neuropathy.
c) have chosen to have a cochlear implant.
d) have some kind of hearing loss.
3 There are ten million deaf people in the United Kingdom: d
a) and most of them are young.
b) and all of them wear hearing aids.
c) and most of them have retired because of that condition.
d) and most of them are old.
4 3.7 million people in the United Kingdom: c
a) work in offices.
b) are of working age and can hear quite 
normally.
c) are not old but have some level of deafness.
d) have turned down stem cell treatment.
5 People who have been profoundly deaf since 
they were born or since they were very young:
a) are the ones who really want to receive stem 
cell treatment for their condition.
b) are positive about their condition and have 
successfully adapted to it.
c) do not want to turn down stem cell treatment.
d) do not understand British Sign Language.
b
Você acha que devem existir limi-
tes para a pesquisa científica? Em 
que medida a pesquisa científica 
impacta a vida das pessoas? Qual 
o impacto gerado na vida de uma 
pessoa que nasceu com deficiên-
cia auditiva e passa a ouvir sons? 
Acha que a pesquisa com células-
-tronco embrionárias é antiética? 
Acredita que ela é contra a vida de 
um ser humano e deve ser proibi-
da? Ou, ao contrário, crê que essas 
pesquisas são a esperança de vida 
para milhões de pessoas e, por 
isso, devem continuar? Are you for 
or against embryonic stem cells? 
Discuta esses temas com o profes-
sor de Biologia e o de Filosofia.
PARA
REFLETIR
Teacher showing pre-school girl sign language.
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Projeto de 
Desenvolvimento
34 Science and Technology
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (Fuvest-SP) Texto para as questões 1 e 2.
Missing Out: In Praise of the Unlived Life is Adam Phillips’s 
17th book and is a characteristic blend of literary criticism and 
philosophical reflection packaged around a central idea. The 
theme here is missed opportunities, roads not taken, alternative 
versions of our lives and ourselves, all of which, Phillips argues, 
exert a powerful hold over our imaginations. Using a series of 
examples and close readings of authors including Philip Larkin 
and Shakespeare, the book suggests that a broader 
understanding of life’s inevitable disappointments and thwarted 
desires can enable us to live fuller, richer lives. Good things 
come to those who wait.
Does he see himself as a champion of frustration? “I’m not 
on the side of frustration exactly, so much as the idea that one 
has to be able to bear frustration in order for satisfaction to be 
realistic. I’m interested in how the culture of consumer 
capitalism depends on the idea that we can’t bear frustration, 
so that every time we feel a bit restless or bored or irritable, we 
eat, or we shop.”
Available at: <www.guardian.co.uk/books/2012/jun/01/
adam-phillips-life-in-writing>. Feb. 4th, 2013. Adapted.
1 Segundo o texto, o livro Missing Out: In Praise of the Unlived Life 
sugere que: 
a) a fantasia deve se sobrepor a nossos planos de vida.
b) uma compreensão maior das decepções e dos desejos 
não realizados pode nos ajudar a viver melhor.
c) os relatos de vida dos escritores não nos servem de exemplo.
d) um controle maior de nossa imaginação é importante para 
lidarmos com nossas frustrações.
e) as oportunidades perdidas devem ser recuperadas para 
uma vida satisfatória.
2 No texto, em resposta à pergunta “Does he see himself as a 
champion of frustration?”, o autor do livro argumenta ser ne-
cessário que as pessoas: 
a) tenham experiências satisfatórias para compreender a frus-
tração.
b) entendam cada vez mais a cultura capitalista de consumo.
c) se distraiam fazendo compras quando estão irritadas.
d) lidem com as frustrações para que suas satisfações sejam 
realistas.
e) percebam o que as deixa frustradas no dia a dia.
3 (Fatec-SP) Considere a tirinha que mostra os personagens 
Calvin e seu pai.
Bill Watterson. Available at: <http://alligator-sunglasses.com/
post/1370501449/calvin-hobbes-on-technology>. Oct. 11th, 2012.
*harassed: cansativa, com muitas coisas para se preocupar.
*leisure: tempo em que não se está trabalhando.
 De acordo com o pai de Calvin,
a) seu filho tem muito mais tempo livre do que ele.
b) o uso das máquinas citadas diminui a ansiedade.
c) as máquinas citadas nos garantem mais tempo livre.
d) os equipamentoscitados por ele tornam a vida mais fácil 
e despreocupada.
e) a tecnologia faz com que as pessoas queiram que tudo 
seja resolvido instantaneamente.
4 Escolha o pronome pessoal adequado a cada frase.
a) Stories about endangered animals are nothing new, 
 are frequently in the newspapers.
b) The edible version, the type of banana that 
eat, has no seeds.
c) The man began to feel worried about his wife. “Did 
anything serious happen to ?,” he thought.
d) “You know every day when you come from work and ask 
 what did today?” 
e) The rules of the game are simple and easy to follow. Just 
follow and enjoy .
f ) This is a secret between you and . Let’s keep 
it between the two of .
g) The poem gives the thoughts of an Indian 
on life and death.
h) We have to do something about pollution. It hurts all of 
 .
i) If you wish to remember , take my cells and 
let grow.
PARA PRATICARPARA APRIMORAR
 (Uece) Leia o texto e responda às questões 1 a 4.
Rio de Janeiro – Pope Francis on Thursday delivered 
some of his most politically provocative remarks since his 
papacy began this year, hopping from his popemobile to walk 
through a slum in this city before urging young people to 
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fight against corruption, a leading grievance behind the huge 
street protests that shook dozens of Brazilian cities in June. 
“Do not grow accustomed to evil, but defeat it,” Francis 
said at the favela, or slum, of Varginha, in an area that has 
commonly been known here as the Gaza Strip for its gun 
battles and drug trafficking in the past. “Do not lose trust, do 
not allow your hope to be extinguished,” he added, 
acknowledging that it was common for some to “grow 
disillusioned with news of corruption.” 
By singling out corruption in a folksy visit to a Brazilian 
favela on his first trip abroad as pope, Francis, an Argentine-
born Jesuit, emphasized his aim to refocus the Roman 
Catholic Church on the neglected margins of society, 
especially in Brazil and other parts of Latin America where the 
popularity of evangelical churches has surged among the poor 
in recent decades. 
In a nod to the Brazilian political authorities who have 
warmly welcomed him, Francis also praised the government’s 
antipoverty programs and did not specifically mention the 
anti-establishment protests in Brazil. But he did critique Rio 
de Janeiro’s so-called pacification project in the city’s slums, 
in which security forces assert control over lawless areas. 
“No amount of pacification will be able to last, nor will 
harmony and happiness be attained in a society that ignores, 
pushes to the margins or excludes a part of itself,” the pope 
said in Varginha, a slum that has recently been subjected to 
pacification. In a remark that could resonate in Latin America 
and in the United States, which is also grappling with the 
widening disparity between the haves and the have-nots, 
Francis said that a society “impoverishes itself” by 
perpetuating such inequality. 
Care for the poor and marginalized is an integral part of 
Catholic teaching, and a concern of many popes and 
encyclicals, including those by Francis’ predecessor, Benedict 
XVI. But Francis has made it a hallmark of his young papacy, 
telling journalists in Rome days after his election, “How I 
would like a church that is poor and for the poor.” 
He has demonstrated that ideal by living relatively 
humbly as pope: in a communal guesthouse rather than the 
opulent papal apartment, wearing a pectoral cross of iron 
instead of gold, flying commercial. He recently told priests 
that they should not drive fancy cars, and he has traveled 
around Rio this week in a compact Fiat. 
“He is helping to wake people up,” said Natalia Morais, 
21, a nursing student from Minas Gerais State who traveled 
to Rio to see the pope as part of World Youth Day, a conference 
attended by hundreds of thousands of Catholic youth. “When 
the pope talks, political leaders listen, and that’s what’s needed 
in Brazil, where our protests are about their corruption,” Ms. 
Morais said. 
Reaching beyond Brazil, Francis told Argentines who 
came here for the conference that “the church must be taken 
into the streets” in a struggle against complacency. “Stir things 
up, cause confounding, but do not diminish faith in Jesus 
Christ,” he said in Spanish. 
In each of Francis’ public appearances, he has been 
accorded a rock-star reception. On an uncommonly cold and 
rainy morning, hundreds of residents lined the narrow, 
muddy sidewalks of the Varginha favela to glimpse the first 
pope from the Americas, who obliged by stopping often to 
touch and bless people. 
Many onlookers had made their own shirts to 
commemorate the event, with a photo of Francis. Others 
draped themselves in Brazilian flags and waved banners 
bearing his image. Residents darted in and out of their homes, 
checking their televisions and radios to learn the pope’s 
whereabouts and calling the information out to their 
neighbors standing on wet rooftops to get a better view. 
Sônia Curato, 48, a manicurist, said the pope’s visit was 
different from that of other leaders. “Politicians come all the 
time. They make promises and leave,” she said. “He is a very 
simple person. You can tell that. He has charisma. He speaks 
to the people, doesn’t like going around in an armored car.”
ROMERO, Simon; BARNES, Taylor. Jul. 25th, 2013. 
Available at: <www.nytimes.com>. 
1 Some of the things the Pope has done that show he is trying 
to keep humble are: 
a) helping nursing students and living in a modest apartment.
b) waking up very early and preaching to political leaders.
c) not wearing a golden cross and flying commercial.
d) praising anti-poverty programs and riding buses.
2 In his speech in Varginha, Pope Francis mentioned that one of 
his aims in the Papacy is: 
a) refocusing the Roman Catholic Church on the forgotten 
part of society.
b) bringing more children to Catholic schools.
c) building more communal guesthouses in the Vatican.
d) extinguishing gun battles in the Gaza Strip.
3 One of the ways through which Pope Francis has shown he is 
not like his predecessors is the fact that he defends that: 
a) the Church should be poor and care for the poor.
b) drug trafficking must be eradicated.
c) all Brazilian slums should go through the pacification project.
d) this century should see a majority of Catholics in all countries.
4 When he met with Argentines, the Pope mentioned that 
besides stirring things up, they should: 
a) remember Jesus’ resurrection.
b) be more engaged in politics.
c) not care too much about material wealth.
d) keep their faith in Jesus Christ.
36
MINIGRAMMAR
Science and Technology
Auxiliary modal verbs: Can & May
Can: É usado para expressar capacidade, habilidade 
 ou permissão.
 I cannot lift that box. It’s too heavy.
 Rafael can play tennis very well.
 Can I come in?
May: É usado com o sentido de permissão, em linguagem 
mais formal, e para expressar probabilidade.
 May I come in?
 I’m not sure, but I think it may rain.
Afirmativa Negativa Interrogativa
I
can/may stay 
here.
cannot/may not 
smoke here.
Can/May
I/you/he/she/it/
we/you/they 
go there?
You
He
She
It
We
You
They
Forma abreviada na negativa: cannot = can’t 
may not = mayn’t (uso antiquado) 
Pronomes pessoais (retos e oblíquos), pronomes possessivos adjetivos e 
pronomes possessivos substantivos
Pronomes pessoais retos: são usados antes do verbo, como sujeito.
Pronomes pessoais oblíquos: são usados depois do verbo ou de uma preposição, como objeto.
Pronomes possessivos adjetivos: têm função adjetiva e vêm antes do substantivo.
Pronomes possessivos substantivos: são usados no lugar do substantivo.
Pronomes pessoais retos Pronomes possessivos adjetivos Pronomes possessivos substantivos
I eu my meu(s); minha(s) mine
you tu;você your teu(s); tua(s); seu(s); sua(s) – de você yours
he ele his seu(s); sua(s) – dele his
she ela her seu(s); sua(s) – dela hers
it ele/ela** its seu(s); sua(s) – dele/dela (coisa ou animal) ___*
we nós our nosso(s); nossa(s) ours
you vós; vocês your vosso(s); vossa(s); seu(s); sua(s) – de vocês yours
they eles/elas their seu(s); sua(s) – deles/delas theirs
Pronomes pessoais retos Pronomes pessoais oblíquos
I eu me me; a mim
you tu; você you te; a ti; a você
he ele him o; lhe; a ele
she ela her a; lhe; a ela
it ele/ela** it o/a; lhe; a ele/ela
we nós us nos; a nós
you vós; vocês you vos; a vós; a vocês
they eles/elas them os/as; lhes; a eles/elas
* Essa forma não é usada.
** Coisa ou animal.
37
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Present Continuous (or Present Progressive)
Construção: presente de to be + -ing. 
É um tempo verbal usado para descrever ações que estão acontecendo no presente, no momento em que se fala, ou estão 
ocorrendo na atualidade, embora não necessariamente no momento em que se fala.
Afirmativa Negativa Interrogativa
I am eating. I am not eating. Am I eating?
You are eating. You are not eating. Are you eating?
He/she/it is eating. He/she/it is not eating. Is he/she/it eating?
We/you/they are eating. We/you/they are not eating. Are we/you/they eating?
Casos especiais
Verbos que não são usados na forma contínua ou 
progressiva
see (ver) hate (odiar)
like (gostar de) taste (provar; sentir o gosto de)
want (querer) know (saber; conhecer) 
smell (cheirar) understand (compreender)
hear (ouvir) remember (lembrar-se de)
need (precisar de) forget (esquecer-se de) 
love (amar) believe (acreditar)
feel (sentir) think (achar; ter certa opinião)
Uses of the -ing Form
A forma terminada em -ing pode ter vários usos e funções:
Exemplo Significado Uso
Jane is swimming now. Jane está nadando agora. Present Continuous
Swimming is good for your health. Nadar faz bem à saúde. Gerúndio: sujeito da oração
I love swimming. Eu amo nadar. Gerúndio: objeto da oração
Jane takes a shower after swimming. Jane toma banho depois de nadar. Gerúndio: depois de preposição
That club has a swimming area. Aquele clube tem uma área para natação. Adjetivo: antes de substantivo
You should avoid swimming here. Você deve evitar nadar aqui. Gerúndio: após certos verbos
Verbos seguidos de gerúndio Verbos seguidos de gerúndio ou infinitivo
avoid (evitar) risk (arriscar-se) hate (odiar)
enjoy (gostar de) suggest (sugerir) like (gostar de)
forgive (perdoar) dislike (não gostar de) love (amar)
mind (importar-se de) keep (continuar a) begin (começar)
finish (terminar) deny (negar) start (dar a partida, começar)
imagine (imaginar) admit (admitir, reconhecer) continue (continuar)
intend (pretender)
prefer (preferir)
38 Science and Technology
BIBLIOGRAPHY
 AZAR, Betty Schrampfer. Fundamentals of English Grammar. 3. ed. London: Prentice Hall, 2007.
 BAUGH, L. Sue. Essentials of English Grammar: A Practical Guide to the Mastery of English. Chicago: Passport 
Books, 1994.
 BURRIDGE, Kate. Blooming English: Observation on the Roots, Cultivation and Hybrids of the English 
Language. New York: Cambridge University Press, 2004.
 CRYSTAL, David. Discover Grammar. London: Pearson Longman, 2004.
 GREEN, Ronald. Moving with Grammar. London: Beaumont Publishing, 1997.
 HOGAN, Jonathan T.; IGREJA, José Roberto A. Phrasal verbs: como falar inglês como um americano. São 
Paulo: Disal, 2004.
 MERCER, Neil. Words & Minds: How We Use Language to Think Together. London: Routledge, 2000.
 MURPHY, Raymond. English Grammar in Use. New York: Cambridge University Press, 2007. 
 REVELL, Jane; NORMAN, Susan. Handing Over: NLP-based Activities for Language Learning. McHenry: Saffire 
Press, 2002.
 . In Your Hands: NLP-based Activities for Language Learning. McHenry: Saffire Press, 1999.
 SWAN, Michael; WALTER, Catherine. How English Works: A Grammar Practice Book, with Answers. Oxford: 
Oxford University Press, 2006.
 . Practical English Usage. 2. ed. Oxford: Oxford University Press, 2005. 
 THOMSON, A. J.; MARTINET, A.V. A Practical English Grammar. 4. ed. Oxford: Oxford University Press, 1986.
ANOTAÇÕES
ENEMMAIS
39
SKIMMING
To skim é um verbo com várias acepções, como: 1. passar ou 
deslizar suavemente por; 2. extrair a essência; 3. ler ou considerar algo 
rapidamente para compreender o sentido geral, sem se preocupar 
com os detalhes.
Em uma atividade de leitura, skimming é a estratégia que visa 
à identificação da ideia principal do parágrafo ou de todo o texto, 
muitas vezes contida no que chamamos topic sentence ou main idea 
sentence.
A topic sentence é geralmente a primeira frase do parágrafo e 
resume o assunto de que trata esse parágrafo. Quando se aplica a 
estratégia de skimming é, portanto, importante prestar mais aten-
ção nas primeiras frases de cada parágrafo. E, além da identificação 
da topic sentence, você deve fazer uso de técnicas já estudadas na 
estratégia de Making Predictions:
 Leia o título, o subtítulo e observe as imagens que eventual-
mente o acompanham.
 Faça uma leitura rápida do texto, sem se preocupar com as pala-
vras desconhecidas. A ideia central do texto geralmente apoia-se 
em key words (palavras-chave). Elas podem ser nomes próprios, 
datas, palavras que você já conhece ou que se repetem.
 Outras marcas importantes são: a pontuação (vírgulas, pa-
rênteses, aspas, apóstrofos, ponto e vírgula, etc.), letras maiús-
culas ou tipos diferentes de letras (itálico, negrito ou outros 
destaques). 
 Palavras grifadas ou frases repetidas várias vezes em um pará-
grafo ou trecho do material de leitura podem ser um indício 
de que ali está a ideia central do texto.
 Aplique a estratégia apresentada acima no texto seguinte e 
responda às questões.
The Portuguese Language Museum
The Portuguese Language Museum is located in the downtown 
area of São Paulo city, inside Luz Train Station. Luz Train Station is an 
imposing 1901 English building, which shows a surprising mix of new 
and old architectural features. The museum’s modern installations are 
in complete harmony with the train station’s Victorian architecture 
style. The Portuguese Language Museum is the only museum in the 
world dedicated to only one language, in this case the Portuguese 
language. Inaugurated in March 2006, the museum has three main 
halls. There is a temporary exhibition hall, a permanent exhibition 
hall and an auditorium. 
In the permanent exhibition hall, you can see the history and 
development of the Portuguese language; what it was like in the 
past and the changes it has undergone in Brazil, including its cultural 
expressions and regional accents. 
The museum also shows temporary exhibitions dedicated to 
writers and important subjects related to the Portuguese language.
This museum is a must-see to those who live in or visit São 
Paulo. Until now, almost two million people have visited our 
exhibitions!
 When you visit the museum you will find people who speak 
English, French and Spanish to help you. If you feel interested, contact 
us before your visit.
Portuguese Language Museum. 
Available at: <www.museulinguaportuguesa.org.br/info_ingles.php >. 
Aug. 15th, 2014.
1 Leia o texto e escolha a alternativa em que todas as palavras 
são cognatas. d
a) Portuguese, language, undergone
b) Accents, temporary, harmony
c) Dedicated, subjects, features
d) Modern, history, permanent
e) Installations, expressions, downtown
2 O museu é a única instituição, no mundo inteiro, dedicado a: c
a) arquitetura.
b) história da ferrovia brasileira.
c) uma única língua.
d) história natural.
e) arte moderna.
 Ciências Humanas e suas Tecnologias
 Ciências da Natureza e suas Tecnologias
 Linguagens, Códigos e suas Tecnologias
 Matemática e suas Tecnologias
The Portuguese Language Museum. Exhibition Guimarães Rosa. Jun. 2006.
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40 Science and Technology
QUADRO DE IDEIAS
Science and TechnologyVerb Tense Verbs Personal Pronouns
Me, you, 
him, her, 
it, us, 
you, them
I, you, he,
she, it, we, 
you, they 
Subject 
pronouns
Ability / 
Permission
Permission /
Possibility
Object 
pronouns
Can MayPresent 
Continuous
Direção editorial: Renata Mascarenhas
Coordenação editorial: Tatiany Renó
Edição: Camila De Pieri Fernandes (coord.), Tatiane Godoy; 
Colaboração: Eliete Bevilacqua
Coordenação de produção: Fabiana Manna, 
Daniela Carvalho
Gerência de produção editorial: Ricardo de Gan Braga
Revisão: Hélia de Jesus Gonsaga (ger.), Letícia Pieroni 
(coord.), Danielle Modesto, Marília Lima, Marina Saraiva, 
Tayra Alfonso, Vanessa Lucena
Edição de arte: Kleber de Messas
Iconografia: Sílvio Kligin (supervisão), Ellen Colombo Finta; 
Colaboração: Fábio Matsuura, Fernanda Siwiec, 
Fernando Vivaldini
Licenças e autorizações: Patrícia Eiras
Diagramação: Antonio Cesar Decarli, Claudio Alves dos 
Santos, Fernando Afonso do Carmo, Flávio Gomes Duarte, 
Kleber de Messas
Editoração eletrônica: Tangente Design
Projeto gráfico de miolo: Daniela Amaral, 
Talita Guedes
Colaboraram para esta Edição do Material:
Projeto Sistema SESI de Ensino
Gestão do Projeto: Thiago Brentano
Coordenação do Projeto: Cristiane Queiroz
Coordenação Editorial: Simone Savarego, 
Rosiane Botelho e Valdete Reis
Revisão: Juliana Souza
Diagramação: lab 212
Capa: lab 212
Ilustrações de capa: Golden Sikorka / Olgastocker / 
Sentavio / Shutterstock
Consultores
Coordenação: Dr. João Filocre
Língua Estrangeira: Dr. Carlos Humberto Spezia, 
Dr. Sérgio Gaudêncio
SESI DN
Superintendente: Rafael Esmeraldo Lucchesi 
Ramacciotti
Diretor de Operações: Marcos Tadeu de Siqueira
Gerente Executivo de Educação: Sergio Gotti
Gerente de Educação Básica: Renata Maria Braga 
dos Santos
 
Todos os direitos reservados por SOMOS Educação S.A.
Avenida das Nações Unidas, 7221
Pinheiros – São Paulo – SP
CEP: 05425-902
(0xx11) 4383-8000
© SOMOS Sistema de Ensino S.A.
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Índices para catálogo sistemático:
1. Inglês: Ensino médio 420.7
2016
ISBN 978 85 08 18426-2 (AL)
ISBN 978 85 08 18427-9 (PR) 
3ª edição
1ª impressão
Impressão e acabamento
Uma publicação
Marques, Amadeu
 Sistema de ensino ser : língua inglesa : 1º ano: 
aluno / Amadeu Marques. — 3. ed. — São Paulo: 
Ática, 2017.
 1. Inglês (Ensino médio) I. Título.
16-08193 CDD-420.7
Amadeu MarquesAmadeu MarquesAmadeu Marques
LÍNGUA INGLESA
 HARRY POTTER AND JORGE AMADO
1 Who’s Afraid of Harry Potter? . . . . . . . . . . . . . . . . . . .4
Numbers in Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . 7
Reflexive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2 Amado, Clove and Cinnamon . . . . . . . . . . . . . . . . . . .15
Simple Past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Past and Past Participle . . . . . . . . . . . . . . . . . . . . . . . 21
Minigrammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2137648 (AL)
IMAGEM DE ABERTURA
MÓDULO
Harry Potter and Jorge Amado
"Reading is to the mind what exercise is to the 
body" (Richard Steele). Algumas pessoas prefe-
rem exercitar mais o corpo do que a mente e 
ainda resistem ao prazer da leitura. Observe a 
imagem e reflita: 
1 Ler é uma atividade útil e prazerosa. Você 
concorda?
2 Você exercita mais a mente ou o corpo? Pro-
cura um equilíbrio entre as duas atividades? 
3 Que tipo de leitura você prefere?
REFLETINDO SOBRE A IMAGEM IGO
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4 Harry Potter and Jorge Amado
UNIT
Who’s Afraid of Harry Potter?1
Objetivos:
c Identificar o uso de like: 
verbo e preposição.
c Aplicar os falsos 
cognatos.
c Identificar o uso de 
números na construção 
de locuções adjetivas.
c Aplicar os diferentes 
tipos de pronomes: 
Indefinite Pronouns 
and Adjectives (Every/
Some/Any/No/None), 
Reflexive Pronouns and 
Each other/One another.
PREREADING QUESTIONS
Você é fã de Harry Potter ou acha que isso é só para crianças? 
Já leu algum dos livros ou viu algum dos filmes da série? 
Quantos livros e filmes foram lançados? 
Qual é o nome da autora da série? Harry faz sucesso com todo mundo ou há quem não goste dele?
O texto que você vai ler trata dessas questões. Será contra ou a favor de Harry Potter? 
Formule hipóteses e verifique-as com a leitura.
Does Harry Potter rule the whole 
world? No way! Some people, in fact, hate 
the young wizard. In the Internet there are 
dozens of sites attacking the series. There is 
even an on-line game called “Kill Harry 
Potter”, in which players use guns, grenades 
and even nuclear weapons to kill Harry. 
“Don’t blame Rowling,” says Philip Nel, 
author of J. K. Rowling’s Harry Potter Novels: 
A Reader’s Guide. “Some people hate Harry,” 
Nel says, “not because of the books, but 
because of the merchandising. They’re just 
fed up with this Pottermania, everything 
about Harry, from posters to computer 
games to toothpaste.” But love him or hate 
him, who’s Harry after all?
Harry Potter is the creation of the 
English writer Joanne Rowling, born in 
July 1965. The first book, Harry Potter 
and the Philosopher’s Stone (Harry Potter 
and the Sorcerer’s Stone in the United 
States) is about Harry, an 11-year-old 
orphan who lives a miserable life with his 
horrible aunt Petunia and uncle Vernon and his abominable cousin, Dudley, until a strange 
owl delivers a letter explaining that Harry is actually a wizard! Harry eventually enrolls in 
Hogwarts, a special wizard school where every day he learns his craft and is among kids 
who are like him. He meets Ron Weasley and Hermione Granger and they become great 
friends. Harry, Ron, and Hermione like each other very much.
Mystery, magic, surprises, jokes, spectacular characters and great stories make the 
Harry Potter series (seven books) a big hit with kids – and their parents. What’s Harry’s 
magic secret? Maybe it’s because those kids – and their parents – see themselves in him.
BROOKS, Scott. If Ever a Hated Wiz There Was, Harry Is One. USA Today, July 15th, 2003. Available at: 
<http://usatoday30.usatoday.com/life/2003-07-14-potter_x.htm> and other sources. Aug. 19th, 2014. Adapted.
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The world success of the Harry Potter series is a 
phenomenon. Books, movies, TV, magazines, shopping 
malls – Harry is everywhere. But not everyone is so in 
love with the boy wizard. In fact there are some people 
who don’t care about J. K. Rowling’s creation and don’t 
want to hear about it all the time. Why is that?
be afraid of: 
(v.) ter medo de
after all: 
(adv.) afinal de contas
blame: 
(v.) culpar, pôr a culpa em
even: 
(adv.) até mesmo
fed up with: 
(adj.) cheio/a de, saturado/a de
owl: 
(s.) coruja
parents: 
(s.) pais, pai e mãe
sorcerer: 
(s.) mágico/a, feiticeiro/a
wizard: 
(s.) mágico/a, feiticeiro/a
(título)
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Harry Potter and Jorge Amado
Skimming
Trata-se de uma leitura superficial, 
que não visa à compreensão do 
significado de detalhes ou de pa-
lavras desconhecidas, mas apenas 
à descoberta da ideia principal 
do texto ou topic sentence. Essa 
frase, muitas vezes a primeira do 
parágrafo, introduz o que será de-
senvolvido nele. Sua identificação 
e interpretação são importantes 
para a compreensão do texto.
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Qual é o tema central do texto?
A série de livros que tem Harry Potter como personagem central.
2 Qual é o nome do primeiro livro, na versão brasileira?
Harry Potter e a Pedra Filosofal.
3 Harry Potter tem uma habilidade especial, inata. Qual?
A magia. Ele é um feiticeiro/mago/bruxo.
4 Segundo o texto, qual é o segredo mágico de Harry Potter?
As crianças – eos pais delas – se veem nele/identificam com ele. 
 WORD STUDY
In Other Words
 Find the words in the text that correspond to the definitions or synonyms listed below. Use 
the reference to the lines to help you.
a) (line 1) be more important or successful than anyone or anything else rule 
b) (line 3) someone in stories who has magic powers wizard 
c) (line 7) objects that can be used to hurt people or damage property weapons 
d) (line 8) say someone is responsible for some bad situation blame 
e) (line 13) tired of fed up with 
f ) (line 21) a man who uses evil spirits to do magic in stories sorcerer 
g) (line 25) a bird with large eyes that hunts small mammals at night owl 
h) (line 25) at the end of a process or period of time in which many things happen 
eventually 
i) (line 26) the skill needed for a particular profession craft 
j) (line 30) mother and father parents 
Match Up
 Com um colega, relacione as palavras da primeira com as da segunda coluna para formar locu-
ções usadas no texto e na legenda da foto da p. 4. Depois escreva a locução em português.
a) world f stone pedra filosofal 
b) shopping d school escola de feiticeiros 
c) boy b mall shopping, centro comercial 
d) wizard a success sucesso mundial 
e) reader’s c wizard jovem feiticeiro 
f ) philosopher’s e guide guia do leitor 
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
 ACESSE OS SITES
 J. K. Rowling. Available at: <www.
jkrowling.com/>. Aug. 21st, 2014.
 Pottermore. Available at: <www.
pottermore.com/en-us>. Aug. 21st, 
2014.
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Acesse o portal e veja a linha do 
tempo Women in Literature.
www.sesieducacao.com.br
Portal
SESI 
Educação
6 Harry Potter and Jorge Amado
Opposites
 Read the text again and find the words that mean the opposite of:
love hate very pleasant horrible/abominable 
nothing everything teaches learns 
usual, common strange failure hit 
old young very happy miserable 
Function Words
1 Use the words in the box to complete these phrases and sentences about the Harry Potter series.
because among each other until even
a) Harry, Ron, and Hermione like each other very much.
b) (…) he lives a miserable life with this relatives until a strange owl delivers 
a letter.
c) There is even an on-line game called “Kill Harry Potter”, in which players 
use guns, grenades and even nuclear weapons to kill Harry.
d) (…) a special wizard school where every day he learns his craft and is among 
kids who are like him.
e) Maybe it’s because those kids – and their parents – see themselves in him.
f ) Do you think Hermione and Harry love each other ?
g) J. K. Rowling was not famous until she wrote Harry Potter and the 
Philosopher’s Stone, the first book in the series.
h) The writer’s success with that series was so great she even received (in 2001) 
the Order of the British Empire, among many other honours and awards.
i) Success has made J. K. Rowling the richest woman in the United Kingdom, 
even richer than the Queen.
2 Make new sentences using the words in the box. Follow the models.
aunt relatives friends cousin pet
creator uncle school craft
 J. K. Rowling is Harry Potter’s creator.
 Hermione and Ron are Harry’s friends.
a) Wizardry is Harry’s craft .
b) A strange owl is Harry’s pet .
c) Hogwarts is Harry’s school .
d) Vernon, Petunia, and Dudley are Harry’s relatives .
e) Dudley is Harry’s cousin . 
f ) Petunia is Harry’s aunt .
g) Vernon is Harry’s uncle .
Harry, Ron, and Hermione like each other 
very much. 
 LEIA OS LIVROS
 J. K. Rowling. Harry Potter and 
the Sorcerer’s Stone. London: 
Bloomsbury, 1997.
 J. K. Rowling. Harry Potter and 
the Chamber of Secrets. London: 
Bloomsbury, 1998.
 J. K. Rowling. Harry Potter and 
the Prisoner of Azkaban. London: 
Bloomsbury, 1999.
 J. K. Rowling. Harry Potter 
and the Goblet of Fire. London: 
Bloomsbury, 2000.
 J. K. Rowling. Harry Potter and 
the Order of Phoenix. London: 
Bloomsbury, 2003.
 J. K. Rowling. Harry Potter and 
the Half-Blood Prince. London: 
Bloomsbury, 2005.
 J. K. Rowling. Harry Potter and 
the Deathly Hallows. London: 
Bloomsbury, 2007.
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Harry Potter and Jorge Amado
Recognizing Sequence of Events
Reconstruir ou analisar uma se-
quência de fatos ou identificar 
a organização das ideias em um 
texto é uma estratégia de leitura 
muito importante. Com base no 
conhecimento de palavras como 
first, next, after, then, later, finally 
isso se torna fácil. 
 DETAILED COMPREHENSION
Recognizing Sequence of Events
1 Relacione os títulos a cada parágrafo.
a) First paragraph c We All Are Harry Potter!
b) Second paragraph a Making Money With Harry’s Image
c) Third paragraph b The Story
2 Cite três exemplos de merchandising, produtos comerciais que exploram a imagem de 
Harry Potter.
Pôsteres, jogos de computador, pasta de dente.
3 Cite três dos ingredientes que, segundo o texto, contribuem para a fórmula de sucesso da série.
Mistério, magia, surpresas, piadas, personagens espetaculares e ótimas histórias.
4 Cite a chave do segredo mágico de Harry, segundo o texto.
A identificação do leitor com o personagem principal.
Observe os significados de like nestas frases:
Harry, Ron, and Hermione like each other very much.
(…) where he is among kids who are like him.
Na primeira frase, like é um verbo e significa “gostar”.
Na segunda, like funciona como preposição, expressando semelhança, e é normalmente tra-
duzido por “como”, “igual a”.
Observe os advérbios em destaque nestas frases:
(…) until a strange owl delivers a letter explaining that Harry is actually a wizard!
Harry eventually enrolls in Hogwarts, a special wizard school.
Aparentemente essas frases não apresentam dificuldades, mas nelas há tricky words ou false friends.
Na primeira, actually parece significar “atualmente”, mas significa “realmente”, “na verdade”.
J. K. Rowling is English, but she is not from London. Actually, she’s from a small town called Yate, 
near Bristol.
Para dizer “atualmente”, “no momento”, usa-se at present, currently ou at the moment.
She is writing a book for adults at present/at the moment.
Outra tricky word que aparece no texto é eventually. Ela parece significar “eventualmente”, mas 
significa “finalmente”, “por fim”.
Young Harry’s life is really miserable but he eventually becomes a great wizard.
Para dizer “eventualmente”, “possivelmente”, usa-se possibly.
These things may possibly happen.
 STRUCTURE 
Numbers in Adjectives
Observe as expressões em destaque:
(…) Harry, an 11-year-old orphan…
Nos adjetivos formados com números, comuns especialmente nas expressões que designam 
idade, o substantivo após o número – neste caso, year – fica no singular. 
J. K. Rowling is English, but she is not 
from London. Actually, she’s from a small 
town called Yate, near Bristol.
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Every
Observe as palavras em destaque nestas frases:
(…) a special wizard school where every day he learns his craft and is among kids who are like him.
Books, movies, TV, magazines, shopping malls – Harry is everywhere.
But not everyone is so in love with the boy wizard.
(…) with this Pottermania, everything about Harry, from posters to computer games to toothpaste.
Every é um adjetivo que indica totalidade, sendo traduzido por “todo(s)”, “toda(s)”, mas usado 
sempre antes de substantivo singular.
every day: todos os dias every movie: todos os filmes
O substantivo e o verbo com every vêm sempre no singular, mesmo quando o sentido é de plural:
You come to school every day.
(Vocês vêm à escola todos os dias.)
Every hotel in town was full.
(Todos os hotéis da cidade estavam cheios.)
Os compostos de every são usados como pronomes ou advérbios indefinidos, indicandoto-
talidade em relação a:
pessoas everyone = everybody todos, todo mundo
coisas everything tudo
lugares everywhere em/por toda parte
Everybody knows the value of education.
(Todos sabem o valor da educação.)
You can find a Coca-Cola sign everywhere.
(Pode-se encontrar um anúncio da Coca-Cola em toda parte.)
Some, Any, No, None
Do you need any money/books? (algum/a, alguns, algumas)
Do you need some money/books? (algum/a, alguns, algumas)
(Yes,) I need some money/books. (algum/a, alguns, algumas)
(No,) I do not need any money/books. (nenhum/a, nenhuns, nenhumas)
(No,) I need no money/books. (nenhum/a, nenhuns, nenhumas)
(No,) I need none. (nenhum/a, nenhuns, nenhumas)
Pelos exemplos acima, podemos concluir que:
 c any (+ substantivo singular ou plural) é usado em perguntas gerais.
 c some (+ substantivo singular ou plural) é usado em perguntas quando se espera uma respos-
ta afirmativa ou se oferece algo.
Can you give me some money?
(Você poderia me dar algum dinheiro?)
Would you like some coffee?
(Você gostaria de um pouco de café?)
 c some (+ substantivo singular ou plural) é usado em afirmações.
 c any (+ substantivo singular ou plural) é usado em negações, depois de not ou never.
 c no (+ substantivo singular ou plural) é usado em negações, sem o uso de not.*
 c none é pronome substantivo, não sendo, portanto, seguido de nenhum substantivo. É usado 
em negações, sem o uso de not, geralmente em respostas curtas.*
Emprega-se ainda:
 c any (+ substantivo singular ou plural) com significado de “qualquer”, “quaisquer” em frases 
afirmativas.
I am always at home. Come any time.
(Eu estou sempre em casa. Venha a qualquer hora.)
* Ao contrário do que acontece em português, em 
inglês é considerada incorreta a dupla negativa, 
isto é, o uso, na mesma oração, de duas palavras 
negativas começadas por n-, como not, never, 
no, none, nothing, etc.: 
 I don’t want no explanation. c frase considerada 
gramaticalmente incorreta 
I don’t want any explanation. c frase correta 
Everybody knows the value of education.
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Harry Potter and Jorge Amado
 TAREFA PARA CASA: Para praticar: 1 e 2 Para aprimorar: 1
PARA CONSTRUIR
1 Preencha as lacunas com every, everyone/everybody, everything ou everywhere.
a) Every book of hers is a world success.
b) You can find her books everywhere .
c) Everyone/Everybody knows Harry is a wizard.
d) Harry’s fans know everything about him.
2 Traduza as frases abaixo:
a) The Six-Million-Dollar Man is an old TV series.
O homem de seis milhões de dólares é um antigo seriado de TV. 
b) Between Two Poles is a book by Amyr Klink about his twenty-two-month voyage from Brazil to the South Pole, the North Pole and 
back to Brazil.
Entre dois polos é um livro de Amyr Klink sobre sua viagem de vinte e dois meses do Brasil ao polo sul, ao polo norte e de volta ao Brasil.
3 Escolha actually ou eventually.
a) At first Harry is unhappy, but he eventually becomes a happy boy.
b) We all know him as Pelé, but actually his name is Edson.
c) My sister is an adult now, but she says she actually believes in Santa Claus. Can you believe that?
4 Fill in the blanks with pronouns some, any, no or every.
a) Some people are good at music or dancing.
b) The type of banana that we eat has no 
seeds.
c) Do we know any Americans?
d) Too much of any drug is harmful.
Some, Any, No and Their Compounds
Os pronomes, os adjetivos e os advérbios que expressam quantidade ou 
número indefinido seguem, quando compostos, os usos de suas formas simples:
para
pessoas: somebody/someone (alguém)
coisas: something (alguma coisa, algo)
lugares: somewhere (algum lugar)
São usados em frases afirmativas ou em perguntas em que se deseja 
resposta afirmativa, como quando se oferece algo:
A true friend is someone who reaches for your hand and touches your heart.
(O verdadeiro amigo é alguém que pega sua mão e toca seu coração.)
Would you like something to drink?
(Gostaria de algo para beber?)
para
pessoas: anybody/anyone (alguém)
coisas: anything (alguma coisa, algo)
lugares: anywhere (algum lugar)
São usados em perguntas gerais:
Did anybody call while I was out?
(Alguém ligou na minha ausência?)
Did you go anywhere last weekend?
(Vocês foram a algum lugar no último fim de semana?)
Working hard is important. But there is something that matters 
even more: Believing in yourself. (Harry Potter)
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para
pessoas: (not) anybody/anyone (ninguém)
coisas: (not) anything (nada)
lugares: (not) anywhere (nenhum lugar)
São usados em frases negativas que contenham not ou never:
There isn’t anybody out there.
(Não há ninguém lá fora.)
They never go anywhere on Sundays.
(Eles nunca vão a lugar nenhum aos domingos.)
para
pessoas: nobody/no one (ninguém)
coisas: nothing (nada)
lugares: nowhere (nenhum lugar)
São usados em negações, sem que haja outra palavra negativa na frase:
There is nobody out there.
(Não há ninguém lá fora.)
They go nowhere on Sundays.
(Eles não vão a nenhum lugar no domingo.)
para
pessoas: anybody/anyone (qualquer pessoa)
coisas: anything (qualquer coisa)
lugares: anywhere (qualquer lugar)
São usados em frases afirmativas:
Anybody can do that. It’s easy.
(Qualquer um pode fazer isso. É fácil.)
You can sit anywhere you want.
(Você pode se sentar em qualquer lugar que quiser.)
Reflexive Pronouns
Observe a palavra destacada nesta última frase do texto:
Maybe it’s because those kids – and their parents – see themselves in him.
Themselves é um pronome reflexivo que corresponde a they. Nesse caso, they corresponde a 
"those kids – and their parents".
A ação do verbo (see) é praticada pelo sujeito (they: those kids – and their parents) e recai so-
bre ele próprio. Themselves é, portanto, um pronome reflexivo, traduzido por “eles próprios”, “eles 
mesmos”, “si mesmos”.
Veja no quadro abaixo a relação entre os Personal Pronouns (subject) e os Reflexive Pronouns.
Personal pronouns Reflexive pronouns
I myself (me; a mim; eu mesmo)
you yourself (te; a ti; você mesmo)
he himself (se; a si; ele mesmo)
she herself (se; a si; ela mesma)
it itself (se; a si; ele/ela mesmo/a)
we ourselves (nos; a nós; nós mesmos)
you yourselves (vos; a vós; vós mesmos)
they themselves (se; a si; eles/elas mesmos/as) 
Além do uso reflexivo (em que o pronome vem após o verbo), myself, yourself, himself, etc. 
também podem ser usados para dar ênfase ao sujeito. Nesse uso o pronome vem após o sujeito ou 
no final da frase. Observe o pronome em destaque e a consequente diferença de sentido:
Ron, Harry, and Hermione enjoy themselves immensely when they are together. (uso reflexivo)
The kids themselves said that in an interview. (uso enfático)
I am teaching myself to ride the waves. 
Look out!
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Outro sentido desses pronomes é ainda possível quando são precedidos da preposição by, 
numa expressão que significa “sozinho, sem ajuda ou companhia”.
She was living by herself.
Observe também a diferença de sentido entre os pronomes reflexivos e os pronomes que indi-
cam reciprocidade (each other = one another: “um ao outro”, “uns aos outros”).
Harry, Ron, and Hermione like each other very much.
Those kids always behave themselves.
 TAREFA PARA CASA: Para aprimorar: 2 a 6 
PARA CONSTRUIR
5 Preencha com os pronomes indefinidos adequados.
a) If you see someone without a smile, give them one of yours. (someone – nobody – nothing) 
b) Dr. Stefan Keller says that there is no real possibility for us to see or contact anyone living on those planets. 
(everyone – anyone – something) 
c) The Harry Potter series is a great commercial success. Harry is everywhere . (nowhere – somewhere – everywhere)
d) But not everyone is so in love with the boy wizard. Some people even hate him. (something – somewhere –everyone)
e) A fungal disease is attacking most of our banana fields and there is nothing we can do about it. 
(anything – everything – nothing) 
f ) Those people are just fed up with this Pottermania, everything about Harry, from posters to video games to 
toothpaste. (someone – everyone – everything) 
g) Stories about endangered animals are nothing new. (no one – none – nothing)
6 Fill in the blanks with the correct reflexive pronoun.
a) Susan looks at herself in the mirror all the time.
b) Do you see yourself/yourselves in Harry Potter when you read those books?
c) The kids enjoy themselves when they see those movies.
d) My uncle loves talking. When there’s no one around, he talks to himself .
7 Escreva a legenda adequada à imagem.
They are painting each other. They are painting themselves.
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12 Harry Potter and Jorge Amado
FALSE FRIENDS
 Aprenda e fixe o verdadeiro significado dos falsos cognatos em destaque, preenchendo as 
lacunas em cada frase. Quando precisar, consulte a lista de False Friends em ordem alfabética.
a) I don’t notice any difference between American magazines and those from Brazil.
 Eu não noto nenhuma diferença entre as revistas 
americanas e as do Brasil.
b) Einstein was not a physician. He was a physicist.
 Einstein não era médico . Ele era físico. 
 LISTENING
Promoting a Book
1 Match the phrases with their definitions.
a) Well done!
b) I’m afraid…
c) So do I!
d) I don’t know it by heart.
b Used to apologize to someone or to disagree with them in a polite way. 
d Used when you can’t remember a piece of writing without having to read it.
a Used for praising someone when they do something well.
c Used when you agree with someone in the present.
2 Ted Wilkins, the (fictitious) American writer, is being interviewed on TV. Ted is highly 
respected as a biographer and he is promoting his latest book. This time he has written 
about Archimedes, his inventions and his contribution to science. Listen to the interview and 
check the columns True or False in the table below, according to what you hear.
True False
1 Ted Wilkins has written a new book. ✔
2 The title of Ted’s new book is The First Astronomer. ✔
3 The author has given an interview on TV. ✔
4 Ted Wilkins is able to read a paragraph from his book from 
memory.
✔
5 Ted Wilkins has brought the book with him. ✔
6 Ted begins by reading the principle of the lever. “Give me a 
place to stand (…)”.
✔
7 The talk show host interrupts Ted only once. ✔
8 Ted defines “Archimedes’ Principle”. ✔
A transcrição do áudio destas atividades encontra-se no tópico “Audio 
Scripts”, no Guia do Professor.
Os alunos devem ouvir a gravação três 
vezes: na primeira vez, apenas escutam; 
na segunda, fazem o exercício; na terceira, 
verificam suas respostas. Lembre sempre 
aos alunos que eles não devem se 
preocupar com palavras ou expressões 
desconhecidas. O objetivo desta atividade 
é compreender o texto como um todo e 
as informações específicas necessárias 
para fazer o exercício. O princípio de 
Arquimedes diz que “todo corpo imerso 
em um fluido sofre ação de uma força 
(empuxo) verticalmente para cima, cuja 
intensidade é igual ao peso do fluido 
deslocado pelo corpo”. 
16
notice: 
notar, reparar, perceber 
( noticiar: report, inform).
magazine: 
revista 
( magazine, loja: store, shop, 
department store).
physician:
médico 
( físico: physicist ).
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
Verifique no Portal SESI os mate-
riais complementares com ativi-
dades relacionadas aos conteú-
dos da UNIT 1
Resolução de Problemas
Desafio
MATERIAL COMPLEMENTAR
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TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (Enem) Leia o texto e responda à pergunta.
J. K. Rowling to Pen First Novel for Adults
23 February 2012 
Last update at 16:53 GMT
BBC World Service
Author J. K. Rowling 
has announced plans to 
publish her first novel for 
adults, which will be “very 
different” from the Harry 
Potter books she is 
famous for
The book will be published worldwide although no date 
or title has yet been released. “The freedom to explore new 
territory is a gift that Harry’s success has brought me,” 
Rowling said.
All the Potter books were published by Bloomsbury, but 
Rowling has chosen a new publisher for her debut into adult 
fiction. “Although I’ve enjoyed writing it every bit as much, 
my next book will be very different to the Harry Potter series, 
which has been published so brilliantly by Bloomsbury and 
my other publishers around the world,” she said, in a 
statement. “I’m delighted to have a second publishing home 
in Little, Brown, and a publishing team that will be a great 
partner in this new phase of my writing life.”
Available at: <www.bbc.co.uk/news/entertainment-arts-17146455>. 
Feb. 24th, 2012. Adapted.
1 J. K. Rowling tornou-se famosa por seus livros sobre o bru-
xo Harry Potter e suas aventuras, adaptados para o cinema. 
Esse texto, que aborda a trajetória da escritora britânica, tem 
por objetivo: 
a) informar que a famosa série Harry Potter será adaptada 
para o público adulto. 
b) divulgar a publicação do romance por J. K. Rowling inteira-
mente para adultos. 
c) promover a nova editora que irá publicar os próximos li-
vros de J. K. Rowling. 
d) informar que a autora de Harry Potter agora pretende es-
crever para adultos. 
e) anunciar um novo livro da série Harry Potter publicado por 
editora diferente. 
 (Enem) 
Steve Jobs: A Life Remembered 1955-2011
Readersdigest.ca takes a look back at Steve Jobs, 
and his contribution to our digital world
CEO. Tech-Guru. Artist. There are few corporate figures 
as famous and well-regarded as former-Apple CEO Steve 
Jobs. His list of achievements is staggering, and his 
contribution to modern technology, digital media, and indeed 
the world as a whole, cannot be downplayed.
With his passing on October 5, 2011, readersdigest.ca looks 
back at some of his greatest achievements, and pays our respects 
to a digital pioneer who helped pave the way for a generation of 
technology, and possibilities, few could have imagined.
Available at: <www.readersdigest.ca.> Feb. 25th, 2012.
2 Informações sobre pessoas famosas são recorrentes na mídia, 
divulgadas de forma impressa ou virtualmente. Em relação a 
Steve Jobs, esse texto propõe: 
a) expor as maiores conquistas da sua empresa.
b) descrever suas criações na área da tecnologia.
c) enaltecer sua contribuição para o mundo digital.
d) lamentar sua ausência na criação de novas tecnologias.
e) discutir o impacto de seu trabalho para a geração digital.
PARA PRATICARPARA APRIMORAR
 (Uneb-BA)
A recent multicenter study found that the slimmest 
people also ate the most carbohydrates, and the chubbiest ate 
the least. The research concluded that your odds of getting 
and staying slim are best when carbs make up to 64% of your 
total daily caloric intake, or 361 grams. That’s the equivalent 
of several stuffed potatoes, a food we bet you’ve been afraid 
to eat for decades.
Most low-carb diets limit you to fewer than 30% of 10 
total calories from carbs and sometimes contain as few as 30 
grams of carbohydrates a day.
Available at: <www.health.com/gallery>. Oct. 12th, 2013.
1 The most suitable title for this text is:
a) Low-carb diets make you lose weight
b) Eating carbohydrates makes you thin
c) Carbs are the prime villain of obesity
d) Why carbohydrates are said to be unhealthy
e) The more carbs you eat, the heavier you get
Veja, no Guia do Professor, as respostas da 
“Tarefa para casa”.
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14 Harry Potter and Jorge Amado(Uergs-RS) As questões 2 a 6 referem-se ao texto abaixo.
Shake, Rattle and Roll
“Human engineering has been triggering earthquakes for 
more than half a century,” said Leonardo Seeber, Lamont research 
professor the Lamont-Doherty Earth Observatory, and 
manmade quakes may be more common than is acknowledged.
Some quakes have been disastrous, like the one 
1967 associated with the Koyna Dam in India, Dr. Seeber 
said. “This and many other earthquakes are obviously 
human-triggered, but distinguishing natural from triggered 
earthquakes is generally difficult,” he said. “Agents triggering 
the earthquakes often refuse to admit responsibility and 
make it difficult to obtain the data that could prove it.”
Even a small stress increase can cause a fault to fail – 
Dr. Seeber said – and humans tend to do it in two ways. One 
is by changing the load on the crust, typically with artificial 
lakes, which increase the load, and with quarries and oil 
fields, which decrease the load.
A less obvious way they can do it is “to weaken the rock 
 increasing the pressure of the interstitial fluid,” Dr. 
Seeber said. The question often comes up with regard to 
hydraulic fracturing, a process that uses high volumes 
water, sand and chemicals to release natural gas from dense rock.
Dr. Seeber said that the process was not likely to set off 
earthquakes, but that it required disposing of fluid in deep 
wells, which was “much more likely to trigger earthquakes 
than fracturing itself.”
NY Times, Oct. 10th, 2011. Available at: <www.nytimes.
com/2011/10/11/science/11qna.html?ref=qa>. Adapted.
2 Assinale a alternativa que preenche, correta e respectivamen-
te, as lacunas das linhas 03, 05, 18 e 20.
a) on – on – in – of
b) at – in – by – of
c) at – on – by – from
d) on – at – from – of
e) at – in – from – from
3 Em relação ao uso de determinadas palavras no texto, assina-
le com V as afirmações verdadeiras e com F as falsas.
 A partir da expressão associated (l. 06), sabe-se que, em 
1967, Dr. Seeber firmou uma parceria com Koyna Dam 
para estudar terremotos na Índia.
 Nas linhas 15 e 16, são utilizadas as expressões increase, 
que indica que os lagos artificiais diminuem o peso sobre 
a crosta terrestre, e decrease, que refere-se ao fato de que 
as pedreiras e os campos de petróleo aumentam o peso 
sobre a crosta terrestre.
 A expressão fracturing (l. 20) refere-se a um processo 
industrial utilizado para liberar o gás natural das rochas, 
como é explicado em um dos parágrafos do texto.
 A expressão set off (l. 22) é utilizada como sinônimo de 
trigger (l. 24) e pode ser traduzida, considerando o con-
texto, por provocar.
5
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20
25
 A ordem correta de preenchimento dos parênteses, de cima 
para baixo, é:
a) V – V – F – V.
b) V – F – V – F.
c) V – F – F – V.
d) F – V – F – V.
e) F – F – V – V.
4 Assinale a alternativa cuja pergunta NÃO é respondida pelo 
texto.
a) How can earthquakes be triggered?
b) Is it easy to distinguish natural from triggered earthquakes?
c) Can human actions cause earthquakes?
d) How many earthquakes were manmade?
e) Can changes in crust set off earthquakes?
5 Considerando as relações entre os pronomes e as expressões 
a que eles se referem, analise as seguintes assertivas. 
I. A palavra he (l. 09) refere-se a Dr. Seeber (l. 06).
II. A palavra it (l. 11) refere-se à data (l. 11).
III. A palavra they (l. 17) refere-se a humans (l. 13).
 Quais estão corretas?
a) Apenas I.
b) Apenas II.
c) Apenas I e II.
d) Apenas I e III.
e) I, II e III.
6 Relacione a Coluna 1 à Coluna 2, classificando as expressões 
retiradas do texto de acordo com seu tempo verbal.
Coluna 1
1. Simple Present.
2. Present Continuous.
3. Simple Past.
4. Present Perfect.
5. Present Perfect Continuous.
6. Past Perfect.
Coluna 2
 “Human engineering has been triggering earthquakes” 
(l. 01).
 “Some quakes have been disastrous” (l. 05).
 “The question often comes up with regard to hydraulic 
fracturing” (l. 19-20).
 “Dr. Seeber said that the process” (l. 22).
 A ordem correta de preenchimento dos parênteses, de cima 
para baixo, é:
a) 2 – 1 – 5 – 6.
b) 2 – 4 – 3 – 1.
c) 5 – 4 – 1 – 3.
d) 5 – 6 – 4 – 3.
e) 6 – 2 – 1 – 4.
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UNIT
Amado, Clove and Cinnamon2
Objetivos:
c Usar as locuções 
nominais e os sufixos 
adequadamente.
c Identificar e usar na 
forma afirmativa o 
tempo verbal Simple 
Past (Regular and 
Irregular).
PREREADING QUESTIONS
Que figura da literatura brasileira aparece no título acima? 
Quem é essa figura e em que áreas ela se destacou? O que mais você sabe sobre ela, aqui apre-
sentada com um perfil um tanto paradoxal?
Que características contrastantes de sua personalidade são citadas?
Formule hipóteses sobre o texto e verifique-as com a leitura.
There are writers I admire and writers I love. I both admired and loved Jorge Amado. 
Although a revolutionary (he was a Communist in his youth), deep inside he was actually 
a conservative. He was a conservative in his love for his country, family, and the Portuguese 
language as we speak it in Brazil. He was a conservative revolutionary.
A conservative is someone who preserves, defends and shelters whatever is in danger of 
becoming extinct. Well, Jorge Amado loved his homeland and wanted to protect it from 
invaders and colonizers. He wanted Brazil to be free; he wanted the Amazon – its trees, its 
birds, its animals – left intact. Jorge Amado loved nature, with a flaming, passionate love 
that others reserve for religion.
He was also a true believer in Brazil: fascinated by the tropics and always in love with 
Afro-indigenous traditions. That’s another way of saying that he loved Bahia, his home 
state, which was also the cradle of the country and home to its early childhood. For Bahia 
is where it all began.
Jorge Amado strongly opposed all kinds of colonialism. He wanted to write about his 
own people, in their own words and in the simple language they used. The characters in 
his novels are based on ordinary folk – fishermen, prostitutes, sailors and tramps – people 
who need no pompous philosophy in order to live their lives. For them, there is only fate.
Jorge Amado also loved Castro Alves, a Brazilian Romantic poet who lived in the 19th 
century and wrote socially engaged poetry against slavery. In fact one of his verses can serve as 
Jorge Amado’s motto: “Freedom belongs to the people, just as the sky belongs to the condor.”
TELLES, Lygia Fagundes. Clove and Cinnamon. In: Voices of Latin America, 
Time Magazine. Aug. 20th, 2001.
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characters: 
(s.) personagens
cinnamon: 
(s.) canela (especiaria)
clove: 
(s.) cravo (especiaria)
cradle: 
(s.) berço
freedom: 
(s.) liberdade
sailors: 
(s.) marinheiros/as
shelter: 
(v.) abrigar, oferecer refúgio a
slavery: 
(s.) escravidão
whatever: 
(pron.) tudo aquilo que
youth: 
(s.) juventude
(título)
(título)
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Brazilian capoeira performers.
 ACESSE O SITE
 Fundação Casa de Jorge 
Amado. Available at: <http://
www.jorgeamado.org.br/>. 
Aug. 22nd, 2014.
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 LEIA OS LIVROS
 Jorge Amado. Gabriela, Clove 
and Cinnamon. New York: Avon 
Books, 1962.
 Jorge Amado. Dona Flor and 
Her Two Husbands. New York: 
Avon Books, 1969.
 Jorge Amado. The War of Saints. 
New York: Dial Press Trade, 1995.
 Jorge Amado. The Double Death 
of Quincas Water-Bray. New York: 
Penguin Books, 2012.
 Jorge Amado. Captains of Sands. 
New York: Penguin Books, 2013.
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 The title of this Unit has one of Jorge Amado’s novels as its source of inspiration. What novel 
is it, do you know? What is its title in Portuguese? 
Gabriela, cravo e canela.
2 According to the text, Jorge Amado was a “revolutionary”. Why? 
Because he was a Communist in his youth.
3 Why does the author say that deep inside JorgeAmado was actually a conservative? 
Because of his love for his country, family, and the Portuguese language as we speak it in Brazil.
Jorge Amado was fascinated 
by the tropics and always in 
love with Afro-indigenous 
traditions.
 WORD STUDY
In Other Words
1 Read the text again and find the words that correspond to the definitions and synonyms 
below. Use the lines as a reference to help you.
a) (l. 2) the period of your life when you are young youth 
b) (l. 2) in fact, really actually 
c) (l. 5) protects from danger or attack shelters 
d) (l. 8) complete and in the original state intact 
e) (l. 12) a small bed for a baby, especially one that sways from side to side cradle 
f ) (l. 12) the time when someone is a child childhood 
g) (l. 12) because; as for 
h) (l. 15) persons represented in a story, play or movie characters 
i) (l. 16) people without a home who move from one place to another and ask other people 
for food, work, or money tramps 
j) (l. 17) the things that happen to someone, destiny fate 
k) (l. 19) the system of owning people as slaves (persons who belong by law to another 
person as their property and have to work for them) slavery 
l) (l. 20) the right to do what you want, make your own decisions, and express your own 
opinions freedom 
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
Jorge Amado loved his 
homeland.
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Noun Phrases
 Read the text and find the missing words to complete the noun phrases below.
a) socially engaged poetry poesia socialmente engajada
b) a true believer um verdadeiro crente
c) simple language linguagem simples
d) early childhood primeira infância
e) home state estado natal
f ) pompous philosophy filosofia pomposa
g) ordinary folk gente comum
h) fishermen and prostitutes pescadores e prostitutas
Suffixes
Quando se aplica o sufixo -er a um verbo, forma-se um substantivo que indica o autor da ação 
expressa pelo verbo. Outro sufixo com o mesmo sentido é -or.
Já com o sufixo -hood formam-se substantivos abstratos, que expressam estado, condição ou 
qualidade.
 TAREFA PARA CASA: Para praticar: 1 a 3
PARA CONSTRUIR
1 Volte ao texto e encontre os substantivos que correspondem a:
a) marinheiro(a) sailor 
b) escritor(a) writer 
c) invasor(a) invader 
d) colonizador(a) colonizer 
2 Com os verbos do quadro abaixo, forme os substantivos que correspondem a:
to teach to play to research to read
a) jogador(a) player 
b) pesquisador(a) researcher 
c) leitor(a) reader 
d) professor(a) teacher 
3 Com as palavras abaixo, forme os substantivos que correspondem a:
adult man neighbor false brother
a) falsidade, mentira falsehood 
b) fase adulta adulthood 
c) masculinidade manhood 
d) fraternidade brotherhood 
e) vizinhança, bairro neighborhood 
18 Harry Potter and Jorge Amado
 DETAILED COMPREHENSION
Reference Words
1 Nos trechos abaixo, identifique a que ou a quem se referem as palavras em destaque.
a) (…) Well, Jorge Amado loved his homeland and wanted to protect it from invaders and 
colonizers.
 Jorge Amado X his homeland invaders and colonizers
b) (…) he wanted the Amazon – its trees, its birds, its animals – left intact.
 X the Amazon he trees, birds, and animals
c) That’s another way of saying that he loved Bahia, his home state…
 way Brazil X he
d) (…) which was also the cradle of the country and home to its early childhood. 
 Bahia the cradle X the country
e) He wanted to write about his own people, in their own words… 
 he X his own people words
f ) (…) fishermen, prostitutes, sailors, and tramps – people who need no pompous 
philosophy… For them, there is only fate.
 pompous philosophy 
 X fishermen, prostitutes, sailors, and tramps
 the writer
g) In fact one of his verses can serve as Jorge Amado’s motto...
 Jorge Amado X Castro Alves Lygia Fagundes Telles
2 The paradox presented by Lygia Fagundes Telles about Jorge Amado was that: 
a) he was a Communist in his youth.
b) he loved the Portuguese language as we speak it in Brazil.
c) he was a revolutionary.
d) X he was a conservative revolutionary.
3 Jorge Amado loved Bahia,
a) X where the history of Brazil had its beginning.
b) which is in danger of becoming extinct.
c) which was the cradle of civilization.
d) where the Afro-indigenous traditions fascinate invaders and colonizers.
4 The characters in Jorge Amado’s novels:
a) are opposed to all kinds of colonialism.
b) X are not rich, famous or powerful, they are based on common people in general.
c) reflect the pompous philosophy of the writer.
d) have a passionate love for religion.
Jorge Amado wanted to write about his 
own people, in their own words.
Nesta atividade, os alunos usam a estratégia de leitura Reference Words. 
Reference Words
Reconhecer o significado e a fun-
ção de pronomes, conectivos e 
marcadores do discurso em geral 
é fundamental para a identifica-
ção de aspectos estruturais de um 
texto, como a organização de seus 
elementos, as referências internas 
que garantem a coesão, as rela-
ções entre causa e efeito, os des-
dobramentos de uma ação, o de-
senvolvimento de uma ideia, etc. 
No caso específico dos pronomes, 
é importante identificar quais os 
substantivos substituídos por eles. 
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Harry Potter and Jorge Amado
Jorge Amado published his first novel,
O país do carnaval (The Country of 
Carnival), in 1931.
Structure
Simple Past
Jorge Amado nasceu em 1912 e faleceu em 2001. No texto sobre o grande romancista brasileiro 
as ações e atividades descritas são, portanto, na sua maioria, relativas ao passado. Observe as formas 
verbais em destaque nestas frases:
I both admired and loved Jorge Amado.
He was a conservative revolutionary.
He wanted Brazil to be free…
… he loved Bahia, his home state, which was also the cradle of the country…
For Bahia is where it all began.
Concluímos, pelo contexto, que todos os verbos em destaque estão no passado, num tempo 
verbal chamado Simple Past.
Os verbos regulares formam o passado com o acréscimo de -ed ou, no caso de verbos termi-
nados em -e, apenas um -d é acrescentado à forma básica do verbo.
Os irregulares têm formas específicas no passado, geralmente parecidas com a forma básica 
do verbo, mas muitas vezes bem diferentes. Essas formas vão aparecer gradualmente nos textos e 
devem ser memorizadas. 
O verbo to be tem duas formas no Simple Past:
I 
he
she
it
was
you
we
you
they
were
Mas a maioria dos verbos em inglês tem uma única forma no Simple Past para todas as pessoas 
verbais:
Regulares
I / you / he / she / it / we / you / they
admired, loved, etc.
Irregulares
I / you / he / she / it / we / you / they
had, began, etc.
Notas ortográficas sobre os verbos regulares
 c No caso de verbos terminados em -y precedido de consoante, troca-se o -y por -ied:
study studied carry carried
 c No caso de verbos terminados em -y precedido de vogal, acrescenta-se apenas -ed:
play played enjoy enjoyed
 c No caso de verbos monossilábicos terminados na sequência consoante-vogal-consoante, 
dobra-se a consoante final e acrescenta-se -ed:
stop stopped drop dropped
 c No caso de verbos dissilábicos terminados em consoante-vogal-consoante, quando a última 
sílaba é tônica, também se dobra a consoante final e acrescenta-se -ed:
commit committed prefer preferred occur occurred
In 2006, Paraty International Literary Festival 
(Flip) invited many authors to pay tribute to 
Jorge Amado (1912-2001). 
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20 Harry Potter and Jorge Amado
Observe que isso não acontece quando o verbonão termina na sequência consoante-vogal-
-consoante ou quando a última sílaba não é tônica:
rain rained train trained 
happen happened open opened
PARA CONSTRUIR
4 Volte ao texto e relacione as formas de Simple Past aos verbos correspondentes:
a) admirar b) começar c) escrever d) opor-se e) viver
d opposed c wrote e lived b began a admired
5 Complete as lacunas com o Simple Past dos verbos entre parênteses.
a) Anna and I stayed (stay) at home last Saturday.
b) They never planned (plan) for the future, so now they are in trouble. 
c) Paul and Betty arrived (arrive) home early but the kids were not there.
d) We cleaned (clean) our bedroom yesterday. 
e) Sara hurried (hurry) to be on time for the meeting last Tuesday.
f ) They tried (try) to speak Russian but it was in vain. 
g) Castro Alves wrote (to write) socially engaged poetry against slavery. 
h) In the history of Brazil, Bahia is where it all began (to begin). 
i) Pope Francis came (to come) to Brazil in 2013. 
j) We all felt (to feel) happy about the Pope’s visit. 
k) Oscar Niemeyer is one of the architects who built (to build) Brasília. 
l) Oswaldo Cruz led (to lead) the campaign against yellow fever. 
6 Observe as imagens abaixo e preencha as lacunas com o verbo adequado.
a) Nelson Mandela became 
President of South Africa in 1994. 
(became / created)
b) Mohandas (Mahatma) Gandhi 
created a new India, free 
from British colonial government, 
from 1915 to 1948. (flew / created)
c) Vasco da Gama sailed 
around Africa and discovered 
a sea route to India in 1498. (sailed / 
discover) (traveled / invented)
Scene from Capitães da areia. This movie 
is based on a novel by Jorge Amado.
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Harry Potter and Jorge Amado
Se julgar conveniente, faça uma atividade oral com os alunos. Divida a turma 
em duplas. Peça-lhes que leiam as frases do exercício anterior, observando 
as datas. Um aluno da dupla deve fazer a pergunta “What happened in… ?” 
e o outro responde de acordo com as datas. Exemplo: “What happened in 
1492? Christopher Columbus reached the ‘New World’ in 1492.”
 TAREFA PARA CASA: Para aprimorar: 1 a 10 
d) Marco Polo traveled across 
China from 1271 to 1295. (landed / 
flowed / traveled)
e) Joan of Arc led French 
soldiers against English soldiers in 
1428. (lead / led / landed)
f ) American astronauts Armstrong and 
Aldrin landed on the moon 
in 1969. (landed / built / travel)
g) Santos Dumont flew a 
heavier-than-air machine for the first 
time in 1906. (fly / flew / flowed)
h) Benjamin Franklin invented 
bifocal lenses in 1784. (invent / create 
/ invented)
i) The Chinese built the 
Great Wall from 250-201 B.C. (build / 
became / built)
Past and Past Participle
Para os verbos regulares, a forma do passado é igual à do particípio passado. No 
caso dos irregulares, às vezes acontece o mesmo, mas muitos têm formas distintas 
para o passado e para o particípio passado:
Verb Past Past participle
(v.reg.) to help (ajudar)
(v.irreg.) to buy (comprar)
(v.irreg.) to eat (comer)
helped
bought
ate
helped
bought
eaten
O particípio passado é necessário para a formação dos tempos perfeitos (Past 
Perfect, Future Perfect, etc.) e também para a voz passiva, assuntos que serão tratados 
mais adiante. Essas formas de particípio dos verbos irregulares devem ser memoriza-
das junto com as do passado. 
Zélia Gattai helped her husband, Jorge Amado, 
with the editing process.
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22 Harry Potter and Jorge Amado
FALSE FRIENDS
 Preencha as lacunas com a tradução dos falsos cognatos. 
a) She did not listen to any advice. 
 Ela não escutou nenhum conselho .
b) He was appointed director of an old library.
 Ele foi nomeado diretor de uma velha biblioteca .
c) Mary never realized that her style was outdated.
 Mary nunca percebeu que seu estilo estava desatualizado.
 LISTENING
School Subjects
1 Match the school subjects with some abilities related to them.
School subjects Abilities
a. Math f to analyze chemical elements
b. English d to analyze historical facts
c. Geography b to interpret texts in a foreign language
d. History a to deal with numbers
e. Arts c to understand maps
f. Chemistry e to paint pictures
2 Ana Gomes and some of her classmates are talking about their favorite school subjects. 
Listen to their conversation and check the right columns according to what you hear.
Favorite school subject Ana Peter Amanda Michael Kate
Biology x
Math x x
Physics x
Chemistry x
Social Studies x
Spanish x
A transcrição do áudio destas atividades encontra-se no tópico “Audio 
Scripts”, no Guia do Professor.18
Inicie perguntando aos alunos que tipo 
de habilidades eles aprendem nas di-
versas matérias escolares. Em seguida, 
oriente-os a fazer a atividade. Expanda a 
atividade e pergunte-lhes se gostam de 
Língua Portuguesa, de Literatura e quais 
são seus escritores preferidos.
Quantos livros você leu do escri-
tor Jorge Amado? Você considera 
importante o hábito da leitura? 
Qual o impacto desse hábito na 
sua vida pessoal e profissional? 
Quais os tipos de livro que você 
costuma ler? Você costuma ler em 
formato digital ou em papel? Con-
sidera a leitura digital mais prática 
ou gosta de ter o livro “nas mãos”? 
Você participa de algum clube de 
leitura? Discuta esses temas com 
o professor de Língua Portuguesa.
PARA
REFLETIR
advice: 
1. conselho(s) 
( aviso (por escrito): notice; aviso 
(oral): announcement; advertência: 
warning).
appoint:
1. nomear, escolher
2. marcar hora (compromisso).
library: 
biblioteca 
( livraria: bookstore, bookshop).
realize:
1. perceber, compreender, 
 dar-se conta de 
2. realizar, concretizar.
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Aproveite a oportunidade e pergunte 
aos alunos quantos livros eles leram 
do autor: “How many books by Jorge 
Amado have you read?”. Peça a um 
voluntário que relate brevemente o 
enredo de um livro do autor.
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
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Harry Potter and Jorge Amado
 EXTRA READING
JORGE AMADO (1912-2001) is Brazil’s best-known 20th century novelist. 
Translated into fifty languages, highly praised by both Camus and Sartre, winner 
of the 1951 Stalin Peace Prize, he is one of the few Brazilian literary figures with 
an international reputation. His vision encompasses every level of society and all 
races, focusing sympathetically on the lower classes of his beloved Bahia. 
Following his early days as a social-protest writer (The Violent Land, The Golden 
Harvest), he became a skillful portrayer of the picturesque (and picaresque) 
Brazilian Northeast in highly acclaimed works like Gabriela, Clove and Cinnamon, 
Dona Flor and Her Two Husbands (later a successful film), and Tent of Miracles. Also 
available in English are Sea of Death, Tieta, Home Is the Sailor, and Showdown. 
LEVITIN, Alexis. Brazil: A Traveler’s Literary Companion. Berkeley: Whereabouts Press, 2010. p. 140.
1 Escolha T (True) ou F (False) e corrija as afirmações incorretas.
a) F Os romances de Jorge Amado foram traduzidos em quinze idiomas. cinquenta
b) T O escritor (Albert) Camus e o filósofo (Jean-Paul) Sartre elogiaram a obra de Jorge Amado. 
c) F Em 1951 Jorge Amado ganhou o Prêmio Nobel da Paz. Stalin
d) F A obra de Jorge Amado destacava o valor das classes mais favorecidas do seu estado, a 
Bahia. menos
e) T A sua primeira fase como escritor foi socialmente engajada, evidenciada em romances 
como Terras do Sem-Fim(The Violent Land) e São Jorge dos Ilhéus (The Golden Harvest). 
f ) T Mais tarde, Jorge Amado explorou em seus romances o lado pitoresco e o picaresco 
do Nordeste brasileiro. 
g) T Tocaia Grande (Showdown) foi um dos romances traduzidos para o inglês. 
All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances
[…]
William Shakespeare (1564-1616), English playwright and poet, considered the greatest writer in 
English literature, in As You Like It, one of his most famous comedies.
1 How does Shakespeare define the world?
As a stage.
2 What are all the men and women then?
(They are) Merely players.
3 What do they have?
(They have) Their exits and their entrances.
4 Choose the alternative that best completes each of these statements.
a) “Their exits…” means the time when the players:
 X leave the stage. are successful. make a hit.
b) “(…) and their entrances” means the time when the players:
 X come onto the stage. leave the stage. die.
c) The use of merely in “merely players” suggests the author:
 gives great importance to that function.
 believes in the simplicity of the world.
 X emphasizes the notion that both men’s and women’s parts are small and unimportant.
Scene from Dona Flor e seus dois maridos, movie based 
on a novel by Jorge Amado, 1976. Sonia Braga starred 
alongside José Wilker and Mauro Mendonça. 
William Shakespeare
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24 Harry Potter and Jorge Amado
Dishonest marble cutters in ancient Rome rubbed wax over the pillars and blocks 
they were selling, to hide cracks. The Roman Senate tried to stop this cheating by passing 
a law saying that all marble bought by the government had to be wax-free, which in latin 
is sine cera. Sine cera came to mean “honest”. And sincere means “honest” to this day.
LOUIS, David. 2201 Fascinating Facts. New York: Greenwich House, 1983.
1 Choose the best alternative to complete each sentence.
a) The ancient Romans who rubbed wax over imperfect marble pillars .
 never cheated
 never stopped their cheating 
 were very sincere
 X were not honest
 were Roman senators
b) They rubbed wax over the pillars and blocks. That substance can be made by .
 X bees
 frogs
 cows
 monkeys
 cats
c) According to the law passed by the Roman Senate, the government .
 had to be wax-free
 X would buy marble only when it was wax-free
 wouldn’t buy marble without wax
 had to be sincere
 would buy marble only when the wax was free
d) The present meaning of “sincere” is sine cera in the Roman times.
 exactly the same as
 X different from
 a synonym for
 similar to
 the opposite of
2 Responda.
a) Qual é a língua da qual deriva a palavra “sincero”?
O latim.
b) “Sincero” pode significar “puro, verdadeiro, honesto”. Qual a relação dessa palavra com “cera”?
“Sincero” deriva do termo em latim para “sem cera”.
Goddess Vesta blesses a Roman wedding 
ceremony. Marble, 2nd century AD, Rome.
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Harry Potter and Jorge Amado
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (Enem)
1 Na fase escolar é prática comum que os professores passem 
atividades extraclasse e marquem uma data para que elas 
sejam entregues para correção. No caso da cena da charge, 
a professora ouve uma estudante apresentando argumentos 
para: 
a) discutir sobre o conteúdo do seu trabalho já entregue.
b) elogiar o tema proposto para o relatório solicitado.
c) sugerir temas para novas pesquisas e relatórios.
d) reclamar do curto prazo para entrega do trabalho.
e) convencer de que fez o relatório solicitado.
 (UEL-PR)
“The things that I prefer in this world, my reasons for 
living, are books and women. For me the cinema is the best 
way to unite them,” the French director Benoît Jacquot said.
In his new film, Farewell, My Queen, adapted from a 
prizewinning 2002 book by the French writer Chantal 
Thomas, he brilliantly captures the passions, depravity, 
occasional signs of nobility and ultimately the chaos that 
consumed the court of Marie Antoinette in the final days 
before the outbreak of the French Revolution. Set in such a 
scenario, the story revolves around a romantic triangle of 
Marie Antoinette (Diane Kruger), her confidante Madame 
de Polignac (Virginie Ledoyen) and Sidonie Laborde (Léa 
Seydoux), a servant whose task it is to read to the queen. 
The narrator was middle-aged Sidonie looking back on the 
events of her youth.
Mr. Jacquot said he knew from the first page that he 
wanted to adapt Ms. Thomas’s book into a film, intrigued 
by how it focuses on a single point of view, a strategy he has 
employed in other films, and his passion for women. “I 
think one of the things that attracted Benoît is that the story 
is told from an entirely feminine point of view,” Ms. Thomas 
said by telephone from Paris.
The movie, which opened this year’s Berlin Film 
Festival, is to open on Friday (July 13) in New York.
HOHENADEL, K. Auteur Credo: cherchez la femme. Jul. 10th, 2012. 
Available at: <www.nytimes.com/2012/07/08/movies/benoit-jacquot-the-
director-who-loves-women.html?_r=1&ref=movies>. Adapted.
2 De acordo com o texto, o filme Farewell, My Queen: 
a) discorre sobre um triângulo amoroso envolvendo a Rainha 
da França.
b) narra fatos históricos ocorridos no período pós-Revolução 
Francesa.
c) satiriza a vida dos nobres da Corte após a Revolução 
Francesa.
d) relata o sofrimento de Maria Antonieta durante a Revolu-
ção Francesa.
e) enfoca a vida da família real durante a Revolução Francesa.
3 Sobre o diretor Benoît Jacquot e seu novo filme, Farewell, My 
Queen, considere as afirmativas a seguir. 
 I. Ele afirmou que suas razões de viver são o cinema, os li-
vros e as mulheres.
 II. Ele decidiu adaptar o livro por causa do enfoque histórico 
dado à vida da Rainha.
III. O livro Farewell, My Queen chamou sua atenção por apre-
sentar um único ponto de vista.
IV. Segundo o diretor, o cinema é a melhor forma de unir 
suas razões de viver.
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“Tarefa para casa”.
26 Harry Potter and Jorge Amado
 Assinale a alternativa correta. 
a) Somente as afirmativas I e II são corretas.
b) Somente as afirmativas I e IV são corretas.
c) Somente as afirmativas III e IV são corretas.
d) Somente as afirmativas I, II e III são corretas.
e) Somente as afirmativas II, III e IV são corretas.
PARA PRATICARPARA APRIMORAR
 (Udesc) Leia o texto e responda às perguntas 1 a 8.
English as an international language
About one hundred years ago many educated people 
(4)learned and spoke French when they (5)met people from 
other countries. Today most people speak English when 
they meet foreigners. It has become the new international 
language. There are more people who speak English as a 
second language than people who speak English as a first 
language. Why is this? 
There are many reasons why English has become so 
popular. One of them is that English has become the language 
of business. Another important reason is that popular 
American culture (like movies, music, and McDonald’s) has 
quickly spread throughout the world. It has (6)brought its 
language with it. 
Is it good that English has spread to all parts of the world 
so quickly? I don’t know. It’s important to have a language 
that the people of the earth have in common. Our world has 
become very global and we need to communicate with one 
another. (2)On the other hand, English is a fairly complicated 
language to learn and it brings (3)its culture with it. Do we 
really need that?
Scientists have already (7)tried to create an artificial 
language that isn’t too difficult and doesn’t include any one 
group’s culture. It is called Esperanto. But it hasn’t become 
popular. But maybe the popularity of English won’t last that 
long either. Whoknows? There are more people in the world 
(1)who speak Chinese than any other language. Maybe 
someday Chinese will be the new international language.
Available at: <www.5minuteenglish.com>. Jun. 19th, 2013.
 Answer the following question(s) according to the text above.
1 The language that is spoken as a foreign language by many 
people nowadays, is: 
a) French
b) Esperanto
c) Chinese
d) Artificial language
e) English
2 The word “who” (ref. 1) refers to: 
a) world
b) Chinese
c) language
d) scientists
e) people
3 It’s correct to say that: 
a) Esperanto will take over English.
b) Esperanto is difficult and it’s not popular.
c) Esperanto is an artificial language created by scientists.
d) the English language is being changed by Esperanto.
e) both English and Esperanto will be spoken popularly in 
the future.
4 “ ago many educated people learned and spoke 
French when they met people from other countries.” 
 The correct alternative which best completes the sentence 
above is:
a) 1000 years
b) 10 years 
c) 1100 years
d) 110 years
e) 100 years
5 The best alternative which completes the following sentence 
is: “… has brought the language with it.” 
a) McDonald’s 
b) The world
c) English
d) American culture
e) Music
6 “Its” (ref. 3) refers to: 
a) English
b) culture
c) world
d) hand
e) learn
7 The infinitive of the verbs “learned” (ref. 4), “met” (ref. 5), 
“brought” (ref. 6), “tried” (ref. 7) is, consecutively: 
a) to learn, to meet, to bring, to try
b) to larne, to met, to broug, to trie
c) to learn, to met, to bring, to tri
d) to learne, to meet, to brough, to try
e) to lear, to meet, to bring, to tri
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Harry Potter and Jorge Amado
8 The expression “On the other hand”, (ref. 2) means: 
a) that’s why
b) a part of the body
c) as well as
d) but then
e) because
 (UEL-PR) Leia o texto e responda às perguntas 9 e 10.
George Orwell was the pen name of British author Eric 
Arthur Blair (25 June 1903 – 21 January 1950). Noted as a 
political and cultural commentator, he is among the most 
widely admired English-language writers of the twentieth 
century. During most of his career Orwell was best known for 
his journalism; however, contemporary readers are more 
often introduced to Orwell as a novelist. His most successful 
books are Animal Farm and Nineteen Eighty-Four.
The writer is also known for his insights about the 
political implications of the use of language. His concern 
over the power of language to shape reality is also reflected 
in his invention of “Newspeak”, the official language of the 
imaginary country of Oceania in his novel Nineteen Eighty-
Four. “Newspeak” is a variant of English in which 
vocabulary is strictly limited by government ordering. The 
goal is to make it increasingly difficult to express ideas that 
contradict the official line – with the final aim of making it 
impossible even to conceive such ideas. A number of words 
and phrases that Orwell invented in Nineteen Eighty-Four 
have entered the standard vocabulary, such as “memory 
hole”, “Big Brother”, “Room 101”, “doublethink”, “thought 
police” and “newspeak”.
George Orwell. Available at: <www.saberingles.com.ar/reading/
george-orwell.html>. Aug. 12th, 2012. 
9 De acordo com o texto, George Orwell, pseudônimo adota-
do pelo escritor britânico Eric Arthur Blair, 
a) é mais conhecido dos leitores contemporâneos como crí-
tico político.
b) escreveu romances que alcançaram pouco sucesso, entre 
eles Animal Farm.
c) está entre os mais admirados escritores da língua inglesa 
do século XXI.
d) evitava fazer menção a questões políticas e sociais em 
suas obras.
e) inventou palavras e termos que entraram para o vocabu-
lário da língua inglesa.
10 De acordo com o texto, “Newspeak” é uma língua fictícia: 
a) que objetiva demonstrar a criatividade linguística do 
autor.
b) que se assemelha às línguas de origem latina.
c) cujo controle pelo governo objetivava impedir o surgi-
mento de gírias.
d) cujo propósito é sinalizar o poder da linguagem de mol-
dar a realidade.
e) cujo vocabulário é controlado pelo governo para evitar 
estrangeirismos.
ANOTAÇÕES
28 Harry Potter and Jorge Amado
MINIGRAMMAR
Pronomes indefinidos: every, some, any, no, none
Pronomes indefinidos Uso Exemplos
any
(+ substantivo singular / plural)
Em perguntas gerais; em negações, depois de not ou 
never. Em frases afirmativas expressando a ideia de: 
qualquer, quaisquer.
Do you need any help? I do not need any help.
I am always at home. Come any time.
some
(+ substantivo singular / plural)
Em perguntas quando se espera uma resposta 
afirmativa ou se oferece algo; em afirmações.
Can you give me some money?
(Yes,) I need some money.
no
(+ substantivo singular / plural)
Em negações, sem o uso de not.* (No,) I need no money.
none
(é pronome substantivo, não sendo, portanto, 
seguido de nenhum substantivo) 
Em negações, sem o uso do not, geralmente em 
respostas curtas.*
(No,) I need none.
every
(+ substantivo singular)
O substantivo e o verbo vêm sempre no singular, 
mesmo quando o sentido é plural.
You come to school every day.
Every hotel in town was full.
*Em inglês é incorreta a dupla negativa – o uso, na mesma oração, de duas palavras fortemente negativas.
Pronomes indefinidos: some, any, no e seus compostos
Os pronomes indefinidos e também os advérbios que expressam quantidade ou número indefinido seguem, quando compos-
tos, os usos de suas formas simples. Assim, usamos:
Pronomes indefinidos e compostos Uso Exemplos
somebody / someone pessoas A true friend is someone who reaches for your hand and touches your heart.
something coisas Would you like something to drink?
somewhere lugares They moved to somewhere in Europe.
anybody / anyone para pessoas
Did anybody/anyone call while I was out?
There isn’t anybody/anyone out there.
Anybody/anyone can do that. It is easy.
anything coisas
Do you have anything for me?
I don’t have anything for you.
You can get anything.
anywhere lugares
Did you go anywhere last weekend?
They never go anywhere on Sundays.
You can sit anywhere you want.
nobody / no one pessoas There is nobody/no one out there.
29
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Harry Potter and Jorge Amado
Pronomes indefinidos e compostos Uso Exemplos
nothing coisas There is nothing new on TV. 
nowhere lugares They go nowhere on Sundays.
everybody / everyone pessoas Everybody/Everyone knows the value of education.
everything coisas Her baby means everything to her. 
everywhere lugares Cell phones are everywhere today.
Pronomes reflexivos
Os pronomes reflexivos são usados logo após o verbo e de acordo com o sujeito, para indicar que esse sujeito faz e recebe os 
efeitos da ação:
Robin Williams killed himself because he was depressed. 
Os mesmos pronomes, quando usados logo após o sujeito, têm sentido enfático.
Robin himself tied a belt around his neck.
O uso do pronome precedido da preposição by significa: “sozinho, sem ajuda ou companhia”.
He was not living by himself, but he decided to kill himself. 
Pronomes pessoais Pronomes reflexivos
I myself me; a mim; eu mesmo
you yourself te; a ti; você mesmo
he himself se; a si; ele mesmo
she herself se; a si; ela mesma
it itself se; a si; ele/ela mesmo/a
we ourselves nos; a nós; nós mesmos
you yourselves vos; a vós; vós mesmos; vocês mesmos
they themselves se; a si; eles/elas mesmos/as
30 Harry Potter and Jorge Amado
BIBLIOGRAPHY
 AZAR, Betty Schrampfer. Fundamentals of English Grammar. 3. ed. London: Prentice Hall, 2007.
 BAUGH, L. Sue. Essentials of English Grammar: A Practical Guide to the Mastery of English. Chicago: Passport 
Books, 1994.
 BURRIDGE, Kate. Blooming English: Observation on the Roots, Cultivation and Hybrids of the English 
Language. New York: Cambridge University Press, 2004.
 CRYSTAL, David. Discover Grammar. London: Pearson Longman, 2004.
 GREEN, Ronald. Moving with Grammar. London: Beaumont Publishing, 1997.
 HOGAN, Jonathan T.; IGREJA,José Roberto A. Phrasal verbs: como falar inglês como um americano. São 
Paulo: Disal, 2004.
 MERCER, Neil. Words & Minds: How We Use Language to Think Together. London: Routledge, 2000.
 MURPHY, Raymond. English Grammar in Use. New York: Cambridge University Press, 2007. 
 REVELL, Jane; NORMAN, Susan. Handing Over: NLP-based Activities for Language Learning. McHenry: Saffire 
Press, 2002.
 . In Your Hands: NLP-based Activities for Language Learning. McHenry: Saffire Press, 1999.
 SWAN, Michael; WALTER, Catherine. How English Works: A Grammar Practice Book, with Answers. Oxford: 
Oxford University Press, 2006.
 . Practical English Usage. 2. ed. Oxford: Oxford University Press, 2005. 
 THOMSON, A. J.; MARTINET, A.V. A Practical English Grammar. 4. ed. Oxford: Oxford University Press, 1986.
ANOTAÇÕES
ENEMMAIS
3131
SCANNING
To scan é um verbo com várias acepções, como: 1. olhar com 
atenção, tentando enxergar algo específico; 2. ler um texto rapida-
mente, na busca de informações específicas.
A atividade de scanning distingue-se da que chamamos 
skimming por ser uma estratégia de leitura que não visa apenas 
encontrar a ideia principal do texto, mas também localizar “pistas” 
para obtenção de informações específicas. Quando buscamos 
encontrar, por exemplo, o nome de uma pessoa em uma longa 
lista, uma determinada data ou número, certo ingrediente em uma 
receita, fazemos uso de scanning. Para aplicar essa estratégia, você 
deve seguir os seguintes passos:
 c Leia o enunciado da questão proposta sobre o texto antes 
mesmo de o ler. Nas provas do Enem, esse enunciado e as 
alternativas de múltipla escolha são apresentados em portu-
guês. Se a questão cobrar uma informação específica, aplique 
a estratégia scanning.
 c Leia o título do texto, o subtítulo e eventualmente o texto 
de abertura.
 c Faça uma leitura rápida, buscando a informação específica.
 c Volte à questão proposta e defina a alternativa que contenha 
a resposta à informação específica.
 c Faça uma segunda leitura, ainda sem se preocupar com as 
palavras desconhecidas, e confirme sua resposta.
One-third of Americans reject human evolution
Jessica Durando, USA TODAY Network 11:49 p.m.
EST December 30, 2013.
While nearly two-thirds of Americans say humans have 
evolved over time, a third of U.S. adults disagree, according to 
new survey results from the Pew Research Center.
The Pew Research Religion & Public Life Project report 
released Monday found that 33% think “humans and other 
living things have existed in their present form since the 
beginning of time.” Sixty percent agreed with evolution. 
Among those who agree with human evolution, about half 
attribute it to “natural processes such as natural selection.” 
Whereas 24% of adults say “a supreme being guided the 
evolution of living things.”
Available at: <www.usatoday.com/story/news/ nation-now/2013/12/30/
pew-research-humanevolutionsurvey/4258083/>. 
Feb. 25th, 2014. Abridged.
1 A percentagem de norte-americanos que acredita terem a 
humanidade e outros seres vivos existido na sua forma atual 
desde o princípio dos tempos é de: a
a) 33%
b) 60%
c) 24%
d) 100%
e) 6%
2 Qual das alternativas completa a lacuna da frase abaixo?
‘’ dos norte-americanos rejeita a teoria da evolução”. c
a) 33% 
b) 60% 
c) 1/3 
d) 24%
e) 6%
Studies have shown that the music of Mozart has a 
powerful effect on the intellectual and creative 
development of children to:
c increase verbal, emotional and spatial intelligence 
c enhance right-brain, creative processes 
c improve concentration and memory 
c strengthen intuitive thinking skills
Don Campbell, musician, teacher and author of the best-selling 
books, THE MOZART EFFECT® and THE MOZART EFFECT FOR 
CHILDREN, has selected some of the best of Mozart’s music to 
stimulate and inspire young minds.
Based on educational and psychological studies and up-
to-date research in learning and creativity, the music on this 
recording has been carefully selected according to tempo, key 
signatures, color and texture in order to provide a rich 
listening and learning experience for all children.
Featuring world-class performances of some of Mozart’s 
most powerful – and playful – compositions, including excerpts 
from “Eine Kleine Nachtmusik”, “Violin Concerto No. 2”, 
“Symphony No. 17”, “Violin Concerto No. 5”, “Variations on 
Twinkle, Twinkle Little Star” and more.
©1997, 2001, 2005, 2006. The Children’s Group Inc. 1815 Ironstone Manor, 
Suite 13 Pickering, Ontario L1W 3W9 Canada. 
Available at: <www.childrensgroup.com>.
3 Qual é o tema principal do texto? c
a) A psicologia infantil.
b) A intuição dos jovens.
c) O efeito da música sobre o desenvolvimento intelectual e 
criativo das crianças. 
d) A superioridade de Mozart.
e) A seleção das melhores músicas de Mozart.
 Ciências Humanas e suas Tecnologias
 Ciências da Natureza e suas Tecnologias
 Linguagens, Códigos e suas Tecnologias
 Matemática e suas Tecnologias
32 Harry Potter and Jorge Amado
QUADRO DE IDEIAS
Harry Potter and Jorge Amado
Verb Tense
Myself, yourself, 
himself, herself, 
itself, ourselves, 
yourselves, 
themselves
Simple
Past
Past and Past 
Participle
Adjectives / Pronouns
Reflexive 
Pronouns
Every, some, 
any, no, none
Numbers in 
Adjectives
Everybody, 
somebody; 
anybody, nobody; 
no one, nowhere
Direção editorial: Renata Mascarenhas
Coordenação editorial: Tatiany Renó
Edição: Camila De Pieri Fernandes (coord.), Tatiane Godoy; 
Colaboração: Eliete Bevilacqua
Coordenação de produção: Fabiana Manna, 
Daniela Carvalho
Gerência de produção editorial: Ricardo de Gan Braga
Revisão: Hélia de Jesus Gonsaga (ger.), Letícia Pieroni 
(coord.), Danielle Modesto, Marília Lima, Marina Saraiva, 
Tayra Alfonso, Vanessa Lucena
Edição de arte: Kleber de Messas
Iconografia: Sílvio Kligin (supervisão), Ellen Colombo Finta; 
Colaboração: Fábio Matsuura, Fernanda Siwiec, 
Fernando Vivaldini
Licenças e autorizações: Patrícia Eiras
Diagramação: Antonio Cesar Decarli, Claudio Alves dos 
Santos, Fernando Afonso do Carmo, Flávio Gomes Duarte, 
Kleber de Messas
Editoração eletrônica: Tangente Design
Projeto gráfico de miolo: Daniela Amaral, 
Talita Guedes
Colaboraram para esta Edição do Material:
Projeto Sistema SESI de Ensino
Gestão do Projeto: Thiago Brentano
Coordenação do Projeto: Cristiane Queiroz
Coordenação Editorial: Simone Savarego, 
Rosiane Botelho e Valdete Reis
Revisão: Juliana Souza
Diagramação: lab 212
Capa: lab 212
Ilustrações de capa: Golden Sikorka / Olgastocker / 
Sentavio / Shutterstock
Consultores
Coordenação: Dr. João Filocre
Língua Estrangeira: Dr. Carlos Humberto Spezia, 
Dr. Sérgio Gaudêncio
SESI DN
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Ramacciotti
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Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Índices para catálogo sistemático:
1. Inglês: Ensino médio 420.7
2016
ISBN 978 85 08 18426-2 (AL)
ISBN 978 85 08 18427-9 (PR) 
3ª edição
1ª impressão
Impressão e acabamento
Uma publicação
Marques, Amadeu
 Sistema de ensino ser : língua inglesa : 1º ano: 
aluno / Amadeu Marques. — 3. ed. — São Paulo: 
Ática, 2017.
 1. Inglês (Ensino médio) I. Título.
16-08193 CDD-420.7
Amadeu MarquesAmadeu Marques
LÍNGUA INGLESA
Amadeu Marques
 MONA LISA
 Why Is She Smiling?. . . . . . . . . . . . . . . . . . . . . . . . . . .4
Simple Past – Negative and Interrogative Forms . . . . . . . 7
Minigrammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2137648 (AL)
MÓDULO
Mona Lisa
Uma das mais enigmáticas obras de arte, a 
Mona Lisa atrai milhares de visitantes de todo 
mundo ao Museu do Louvre, em Paris. Embora 
não seja possível,por motivos práticos de circu-
lação, permanecer por mais de alguns segun-
dos diante da obra, contemplá-la causa admira-
ção e encantamento. 
1 Por que o sorriso da Mona Lisa é considera-
do tão enigmático? 
2 Não importa de que lado o observador con-
temple a obra, Mona Lisa parece segui-lo. 
Você sabe por quê? 
3 Você gostaria de contemplar esse famoso 
quadro? Que outra obra de arte você gosta-
ria de conhecer?
REFLETINDO SOBRE A IMAGEM
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www.sesieducacao.com.br
4 Mona Lisa
UNIT
1 Why Is She Smiling?
Objetivos:
c Aplicar a construção 
do vocabulário geral: 
adjetivos qualificativos.
c Usar as formas nega-
tiva e interrogativa: 
Simple Past.
c Reconhecer os falsos 
cognatos.
PREREADING QUESTIONS
Uma mulher vestida de preto é retratada por um artista. Está sentada, com uma mão sobre a 
outra. Florença do século XVI ao fundo. Por que essa é a obra mais famosa do mundo? 
A obra é pequena (77 3 53 cm), uma pintura a óleo sobre madeira, retratando uma mulher. 
Qual era o nome dela? Observe que ela tem um sorriso enigmático. Você sabe qual artista pintou 
a Mona Lisa? Por que ele é tão famoso? O que você sabe sobre a obra e seu pintor? Formule 
hipóteses e verifique-as com a leitura do texto.
Possibly, it’s because of the smile. 
Mysterious, haunting, welcoming, remote, 
enigmatic, beautiful – these are just a few 
of the words used to describe the famous 
smile in the most famous painting in the 
world.
Mona Lisa – aside from inhabiting a 
painting – was an actual person. Born in 
1479, her name was Lisa Gherardini. She 
lived in Florence, Italy, and was married to 
Francesco del Giocondo, a rich silk merchant, 
who asked Leonardo da Vinci to paint a 
portrait of his wife around 1503. (In Italy, 
the Mona Lisa is known as La Gioconda, 
from Mona Lisa’s married name.)
Leonardo spent years working on the 
painting, adding thin layer upon thin layer 
to achieve the hauntingly subtle effects of 
light and shadow. He did not paint it on 
canvas, but on wood. Did the model like 
the painting? We don’t know about that. 
But the artist loved the portrait so much 
that he did not deliver it to the person he 
painted it for! Leonardo kept that painting 
for himself!
The Mona Lisa became even more 
famous in 1911 when it was stolen from the 
Louvre Museum. It remained lost for two years, until the thief was caught trying to sell it 
in his native Italy. 
Did you take a good look at the masterpiece? Notice the smile. What do you think is the 
meaning of her smile? Why do you think the Mona Lisa is the most famous painting in the 
world?
COURANT, Isabelle Bonithon. A Kid’s Guide to the Louvre for Adults. 
Paris: Le Baron Perché, 2009. Adapted.
19
5
10
15
20
25
30
achieve:
(v.) conseguir, alcançar
aside from:
(prep.) além de
canvas: 
(s.) tela
haunting: 
(adj.) difícil de esquecer, que fica 
na memória
inhabit:
(v.) habitar, morar em 
layer: 
(s.) camada
light and shadow: 
(s.) luz e sombra
masterpiece:
(s.) obra-prima
silk merchant: 
(s.) comerciante de sedas
stolen (pp de steal): 
(v.) roubado/a
subtle: 
(adj.) sutil
thief: 
(s.) ladrão
wood: 
(s.) madeira
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Mona Lisa or La Gioconda, Leonardo da Vinci, 
1503-1506. 
Veja, no Guia do Professor, o quadro de competências e habilidades desenvolvidas neste módulo.
M
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Mona Lisa
 LEIA OS LIVROS
 Fritjof Capra. A alma de Leonar-
do da Vinci: um gênio em busca 
do segredo da vida. São Paulo: 
Cultrix, 2012.
 Richard Mühlberger. O que faz 
de um Da Vinci um Da Vinci? São 
Paulo: Cosac Naify, 2001.
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 What’s the name of the most famous painting in the world?
Mona Lisa.
2 Who was that woman? What was her name?
She was married to Francesco del Giocondo/She was Francesco del Giocondo’s wife. / Her name was 
Lisa Gherardini. 
3 Why is it considered a masterpiece?
Personal answer.
 WORD STUDY
Nesta seção é trabalhado o vocabulário contido no texto, variando entre exercícios que levam 
ao domínio do seu significado, inclusive das palavas-chave, de forma sistemática ou contextualizada, 
antes da realização das atividades de compreensão detalhada. 
Opposites
1 Read the text again and find the opposites of the following words:
a) (l. 2) hostile welcoming 
b) (l. 3) ugly beautiful
c) (l. 15) maiden name married name
d) (l. 17) thick thin
e) (l. 19) light shadow
f ) (l. 28) found lost
g) (l. 28) buy sell
h) (l. 30) ignore notice
2 Find the words or phrases in each paragraph with the same meaning as:
a) sad but also beautiful and staying in your thoughts for a long time haunting 
(Paragraph 1)
b) except for aside from (Paragraph 2)
c) real actual (Paragraph 2)
d) to put something with another thing to increase the quantity of to add 
(Paragraph 3)
e) quantity of a substance that covers a surface layer (Paragraph 3)
f ) to succeed in doing something, especially by working hard to achieve 
(Paragraph 3)
g) to take something to someone deliver (Paragraph 3)
h) taken by a thief stolen (Paragraph 4)
i) not found, missing lost (Paragraph 4)
j) the best work of art produced by a particular artist masterpiece (Paragraph 5)
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
English School. Leonardo da Vinci, 19th 
century. 
Skimming
Trata-se de uma leitura superficial, 
que não visa à compreensão de 
detalhes ou de palavras desconhe-
cidas, mas apenas à descoberta da 
ideia principal do texto ou topic 
sentence. Essa frase, muitas vezes 
a primeira do parágrafo, introduz 
o que será desenvolvido nele. Sua 
identificação e interpretação são 
importantes para a compreensão 
do texto.
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Acesse o portal e assista ao vídeo 
Feel the Image, Feel the Feeling.
www.sesieducacao.com.br
Portal
SESI 
Educação
6 Mona Lisa
 TAREFA PARA CASA: Para praticar: 1 a 6
PARA CONSTRUIR
1 Read the text quickly and match the main ideas (a – e) to the paragraphs (1 – 5).
a) 3 How the artist did his work and how pleased he was with it.
b) 4 When the painting was stolen from the Louvre Museum.
c) 5 The mystery of Mona Lisa’s smile.
d) 1 The many different adjectives used to describe Mona 
Lisa’s smile.
e) 2 Information about the model for that portrait.
2 Match Mona Lisa’s details. Choose from the words in the box.
mouth nose hands forehead chin eyes
eyes nose forehead 
hands chin mouth 
 DETAILED COMPREHENSION
Scanning
1 Read the following summary and find 10 words that are false according to Mona Lisa’s story.
Replace the false words with those that are true.
Leonardo da Vinci was one of the finest soldiers of all time. He was a great general. He 
lived in Italy in the eighteenth century. When Francesco del Giocondo, a rich cotton 
merchant from Florence, asked the artist to paint his sister, Leonardo accepted the 
commission and worked hard to complete that work. He spent months working on the 
sculpture, but he was satisfied with the results he achieved. Leonardo was a master of the 
technique in which there is a sharp contrast between light and brightness and the Mona 
Lisa is a bad example of the artist’s mastery of that technique. Leonardo liked the painting 
so much that he never delivered it to Mona Lisa’s brother. 
Nesta atividade, os alunos usam a estratégia de leitura scanning. 
As palavras adequadas são respectivamente: 
artists, painter, sixteenth, silk, wife, years, painting, 
shadow, good, husband.
Scanning
Trata-se de uma leitura rápida com 
a finalidade de buscar palavras ou 
informações específicas. É usada 
para conferir previsões ou verificar 
hipóteses formuladas em relação 
ao assunto e buscar informações 
específicas ou pistas fundamen-
tais para a resolução de exercícios 
de compreensão. No emprego 
dessa estratégia, é muito impor-
tanteo reconhecimento não só 
de transparent words ou cognatos, 
mas também atenção a eventuais 
números, sinais gráficos, símbolos 
ou imagens que ajudam a com-
preender o texto.
Se julgar oportuno, incentive os alunos a atribuir adjetivos a cada um dos substantivos, 
de forma a descrever em detalhe o rosto da Mona Lisa: mysterious/sad eyes, thin/long 
nose, big/high forehead, fine/attractive mouth, beautiful/big hands, round/small chin.
M
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Mona Lisa
2 Put the events into the correct order. 
4 Leonardo spent years working on the painting.
3 Francesco del Giocondo asked Leonardo da Vinci to paint a portrait 
of his wife around 1503.
7 The painting was stolen from the Louvre Museum in 1911.
5 The artist liked the painting very much.
8 The thief tried to sell the painting but he was caught in 1913.
2 Lisa was married to Francesco del Giocondo.
6 Leonardo kept the painting for himself. 
1 Lisa Gherardini was born in 1479.
3 Work with a classmate. Taking turns with him or her, ask the questions below and answer 
them. Do you have any other questions to ask about the Mona Lisa? 
a) What did Francesco del Giocondo ask the artist to do?
He asked him to paint a portrait of his wife.
b) How long did Leonardo spend on that work?
He spent years working on that painting.
c) How did Leonardo like that painting?
He liked the painting very much.
d) What did Leonardo do with the painting?
He kept it for himself.
e) What happened to the painting in 1911?
It was stolen from the Louvre Museum.
f ) What happened to the thief who tried to sell it?
He was caught in 1913.
g) Why is Mona Lisa smiling?
Personal answer. Because she’s happy. / Because Leonardo is telling some good jokes. / I don’t know.
 STRUCTURE 
Simple Past – Negative and Interrogative Forms
Observe as formas dos verbos em destaque nestas frases:
Did the model like the painting? 
Did you take a good look at the masterpiece?
Leonardo did not deliver the portrait to the person who paid it for.
Leonardo da Vinci viveu no século XVI. Pelo contexto, sabemos que o tempo verbal utilizado 
é o Simple Past. Nos exemplos acima, o Simple Past foi usado nas formas interrogativa e negativa.
Para expressar uma negação no passado usa-se did not com todos os verbos (regulares ou 
irregulares) ou didn’t, na forma contrata, antes da forma básica do verbo. Essa forma é válida para 
todas as pessoas.
I / you / he / she / it / we / you / they did not (didn’t) deliver the portrait.
Para formular perguntas no passado usa-se did no início da pergunta, ficando o verbo na forma 
básica. Essa forma é válida também para todas as pessoas.
Did I / you / he / she / it / we / you / they like the painting?
Leonardo da Vinci lived in Florence, Italy.
 ACESSE OS SITES
 Da Vinci na prática – 
Discovery. Available at: <http://
discoverybrasil.uol.com.br/web/
davinci/?cc=BR>. Aug. 25th, 2014. 
 Leonardo da Vinci, Biography. 
Available at: <www.biography.
com/people/leonardo-da-vinci-
40396#synopsis>. Aug. 25th, 2014. 
 The Louvre Museum. Available 
at: <www.louvre.fr/en>. Aug. 25th, 
2014.
 Web Gallery of Art. Leonardo 
da Vinci. Available at: <www.
wga.hu/frames-e.html?/html/l/
leonardo>. Aug. 25th, 2014.
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8 Mona Lisa
Para respostas curtas, comuns em conversação, usa-se:
Yes, I / you / he / she / it / we / you / they did.
ou
No, I / you / he / she / it / we / you / they didn’t.
 TAREFA PARA CASA: Para aprimorar: 1 a 4
PARA CONSTRUIR
3 As informações abaixo não correspondem aos fatos. Alternando com um colega, faça perguntas e dê respostas curtas na forma negativa.
a) 
 
 Marilyn Monroe lived in Bahia. (live)
Did Marilyn Monroe live in Bahia?
No, she didn’t.
 Marilyn Monroe lived in Los Angeles.
b) 
 
 Oscar Niemeyer built the Great Wall of China. (build)
Did Oscar Niemeyer build the Great Wall of China?
No, he didn’t. 
 Oscar Niemeyer built Brasília.
c) 
 
 American astronauts went to Mars in 1969. (go)
Did American astronauts go to Mars in 1969?
No, they didn’t. 
 American astronauts went to the Moon in 1969.
d) 
 Santos Dumont flew the first helicopter. (fly)
Did Santos Dumont fly the first helicopter?
No, he didn’t. 
Santos Dumont flew the first airplane.
e) 
 
 Alexander Graham Bell made the first cell phone. (make)
Did Alexander Graham Bell make the first cell phone?
No, he didn’t. 
Alexander Graham Bell made the first telephone.
f ) 
 
 Candido Portinari painted the Mona Lisa. (paint)
Did Candido Portinari paint the Mona Lisa?
No, he didn’t. 
 Candido Portinari painted Os retirantes, Café, and many other 
great works of art.
Fernando Botero, Mona Lisa, 1978. Leonardo da Vinci didn’t paint this Mona Lisa. 
It was painted by Fernando Botero, a Colombian artist. 
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FALSE FRIENDS
 Preencha as lacunas em cada frase.
a) On that particular occasion, I wasn’t there.
 Naquela determinada ocasião, eu não estava lá.
b) There are some notices on the board. I advise all of you to read them.
 Há alguns avisos no quadro. Eu aconselho todos vocês a lê-los.
c) Mona Lisa – aside from inhabiting a painting – was an actual person.
 Mona Lisa – além de habitar uma pintura – era uma pessoa real .
d) Did you take a good look at the masterpiece? Notice the smile.
 Você olhou bem a obra-prima? Repare/Observe o sorriso.
 LISTENING
Visiting the Louvre Museum
 Listen to Mary Parker, an international student. She is living in Paris. She misses her brother 
Paul, who lives in the United States. Now she is writing him an e-mail. Listen to her. 
 Now match the two columns.
a) Francesco del Giocondo’s wife d Andrea
b) Mona Lisa c She died in 1499.
c) Lisa and Francesco’s daughter e Painter
d) He was born in 1502. a Lisa Gherardini
e) Leonardo da Vinci b Painting
 EXTRA READING
 Vik Muniz is a Brazilian artist, based in New York. He painted his own Mona Lisa. Read this 
paragraph from the text and answer the questions. 
Mirrors or ‘How to Steal a Masterpiece’
A Sunday afternoon in the Louvre – I could not pick a worse day to visit a museum. 
Wandering in, unable to decide what to see, I’m dragged by the thick flux of tourists to the 
Denon wing: The place where the Mona Lisa hangs. In the ample room, an endless line is 
formed by those who, for a second or two, will share a moment of partial intimacy with 
the famous painting. Nearly everyone in the room carries a camera. Some don’t even get to 
see the work with their bare eyes: cameras glued to their faces, they approach as close as 
they can, taking as many pictures as the patience of the next in line allows.
MUNIZ, Vik.Text originally published in Blind Spot, v. II, 1993. 
Available at: <http://vikmuniz.net/library/mirrors-or-how-to-steal-a-masterpiece>. Aug. 25th, 2014.
1 The author decided to visit the museum: d
a) on a weekday.
b) on the worst day of the week.
c) in the morning.
d) on a Sunday afternoon.
A transcrição do áudio desta atividade encontra-se em 
“Audio Scripts”, no Guia do Professor.20
actual: 
verdadeiro, real 
( atual: present)
advise:
1. aconselhar, recomendar 
2. avisar
notice:
1. atenção, observação
2. aviso por escrito
3. (v.) notar, reparar, observar
( noticiar: report, inform)
particular:
1. determinado, específico
2. exigente, meticuloso 
( particular: private; personal)
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Visitors at the LouvreMuseum.
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Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
Acesse o Material Comple-
mentar disponível no Portal e 
aprofunde-se no assunto.
Desafio
10 Mona Lisa
2 As the author entered the museum,: c
a) he knew exactly what he wanted to see there.
b) he realized he had made the right decision to go to the Louvre that day.
c) he followed the crowd who wanted to see the Mona Lisa.
d) he didn’t know in which part of the museum the famous painting hangs.
3 Some of the people who come to see the Mona Lisa: a
a) prefer to take pictures of the painting instead of looking at it with their bare eyes.
b) do not have the patience to stand in line.
c) stand in front of the painting for as long as they can.
d) do not like to have cameras glued to their faces. 
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 Leia o texto a seguir e responda à questão 1.
Long-Lost Van Gogh Painting Discovered
A major new painting by Vincent van Gogh has been 
discovered. It is called, Sunset at Montmajour.
The Van Gogh Museum in Amsterdam unveiled the 
long-lost landscape painting today (Sept. 9th) following an 
investigation that showed the style, technique, paint, canvas 
and subject matter matched with other works from the peak 
of the Dutch artist’s career.
The painting originally belonged to the collection of 
Theo van Gogh, the artist’s brother, and was sold in 1901. 
Shortly thereafter, the artwork ended up in the hands of a 
Norwegian collector who tucked it away in his attic after it 
was declared a fake.
As recently as the 1990s, the painting’s authenticity was 
rejected by the museum. But now the researchers say, “Stylistically 
and technically speaking, there are plenty of parallels with other 
paintings by Van Gogh from the summer of 1888.”
The newly identified painting also shows signs of the 
same discoloration that has come to characterize Van Gogh’s 
work in recent years. The bright yellows in many of his 
paintings have been turning into muddy browns.
The researchers even found two references to the work 
in Van Gogh’s letters, in which he is critical of the painting 
and declared it unsuccessful.
Available at: <www.livescience.com/39496-lost-van-gogh-
painting-discovered.html>. Sept. 9th, 2014. Adapted.
Vik Muniz, Double Mona Lisa, 
After Warhol, 1999.
Você se interessa por artes? Costu-
ma visitar museus, assistir a peças 
de teatro, espetáculos de dança e 
música? Conhece algum museu 
de sua cidade? Discuta a impor-
tância de apreciar as artes em to-
das as suas manifestações com o 
professor de Artes e o seu desen-
volvimento ao longo da história 
com o professor de História e o de 
Língua Portuguesa.
PARA
REFLETIR
Veja, no Guia do Professor, as respostas 
da “Tarefa para casa”.
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1 The painting Sunset at Montmajour was long-lost because it 
was: 
a) forgotten in an attic for many years.
b) sold from Theo van Gogh’s collection.
c) not liked by Vincent van Gogh himself.
d) considered a fake for many years.
e) becoming discolored over the years.
 (PUC-RS) Leia o texto e responda às questões 2 a 6.
Everyday conversational narratives of personal 
experience might be regarded as the country (3)cousins of 
more well-wrought narratives. The work of archaeologist 
Nicholas Toth revolutionized the understanding of Stone Age 
tools. Prior to Toth’s studies, the received perspective was that 
early hominids chipped a cobble in such a way that it could 
be used (1)as a pick or a hand ax. Researchers considered the 
splintered flakes as waste products and examined them for 
information about techniques used to shape the stone core 
tool. While others were analyzing the morphological shapes 
and cognitive correlates of the (4)chipped cores, Toth, in a 
radical turnabout, discovered that the flakes were the primary 
tools and that the large stone was an incidental by-product, 
possibly a secondary tool. The flakes (5)turned out to be 
“extremely effective cutting tools” for animals, wood, (6)hides, 
and other work. We posit that, like stone flakes, mundane 
conversational narratives of personal experience constitute 
the prototype of narrative activity rather than the (2)flawed 
by-product of more artful and planned narrative discourse.
OCHS, E.; CAPPS, L. Living Narrative: Creating Lives in Everyday Storytelling. 
London: Harvard University Press, 2001. p. 3.
chip:
 small piece of something, like wood or glass, mainly when it 
has broken off something 
cobble:
small round-shaped stone; cobblestones
well-wrought:
 skillfully shaped or decorated
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2 De acordo com o texto, Nicholas Toth: 
a) descobriu uma nova maneira de trabalhar rochas de 
modo produtivo.
b) mudou a visão que existia sobre as ferramentas feitas de 
pedra.
c) criou novas possibilidades para a elaboração de textos so-
bre a Idade da Pedra.
d) chegou a uma importante conclusão sobre narrativas 
bem elaboradas.
e) propôs que textos orais se originam de textos escritos 
bem elaborados.
3 Leia as afirmativas sobre o texto e preencha os quadradinhos 
com V (verdadeiro) ou F (falso). 
 According to text, 
 one should always aim at skillfully shaped texts. 
 large stone tools resulted from making cutting tools. 
 elaborate narratives grow out of informal conversations. 
 the bigger the product, the more important it is. 
 O preenchimento correto dos quadradinhos, de cima para 
baixo, é:
a) V – V – V – F
b) V – F – V – F
c) V – F – F – V
d) F – V – V – F
e) F – V – F – V
4 O termo as é empregado com o mesmo sentido em “could be 
used as a pick” (ref. 1) e em: 
a) As the day breaks, the first lights appear in the sky.
b) She works in a school as a pedagogical coordinator.
c) One should behave as one thinks it is best.
d) As it is late, we should go home.
e) Oh, wait for me; I’m not as fast!
5 The opposite of the term “flawed” (ref. 2) is: 
a) perfect.
b) unique.
c) inevitable.
d) distinctive.
e) corresponding.
6 Considere as afirmativas sobre algumas expressões usadas 
no texto. 
 I. “cousins” (ref. 3) está sendo usado em sentido literal, deno-
tativo. 
 II. “chipped” (ref. 4) é empregado como adjetivo e significa 
“lascado”, “talhado”. 
III. “turned out to be” (ref. 5) indica deslocamento físico.
IV. “hides” (ref. 6) é um substantivo e significa “couros”. 
 Estão corretas apenas as afirmativas: 
a) I e II.
b) I e III.
c) II e IV.
d) I, III e IV.
e) II, III e IV.
12 Mona Lisa
PARA PRATICARPARA APRIMORAR
 (ITA-SP) As questões 1 a 4 referem-se à tirinha a seguir:
1 No contexto em que se insere “external stuff”, no quarto qua-
dro da tirinha, foi interpretado, pelo entrevistado, como: 
a) funcionários terceirizados.
b) exames de rotina para contratação.
c) informações de menor importância.
d) dados de veracidade questionável.
e) dados investigados externamente.
2 Segundo a tirinha, em uma entrevista de trabalho: 
a) está cada vez mais difícil falsear informações pessoais.
b) a empresa contratante exige uma série de exames clínicos 
que atestem a saúde do candidato.
c) a atitude do candidato é comprovada através de detalha-
da investigação laboratorial.
d) o desempenho do entrevistado é de suma importância 
para a construção de sua imagem.
e) as informações sobre o entrevistado, disponíveis on-line, 
não são mais importantes do que sua atitude e apresen-
tação pessoal.
3 “Tanning bed”, no penúltimo quadro da tirinha: 
a) foi mencionado para ocultar um MRI.
b) refere-se a uma atitude do entrevistado.
c) refere-se a um tipo de cama utilizada para relaxamento.
d) é um sinônimo de MRI.
e) é um tipo de exame.
4 A palavra landed, na sentença “apparently some of your sample 
landed […]”, no sexto quadro da tirinha, pode ser substituída 
por: 
a) stopped.b) ended up.
c) was included.
d) arrived.
e) was caught.
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MINIGRAMMAR
Simple Past Tense: Affirmative, Negative & Interrogative Forms
O Simple Past Tense é usado para indicar uma ação realizada e totalmente terminada no passado, correspondendo, em português, 
tanto ao pretérito perfeito como ao pretérito imperfeito.
O verbo to be tem duas formas no Simple Past:
I / he / she / it was you / we / they were
Negative was not = wasn’t were not = weren’t
Verbos regulares: acrescenta-se -ed. Essa forma é única para todas as pessoas; não varia na 3a pessoa do singular.
to work worked 
Verbos irregulares: suas formas de passado variam de um para outro. Como no caso dos verbos regulares, os irregulares têm uma 
forma única para todas as pessoas.
to go went
Affirmative Negative Interrogative
I
you
he
she
it
we
you
they
went
worked
I
you
he
she
it
we
you
they
did not go
did not work
Did 
I
you
he
she
it
we
you
they
go?
work?
Still, Yet, Anymore, No Longer
O significado mais comum de still é “ainda”. Essa palavra é usada tanto em perguntas como em afirmações:
“Do you still believe in Santa Claus?”
“Yes, I still do. And Christmas is here again!”
(Você ainda acredita em Papai Noel?
Sim, eu ainda acredito. E o Natal está aí de novo!)
O sentido oposto ao de still pode ser dado pelas expressões:
a. anymore* ou any longer, usadas no final de orações negativas, acompanhadas de not.
b. no longer, usada antes do verbo, em orações de sentido negativo, não acompanhada de not.
I don’t believe in Santa Claus anymore / any longer.
(Eu não acredito mais em Papai Noel.)
I no longer believe in Santa Claus. But I still feel young in spirit.
(Eu não acredito mais em Papai Noel. Mas ainda me sinto jovem de espírito.)
Não se deve confundir still (ainda) com [not] yet (ainda [não]).
Compare:
“Is it still raining?” (ainda)
“(Yes,) It is still raining.” (ainda)
“It isn’t raining yet, but it’s going to rain soon.” (ainda não) 
* anymore (EUA) = any more (GB)
14 Mona Lisa
BIBLIOGRAPHY
 AZAR, Betty Schrampfer. Fundamentals of English Grammar. 3. ed. London: Prentice Hall, 2007.
 BAUGH, L. Sue. Essentials of English Grammar: A Practical Guide to the Mastery of English. Chicago: Passport 
Books, 1994.
 BURRIDGE, Kate. Blooming English: Observation on the Roots, Cultivation and Hybrids of the English 
Language. New York: Cambridge University Press, 2004.
 CRYSTAL, David. Discover Grammar. London: Pearson Longman, 2004.
 GREEN, Ronald. Moving with Grammar. London: Beaumont Publishing, 1997.
 HOGAN, Jonathan T.; IGREJA, José Roberto A. Phrasal verbs: como falar inglês como um americano. São 
Paulo: Disal, 2004.
 MERCER, Neil. Words & Minds: How We Use Language to Think Together. London: Routledge, 2000.
 MURPHY, Raymond. English Grammar in Use. New York: Cambridge University Press, 2007. 
 REVELL, Jane; NORMAN, Susan. Handing Over: NLP-based Activities for Language Learning. McHenry: Saffire 
Press, 2002.
 . In Your Hands: NLP-based Activities for Language Learning. McHenry: Saffire Press, 1999.
 SWAN, Michael; WALTER, Catherine. How English Works: A Grammar Practice Book, with Answers. Oxford: 
Oxford University Press, 2006.
 . Practical English Usage. 2. ed. Oxford: Oxford University Press, 2005. 
 THOMSON, A. J.; MARTINET, A.V. A Practical English Grammar. 4. ed. Oxford: Oxford University Press, 1986.
ANOTAÇÕES
ENEMMAIS
1515
GETTING MEANING FROM CONTEXT
Esta estratégia de leitura, como as outras estratégias que 
vimos até o momento (Making Predictions, Skimming e Scanning) 
é uma ferramenta fundamental para a compreensão clara do texto. 
Para usar Getting Meaning from Context, é preciso ter domínio das 
estruturas da linguagem escrita e de vocabulário básico.
Ao ler um texto, é comum depararmos com palavras cujo sig-
nificado desconhecemos. Há casos, inclusive, em que justamente as 
palavras desconhecidas são as palavras-chave para o entendimento 
do texto e para a resolução das questões propostas no Enem. No 
entanto, muitas vezes podemos inferir o significado pelo contexto. 
Os cognatos (ou palavras transparentes) e as palavras conhecidas 
são nossa base de apoio para compreendermos o contexto e, assim, 
inferir o significado das palavras desconhecidas. Além da linguagem 
escrita, o significado pode ser inferido com base na linguagem não 
verbal, como fotos e ilustrações.
 Observe a imagem, leia o texto e responda:
1 O produto anunciado é um crepe feito com: d
a) carne de frango e chocolate.
b) peixe e queijo branco.
c) carne de boi e manteiga.
d) carne de peru e queijo cremoso.
e) ingredientes incomuns. 
2 O anúncio informa que o fotógrafo: b
a) não conseguiu resistir à tentação de tirar a foto.
b) é vegetariano.
c) achou o crepe muito doce.
d) não estava com muita fome.
e) foi demitido por falta de profissionalismo.
3 Ao observar o prato vazio podemos inferir que: d
a) o produto anunciado ainda não está pronto.
b) o fotógrafo gosta muito de alface e tomate.
c) esqueceram-se de colocar o crepe.
d) o crepe é delicioso e, portanto, foi comido antes que a foto 
fosse feita.
e) a ideia era mostrar um prato vazio.
4 Qual é a palavra-chave no texto? a
a) Delicious
b) Amazing
c) Beautiful
d) Pretty
e) Delightful
5 Observando a linguagem não verbal do cartum e com apoio 
no contexto, pode-se dizer que: e
a) o pintor está entusiasmado com o resultado de seu trabalho.
b) a arte em 2010 não era muito diferente da atual.
c) a pintura ainda não tinha começado porque a modelo não 
ficava quieta.
d) Mona Lisa e Leonardo da Vinci não dispunham de recursos de 
comunicação.
e) Leonardo da Vinci queria que Mona Lisa parasse de enviar 
mensagens de texto para continuar sua obra. 
 Ciências Humanas e suas Tecnologias
 Ciências da Natureza e suas Tecnologias
 Linguagens, Códigos e suas Tecnologias
 Matemática e suas Tecnologias
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QUADRO DE IDEIAS
Mona Lisa
Verb Tense
Simple Past
Negative and Interrogative Forms
Direção editorial: Renata Mascarenhas
Coordenação editorial: Tatiany Renó
Edição: Camila De Pieri Fernandes (coord.), Tatiane Godoy; 
Colaboração: Eliete Bevilacqua
Coordenação de produção: Fabiana Manna, 
Daniela Carvalho
Gerência de produção editorial: Ricardo de Gan Braga
Revisão: Hélia de Jesus Gonsaga (ger.), Letícia Pieroni 
(coord.), Danielle Modesto, Marília Lima, Marina Saraiva, 
Tayra Alfonso, Vanessa Lucena
Edição de arte: Kleber de Messas
Iconografia: Sílvio Kligin (supervisão), Ellen Colombo Finta; 
Colaboração: Fábio Matsuura, Fernanda Siwiec, 
Fernando Vivaldini
Licenças e autorizações: Patrícia Eiras
Diagramação: Antonio Cesar Decarli, Claudio Alves dos 
Santos, Fernando Afonso do Carmo, Flávio Gomes Duarte, 
Kleber de Messas
Editoração eletrônica: Tangente Design
Projeto gráfico de miolo: Daniela Amaral, 
Talita Guedes
Colaboraram para esta Edição do Material:
Projeto Sistema SESI de Ensino
Gestão do Projeto: Thiago Brentano
Coordenação do Projeto: Cristiane Queiroz
Coordenação Editorial: Simone Savarego, 
Rosiane Botelho e Valdete Reis
Revisão: Juliana Souza
Diagramação: lab 212
Capa: lab 212
Ilustrações de capa: Golden Sikorka / Olgastocker / 
Sentavio / Shutterstock
Consultores
Coordenação: Dr. João Filocre
Língua Estrangeira: Dr. Carlos Humberto Spezia, 
Dr. Sérgio Gaudêncio
SESI DN
Superintendente: Rafael Esmeraldo Lucchesi 
Ramacciotti
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Índices paracatálogo sistemático:
1. Inglês: Ensino médio 420.7
2016
ISBN 978 85 08 18426-2 (AL)
ISBN 978 85 08 18427-9 (PR) 
3ª edição
1ª impressão
Impressão e acabamento
Uma publicação
Marques, Amadeu
 Sistema de ensino ser : língua inglesa : 1º ano: 
aluno / Amadeu Marques. — 3. ed. — São Paulo: 
Ática, 2017.
 1. Inglês (Ensino médio) I. Título.
16-08193 CDD-420.7
Amadeu MarquesAmadeu MarquesAmadeu Marques
LÍNGUA INGLESA
 MATTERS OF LIFE OR DEATH
1 The Ship That Could Not Stop . . . . . . . . . . . . . . . . . . .4
Past Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 
2 The Rules for Being Human . . . . . . . . . . . . . . . . . . . .12
Future: Be + Going to. . . . . . . . . . . . . . . . . . . . . . . . . 15
Will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Usos das formas de futuro . . . . . . . . . . . . . . . . . . . . . 17
Will (certainty); May (possibility) . . . . . . . . . . . . . . . . . 18
Minigrammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
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IMAGEM DE ABERTURA
MÓDULO
Matters of Life or Death
"Life is not complex. We are complex. Life is simple, 
and the simple thing is the right thing." (Oscar 
Wilde)
Você concorda? Observe a imagem e reflita: 
1 Que relação você estabelece entre as pala-
vras de Oscar Wilde e a imagem? 
2 Que outras "simple things" você pode fazer en-
tre as inúmeras atividades que a vida oferece?
3 Quais "rules of life" você segue? 
REFLETINDO SOBRE A IMAGEM
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4 Matters of Life or Death
UNIT
The Ship That Could Not Stop 1
Objetivos:
c Compreender a função 
e usar adequadamente 
os marcadores 
discursivos: while, then, 
like, and.
c Introduzir o tempo 
verbal: Past Continuous.
PREREADING QUESTIONS
Os icebergs, montanhas de gelo flutuantes, são um perigo para a navegação. Apenas cerca de 
20% de sua enorme massa de gelo é visível acima da superfície do mar. Qual é a relação entre 
um iceberg e o “big ship” da legenda abaixo? O que havia de diferente nesse navio? Por que ele 
“had no captain and no crew”? Por que ele “could not stop”? O que você sabe sobre icebergs? 
Conhece casos de tragédias provocadas por eles? Formule hipóteses sobre o texto e veja se elas 
se confirmam com a leitura. 
That white ship was an iceberg. In spring those mountains of ice escape from the 
glaciers of the Arctic and the Antarctic and, like strange ships, they move with the sea. 
Some of them are more than seventy meters high and can exist for several years. They are 
beautiful but dangerous — only about 20 percent of their mass is visible: the rest is below 
the surface of the sea. 
It was 11:45 p.m. on April 14th, 1912. The night was clear and the sea was calm. A 
big black ship was sailing toward the American coast. This was her* first voyage — from 
England to the United States. She* was carrying 2,224 passengers and crew. Her name 
was Titanic. She was considered unsinkable. 
The passengers were happy that night. They were getting to the end of a marvelous** 
trip across the Atlantic. Some of them were dancing, while others were drinking at the bar. 
Then, just before midnight, the Titanic hit an iceberg. In less than three hours, the 
“unsinkable” black ship sank into the darkness of the North Atlantic. 1,513 people died; 
only 711 survived. At 2:20 a.m. on April 15th the Titanic sank. 
The white ship could not stop. It went on moving slowly toward the south. But now 
it sailed on an empty sea. 
GOODEY, N.; GIBBS, D. Two ships in the night. In: Imagine You’re English. Paris: Belin, 2011. p. 79.
* her/she: pronomes femininos podem ser usados com relação a navios
** marvelous (EUA) = marvellous (UK)
A big ship was moving slowly on the cold North Atlantic. It had no captain and no crew. It was following the sea, 
and the sea was taking it south. 
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crew: 
(s.) tripulação
dangerous: 
(adj.) perigoso/a(s)
darkness: 
(s.) escuridão
empty: 
(adj.) vazio/a
glacier: 
(s.) geleira
hit: 
(v.) bater em, colidir com
passenger: 
(s.) passageiro/a
sink: 
(v.) afundar
survive: 
(v.) sobreviver
toward: 
(prep.) em direção a
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Matters of Life or Death
Skimming
Trata-se de uma leitura superficial, 
que não visa à compreensão de 
detalhes ou de palavras desconhe-
cidas, mas apenas à descoberta da 
ideia principal do texto ou topic 
sentence. Essa frase, muitas vezes 
a primeira do parágrafo, introduz 
o que será desenvolvido nele. Sua 
identificação e interpretação são 
importantes para a compreensão 
do texto.
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 Como o texto se refere ao iceberg que provocou o acidente?
Como um grande navio branco, sem comandante e sem tripulação, deslocando-se lentamente para 
o sul. 
2 Como o texto se refere ao Titanic?
Como um grande navio negro, rumo à costa americana, em sua primeira viagem, com
2 224 passageiros e tripulantes.
3 Exatamente quando os dois “navios” se encontraram? 
Pouco antes da meia-noite de 14 de abril de 1912. 
4 O que aconteceu aos dois “navios”?
O Titanic afundou em menos de 3 horas, o iceberg continuou sua “viagem” rumo ao sul, num mar
vazio. 
5 Qual foi o saldo trágico desse encontro?
1 513 pessoas morreram.
 WORD STUDY
In Other Words
 Find the words in the box that correspond to the definitions below:
crew spring invisible died empty unsinkable 
survived glacier darkness sank dangerous hit
a) the absence of light darkness 
b) not safe dangerous 
c) impossible to sink (go below the water’s surface) unsinkable 
d) stayed alive survived 
e) the people who work on a ship or plane crew 
f ) touched something with great force hit 
g) containing nothing empty 
h) went below the water’s surface sank 
i) a very large mass of ice that moves very slowly glacier 
j) one of the four seasons of the year spring 
k) stopped living died 
l) something that cannot be seen invisible 
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
 LEIA OS LIVROS
 Ken Marschall. Inside The 
Titanic. Boston: Little Brown and 
Company, 1997.
 Simon Adams. Titanic. New 
York: DK, 2014 (Eyewitness 
Books).
 ACESSE OS SITES
 Titanic. Available at: <www.
titanicmovie.com/#/home>. 
Aug. 28th, 2014.
 Titanic – 100 years later. 
Available at: <http://channel.
n a t i o n a l g e o gr a p h i c . c o m /
channel/titanic-100-years>. 
Aug. 28th, 2014.
6 Matters of Life or Death
Discourse Markers
 Observe no texto o significado e a ideia expressa por estes marcadores do discurso:
Significado Função
like como expressar semelhanças em comparações
and e expressar acréscimo de ideias
but mas, porém estabelecer contrastes
while enquanto relacionar ações simultâneas
then então, depois disso indicar uma sequência de acontecimentos
 Volte ao texto e faça as atividades a seguir: 
a) indique as ações simultâneas relacionadas por while.
Alguns dos passageiros estavam dançando; outros estavam bebendo no bar.
b) Agora localize no texto os marcadores do discurso usados para expressar as seguintes ideias:
 1. acréscimo de informação and (l. 2)
 2. comparação like (l. 2)
 3. contraste but (l. 4)
c) Que elementos são comparados por like? 
Os icebergs/as montanhas de gelo são como “estranhos navios”.
d) Qual o contraste de ideias expresso por but?
Que os icebergs são ao mesmo tempo belos mas perigosos.
 DETAILED COMPREHENSION
 Em cada par de frases abaixo identifique a que indica cause (C) e a que indica effect (E).
a) A big white ship was moving slowly on the 
cold North Atlantic. C 
 The sea was taking it south. E 
b) Like strange ships, these mountains 
of ice move with the sea. E
 In springicebergs escape from the glaciers of 
the Arctic and the Antarctic. C
c) The passengers were happy that night. E
 They were getting to the end of a marvelous 
trip across the Atlantic. C
d) Some of the passengers were dancing. E
 They were happy that night. C 
e) In less than three hours, the “unsinkable” 
black ship sank into the darkness of the North 
Atlantic. E
 Just before midnight, the Titanic hit an 
iceberg. C 
f ) Of all the people on that ship, 1,513 people 
died; only 711 survived. E
 At 2:20 a.m. on April 15th the Titanic sank. C 
Most of the iceberg is invisible, because it is 
below the water’s surface.
Of all the people on the ship, 1,513 
people died; only 711 survived.
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Matters of Life or Death
Using Because, As and So
Icebergs are a danger to navigation because/as they can cause sea tragedies.
Some icebergs are more than seventy meters high, so they are perfectly visible.
But most of the iceberg is invisible, because/as it is below the water’s surface.
Para indicar causa usa-se geralmente because ou as (“porque”, “como”).
Para indicar efeito, resultado ou consequência usa-se so (“por isso”, “portanto”).
 STRUCTURE 
Past Continuous Past Continuous = Past Progressive
Observe a forma verbal em destaque nestas frases:
A big ship was moving slowly on the cold North Atlantic.
It was following the sea, and the sea was taking it south.
Pelo contexto, podemos concluir que os verbos nessas frases referem-se a ações que estavam 
em desenvolvimento em determinado momento do passado.
Para expressar uma ação em desenvolvimento no passado, usa-se o tempo verbal chamado Past 
Continuous, composto de uma forma do passado do verbo to be (was ou were) seguida do gerúndio 
(forma terminada em -ing) do verbo principal.
O Past Continuous pode também ser usado em frases com duas orações, geralmente ligadas por 
while ou when, para descrever uma ação que estava em desenvolvimento quando outra aconteceu. 
Para expressar essa outra ação, mais breve, que acontece durante o desenvolvimento da primeira, 
usa-se o verbo no Simple Past.
The Titanic was sailing toward the American coast when it hit an iceberg. 
Também é possível encontrar o Past Continuous em frases com duas orações ligadas por while 
para descrever duas ações simultâneas em desenvolvimento no passado.
Some of the passengers were dancing, while others were drinking at the bar.
PARA CONSTRUIR
1 Complete as frases com while ou then.
a) We went to a restaurant then to the theater.
b) While the kids were playing, I was watching TV.
c) Some people are in the habit of talking while sleeping.
d) While we were in São Paulo we went to the Museum of the Portuguese Language.
e) We visited the museum and then had lunch at a Japanese restaurant.
f ) The economic situation is getting worse, but while there is life there is hope. 
2 Relacione as frases a seguir usando because (ou as) ou so.
a) The iceberg was moving south because/as it had escaped from a glacier in the Arctic.
b) It was not really a ship, so it had no captain and no crew.
c) The big black ship was sailing toward the American coast, because/as that was her destination.
d) The passengers were happy because/as it had been a marvelous voyage.
e) The Titanic hit an iceberg, so it sank.
f ) More than a thousand people died in that tragedy, because/as/so the Titanic was not unsinkable, after all. 
The ship was moving slowly on the cold 
North Atlantic when it hit an iceberg. 
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8 Matters of Life or Death
3 Complete the sentences with the Simple Past or Past Continuous of the verbs in parentheses.
a) The Titanic was carrying more than two thousand people on her first voyage. (carried – was carrying)
b) They were getting to the end of a marvelous voyage when a tragedy occurred . 
(got – were getting) (occurred – was occurring) 
c) The big black ship was sailing in the North Atlantic when it hit an iceberg. 
(sailed – was sailing) (hit – was hitting)
d) More than a thousand people died on that tragic night. (died – were dying)
e) Some of the passengers were drinking at the bar, while others were dancing . (drank – were drinking) 
(danced – were dancing)
f ) The Titanic sank at 2:20 a.m. on April 15th, 1912. (was sinking – sank)
g) People in the United States were sleeping when that tragedy happened . (were sleeping – slept) 
(was happening – happened)
 TAREFA PARA CASA: Para praticar: 1 a 6 Para aprimorar: 1 a 3
FALSE FRIENDS
 Preencha as lacunas em cada frase e complete o glossário.
a) Yesterday I went shopping and I bought a terrific dress.
 Ontem fui fazer compras e comprei um vestido maravilhoso .
b) Thomas Edison had an ingenious idea and after a few failings he managed to invent the 
light bulb.
 Thomas Edison teve uma ideia engenhosa e depois de alguns fracassos 
ele conseguiu inventar a lâmpada elétrica.
 LISTENING
Street Scenes
 Listen to the comments of a professional photographer about the following pictures and fill 
in the blanks with the missing words.
Picture number 1 is a typically Parisian street scene of the good old days. The man in the 
coat was walking (walk) the dog. That dog was looking 
(look) at the photographer!
When the man came to that bridge he stopped (stop) to 
watch. He was looking (look) at the artist when the photographer 
took (take) that picture. The artist was working 
(work) on a painting. He did 
not notice (notice) they 
were watching (watch) him. Both men 
were wearing (wear) hats, which was a 
common thing at the time.
A transcrição do áudio desta atividade encontra-se no tópico “Audio 
Scripts”, no Guia do Professor.22
ingenious: 
engenhoso, inventivo, criativo 
( ingênuo: naïve, ingenious)
terrific:
1. maravilhoso, muito “legal” 
2. tremendo, poderoso
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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Picture 1.
Acesse a lista de False Friends no 
portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
Acesse o Material Comple-
mentar disponível no Portal e 
aprofunde-se no assunto.
Desafio
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TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (Enem) 
How’s Your Mood?
For an interesting attempt to measure cause and effect 
try Mappiness, a project run by the London School of 
Economics, which offers a phone app that prompts you to 
record your mood and situation.
The Mappiness website says: “We're particularly 
interested in how people's happiness is affected by their local 
environment – air pollution, noise, green spaces, and so on 
– which the data from Mappiness will be absolutely great for 
investigating.” 
Will it work? With enough people, it might. But there are 
other problems. We’ve been using happiness and well-being 
interchangeably. Is that ok? The difference comes out in a 
sentiment like: “We were happier during the war.” But was 
our well-being also greater then?
Available at: <www.bbc.co.uk>. Jun. 27th, 2011. Adapted.
1 O projeto Mappiness, idealizado pela London School of 
Economics, ocupa-se do tema relacionado:
a) ao nível de felicidade das pessoas em tempos de guerra.
b) à dificuldade de medir o nível de felicidade das pessoas a 
partir de seu humor.
c) ao nível de felicidade das pessoas enquanto falam ao celu-
lar com seus familiares.
d) à relação entre o nível de felicidade das pessoas e o am-
biente no qual se encontram.
e) à influência das imagens grafitadas pelas ruas no aumen-
to do nível de felicidade das pessoas.
 (PUC-RS) Leia o texto e responda às questões 2 a 6.
An Effort to Count the World’s Sloths
A paper in the Lancet, (1)shamelessly timed to coincide with 
the Olympic games, compares countries’ rates of physicalactivity. The study it describes, led by Pedro Hallal of the Federal 
University of Pelotas, in Brazil, is the most complete portrait yet 
of the world’s busy bees and couch potatoes. It suggests that 
nearly a third of adults, 31%, are not getting enough exercise.
That rates of exercise have declined is hardly a new 
discovery. Since the beginning of the industrial revolution, 
technology and economic growth have conspired to create a 
world in which the flexing of muscles is more and more an 
option rather than a necessity. But only recently have enough 
good data been collected from enough places to carry out the 
sort of analysis Dr Hallal and his colleagues have engaged in.
The high rates of inactivity he found in his paper are 
worrying. Paradoxically, human beings seem to have evolved 
to benefit from exercise while (2)eschewing it whenever they 
can. In a state of nature it would be impossible to live a life that 
did not provide enough of it to be beneficial, while over-
-exercising would use up scarce calories to little advantage. But 
that no longer pertains. According to another paper in the 
Lancet, insufficient activity these days has nearly the same effect 
on life expectancy as smoking. 
The Economist, Jul. 21st, 2012 (from the print edition). 
2 The study referred to in the first paragraph is about:
a) the sufficient amount of physical exercises a person needs.
b) the most slothful countries in the world.
c) how technology can help people’s activity.
d) human misbehavior towards physical exercises.
e) a new discovery concerning low rates of human exercises.
Picture number 2 is also a street scene and it is really funny. The setting is not 
Paris, but New York in the fifties, and the photo was taken 
(take) by William Milnarick. It’s a typical sidewalk drama. The children 
were laughing (laugh).
The boy was trying (try) to hide his ice cream cone without knowing 
that the dog was eating (eat) it.
The boy thought he was fooling (fool) the girls. In fact, the dog 
was fooling (fool) him.
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“Tarefa para casa”.
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10 Matters of Life or Death
3 According to Hallal’s research, people in the world are NOT 
becoming:
a) active and dynamic.
b) idle and alive.
c) laborious and lazy.
d) indolent and strenuous.
e) lethargic and robust.
4 O estudo realizado por Pedro Hallal aponta:
a) o crescimento econômico como razão da neces sidade de 
o indivíduo exercitar-se.
b) o prejuízo à saúde que causam o excesso e a escassez de 
exercícios físicos.
c) a proporção mundial de pessoas que não prati cam sufi-
ciente atividade física.
d) os efeitos do fumo e da atividade física insuficiente na ex-
pectativa de vida humana.
e) o conceito de exercício físico como uma opção e não 
como uma necessidade.
5 The word which can be a substitute for “eschewing”, as it is 
used in ref. 2, is:
a) achieving.
b) stopping.
c) holding.
d) avoiding.
e) deceiving.
6 The alternative in which the words have the same grammatical 
order as in shame (noun) – shameless (adj.) – “shamelessly” 
(adv – ref. 1) is:
a) active – activity – actively
b) near – nearness – nearly
c) hard – hardness – hardly
d) paradox – paradoxical – paradoxically
e) insufficient – insufficiency – insufficiently
PARA PRATICARPARA APRIMORAR
(UnB-DF) New York City’s Mayor, Michael Bloomberg, is 
about to add a whole lot of greenery to the concrete jungle. He 
just announced a campaign to install green roofs, sidewalks and 
porous parking lots in order to capture excess rainwater and 
runoff. The idea comes as part of Bloomberg’s PlaNYC goal of 
making 90% of New York City’s waterways suitable for 
recreation – right now excess sewer and rain runoff is making 
them unsuited for fun. The proposed green surfaces would 
eliminate 40% of the existing runoff into the waterways and 
save taxpayers $ 2.4 billion dollars over the next 20 years.
One of the problems the city must get around is its 
antiquated water system, which was built 150 years ago when 
the concept of pollution wasn’t at the forefront of engineers’ 
minds. Currently the system works fine, until it rains, when 
runoff and sewage are spewed into rivers, canals and the 
harbor. The proposed green roofs, sidewalks, and parking lots 
would be equipped to soak up at least an inch of rain –
sometimes more – and would seriously reduce the need for 
costly water system infrastructure that is needed to stop the 
sewage from spewing all over New York City’s waterways.
Currently the city’s plan is to ramp up the technological 
infrastructure of the water system and use costly equipment to 
stop the spewing. This plan would cost $ 6.8 billion; however, 
Bloomberg’s initiative could accomplish the same goal at a 
fraction of the cost. Not only would the green roofs be less 
expensive but they’d save taxpayers money by keeping their 
water bills low – more infrastructure, more cost to the 
taxpayers. This is all part of Bloomberg’s ambitious PlaNYC 
goals of cutting the city’s emissions and cleaning its air and 
waterways. As with many of the PlaNYC initiatives, Bloomberg 
has just announced the strategy – details of how many green 
roofs and where they will be placed will come at a later date.
Brit Liggett. NYC Mayor Bloomberg Announces Green
Roof Initiative. Available at: <www.inhabitat.com>.
1 Judge the following items according to the text.
a) The pollution of rivers is not a concern in New York City if 
it is not raining. 
b) The green roofs initiative is an attempt to fix an outdated 
system. 
c) PlaNYC was designed to address different environmental 
problems. 
d) The first place to benefit from the green roofs initiative will 
be Manhattan. 
e) Mayor Bloomberg’s green roof initiative consists of 
building more parks in New York City. 
f ) Without green roofs, New York City’s taxpayers spend US$ 
2.4 billion a year. 
g) The word “runoff” is a synonym for wastewater. 
h) In New York City, the same system carries both rainwater 
and wastewater. 
i) The current water system in New York City cannot be fixed 
to reduce pollution. 
 (Uneb-BA) Leia o texto e responda às questões 2 e 3.
We Can Change the World
 Michael Jackson
All for one and one for all is what we all should be.
But instead we go and fight each other.
Now, that wasn’t meant to be.
You know, the sun is there to light the day.
The night is lit by the moon.
If we don’t come together, my brother, it all can end very 
soon.
It’s your world now.
The future is plain to see.
Give love right now.
We need the harmony.
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Some of us have a heart of stone and feel as cold as ice.
Love can make a change in you, take a wrong and make 
things right.
If you only knew how it was planned for life to really be,
You would join in, you won’t hesitate, you would help 
bring the harmony.
JACKSON, Michael. Available at: <www.sing365.com/music/lyric.nsf/We-
Can-Change-The-World-lyrics-Michael-Jackson>. Oct. 12th, 2013. 
2 Fill in the parentheses with T (True) or F (False).
 This is an excerpt of one of Michael Jackson’s famous hits. It’s 
correct to say that the author of the lyrics of this song:
 is against any kind of war.
 emphasizes the importance of solidarity.
 realizes it’s worthless pursuing harmony.
 encourages people to make a better world.
 According to the song, the correct sequence, from top to 
bottom, is: 
a) T – T – T – T
b) F – T – T – F
c) F – F – T – T
d) T – T – F – T
e) T – F – F – T
3 According to the author of these lyrics, the only way to 
change this world is:
a) through love and affection.
b) by disregarding the future.
c) through the use of weapons.
d) by staying away from the enemy.
e) by forbidding the rich to help the poor.
ANOTAÇÕES
12 Matters of Life or Death
UNIT
2 The Rules for Being Human 
Objetivos:
c Reconhecer o 
significado, a função 
e a aplicação de 
marcadores discursivos.c Identificar e aplicar 
adequadamente os 
tempos verbais Future: 
Be + Going to; Will; 
Present Continuous 
(to express future); 
Will (Certainty); May 
(Possibility).
PREREADING QUESTIONS
Você já pensou na vida como um jogo? 
Que tipo de jogo seria? 
Quais seriam as regras? Qual o tipo de texto que vamos ler a seguir: argumentativo, inspirador, 
de informação científica, um simples manual de instruções? 
Formule hipóteses e, com a leitura do texto, verifique se elas são confirmadas.
Rule 1: You will receive a body. 
You may like it or hate it, but it will 
be yours for the entire period of your 
life on Earth.
Rule 2: You will learn lessons.
You are enrolled in a full-time 
informal school called Life. Each day in 
this school you will have the opportunity 
to learn lessons. You may like the lessons 
or think they are irrelevant and stupid.
Rule 3: There are no mistakes, 
only lessons.
Growth is a process of trial and 
error. Experimentation. Failures are as 
much a part of the process as success.
Rule 4: Lessons are repeated until learned.
A lesson will be presented to you in various forms until you learn it – then you can go 
on to the next lesson.
Rule 5: Learning does not end.
There is no part of life that does not contain its lessons. If you are alive, there are 
lessons to be learned.
Rule 6: “There” is no better than “here”.
When your “there” has become a “here”, you will simply obtain another “there” that 
will again look better than “here”.
Rule 7: Others are only mirrors of you.
You cannot love or hate something about another person unless it reflects something 
you love or hate about yourself.
Rule 8: What you make of your life is up to you.
You have all the tools and resources you need. What you do with them is up to you. 
The choice is yours.
Rule 9: All the answers lie inside you.
The answers to Life’s questions lie inside you. All you need to do is look, listen and trust.
Rule 10: You will forget all this.
CARTER-SCOTT, Chérie. The Rules For Being Human. In: CANFIELD, Jack; HANSEN, Mark Victor. 
Chicken Soup for the Soul. Florida: Health Communications. p. 81. 
23
alive: 
(adj.) vivo/a, com vida
enrolled: 
(adj.) matriculado/a
failure: 
(s.) fracasso
forget: 
(v.) esquecer
growth: 
(s.) crescimento
learning: 
(s.) aprendizagem
mirror: 
(s.) espelho
rule: 
(s.) regra
trust: 
(v. ) confiar
unless: 
(conj.) a menos que, a não ser que
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You’re going to read an important message. It’s about a 
game. Every game has its rules and these are the rules of a 
game called Life. The rules are simple and easy to follow. Just 
follow them and enjoy the game. It’s going to be fun.
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Matters of Life or Death
 LEIA O LIVRO
 Chérie Carter-Scott. Se a vida é 
um jogo, estas são as regras. Rio 
de Janeiro: Rocco, 2000. 
 VEJA O FILME
Regras da vida (The Cider House 
Rules), de Lasse Hallstrom. Esta-
dos Unidos, 1999. (127 min).
 GENERAL COMPREHENSION
Skimming
What’s It All About?
1 The text presents 10 different rules of a game. What is that game called? 
(It is called) Life.
2 Before you are able to play a game, what do you have to learn?
(You have the learn) The/Its rules. 
3 Life is also presented as a school. Why? 
Because people (the players) learn lessons as they play.
4 Is the final part of the text optimistic or pessimistic in tone? Justify your answer. 
Pessimistic. Because people will forget the rules of the game. 
 WORD STUDY
Match Up
 The participle of regular verbs ends in -ed, the same ending of the Simple Past of those 
verbs. Read the text and find the participle forms that correspond to the verbs in the box. 
chamado apresentado aprendido matriculado, inscrito
a) chamado called
b) apresentado presented
c) aprendido learned
d) matriculado, inscrito enrolled
Discourse Markers
 Five discourse markers from the text are given below. Check the right column, according to 
the ideas they express.
To express: Time Sequence Alternative Condition
You may like it or hate it. x
Lessons are repeated until learned. x
If you are alive… x
… then you can go on to the next lesson. x
… unless it reflects something… x
Nesta atividade, os alunos usam a estratégia de leitura skimming. 
Coffee: you may like or hate it.
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Acesse o portal e assista ao vídeo 
Live and Learn.
www.sesieducacao.com.br
Portal
SESI 
Educação
14 Matters of Life or Death
PARA CONSTRUIR
1 Find the image for each of the four definitions of life given below. 
a) Life is a team game. Victory comes when you play well together.
b) Life is a piece of music for more than one performer. Don’t play it solo.
c) Life is a ballet and it requires a lot of training. To keep your balance you need the help of other people.
d) Life is a game. It’s a lot of fun and you are never too old to play it.
b c
d a
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a) se if 
b) até que until 
c) a não ser que; a menos que unless 
d) ou or 
e) então; aí; nessa altura then 
3 Choose the word that best completes each sentence.
a) You see your own image when you look at yourself in the .
 message
 body
 X mirror
 fun
 choice
 head
b) Why did you stop? I told you to continue. I told you to .
 listen
 enjoy
 run
 forget
 X go on
 reflect
Nesta atividade, trabalha-se a linguagem não verbal.
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Matters of Life or Death
 DETAILED COMPREHENSION
 Identifique cada uma das regras do jogo, escrevendo o número que elas têm no texto.
4 Devemos aprender todas as lições apresentadas.
6 Estamos eternamente insatisfeitos com a nossa situação.
2 Passamos a vida inteira numa escola de tempo integral.
7 O que aceitamos ou rejeitamos nos outros reflete o que somos ou temos.
9 Somos capazes de responder a todos os desafios da vida.
1 Recebemos um corpo com características que não dependem de nossa vontade.
10 Sabemos as regras da vida, mas não conseguimos nos lembrar delas.
3 Aprendemos sempre, errando ou acertando.
5 Enquanto estivermos vivos estaremos aprendendo.
8 Somos responsáveis por nós mesmos e por nossas escolhas.
 STRUCTURE 
Future: Be + Going to
Observe as formas verbais em destaque nestas frases:
You’re going to read an important message.
It’s going to be fun.
Pelo contexto, concluímos que os tempos verbais em destaque expressam ações que vão aconte-
cer num futuro muito próximo. A construção presente de to be (am/are/is) + going to + forma básica 
do verbo corresponde em português a “eu vou/tu vais/ele vai, etc. + fazer algo”. Nos exemplos acima:
Você vai ler uma mensagem importante.
Vai ser divertido.
c) Brazil is rich in natural such as oil and minerals.
 mistakes
 X resources
 rules
 experiments
 questions
 thoughts
d) You may take that opportunity or you may forget about it. It’s . It’s your choice.
 all this
 next to you
 X up to you
 inside you
 yours
 mine
e) Reading good books is a fun way to encourage our personal and spiritual .
 failure
 experimentation
 X growth
 Earth
 process
 health
f ) John is my friend and I have confidence in him. I him.
 lie
 hate
 answer
 receive
 X trust
 ask
g) The computer is a modern of communication.
 X tool
 duration
 lesson
 school
 choice
 symbol
 TAREFA PARA CASA: Para praticar: 1
16 Matters of Life or Death
 TAREFA PARA CASA: Para praticar: 2 a 5
PARA CONSTRUIR
4 Escreva cada frase do boxe abaixo na cena correspondente.
I’m going to take a rest. / She’s going to sit on her glasses. / They’re going to wash the car. / 
Look! It’s going to rain. / Be careful! You’re going to fall.Look! It’s going to rain. I’m going to take a rest. Be careful! You’re going to fall.
She’s going to sit on her glasses. They’re going to wash the car. 
Will
Observe os verbos em destaque nestas frases:
You will receive a body.
You will learn lessons.
Para expressar ações no futuro pode-se também usar o verbo auxiliar modal will (ou ’ll na forma 
contrata) antes da forma básica (sem to) do verbo principal. Essa forma é única para todas as pessoas.
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Matters of Life or Death
I
you
he
she 
it
we 
you 
they
will receive a body.
will learn lessons.
Com I e we é possível substituir will por shall (que tem também a forma contrata ’ll), mas esse 
uso é próprio da linguagem formal. Compare:
We will go to the party tomorrow.
(Nós iremos à festa amanhã.)
We’ll have a lot of fun, I’m sure. (estilo informal)
(Nós nos divertiremos muito, tenho certeza.)
We shall overcome – someday. (estilo poético ou formal)
(Venceremos – um dia.)
A forma negativa é obtida com o uso de not após will (won’t na forma contrata), antes da 
forma básica (sem to) do verbo principal. Essa forma também é única para todas as pessoas.
I
you
he
she
it
we
you
they
will not (ou won’t) forget about it.
A forma interrogativa é obtida com will no início da pergunta, antes do sujeito.
Will
I
you
he
she
it
we
you
they
remember those rules?
Present Continuous
Ações no futuro podem ser expressas também pelo uso do Present Continuous:
We’re going to Fortaleza on vacation in May.
(Nós vamos a Fortaleza de férias em maio.)
Usos das formas de futuro
 c Will indica uma ação, acontecimento ou previsão quanto ao futuro:
The future will bring wonderful things.
(O futuro trará coisas maravilhosas.)
Who will win the next World Cup?
(Quem ganhará a próxima Copa do Mundo?)
She is going to travel to New York.
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18 Matters of Life or Death
 c Will também é usado para fazer pedidos, na forma interrogativa, com you:
Will you help me, please?
(Você quer me ajudar, por favor?)
 c Shall é usado em perguntas, com I ou we, quando se pedem instruções ou então para fazer 
um oferecimento, uma sugestão ou um convite:
It’s a bit cold. Shall I close the window?
(Está um pouco frio. Fecho/Devo fechar a janela?)
Dinner is ready. Shall we eat now?
(O jantar está pronto. Vamos comer agora?)
I’ve opened the box. What shall I do now?
(Eu já abri a caixa. O que farei/devo fazer agora?)
 c A expressão am/are/is going to… é usada em linguagem informal para expressar planos, 
intenções ou a certeza de que algo vai (ou não vai) acontecer, em um futuro próximo:
We’re going to buy a new car next month.
(Nós vamos comprar um carro novo no mês que vem.) é essa a nossa intenção
She is going to have a baby in June.
(Ela vai ter um bebê em junho.) ela está esperando um bebê para essa época
Look! It’s going to rain.
(Olhe! Vai chover.) temos certeza, é só olhar para as nuvens carregadas
 c O Present Continuous é usado, em linguagem informal, para indicar planos ou compromissos 
acertados em relação a um futuro próximo:
What are you doing this weekend?
(O que vocês vão fazer neste fim de semana?)
We’re giving a surprise party for Betty.
(Vamos dar uma festa surpresa para a Betty.)
Will (Certainty); May (Possibility)
Will é usado em previsões para indicar certeza a respeito de uma ação no futuro. Indica o que 
nós achamos que vai acontecer.
May é usado para indicar possibilidade de que uma certa ação venha a acontecer no futuro. 
Indica o que poderá acontecer.
 TAREFA PARA CASA: Para aprimorar: 1 a 8
5 Sublinhe as respostas entre parênteses que substituem os .
a) Heather’s parents her go to parties. (isn’t going to let – won’t let – doesn’t let)
b) Brazil a greater area of the Amazon rain forest in the next ten years. (will preserve – aren’t preserving – shall preserve)
c) Ayrton Senna a popular hero to his fans. (will always be – won’t be – is going to be)
d) Modern biotechnology a great industry. (will soon become – are going to become – doesn’t become)
6 Nas frases abaixo, escreva C (certainty) ou P (possibility) em relação à ação em destaque.
a) You may like it or hate it... P 
b) You will forget all this. C
c) You will learn lessons. C
d) You may like the lessons... P
e) A lesson will be presented to you... C
f ) … you will have the opportunity... C
PARA CONSTRUIR
Will you help me, please?
She is going to have 
a baby in June.
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Matters of Life or Death
FALSE FRIENDS
 Preencha as lacunas em cada frase.
a) The new minister was appointed by the president last week.
 O novo ministro foi nomeado pelo presidente na semana passada.
b) His appointment was well received by all.
 A nomeação dele foi bem recebida por todos.
c) You are enrolled in a full-time informal school called Life.
 Você está matriculado/inscrito em uma escola integral informal chamada Vida.
 LISTENING
Values and Virtues
 You are going to listen to an expert talking about values and virtues related to some rules of 
a game. Pay attention to the key words in each of those rules and write each number in the 
table below.
Value Patience Compassion Peace Wisdom Trust
Rule # 4 3 6 10 9
 EXTRA READING
1 Read the poem and answer the question on it.
The Voice
There is a voice inside of you
That whispers all day long.
“I feel that this is right for me,
I know that this is wrong.”
No teacher, preacher, parent, friend
Or wise man can decide
What’s right for you – just listen to
The voice that speaks inside.
SILVERSTEIN, Shel. Falling Up. New York: 
Harper Collins Publishers, 1996. p. 38.
 The voice that speaks inside of us is our:
 tongue
 heart
 brain
 mind
X conscience
24
appoint: 
nomear, designar 
( apontar para: point at/to)
appointment: 
1. nomeação, escolha 
2. compromisso (com hora mar-
cada) 
enroll: 
matricular-se, inscrever-se 
( enrolar: roll up)
Peça aos alunos que preencham as la-
cunas do glossário com a tradução dos 
False Friends.
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There is a voice inside of you.
A transcrição do áudio desta atividade encontra-se no tó-
pico “Audio Scripts”, no Guia do Professor.
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portal. 
www.sesieducacao.com.br
Portal
SESI 
Educação
20 Matters of Life or Death
Nelson Mandela
 Observe como a notícia do falecimento do líder sul-africano Nelson Mandela, em 5 de de-
zembro de 2013, foi apresentada em dois jornais de língua inglesa: The Herald (Escócia) e The 
Times (Inglaterra) e responda às questões. 
2 Observe a manchete do jornal escocês The Herald:
“Our nation has lost his greatest son. Our people have lost their father.”
 Sabendo que essa declaração era sobre Nelson Mandela, de quem poderiam ter sido essas 
palavras?
a) Barack Obama, presidente dos Estados Unidos.
b) David Cameron, primeiro-ministro do Reino Unido.
c) Jacob Zuma, presidente da África do Sul.
d) Ban Ki-moon, secretário-geral das Nações Unidas. 
e) José Eduardo dos Santos, presidente de Angola.
3 Assinale a alternativa que corresponde à tradução adequada do tempo verbal em destaque:
“Our nation has lost his greatest son. Our people have lost their father.”
a) tem perdido
b) perdeu
c) perderam
d) perdem
c
b
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Matters of Life or Death
4 O jornal The Times homenageou Mandela com uma citação de seu livro Long Walk to Freedom. 
No trecho citado do livro, o que Mandela propõe que seja ensinado às pessoas?
Ele propõe que as pessoas sejam ensinadas a amar.
5 Nesse mesmo trecho, o que Mandela diz a respeito do ódio?
Ele diz que o ódio é um sentimento adquirido, que as pessoas aprendema odiar.
The Difference Exercise Makes
 Observe o anúncio a seguir e responda às questões.
KLEIN, Sara. Here’s the Proof that Exercise Changes Everything. Available 
at: <www.huffingtonpost.com/2014/05/22/exercise-effects-benefits-
sedentary_n_5359172.html?utm_hp_ref=mostpopular>. May 23rd 2014.
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Acesse o Material Comple-
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aprofunde-se no assunto.
Desafio
22 Matters of Life or Death
6 A palavra em destaque no título do texto tem o objetivo de:
a) apresentar imparcialmente as diferenças entre dois estilos de vida.
b) destacar a importância do exercício físico.
c) mostrar as vantagens e desvantagens do sedentarismo.
d) provar que a atividade física está na moda. 
7 Relacione as duas colunas, apoiando-se na estratégia de leitura scanning:
a) necessidade diária de calorias, em média, de homens sedentários c 20%
b) expectativa de vida, se for sedentário d 1,600 - 2,000
c) porcentagem de norte-americanos que fazem atividades físicas e almost 83
d) necessidade diária de calorias, em média, de mulheres sedentárias b almost 79
e) expectativa de vida de uma pessoa que faz exercícios físicos a 2,000 - 2,600
Leia o poema a seguir.
No Difference
Small as a peanut,
Big as a giant,
We’re all the same size
When we turn off the light.
Rich as a sultan,
Poor as a mite,
We’re all worth the same
When we turn off the light.
Red, black or orange,
Yellow or white,
We all look the same
When we turn off the light.
So maybe the way
To make everything right
If for God to just reach out
And turn off the light!
SILVERSTEIN, Shel. Where the Sidewalk Ends. 
New York: Harper Collins Publishers, 1974. p. 81.
8 Escolha a alternativa inadequada quanto aos opostos.
a) turn on the light – turn off the light
b) look the same – look different
c) make everything right – make everything left
d) the same size – a different size
9 Marque a alternativa adequada, de acordo com o poema. 
a) As diferenças entre as pessoas são acentuadas com a escuridão.
b) A possível solução para acabar com as desigualdades é pedir a ajuda divina para que não 
haja luz.
c) Sem luz não pode haver igualdade social.
d) As desigualdades sociais sempre existirão, de dia ou de noite.
b
c
b
We’re all worth the same.
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Matters of Life or Death
British Library
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Reading Room, British Library, London.
10 O cartaz reproduzido ao lado avisa aos usuários da British Library, em Londres, o que é permitido 
ou proibido na sala de leitura da biblioteca. Marque a alternativa que NÃO se aplica às imagens.
a) O uso de computadores portáteis e telefones celulares é permitido na sala de leitura, 
desde que o som esteja desligado.
b) Não é permitido tirar fotos dentro do recinto.
c) Casacos, bolsas e guarda-chuvas devem ser deixados do lado de fora.
d) É permitido o uso de lápis, canetas e marca-textos.
e) Não é permitido comer ou beber dentro da sala de leitura.
The Story of Truth or Consequences
Hot Springs is a common name in the US – there 
are over thirty in California alone. In 1950, one of these 
places in the state of New Mexico – just off interstate-25 
midway between El Paso and Albuquerque – had the 
opportunity to boost its image as a tourist centre, and 
took it. 
To mark the tenth anniversary of the successful 
NBC radio quiz programme “Truth or Consequences,” 
its producer proposed that a US town might be willing 
to change its name to the name of the show. The Hot 
Springs Chamber of Commerce took up the idea, and 
in a special city election, 1,294 of the town’s residents 
voted to change the name, with 295 against. A second 
vote confirmed the first, and the change went ahead. 
Two later votes, in 1964 and 1967, decided to keep the 
name – and that is what you will find when you call up 
the city’s website today.
CRYSTAL, David. The Origin of Words. In: Words Words Words. Oxford: Oxford University Press, 2007. p. 77.
11 Pelo texto ficamos sabendo que:
a) a cidade de Truth or Consequences fica na Califórnia, entre El Paso e Albuquerque.
b) Truth or Consequences é uma cidade pequena, com 1 294 habitantes. 
c) há mais de trinta cidades com o nome de Hot Springs só no estado da Califórnia. 
d) a cidade de Truth or Consequences tinha esse nome em homenagem a um programa de 
rádio, mas voltou ao seu nome original, Hot Springs.
e) o produtor do programa “Truth or Consequences” mora em Hot Springs, New Mexico. 
d
c
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24 Matters of Life or Death
12 Abaixo estão listadas dez frases do escritor norte-americano Mark Twain. Relacione-as aos 
tópicos resumidos.
a) Never put off till tomorrow what you can do the day after tomorrow.
b) Kindness is a language which the deaf can hear and the blind can see.
c) It is better to keep your mouth closed and let people think you are a fool than to open it 
and remove all doubt.
d) All generalizations are false, including this one.
e) Age is an issue of mind over matter. If you don’t mind, it doesn’t matter.
f) The man who does not read good books has no advantage over the man who can’t read them.
g) A banker is a fellow who lends you his umbrella when the sun is shining, but wants it back 
the minute it begins to rain.
h) Some people bring joy wherever they go, and some people bring joy whenever they go.
i) I have never taken any exercise except sleeping and resting.
j) The dictionary is the only place where success comes before work.
d Uma crítica às afirmações que são aplicadas a todas as situações. 
j O elogio ao trabalho como fonte de sucesso.
g Uma crítica aos banqueiros.
c Um conselho a quem sabe que é bobo.
e Um conselho sobre o envelhecimento.
f Uma crítica a quem não lê bons livros.
h Uma crítica aos chatos.
b A gentileza é um meio de comunicação sem limite.
a Um convite à preguiça.
i Uma confissão de sedentarismo.
Mark Ten
Mark Twain’s writing hut.
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Samuel Clemens (1835-1910), 
nome verdadeiro de Mark Twain, 
adotou esse pseudônimo, que 
corresponde a “Marque duas (bra-
ças)”. Trata-se de um tradicional 
grito dos pilotos das barcas do 
Mississíppi para anunciar a medi-
ção da profundidade do rio em 
certo local.
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Matters of Life or Death
TAREFA PARA CASA
PARA PRATICARPARA PRATICAR
 (Udesc)
1 Answer the following questions according to the comic above. 
The comic above says: 
a) he doesn’t wanna work. 
b) he has free access to anything. 
c) he found out a way to acquire an easy job. 
d) he needed help to find an easy job. 
e) his friend is gonna take him for his first day at work. 
 (UFPR) Leia o texto e responda às questões 2 a 5.
Neil Armstrong, US astronaut, dies aged 82
By Adam Lusher
8:16PM BST 25th Aug, 2012
Armstrong underwent a heart-bypass surgery earlier this 
month to relieve blocked coronary arteries.
As commander of the Apollo 11 mission, Armstrong 
became the first human to set foot on the moon, hours after 
Apollo’s Eagle lunar module had touched down on July 20th 
1969. He radioed back to Earth the historic statement: 
“That’s one small step for man, one giant leap for mankind”. 
He then spent nearly three hours walking on the moon with 
fellow astronaut Edwin “Buzz” Aldrin.
Praising Armstrong his family said in a statement on 
Saturday: “Neil was our loving husband, father, grandfather, 
brother and friend. Neil Armstrong was also a reluctant 
American hero who always believed he was just doing his 
job. He served his Nation proudly, as a navy fighter pilot, 
test pilot, and astronaut”.The statement also said that he 
died following complications resulting from cardiovascular 
procedures, at the age of 82.
Armstrong was born in Wapakoneta, Ohio, on August 
5th, 1930. On July 20th, 1936, when he was 6, he experienced 
his first airplane flight in Warren, Ohio, when he and his 
father Stephen, an auditor for the Ohio state government, 
took a ride in a Ford Trimotor, a three-engined transport 
plane that was also known as the “Tin Goose”.
After serving as a naval pilot from 1949 to 1952, and 
serving in the Korean War, Armstrong joined the National 
Advisory Committee for Aeronautics (NACA) – the 
precursor to NASA, the National Aeronautics and Space 
Administration – in 1955. As a research pilot at NASA’s 
Flight Research Center, Edwards, Calif., he was a project 
pilot on many pioneering high speed aircraft, including the 
well-known, 4,000-mph X-15.
Armstrong joined the NASA astronaut corps in 1962. 
He was assigned as command pilot for the Gemini 8 
mission. Gemini 8 was launched on March 16th, 1966, and 
Armstrong performed the first successful manned docking 
of two vehicles in space. His second and last spaceflight was 
as mission commander for the Apollo 11 moon landing.
After commanding the Apollo 11 mission, Armstrong 
subsequently held the position of Deputy Associate 
Administrator for Aeronautics, NASA Headquarters, in 
Washington D.C. In this position, he was responsible for the 
coordination and management of overall NASA research 
and technology work related to aeronautics. He was 
Professor of Aerospace Engineering at the University of 
Cincinnati between 1971-1979.
Armstrong and his wife, Carol, married in 1999, made 
their home in the Cincinnati suburb of Indian Hill, but he 
had largely stayed out of public view in recent years. He 
spoke at Ohio State University during a February event 
honouring fellow astronaut John Glenn and the 50th 
anniversary of Glenn becoming the first American to orbit 
the Earth.
Available at: <www.telegraph.co.uk> and 
<www.telegraph.co.uk/science/space/9499759/Neil-Armstrong-US-
astronaut-dies-aged-82.html>. Adapted. 
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26 Matters of Life or Death
2 What does the text say about Armstrong’s experiences 
before joining the astronaut corps at NASA? Mark the correct 
alternative. 
a) He served as a naval pilot and took part in different wars. 
b) He worked for the government as a transport plane pilot. 
c) He was a naval pilot and served in the Korean War. 
d) He constructed airplanes at NASA’s Flight Research Center. 
e) He worked with his father as an auditor for the Ohio state 
government.
3 Are these statements true (T) or false (F), according to the text? 
 Armstrong had recently turned eighty-two years old when 
he died.
 Armstrong died due to complications from cardiovascular 
surgery.
 Armstrong had a heart-bypass surgery in the beginning 
of the year.
 Armstrong’s heart problems occurred because he was an 
astronaut.
 Armstrong’s heart had some blocked arteries that had to 
be relieved.
 Mark the alternative which presents the correct sequence, 
from top to bottom. 
a) T – F – F – T – T.
b) F – T – F – T – F.
c) F – T – T – F – F.
d) T – T – F – F – T.
e) T – F – T – T – F.
4 Consider the following statements about Neil Armstrong in 
the Apolo 11 mission, according to the text: 
1. He sent a recording of his famous sentence back to 
Earth.
2. He tried to leap a few times on the surface of the moon.
3. He did not really consider himself an American hero.
4. He and Aldrin spent more than 3 hours walking on the 
moon.
5. He was the leader of the Apolo 11 mission to the moon.
 Which of the statements above are true, according to the 
text? 
a) Only 1 and 3. 
b) Only 2, 3 and 4. 
c) Only 3 and 5. 
d) Only 1 and 4. 
e) Only 2 and 5. 
 
5 Which of these statements DOES NOT CORRESPOND to 
information given in the text about Neil Armstrong? 
a) He joined the National Advisory Committee for Aeronautics 
in 1955. 
b) His last spaceflight was his mission as the Apolo 11 
commander. 
c) His first mission as an astronaut was as the command pilot 
for the Gemini 8. 
d) He was honoured for being the first American to orbit the 
Earth. 
e) He taught Aerospace Engineering at the University of 
Cincinnati. 
PARA PRATICARPARA APRIMORAR
 (UEL-PR) Leia o texto e responda às questões 1 a 3.
The 8,000 volunteers who will welcome international 
visitors to London 2012 have received a 66-page instruction 
manual on how to behave while hosting the games. But what 
of the visitors themselves? Could the tourists survive without 
a manual outlining the customs, manners and practicalities 
of the islands they are visiting? We hereby present a simple 
guide to UK etiquette for the 2012 Olympics.
— British people may seem to apologise a lot, but it 
doesn’t quite mean the same thing here. In the UK, “I’m 
sorry” actually means either a) I didn’t hear you; b) I didn’t 
understand you; or c) I both heard and understood you, and 
I think you’re an idiot.
— London’s bike hire scheme couldn’t be simpler, by the 
way: just go up to the terminal at any docking station, pay by 
card and take away one of our so-called “Boris bikes”. When 
you’re done with it, simply throw it into the nearest canal. 
They’re disposable!
— Please aid the Olympic authorities and organisers by 
demonstrating at all times that you are not a terrorist. Do not 
perspire, take off your shoes, smile in a weird way while 
texting someone, or point and shout: “Hey! Look at all those 
missiles on that roof over there!”. In fact, if you’re not using 
your hands for anything, it’s probably best if you keep them 
in the air where everybody can see them.
DOWLING, T. London 2012: an etiquette guide for Olympics visitors. 
Available at: <www.guardian.co.uk/sport/2012/jul/16/etiquetteguide-visitors-
london-olympics?fb=native&CMP=FBCNETTXT9038>. Jul. 16th, 2012. 
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1 De acordo com o segundo parágrafo, para o cidadão inglês, o 
ato de pedir desculpas: 
a) é considerado uma prática em desuso. 
b) é raramente praticado entre os mais jovens. 
c) objetiva demonstrar respeito e civilidade. 
d) sinaliza uma tentativa de aproximação. 
e) tem um significado um pouco diferente. 
2 Com relação ao último parágrafo do texto, considere as afir-
mativas a seguir. 
I. As autoridades britânicas estão preocupadas com ataques 
terroristas.
II. Para evitar ser confundido com um terrorista, mantenha as 
mãos à mostra.
III. Você deve provar a todo o momento que não é um 
terrorista.
IV. Você deve avisar as autoridades caso veja mísseis nos 
telhados.
 Assinale a alternativa correta. 
a) Somente as afirmativas I e II são corretas.
b) Somente as afirmativas I e IV são corretas.
c) Somente as afirmativas III e IV são corretas.
d) Somente as afirmativas I, II e III são corretas.
e) Somente as afirmativas II, III e IV são corretas.
3 De acordo com o texto, assinale a alternativa correta. 
a) Voluntários britânicos receberam um manual com orien-
tações para recepcionar os turistas estrangeiros.
b) Um manual sobre os hábitos dos britânicos foi solicitado 
aos 8 000 voluntários das Olimpíadas.
c) Se usar o manual, o estrangeiro será capaz de compreen-
der os aspectos práticos da vida no Reino Unido.
d) Foi elaborado um manual de 66 páginas para os turistas 
que estiverem em Londres durante os jogos.
e) 8 000 voluntários escreveram um manual para os estran-
geiros em Londres durante as Olimpíadas.
 (UEPB) Leia o texto e responda às questões 4 a 8.
They are not long 
Vitae summa brevis spem nos vetat incohare longam. 
(“The shortness of life prevents us from entertaining far-off 
hopes”, Horace) 
1 They are not long, the weeping and the laughter,
2 Love and desire and hate:
3 I think they have no portion in usafter
4 We pass the gate.
5 They are for long, the days of wine and roses;
6 Out of a misty dream
7 Our path emerges for a while, then closes
8 Within a dream 
Ernest Dowson, Chapter and Verse, 1992.
4 Which of these groups of words from the text consists only of 
ANTONYMS? 
a) Hate, gate; weeping, laughter. 
b) Weeping, laughter; love, hate. 
c) Love, hate; weeping, desire. 
d) Hate, gate; love, dream. 
e) Love, hate; wine, roses. 
5 The adjective long in line 1 of the text is used with reference 
to: 
a) reality. 
b) size. 
c) time. 
d) the gate. 
e) the portion. 
6 The tone of the text is: 
a) joyful. 
b) optimistic. 
c) melancholic. 
d) cheerful. 
e) animated. 
7 In the text, the poet declares that: 
a) life is like a dream. 
b) life is eternal. 
c) life is long. 
d) life is totally happy. 
e) life is loveless. 
8 The expression “days of wine and roses” in line 5 of the text 
refers to: 
a) enjoyment, beauty, and old age. 
b) enjoyment, beauty, and death. 
c) unhappiness, love, and beauty. 
d) enjoyment, beauty, and youth. 
e) happiness, old age, and death. 
Acesse o Material Complementar disponível no Portal e 
aprofunde-se no assunto.
Pensamento Crítico
28 Matters of Life or Death
MINIGRAMMAR
Past Continuous Tense
O Past Continuous (ou Past Progressive) é um tempo verbal composto de: 
was/were + verbo principal + -ing 
O Past Continuous Tense é usado para indicar:
 c Ação que estava se desenvolvendo em determinado momento no passado:
At ten o’ clock last night we were watching TV.
 c Ação que estava acontecendo no passado quando outra ação aconteceu. Nessas frases de duas orações, para exprimir a 
segunda ação o verbo é usado no Simple Past. 
We were watching TV when my brother arrived. 
While/As we were watching TV, my brother arrived. / My brother arrived while/as we were watching TV.
 c Duas ações que estavam acontecendo ao mesmo tempo, no passado. Nessas frases de duas orações, geralmente ligadas por 
while, ambos os verbos aparecem no Past Continuous.
While we were watching TV, the dog was sleeping.
Afirmativa Negativa Interrogativa
I was going home. I was not going home. Was I going home?
You were going home. You 
were not going 
home.
Were you going home?
He
She
It
was going home.
He
She
It
was not going home. Was
he
she
it
going home?
We
You
They
were going home.
We
You
 They
were not going 
home.
Were
we
you
they
going home?
Future: Be + Going to; Will; Present Continuous
Há várias formas de expressar ações no futuro. As três mais importantes são:
 c am/are/is + going to + forma básica do verbo principal. Esta forma é usada em linguagem informal para expressar planos, 
intenções ou a certeza de que algo vai (ou não vai) acontecer em um futuro próximo: 
We are going to buy a new car next month.
 c Present Continuous: am/are/is + verbo principal + -ing. Esta forma é usada em linguagem informal para indicar planos ou 
compromissos acertados em relação a um futuro próximo: 
We’re giving a surprise party for Betty. 
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Matters of Life or Death
 c will + forma básica do verbo principal.
The future will be wonderful. 
Will para expressar futuro pode ser usado:
a) Para indicar uma ação, acontecimento, ou previsão quanto ao futuro.
 The future will bring wonderful things. 
b) Para fazer pedidos, na forma interrogativa, com you.
 Will you help me, please?
Usa-se will (ou a forma contrata ’ll) para todas as pessoas. Com I e we é possível substituir will por shall (que também tem a 
forma contrata ’ll), mas esse uso é próprio da linguagem formal:
We will go to the party tomorrow.
We’ll have a lot of fun, I’m sure. (estilo informal)
We shall overcome – someday. (estilo poético ou formal)
Afirmativa Negativa Interrogativa
I
You
He
She
It
We
You 
They
will go home. will not go home. Will 
I
you
he
she
it
we
you
they
go home?
 c Shall é usado em perguntas, com I ou we, quando se pedem instruções ou então se oferece, sugere ou convida: 
It’s a bit cold. Shall I close the window?
Dinner is ready. Shall we eat now?
I’ve opened the box. What shall I do now?
Will (Certainty); May (Possibility)
 c Will é usado em previsões para indicar certeza a respeito de uma ação no futuro. Indica o que achamos que vai acontecer. 
You will forget all this.
You will learn lessons.
 c May é usado para indicar possibilidade de que uma certa ação venha a acontecer no futuro. Indica o que poderá acontecer.
You may like it or hate it.
You may like the lessons (or not).
30 Matters of Life or Death
BIBLIOGRAPHY
 AZAR, Betty Schrampfer. Fundamentals of English Grammar. 3. ed. London: Prentice Hall, 2007.
 BAUGH, L. Sue. Essentials of English Grammar: A Practical Guide to the Mastery of English. Chicago: Passport 
Books, 1994.
 BURRIDGE, Kate. Blooming English: Observation on the Roots, Cultivation and Hybrids of the English 
Language. New York: Cambridge University Press, 2004.
 CRYSTAL, David. Discover Grammar. London: Pearson Longman, 2004.
 GREEN, Ronald. Moving with Grammar. London: Beaumont Publishing, 1997.
 HOGAN, Jonathan T.; IGREJA, José Roberto A. Phrasal verbs: como falar inglês como um americano. São 
Paulo: Disal, 2004.
 MERCER, Neil. Words & Minds: How We Use Language to Think Together. London: Routledge, 2000.
 MURPHY, Raymond. English Grammar in Use. New York: Cambridge University Press, 2007. 
 REVELL, Jane; NORMAN, Susan. Handing Over: NLP-based Activities for Language Learning. McHenry: Saffire 
Press, 2002.
 . In Your Hands: NLP-based Activities for Language Learning. McHenry: Saffire Press, 1999.
 SWAN, Michael; WALTER, Catherine. How English Works: A Grammar Practice Book, with Answers. Oxford: 
Oxford University Press, 2006.
 . Practical English Usage. 2. ed. Oxford: Oxford University Press, 2005. 
 THOMSON, A. J.; MARTINET, A.V. A Practical English Grammar. 4. ed. Oxford: Oxford University Press, 1986.
ANOTAÇÕES
ENEMMAIS
3131
Neste volume, exploramos as estratégias de leitura Making 
Predictions, Skimming, Scanning e Getting Meaning from Context, 
resumidas abaixo. 
MAKING PREDICTIONS
Consiste em fazer previsões ou formular hipóteses sobre o 
gênero e o conteúdo de um texto, ativando o conhecimento que 
você já tem sobre o assunto. Essa prática permite que você obtenha 
melhor as novas informações do texto, facilitando a compreensão. 
É importante ler o texto, observar o layout, as imagens, os gráficos, 
as palavras destacadas e a fonte do texto. A partir dessas observações 
pode-se levantar as hipóteses sobre o conteúdo do texto.
SKIMMING
To skim é um verbo com várias acepções, como: 1. passar ou 
deslizar suavemente por; 2. extrair a essência; 3. ler ou considerar algo 
rapidamente para compreender o sentido geral, sem se preocupar 
com os detalhes.
Skimming é a estratégia que visa à identificação da ideia prin-
cipal do parágrafo ou de todo o texto, muitas vezes contida no que 
chamamos topic sentence ou main idea sentence.
A topic sentence é geralmente a primeira frase do parágrafo e re-
sume o assunto tratado nele. Quando se aplica essa estratégia, é im-
portante prestar mais atenção nas primeiras frases de cada parágrafo.
SCANNING
To scan é um verbo com várias acepções, como: 1. olhar com 
atenção, tentando enxergar algo específico; 2. ler um texto rapida-
mente, na busca de informações específicas.
A atividade de scanning distingue-se da que chamamos skim-
ming por ser uma estratégia de leitura que não visa apenas encontrar 
a ideia principal do texto. Seu objetivo é localizar “pistas” para ob-
tenção de informações específicas. Essa estratégia é aplicada quando 
desejamos encontrar o nome de uma pessoa em uma longa lista, 
uma data ou número específicos ou um ingrediente em uma receita. 
GETTING MEANING FROM CONTEXT
Para usar essa estratégia de leitura, é preciso dominar as estru-
turas da linguagem escrita e de vocabulário básico. Usamos essa es-
tratégiaquando desejamos entender um texto cujas palavras-chave 
são desconhecidas e inferimos seu significado pelo contexto. 
Além da linguagem escrita, o significado pode ser inferido com 
base na linguagem não verbal.
 Observe a imagem e responda às questões.
1 Qual é o gênero textual apresentado acima? 
a) Reportagem.
b) Artigo científico.
c) Propaganda.
d) Fotografia.
e) Cartum.
2 Qual a mensagem do texto que acompanha a imagem?
a) Levar os pais a comprar espuma de barbear para as crianças.
b) Incentivar as crianças a imitar os pais.
c) Alertar os pais quanto a objetos cortantes em casa. 
d) Incentivar o consumo de peixe pelas crianças.
e) Ensinar hábitos de higiene.
3 Qual a palavra-chave do texto?
a) Fish.
b) Copy.
c) Eat. 
d) Children.
e) You.
4 Qual o modo verbal da frase Eat fish? 
a) Imperative.
b) Present Tense.
c) Past Continuous. 
d) Future.
e) Present Continuous.
c
d
b
a
 Ciências Humanas e suas Tecnologias
 Ciências da Natureza e suas Tecnologias
 Linguagens, Códigos e suas Tecnologias
 Matemática e suas Tecnologias
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32 Matters of Life or Death
QUADRO DE IDEIAS
Matters of Life or Death
Verb Tense
Past
Continuous
Future
Be + Going to Will
Direção editorial: Renata Mascarenhas
Coordenação editorial: Tatiany Renó
Edição: Camila De Pieri Fernandes (coord.), Tatiane Godoy; 
Colaboração: Eliete Bevilacqua
Coordenação de produção: Fabiana Manna, 
Daniela Carvalho
Gerência de produção editorial: Ricardo de Gan Braga
Revisão: Hélia de Jesus Gonsaga (ger.), Letícia Pieroni 
(coord.), Danielle Modesto, Marília Lima, Marina Saraiva, 
Tayra Alfonso, Vanessa Lucena
Edição de arte: Kleber de Messas
Iconografia: Sílvio Kligin (supervisão), Ellen Colombo Finta; 
Colaboração: Fábio Matsuura, Fernanda Siwiec, 
Fernando Vivaldini
Licenças e autorizações: Patrícia Eiras
Diagramação: Antonio Cesar Decarli, Claudio Alves dos 
Santos, Fernando Afonso do Carmo, Flávio Gomes Duarte, 
Kleber de Messas
Editoração eletrônica: Tangente Design
Projeto gráfico de miolo: Daniela Amaral, 
Talita Guedes
Colaboraram para esta Edição do Material:
Projeto Sistema SESI de Ensino
Gestão do Projeto: Thiago Brentano
Coordenação do Projeto: Cristiane Queiroz
Coordenação Editorial: Simone Savarego, 
Rosiane Botelho e Valdete Reis
Revisão: Juliana Souza
Diagramação: lab 212
Capa: lab 212
Ilustrações de capa: Golden Sikorka / Olgastocker / 
Sentavio / Shutterstock
Consultores
Coordenação: Dr. João Filocre
Língua Estrangeira: Dr. Carlos Humberto Spezia, 
Dr. Sérgio Gaudêncio
SESI DN
Superintendente: Rafael Esmeraldo Lucchesi 
Ramacciotti
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Gerente Executivo de Educação: Sergio Gotti
Gerente de Educação Básica: Renata Maria Braga 
dos Santos
 
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Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Índices para catálogo sistemático:
1. Inglês: Ensino médio 420.7
2016
ISBN 978 85 08 18426-2 (AL)
ISBN 978 85 08 18427-9 (PR) 
3ª edição
1ª impressão
Impressão e acabamento
Uma publicação
Marques, Amadeu
 Sistema de ensino ser : língua inglesa : 1º ano: 
aluno / Amadeu Marques. — 3. ed. — São Paulo: 
Ática, 2017.
 1. Inglês (Ensino médio) I. Título.
16-08193 CDD-420.7
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Man and the Universe
 AMADEU MARQUES
Licenciado em Língua Inglesa pela Faculdade de Filosofia, Ciências 
e Letras da Universidade Federal do Estado do Rio de Janeiro. Cer-
tificado de Proficiência em Inglês pelas universidades de Michigan, 
Estados Unidos, e Cambridge, Inglaterra. Certificado de Inglês falado 
e compreensão com grau de distinção no exame da Arels, Inglaterra. 
Curso de Extensão na Regent School, Londres e na EF, Cambridge. 
Atuou como professor do Ensino Fundamental e Médio das redes 
particular e pública do estado do Rio de Janeiro. As apostilas que 
escreveu para os cursos pré-vestibulares foram os embriões de 
seus livros didáticos, que vêm sendo editados desde 1978. A longa 
experiência em sala de aula tem norteado sua reconhecida produ-
ção literária e lexicográfica.
MÓDULO
 Man and the Universe (18 aulas)
LÍNGUA INGLESA
GUIA DO PROFESSOR
Manual Prof_Ingles_M1_vlab.indd 1 27/10/16 12:36
2 GUIA DO PROFESSOR
to 1st, 2nd and 3rd levels of Ensino Médio in the morning and in the 
evening. 
Incentive os alunos a se apresentarem em inglês, porém, se hesita-
rem, poderão fazê-lo em português. Após a apresentação, promova 
um brainstorming: escreva na lousa as palavras English, globalization 
e Internet e peça aos alunos que falem outras palavras em inglês que 
conheçam. Depois, peça que formem grupos e continuem listando 
palavras em inglês que são usadas no dia a dia. Estabeleça um tempo 
para a atividade (5 minutos). 
Verifique os resultados, listando-os na lousa e desenvolva uma 
discussão sobre a importância da Língua Inglesa, as dificuldades 
mais comuns encontradas pelos estudantes ou a importância desse 
idioma na sociedade. Explore as respostas, sempre estabelecendo 
links com o material didático. Diga, por exemplo, que por meio do 
material eles terão a oportunidade de aprender inglês explorando 
diferentes assuntos. 
Após listar as palavras na lousa, pergunte aos alunos o que eles 
esperam aprender e como acham que o material vai ajudá-los nessa 
tarefa. Após um ou dois minutos de discussão, apresente o livro. Des-
taque a forma como foi organizado, enfatizando as diferentes seções 
de cada unidade: “Prereading Questions”, “General Comprehension”, 
“Word Study”, “Detailed Comprehension”, “Structure”, “False Friends”, 
“Listening”, “Para construir”, “Tarefa para casa – Para praticar”, “Tarefa 
para casa – Para aprimorar” e “Minigrammar”.
Ressalte também a importância das questões do Enem e das ques-
tões de vestibulares, que são atuais e foram extraídas das principais 
instituições de Ensino Superior do país. É essencial destacar a impor-
tância do trabalho contextualizado. 
Diga que a “Minigrammar” serve como material de apoio e refe-
rência no qual estão listadas as estruturas gramaticais apresentadas 
ao longo do livro. Os alunos podem e devem consultá-la sempre que 
achar necessário.
Aproveite para ressaltar que uma lista de verbos acompanha o ma-
terial. Explique também que, no portal, estão disponíveis uma lista 
de “False Friends” e os OEDs indicados no material. Está disponível 
também o material complementar Basic Language Review, que pode 
ser usado como revisão do conteúdo do Ensino Fundamental II.
É muito importante, nesta primeira aula, estabelecer as regras que 
nortearão as aulas e as expectativas do professor quanto à participa-
ção e à postura dos alunos.
Tarefa para casa
Peça aos alunos que tragam textos em inglês de assuntos gerais 
que considerem interessantes ou que gostariam de ler, no intuito de 
formar um “banco de textos”. Ao longo do ano, você poderá usar 
esses textos para atividades complementares. Destaque que os tex-
tos devem ser extraídos de fontes confiáveis, como jornais e revistas 
internacionais, seus respectivos sites e livros de autores e editoras 
respeitadas. Podem ser também textos informativos, instruções de 
um jogo ou produto, letras de música, etc. Lembre-lhes que devem 
indicar a fonte dos textos escolhidos. Na aula seguinte, recolha os 
textos e, com os alunos, faça um levantamento dos gêneros e dos 
temas que mais despertam o interesse da classe. 
Indique sites para que se sintam motivados a fazer essa pesquisa. 
MÓDULO 
Man and the Universe 
Plano de aulas sugerido
Carga semanal de aulas: 2
Número total de aulas do módulo: 18
Competências
 c Conhecer e usar língua(s) 
estrangeira(s) moderna(s) (LEM)
como instrumento de acesso a 
informações e a outras culturas 
e grupos sociais.
 c Compreender e usar os 
sistemas simbólicos das 
diferentes linguagens como 
meios de organização 
cognitiva