Prévia do material em texto

<p>17</p><p>MODULE</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>126</p><p>HOW DIFFERENT</p><p>ARE WE?</p><p>Learning objects</p><p>• An informative text</p><p>• A poem</p><p>• Vocabulary related to prejudice</p><p>Skills</p><p>• Read and understand texts in</p><p>different genres on the same topic.</p><p>• Read and understand a poem.</p><p>• Identify and make use of vocabulary</p><p>related to prejudice.</p><p>“We inhabit a universe that is</p><p>characterized by diversity.”</p><p>Desmond Tutu</p><p>PH9_EF2_INGLES_126A132_M17.indd 126 10/10/17 10:49 AM</p><p>Discuss the following questions</p><p>with a classmate.</p><p>a) In which ways are we different?</p><p>b) In which ways are we the same?</p><p>Personal answers (see comments in the</p><p>Teacher’s Manual).</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Look at the picture. What message(s) does the picture convey? Explain.</p><p>Personal answer. Possible answer suggestion: I think it conveys</p><p>the idea of union without prejudice because we can identify</p><p>different ethnicities in the hands held together.</p><p>READING</p><p>Read and listen.</p><p>Text 1</p><p>Xenophobia</p><p>Originally, the word xenophobia comes from</p><p>the Greek words xénos, meaning “the stranger”</p><p>and “the guest,” and phóbos, meaning “fear.” Thus,</p><p>xenophobia stands for “fear of the stranger,” but</p><p>usually it is used to mean “hate of strangers.”</p><p>Social scientists describe xenophobia as one</p><p>among several possible forms of reactions generated</p><p>by unstable situations in society. Xenophobic</p><p>behavior is based on racist, ethnic, religious, cultural,</p><p>or national prejudice. Xenophobia can be defined as</p><p>the “attitudes, prejudices and behavior that reject,</p><p>exclude and often vilify persons, based on the</p><p>perception that they are outsiders or foreigners to</p><p>the community, society or national identity.”</p><p>1</p><p>25</p><p>READING</p><p>C</p><p>ie</p><p>n</p><p>p</p><p>ie</p><p>s</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Y</p><p>io</p><p>rg</p><p>o</p><p>s</p><p>G</p><p>R</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>127</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 127 10/10/17 10:49 AM</p><p>Xenophobia and racism often overlap, but they are different. Whereas racism is usually</p><p>related to a distinction based on physical characteristics, such as skin color, hair type, facial</p><p>features, etc., xenophobia implies the idea that the other person is “bad” because he or she</p><p>comes from outside the community or nation.</p><p>Nowadays, two causes can explain the resurgence of xenophobic and racist movements. The</p><p>first cause is migration patterns that have developed as an effect of the gradual internationalization</p><p>of the labor market during the postcolonial era. In the receiving countries (former colonial empires</p><p>such as the UK and France), social groups in unfavorable positions have the belief that immigrants</p><p>are competitors for jobs and public services. This cultivates a social and political climate that</p><p>generates xenophobia (i.e. defensive reactions against migrants) and nationalism (i.e. demands that</p><p>the state provide better protection against foreigners for its own population).</p><p>The second cause believed to reinforce xenophobia and racism is globalization. Increased</p><p>competition between countries has led states to reduce social welfare, education and healthcare.</p><p>This reduction mainly influenced the segments of the population living on the margins of</p><p>society. These groups are often in direct competition with migrants for welfare service and are</p><p>the main breeding ground for xenophobic and racist ideologies. Research has shown that severe</p><p>economic inequalities and the marginalization of persons from access to basic economic and</p><p>social conditions give rise to tensions and manifestations of racism and xenophobia. Those</p><p>perceived to be outsiders or foreigners, often migrants, refugees, asylum-seekers, displaced</p><p>persons, and non-nationals, are main targets.</p><p>Available at: <www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/</p><p>glossary/xenophobia>. Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>Read the text again and answer the questions.</p><p>a) What is the origin of the word xenophobia?</p><p>It comes from Greek. It means “fear of the stranger.”</p><p>b) How does the text define xenophobia?</p><p>It defines the phenomenon as the atitudes, prejudices and behavior that reject, exclude and often vilify persons,</p><p>based on the perception that they are outsiders or foreigners to the community, society or national identity.</p><p>c) What is the main difference between racism and xenophobia?</p><p>Racism is based on physical characteristics while xenophobia is based on the fact that the other person is “bad”</p><p>just because he or she comes from outside the community.</p><p>d) What are two causes of xenophobia?</p><p>Change in migration patterns and globalization.</p><p>Now read the poem and listen to it.</p><p>Text 2</p><p>A Tanned Version</p><p>By Hummarah Quddos</p><p>And there is a huge immeasurable distance between us</p><p>Between me and them.</p><p>They close their minds,</p><p>Ask the same repetitive questions,</p><p>Arranged marriages, strictness, trousers,</p><p>Same order.</p><p>2</p><p>3</p><p>26</p><p>128 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 128 10/10/17 10:49 AM</p><p>Wherever I go.</p><p>What will they ask next:</p><p>Do you sleep, do you eat, can we touch?</p><p>I’m only a different color</p><p>A tanned version of you.</p><p>They think we are all stereotypes,</p><p>Carbon copies of each other.</p><p>We don’t think they’re all Princess Diana.</p><p>They’re always amazed</p><p>When I can talk, can answer, have a mind,</p><p>As if to say this one’s clever,</p><p>What other tricks do you do?</p><p>I’m not so very different</p><p>Just a tanned version of you.</p><p>How come I have to fight so hard</p><p>When you just have to show your faces?</p><p>Source: GEORGE, J.; STONE, D.; WARD, F. On Common Ground.</p><p>Ontario: Oxford University Press, 1994.</p><p>Read the poem again. Check ( ü ) the correct answer.</p><p>The poem describes a kind of meeting between the speaker and somebody else.</p><p>Who is it/are they?</p><p>a) People who come from different social classes. ( )</p><p>b) Some other people who are like him/her. ( )</p><p>c) The reader(s). ( )</p><p>d) People who belong to ethnic groups and cultures different from his/hers. ( ü )</p><p>e) Princess Diana. ( )</p><p>The poem “A Tanned Version” depicts a social issue described in the first text. What is it?</p><p>a) Colonial subjugation. ( )</p><p>b) Racism and stereotyping. ( ü )</p><p>c) Sexism and discrimination. ( )</p><p>d) Religious intolerance. ( )</p><p>4</p><p>5</p><p>B</p><p>le</p><p>n</p><p>d</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/P</p><p>e</p><p>a</p><p>th</p><p>e</p><p>g</p><p>e</p><p>e</p><p>I</p><p>n</p><p>c</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Match the words from texts 1 and 2 to their definitions. Use the context to help you.</p><p>a) prejudice</p><p>b) vilify</p><p>c) overlap</p><p>d) tanned</p><p>e) carbon copy</p><p>f) trick</p><p>g) social welfare</p><p>( c ) have something in common with</p><p>( d ) having darker skin</p><p>( f ) something that looks like magic, done to entertain people</p><p>( e ) someone or something that is almost exactly like another person or thing</p><p>( a ) an unreasonable opinion or feeling, especially the feeling of not liking a</p><p>particular group of people</p><p>( b ) criticize someone very strongly, especially in a way that is not fair and that</p><p>damages their reputation</p><p>( g ) care provided by the state</p><p>Useful language</p><p>129</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 129 10/10/17 10:49 AM</p><p>PAIR WORK</p><p>Take the quiz. Then compare your</p><p>answers to a classmate’s.</p><p>[…] Find out just how tolerant you are of other people! Remember to truthfully answer.</p><p>You’re only hurting yourself if you lie. Personal answers.</p><p>1. If someone with special needs would like to join your group for a school project, you would...</p><p>a. let them join, unconditionally. Why shouldn’t they be in your group? ( )</p><p>b. ask one of your group members to ask them. ( )</p><p>c. not let them join. You don’t want someone like that in your group, right? ( )</p><p>2. In gym class, you are teamed up with various classmates to play volleyball. One of your</p><p>group members is obviosuly having a hard time. You...</p><p>a. accept their weaknesses and offer some tips or advice. ( )</p><p>b. don’t do anything about the situation. ( )</p><p>c. talk negatively about him/her with your other teammates,</p><p>and fill in the gaps with the passive voice of the verbs in</p><p>parentheses.</p><p>2</p><p>3</p><p>Checkpoint Charlie</p><p>Checkpoint Charlie was the famous border crossing between East and West Berlin, where</p><p>American and Russian forces stood against each other after the creation of the Berlin Wall on</p><p>August 13, 1961.</p><p>After this event, tourists from abroad, diplomats and the military personnel of the Western</p><p>Powers were only allowed (allow) to enter East Berlin via</p><p>this crossing point.</p><p>The name “Checkpoint Charlie” came from the phonetic alphabet. There were two other</p><p>American checkpoints – Helmstadt, which was called (call) Checkpoint Alpha,</p><p>and Dreilinden, which was called Checkpoint Bravo. Following this scheme, the third checkpoint</p><p>on Friedrichstrasse was named (name) “Checkpoint Charlie”.</p><p>The main function of the checkpoint was to register and inform members of the Western</p><p>Military Forces before entering East Berlin. Foreign tourists were also informed (also</p><p>inform) but they were not checked (not check) in the West. The German authorities in</p><p>West and East Berlin were not allowed (not allow) to check any members of the Allied</p><p>Military Forces in Berlin and in Germany.</p><p>Checkpoint Charlie was removed (remove) on the 22nd of June 1990 after the fall of</p><p>the Berlin Wall. The original guard towers at Checkpoint Charlie have been placed (place)</p><p>in the Allied Museum in Zehlendorf. However, replicas have been constructed (construct) and</p><p>today tourists can be seen (can/see) at any time of the day taking pictures beside this</p><p>historic landmark.</p><p>Available at: <www.dailysoft.com/berlinwall/history/checkpoint-charlie.htm>. Accessed on: Aug. 26th, 2017.</p><p>ilo</p><p>la</p><p>b</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>d</p><p>p</p><p>a</p><p>p</p><p>ic</p><p>tu</p><p>re</p><p>a</p><p>lli</p><p>a</p><p>n</p><p>c</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>162 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_156A163_M21.indd 162 10/10/17 10:53 AM</p><p>HOMEWORK</p><p>Read the cartoon and choose the correct alternative according to it.1</p><p>According to what you have learned about the Berlin Wall, it can be inferred from the cartoon that</p><p>a) the man in the hole has managed to escape from the prison after digging the hole for a long time. ( )</p><p>b) the two men knew the man in the hole was going to escape from the East side of the wall and were waiting for</p><p>him there not to allow him to enter the West side. ( )</p><p>c) the man in the hole didn’t manage to escape from the East side to the West side of the wall after his</p><p>courageous attempt. ( )</p><p>d) the man didn’t realize that when he got to the end of the tunnel, the Berlin Wall had already fallen down. ( ü )</p><p>Complete the text with the verbs in parentheses in the active or passive voice.</p><p>The Campinas Police Department has just found out (find out) that Roberto Silva’s foster parents</p><p>were killed (kill) last night. Roberto would receive a good amount of money from their life insurance</p><p>if they died (die).</p><p>Since Roberto wanted (want) to marry his girlfriend and his foster parents</p><p>didn’t allow (not/allow) him to do that, he didn’t think (not/think) twice.</p><p>Officers suspect somebody was hired (hire) by Roberto to do the job. The main suspect</p><p>is (be) his girlfriend’s brother, but so far nobody has been arrested (arrest).</p><p>Rewrite these sentences into the passive voice.</p><p>a) They built this bridge about 100 years ago. This bridge was built about 100 years ago.</p><p>b) Brazilian people have played soccer for a long time. Soccer has been played by Brazilian people for a long time.</p><p>c) The mechanic will fix my car before the end of the week. My car will be fixed (by the mechanic) before the end of the week.</p><p>d) A famous architect is restoring the oldest church in the city. The oldest church in the city is being restored by a famous architect.</p><p>e) Has the rain flooded the city center? Has the city center been flooded by the rain?</p><p>f) Did your grandfather write these poems? Were these poems written by your grandfather?</p><p>g) The postman was delivering the mail when I got home. The mail was being delivered by the postman when I got home.</p><p>2</p><p>3</p><p>Available at: <https://digital.lib.utk.edu/collections/islandora/object/cDanielCartoon%3A342>. Accessed on: Aug. 26th, 2017.</p><p>C</p><p>h</p><p>a</p><p>rl</p><p>ie</p><p>D</p><p>a</p><p>n</p><p>ie</p><p>l</p><p>E</p><p>d</p><p>it</p><p>o</p><p>ri</p><p>a</p><p>l</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>C</p><p>o</p><p>lle</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>/U</p><p>n</p><p>iv</p><p>e</p><p>rs</p><p>id</p><p>a</p><p>d</p><p>e</p><p>d</p><p>o</p><p>T</p><p>e</p><p>n</p><p>e</p><p>s</p><p>s</p><p>e</p><p>e</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>163</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>PH9_EF2_INGLES_156A163_M21.indd 163 10/10/17 10:53 AM</p><p>22</p><p>MODULE</p><p>J</p><p>o</p><p>e</p><p>m</p><p>a</p><p>n</p><p>jiA</p><p>rt</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• An informative text</p><p>• A listening text</p><p>• Relative pronouns: who, which and</p><p>that</p><p>• Vocabulary related to teen pregnancy</p><p>• Textual references: use of pronouns</p><p>and possessives</p><p>Skills</p><p>• Understand an article on teen</p><p>pregnancy.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Identify information from a listening</p><p>comprehension text.</p><p>• Infer the meaning of certain words in</p><p>a text.</p><p>• Identify and make use of the relative</p><p>pronouns: who, which and that.</p><p>“Most people, almost everyone,</p><p>knows of a teen mom. Teen pregnancy</p><p>rates are growing, and we need to</p><p>bring awareness to that.”</p><p>Madisen Beaty</p><p>164</p><p>CHILDREN HAVING</p><p>CHILDREN</p><p>PH9_EF2_INGLES_164A170_M22.indd 164 10/10/17 10:54 AM</p><p>Discuss these questions in pairs. Personal answers.</p><p>a) What do you know about teen pregnancy in Brazil?</p><p>b) In your opinion, which factors contribute to high percentages of teen pregnancy?</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Look at the picture and answer the questions below.</p><p>a) How old do you think the girl in the picture is?</p><p>She is probably around 15 or 16 years old.</p><p>b) What is the girl doing?</p><p>She is reading the result of her pregnancy test.</p><p>c) Does the test show a positive result? How do you know?</p><p>Yes, it does. She looks very worried and confused.</p><p>READING</p><p>Read and listen.</p><p>Children having children</p><p>Teen pregnancies are corroding America’s social fabric</p><p>Before the baby came, her bedroom was a dimly lighted chapel dedicated to the idols</p><p>of rock ’n’ roll. Now the posters of Rolling Stones, The Doors and Ozzy Osbourne have been</p><p>swept away and the walls painted white. Angela Helton’s room has become a nursery for her</p><p>six-week-old Corey Allen. Angie, who has just turned 15,</p><p>finds it hard to think of herself as a mother. “I’m still just</p><p>as young as I was”, she insists. “I haven’t grown up faster.”</p><p>Indeed, sitting in her parents’ Louisville living room, she</p><p>is the prototypical adolescent, lobbying her mother for</p><p>permission to attend a rock concert, asking if she can have a</p><p>pet dog and complaining she is not allowed to do anything.</p><p>The weight of her new responsibilities is just beginning to</p><p>sink in. “Last night I couldn’t get my homework done,” she</p><p>laments with a toss of her black hair. “I kept feeding him</p><p>and feeding him. Whenever you lay him down, he wants to</p><p>get picked up.” In retrospect, she admits: “Babies are a big</p><p>step, I should have thought more about it.”</p><p>Available at: <www.time.com/time/magazine/article/0,9171,1074861,00.html?xid=rss-</p><p>mostpopular>. Accessed on: Aug. 26th, 2017.</p><p>1</p><p>32</p><p>B</p><p>R</p><p>B</p><p>ra</p><p>tb</p><p>y</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>R</p><p>e</p><p>h</p><p>a</p><p>n</p><p>Q</p><p>u</p><p>re</p><p>s</p><p>h</p><p>i/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>165</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH9_EF2_INGLES_164A170_M22.indd 165 10/10/17 10:54 AM</p><p>Answer the questions according to the text.</p><p>a) Who is the text about?</p><p>It’s about Angela Helton (Angie).</p><p>b) How old is she?</p><p>She is 15./She has just turned 15.</p><p>c) Who is Corey Allen?</p><p>He is Angie’s six-week-old baby.</p><p>d) What was her bedroom like before?</p><p>It was (like) a dimly lighted chapel dedicated to the idols of rock’n’roll./It was a typical adolescent’s room.</p><p>e) What is it like today?</p><p>The walls have been painted white and it has become a nursery for her baby.</p><p>f) Does she consider herself an adult now?</p><p>No, she doesn’t.</p><p>g) What does she do that proves that she is still an adolescent?</p><p>She lobbies her mother for permission to attend a rock concert,</p><p>she asks if she can have a pet dog, and</p><p>she complains that she is not allowed to do anything.</p><p>h) What are her new responsibilities now?</p><p>She has to feed her baby and take care of him.</p><p>What do the underlined words refer to in the text?</p><p>a) […] her bedroom was a dimly lighted chapel.</p><p>Angie’s</p><p>b) “I kept feeding him and feeding him.”</p><p>Angie – her baby/Corey Allen (twice)</p><p>c) “I should have thought more about it.”</p><p>having a baby</p><p>2</p><p>3</p><p>Useful language</p><p>1. Match the words below with their meaning.</p><p>a) corroding ( f ) to be fully understood</p><p>b) indeed ( e ) a child’s bedroom</p><p>c) lobbying ( a ) destroying gradually</p><p>d) lay him down ( g ) to go to</p><p>e) nursery ( b ) in fact</p><p>f) to sink in ( d ) put him in bed/in his cradle</p><p>g) to attend ( c ) trying to convince</p><p>2. Translate the following phrases into Portuguese.</p><p>a) social fabric: a malha social; a estrutura da sociedade</p><p>b) have been swept away: foram “varridos”, foram retirados</p><p>c) dimly lighted: pouco iluminado(a)</p><p>d) the prototypical adolescent: a adolescente típica</p><p>e) a toss of her black hair: jogando seus cabelos pretos para trás</p><p>f) I kept feeding him: eu ficava alimentando-o</p><p>166 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_164A170_M22.indd 166 10/10/17 10:54 AM</p><p>PAIR WORK</p><p>Think about the situation described in the text and answer the following questions. Share</p><p>your ideas with your partner. Personal answers.</p><p>a) Do you know anybody who has been through a similar situation?</p><p>b) How did she and her family react?</p><p>c) What is your opinion on the matter?</p><p>PRE-LISTENING</p><p>Read the poster and answer the questions.</p><p>LISTENING</p><p>a) Who is the poster addressed to?</p><p>The poster is addressed to teenage girls.</p><p>b) According to the message in the poster what do teens have to do once they become</p><p>mothers?</p><p>They have to change diapers (which implies they will have to take care of their babies).</p><p>T</p><p>h</p><p>e</p><p>C</p><p>a</p><p>n</p><p>d</p><p>ie</p><p>'s</p><p>F</p><p>o</p><p>u</p><p>n</p><p>d</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>/T</p><p>h</p><p>e</p><p>N</p><p>e</p><p>x</p><p>t.</p><p>O</p><p>rg</p><p>167</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH9_EF2_INGLES_164A170_M22.indd 167 10/10/17 10:54 AM</p><p>c) How many teenage girls will become pregnant this year according to statistics?</p><p>Over 700,000</p><p>d) What do you think about that number?</p><p>Possible answer suggestion: I think it’s too many girls who become pregnant at an early age and change their</p><p>lives because of that.</p><p>LISTENING</p><p>Lauren is one of the girls in the statistics shown in the poster. She is 16 years old. Listen to</p><p>what she says about having a baby at such an early age. Read the statements and tick ( ü )</p><p>the correct ones according to what you hear.</p><p>a) Lauren</p><p>( ) is very happy because she is expecting a baby.</p><p>( ) can do anything she wants despite being pregnant so young.</p><p>( ü ) thinks the pregnant teen mother quite often does not get support from the baby’s</p><p>father.</p><p>( ) has been getting sick every morning for three months.</p><p>b) Which of the following pieces of advice does Lauren give the reader?</p><p>( ü ) You should wait until you get older to have a baby.</p><p>( ) You should eat only light food not to get overweight during pregnancy.</p><p>( ) You should face the reality and deal with the situation.</p><p>( ü ) You should try to do something else other than getting pregnant so that you</p><p>won’t regret it later.</p><p>1</p><p>33</p><p>LANGUAGE WORK</p><p>RELATIVE CLAUSES</p><p>Look at these examples:</p><p>a) [A visitor to the United States can buy a watch] [that was made in Switzerland.]</p><p>This is the main clause. This is the relative clause.</p><p>We can also say:</p><p>A visitor to the United States can buy a watch which was made in Switzerland.</p><p>b) [Neil Armstrong was the astronaut] [that first stepped on the moon.]</p><p>This is the main clause. This is the relative clause.</p><p>We can also say:</p><p>[Neil Armstrong was the astronaut] [who first stepped on the moon.]</p><p>Who, which and that are relative pronouns. When do we use them? Deduce the rule.</p><p>We use who for people, which for animals and things or,</p><p>in general, we can use that</p><p>for anything – people, things, animals or places.</p><p>168 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_164A170_M22.indd 168 10/10/17 10:54 AM</p><p>Use who or which to replace that. Circle the word(s) it refers to in the main clause.</p><p>a) The job that he’s got isn’t interesting. The job which he’s got isn’t interesting.</p><p>b) Have you got a pen that you can lend me? Have you got a pen which you can lend me?</p><p>c) The composition that Mark wrote was very good. The composition which Mark wrote was very good.</p><p>d) Shakespeare was the writer that wrote Hamlet. Shakespeare was the writer who wrote Hamlet.</p><p>e) This is the woman that I saw yesterday. This is the woman who I saw yesterday.</p><p>f) The sweater that I lost wasn’t very expensive. The sweater which I lost wasn’t very expensive.</p><p>g) Mr. Lee is the person that I was talking about. Mr. Lee is the person who I was talking about.</p><p>h) Have you found the book that I mentioned? Have you found the book which I mentioned?</p><p>Match the two halves of the sentences with who or which. Make the necessary changes.</p><p>Write in your notebook.</p><p>Beginnings Ends</p><p>a) Children love books. She broke a leg in the accident.</p><p>b) I’ve talked to the lady. They are envious.</p><p>c) The boy wants a toy. He/She wants to talk to the house owner.</p><p>d) Do you like people? He/She is responsible for the office.</p><p>e) Nobody has found the famous painting. It was stolen from the museum.</p><p>f) I know a good dressmaker. They are colorful.</p><p>g) Do you know a restaurant? It sells Japanese food.</p><p>h) I’d like to speak to the person. He/She stole Carlos’ watch.</p><p>i) There’s somebody at the door. It is unbreakable.</p><p>j) Nobody has seen the thief. She repairs jeans too.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>2. a) Children love books</p><p>which are colorful. b) I’ve</p><p>talked to the lady who</p><p>broke a leg in the accident.</p><p>c) The boy wants a toy</p><p>which is unbreakable.</p><p>d) Do you like people who</p><p>are envious? e) Nobody has</p><p>found the famous painting</p><p>which was stolen from the</p><p>museum. f) I know a good</p><p>dressmaker who repairs</p><p>jeans too. g) Do you know</p><p>a restaurant which sells</p><p>Japanese food? h) I’d like to</p><p>speak to the person who is</p><p>responsible for the office.</p><p>i) There’s somebody at the</p><p>door who wants to talk to</p><p>the house owner. j) Nobody</p><p>has seen the thief who</p><p>stole Carlos’ watch.</p><p>GROUP WORK</p><p>Your group has to create a raising-awareness campaign about teen pregnancy to be launched</p><p>in your school. Follow these steps.</p><p>Decide if you are going to create a poster, a flyer, a web page or an email. You can search on</p><p>the Internet for examples to have ideas. The poster in the pre-listening is an example of a</p><p>poster created for a campaign to raise awareness about the problem.</p><p>Research data and information about teen pregnancy in your state or region.</p><p>Create an attention-getting phrase to use in your campaign.</p><p>Decide which information and images you are going to include in your work.</p><p>Create a first draft and don’t forget to proofread it.</p><p>Launch your campaign.</p><p>1</p><p>2</p><p>3</p><p>4</p><p>5</p><p>6</p><p>PROBLEM-SOLVING SITUATION</p><p>169</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH9_EF2_INGLES_164A170_M22.indd 169 10/10/17 10:54 AM</p><p>HOMEWORK</p><p>Read the text “Teen pregnancies are corroding America’s social fabric” again and complete the table that</p><p>summarizes it.</p><p>Problem: Teen pregnancy</p><p>Consequences: (write about</p><p>what has changed and what</p><p>hasn’t changed in Angie’s life)</p><p>She is still an adolescent, but is already a mother.</p><p>She still likes the things adolescents like, but she has responsibilities like adults have.</p><p>She has to cope with her responsibilities as a student and as a mother.</p><p>Angie’s conclusion: Babies are a big step. She should have thought more about it.</p><p>Find in the text “Children Having Children” words or expressions that complete the following sentences.</p><p>a) Is the baby asleep? Why don’t you lay him down in his cradle?</p><p>b) The baby’s room is dimly lighted so he won’t be afraid of the dark.</p><p>c) Feeding the baby and taking care of him all day long are Angie’s new responsibilities .</p><p>d) Who are the</p><p>idols of pop music nowadays?</p><p>e) The little chapel was built in the seventeenth century by the Jesuits.</p><p>f) The boys were lobbying their parents for permission to go to the football match.</p><p>Complete the sentences with who or which.</p><p>a) Where is the book which was on my desk this morning?</p><p>b) What’s the name of the girl who came here yesterday?</p><p>c) I have bought the computer which was not too expensive.</p><p>d) My friend has got a son who is a genius.</p><p>e) Paul is the American guy who has just arrived in our city. Let’s talk to him in English – it’s good practice!</p><p>f) The girl who went to the show with you last week enjoyed your company a lot. She said you are a great guy!</p><p>g) I don’t like people who are always complaining about their lives.</p><p>h) That is the boy who broke my window last week.</p><p>Join the two sentences with who or which.</p><p>Example: A boy broke his arm. He was climbing a tree.</p><p>The boy who broke his arm was climbing a tree.</p><p>a) A thief broke into my house. He was wearing a mask.</p><p>The thief who broke into my house was wearing a mask.</p><p>b) A beggar knocked at the door. He wanted something to eat.</p><p>The beggar who knocked at the door wanted something to eat.</p><p>c) A bird fell from its nest. It broke its wing.</p><p>The bird which fell from its nest broke its wing.</p><p>d) Some people like telling jokes. They are usually very funny.</p><p>The people who like telling jokes are usually very funny.</p><p>e) The helicopter fell on the mountain top. It was not licensed.</p><p>The helicopter which fell on the mountain top was not licensed.</p><p>1</p><p>2</p><p>3</p><p>4</p><p>170 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_164A170_M22.indd 170 10/10/17 10:54 AM</p><p>23</p><p>MODULE</p><p>ra</p><p>n</p><p>g</p><p>iz</p><p>zz</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• An informative text</p><p>• Relative pronoun – whose</p><p>• An interview with a Shaman</p><p>• Textual references</p><p>• Vocabulary related to Biopiracy</p><p>Skills</p><p>• Understand a text on Biopiracy.</p><p>• Practice reading strategies.</p><p>• Use the context/visual cues to guess</p><p>the meaning of words.</p><p>• Do a listening comprehension activity</p><p>on a correlated topic.</p><p>• Recognize and make use of the</p><p>relative pronoun whose.</p><p>“Biopiracy is biological theft;</p><p>illegal collection of indigenous plants</p><p>by corporations who patent them for</p><p>their own use.”</p><p>Vandana Shiva – Indian activist</p><p>171</p><p>BIOPIRACY</p><p>PH9_EF2_INGLES_171A179_M23.indd 171 10/10/17 10:55 AM</p><p>Look at the following picture and answer the questions.</p><p>GETTING STARTED</p><p>a) How does the pirate in the picture differ from the traditional treasure hunting pirate?</p><p>Personal answer. Possible answer suggestion: Traditional pirates look to the high seas for their treasure. For the pirate</p><p>in the picture the most valuable treasure is hidden deep within the biologically diverse rainforests.</p><p>b) How do you call this kind of pirate?</p><p>A biopirate.</p><p>PRE-READING</p><p>Read the question title of the text and tick ( ü ) the best alternative that answers it.</p><p>Biopiracy…</p><p>a) refers to the commercial exploitation of plants or other genetic matter without</p><p>adequately compensating the communities where they are found. ( ü )</p><p>b) is the illegal compensation given to the rightful owners of the biological resources.( )</p><p>c) is the illegal but not threatening appropriation of life. ( )</p><p>d) is the illegal recognition of traditional knowledge. ( )</p><p>Give some examples of Biopiracy in Brazil and all over the world.</p><p>Personal answers.</p><p>1</p><p>2</p><p>READING</p><p>A</p><p>ri</p><p>o</p><p>n</p><p>a</p><p>u</p><p>ro</p><p>/A</p><p>c</p><p>e</p><p>rv</p><p>o</p><p>d</p><p>o</p><p>c</p><p>a</p><p>rt</p><p>u</p><p>n</p><p>is</p><p>ta</p><p>172 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_171A179_M23.indd 172 10/10/17 10:55 AM</p><p>READING</p><p>Read the text.</p><p>What is Biopiracy?</p><p>Biopiracy is an unofficial common term today. It refers to the aggressive and unethical taking</p><p>of natural and intellectual resources for great profit without compensating those who own</p><p>the resources and intellectual property. In many ways, the pharmaceutical and biotechnology</p><p>companies that have historically taken what they wanted from the lives and lands of other</p><p>people are now considered to be biopirates.</p><p>In many places, botanicals, animals and natural substances are taken without even</p><p>reasonable compensation for their use in relation to the profits that they eventually</p><p>generate. This is why royalties were developed as a method of paying the source if there is</p><p>a continuing profit.</p><p>Many developing countries are taking measures to allow some form of copyrighting or</p><p>patenting of ideas and processes. For centuries intellectual property in the form of indigenous,</p><p>undocumented and previously rejected or ridiculed knowledge has been usurped from its real</p><p>owners. Indigenous knowledge is priceless, as it involves knowledge that is passed down through</p><p>generations concerning natural and botanical healing, nutrition, poisons and textile processes</p><p>and substances.</p><p>In other words, indigenous knowledge is scientific knowledge that is vaster and covers more</p><p>time and experimentation than the common drug trials that are conducted by commercial</p><p>firms. However, it is also confusing and complex, as it includes myths, superstitions, linguistic</p><p>complexities and secrecies.</p><p>Biopiracy has come in many forms since the intrusions of one people into the lives and</p><p>lands of other people. When societies were conquered, their property and knowledge were</p><p>conquered, too.</p><p>Now, the developed countries have begun to understand that such measures as deforestation,</p><p>desertification, ethnic cleansing and forced human evictions during recent decades of Biopiracy</p><p>have been far more costly and destructive than imagined. Knowledge was lost because it was not</p><p>considered to be valuable or desirable.</p><p>In the future, developing countries and individuals will hopefully be able to end Biopiracy</p><p>and to get compensation and recognition for the use of their most valuable assets, which include</p><p>knowledge, intellectual property, habitat and natural substances.</p><p>Available at: <www.actforlibraries.org/what-is-biopiracy/>. Accessed on: Aug. 17th, 2017. (Adapted.)</p><p>1</p><p>S</p><p>u</p><p>k</p><p>p</p><p>a</p><p>ib</p><p>o</p><p>o</p><p>n</p><p>w</p><p>a</p><p>t/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>M</p><p>a</p><p>rk</p><p>B</p><p>o</p><p>w</p><p>le</p><p>r/</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>173</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH9_EF2_INGLES_171A179_M23.indd 173 10/10/17 10:55 AM</p><p>Tick ( ü ) the best alternative to complete the following sentences.</p><p>a) Pharmaceutical and biotechnology companies</p><p>( ) that help find new medicines to cure diseases are not considered biopirates.</p><p>( ) are considered indigenous peoples’ friends.</p><p>( ü ) that have taken from the forest what they want for their own profit are now</p><p>considered to be biopirates.</p><p>( ) are a threat to the life of microorganisms.</p><p>b) Developing countries are taking measures to</p><p>( ) exploit traditional knowledge and their biodiversity because they are remarkably</p><p>lucrative.</p><p>( ) identify regions with high levels of cultural and biological diversity and high</p><p>concentration of endemic plant species.</p><p>( ) allow the commercialization of all kinds of products that come from their forests.</p><p>( ü ) protect their intellectual properties from Biopiracy.</p><p>c) Indigenous knowledge</p><p>( ü ) is valuable because it involves knowledge that is passed down through</p><p>generations.</p><p>( ) is ridiculous and highly rejected by scientists nowadays.</p><p>( ) is simple and easy to understand because it involves myths and secrecies.</p><p>( ) was welcomed by western people in the past.</p><p>2</p><p>Useful language</p><p>1. Match the following words to their definition.</p><p>a) royalties</p><p>b) profit</p><p>c) healing</p><p>d) eviction</p><p>e) assets</p><p>2. Use the words in the box to complete the following sentences.</p><p>royalties profit healing eviction assets</p><p>a) They were unable to pay the rent and now the family faces eviction .</p><p>b) After he died, his family continued to collect royalties from his books.</p><p>c) The state’s natural assets include mountains and beautiful lakes.</p><p>d) Music therapy is a form of complementary medicine which has been proven to promote healing for a</p><p>range of ailments and conditions in all ages.</p><p>e) Poachers</p><p>(illegal hunters) who sell flora and fauna for profit can cause irreparable harm to wildlife</p><p>populations.</p><p>( b ) an advantageous gain or return; benefit</p><p>( c ) cure</p><p>( e ) total possession or property</p><p>( a ) payment to the holder of a patent or copyright or resource</p><p>for the right to use his/her property</p><p>( d ) expulsion</p><p>PRE-LISTENING</p><p>The words in the box will appear in the interview you are going to hear. Complete their definitions.</p><p>LISTENING</p><p>illness  knowledge  disease  foreigner  apprentice  ailment</p><p>174 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_171A179_M23.indd 174 10/10/17 10:55 AM</p><p>a) A person who is not a native of a particular place or country is a</p><p>foreigner</p><p>.</p><p>b) A (usually young) person who is learning a trade, a learner, is an apprentice .</p><p>c) Familiarity, awareness, or understanding gained through experience or study are</p><p>synonyms for the word</p><p>knowledge</p><p>.</p><p>d) Unhealthy condition and sickness are synonyms for the words ailment ,</p><p>disease and illness .</p><p>LISTENING</p><p>Listen to an interview with Amasina, a Trio Shaman. The trio (or Tiriyó) is a Carib-speaking</p><p>indigenous group. Complete the text below with information from the interview.</p><p>Amasina is a shaman . He learnt about medicinal plants from his</p><p>father and mother and he passes on his knowledge through the Amazon Conservation Team’s</p><p>Shaman’s Apprentice Program.</p><p>He chooses his apprentices based on trust . He sees different diseases</p><p>between local people and foreigners. People from his community usually need treatment for</p><p>the flu, skin diseases, wounds and diabetes . Foreigners are</p><p>more likely to need treatment for many ailments that don’t seem to be curable with western</p><p>medicine , like stress and insomnia .</p><p>Amasina attended the shaman meeting which gathered medicine women from Colombia,</p><p>Brazil, Suriname, and other parts of the world and he learned a treatment involving</p><p>leaves to remove a disease from a person. And he taught them some</p><p>of his medicine as well.</p><p>To help Amasina “see” how to treat a person, he looks in the person’s eyes to</p><p>see their illness and he also uses touch .</p><p>Please note: The interview was conducted through a translator, so Amasina’s responses are</p><p>abbreviated.</p><p>Available at: <https://news.mongabay.com/2008/07/an-interview-a-shaman-in-the-amazon-rainforest/>. Accessed on: Aug. 26th, 2017.</p><p>PAIR WORK</p><p>Get together in pairs and read the following information about shamans in the rainforests.</p><p>Discuss the ideas presented in the paragraphs and answer the questions.</p><p>34</p><p>Most medicine men and shamans remaining in the rainforests today are 70 years old or</p><p>more. Each time a rainforest medicine man dies, it is as if a library has burned down.</p><p>When a medicine man dies without passing his arts on to the next generation, the tribe</p><p>and the world loses thousands of years of irreplaceable knowledge about medicinal plants.</p><p>Available at: <www.rain-tree.com/facts.htm>. Accessed on: Aug. 26th, 2017.</p><p>a) Who is the shaman in an indigenous group?</p><p>He is the medicine man, the healer, the person who holds the knowledge about the secrets of the forest.</p><p>b) How does a shaman learn his job?</p><p>He learns it from his past generation(s)/from his mother and father.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>h</p><p>tt</p><p>p</p><p>s</p><p>:/</p><p>/n</p><p>e</p><p>w</p><p>s</p><p>.m</p><p>o</p><p>n</p><p>g</p><p>a</p><p>b</p><p>a</p><p>y.</p><p>c</p><p>o</p><p>m</p><p>/2</p><p>0</p><p>0</p><p>8</p><p>/0</p><p>7</p><p>/</p><p>a</p><p>n</p><p>-i</p><p>n</p><p>te</p><p>rv</p><p>ie</p><p>w</p><p>-a</p><p>-s</p><p>h</p><p>a</p><p>m</p><p>a</p><p>n</p><p>-i</p><p>n</p><p>-t</p><p>h</p><p>e</p><p>-a</p><p>m</p><p>a</p><p>zo</p><p>n</p><p>-r</p><p>a</p><p>in</p><p>fo</p><p>re</p><p>s</p><p>t/</p><p>></p><p>175</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH9_EF2_INGLES_171A179_M23.indd 175 10/10/17 10:55 AM</p><p>c) Do you consider a shaman’s knowledge scientific? Why (not)?</p><p>Personal answers. Possible answer suggestions: Yes, I do. Because his knowledge has already been tested by</p><p>generations and generations (more than knowledge tested in research laboratories). / No, I don’t. Because to me only</p><p>what is tested and certified by means of scientific research can be considered scientific knowledge.</p><p>d) You are on an adventure tour of the Amazon forest and you are bitten by a snake. The</p><p>tour guide, who is a member of an indigenous group, wants to take you to a shaman. How</p><p>would you react to this situation?</p><p>Personal answers. Possible answer suggestions: I would accept going to a shaman because I believe he knows a lot</p><p>about the forest and its fauna and flora. He would be able to say whether the snake was poisonous and if it was/were,</p><p>he would be able to help me with some natural medicine. / First, I would try to find out if the snake was poisonous. If</p><p>the guide belonged to an indigenous group, he would know that or someone in the group would. In case the snake was</p><p>not poisonous, I would just treat the injury/the bite with some medicine from my first-aid kit. If the snake was</p><p>poisonous, I would ask the tour organizers to take me to the nearest town to be treated in a hospital.</p><p>LANGUAGE WORK</p><p>RELATIVE CLAUSES (WHOSE CLAUSES)</p><p>Read the following examples:</p><p>This is the girl. The girl’s mother is our Biology teacher.</p><p>This is the girl. Her mother is our Biology teacher.</p><p>This is the girl whose mother is our Biology teacher.</p><p>Now, look at the following chart and pay attention to how these sentences are linked</p><p>together to form just one sentence.</p><p>Main clause Relative pronoun Relative clause</p><p>This is the girl whose mother is our Biology teacher.</p><p>Now, complete the rule.</p><p>Use the relative pronoun whose to indicate possession by people and animals.</p><p>1</p><p>2</p><p>3</p><p>176 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_171A179_M23.indd 176 10/10/17 10:55 AM</p><p>Choose the relative pronoun which best completes each blank space.</p><p>a) The boy whose (who/which/whose) dog disappeared yesterday is my</p><p>cousin.</p><p>b) Frogs are small animals which (who/which/whose) belong to a group of</p><p>vertebrates known as amphibians.</p><p>c) That is the scientist who (who/which/whose) I met in New York last year.</p><p>d) This is the movie which (who/which/whose) I am most interested in.</p><p>e) Today, there are around 735,000 Indians in Brazil who (who/which/</p><p>whose) live scattered across the country.</p><p>f) This is the mansion house whose (who/which/whose) owner was a</p><p>Hollywood actor, but I can’t remember his name.</p><p>g) This is a picture of my friend Joe who (who/which/whose) died in a car</p><p>accident last month.</p><p>h) I have some students whose (who/which/whose) first language is English.</p><p>i) My parents don’t know who (who/which/whose) they are going to</p><p>support on the next election.</p><p>j) That is the scientist who (who/which/whose) spent three months in jail</p><p>accused of Biopiracy.</p><p>Complete the gaps in the following text with relative pronouns (who, that, which or</p><p>whose).</p><p>Medicinal plant knowledge of native people</p><p>One of the most exciting areas of research in tropical forests is</p><p>ethnobotany, (a) which/that is the study of how people use native</p><p>plants to treat illness and disease. Forest people have an incredible knowledge</p><p>of medicinal plants with remedies for everything from snake bites to</p><p>tumors. Nowadays many of the prescription drugs (b) which/that</p><p>are used in the western world have been derived from plants and 70% of the</p><p>plants identified as having anti-cancer characteristics by the US National</p><p>Cancer Institute are found only in the tropical rainforest.</p><p>Typically, knowledge of medicinal plants is carried by the shaman (c)</p><p>who/that is called “the medicine man” of a village. The shaman,</p><p>(d) whose healing powers are incredible, treats the sick during</p><p>elaborate ceremonies and rituals using plants (e) which/that are</p><p>gathered from the surrounding forest.</p><p>But unfortunately, the shamans’ knowledge is rapidly disappearing</p><p>as rainforests are cut down and tribes abandon their traditions. Maybe</p><p>they are going extinct faster than species ( f ) which/that are</p><p>rare and endangered.</p><p>Available at: <http://kids.mongabay.com/elementary/303.html>.</p><p>Accessed on: Aug. 26th, 2017.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>R</p><p>u</p><p>b</p><p>e</p><p>n</p><p>s</p><p>C</p><p>h</p><p>a</p><p>v</p><p>e</p><p>s</p><p>/P</p><p>u</p><p>ls</p><p>a</p><p>r</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>177</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH9_EF2_INGLES_171A179_M23.indd</p><p>177 10/10/17 10:55 AM</p><p>What words do the relative pronouns refer to in the previous text?</p><p>a) ethnobotany</p><p>b) prescription drugs</p><p>c) the shaman</p><p>d) the shaman</p><p>e) plants</p><p>f) species</p><p>3</p><p>PROBLEM-SOLVING SITUATION</p><p>GROUP WORK</p><p>Read the following paragraph. Then use the questions below as a guide to write your opinion</p><p>about it. Personal answers.</p><p>While the indigenous shamans go about their daily lives caring for the well-being of their tribe,</p><p>their rainforest medicines are being tested, synthesized, patented, and submitted for approval</p><p>in laboratories thousands of miles away. Soon children with viral infections, adults with herpes,</p><p>cancer patients, and many others may benefit from new medicines from the Amazon rainforest.</p><p>a) Corporations will naturally rush to patent indigenous medicine. Will the indigenous</p><p>communities from where these medicines originated receive any benefits? Justify your</p><p>answer.</p><p>b) If your answer to the question above is negative, is this fair with the indigenous</p><p>people? Justify.</p><p>Available at: <www.rain-tree.com/facts.htm>. Accessed on: Aug. 26th, 2017.</p><p>th</p><p>a</p><p>m</p><p>m</p><p>a</p><p>s</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>178 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_171A179_M23.indd 178 10/10/17 10:55 AM</p><p>HOMEWORK</p><p>Identify and copy five sentences from the text “What is Biopiracy?” which are connected by relative pronouns.</p><p>a) … those who own the resources and intellectual property.</p><p>b) … companies that have historically taken what they wanted from the lives and lands of other people are now considered to be biopirates.</p><p>c) … indigenous knowledge is scientific knowledge that is vaster…</p><p>d) … drug trials that are conducted by commercial firms.</p><p>e) … recognition for the use of their most valuable assets, which include knowledge, intellectual property, habitat and natural substances.</p><p>Choose the relative pronoun which best fills in the blank spaces in the following text.</p><p>Dian Fossey was a famous primatologist who (who/</p><p>which/whose) studied the endangered mountain gorilla in Rwanda, Africa.</p><p>There she soon became very attached to a young male gorilla</p><p>which (who/which/whose) she called Digit. She enjoyed</p><p>watching him grow and he was also very fond of her.</p><p>A few years later Dian, whose (who/which/whose) friend</p><p>Digit was attacked and killed by poachers, started a campaign against gorilla</p><p>poaching. National Geographic Magazine soon published an article about</p><p>Dian Fossey and her work which (who/which/whose) caught the attention of readers. Many people sent</p><p>donations to Dian whose (who/which/whose) life was dedicated to trying to save the mountain gorilla. With</p><p>the money, she established the Digit Fund to attract international support for gorilla conservation.</p><p>Her outspokenness, unfortunately, made her a target for violence. In 1985, she was found murdered in her cabin. No one has</p><p>ever known who (who/which/whose) her killer was, although it is suspected that the person was a gorilla poacher.</p><p>Available at: <http://myhero.com/hero.asp?hero=dfossey>. Accessed on: Aug. 26th, 2017. (Adapted.)</p><p>Complete the text about Manaus with relative pronouns or verbs as indicated in the parentheses, making the</p><p>necessary changes in verb tenses.</p><p>Manaus is the name of an indigenous tribe who (who/</p><p>which/that) originally inhabited this particular area. Also meaning “Mother</p><p>of God” in the native language, the city of Manaus, which</p><p>(who/which/that) is the capital of the state of Amazonas, is today the best</p><p>equipped starting point for Eco-tourism in Brazil.</p><p>At the turn of the last century, Manaus was (be) one of</p><p>the richest cities in the world; architectural monuments from this period are</p><p>witnesses of this great time.</p><p>The reason for this extreme wealth was (be) the invention</p><p>of Charles Goodyear, a process to transform the “Milk” of the Kautschuk tree</p><p>into natural rubber. The so-called Rubber Barons could (can) afford all the luxury available in Europe and import</p><p>everything they could to the middle of nowhere. The Theatro Amazonas was built (build) by famous architects, having</p><p>as models the Scala in Milan and the Grand Opera of Paris. The Palacio Rio Negro and the Mercado Municipal were</p><p>(be) copies of the Les Halles in Paris. The floating port was imported (import) from England.</p><p>With the end of the rubber boom came (come) the end of the golden days and Manaus was forgotten for</p><p>many years to come.</p><p>Only when the Government installed (install) a free trade zone in Manaus the region came</p><p>(come) alive again and a new modern infrastructure was developed. Tourism is a main beneficiary of this process. In order</p><p>to get a real feeling of the rain forest, one must leave the big city.</p><p>Available at: <www.amazonlodges.net/brazil-amazon-lodges>.</p><p>Accessed on: Aug. 26th, 2017. (Adapted.)</p><p>1</p><p>2</p><p>3</p><p>L</p><p>ia</p><p>m</p><p>W</p><p>h</p><p>it</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>M</p><p>M</p><p>P</p><p>O</p><p>P</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>179</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH9_EF2_INGLES_171A179_M23.indd 179 10/10/17 10:55 AM</p><p>24</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy pResented</p><p>in modules 19</p><p>thRough 23.</p><p>180</p><p>Y</p><p>u</p><p>ri</p><p>_</p><p>A</p><p>rc</p><p>u</p><p>rs</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>m</p><p>u</p><p>ra</p><p>ta</p><p>rt</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>a</p><p>a</p><p>le</p><p>b</p><p>a</p><p>e</p><p>r/</p><p>W</p><p>ik</p><p>im</p><p>e</p><p>d</p><p>ia</p><p>C</p><p>o</p><p>m</p><p>m</p><p>o</p><p>n</p><p>s</p><p>/</p><p>C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>e</p><p>C</p><p>o</p><p>m</p><p>m</p><p>o</p><p>n</p><p>s</p><p>(</p><p>s</p><p>o</p><p>b</p><p>l</p><p>ic</p><p>e</p><p>n</p><p>ç</p><p>a</p><p>C</p><p>C</p><p>0</p><p>1</p><p>.0</p><p>)</p><p>J</p><p>o</p><p>e</p><p>m</p><p>a</p><p>n</p><p>jiA</p><p>rt</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>ra</p><p>n</p><p>g</p><p>iz</p><p>zz</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_180A184_M24.indd 180 10/10/17 10:56 AM</p><p>Fill in the gaps with the verbs in parentheses in the passive voice (present).</p><p>What are computer intruders?</p><p>A computer intruder is something that invades</p><p>your computer without permission. Sometimes you</p><p>don’t even know it has arrived. In other cases, you may</p><p>think you are giving permission for one thing such as</p><p>accepting a game download, but you are actually opening</p><p>your computer to attack. Then malicious software</p><p>is used (use) to control your computer’s</p><p>operation. Here are the most common intruders:</p><p>Adware – advertising-supported software that is loaded (load) automatically when a web page</p><p>is viewed (view). These are often pop-up windows or bars on the computer screen. Some adware is also spyware</p><p>that collects personal information.</p><p>Hijacking – refers to when spyware or a virus is hidden (hide) in a software program that normally does</p><p>something else. When the program opens, it performs an operation such as collecting personal information.</p><p>Spam – unsolicited, unwanted e-mail messages that are mailed (mail) out to many people at once.</p><p>Spyware – software that automatically collects personal information from you without permission. Sometimes this</p><p>information is sold (sell) to advertisers, used for identity theft, or other types of commercial gain. Frequently</p><p>spyware is associated (associate) with download software such as music or games because it can be hidden in the</p><p>download. It differs from viruses and worms because the software does not self-replicate.</p><p>Phishing – refers to when people try to find out personal information about you such as passwords or account</p><p>information. This is used (use) by people for identity theft.</p><p>Virus – these software programs are designed (design) to interfere with computer operation. Viruses may corrupt</p><p>data, slow down functions, or cause other problems. They attack software, but will not physically harm your computer</p><p>components such as monitor or keyboard.</p><p>Worm – like a virus, it is designed (design) to interfere with computer operation. In addition, it takes control</p><p>of features of your computer and does things like send email to all the people in your e-mail address book. This can clog</p><p>networks and slow down the Internet.</p><p>There is another word you need to know that will help you understand how computers are invaded (invade):</p><p>Cookies – websites may wish to store information on your computer. This small text file is called (call) a</p><p>cookie. Within your web browser you</p><p>can choose whether to allow none, some, or all of these. Cookies are used</p><p>(use) to customize web features such as present your local weather, remember your password, or display your prior</p><p>purchases or game scores.</p><p>Available at: <http://eduscapes.com/tap/topic121.htm>. Accessed on: Aug. 4th, 2017. (Adapted.)</p><p>Complete the sentences with the passive voice (present and past).</p><p>a) This room is not used (not/use) very often.</p><p>b) Yogurt is made (make) from milk.</p><p>c) The World Cup is held (hold) every four years.</p><p>d) In the past, part of Rio de Janeiro’s Botanical Garden was donated (donate) by President Epitácio Pessoa</p><p>to the Jockey Club. With his decision, this great forest area with several kinds of plants from the Amazon</p><p>was destroyed (destroy).</p><p>e) Last year a project was done (do) by The Royal Society for the Protection of Birds.</p><p>f) These areas were protected (protect) by native people in the past.</p><p>g) A lot of dangerous gases are produced (produce) by modern industry.</p><p>1</p><p>2</p><p>181</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>modules 19 to 23 – ROUNDUP</p><p>L</p><p>e</p><p>o</p><p>W</p><p>o</p><p>lf</p><p>e</p><p>rt</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_180A184_M24.indd 181 10/10/17 10:56 AM</p><p>Read the text and fill in the gaps with the verbs in parentheses in the</p><p>active or passive voice.</p><p>Late last night the First National Bank was robbed (rob) by</p><p>a gang of eight thieves. None of the thieves were identified</p><p>(identify) because they were wearing (wear) masks. The police</p><p>officers don’t have (not/have) any clues and this case is</p><p>going to give them a big headache. The amount of money that</p><p>was stolen (steal) from the bank was (be)</p><p>fifty thousand dollars and the alarm didn’t go (not go) off</p><p>because it had been disconnected (disconnect) by the thieves. The police</p><p>officers thought (think) it was (be) an inside</p><p>job, but nothing is certain. They just hope to recover the money and</p><p>make (make) the burglars pay for the crime.</p><p>Change these sentences into the passive voice.</p><p>a) The postman delivers the mail every day. The mail is delivered (by the postman) every day.</p><p>b) The students read the book last week. The book was read (by the students) last week.</p><p>c) The boys have broken the window. The window has been broken (by the boys).</p><p>d) The girls are doing the homework. The homework is being done (by the girls).</p><p>e) The shop owner will close the shop earlier today. The shop will be closed (by the shop owner) earlier today.</p><p>f) The janitor cleaned the classrooms last night. The classrooms were cleaned (by the janitor) last night.</p><p>Explain the meaning of the following words. Choose the correct definition from the boxes below.</p><p>3</p><p>4</p><p>5</p><p>steals things from a shop pays rent to live in a house or flat</p><p>doesn’t believe in God buys things from a shop</p><p>is not brave takes care of patients in a hospital</p><p>plays football studies the planets and the stars</p><p>asks for food and money in the streets breaks into a house to steal things</p><p>Example: A tenant is someone who pays rent to live in a house or flat.</p><p>a) a tenant: A tenant is someone who pays rent to live in a house or flat.</p><p>b) a nurse: A nurse is someone who takes care of patients in hospitals.</p><p>c) a customer: A customer is someone who buys things from a shop.</p><p>d) soccer player: A soccer player is someone who plays football.</p><p>e) a coward: A coward is someone who is not brave.</p><p>f) a beggar: A beggar is someone who asks for food and money in the streets.</p><p>g) a burglar: A burglar is someone who breaks into a house to steal things.</p><p>h) an astronomer: An astronomer is someone who studies the planets and the stars.</p><p>i) a shoplifter: A shoplifter is someone who steals things from a shop.</p><p>j) an atheist: An atheist is someone who doesn’t believe in God.</p><p>H</p><p>it</p><p>To</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>182 Ensino Fundamental 2 • 9o ano</p><p>ROUNDUP – modules 19 to 23</p><p>PH9_EF2_INGLES_180A184_M24.indd 182 10/10/17 10:56 AM</p><p>What do you know about these famous people? Write sentences joining A and B with the relative pronoun</p><p>who. Follow the example.</p><p>Example: Galileo was the scientist who invented the telescope.</p><p>A B</p><p>Galileo the telephone</p><p>Cervantes gravity</p><p>The Beatles “Yesterday”</p><p>Leonardo da Vinci the Mona Lisa</p><p>Alexander Graham Bell America</p><p>Isaac Newton Macbeth and Othello</p><p>William Shakespeare penicillin</p><p>6</p><p>O</p><p>m</p><p>ik</p><p>ro</p><p>n</p><p>/S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>L</p><p>a</p><p>n</p><p>m</p><p>a</p><p>s</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>R</p><p>o</p><p>n</p><p>H</p><p>o</p><p>w</p><p>a</p><p>rd</p><p>/R</p><p>e</p><p>d</p><p>fe</p><p>rn</p><p>s</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>183</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>modules 19 to 23 – ROUNDUP</p><p>PH9_EF2_INGLES_180A184_M24.indd 183 10/10/17 10:56 AM</p><p>Alexander Fleming the telescope</p><p>Christopher Columbus “Jailhouse rock”</p><p>Elvis Presley Don Quixote</p><p>W</p><p>e</p><p>llc</p><p>o</p><p>m</p><p>e</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>S</p><p>c</p><p>ie</p><p>n</p><p>c</p><p>e</p><p>S</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>/F</p><p>o</p><p>to</p><p>a</p><p>re</p><p>n</p><p>a</p><p>L</p><p>ia</p><p>is</p><p>o</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>a) Cervantes was the writer who wrote Don Quixote .</p><p>b) The Beatles were the singers who sang “Yesterday” .</p><p>c) Leonardo da Vinci was the painter who painted the Mona Lisa .</p><p>d) Alexander Graham Bell was the scientist who invented the telephone .</p><p>e) Isaac Newton was the scientist who discovered gravity .</p><p>f) William Shakespeare was the writer (playwright) who wrote Macbeth and Othello .</p><p>g) Alexander Fleming was the scientist who discovered penicillin .</p><p>h) Christopher Columbus was the man (adventurer) who arrived in America in 1492 .</p><p>i) Elvis Presley was the singer who sang “Jailhouse rock” .</p><p>Use the ideas from the boxes to write sentences in your notebook about what you like and don’t like.</p><p>Examples: I like people who/that are reliable.</p><p>I don’t like cars which/that are noisy.</p><p>People Cars Animals</p><p>jealous slow dangerous</p><p>reliable cause pollution eat a lot</p><p>conceited economical nice to kids</p><p>good at sport noisy are not noisy</p><p>have a lot of money modern intelligent</p><p>7 Personal answers.</p><p>184 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 19 to 23</p><p>PH9_EF2_INGLES_180A184_M24.indd 184 10/10/17 10:56 AM</p><p>9</p><p>LÍNGUA</p><p>INGLESA</p><p>LEILA RIBEIRO DE CALDAS é</p><p>licenciada em Letras (Português/Inglês e respectivas</p><p>literaturas) pela Universidade Federal do Rio de</p><p>Janeiro (UFRJ), especialista pela UFRJ e mestre pela</p><p>Unicamp em Linguística Aplicada ao Ensino de Línguas</p><p>Estrangeiras. Tem longa vivência no ensino de inglês</p><p>para os níveis Fundamental, Médio e Superior e na</p><p>formação de professores. Atua principalmente nas</p><p>seguintes áreas: ensino/aprendizagem de LE – estudo</p><p>e ensino, formação do professor em pré-serviço e em</p><p>serviço, inglês (ensino básico e superior), produção de</p><p>material didático e abordagens de ensino. Atualmente</p><p>trabalha também com o ensino de inglês em cursos</p><p>superiores de Tecnologia. É coautora de materiais para o</p><p>ensino de inglês do Fundamental II (desde 1996) e Médio</p><p>e supervisiona projetos didáticos da Educação Infantil e</p><p>do Ensino Fundamental .</p><p>OLGA PAES DE ALMEIDA é bacharel e</p><p>licenciada em Letras (Português/Inglês) pela Faculdade</p><p>de Filosofia, Ciências e Letras Oswaldo Cruz, em São</p><p>Paulo, com especialização no ensino de línguas. Estudou</p><p>Inglês como língua estrangeira na Inglaterra e lecionou</p><p>Português como língua estrangeira na Berlitz School of</p><p>Languages em Manchester, Inglaterra. Foi professora da</p><p>Cultura Inglesa em Campinas e de várias instituições de</p><p>ensino, como o Colégio São Luís, em São Paulo. Lecionou</p><p>Inglês Instrumental no Departamento de Linguística</p><p>Aplicada da Unicamp e Inglês para fins gerais no Centro</p><p>de Línguas da mesma instituição. É coautora de materiais</p><p>para o ensino de inglês do Fundamental II (desde 1996)</p><p>e Médio e supervisiona projetos didáticos da Educação</p><p>Infantil e do Ensino Fundamental .</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 1 10/10/17 9:58 AM</p><p>Direção de inovação e conteúdo: Guilherme Luz</p><p>Direção</p><p>executiva: Claudio Ribeiro Falcão e</p><p>Irina Bullara Martins Lachowski</p><p>Direção editorial: Luiz Tonolli e Renata Mascarenhas</p><p>Coordenação pedagógica: Ricardo Leite</p><p>Gestão de projeto editorial: Camila Amaral Souza Blanco,</p><p>Duda Albuquerque, Fabrício Cortezi,</p><p>Henrique Braga e Rodolfo Marinho</p><p>Gestão e coordenação de área: Alice Silvestre e</p><p>Camila De Pieri Fernandes (Linguagens)</p><p>Edição: Danuza Dias Gonçalves (Língua Inglesa)</p><p>Gerência de produção editorial: Ricardo de Gan Braga</p><p>Planejamento e controle de produção editorial:</p><p>Paula Godo (ger.), Adjane Oliveira,</p><p>Daniela Carvalho, Paula P. O. C. Kusznir,</p><p>Georgia Der Bedrosian e Mayara Crivari</p><p>Revisão: Hélia de Jesus Gonsaga (ger.), Kátia Scaff Marques (coord.),</p><p>Rosângela Muricy (coord.), Adriana Rinaldi, Ana Paula C. Malfa,</p><p>Débora Tamayose, Gabriela M. de Andrade, Luís Maurício Boa Nova,</p><p>Paula T. de Jesus, Sandra Fernandez e</p><p>Vanessa de Paula Santos</p><p>Edição de arte: Daniela Amaral (coord.) e Keila Grandis</p><p>Diagramação: Estúdio Dito e Feito</p><p>Iconografia e licenciamento de texto: Sílvio Kligin (superv.),</p><p>Denise Durand Kremer (coord.), Claudia Bertolazzi, Claudia Cristina</p><p>Balista, Ellen Colombo Finta, Fernando Cambetas, Jad Silva, Roberta</p><p>Freire Lacerda Santos, Sara Plaça (pesquisa iconográfica), Liliane Rodrigues</p><p>e Thalita Corina da Silva (licenciamento de textos)</p><p>Tratamento de imagem: Cesar Wolf e Fernanda Crevin</p><p>Cartografia: Eric Fuzii (coord.)</p><p>Capa: Gláucia Correa Koller (coord.) e Erik Taketa</p><p>Foto de capa: Rakkandee/Shutterstock</p><p>Projeto gráfico de miolo: Gláucia Correa Koller (coord.) e</p><p>Talita Guedes da Silva</p><p>Todos os direitos reservados por SOMOS</p><p>Sistemas de Ensino S.A.</p><p>Rua Gibraltar, 368 – Santo Amaro</p><p>São Paulo – SP – CEP 04755-070</p><p>Tel.: 3273-6000</p><p>© SOMOS Sistemas de Ensino S.A.</p><p>Dados Internacionais de Catalogação na Publicação (CIP)</p><p>(Câmara Brasileira do Livro, SP, Brasil)</p><p>CALDAS, Leila</p><p>SOMOS Sistemas de Ensino : ensino fundamental II :</p><p>língua inglesa , 9º ano / Leila Caldas, Olga</p><p>Almeida. -- 1. ed. -- São Paulo : SOMOS Sistemas de</p><p>Ensino, 2018.</p><p>ISBN: 978-85-468-1110-6 (aluno)</p><p>ISBN: 978-85-468-1111-3 (professor)</p><p>1. Inglês (Ensino fundamental) I. Almeida, Olga. II. Título.</p><p>17-06980 CDD-372.652</p><p>Índices para catálogo sistemático:</p><p>1. Inglês : Ensino fundamental 372.652</p><p>2018</p><p>ISBN 978 85 468 1110-6 (CA)</p><p>Código da obra 525938018</p><p>825938018</p><p>1ª edição</p><p>1ª impressão</p><p>Impressão e acabamento</p><p>Uma publicação</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 2 10/10/17 9:58 AM</p><p>Dear student,</p><p>Now that you are in the 9th grade, English has certainly become very familiar</p><p>to you, therefore we are sure you will keep on with the same enthusiasm as in</p><p>the grades before.</p><p>Be ready to learn much more through the experiences which will take you to</p><p>the adventure of discovering yourself and the world around you.</p><p>Enjoy the exciting journey!</p><p>APRESENTAÇÃO</p><p>Olga and Leila</p><p>p</p><p>ik</p><p>s</p><p>e</p><p>ls</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 3 10/10/17 9:58 AM</p><p>CONHEÇA SEU LIVRO</p><p>Read the following cartoon and answer the question below.</p><p>GETTING STARTED</p><p>What’s a perfect friend for you?</p><p>Personal answer.</p><p>READING</p><p>PRE-READING</p><p>Read and answer. Personal answer suggestions.</p><p>a) Do you consider it important to have friends? Why (not)?</p><p>I consider it important to have friends./I think nobody can live without friends.</p><p>b) Do you have a best friend? If yes, what is his or her name?</p><p>Yes, I do. His/her name is...</p><p>c) What kinds of activities do you usually do with your friends?</p><p>We chat on the web, go out together to parties, to the mall, to the movies and we travel together on our vacations etc.</p><p>P</p><p>e</p><p>a</p><p>n</p><p>u</p><p>ts</p><p>,</p><p>C</p><p>h</p><p>a</p><p>rl</p><p>e</p><p>s</p><p>S</p><p>ch</p><p>u</p><p>lz</p><p>©</p><p>P</p><p>e</p><p>a</p><p>n</p><p>u</p><p>ts</p><p>W</p><p>o</p><p>rl</p><p>d</p><p>w</p><p>id</p><p>e</p><p>L</p><p>L</p><p>C</p><p>./</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>U</p><p>n</p><p>iv</p><p>e</p><p>rs</p><p>a</p><p>l</p><p>U</p><p>c</p><p>lic</p><p>k</p><p>15</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>Getting started</p><p>Ao realizar as atividades</p><p>desta seção, você ativa seu</p><p>conhecimento prévio e explora</p><p>o vocabulário a respeito do</p><p>assunto que será abordado</p><p>no módulo.</p><p>PRE-READING</p><p>Answer the questions before reading the text. Personal answers.</p><p>a) Read the title of the following text and define it in your own words.</p><p>Possible answer suggestion: Cultural diversity refers to the several differences from one culture to another:</p><p>in terms of ethnicity, religion, customs, types of clothes and food, etc.</p><p>b) In your opinion, does cultural diversity make a country a better or a worse place to live in?</p><p>Justify your answer.</p><p>Possible answer suggestion: In general, it makes a country a better place to live in because we learn to</p><p>respect and adapt to other cultures.</p><p>READING</p><p>Read and listen.</p><p>Cultural diversity</p><p>1</p><p>28</p><p>READING</p><p>The concept of diversity is based on individual acceptance and respect. It is an</p><p>understanding that individuals are unique and different. Diversity includes race, ethnicity,</p><p>gender, sexual orientation, socio-economic status, culture, age, physical ability and religious,</p><p>political and other beliefs.</p><p>Culture is a set of norms that establish standards for a society of what is acceptable</p><p>behavior. Cultural diversity makes the United States richer by making it a more interesting</p><p>place to live in. Just think how boring a meal would be if there weren’t any Chinese, Mexican,</p><p>Japanese, Italian, German, French or Indian food! It also makes our country’s international</p><p>food stronger and better able to compete in the new global economy.</p><p>M</p><p>o</p><p>n</p><p>k</p><p>e</p><p>y</p><p>B</p><p>u</p><p>s</p><p>in</p><p>e</p><p>s</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>140 Ensino Fundamental 2 ¥ 9o ano</p><p>Reading</p><p>Aqui você explora a habilidade</p><p>de leitura e compreensão de</p><p>textos por meio de atividades</p><p>que incluem propostas e</p><p>estratégias variadas de leitura</p><p>e depreensão do léxico</p><p>trabalhadas em textos de</p><p>diferentes gêneros e origens.</p><p>Look at the underlined verb forms in the sentences. Are they right (R) or wrong (W)?</p><p>Correct the verbs that are wrong.</p><p>a) George has left school three years ago. ( W ) left</p><p>b) I haven’t seen you at the party on Saturday. ( W ) didn’t see</p><p>c) Newton has been an important scientist in the 17th century. ( W ) was</p><p>d) Mary isn’t at home. She’s gone shopping. ( R )</p><p>e) I didn’t do my homework yet. ( W ) haven’t done</p><p>f) Carla has already left. ( R )</p><p>4</p><p>TIME FOR FUN</p><p>PAIR WORK</p><p>Work with a partner. Who can find the past participle forms first?</p><p>a) change:</p><p>changed</p><p>b) find:</p><p>found</p><p>c) get:</p><p>gotten</p><p>d) make:</p><p>made</p><p>e) spend:</p><p>spent</p><p>f) study:</p><p>studied</p><p>g) take:</p><p>taken</p><p>h) think:</p><p>thought</p><p>C I K Q O P X S P E N T</p><p>H V T F O U N D M U D H</p><p>A I W H H D W W U A I G</p><p>N X T L O I B A Z S D F</p><p>G Z E A I U K C G T W E</p><p>E T T P K C G Q K U B J</p><p>D G O T T E N H D D Z G</p><p>J M S K E K N C T I Z T</p><p>N V H A E G F Q U E U M</p><p>H P C A A N D X P D A U</p><p>87</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>Time for fun</p><p>Esta é uma seção mais leve e</p><p>divertida, porém também voltada</p><p>ao assunto do módulo. Por meio</p><p>de atividades mais lúdicas, como</p><p>cruzadinhas, caça-palavras,</p><p>poemas, jogos, etc., você poderá</p><p>retomar alguns conteúdos</p><p>aprendidos no módulo.</p><p>GROUP WORK</p><p>Work in groups of four students. Answer the questions. 1</p><p>PROBLEM-SOLVING SITUATION</p><p>a) How would you describe the dialogue in the cartoon?</p><p>It is a dialogue among kids who seem to be full of anger/hatred and intolerance towards anything and everything.</p><p>b) What happens when one group of people hates another group of people?</p><p>They probably fight with each other, bully each other or even kill.</p><p>c) Who do you think these characters hate?</p><p>Probably people who are different from them in various aspects.</p><p>Now discuss the situation below with your group. Personal answers.</p><p>Imagine you know a group of teens that seem to behave in the same way as the kids in</p><p>the cartoon. They are often very aggressive towards other people in the neighborhood</p><p>and even at school. They are disrespectful and sometimes even threaten to use violence</p><p>against others.</p><p>Discuss with your group what could be done to help change their behavior against others.</p><p>Present your ideas to the class.</p><p>2</p><p>D</p><p>a</p><p>ry</p><p>l</p><p>C</p><p>a</p><p>g</p><p>le</p><p>/C</p><p>a</p><p>g</p><p>le</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>s</p><p>Personal answers. Possible answers suggestions:</p><p>131</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>Problem-solving situation</p><p>Você será convidado a usar os</p><p>conhecimentos linguísticos recém-</p><p>-adquiridos, retomar o tema do</p><p>módulo ou um assunto afim, para</p><p>refletir, discutir, levantar hipóteses</p><p>e resolver um problema ou um</p><p>conflito apresentado que tenha</p><p>como base situações reais</p><p>e contextualizadas.</p><p>LANGUAGE USAGE</p><p>Complete these sentences with some, any or no.</p><p>a) Some of the boys from school were at the movies last Saturday.</p><p>b) We need some more milk for this recipe.</p><p>c) Can I get you some fresh fruit juice?</p><p>d) There are no stores open today. It’s a holiday.</p><p>e) I don’t need any money from my parents. I have a nice job.</p><p>f) Why can’t I have a toast for breakfast? Because there is no bread.</p><p>g) Would you like some dessert?</p><p>h) Do you have any good news for me today?</p><p>Complete the sentences with some, any or no + body/thing/where.</p><p>a) Nobody answers the phone. I think there isn’t anybody in the house.</p><p>b) Yesterday somebody came into my room and made a mess.</p><p>c) Have you found anything interesting in this market?</p><p>d) Somebody has broken my window.</p><p>e) They didn’t do anything to help me after the accident.</p><p>f) There’s nothing/something interesting in this city.</p><p>g) “Where shall we go this weekend?” “Let’s go somewhere warm and sunny.”</p><p>h) I can’t find my new shoes anywhere . Have you seen them, mom?</p><p>i) I have nothing to study today. I’ll have the whole afternoon free.</p><p>Complete the dialogue between Jason and his roommate Harry using somebody</p><p>(someone), anybody (anyone), something, anything or somewhere.</p><p>Jason: Did anyone/anybody look for me here while I was away?</p><p>Harry: Yes, somebody/someone came here two days after you left.</p><p>Jason: Was it someone/somebody I know?</p><p>Harry: Maybe. It was someone/somebody carrying a heavy suitcase. She said her name</p><p>was Joanna or Joan, I’m not sure. I didn’t understand it very well. She had a very heavy</p><p>accent.</p><p>Jason: I don’t know anybody/anyone by that name as far as I can remember. But I knew</p><p>somebody/someone called Joan two years ago when I was in Mexico. Did she say what she</p><p>wanted?</p><p>Harry: Yes, she said something about coming to stay here. She also said she</p><p>didn’t have anywhere to go at that moment.</p><p>Jason: Is that right? She must be mistaken, because my friend Peter was actually her</p><p>friend. She might have gotten the wrong address and I think she must look for him</p><p>somewhere else; I don’t even know his address anymore .</p><p>Harry: I think I know his address. He lives somewhere near Anna’s.</p><p>Jason: Anna? Who is she?</p><p>Harry: Someone/Somebody you don’t know. She’s from my work.</p><p>1</p><p>2</p><p>3</p><p>V</p><p>o</p><p>y</p><p>a</p><p>g</p><p>e</p><p>ri</p><p>x</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>43</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>Language usage</p><p>Nesta seção você encontra</p><p>atividades variadas e</p><p>contextualizadas para</p><p>complementar o estudo dos</p><p>tópicos gramaticais e o</p><p>vocabulário do módulo.</p><p>G</p><p>PRE-LISTENING</p><p>Observe the images and discuss the following questions with your classmates and teacher.1</p><p>LISTENING</p><p>They are OsGêmeos. What do you know about them? Have you ever seen any of their works?</p><p>You are going to listen to a short text about OsGêmeos.</p><p>Check the information you think you are going to hear.</p><p>a) Their names. (  )</p><p>b) The place where they were born. (  )</p><p>c) The year they were born. (  )</p><p>d) Information about the hip-hop culture and street art. ( )</p><p>e) Basic information about their work. (  )</p><p>f) Information about how graffiti movement started in Brazil. ( )</p><p>LISTENING</p><p>Listen and check your predictions in activity 2 of the pre-listening.</p><p>Listen again and check (  ) the correct options.</p><p>a) Pandolfo is...</p><p>( ) their hometown. (  ) their last name. ( ) one of their works.</p><p>b) They started their career in…</p><p>( ) 1974. ( ) 1984. (  ) 1987.</p><p>c) They are recognized</p><p>( ) only in São Paulo. ( ) only in Brazil. (  ) worldwide.</p><p>2</p><p>1</p><p>9</p><p>2</p><p>9</p><p>Z</p><p>a</p><p>n</p><p>o</p><p>n</p><p>e</p><p>F</p><p>ra</p><p>is</p><p>s</p><p>a</p><p>t/</p><p>F</p><p>o</p><p>lh</p><p>a</p><p>p</p><p>re</p><p>s</p><p>s</p><p>C</p><p>h</p><p>ri</p><p>s</p><p>ti</p><p>a</p><p>n</p><p>M</p><p>u</p><p>e</p><p>lle</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>32 Ensino Fundamental 2 ¥ 9o ano</p><p>Listening</p><p>Nesta seção apresentamos</p><p>diálogos e outras situações de</p><p>comunicação, que podem incluir</p><p>textos narrativos ou descritivos,</p><p>para você desenvolver a</p><p>habilidade de compreensão da</p><p>linguagem oral.</p><p>L</p><p>HOMEWORKHOMEWORKHOMEWORK</p><p>What do you do outside the classroom to improve your English and what do you consider to be the best way to do</p><p>it? Write a short paragraph in your notebook, but first read about what some students do.</p><p>1</p><p>Personal answer suggestion:</p><p>To be honest, I don’t do much</p><p>outside the classroom to improve</p><p>my English. I have English classes</p><p>at a language school, but that is</p><p>because my parents want me to.</p><p>But I like to listen to music a lot</p><p>and most of what I listen to is</p><p>in English. I learn the lyrics and</p><p>sing along when I listen to my</p><p>favorites and I think this helps</p><p>me to develop my listening and</p><p>pronunciation. Another thing that</p><p>I do for fun is to play computer</p><p>games, and many of them are in</p><p>English. So I have fun and also</p><p>learn new words and expressions.</p><p>Make new words from the ones listed below using the suffixes -able, -ous or -ful.</p><p>a) enjoy: enjoyable d) care: careful</p><p>b) use: useful e) presumption: presumptuous</p><p>c) prestige: prestigious f) comfort: comfortable</p><p>Match the underlined words with a suffix from the box to form new words.</p><p>2</p><p>3</p><p>I try to</p><p>think in English in my daily</p><p>life and I use an English-English dictionary</p><p>at home. I also want to start reading a</p><p>newspaper and watching TV to improve</p><p>my English.</p><p>I always</p><p>listen to music because</p><p>I think it’s the best way to improve</p><p>my English. I also read English books</p><p>when I am at home.</p><p>I watch</p><p>some movies, English</p><p>movies of course, but not</p><p>every day. I feel my listening and</p><p>speaking skills are</p><p>very weak.</p><p>To be</p><p>honest, I don’t</p><p>study so much after my</p><p>classes, but I listen to music</p><p>and try to learn the lyrics. I also</p><p>watch movies in English with</p><p>or without subtitles.</p><p>That’s all.</p><p>To improve</p><p>my listening skills, I usually</p><p>watch TV series. They’re usually a litt le</p><p>hard for me but I can study having fun and I</p><p>learn useful expressions. To improve my</p><p>reading skills, I read e-books and</p><p>magazines.</p><p>-ful      -less      -er      -or      -able</p><p>a) Someone who acts is an actor .</p><p>b) A leader who has great power is a powerful leader.</p><p>c) An object which is easy to break is a breakable object.</p><p>d) Someone who governs a capital city is a governor .</p><p>e) Something you can’t count is countless .</p><p>f) Someone who teaches is a teacher .</p><p>p</p><p>ik</p><p>s</p><p>e</p><p>ls</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>13</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>Homework</p><p>Ao final de cada módulo, você</p><p>encontra atividades para serem</p><p>feitas em casa. Elas funcionam</p><p>como uma extensão da sala de</p><p>aula e uma maneira de você</p><p>retomar e aprofundar o</p><p>que foi estudado.</p><p>LANGUAGE WORK</p><p>SOME, ANY AND NO</p><p>Study these sentences carefully.</p><p>The house needs some repairs.</p><p>Would you like some apple juice?</p><p>Can I have some soup, please?</p><p>Do you want to read any of these books?</p><p>I didn’t like any of the comic books you brought today.</p><p>There are no buses after midnight.</p><p>I have no money to give you right now. Wait until tomorrow.</p><p>Deduce the rule:</p><p>Some is usually used in affirmative sentences. We can use some in interrogative</p><p>sentences when we offer or request things.</p><p>Any is usually used in negative and interrogative sentences.</p><p>No is used in negative sentences. The verb must be in the affirmative form.</p><p>SOME, ANY, NO AND COMPOUNDS</p><p>Some Any No</p><p>For people somebody/someone anybody/anyone nobody/no one</p><p>For things something anything nothing</p><p>For places somewhere anywhere nowhere</p><p>Examples:</p><p>a) I saw somebody/someone looking inside the house.</p><p>b) Would you like to eat something?</p><p>c) She lives somewhere around</p><p>here.</p><p>d) There isn’t anybody/anyone here.</p><p>e) Does anybody/anyone speak English here?</p><p>f) She didn’t do anything to him.</p><p>g) They aren’t going anywhere tonight.</p><p>h) There is nothing to do around here.</p><p>i) Nobody/No one came to the party. It was really a flop!</p><p>Deduce the rule:</p><p>We use somebody/anybody/something/anything etc. in the same way as</p><p>some and any , but not followed by nouns.</p><p>42 Ensino Fundamental 2 ¥ 9o ano</p><p>Language work</p><p>Nesta seção você vai estudar os</p><p>conteúdos linguísticos de cada</p><p>módulo – teorias gramaticais</p><p>e vocabulário – geralmente</p><p>contextualizados no texto inicial</p><p>do módulo e aqui sistematizados.</p><p>L</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 4 10/10/17 9:58 AM</p><p>12</p><p>ENGLISH IN TODAY’S</p><p>GLOBAL WORLD ................................ 7</p><p>GETTING STARTED 8</p><p>READING 8</p><p>LISTENING 10</p><p>LANGUAGE WORK 11</p><p>LANGUAGE USAGE 11</p><p>PROBLEM-SOLVING SITUATION 12</p><p>TIME FOR FUN 12</p><p>HOMEWORK 13</p><p>FRIENDSHIP MATTERS ............. 14</p><p>GETTING STARTED 15</p><p>READING 15</p><p>LANGUAGE WORK 17</p><p>LANGUAGE USAGE 18</p><p>PROBLEM-SOLVING SITUATION 19</p><p>HOMEWORK 20</p><p>URBAN CULTURE ............................. 21</p><p>GETTING STARTED 22</p><p>READING 22</p><p>LANGUAGE WORK 25</p><p>LANGUAGE USAGE 25</p><p>PROBLEM-SOLVING SITUATION 26</p><p>HOMEWORK 27</p><p>GRAFFITI ............................................... 29</p><p>GETTING STARTED 30</p><p>READING 30</p><p>LISTENING 32</p><p>LANGUAGE WORK 33</p><p>LANGUAGE USAGE 34</p><p>PROBLEM-SOLVING SITUATION 36</p><p>HOMEWORK 37</p><p>HÄGAR THE HORRIBLE ............. 38</p><p>GETTING STARTED 39</p><p>READING 39</p><p>LISTENING 41</p><p>LANGUAGE WORK 42</p><p>LANGUAGE USAGE 43</p><p>HOMEWORK 44</p><p>ROUNDUP .............................................. 46</p><p>GOOD CHOICES MAKE ALL</p><p>THE DIFFERENCE ........................ 50</p><p>GETTING STARTED 51</p><p>READING 51</p><p>LISTENING 54</p><p>LANGUAGE WORK 55</p><p>LANGUAGE USAGE 56</p><p>PROBLEM-SOLVING SITUATION 57</p><p>HOMEWORK 58</p><p>EATING DISORDERS ..................... 59</p><p>GETTING STARTED 60</p><p>READING 60</p><p>LANGUAGE WORK 62</p><p>LANGUAGE USAGE 63</p><p>LISTENING 64</p><p>PROBLEM-SOLVING SITUATION 64</p><p>HOMEWORK 65</p><p>FOOD AND DIET .............................. 66</p><p>GETTING STARTED 67</p><p>READING 67</p><p>LANGUAGE WORK 71</p><p>LANGUAGE USAGE 72</p><p>HOMEWORK 73</p><p>A FAIRY TALE .................................. 74</p><p>GETTING STARTED 75</p><p>READING 75</p><p>LANGUAGE WORK 77</p><p>LANGUAGE USAGE 78</p><p>HOMEWORK 79</p><p>CALVIN AND HOBBES:</p><p>WAS EINSTEIN RIGHT? ............... 81</p><p>GETTING STARTED 82</p><p>READING 82</p><p>LANGUAGE WORK 83</p><p>LANGUAGE USAGE I 85</p><p>LANGUAGE USAGE II 86</p><p>TIME FOR FUN 87</p><p>HOMEWORK 88</p><p>ROUNDUP ............................................... 90</p><p>MAKING A DIFFERENCE .......... 93</p><p>GETTING STARTED 94</p><p>READING 94</p><p>LANGUAGE WORK 96</p><p>LANGUAGE USAGE 97</p><p>LISTENING 98</p><p>HOMEWORK 99</p><p>BULLYING ........................................... 101</p><p>GETTING STARTED 102</p><p>READING 102</p><p>LANGUAGE WORK 105</p><p>LANGUAGE USAGE 105</p><p>LISTENING 105</p><p>PROBLEM-SOLVING SITUATION 106</p><p>HOMEWORK 107</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>1</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>2</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>3</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>4</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>5</p><p>6</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>7</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>8</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>9</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>10</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>11</p><p>12</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>13</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>14</p><p>C</p><p>O</p><p>N</p><p>T</p><p>E</p><p>N</p><p>T</p><p>S</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 5 10/10/17 9:58 AM</p><p>C</p><p>O</p><p>N</p><p>T</p><p>E</p><p>N</p><p>T</p><p>S</p><p>CALVIN AND HOBBES –</p><p>MOE, THE BULLY .......................... 108</p><p>GETTING STARTED 109</p><p>READING 109</p><p>LANGUAGE WORK 112</p><p>LANGUAGE USAGE 112</p><p>PROBLEM-SOLVING SITUATION 113</p><p>HOMEWORK 114</p><p>WHAT’S IN A NAME? ................. 116</p><p>GETTING STARTED 117</p><p>READING 117</p><p>LISTENING 120</p><p>LANGUAGE WORK 121</p><p>LANGUAGE USAGE 121</p><p>HOMEWORK 123</p><p>HOW DIFFERENT ARE WE? .... 126</p><p>GETTING STARTED 127</p><p>READING 127</p><p>PROBLEM-SOLVING SITUATION 131</p><p>HOMEWORK 132</p><p>ROUNDUP ............................................ 133</p><p>CULTURAL DIVERSITY ........... 137</p><p>GETTING STARTED 138</p><p>LISTENING 138</p><p>READING 140</p><p>LANGUAGE WORK 142</p><p>LANGUAGE USAGE 143</p><p>HOMEWORK 145</p><p>THE WORLD WATER CRISIS .. 146</p><p>GETTING STARTED 147</p><p>READING 147</p><p>LISTENING 149</p><p>LANGUAGE WORK 151</p><p>LANGUAGE USAGE 152</p><p>PROBLEM-SOLVING SITUATION 153</p><p>HOMEWORK 154</p><p>THE BERLIN WALL ....................... 156</p><p>GETTING STARTED 157</p><p>READING 157</p><p>LISTENING 159</p><p>LANGUAGE WORK 161</p><p>LANGUAGE USAGE 161</p><p>HOMEWORK 163</p><p>CHILDREN HAVING</p><p>CHILDREN ......................................... 164</p><p>GETTING STARTED 165</p><p>READING 165</p><p>LISTENING 167</p><p>LANGUAGE WORK 168</p><p>LANGUAGE USAGE 169</p><p>PROBLEM-SOLVING SITUATION 169</p><p>HOMEWORK 170</p><p>BIOPIRACY ........................................ 171</p><p>GETTING STARTED 172</p><p>READING 172</p><p>LISTENING 174</p><p>LANGUAGE WORK 176</p><p>LANGUAGE USAGE 177</p><p>PROBLEM-SOLVING SITUATION 178</p><p>HOMEWORK 179</p><p>ROUNDUP ............................................ 180</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>15</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>16</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>17</p><p>18</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>19</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>20</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>21</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>22</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>23</p><p>24</p><p>C</p><p>ie</p><p>n</p><p>p</p><p>ie</p><p>s</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_ING_001a006_INICIAIS.indd 6 10/10/17 9:58 AM</p><p>1</p><p>MODULE</p><p>7</p><p>ENGLISH IN TODAY’S</p><p>GLOBAL WORLD</p><p>“A feature of English that makes</p><p>it different compared with all other</p><p>languages is its global spread.”</p><p>David Crystal</p><p>Learning objects</p><p>• An informative text: English in today’s</p><p>global world</p><p>• Word partnerships (collocations)</p><p>• English pronunciation</p><p>• Word formation – prefixes and suffixes</p><p>• Writing on how to improve one’s</p><p>English outside the classroom</p><p>Skills</p><p>• Read an article on the importance of</p><p>the English language learning.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Infer the meaning of certain words in</p><p>a text.</p><p>• Understand the formation of word</p><p>partnerships.</p><p>• Identify and make use of prefixes and</p><p>suffixes to form new words.</p><p>• Produce a paragraph on personal</p><p>experiences as learners of English.</p><p>D</p><p>a</p><p>v</p><p>id</p><p>M</p><p>G</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>c</p><p>k</p><p>PH9_EF2_INGLES_007A013_M1.indd 7 10/10/17 10:00 AM</p><p>a) Which reasons (or reason) best reflect(s) your opinion? Personal answer.</p><p>b) Can you think of other reasons to study English? Give examples. Personal answer suggestions:</p><p>To live in an English-speaking country./To get a good job in the future./To travel abroad./Because I like it./To stay informed</p><p>by reading newspapers, magazines, and the internet./We have to study it because it is compulsory at school.</p><p>GETTING STARTED</p><p>Read the text and discuss the questions with your classmates and teacher.</p><p>READING</p><p>PRE-READING</p><p>Read the infographic and match the numbers with the</p><p>corresponding information.</p><p>a) 55%</p><p>b) 14.6%</p><p>c) 1/5</p><p>d) 125 million</p><p>1</p><p>Available at: <http://infographiclist.com/2012/03/26/</p><p>english-the-world-language-infographic>. Accessed on: Aug. 10th, 2017.</p><p>P</p><p>a</p><p>u</p><p>l</p><p>R</p><p>a</p><p>in</p><p>e</p><p>/A</p><p>c</p><p>e</p><p>rv</p><p>o</p><p>d</p><p>o</p><p>a</p><p>rt</p><p>is</p><p>ta</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>:</p><p>P</p><p>a</p><p>n</p><p>d</p><p>a</p><p>V</p><p>e</p><p>c</p><p>to</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>;</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>.</p><p>C</p><p>la</p><p>s</p><p>s</p><p>ic</p><p>a</p><p>2</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>n</p><p>o</p><p>tb</p><p>a</p><p>d</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>A</p><p>rt</p><p>e</p><p>m</p><p>T</p><p>w</p><p>in</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>A</p><p>u</p><p>g</p><p>u</p><p>s</p><p>to</p><p>C</p><p>a</p><p>b</p><p>ra</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>; Y</p><p>u</p><p>rl</p><p>ic</p><p>k</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>R</p><p>e</p><p>a</p><p>lV</p><p>e</p><p>c</p><p>to</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>;</p><p>a</p><p>m</p><p>e</p><p>ri</p><p>c</p><p>a</p><p>3</p><p>6</p><p>5</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Importance of LearnIng engLIsh</p><p>10 Reasons to Study English</p><p>1 2 3 4 5</p><p>6 7 8 9 10</p><p>Most commonly</p><p>spoken language</p><p>of the world</p><p>Increases the</p><p>chances of getting</p><p>a good paying job</p><p>Official language</p><p>of 53 countries</p><p>1st language</p><p>of 400 million</p><p>people around</p><p>the world</p><p>Language of</p><p>media industry</p><p>Language of</p><p>the Internet</p><p>Based on a</p><p>simple alphabet</p><p>that is easy</p><p>to learn</p><p>Gives a lot of</p><p>satisfaction</p><p>to learn the</p><p>language</p><p>A variety of</p><p>school courses</p><p>are taught in</p><p>English</p><p>Learn from other</p><p>cultures through</p><p>the language</p><p>What is your opinion about the quotation in the infographic:</p><p>“English belongs to everyone or to no one”?</p><p>Discuss with your classmates and teacher.</p><p>2</p><p>( d ) people in India speak English as a Second</p><p>Language.</p><p>( a ) of websites are written in English.</p><p>( b ) of all English speakers are non-native</p><p>speakers.</p><p>( c ) of the population in the world speak</p><p>English.</p><p>8 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_007A013_M1.indd 8 10/10/17 10:00 AM</p><p>READING</p><p>Read and listen.</p><p>English</p><p>is widely used in the world. It has often been referred to as a “world language”.</p><p>If you want to travel all over the world, you must realize that it is estimated that English is</p><p>spoken as a first language by about 400 million people, as a second language by some other</p><p>400 million, and as a foreign language by 600 to 700 million people. This means that over 1</p><p>billion people can communicate in English to some extent. Consequently, it is not a surprise</p><p>that it is the language most often studied as a foreign language in the world. So, if you do not</p><p>understand English, you may miss your flight, lose your way, and fail to communicate with</p><p>people. It makes your travel inconvenient and uncomfortable.</p><p>Nowadays, the world is like a global village – there are many issues to discuss, such as climate</p><p>change, helping developing countries, reducing or eliminating a store of nuclear weapons,</p><p>foreign currency balance etc. And the world is similar to a big factory – where the parts used</p><p>in manufacturing a motor vehicle, for example, come from different countries. International</p><p>trade takes place every day and everywhere. Knowing English can make communication easier.</p><p>English is the official language in 53 countries, and it is one of the official languages in many</p><p>important international organizations such as UN, EU and WTO. It is also one of the working</p><p>languages at most international businesses and meetings.</p><p>If you want to know more about the world and modern technology, English is a great bridge.</p><p>Most books, magazines, newspapers, and movies are in English. Going online, most of the</p><p>world’s stored information and web pages are in English. English is also the most commonly</p><p>used language in the sciences. The vast majority of scientific papers today are published in</p><p>English, even though only half of them came from authors in English-speaking countries.</p><p>In a word, English is very important in our lives. Therefore, learning English is essential in</p><p>today’s global world.</p><p>Available at: <www.stgeorges.co.uk/blog/learn-english/how-many-people-in-the-world-speak-english>, <www.theatlantic.com/</p><p>science/archive/2015/08/english-universal-language-science-research/400919>. Accessed on: July 28th, 2017. (Adapted.)</p><p>Read the text one more time and answer the questions.</p><p>a) What is it about?</p><p>Suggested answer: It’s about the spread of the English language in the world and how important it is to learn it.</p><p>b) Does the text mention your reasons for studying English?</p><p>Yes, it does./ No, it doesn’t.</p><p>Decide if the following sentences are true (T) or false (F) according to the text.</p><p>a) English is accepted as the main international language because of its wide use. ( T )</p><p>b) Learning English as a foreign language is not the most popular option in the world. ( F )</p><p>c) Knowing English doesn’t facilitate communication. ( F )</p><p>d) English is the only official language in many important international organizations. ( F )</p><p>e) English is the most commonly used language in the sciences. ( T )</p><p>1</p><p>2</p><p>2</p><p>3</p><p>Peça aos alunos que corrijam as frases falsas oralmente.</p><p>3. b) It is the language</p><p>most often studied</p><p>as a foreign language in</p><p>the world.</p><p>c) Knowing English</p><p>can make communication</p><p>easier.</p><p>d) It is one of the official</p><p>languages in many</p><p>important international</p><p>organizations.</p><p>9</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH9_EF2_INGLES_007A013_M1.indd 9 10/10/17 10:00 AM</p><p>Which words go together in the text? Match them to make word partnerships.</p><p>a) world ( e ) technology</p><p>b) global ( c ) organizations</p><p>c) international ( a/d ) language</p><p>d) foreign ( b ) village</p><p>e) modern</p><p>The following are international organizations. What do the abbreviations stand for?</p><p>a) EU: European Union</p><p>b) WTO: World Trade Organization</p><p>c) UN: United Nations</p><p>How often do you use your English? Give examples.</p><p>Personal answers.</p><p>4</p><p>5</p><p>6</p><p>Look!</p><p>Word partnerships are</p><p>the relationship between</p><p>two words or groups</p><p>of words that often go</p><p>together and are quite</p><p>predictable to native</p><p>speakers. They are also</p><p>called collocations.</p><p>Choose the correct</p><p>definition of the</p><p>following words and</p><p>expressions according</p><p>to the text.</p><p>1. issues</p><p>a) important subjects</p><p>requiring a decision,</p><p>problems (  )</p><p>b) consequences ( )</p><p>2. store</p><p>a) a large supply or</p><p>stock kept for</p><p>future use (  )</p><p>b) a shop ( )</p><p>3. weapons</p><p>a) something (as guns,</p><p>knives etc.) used</p><p>to injure, defeat, or</p><p>destroy (  )</p><p>b) means of persuading</p><p>or arguing ( )</p><p>4. currency</p><p>a) money (  )</p><p>b) the state of being</p><p>current ( )</p><p>5. trade</p><p>a) commerce (  )</p><p>b) occupation ( )</p><p>6. bridge</p><p>a) a structure spanning</p><p>and providing</p><p>passage over a gap</p><p>or barrier, such as</p><p>rivers or roadways</p><p>( )</p><p>b) a connection (  )</p><p>7. In a word</p><p>a) in conclusion ( )</p><p>b) in short (  )</p><p>Useful language</p><p>LISTENING</p><p>ENGLISH PRONUNCIATION</p><p>PRE-LISTENING</p><p>Read the following words. How do you pronounce them?</p><p>a) heat b) hit</p><p>c) sheep d) ship</p><p>e) leave f) live</p><p>Now listen and repeat the words in activity 1.</p><p>LISTENING</p><p>Listen to the audio and tick (  ) the correct sentences according to what you hear.</p><p>a) Pronunciation is the easiest skill in English to learn. ( )</p><p>b) It takes a lot of time and effort to improve our pronunciation. (  )</p><p>1</p><p>2</p><p>3</p><p>4</p><p>M</p><p>o</p><p>n</p><p>g</p><p>k</p><p>o</p><p>l</p><p>F</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/</p><p>L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/</p><p>L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>s</p><p>c</p><p>u</p><p>lp</p><p>ie</p><p>s</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Ia</p><p>k</p><p>o</p><p>v</p><p>F</p><p>ili</p><p>m</p><p>o</p><p>n</p><p>o</p><p>v</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>E</p><p>lli</p><p>o</p><p>t</p><p>P</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>y</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>m</p><p>it</p><p>ry</p><p>M</p><p>o</p><p>lc</p><p>h</p><p>a</p><p>n</p><p>o</p><p>v</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>10 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_007A013_M1.indd 10 10/10/17 10:00 AM</p><p>c) Some non-native speakers learn English pronunciation quite easily. ( )</p><p>d) It is very important to speak English outside the classroom as much as we can. (  )</p><p>e) It is necessary to have a native-speaker-like pronunciation. ( )</p><p>f) Our accent is part of our culture. (  )</p><p>LANGUAGE WORK</p><p>WORD FORMATION</p><p>Read the cartoon and answer the questions.</p><p>a) What can you see in the picture?</p><p>There is a hippo half immersed in a pool and there are a lot of birds landed on it. One of them seems to be the</p><p>leader and does not allow a newcomer to land there too.</p><p>b) Why can’t one of the birds land on the top of the hippo?</p><p>Because there is no place/room for it. The leader says they’re overbooked.</p><p>Let’s analyze the word “overbooked”.</p><p>It is formed by the prefix “over”, the verb “to book” (to make a reservation), and the suffix “ed”.</p><p>The prefix “over” means excessively/too much and the suffix “ed” forms the past</p><p>participle of the verb “to book”. Read the example below.</p><p>The airline overbooked the flight. (It means that the airline accepted more bookings/</p><p>reservations for the flight than it was possible.)</p><p>Look!</p><p>A prefix comes at the</p><p>beginning of a word and</p><p>changes its meaning.</p><p>Example: in- + secure =</p><p>insecure.</p><p>In-, un-, il-, im-, ir- and dis-</p><p>are negative prefixes.</p><p>A suffix comes at the end</p><p>of a word. It changes the</p><p>meaning of the word and</p><p>its class.</p><p>Example: beauty (noun) +</p><p>-ful = beautiful (adjective).</p><p>Other suffixes: -less, -ly,</p><p>or -er.</p><p>Add the correct prefix to give the following words their opposite meanings.1</p><p>LANGUAGE USAGE</p><p>in-    un-    il-    im-    ir-    dis-</p><p>a) un comfortable e) il legible i) un kind</p><p>b) dis loyal f) in sincere j) il legal</p><p>c) im possible g) dis honest k) un pleasant</p><p>d) ir responsible h) im moral l) ir regular</p><p>W</p><p>a</p><p>g</p><p>n</p><p>e</p><p>r</p><p>©</p><p>T</p><p>ri</p><p>b</p><p>u</p><p>n</p><p>e</p><p>M</p><p>e</p><p>d</p><p>ia</p><p>S</p><p>e</p><p>rv</p><p>ic</p><p>e</p><p>s</p><p>,</p><p>I</p><p>n</p><p>c</p><p>.</p><p>A</p><p>ll</p><p>R</p><p>ig</p><p>h</p><p>ts</p><p>R</p><p>e</p><p>s</p><p>e</p><p>rv</p><p>e</p><p>d</p><p>11</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH9_EF2_INGLES_007A013_M1.indd 11 10/10/17 10:00 AM</p><p>Match the underlined words with a suffix in the box to form new words.2</p><p>-ly      -ful      -less</p><p>a) An object which has no use is a useless object.</p><p>b) A friend who is full of help is a helpful friend.</p><p>c) That man is walking in a quick</p><p>but only when he/she</p><p>cannot hear you. ( )</p><p>3. When you look at your friends, the first thing you see is...</p><p>a. people who you love to be around and have fun with. ( )</p><p>b. people of different race and religion from yours. ( )</p><p>c. people of the same race and religion as you. Exactly how it should be. ( )</p><p>4. If you and your friends were a bowl of fruit salad, you would look like...</p><p>a. a yummy combination of various fruits. ( )</p><p>b. a mixture of only a select group of fruits. ( )</p><p>c. the same fruit. ( )</p><p>5. You see a classmate being picked on for their religion, you...</p><p>a. stand for them, they shouldn’t be being picked for just being themselves. ( )</p><p>b. feel bad for them and want to help out, but cannot build up enough courage... What if</p><p>they make fun of you, too? ( )</p><p>c. join in with the group and poke fun at the classmate. ( )</p><p>Results:</p><p>Mostly a’s: you are a leader and the kind of person we need. You are not afraid to stand up for</p><p>what is right and  set things straight. You are extremely tolerant and accept people’s differences.</p><p>Keep up the good work and try to influence others to follow your lead.</p><p>Mostly b’s: you have good intentions but you don’t necessarily follow through. Stop being</p><p>a bystander and stand up for what you believe is right. Who knows, you might actually give</p><p>others an example to follow. You will make a difference.</p><p>Mostly c’s: […] You need a serious attitude adjustment. This is the twenty-first century, people!</p><p>You need to get with the times! Face the facts, there is no one in the world just like you, and</p><p>treating people that are “unlike” you poorly will make you a very disliked person. […]</p><p>Available at: <https://sites.google.com/site/diversifyingtolerance/how-tolerant-are-you>. Accessed on: Aug. 28th, 2017.</p><p>130 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 130 10/10/17 10:49 AM</p><p>GROUP WORK</p><p>Work in groups of four students. Answer the questions. 1</p><p>PROBLEM-SOLVING SITUATION</p><p>a) How would you describe the dialogue in the cartoon?</p><p>It is a dialogue among kids who seem to be full of anger/hatred and intolerance towards anything and everything.</p><p>b) What happens when one group of people hates another group of people?</p><p>They probably fight with each other, bully each other or even kill.</p><p>c) Who do you think these characters hate?</p><p>Probably people who are different from them in various aspects.</p><p>Now discuss the situation below with your group. Personal answers.</p><p>Imagine you know a group of teens that seem to behave in the same way as the kids in</p><p>the cartoon. They are often very aggressive towards other people in the neighborhood</p><p>and even at school. They are disrespectful and sometimes even threaten to use violence</p><p>against others.</p><p>Discuss with your group what could be done to help change their behavior against others.</p><p>Present your ideas to the class.</p><p>2</p><p>D</p><p>a</p><p>ry</p><p>l</p><p>C</p><p>a</p><p>g</p><p>le</p><p>/C</p><p>a</p><p>g</p><p>le</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>s</p><p>Personal answers. Possible answers suggestions:</p><p>131</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 131 10/10/17 10:49 AM</p><p>HOMEWORK</p><p>Read text 1 in the Reading section again. What do the underlined words in the text refer to?</p><p>a) […] but usually it is used to mean “hate of strangers.”</p><p>xenophobia</p><p>b) […] based on the perception that they are outsiders or foreigners to the community, society or national identity.</p><p>persons</p><p>c) […] because he or she comes from outside the community or nation.</p><p>the other person</p><p>d) […] This cultivates a social and political climate that generates xenophobia.</p><p>The belief that immigrants are competitors</p><p>e) […] These groups are often in direct competition with migrants for welfare service and are the main breeding</p><p>ground for xenophobic and racist ideologies.</p><p>Segments of the population living on the margins of society</p><p>Complete the sentences with words and expressions from the box. You can find them in context in the texts from</p><p>Reading section.</p><p>amazed  carbon copies  immeasurable</p><p>overlap  prejudice  strictness  vilify</p><p>a) It’s difficult to identify my twin baby cousins. They are really carbon copies of each other.</p><p>b) The concepts of xenophobia and racism usually overlap , but they are different.</p><p>c) The strictness of the old school system inspired the band Pink Floyd to write the lyrics to one of their</p><p>most famous songs, “Another Brick in the Wall.”</p><p>d) They are amazed at the quality of the food in that Syrian restaurant. The dishes are really delicious.</p><p>e) The illegal immigration problem in that country has reached immeasurable proportions. The government</p><p>doesn’t know how to solve it.</p><p>f) As an immigrant from Italy, my grandpa says that he has suffered prejudice . His neighbors used to call</p><p>him names when he was a kid.</p><p>g) People who are against social welfare vilify those who depend on the system, claiming that they</p><p>are lazy.</p><p>1</p><p>2</p><p>132 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 132 10/10/17 10:49 AM</p><p>18</p><p>MODULE</p><p>ROUNDUP</p><p>133</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 13 to 17</p><p>P</p><p>ra</p><p>zi</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>ta</p><p>n</p><p>R</p><p>o</p><p>h</p><p>re</p><p>r/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>P</p><p>ic</p><p>s</p><p>I</p><p>n</p><p>c</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>a</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_133A136_M18.indd 133 10/10/17 10:50 AM</p><p>This is a letter from a victim of bullying. Complete the text by putting the verbs in parentheses in the correct tense</p><p>(simple present, simple past or past continuous).</p><p>1</p><p>My name a) is (be) Sarah and I b) am (be) from Bristol. Some years ago,</p><p>I was bullied by a huge group of girls, not physically, but mentally. At the time, I c) lost (lose) all my</p><p>friends because they d) were (be) afraid of the girls, too. I e) told (tell) a teacher,</p><p>but he f) couldn’t (can/not) stop them. After months and months, I g) told (tell) my</p><p>mom what h) was happening (happen). She i) was (be) great and j) warned (warn)</p><p>the bullies off, but it k) was (be) too late for me and I l) ended up (end up) having a</p><p>nervous breakdown when I m) was (be) only 15 years old. So, if you have been bullied lately, however</p><p>hard it may seem, you n) have (have) to tell someone.</p><p>Complete these sentences with since or for.</p><p>a) We’ve been in London for two days.</p><p>b) We’ve been here since 8 o’clock, but the bus hasn’t arrived yet.</p><p>c) I haven’t seen my cat for a week. I think he’s lost.</p><p>d) She’s lived in England since last year.</p><p>Rewrite these sentences using since or for. Make the necessary changes in verb tenses.</p><p>a) Carlos and Ana are married. (ten years now) Carlos and Ana have been married for ten years now.</p><p>b) Anne has an excellent job. (last October) Anne has had an excellent job since last October.</p><p>c) Gilberto is ill. (a week) Gilberto has been ill for a week.</p><p>d) I’m a teacher. (20 years) I have been a teacher for 20 years.</p><p>Answer these questions about yourself. Write complete answers. Personal answers.</p><p>a) How long have you studied English?</p><p>b) Have you known your best friend for a long time?</p><p>c) How long have you had a cell phone?</p><p>d) How long have you had an email address?</p><p>2</p><p>3</p><p>4</p><p>134 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 13 to 17</p><p>PH9_EF2_INGLES_133A136_M18.indd 134 10/10/17 10:50 AM</p><p>The verbs in the sentences are underlined. Are they right (R) or wrong (W)? Correct the sentences that are wrong.</p><p>a) Sheila has broken her arm yesterday. ( W ) Sheila broke her arm yesterday.</p><p>b) The bus arrived about half an hour ago. ( R )</p><p>c) She’s my best friend and I know her for ten years. ( W ) She’s my best friend and I have known her for ten years.</p><p>d) Peter is married since 2003. ( W ) Peter has been married since 2003.</p><p>e) We’ve lived here since ten years and we like it. ( W ) We’ve lived here for ten years and we like it.</p><p>f) I haven’t played volleyball since I was 10. ( R )</p><p>Fill in the gaps with the correct</p><p>way. He is walking quickly .</p><p>d) The boy is full of fear. The boy is fearful .</p><p>e) The woman was crying in a quiet way. She was crying quietly .</p><p>f) A girl full of beauty is a beautiful girl.</p><p>PROBLEM-SOLVING SITUATION</p><p>You and your family are spending your vacations in New York, but when you arrive at the</p><p>hotel, your parents realize that they lost their Broadway tickets to see a show called Beautiful:</p><p>The Carole King Musical. They are even more stressed because they can’t speak English. As</p><p>you are learning English at school, they rely on you to solve their problem. What will you do</p><p>to help your parents not to miss the show of their lives? You don’t know New York City at all.</p><p>Possible answer suggestions: You try to get replacement tickets, but the show is sold out.</p><p>You go to the concierge to get suggestions on what else you can do. You try to get tickets for</p><p>another day.</p><p>TIME FOR FUN</p><p>Read and listen to a poem in the English language.</p><p>Why plurals in English are so funny?</p><p>We’ll begin with box; the plural is boxes,</p><p>But the plural of ox is oxen, not oxes.</p><p>One fowl is a goose, and two are called geese,</p><p>Yet the plural of moose is never called meese.</p><p>You may find a lone mouse or a house full of mice;</p><p>But the plural of house is houses, not hice.</p><p>The plural of man is always men,</p><p>But the plural of pan is never pen.</p><p>If I speak of a foot, and you show me two feet,</p><p>And I give you a book, would a pair be a beek?</p><p>If one is a tooth and a whole set are teeth,</p><p>Why shouldn’t two booths be called beeth?</p><p>If the singular’s this and the plural is these,</p><p>Should the plural of kiss be ever called keese?</p><p>We speak of a brother and also of brethren,</p><p>But though we say mother, we never say methren.</p><p>Then the masculine pronouns are he, his, and him;</p><p>But imagine the feminine… she, shis, and shim!</p><p>Anonymous</p><p>5</p><p>S</p><p>o</p><p>n</p><p>y</p><p>/A</p><p>T</p><p>V</p><p>M</p><p>u</p><p>s</p><p>ic</p><p>P</p><p>u</p><p>b</p><p>lis</p><p>h</p><p>in</p><p>g</p><p>12 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_007A013_M1.indd 12 10/10/17 10:00 AM</p><p>HOMEWORK</p><p>What do you do outside the classroom to improve your English and what do you consider to be the best way to do</p><p>it? Write a short paragraph in your notebook, but first read about what some students do.</p><p>1</p><p>Personal answer suggestion:</p><p>To be honest, I don’t do much</p><p>outside the classroom to improve</p><p>my English. I have English classes</p><p>at a language school, but that is</p><p>because my parents want me to.</p><p>But I like to listen to music a lot</p><p>and most of what I listen to is</p><p>in English. I learn the lyrics and</p><p>sing along when I listen to my</p><p>favorites and I think this helps</p><p>me to develop my listening and</p><p>pronunciation. Another thing that</p><p>I do for fun is to play computer</p><p>games, and many of them are in</p><p>English. So I have fun and also</p><p>learn new words and expressions.</p><p>Make new words from the ones listed below using the suffixes -able, -ous or -ful.</p><p>a) enjoy: enjoyable d) care: careful</p><p>b) use: useful e) presumption: presumptuous</p><p>c) prestige: prestigious f) comfort: comfortable</p><p>Match the underlined words with a suffix from the box to form new words.</p><p>2</p><p>3</p><p>I try to</p><p>think in English in my daily</p><p>life and I use an English-English dictionary</p><p>at home. I also want to start reading a</p><p>newspaper and watching TV to improve</p><p>my English.</p><p>I always</p><p>listen to music because</p><p>I think it’s the best way to improve</p><p>my English. I also read English books</p><p>when I am at home.</p><p>I watch</p><p>some movies, English</p><p>movies of course, but not</p><p>every day. I feel my listening and</p><p>speaking skills are</p><p>very weak.</p><p>To be</p><p>honest, I don’t</p><p>study so much after my</p><p>classes, but I listen to music</p><p>and try to learn the lyrics. I also</p><p>watch movies in English with</p><p>or without subtitles.</p><p>That’s all.</p><p>To improve</p><p>my listening skills, I usually</p><p>watch TV series. They’re usually a little</p><p>hard for me but I can study having fun and I</p><p>learn useful expressions. To improve my</p><p>reading skills, I read e-books and</p><p>magazines.</p><p>-ful      -less      -er      -or      -able</p><p>a) Someone who acts is an actor .</p><p>b) A leader who has great power is a powerful leader.</p><p>c) An object which is easy to break is a breakable object.</p><p>d) Someone who governs a capital city is a governor .</p><p>e) Something you can’t count is countless .</p><p>f) Someone who teaches is a teacher .</p><p>p</p><p>ik</p><p>s</p><p>e</p><p>ls</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>13</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH9_EF2_INGLES_007A013_M1.indd 13 10/10/17 10:00 AM</p><p>2</p><p>MODULE</p><p>14</p><p>FRIENDSHIP</p><p>MATTERS</p><p>“One of the most beautiful qualities</p><p>of true friendship is to understand and</p><p>to be understood.”</p><p>Lucius Annaeus Seneca</p><p>Learning objects</p><p>• An informative text: Friendship</p><p>• Social networks</p><p>• The simple present and present</p><p>continuous (review)</p><p>• Vocabulary related to psychological</p><p>traits</p><p>• Textual references: use of pronouns</p><p>and possessives</p><p>Skills</p><p>• Interpret an informative text.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Infer the message implicit in the text.</p><p>• Identify and make use of the simple</p><p>present and present continuous</p><p>(review).</p><p>• Produce a text on personal</p><p>preferences.</p><p>k</p><p>a</p><p>li9</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH9_EF2_INGLES_014A020_M2.indd 14 10/10/17 10:02 AM</p><p>Read the following cartoon and answer the question below.</p><p>GETTING STARTED</p><p>What’s a perfect friend for you?</p><p>Personal answer.</p><p>READING</p><p>PRE-READING</p><p>Read and answer. Personal answer suggestions.</p><p>a) Do you consider it important to have friends? Why (not)?</p><p>I consider it important to have friends./I think nobody can live without friends.</p><p>b) Do you have a best friend? If yes, what is his or her name?</p><p>Yes, I do. His/her name is...</p><p>c) What kinds of activities do you usually do with your friends?</p><p>We chat on the web, go out together to parties, to the mall, to the movies and we travel together on our vacations etc.</p><p>P</p><p>e</p><p>a</p><p>n</p><p>u</p><p>ts</p><p>,</p><p>C</p><p>h</p><p>a</p><p>rl</p><p>e</p><p>s</p><p>S</p><p>ch</p><p>u</p><p>lz</p><p>©</p><p>P</p><p>e</p><p>a</p><p>n</p><p>u</p><p>ts</p><p>W</p><p>o</p><p>rl</p><p>d</p><p>w</p><p>id</p><p>e</p><p>L</p><p>L</p><p>C</p><p>./</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>U</p><p>n</p><p>iv</p><p>e</p><p>rs</p><p>a</p><p>l</p><p>U</p><p>c</p><p>lic</p><p>k</p><p>15</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH9_EF2_INGLES_014A020_M2.indd 15 10/10/17 10:02 AM</p><p>READING</p><p>Read and listen.</p><p>Friends are great. They can help each other when they are unhappy, be there to talk to and</p><p>have a laugh with. Sometimes friendships can have problems too and it can be hard to know</p><p>what to do.</p><p>Good times and bad times</p><p>Having good friends is great, and friendships can last a whole lifetime. Like all relationships,</p><p>friendships go through good times and bad times.</p><p>When your friends are unhappy or you have fallen out with each other, it can be really</p><p>upsetting and make you sad.</p><p>What does being a friend mean?</p><p>You will make lots of different kinds of friends in your life.</p><p>Some you might know for only a short time and some you may</p><p>know for your whole life. They are all important and can make</p><p>a real difference to you. Friends are different from other people</p><p>around you, like family or classmates, because you can choose</p><p>who you are friends with, and they choose you.</p><p>Being a friend can mean different things. During a difficult</p><p>time, it might mean supporting you and being there for you to</p><p>talk to. In happier times, it could be someone to share all the fun</p><p>and have a laugh with. Being a good friend means making sure</p><p>that you are there when your friends need you too.</p><p>Source: <http://ristasatyadewi.blogspot.com.br/2013/10/>. Accessed on: Aug. 11th, 2017.</p><p>Check (  ) the correct sentences according to the text.</p><p>a) Friendship problems are easy to solve. ( )</p><p>b) All kinds of friendships you make during your lifetime are important. (  )</p><p>c) You don’t choose your friends, they choose you. ( )</p><p>d) Friends can help you celebrate good times and provide support during bad times. (  )</p><p>What do the underlined words refer to in the text?</p><p>a) They can help each other when they are unhappy… Friends/friends</p><p>b) … or you have fallen out with each other… You (any person) and your friend</p><p>c) ... may know for your whole life. The reader/people in general</p><p>d) … it</p><p>might mean supporting you and being there for you to talk to. Being a friend</p><p>1</p><p>6</p><p>2</p><p>3</p><p>What do these words or expressions mean in the text? Match the columns.</p><p>a) to have a laugh with ( c ) to have cut off relations over a quarrel</p><p>b) to go through ( f ) giving moral or psychological aid to</p><p>c) to have fallen out ( g ) to enjoy (something) with others</p><p>d) upsetting ( e ) entire</p><p>e) whole ( a ) to have fun with</p><p>f) supporting ( b ) to experience something</p><p>g) to share ( d ) disturbing/annoying</p><p>Useful language</p><p>Pronoun reference</p><p>In order not to be</p><p>repetitive or boring, we</p><p>can use pronouns (it,</p><p>they, this, these, who,</p><p>which, hers, theirs etc.)</p><p>and other words (here,</p><p>there, then etc.) instead</p><p>of repeating the same</p><p>words or groups of words.</p><p>To clearly understand the</p><p>ideas in a text, you need</p><p>to understand which</p><p>words pronouns refer to</p><p>in the text. These words</p><p>are called antecedents</p><p>because they normally</p><p>come before the pronoun</p><p>or another referent.</p><p>Cool stuff</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>16 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_014A020_M2.indd 16 10/10/17 10:02 AM</p><p>GROUP WORK</p><p>Discuss with your group and decide which qualities from the list below you think are most</p><p>important in a friendship.</p><p>In my opinion, a true friend should be: Personal answers.</p><p>a) truthful ( )</p><p>b) reliable ( )</p><p>c) sincere ( )</p><p>d) nosy ( )</p><p>e) jealous ( )</p><p>f) conceited ( )</p><p>g) wealthy ( )</p><p>h) understanding ( )</p><p>i) envious ( )</p><p>j) selfish ( )</p><p>k) loyal ( )</p><p>l) attractive ( )</p><p>m) kind ( )</p><p>n) caring ( )</p><p>o) patient ( )</p><p>p) popular ( )</p><p>q) clever ( )</p><p>r) fair ( )</p><p>s) impatient ( )</p><p>t) brave ( )</p><p>PAIR WORK</p><p>Step 1 – Answer the questions below individually. Personal answer suggestions.</p><p>a) What makes you become friends with someone?</p><p>I become friends with a person who has the same interests as I do.</p><p>b) What makes you decide not to be friends with someone?</p><p>I decide not to be friends with someone when I notice he/she is not reliable/is envious.</p><p>c) What’s the difference between a “best friend” and “just a friend”?</p><p>In my opinion, a best friend is someone you can trust and talk about your problems and secrets with. If a person is just</p><p>a friend, you can hang out with him/her, study, but you won’t feel confident enough to tell him/her about your problems</p><p>and your most intimate secrets.</p><p>d) Do you prefer to have lots of friends or a few very close friends?</p><p>e) Have you ever stopped being friends with someone? Why?</p><p>f) What do you do if your parents don’t like one of your friends?</p><p>Step 2 – Discuss the questions from step 1 with a classmate.</p><p>LANGUAGE WORK</p><p>VERB TENSE REVIEW</p><p>SIMPLE PRESENT AND PRESENT CONTINUOUS</p><p>Read the text and do the following activities.</p><p>Hello. Is that 911? I’m calling to complain about the noise that is coming from a pet hotel</p><p>opposite my house. The hotel hosts dogs at weekends and vacations, and some of them bark</p><p>almost the whole night. I sometimes talk to the hotel owners and ask them to do something</p><p>about it, but they don’t take notice. They say their business is legal and they don’t accept</p><p>guest dogs that have such behaviour twice. But tonight the noise is terrible and it is keeping</p><p>my wife and I awake. What should we do?</p><p>17</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH9_EF2_INGLES_014A020_M2.indd 17 10/10/17 10:02 AM</p><p>Look at the following verbs from the text and answer the questions.</p><p>a) “I’m calling to complain...”</p><p>b) “The hotel hosts dogs at weekends and vacations...”</p><p>Which verb is in the simple present, (a) or (b)? b</p><p>Which verb is in the present continuous, (a) or (b)? a</p><p>Which verb shows an action in progress at the moment of speaking? a</p><p>Which verb indicates a repeated action or regular situation? b</p><p>Read the text again and copy the verbs in the right columns below.</p><p>Simple present Present continuous</p><p>complain, hosts, bark, talk, ask, do, (don't) take, say, is,</p><p>(don't) accept, have, is, do.</p><p>am calling, is coming, is keeping.</p><p>1</p><p>2</p><p>REVIEW OF VERB TENSES: SIMPLE PRESENT AND</p><p>PRESENT CONTINUOUS TENSES.</p><p>Use the simple present tense of the verbs in parentheses to complete the following</p><p>sentences.</p><p>a) Do you usually lock (lock) the door when you leave home?</p><p>b) Pedro never leaves (leave) the lights on when he goes (go) out.</p><p>c) Luciana usually sits (sit) in the front row during class.</p><p>d) Where does your brother study (study)?</p><p>e) Bia and I attend (attend) school in the morning, but in the afternoon we</p><p>often help (help) our parents in our shoe store.</p><p>f) My school friends do not live/don’t live (not/live) in the same block as I do.</p><p>g) Andrew has (have) several pen pals, but he does not write/doesn’t write</p><p>(not/write) to them very often.</p><p>Caroline is studying away from home. She wants to share an apartment with another girl.</p><p>She is talking to Deborah to find out if they will be compatible as roommates. Complete</p><p>their conversation with the verbs from the box in the correct form of the simple present:</p><p>affirmative, negative or interrogative.</p><p>(not) study   feel   like   have   go (3×)</p><p>get   take   come   study   be</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>18 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_014A020_M2.indd 18 10/10/17 10:02 AM</p><p>Caroline: What time do you go to school?</p><p>Deborah: I go to school in the morning.</p><p>Caroline: Oh, really? Me too! It’s nice to study in the morning, then we</p><p>have the whole afternoon to study.</p><p>Deborah: Or to sleep! I usually take long naps when I</p><p>get home from school. I am always so tired...</p><p>Caroline: So, you don’t study at home, do you?</p><p>Deborah: Well, sometimes my friends come over in the</p><p>evening and we study together.</p><p>Caroline: What time do you usually go to bed?</p><p>Deborah: I like to stay up till late. I never go to bed before 12 a.m.</p><p>Caroline: No wonder you feel tired after school.</p><p>Sandra is talking on the phone trying to convince her mom to let her go out with</p><p>her friends. Complete the conversation with the simple present or the present</p><p>continuous.</p><p>Sandra: Hello. Is that you, mom?</p><p>Mother: Hi, Sandra. What’s the matter, now? You are studying (study) at Ann’s,</p><p>aren’t you?</p><p>Sandra: Yes, mom. Now we are working (work) hard at Math and after lunch we</p><p>are going (go) to study Chemistry. The worst subjects for us.</p><p>Mother: All right. So why are you calling (call) me again? It’s</p><p>the third time and I am (be) very busy. I am working (work) on</p><p>an important project. Are you having (have) any problems?</p><p>Do you want (want) me to pick you up when you finish there?</p><p>Sandra: No, no, no, mom! The problem is that Ann has invited me to go to Barbara’s party.</p><p>What do you think (think)? It’s her birthday today, you know?</p><p>Mother: But Sandra… Are you both studying (study) or just</p><p>planning to go out?</p><p>Sandra: Hold on a second, mom, Ann is talking (talk) to me. Oh, mom, she</p><p>is telling (tell) me that everybody from our class is going (go).</p><p>Mother: That’s enough, Sandra. I’m very sorry, but you really have (have) a</p><p>problem here. You are (be) grounded for coming in late, remember?</p><p>Sandra: Oh, mom...</p><p>3</p><p>to be grounded: estar de</p><p>castigo.</p><p>Words to know</p><p>PROBLEM-SOLVING SITUATION</p><p>PAIR WORK</p><p>You are a very popular student at your school and have a lot of friends. One of your</p><p>friends wants to spend more time with you than you want to spend with him or her, and this</p><p>is causing you a problem. You like this person very much, but you want more freedom to see</p><p>other people, too. What should you do? Discuss with your partner and find a solution.</p><p>K</p><p>la</p><p>u</p><p>s</p><p>V</p><p>e</p><p>d</p><p>fe</p><p>lt</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>A</p><p>le</p><p>x</p><p>B</p><p>ro</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>19</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH9_EF2_INGLES_014A020_M2.indd 19 10/10/17 10:02 AM</p><p>HOMEWORK</p><p>Complete each of the following statements about friends with a suitable word from the box below.</p><p>mutual  understand  trust  respect</p><p>share  forgive  choose</p><p>a) It’s nice to share the good times and the bad times</p><p>with friends.</p><p>b) You should always forgive your friend’s faults. Nobody is perfect.</p><p>c) Friendship is not friendship if you can’t trust each other. What’s the point of having a friend if you</p><p>do not have confidence in him/her?</p><p>d) Try to understand people by thinking about things from their point of view. You will see it becomes much</p><p>easier if you put yourself in his/her situation.</p><p>e) Don’t argue and be upset if your friend doesn’t agree with you about something. He/she has the right to have</p><p>an opinion and you must respect it.</p><p>f) Friends are different from other people, like family or classmates, because you can choose who you</p><p>are friends with.</p><p>g) If you want to keep a good friendship, it will require mutual respect and effective communication</p><p>from both parties.</p><p>Make true sentences about yourself. Use the verbs in parentheses in the simple present tense, affirmative or</p><p>negative form.</p><p>a) I come from Belo Horizonte. (come)</p><p>b) My brother doesn’t study Economics. (not/study)</p><p>c) My aunt lives in Curitiba. (live)</p><p>d) My parents don’t travel to Europe every year. (not/travel)</p><p>e) Most of my friends aren’t over eighteen. (not/be)</p><p>f) I like studying Math. (like)</p><p>g) Friendship for me doesn’t include envy and jealousy. (not/include)</p><p>h) I like romantic films. (like)</p><p>i) My father wears a seat belt when he drives. (wear)</p><p>Complete the sentences using the simple present or the present continuous.</p><p>a) Look at those guys! They are dancing (dance) rock’n’roll.</p><p>b) Mary is a gossip. She always talks (talk) behind a friend’s back.</p><p>c) Do you usually work (work) in groups at school?</p><p>d) How often does Sandra hang (Sandra/hang) out with her friends?</p><p>e) Look at Bob and Jimmy! Are they arguing (they/argue)?</p><p>f) They are just pretending (pretend). They are very close friends and never</p><p>do (do) that.</p><p>g) Listen, Tom! Your cell phone is ringing (ring). I am sure it is (be) your best friend.</p><p>He is calling (call) to wish you a happy birthday.</p><p>1</p><p>2</p><p>3</p><p>20 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_014A020_M2.indd 20 10/10/17 10:02 AM</p><p>3</p><p>MODULE</p><p>Learning objects</p><p>• An informative text on urban culture</p><p>• Context/visual cues to guess the</p><p>meaning of words</p><p>• Personal pronouns: subject and</p><p>object</p><p>• Pronoun reference</p><p>Skills</p><p>• Interpret texts on urban culture.</p><p>• Make use of context/visual cues to</p><p>guess the meaning of words.</p><p>• Recognize and make use of the</p><p>personal pronouns: subject/object.</p><p>• Understand pronoun reference in</p><p>a text.</p><p>• In today’s modern world,</p><p>urban culture refers to a</p><p>city’s sense of fashion, music,</p><p>and way of life.</p><p>21</p><p>URBAN CULTURE</p><p>E</p><p>Q</p><p>R</p><p>o</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_021A028_M3.indd 21 10/10/17 10:06 AM</p><p>The following images depict scenes usually seen on streets. Can you describe them?1</p><p>GETTING STARTED</p><p>Which of the actions shown in the pictures may be considered art manifestations?</p><p>All except number 5.</p><p>2</p><p>READING</p><p>PRE-READING</p><p>Look at the following word web and at the pictures surrounding it. In pairs, discuss the</p><p>main subject of the web and complete it with the related words from the following box.</p><p>You can also add some of your own.</p><p>1</p><p>graffiti   basketball   colorful sneakers   loose clothes</p><p>DJing   caps   skateboarding   rap</p><p>street installations   break dance   bright colors</p><p>1</p><p>4 5 6</p><p>2 3</p><p>J</p><p>G</p><p>I/</p><p>J</p><p>a</p><p>m</p><p>ie</p><p>G</p><p>ri</p><p>ll/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Ia</p><p>in</p><p>M</p><p>c</p><p>K</p><p>e</p><p>ll/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>M</p><p>a</p><p>s</p><p>k</p><p>o</p><p>t/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>S</p><p>e</p><p>b</p><p>a</p><p>s</p><p>ti</p><p>a</p><p>n</p><p>W</p><p>ill</p><p>n</p><p>o</p><p>w</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>D</p><p>ri</p><p>m</p><p>a</p><p>F</p><p>ilm</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>lz</p><p>f/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>22 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_021A028_M3.indd 22 10/10/17 10:06 AM</p><p>Discuss with your partner and write down a definition for urban culture.</p><p>Suggested answer: Urban culture is the mixture of all kinds of cultural manifestations in a town or city.</p><p>Read the first paragraph of the text below and check the definition you wrote in activity 2.</p><p>READING</p><p>Read and listen.</p><p>Urban culture</p><p>Urban culture is the culture of towns and cities. In today’s modern</p><p>world, urban culture or street culture refers to a city’s sense of fashion,</p><p>music, and way of life developed in poorer central parts of the city. An</p><p>example of this is the hip-hop culture.</p><p>Hip-hop is an underground urban movement which began in the</p><p>South Bronx area of New York City during the late 1970s. Incorporating</p><p>graffiti art, tattooing, break dancing, rap music, and fashion, it became</p><p>the dominant cultural movement of the African American and Hispanic communities in the</p><p>1980s. The popularity of hip-hop spread quickly to mainstream white consumers through</p><p>movies, music videos, radio play, and media coverage. Rap music, in particular, found a huge</p><p>interracial audience.</p><p>2</p><p>3</p><p>1</p><p>7</p><p>URBAN</p><p>CULTURE</p><p>MUSIC</p><p>URBAN</p><p>SPORTS</p><p>STREET</p><p>ART</p><p>FASHION</p><p>S</p><p>o</p><p>p</p><p>h</p><p>ie</p><p>M</p><p>c</p><p>A</p><p>u</p><p>la</p><p>y</p><p>/S</p><p>h</p><p>ut</p><p>te</p><p>rs</p><p>to</p><p>ck</p><p>o</p><p>n</p><p>e</p><p>in</p><p>c</p><p>h</p><p>p</p><p>u</p><p>n</p><p>c</p><p>h</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>er</p><p>st</p><p>ock</p><p>Sto</p><p>ck</p><p>P</p><p>hotos/Latinstock</p><p>E</p><p>ug</p><p>enio</p><p>M</p><p>arongiu/Shutterstock</p><p>DJing</p><p>break dance</p><p>graffiti street installations</p><p>skateboarding</p><p>basketball</p><p>rap</p><p>caps</p><p>loose clothes</p><p>colorful sneakers</p><p>bright colors</p><p>M</p><p>a</p><p>s</p><p>y</p><p>le</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>23</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH9_EF2_INGLES_021A028_M3.indd 23 10/10/17 10:06 AM</p><p>Rap is a type of music that is spoken, not sung, in rhyme to the rhythm of a music beat. The</p><p>word rap comes from a 1960s-slang word for conversation. Most rap songs center around daily</p><p>life, often focusing on the hardships and violence that are a big part of life in big cities. For this</p><p>reason, many consider rap “street poetry”. Early rap groups included Grandmaster Flash and</p><p>Afrika Bambaataa. Grandmaster Flash is the artist who turned plain turntables into a musical</p><p>instrument that helped change music forever. He developed ways of using the turntables to</p><p>create techniques such as rearranging already recorded songs and scratching a record at a</p><p>particular place. These techniques are known as turntablism.</p><p>Flash led the way for rap and hip-hop disc jockeys (DJs) and today he continues to play</p><p>records and influence the world of rap and hip-hop.</p><p>After 1985, when graffiti art started to develop as a more independent art form and the</p><p>mania for break dancing began to wane, rap music continued to gain popularity, emerging as</p><p>one of the most original music forms of the decade.</p><p>Available at: <www.ukessays.com/essays/music/history-and-evolution-of-hip-hop-music-essay.php>.</p><p>Accessed on: Aug. 11th, 2017. (Adapted.)</p><p>Read the text again and find out which paragraph(s) refer(s) to:</p><p>a) Two important names in the hip-hop music movement. 3</p><p>rd paragraph</p><p>b) Rap after nineteen eighty-five. 5</p><p>th paragraph</p><p>c) How turntablism started. 3</p><p>rd paragraph</p><p>d) The origin of hip-hop culture. 2</p><p>nd paragraph</p><p>2</p><p>Read the text and match the words or expressions to their meaning. Use the context to help you.</p><p>a) mainstream ( d ) to become less strong or less important</p><p>b) turntable ( c ) making new sounds by quickly spinning the record forwards and backwards with</p><p>one’s finger while it is playing</p><p>c) scratching ( a ) normal, conventional</p><p>d) wane ( b ) the revolving platform on a record-player where records are placed</p><p>e) underground ( g ) very informal language that is usually spoken rather than written, used especially</p><p>by particular groups of people</p><p>f) media coverage ( h ) to go backwards and forwards</p><p>g) slang ( e ) unofficial</p><p>h) back and forth ( f ) when a subject or event is reported on television, radio or in newspapers</p><p>Useful language</p><p>What do the underlined words and expressions refer to in the text?</p><p>a) An example of this is the hip-hop culture.</p><p>Urban culture or street culture.</p><p>b) [...] it became the dominant cultural movement [...].</p><p>Hip-hop.</p><p>c) These techniques are known as turntablism.</p><p>Rearranging already recorded songs and scratching a record at a particular place.</p><p>d) [...] he continues to play records and</p><p>influence the world of rap and hip-hop.</p><p>Flash.</p><p>3</p><p>24 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_021A028_M3.indd 24 10/10/17 10:06 AM</p><p>PERSONAL PRONOUNS</p><p>Do you remember?</p><p>Subject Verb Object</p><p>John loves Mary.</p><p>He her</p><p>Subject Verb Object</p><p>Mary doesn’t love John.</p><p>She him</p><p>Subject pronouns Object pronouns</p><p>I me</p><p>you you</p><p>he him</p><p>she her</p><p>it it</p><p>we us</p><p>you you</p><p>they them</p><p>LANGUAGE WORK</p><p>Use subject and object pronouns to replace the underlined words.</p><p>a) The little boy loves animals.</p><p>He loves them.</p><p>b) My mother is going to take my brother and I to the movies.</p><p>She is going to take us to the movies.</p><p>c) Bruno and his parents are going to stay at a hotel on their vacation.</p><p>They are going to stay at a hotel on their vacation.</p><p>d) You must do your homework now, William.</p><p>You must do it now, William.</p><p>e) My twin brothers didn’t invite Carol for their birthday party.</p><p>They didn’t invite her for their birthday party.</p><p>f) I didn’t meet my boyfriend last night.</p><p>I didn’t meet him last night.</p><p>g) Daniel and I work out at the gym every day.</p><p>We work out at the gym every day.</p><p>1</p><p>LANGUAGE USAGE</p><p>25</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH9_EF2_INGLES_021A028_M3.indd 25 10/10/17 10:06 AM</p><p>Read the text and fill in the gaps with personal pronouns (subject and object) and</p><p>possessive adjectives.</p><p>Rio – the movie</p><p>Blu is a brainy pet blue macaw who lives</p><p>with his adoring owner, Linda.</p><p>Their quiet and cozy life in</p><p>Minnesota is disrupted when they get a visit</p><p>from Tulio, a Brazilian ornithologist. Tulio informs</p><p>Linda that Blu is the last male of his</p><p>kind, and he convinces her to take</p><p>a trip to Rio de Janeiro, so Blu can meet Jewel, the</p><p>last female blue macaw.</p><p>When he arrives in Rio, though,</p><p>Blu finds that Jewel is not as receptive as</p><p>he had hoped. He</p><p>wants nothing more than to go home, but suddenly,</p><p>he and Jewel are nabbed by a band of</p><p>smugglers. Jewel’s free-spirited determination and</p><p>Blu’s brain power come in handy as the two escape</p><p>from the smugglers and their</p><p>bitter henchman, Nigel the cockatoo. But, the two</p><p>are not free yet. They are chained together, and there’s one major problem: Blu</p><p>cannot fly.</p><p>Thankfully, Blu and Jewel are befriended by birds like Rafael the toucan, Nico and Pedro,</p><p>who not only lend them a wing, but also get them in the festive spirit</p><p>for Carnival. The entire city is alive with preparations for the big Carnival parade, but Blu and</p><p>Jewel must focus on removing their chains and getting back to their</p><p>homes before Nigel comes along again to spoil the party.</p><p>Available at: <https://marionmaelim.wordpress.com>. Accessed on: Aug. 15th, 2017. (Adapted.)</p><p>2</p><p>to nab: to arrest or</p><p>capture.</p><p>henchman: an</p><p>unscrupulous and ruthless</p><p>subordinate; a member of</p><p>a criminal gang; a trusted</p><p>attendant or follower.</p><p>Words to know PROBLEM-SOLVING SITUATION</p><p>GROUP WORK</p><p>Research about the hip-hop movement and culture. Then write a text or prepare a</p><p>presentation about it.</p><p>Here are some guidelines that may help you:</p><p>• Define the hip-hop movement.</p><p>• Write briefly about its history.</p><p>• Say if you identify yourself or not with the hip-hop culture. Give your opinion and justify it.</p><p>• Say how you identify yourself with it. (Do you follow its fashion? Do you like its rhythm and</p><p>songs? Do you practice any sports associated with it? Do you street dance?)</p><p>• Write a conclusion to end your text.</p><p>Some links to help you in your research: <www.netflix.com/br/title/80141782>;</p><p><www.englishclub.com/vocabulary/music-hip-hop.htm>; <http://rap.about.com/od/</p><p>hiphop101/ss/History-of-Hip-Hop.htm> (Accessed on: Aug. 1st, 2017).</p><p>B</p><p>lu</p><p>e</p><p>S</p><p>k</p><p>y</p><p>S</p><p>tu</p><p>d</p><p>io</p><p>s</p><p>/2</p><p>0</p><p>th</p><p>C</p><p>e</p><p>n</p><p>tu</p><p>ry</p><p>F</p><p>o</p><p>x</p><p>A</p><p>n</p><p>im</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>26 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_021A028_M3.indd 26 10/10/17 10:06 AM</p><p>HOMEWORK</p><p>Read the text below and check (  ) the correct options.1</p><p>Street world: urban art and culture from five continents</p><p>By Roger Gastman, Caleb Neelon, Anthony Smyrski</p><p>Ever since hip-hop and punk music rose from the ashes of urban blight to become two of the most potent youth culture</p><p>movements of the twentieth century, the world’s streets have taken center stage as vibrant sites of creativity. And in less</p><p>than a generation, thanks to ease of travel and the Internet, a new global street culture has emerged, bringing all of the</p><p>world’s diverse subcultures and modes of urban expression together: graffiti, skateboarding and bike messengering, DJing,</p><p>offbeat fashion, music, as well as design, photography, and other more traditional visual art.</p><p>Street World: Urban Art and Culture from Five Continents records the whole phenomenon. From New York and Los</p><p>Angeles to the Brazilian mega-cities, South African townships, and Mumbai, authors Roger Gastman, Caleb Neelon, and</p><p>Anthony Smyrski highlight cultural hotspots around the world.</p><p>Available at: <www.amazon.com/Street-World-Urban-Culture-Continents/dp/0810994380/>.</p><p>Accessed on: Aug. 15th, 2017. (Adapted.)</p><p>a) The text is</p><p>(  ) a book synopsis. ( ) a poster of an event. ( ) a CD review.</p><p>b) Gastman, Neelon and Smyrski are</p><p>( ) artists performing in the event. (  ) writers. ( ) composers.</p><p>c) Hip-hop and punk are</p><p>( ) types of music. (  ) cultural movements. ( ) movie genres.</p><p>d) New York, São Paulo and Mumbai are</p><p>( ) capital cities. ( ) countryside cities. (  ) megacities.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/H</p><p>a</p><p>rr</p><p>y</p><p>N</p><p>.</p><p>A</p><p>b</p><p>ra</p><p>m</p><p>s</p><p>P</p><p>u</p><p>b</p><p>lis</p><p>h</p><p>e</p><p>r</p><p>27</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH9_EF2_INGLES_021A028_M3.indd 27 10/10/17 10:06 AM</p><p>HOMEWORK</p><p>Read the text again and answer these questions.</p><p>a) What facilitates the emergence of diverse cultures nowadays?</p><p>Ease of travel and the Internet.</p><p>b) Which modes of urban expression are mentioned in the text?</p><p>Graffiti, skateboarding, bike messengering, DJing, offbeat fashion, music, design, photography, and traditional visual art.</p><p>Expand your vocabulary using the words in the box to complete the sentences.</p><p>hardship   back and forth   wane</p><p>coverage   turntable   mainstream</p><p>a) The story was largely ignored by the mainstream press, but the alternative media made it public.</p><p>b) My grandfather always listens to old records on his 1970’s turntable .</p><p>c) The government’s corruption scandal received extensive media coverage , but nothing happened to</p><p>the politicians involved in it.</p><p>d) The 1930’s were a time of high unemployment and economic hardship in the USA.</p><p>e) The only sound in the room during the test was the back and forth movements of pencils on paper.</p><p>f) In the 1970’s the band’s popularity began to wane as new bands and rhythms started to attract</p><p>teen fans.</p><p>Complete these letters with object and subject pronouns.</p><p>2</p><p>Bike messengering: a large city courier that delivers mail</p><p>(packages) by bicycle; offbeat fashion: unconventional.</p><p>3</p><p>4</p><p>Dear Jack,</p><p>One of my friends at school is a great writer and composer, but he keeps telling</p><p>me that he is not good enough. I told him : “How can</p><p>you say that ? Your poems and songs are really great”.</p><p>But he doesn’t believe me and he doesn’t want to</p><p>show his work to anybody else. How can I help him ?</p><p>A good friend</p><p>Good friend,</p><p>Some people are not so self-confident and sometimes it is difficult to</p><p>make them believe they are good at something. Don’t</p><p>lose hope!</p><p>Try to convince him to show his work to a teacher or a relative</p><p>he admires.</p><p>Jack</p><p>28 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_021A028_M3.indd 28 10/10/17 10:06 AM</p><p>4</p><p>MODULE</p><p>29</p><p>“Art should comfort the disturbed</p><p>and disturb the comfortable.”</p><p>Banksy</p><p>Learning objects</p><p>• An informative text on graffiti</p><p>• Simple past and past continuous</p><p>tenses (review)</p><p>• Basic reading strategies</p><p>• A listening text</p><p>Skills</p><p>• Interpret a text on graffiti and</p><p>discuss the topic.</p><p>• Recognize verb structures in</p><p>examples from the text.</p><p>• Identify and make use of the simple</p><p>past and the past continuous tenses.</p><p>• Reconstruct the meanings of</p><p>a text</p><p>by applying basic reading/listening</p><p>strategies.</p><p>GRAFFITI</p><p>1</p><p>0</p><p>0</p><p>0</p><p>W</p><p>o</p><p>rd</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>c</p><p>k</p><p>PH9_EF2_INGLES_029A037_M4.indd 29 10/10/17 10:27 AM</p><p>Look at the image on the previous page and answer the questions.</p><p>a) What kind of painting is that?</p><p>It is a graffiti painting.</p><p>b) Where can you see this kind of painting?</p><p>On a wall, on a piece of furniture, on a tree, in a subway station, on a vehicle, in a cave, on the street or sidewalk, on a</p><p>window etc.</p><p>c) What messages do graffiti works usually convey?</p><p>Some usually criticize social problems.</p><p>d) Banksy is a famous British graffiti artist. Do you agree with his quotation? Why (not)?</p><p>Personal answer.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>When you see a piece of graffiti on a building or wall which words or phrases come to</p><p>your mind? Personal answers.</p><p>a) self-expression ( )</p><p>b) gangs ( )</p><p>c) art movement ( )</p><p>d) vandalism ( )</p><p>e) a way to expose social problems ( )</p><p>f) hip-hop ( )</p><p>g) colorful shapes and lettering ( )</p><p>h) violence ( )</p><p>i) your own idea:</p><p>How do you feel when you see a piece of graffiti? Personal answers.</p><p>a) happy ( )</p><p>b) surprised ( )</p><p>c) angry ( )</p><p>d) shocked ( )</p><p>e) your own idea:</p><p>Compare your answers in pairs and based on what you read in Module 3, share your ideas</p><p>about graffiti and street art.</p><p>1</p><p>2</p><p>3</p><p>READING</p><p>E</p><p>Q</p><p>R</p><p>o</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>30 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_029A037_M4.indd 30 10/10/17 10:27 AM</p><p>READING</p><p>Read and listen.</p><p>Anyone walking in a city can observe colorful and provocative pieces of graffiti. Some people</p><p>consider these spray-painted pieces a nuisance, but others recognize graffiti as a legitimate form of art.</p><p>Although its artistic merits can’t be denied, graffiti is still considered by many a form of</p><p>vandalism. Artists tag both public and private property, which becomes costly for tax payers and</p><p>business and property owners.</p><p>When most people think of graffiti, they imagine “tags”, that is, a stylized writing of a person’s</p><p>name. Tags are probably the most popular forms of graffiti, but graffiti art is much more than</p><p>that. It can mean a colorful mural with a message of diversity or a black and white stencil piece</p><p>protesting police brutality. In each case, graffiti art makes a statement.</p><p>It is very common to see graffiti art in public spaces but after years of gaining recognition by</p><p>the art community, graffiti art has been shown in various galleries in New York and London, and</p><p>artists are often asked to do legal murals and other works for art shows.</p><p>One of the most famous graffiti artists is Banksy. He lives in Europe and no one really knows</p><p>who he is, but his artwork is one of the most recognizable within the graffiti world.</p><p>Like all other artistic forms, it is possible to see movements or changes in style in graffiti</p><p>art. These changes involve tools and also the messages. Graffiti art usually intends to criticize</p><p>political, social and economic issues.</p><p>This is proof that graffiti is a form of art and not just a result of random acts of vandalism.</p><p>The graffiti community moves in different directions and the resultant artwork moves with it.</p><p>Available at: <http://iml.jou.ufl.edu/projects/fall07/Sanchez/art.html>. Accessed on: Aug. 2nd, 2017. (Adapted.)</p><p>According to the text,</p><p>a) graffiti has always been considered a form of art. ( )</p><p>b) sometimes graffiti is considered an expression of vandalism. (  )</p><p>c) there is enough evidence not to consider graffiti an act of vandalism. ( )</p><p>1</p><p>8</p><p>2</p><p>Read the text again and write true (T), false (F) or not mentioned (NM).</p><p>a) Graffiti is not recognized as a form of art. ( F )</p><p>b) A tag is the name of a person written in a stylized form. ( T )</p><p>c) Graffiti pieces are not shown in art galleries. ( F )</p><p>d) Banksy was born in Bristol, England. (NM)</p><p>e) Banksy’s works of art are famous only in Europe. ( F )</p><p>f) Graffiti art is now different from what it was like in the past; it has evolved. ( T )</p><p>g) Social and political criticism are common themes in graffiti art. ( T )</p><p>3</p><p>Match the words and expressions to their definitions. Use the context to help you.</p><p>a) nuisance ( c ) an announcement on an important subject that someone makes in public.</p><p>b) diversity ( a ) something that is annoying and causes a problem.</p><p>c) statement ( b ) very different things or people existing in the same place.</p><p>d) recognizable ( d ) appreciated; accepted for its quality.</p><p>e) intend ( f ) that happens without a particular method or purpose.</p><p>f) random ( e ) to plan to do something.</p><p>Useful language</p><p>m</p><p>a</p><p>rk</p><p>p</p><p>h</p><p>ill</p><p>ip</p><p>s</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>31</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH9_EF2_INGLES_029A037_M4.indd 31 10/10/17 10:27 AM</p><p>PRE-LISTENING</p><p>Observe the images and discuss the following questions with your classmates and teacher.1</p><p>LISTENING</p><p>They are OsGêmeos. What do you know about them? Have you ever seen any of their works?</p><p>You are going to listen to a short text about OsGêmeos.</p><p>Check the information you think you are going to hear.</p><p>a) Their names. (  )</p><p>b) The place where they were born. (  )</p><p>c) The year they were born. (  )</p><p>d) Information about the hip-hop culture and street art. ( )</p><p>e) Basic information about their work. (  )</p><p>f) Information about how graffiti movement started in Brazil. ( )</p><p>LISTENING</p><p>Listen and check your predictions in activity 2 of the pre-listening.</p><p>Listen again and check (  ) the correct options.</p><p>a) Pandolfo is...</p><p>( ) their hometown. (  ) their last name. ( ) one of their works.</p><p>b) They started their career in…</p><p>( ) 1974. ( ) 1984. (  ) 1987.</p><p>c) They are recognized</p><p>( ) only in São Paulo. ( ) only in Brazil. (  ) worldwide.</p><p>2</p><p>1</p><p>9</p><p>2</p><p>9</p><p>Z</p><p>a</p><p>n</p><p>o</p><p>n</p><p>e</p><p>F</p><p>ra</p><p>is</p><p>s</p><p>a</p><p>t/</p><p>F</p><p>o</p><p>lh</p><p>a</p><p>p</p><p>re</p><p>s</p><p>s</p><p>C</p><p>h</p><p>ri</p><p>s</p><p>ti</p><p>a</p><p>n</p><p>M</p><p>u</p><p>e</p><p>lle</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>32 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_029A037_M4.indd 32 10/10/17 10:27 AM</p><p>Listen again and match the sentences.</p><p>a) Their style evolved</p><p>b) They are perhaps best known for</p><p>c) They have held exhibitions</p><p>d) They began to help define</p><p>9</p><p>3</p><p>( d ) Brazil’s very own unique style.</p><p>( a ) around traditional hip-hop and the</p><p>Brazilian culture.</p><p>( c ) in museums and art galleries in several</p><p>countries.</p><p>( b ) their yellow-skinned characters.</p><p>LANGUAGE WORK</p><p>VERB TENSE REVIEW: SIMPLE PAST AND PAST CONTINUOUS</p><p>Read the text and answer the questions. Pay attention to the underlined words.</p><p>One night when I was coming back from walking my dog I saw a gang tagging my car,</p><p>which was parked just in front of my house. While I was calling the police, they ran away.</p><p>The Sheriff asked me some questions and took photos of what the taggers had done</p><p>to my car. I also called the insurance company that advised me to go to a body shop to</p><p>see what could be done. While I was driving to the body shop, I had to explain what had</p><p>happened to all drivers at the stoplights who were looking at me driving along with a</p><p>white spray paint tag on the driver’s door. Fortunately, the paint was still cool, and there</p><p>was a product at the shop that they used to wipe off the spray paint.</p><p>a) What was the narrator doing ( PC ) when he saw ( SP ) a gang of taggers near his car?</p><p>He was coming back from walking his dog.</p><p>b) What did he do ( SP ) then?</p><p>He called the police.</p><p>c) What did the taggers do ( SP ) while he was calling ( PC ) the police?</p><p>They ran away.</p><p>d) What did the insurance company advise ( SP ) him to do?</p><p>They advised him to go to an auto body shop to see what could be done.</p><p>e) Why were the other drivers looking ( PC ) at him?</p><p>They were looking at him because he was driving along with a white spray paint tag on the driver’s door.</p><p>Analyze the verbs in bold in each question and answer.</p><p>a) Which verbs are in the simple past tense? Write SP in the parentheses beside them.</p><p>b) Which verbs are in the past continuous tense? Write PC in the parentheses beside them.</p><p>c) Which tense is used to refer to an activity in progress</p><p>in the past? Past continuous.</p><p>d) Which tense is used to refer to a completed action in the past? Simple past.</p><p>1</p><p>2</p><p>body shop (or bodyshop):</p><p>a shop or garage where</p><p>the bodies of automotive</p><p>vehicles are repaired.</p><p>Words to know</p><p>b</p><p>33</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH9_EF2_INGLES_029A037_M4.indd 33 10/10/17 10:27 AM</p><p>Read the text again and copy two (2) verbs in the simple past tense and two (2) in the</p><p>past continuous tense. Possible answers.</p><p>Simple past Past continuous</p><p>The Sheriff asked me some questions and took</p><p>photos…</p><p>I had to explain what had happened to all drivers at</p><p>the stoplights…</p><p>One night when I was coming back from walking</p><p>my dog…</p><p>While I was calling the police,…</p><p>3</p><p>Decide whether to use was, were, did or didn’t.</p><p>a) Anne was shopping for food yesterday at 8:00 p.m.</p><p>b) My friends didn’t come to my birthday party last year.</p><p>c) Was your uncle taking that dangerous medicine? I hope he’s feeling</p><p>better and doesn’t need it anymore.</p><p>d) I wasn’t reading a magazine. I was reading a book for school.</p><p>e) Did you make your bed before going to school?</p><p>1</p><p>LANGUAGE USAGE</p><p>Read the paragraph and choose, on the next page, the correct</p><p>alternative to complete the gaps.</p><p>I come from such a small rural village in eastern Ontario that</p><p>on Google Earth. It’s called Glen Sandfield. We</p><p>our dream home here two and a half years ago.</p><p>Funny story how it happened. We used to live in a</p><p>small bungalow in a nearby town. Our next-door neighbor</p><p>us his sister was interested in buying our</p><p>house, which was not even for sale. We</p><p>them a tour of the place, and it was SOLD! Two weeks later, we</p><p>into a small house that we rented until we</p><p>could find what we really wanted, a minimum of 50 acres. A few</p><p>weeks later, a friend told us about an old couple that had exactly</p><p>what we for. The property wasn’t for sale yet,</p><p>2</p><p>but he us to meet the couple, and we totally fell in love with the place</p><p>and the people, and I guess they fell in love with us too, because they</p><p>to sell us their property.</p><p>Moving in was so exciting. This place everything already</p><p>established. Every kind of fruit tree you can have in these parts grows here, tons of flower</p><p>beds and beauty beyond belief. Now, we making our own maple syrup,</p><p>jams, pickled stuff, and we have lots and lots of animals around. This is my life, and my</p><p>hometown. The best I could dream of.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/B</p><p>ro</p><p>o</p><p>k</p><p>fi</p><p>e</p><p>ld</p><p>R</p><p>e</p><p>a</p><p>l</p><p>S</p><p>ta</p><p>te</p><p>S</p><p>e</p><p>rv</p><p>ic</p><p>e</p><p>s</p><p>34 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_029A037_M4.indd 34 10/10/17 10:27 AM</p><p>a) don’t come up; bought; told; gave; were moving; were looking; took; agree; has; were</p><p>enjoying ( )</p><p>b) doesn’t come up; bring; told; give; were moving; were looking; took; agrees; has;</p><p>enjoyed ( )</p><p>c) didn’t come up; bought; lived; tell; gave; are moving; looked; took; has; enjoy ( )</p><p>d) doesn’t come up; bought; told; gave; were moving; were looking; took; agreed; has;</p><p>are enjoying ( X )</p><p>e) didn’t came up; bought; told; gave; moved; looked; was taking; was agreeing; had; are</p><p>enjoying ( )</p><p>PAIR WORK</p><p>INFORMATION GAP ACTIVITY</p><p>Ask your partner questions to find out the information needed to complete your text.</p><p>Student A</p><p>Last year Bia and her husband spent their winter vacation in the south of Brazil (where).</p><p>They visited Gramado and Canela, two beautiful small towns situated in a mountainous</p><p>area. The weather is normally very cold (what) at this time of the year, so they</p><p>were expecting to see snow, but unfortunately it wasn’t even cold. Local people said the</p><p>reason for that is the climate change (what), which is affecting the weather. During</p><p>the time they were there, the biggest cinema festival in Brazil was happening in Gramado.</p><p>Famous people were staying there. One day, Bia and her husband were walking around</p><p>the central area when they met Caetano Veloso (who). They were all excited and</p><p>approached him to ask for an autograph. They thought he was going to be snobbish to them</p><p>because in their opinion he has a difficult personality (why). But on the contrary; he</p><p>was very sweet and friendly. They were very happy and that event made their day!</p><p>Where did Bia and her</p><p>husband spend their winter</p><p>vacation last year?</p><p>What is the weather like</p><p>in the south of Brazil at this</p><p>time of the year?</p><p>What is affecting the</p><p>weather?</p><p>Who did they meet in the</p><p>central area?</p><p>Why did they think</p><p>Caetano was going to be</p><p>snobbish to them?</p><p>F</p><p>re</p><p>d</p><p>C</p><p>a</p><p>rd</p><p>o</p><p>s</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>35</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH9_EF2_INGLES_029A037_M4.indd 35 10/10/17 10:27 AM</p><p>Student B</p><p>Last year Bia and her husband spent their winter vacation in the south of Brazil. They</p><p>visited Gramado and Canela (what/place), two beautiful small towns situated in a</p><p>mountainous area. The weather is normally very cold at this time of the year, so they</p><p>were expecting to see snow , but unfortunately it wasn’t even cold.</p><p>Local people said the reason for that is the climate change, which is affecting the weather.</p><p>During the time they were there, the biggest cinema festival in Brazil (what) was</p><p>happening in Gramado. Famous people were staying there. One day Bia and her husband</p><p>were walking around the central area, when they met Caetano Veloso. They were all</p><p>excited and approached him to ask for an autograph (why). They thought he was going</p><p>to be snobbish to them because in their opinion he has a difficult personality. But on the</p><p>contrary; he was very sweet and friendly (how/treat). They were very happy and that</p><p>event made their day!</p><p>GROUP WORK</p><p>You live in a big city and the new mayor took office last month. One of his first acts as</p><p>mayor was “to get the city cleaned”, as he said. All the graffiti work that was found around</p><p>the city disappeared. The walls, viaducts and buildings were all painted white to hide the</p><p>bright colors used by graffiti artists. Many city residents didn’t approve of it – they thought</p><p>his decision was arbitrary and unacceptable. However, other city residents did. Now the</p><p>mayor is talking about going back on his decision.</p><p>Discuss the issue with your group. Say if you agree or not with the covering of the graffiti</p><p>art in the city and present arguments in favor of your position. Try to have a consensual</p><p>decision in the end. Then write a letter to the mayor presenting your arguments for or against</p><p>his decision and telling him what you think he should do.</p><p>What places did Bia and</p><p>her husband visit last year?</p><p>What were they</p><p>expecting to see?</p><p>What was happening in</p><p>Gramado?</p><p>Why did they approach</p><p>Caetano?</p><p>How did he treat them?</p><p>PROBLEM-SOLVING SITUATION</p><p>F</p><p>re</p><p>d</p><p>C</p><p>a</p><p>rd</p><p>o</p><p>s</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>36 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_029A037_M4.indd 36 10/10/17 10:27 AM</p><p>HOMEWORK</p><p>Read the cartoon and tick (  ) the correct alternative according to it.1</p><p>I. The action takes place in a taxi.</p><p>II. The speaker in the cartoon is a taxi driver.</p><p>III. The speaker is fond of graffiti artists.</p><p>IV. The taxi driver is also a graffiti artist.</p><p>a) All sentences are true. ( )</p><p>b) Sentences I, III and IV are false. ( )</p><p>c) Sentences II, III and IV are false. ( )</p><p>d) Sentences III and IV are false. (  )</p><p>Put the verbs into the correct tense (simple past or past continuous).</p><p>a) My brother was jogging (jog) in the park, when two squirrels crossed (cross) his way. He</p><p>almost tripped (trip) over them.</p><p>b) Jack fell (fall) off the ladder when he was repairing (repair) the roof of his house.</p><p>c) Archimedes discovered (discover) the theory of buoyancy while he was taking (take) a bath.</p><p>d) When we were traveling (travel) around Mexico, we met (meet) some very nice people from Brazil.</p><p>e) Stephanie cried (cry) when she knew (know) her boyfriend was dating (date)</p><p>her best friend.</p><p>f) While I was writing (write) you an email, the computer suddenly went (go) off.</p><p>I had (have) to write</p><p>everything again!</p><p>Complete the text with the verbs in parentheses in the simple past and past continuous tenses.</p><p>Yesterday I was watching (watch) a very interesting documentary about street art when my brother</p><p>got (get) home. He started (start) watching it with me. We remembered</p><p>(remember) there was (there to be) an exhibition about street art in the art gallery near his university and</p><p>we decided (decide) to visit it. But while we were talking (talk) about the exhibition, his girlfriend</p><p>called (call) and said (say) the exhibition was closed last week. It seems there will be</p><p>another exhibition next year. Till then, we can appreciate the street art in our own streets.</p><p>2</p><p>3</p><p>G</p><p>e</p><p>ra</p><p>rd</p><p>W</p><p>h</p><p>y</p><p>m</p><p>a</p><p>n</p><p>/C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>S</p><p>to</p><p>ck</p><p>37</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH9_EF2_INGLES_029A037_M4.indd 37 10/10/17 10:27 AM</p><p>5</p><p>MODULE</p><p>HÄGAR THE</p><p>HORRIBLE</p><p>Learning objects</p><p>• A comic strip and an informative text</p><p>• Some, any, no and their compounds</p><p>Skills</p><p>• Read and interpret a comic strip.</p><p>• Listen and understand an</p><p>informative text.</p><p>• Expand the vocabulary on the topic.</p><p>• Introduce and practice some, any, no,</p><p>and their compounds.</p><p>“Anyone can be a barbarian; it</p><p>requires a terrible effort to remain a</p><p>civilized man.”</p><p>Leonard Woolf</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>38</p><p>PH9_EF2_INGLES_038A045_M5.indd 38 10/10/17 10:28 AM</p><p>Read and discuss the following questions with your classmates and teacher. Personal answers.</p><p>Contrary to popular belief, Vikings did not only engage in raiding and pillaging. They</p><p>were also expert traders, and established many successful settlements in England, Scotland,</p><p>Ireland, Normandy and Iceland.</p><p>Also, while raiding proved an excellent source of income, many of the Vikings held farms</p><p>back in their homeland that their wives maintained during Viking season. When the men</p><p>returned home from a raid, they resumed their normal routine of farming.</p><p>Sources: <www.visitdenmark.com/denmark/culture/vikings-facts-and-myths> and</p><p><www.livescience.com/32087-viking-history-facts-myths.html>. Accessed on: Aug. 2nd, 2017.</p><p>GETTING STARTED</p><p>A Viking longhouse on the coast of Norway.</p><p>READING</p><p>PRE-READING</p><p>Look at the first panel of the comics on the next page and answer the questions.</p><p>a) Who are the characters in this story?</p><p>The characters are Hägar, his wife and another man, who is probably a real estate agent.</p><p>b) What is the man wearing a red hat trying to do?</p><p>He is trying to sell a house to Hägar and his wife.</p><p>a) What do you know about the Vikings?</p><p>b) Do you know the comics named Hägar the Horrible? What is it about?</p><p>c) What do you think is funny about these comics?</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>39</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH9_EF2_INGLES_038A045_M5.indd 39 10/10/17 10:28 AM</p><p>READING</p><p>Read and listen.1</p><p>10</p><p>Answer the questions according to the comics.</p><p>a) Does Hägar like the house?</p><p>No, he doesn’t.</p><p>b) What is his opinion about it?</p><p>He thinks it is a great disaster.</p><p>c) Is it an expensive house?</p><p>No, it isn’t. It costs almost nothing.</p><p>2</p><p>©</p><p>1</p><p>9</p><p>9</p><p>2</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>40 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_038A045_M5.indd 40 10/10/17 10:28 AM</p><p>PRE-LISTENING</p><p>Look at the picture and answer.</p><p>LISTENING</p><p>a) How many kids do Hägar and Helga have? They have two kids.</p><p>b) Where do you think they live? In a village, somewhere in Scandinavia/Norway.</p><p>c) Who created the comics? Dik Browne.</p><p>LISTENING</p><p>Listen to the audio about Hägar and decide whether the following statements are right ( R )</p><p>or wrong (W) according to what you hear. Correct the wrong ones.</p><p>a) Hägar the Horrible stories tell us about a courageous Viking and his family. ( R )</p><p>b) Hägar is both a fierce warrior and a family man. ( R )</p><p>c) Hägar finds it very easy to deal with his children because their view of the world is quite</p><p>similar to his. ( W )</p><p>Hägar finds it very difficult to deal with his children because they have a completely different view of the world from his.</p><p>d) The comic strip is set in the Dark Ages. ( R )</p><p>11</p><p>d) What does it need?</p><p>It needs some repairs.</p><p>e) Why didn’t Hägar answer the man’s question?</p><p>Because he thought the man was speaking to Helga (his wife). / Because he didn’t like the idea of working hard.</p><p>f) Is he ready to work hard and repair the house?</p><p>No, he isn’t.</p><p>What can you infer from the comics about:</p><p>a) Hägar’s personality:</p><p>He is lazy (when asked about making sacrifices and do hard work he does not answer and suggests that his</p><p>wife is the one who does hard work).</p><p>b) Helga’s personality:</p><p>She’s bossy.</p><p>3</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>41</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH9_EF2_INGLES_038A045_M5.indd 41 10/10/17 10:28 AM</p><p>LANGUAGE WORK</p><p>SOME, ANY AND NO</p><p>Study these sentences carefully.</p><p>The house needs some repairs.</p><p>Would you like some apple juice?</p><p>Can I have some soup, please?</p><p>Do you want to read any of these books?</p><p>I didn’t like any of the comic books you brought today.</p><p>There are no buses after midnight.</p><p>I have no money to give you right now. Wait until tomorrow.</p><p>Deduce the rule:</p><p>Some is usually used in affirmative sentences. We can use some in interrogative</p><p>sentences when we offer or request things.</p><p>Any is usually used in negative and interrogative sentences.</p><p>No is used in negative sentences. The verb must be in the affirmative form.</p><p>SOME, ANY, NO AND COMPOUNDS</p><p>Some Any No</p><p>For people somebody/someone anybody/anyone nobody/no one</p><p>For things something anything nothing</p><p>For places somewhere anywhere nowhere</p><p>Examples:</p><p>a) I saw somebody/someone looking inside the house.</p><p>b) Would you like to eat something?</p><p>c) She lives somewhere around here.</p><p>d) There isn’t anybody/anyone here.</p><p>e) Does anybody/anyone speak English here?</p><p>f) She didn’t do anything to him.</p><p>g) They aren’t going anywhere tonight.</p><p>h) There is nothing to do around here.</p><p>i) Nobody/No one came to the party. It was really a flop!</p><p>Deduce the rule:</p><p>We use somebody/anybody/something/anything etc. in the same way as</p><p>some and any , but not followed by nouns.</p><p>42 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_038A045_M5.indd 42 10/10/17 10:28 AM</p><p>LANGUAGE USAGE</p><p>Complete these sentences with some, any or no.</p><p>a) Some of the boys from school were at the movies last Saturday.</p><p>b) We need some more milk for this recipe.</p><p>c) Can I get you some fresh fruit juice?</p><p>d) There are no stores open today. It’s a holiday.</p><p>e) I don’t need any money from my parents. I have a nice job.</p><p>f) Why can’t I have a toast for breakfast? Because there is no bread.</p><p>g) Would you like some dessert?</p><p>h) Do you have any good news for me today?</p><p>Complete the sentences with some, any or no + body/thing/where.</p><p>a) Nobody answers the phone. I think there isn’t anybody in the house.</p><p>b) Yesterday somebody came into my room and made a mess.</p><p>c) Have you found anything interesting in this market?</p><p>d) Somebody has broken my window.</p><p>e) They didn’t do anything to help me after the accident.</p><p>f) There’s nothing/something interesting in this city.</p><p>g) “Where shall we go this weekend?” “Let’s go somewhere warm and sunny.”</p><p>h) I can’t find my new shoes anywhere . Have you seen them, mom?</p><p>i) I have nothing to study today. I’ll have the whole afternoon free.</p><p>Complete the dialogue between Jason and his roommate Harry using somebody</p><p>(someone), anybody (anyone), something, anything or somewhere.</p><p>Jason: Did anyone/anybody look for me here while I was away?</p><p>Harry: Yes, somebody/someone came here two days after you left.</p><p>Jason: Was it someone/somebody I know?</p><p>Harry: Maybe. It was someone/somebody carrying a heavy suitcase. She said her name</p><p>was Joanna or Joan, I’m not sure. I didn’t understand it very well. She had a very heavy</p><p>accent.</p><p>Jason: I don’t know anybody/anyone by that name as far as I can remember. But I knew</p><p>somebody/someone</p><p>called Joan two years ago when I was in Mexico. Did she say what she</p><p>wanted?</p><p>Harry: Yes, she said something about coming to stay here. She also said she</p><p>didn’t have anywhere to go at that moment.</p><p>Jason: Is that right? She must be mistaken, because my friend Peter was actually her</p><p>friend. She might have gotten the wrong address and I think she must look for him</p><p>somewhere else; I don’t even know his address anymore .</p><p>Harry: I think I know his address. He lives somewhere near Anna’s.</p><p>Jason: Anna? Who is she?</p><p>Harry: Someone/Somebody you don’t know. She’s from my work.</p><p>1</p><p>2</p><p>3</p><p>V</p><p>o</p><p>y</p><p>a</p><p>g</p><p>e</p><p>ri</p><p>x</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>43</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH9_EF2_INGLES_038A045_M5.indd 43 10/10/17 10:28 AM</p><p>HOMEWORK</p><p>Read the comic strip and check (  ) the best alternative.1</p><p>Hägar and his friend Lucky Eddie</p><p>a) are having a nice day travelling together down the river. ( )</p><p>b) are not expecting anything dangerous during their trip. ( )</p><p>c) are aware of the problem the navigator is announcing. ( )</p><p>d) have just realized something dangerous is about to happen. (  )</p><p>Read the text and answer the questions.</p><p>Dik Browne</p><p>Richard Arthur Allan Browne, alias, Dik Browne, was born in New York, in 1917.</p><p>Dik is known by his peers in the profession as the “cartoonist’s cartoonist,” because he won more awards than any</p><p>other artist-writer did. He was universally loved by his family, friends, and fans as a gentle, wise and generous soul. After</p><p>gaining experience in the 1940s as a magazine and advertising illustrator, Dik broke into the comics field when he teamed</p><p>up with Mort Walker on his then-new creation, Hi & Lois, in 1954. In 1973, he launched his own strip, Hägar the Horrible</p><p>for King Features Syndicate, which became extremely popular in a few short years and is now one of the top features in the</p><p>business. Dik won the Reuben Award from the National Cartoonists Society as the best cartoonist of the year in 1962 and</p><p>again in 1973, the only comic strip artist ever honored for his work on two different features. Browne died on June 4, 1989,</p><p>in Sarasota, Florida, at age 71. Hagar has been continued by Dik’s son, Chris, while his other son, Chance, draws Hi & Lois,</p><p>which is written by Mort Walker’s sons, Brian and Greg.</p><p>Available at: <www.hagardunor.net/cartoonists.php>. Accessed on: Sept. 10th, 2017. (Adapted.)</p><p>a) What was Dik Browne’s birth name?</p><p>Richard Arthur Allan Browne.</p><p>b) How was he known by his profession peers?</p><p>The cartoonist's cartoonist.</p><p>c) What was Dik Browne like?</p><p>He was a gentle, wise and generous soul.</p><p>d) Was Hägar the Horrible his first cartoon?</p><p>No, it wasn’t.</p><p>e) Why was Dik Browne so special in the comics field?</p><p>Because he was the only comic strip artist who won the Reuben Award twice.</p><p>2</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>44 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_038A045_M5.indd 44 10/10/17 10:28 AM</p><p>Choose the right word to fill in the gaps.</p><p>a) There is always someone (someone/anybody) with original ideas.</p><p>b) Take our advice and eat somewhere (somewhere/nowhere) else. The food is horrible here.</p><p>c) Would you like a hamburger with some (some/any) ketchup?</p><p>d) There are no (no/any) carrots in the refrigerator.</p><p>e) I have something (anything/something) just for you!</p><p>f) Someone (anyone/someone) help me, please!</p><p>g) Do you know anyone (someone/anyone) who has ever been to Machu Picchu?</p><p>h) There are a lot of strange animals here which can’t be found anywhere (nowhere/anywhere) else.</p><p>i) There was such a big line in the supermarket that I couldn’t buy anything (something/anything).</p><p>Complete the following text with the indefinite pronouns from the box.</p><p>3</p><p>4</p><p>everyone  everything  everywhere  something (2×)</p><p>nobody (2×)  everybody (2×)</p><p>Protests in Brazil</p><p>Brazil is currently a nation in turmoil, with mass street protests against everything , from elevated bus fares</p><p>to government corruption.</p><p>The protests were initially sparked by an increase in public transportation fees but quickly expanded to many other</p><p>problems, including the growing cost of hosting the 2014 FIFA World Cup and the 2016 Summer Olympics.</p><p>Everybody is on the streets everywhere in the country. Nobody seems to be happy.</p><p>Everybody is complaining about something , but the main issues are corruption, bad education and</p><p>poor healthcare system.</p><p>After years without any protests, people have finally decided to do something . They say nobody</p><p>will stop protesting in the next two months; everyone is being pushed on the social networks to keep</p><p>going to the streets.</p><p>Fortunately, democracy in the country allows people to protest.</p><p>W</p><p>ill</p><p>R</p><p>o</p><p>d</p><p>ri</p><p>g</p><p>u</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>45</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH9_EF2_INGLES_038A045_M5.indd 45 10/10/17 10:28 AM</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>E</p><p>Q</p><p>R</p><p>o</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>k</p><p>a</p><p>li9</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>1</p><p>0</p><p>0</p><p>0</p><p>W</p><p>o</p><p>rd</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>a</p><p>v</p><p>id</p><p>M</p><p>G</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>6</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 1 to 5.</p><p>46</p><p>PH9_EF2_INGLES_046A049_M6.indd 46 10/10/17 10:29 AM</p><p>The words insufficient and uncountable contain the prefixes in- and un-, which mean not. Other prefixes with the</p><p>same meaning are im-, dis-, il-, ir-. Use them to make the opposite of the following words. Look up the words in</p><p>the dictionary if necessary.</p><p>a) in expensive g) ir responsible</p><p>b) im possible h) in capable</p><p>c) un interesting i) in sufficient</p><p>d) dis honest j) dis connected</p><p>e) il legal k) im moral</p><p>f) un usual l) un known</p><p>Combine the words in parentheses with suffixes to form suitable adjectives. Complete the sentences with them.</p><p>a) The explanation you gave me was very useful (use). Thanks to you I got a good grade in my</p><p>Geography test.</p><p>b) In my opinion, powerful (power) nations should help third world countries fight their main social and</p><p>economic problems.</p><p>c) I was wrong about Joe’s characteristics. He is not a romantic (romance) guy. On the contrary, he is too</p><p>realistic, to tell you the truth.</p><p>d) I definitely don’t like envious (envy) people. I prefer to avoid them.</p><p>e) Most of the prestigious (prestige) universities in the USA are private, not public like in Brazil.</p><p>f) The world will face significant water problems in the future. Is there any way to make sea water</p><p>drinkable (drink)?</p><p>-ity, -tion, -ness and -ship are also suffixes. Combine them with the words in the chart below to make new ones.</p><p>(Use the dictionary, if necessary.)</p><p>Verb/Adjective/Noun Noun</p><p>explain explanation</p><p>equal equality</p><p>imitate imitation</p><p>friend friendship</p><p>sad sadness</p><p>react reaction</p><p>partner partnership</p><p>mature maturity</p><p>lonely loneliness</p><p>hesitate hesitation</p><p>real reality</p><p>social society</p><p>1</p><p>2</p><p>3</p><p>47</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>6</p><p>modules 1 to 5 – ROUNDUP</p><p>PH9_EF2_INGLES_046A049_M6.indd 47 10/10/17 10:29 AM</p><p>Complete the sentences with the correct form of the verbs in parentheses.</p><p>a) How many languages do you speak (you/speak)?</p><p>b) Does the pet shop open (the pet shop/open) on Sundays?</p><p>c) How often does your pen pal write (your pen pal/write) to you?</p><p>d) Paul washes (wash) his hair every other day.</p><p>e) I don’t understand (not/understand) this word. What does it mean (it/mean)?</p><p>f) Lynda doesn’t go (not/go) to the movies very often.</p><p>g) What do you do (you/do)? I’m a secretary.</p><p>h) We usually go (go) to the supermarket on Saturdays.</p><p>i) Hurry up, children! Your father doesn’t want (not/want) to miss the eight o’clock bus.</p><p>Complete the text with the verbs in the simple present or simple past.</p><p>Friends forever</p><p>Jason and I studied (study) together at college when we were (be) younger. We got</p><p>along very well then. When we first met (meet), we liked each other immediately, and we</p><p>ended up (end up) sharing a house for nearly</p><p>three years. We soon found out (find out) that we</p><p>had (have) a lot in common and quickly became (become) close friends. The only thing</p><p>we argued (argue) about was the housework. Jason is a very neat person and I think life is too short to</p><p>worry about things like that, so I am completely messy.</p><p>Our lives are (be) very different nowadays. When we graduated (graduate) three years ago,</p><p>we took (take) separate ways. I went (go) back to my home town and got</p><p>(get) a job in an art gallery. I organize school visits to the gallery. I like my job because it gives (give)</p><p>me the opportunity to help young people get involved in the arts. I don’t earn (earn) very much in this job,</p><p>but I get a lot of personal satisfaction from it.</p><p>Jason thinks (think) I’m crazy because money is very important to him now. He’s earning quite a lot,</p><p>but he doesn’t have (have) time to spend with his family and friends. I don’t see (see) him very often</p><p>now. When he comes (come) for the weekend we have fun, but our lifestyles are so different now that</p><p>we don’t have (have) very much to talk about.</p><p>4</p><p>5</p><p>P</p><p>e</p><p>o</p><p>p</p><p>le</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>48 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 1 to 5</p><p>PH9_EF2_INGLES_046A049_M6.indd 48 10/10/17 10:29 AM</p><p>Read the email message and put each verb in parentheses into the correct tense. (Use the simple past, past</p><p>continuous, simple present and present continuous.)</p><p>6</p><p>Complete the dialogues. Use some, any or no + body/thing/where.</p><p>Dialogue A</p><p>Anna: It’s twelve o’clock. Shall we eat something ?</p><p>David: Yes, that’s a good idea. I haven’t eaten anything all day.</p><p>Anna: I’m also very hungry. I woke up late so I had nothing for breakfast this morning.</p><p>Dialogue B</p><p>Carlos: Where did you go last night? I called you but nobody answered the phone!</p><p>Marina: I didn’t go anywhere . I just went to bed early. I was very tired and there was nothing</p><p>else to do, except sleep.</p><p>Carlos: That’s all right then! I thought something wrong was going on. Remember you had invited me to</p><p>go somewhere to have a drink and chat?</p><p>Marina: Oh, I’m very sorry, Carlos! I forgot all about it. Can I do something/anything to make you forgive me?</p><p>Carlos: Yes. Just invite me again!</p><p>7</p><p>From:</p><p>To:</p><p>Subject:</p><p>File Edit Exhibit Insert Format</p><p>New Message</p><p>Tools Message Help</p><p>Send Attach PrintCheck Grammar Check</p><p>ABC</p><p>Cut Copy Paste Undo</p><p>R</p><p>im</p><p>D</p><p>re</p><p>a</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ckHi Daniel,</p><p>How is it going? Sorry I didn’t write (not write) to you yesterday as I had promised.</p><p>I was packing (pack) my things for my trip with our school. It’s a month trip we</p><p>usually take (take) to an English Camp during our holidays so we can</p><p>improve our English. It’s great fun!</p><p>Our bus left (leave) at 5:00 p.m. and we arrived (arrive) here</p><p>around 5:50 p.m. The camp is quite near the city we live (live) in and we</p><p>were (be) sorry about that because everybody had just started singing and</p><p>telling jokes (the best part of the trip, in my opinion!) when suddenly we got (get) here.</p><p>Anyway, here we are (be). This morning we woke up (wake up) very early to start</p><p>all the activities prepared for us, such as projects related to subjects we are learning/learn (learn) at school</p><p>and, fortunately, lots of games to play.</p><p>At this moment, we are having (have) a break and that’s why I am writing (write) to you.</p><p>I tried (try) to send you an email last night but my internet connection wasn’t working</p><p>(not work). So, I am doing (do) it now from my friend’s tablet.</p><p>Well, I have (have) to finish now because my friends are calling (call)</p><p>me to play baseball with them and the game is going to start in a few minutes.</p><p>I’ll write to you again as soon as I get (get) home.</p><p>William</p><p>william@hotmail.com</p><p>daniel@hotmail.com</p><p>English camp</p><p>49</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>6</p><p>modules 1 to 5 – ROUNDUP</p><p>PH9_EF2_INGLES_046A049_M6.indd 49 10/10/17 10:29 AM</p><p>7</p><p>MODULE</p><p>Learning objects</p><p>• A dialogue</p><p>• Food for thought</p><p>• Make and do collocations</p><p>Skills</p><p>• Interpret an informal dialogue</p><p>containing various idioms.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Identify information from a listening</p><p>comprehension text.</p><p>• Recognize and make use of collocations</p><p>with the verbs make and do.</p><p>“Good habits formed</p><p>at youth make all the</p><p>difference.”</p><p>Aristotle</p><p>GOOD CHOICES</p><p>MAKE ALL THE</p><p>DIFFERENCE</p><p>3</p><p>D</p><p>_</p><p>c</p><p>re</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>c</p><p>k</p><p>50</p><p>PH9_EF2_INGLES_050A058_M7.indd 50 10/10/17 10:31 AM</p><p>Read the comic strip and choose the correct alternative.1</p><p>GETTING STARTED</p><p>a) The girl wants to eat healthier. ( )</p><p>b) Her father is worried about their diet. ( )</p><p>c) The girl is worried about her mother. ( )</p><p>d) The girl’s mother decides the family’s diet. ( ü )</p><p>According to the context, what do these expressions mean?</p><p>a) to get rid of</p><p>( ü ) to throw away</p><p>( ) to save</p><p>( ) to buy</p><p>b) to go rogue</p><p>( ) to talk seriously</p><p>( ) to be sorry</p><p>( ü ) to start behaving in a way that is not normal</p><p>2</p><p>READING</p><p>PRE-READING</p><p>Observe the picture on the next page and choose the correct alternatives.</p><p>a) The girl seems sleepy. ( ü )</p><p>b) It is evening. ( )</p><p>c) The girl is waking up. ( ü )</p><p>d) The girl seems late for school. ( ü )</p><p>e) The mother is angry at her. ( )</p><p>f) The girl seems sick. ( )</p><p>g) They are probably talking about their day. ( )</p><p>h) Her mother seems worried. ( )</p><p>©</p><p>J</p><p>e</p><p>rr</p><p>y</p><p>S</p><p>c</p><p>o</p><p>tt</p><p>&</p><p>R</p><p>ic</p><p>k</p><p>K</p><p>ir</p><p>k</p><p>m</p><p>a</p><p>n</p><p>/</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>51</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH9_EF2_INGLES_050A058_M7.indd 51 10/10/17 10:31 AM</p><p>READING</p><p>Read and listen.</p><p>Mother: Good morning, Sandra, time</p><p>to wake up... it’s 7:00 o’clock already.</p><p>You’ll be late for school and I have to</p><p>dash off to work in a few minutes.</p><p>Sandra: Morning, mom (yawning). I</p><p>didn’t hear the alarm clock. I stayed</p><p>up till one-thirty studying for the</p><p>Chemistry test today. I did a lot of</p><p>exercises and I’d give a million bucks</p><p>for a little more time in bed.</p><p>Mother: Uhm… Weren’t you chatting</p><p>on Skype? I may be wrong, but I</p><p>thought I heard some voices coming</p><p>from your bedroom late last night.</p><p>Sandra: Oh, Gosh, mom! Don’t you trust me? I didn’t talk to any of my friends</p><p>yesterday… I cross my heart!</p><p>Mother: Sure, I’m just teasing you. Well, hurry up, then. The test won’t wait for you. I</p><p>have just set the table for breakfast. There’s a bowl of cereal, a few toasts, milk, jam and</p><p>some chocolate muffins I’ve made especially for you.</p><p>Sandra: Thanks, mom, but I think I won’t have time to eat that much, and I’m so anxious</p><p>that I feel sick just at the thought of eating. I’ll have only a little milk.</p><p>Mother: Sandra, this won’t do you any good. It’s useless to get stressed now. Remember</p><p>you must have a good breakfast to start off the day, and you haven’t been eating properly</p><p>lately as far as I know. By the way, what did you have for lunch at school yesterday?</p><p>Sandra: I gobbled down some French fries and pizza. I didn’t feel like having any other</p><p>kind of food.</p><p>Mother: You see, dear, that is not enough for a healthy diet. Tonight, when we’re back</p><p>home, you can help me prepare a delicious beef and vegetable stew and a nice crunchy</p><p>salad to make up for the junk food you like so much, right?</p><p>Sandra: Ok, mom. I’ll help you and I promise I’ll eat everything up. Can I invite Ann for</p><p>supper this time?</p><p>Mother: Sure, as long as she doesn’t mind having beef stew and salad… Well, I’m off to</p><p>work, then. Oh, and good luck on your test.</p><p>Sandra: Bye, mom. Keep your fingers crossed for me, will you?</p><p>1</p><p>12</p><p>P</p><p>ra</p><p>is</p><p>a</p><p>e</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>52 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_050A058_M7.indd 52 10/10/17 10:31 AM</p><p>Read the sentences and write right (R), wrong (W) or not mentioned (NM) according to</p><p>the dialogue. Correct the wrong statements.</p><p>a) Sandra was busy studying for a test last night. ( R )</p><p>b) Her mother</p><p>will certainly get to work late. ( NM )</p><p>c) Sandra stayed in bed some more minutes. ( W )</p><p>She didn’t stay in bed any longer.</p><p>d) She has been eating badly lately. ( R )</p><p>e) Sandra’s friend will come over to have dinner with her. ( NM )</p><p>Answer these questions. Write complete sentences.</p><p>a) What does Sandra’s mother say about her daughter’s eating habits?</p><p>She says Sandra hasn’t been eating properly lately.</p><p>b) Will Sandra have a big breakfast?</p><p>No, she won’t. She will have just a little milk.</p><p>c) What is her mother going to cook for dinner?</p><p>She is going to prepare a delicious beef and vegetable stew and a nice crunchy salad.</p><p>PAIR WORK</p><p>Now, answer these questions about yourself and then ask the same questions to your partner.</p><p>a) What time do you usually wake up on weekdays?</p><p>Personal answer. Suggestion: I wake up at 6:30 a.m.</p><p>b) What if it is time for the monthly tests, do you wake up at the same time?</p><p>Personal answer. Suggestions: Yes, I do./No, I don’t. I wake up earlier to take a last look at the subject contents</p><p>for the test.</p><p>c) Do you get stressed in such situations?</p><p>Possible answers: Yes, I do./No, I don’t.</p><p>d) Which subjects are the hardest in your opinion?</p><p>Personal answer. Suggestions: In my opinion, the hardest subjects are…</p><p>2</p><p>3</p><p>P</p><p>ra</p><p>s</p><p>it</p><p>R</p><p>o</p><p>d</p><p>p</p><p>h</p><p>a</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>53</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH9_EF2_INGLES_050A058_M7.indd 53 10/10/17 10:31 AM</p><p>Useful language</p><p>1. How do you say these expressions in Portuguese? Use the context to help you.</p><p>a) I’d give a million bucks:</p><p>Eu daria um milhão de dólares.</p><p>b) I’m just teasing you:</p><p>Estou apenas brincando com você.</p><p>c) It’s useless to get stressed now:</p><p>É inútil se estressar agora.</p><p>d) a nice crunchy salad...</p><p>uma salada gostosa e crocante...</p><p>e) as long as she doesn’t mind having beef stew and salad…</p><p>contanto que ela não se importe em comer ensopado de carne e salada...</p><p>2. Choose the right alternative to define the expressions in the sentences taken from the dialogue.</p><p>a) I have to dash off to work in a few minutes.</p><p>to go ( ) to rush ( ü ) to get ( )</p><p>b) I cross my heart!</p><p>I swear. ( ü ) I trust you. ( ) I believe in you. ( )</p><p>c) I gobbled down some French fries and pizza.</p><p>I ate slowly and silently. ( ) I ate fast, noisily and greedily. ( ü ) I swallowed gently. ( )</p><p>d) Keep your fingers crossed.</p><p>Wish me luck. ( ü ) Ask for God’s protection. ( ) Make the sign of the cross with</p><p>your fingers. ( )</p><p>e) Well, I’m off to work, then.</p><p>I’m tired of working. ( ) I’m fond of my work. ( ) I’m leaving for work. ( ü )</p><p>PRE-LISTENING</p><p>The following words and expressions are in the text you are going to listen to. Try to figure</p><p>out their meaning and match the columns.</p><p>a) because of</p><p>b) not pass</p><p>c) in the middle of the morning</p><p>d) go</p><p>e) brain-drained</p><p>f) delicious</p><p>g) give food to</p><p>h) so</p><p>i) food for thought</p><p>j) for example</p><p>k) craving(s) for</p><p>( e ) mentally exhausted</p><p>( h ) therefore</p><p>( a ) due to</p><p>( g ) feed</p><p>( j ) such as</p><p>( b ) fail</p><p>( c ) mid-morning</p><p>( f ) scrummy</p><p>( k ) strong desire for</p><p>( i ) something that makes you think</p><p>( d ) set off</p><p>LISTENING</p><p>54 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_050A058_M7.indd 54 10/10/17 10:31 AM</p><p>LISTENING</p><p>FOOD FOR THOUGHT</p><p>Listen and write (R) right, (W) wrong or (NM) not mentioned.</p><p>a) A good breakfast can help you learn. ( R )</p><p>b) According to scientists, if you are hungry, you will definitely not pass your exams. ( W )</p><p>c) Concentration may be affected by hunger. ( R )</p><p>d) Scientists have already proved this theory. (NM)</p><p>Listen again and check your answers in activity 1.</p><p>1</p><p>13</p><p>2</p><p>13</p><p>Examples:</p><p>My uncle can make delicious pancakes.</p><p>I’ll do the washing up, but I won’t do the ironing.</p><p>I don’t like to do anything in the morning.</p><p>The engineering students made an electric model car for the ECO Expo last year.</p><p>She always does her homework as soon as she gets home.</p><p>Could you make a copy of this document for me, please?</p><p>These verbs often cause some confusion to non-native speakers of English. The meanings</p><p>are similar, but there are differences between them. A basic rule can be followed.</p><p>Can you figure it out? Complete the sentences with do or make.</p><p>Use the verb do to express daily activities or jobs. Also, use the</p><p>verb do when speaking about things in general, that is, when we do</p><p>not exactly name an activity. In this case, it’s often used with the words something,</p><p>nothing, anything, everything etc.</p><p>Use the verb make to express an activity that involves creating or</p><p>building something that you can touch.</p><p>LANGUAGE WORK</p><p>MAKE AND DO</p><p>Read the comic strip and the examples below. Then complete the rule with do and make.</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>55</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH9_EF2_INGLES_050A058_M7.indd 55 10/10/17 10:31 AM</p><p>There are many fixed expressions with do and make that do not follow the general rule.</p><p>Here are some of them.</p><p>MAKE DO</p><p>a telephone call one’s hair</p><p>money/a profit/a fortune my/your etc. best</p><p>a deal a course</p><p>a mistake a favor</p><p>noise research</p><p>arrangements/plans business</p><p>an exception the housework</p><p>friends a good/bad job</p><p>a date/an appointment the dishes</p><p>a decision good</p><p>a suggestion/an offer a translation</p><p>the bed drugs</p><p>Fill in the blanks with the correct form of do or make.</p><p>a) Can I make a suggestion? Why don’t you finish your homework before</p><p>going to the club?</p><p>b) My daughter did an excellent job at the meeting last week. I’m very</p><p>proud of her.</p><p>c) Let’s make a deal. I’ll do the cooking, but you will</p><p>do the dishes, right?</p><p>d) Boys, don’t make so much noise! The baby is sleeping.</p><p>e) I really don’t like doing/to do the housework. It’s time consuming and very boring.</p><p>f) After making several attempts to enter university, she finally succeeded.</p><p>g) You look so tired. Sit down and rest for a while. I’ll make you a cup of coffee.</p><p>h) He always makes his bed before leaving home in the morning.</p><p>i) This website teaches you how to do research using a scientific method.</p><p>1</p><p>LANGUAGE USAGE</p><p>a</p><p>s</p><p>ta</p><p>ro</p><p>t/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>m</p><p>e</p><p>ln</p><p>ik</p><p>o</p><p>f/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>56 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_050A058_M7.indd 56 10/10/17 10:31 AM</p><p>PROBLEM-SOLVING SITUATION</p><p>Underline the correct verb form in the sentences below.</p><p>a) Where’s mom? She’s doing/making the shopping at the supermarket.</p><p>b) A: What are we going to have for dinner tonight?</p><p>B: I’m doing/making pizza. Is that all right?</p><p>c) A: Hey guys, you are so quiet! What are you making/doing down there in the garage?</p><p>B: We are trying to do/make a new bicycle out of our old ones.</p><p>d) The Brazilian government must do/make something quickly to improve the</p><p>educational system in the country.</p><p>e) A: I see you add some milk to the steaks before frying them. Why do you</p><p>do/make that?</p><p>B: I’ve heard it makes/does the meat more tender.</p><p>2</p><p>Stress symptoms include mental, social and physical manifestations. These include</p><p>exhaustion, loss of/increased appetite, headaches, crying, sleeplessness and oversleeping.</p><p>You notice that one of your friends at school gets very stressed before exams and has</p><p>some of those symptoms stated above.</p><p>What can you do to help your friend manage the effects of stress?</p><p>O</p><p>lly</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>57</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH9_EF2_INGLES_050A058_M7.indd 57 10/10/17 10:31 AM</p><p>HOMEWORK</p><p>Complete the sentences with words and expressions from the box. Make changes where necessary.1</p><p>gobble down   be off   keep (one’s) fingers crossed</p><p>cross (one’s) heart   go rogue   dash off</p><p>a) The little boy crossed his heart when he told his mother he hadn’t broken her vase.</p><p>b) Steve had an important meeting yesterday morning, but he woke up late. He dressed up quickly, had a cup of</p><p>coffee and dashed off to the office.</p><p>c) While</p><p>verb tense: simple past, simple present or present perfect.</p><p>I have (have) a new friend called Clara. I met (meet) her a few months ago when we</p><p>were (be) at the same English school. We have become (become) good friends since then.</p><p>We have spent (spend) lots of time together; we have gone (go) to the movies or restaurants</p><p>almost every weekend. She has (have) a lot of friends, so we hang (hang) out together</p><p>too. We have been (be) good company to each other.</p><p>Rewrite the following sentences using the words or the expressions in parentheses. Make the necessary changes in</p><p>verb tenses.</p><p>Example:</p><p>John had a bath a few moments ago.</p><p>(just) John has just had a bath.</p><p>a) Ben doesn’t want more wine because he had some ten minutes ago.</p><p>(already) Ben has already had some wine.</p><p>b) Martha had some food, but she didn’t have any coffee.</p><p>(yet) Martha had some food, but she hasn’t had any coffee yet.</p><p>c) They had dinner a moment ago but they didn’t have any dessert.</p><p>(just/yet) They have just had dinner, but they haven’t had any dessert yet.</p><p>d) Sally doesn’t need to have a haircut because she had one a fortnight ago.</p><p>(already) Sally has already had a haircut.</p><p>e) Mario lives in Brasília.</p><p>(since 1987) Mario has lived in Brasília since 1987.</p><p>f) My parents are divorced.</p><p>(for three years) My parents have been divorced for three years.</p><p>g) Tim is in France.</p><p>(a long time) Tim has been in France for a long time.</p><p>5</p><p>6</p><p>7</p><p>135</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>8</p><p>modules 13 to 17 – ROUNDUP</p><p>PH9_EF2_INGLES_133A136_M18.indd 135 10/10/17 10:50 AM</p><p>h) Marina works as a shop assistant.</p><p>(last month) Marina has worked as a shop assistant since last month.</p><p>i) John had a bath a moment ago.</p><p>(already) John has already had a bath.</p><p>Choose the correct alternative to complete the sentences.</p><p>a) My computer is out of order, but is working.</p><p>( ) your ( ) our ( ü ) his ( ) their</p><p>b) Carlos has already eaten his snack, but I’m saving for later.</p><p>( ) hers ( ) her ( ü ) mine ( ) my</p><p>c) We gave them email address, and they gave us .</p><p>( ) ours, their ( ü ) our, theirs ( ) ours, theirs ( ) our, their</p><p>d) You can’t get all Easter eggs for yourself. They are all .</p><p>( ) your ( ) its ( ) her ( ü ) ours</p><p>Complete the sentences with question tags.</p><p>a) You are late, aren’t you ?</p><p>b) People don’t respect nature in this country, do they ?</p><p>c) These books will cost me a fortune, won’t they ?</p><p>d) It has rained a lot lately, hasn’t it ?</p><p>e) That girl isn’t smiling at you, is she ?</p><p>f) The storm destroyed several houses yesterday, didn’t it ?</p><p>g) The bridge wasn’t washed away by the storm, was it ?</p><p>h) The policemen didn’t arrest the thieves, did they ?</p><p>i) You could buy me a soda, couldn’t you ?</p><p>j) It often rains at this time of the year, doesn’t it ?</p><p>k) Somebody has made a mess in my room, haven’t they ?</p><p>l) Keep an eye on my things, will you ?</p><p>m) Let’s save some money for our summer vacation, shall we ?</p><p>n) I’m not going to fail the exam, am I ?</p><p>Correct the mistakes.</p><p>a) They live in Curitiba, doesn’t it? don’t they?</p><p>b) There is a lot of milk in the fridge, isn’t it? isn’t there?</p><p>c) He is not a nice guy, isn’t he? is he?</p><p>d) My mother is 80 years old, hasn’t she? isn’t she?</p><p>e) Does Tom like tennis, doesn’t he? Tom likes</p><p>f) You aren’t left-handed, aren’t you? are you?</p><p>g) Your cousin’s been to Europe, isn’t he? hasn’t he?</p><p>h) You haven’t got a red car, haven’t you? have you?</p><p>8</p><p>9</p><p>10</p><p>136 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 13 to 17</p><p>PH9_EF2_INGLES_133A136_M18.indd 136 10/10/17 10:50 AM</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>Learning Objects</p><p>• Introductions</p><p>• English words used in our daily lives</p><p>• School objects</p><p>• Classroom language</p><p>Skills</p><p>• Develop awareness of the English</p><p>language present in our daily lives.</p><p>• Identify structures used for</p><p>introductions and basic interactions</p><p>in English.</p><p>• Group words according to their</p><p>semantic field.</p><p>• Identify vocabulary related to school</p><p>objects.</p><p>• Recognize, use and respond to basic</p><p>classroom commands.</p><p>• The English language is</p><p>everywhere in Brazil: in shop</p><p>names, restaurants menus,</p><p>advertisements, T-shirts,</p><p>TV, radio, the Internet,</p><p>smartphones, newspapers,</p><p>etc. Can you remember some</p><p>more English words we use</p><p>in our everyday lives?</p><p>• If we pay attention, we will be</p><p>surprised how many English</p><p>words are around use them.</p><p>137</p><p>PAUL AND BETO’S</p><p>LAST CHAT</p><p>137</p><p>19</p><p>MODULE</p><p>Y</p><p>u</p><p>ri</p><p>_</p><p>A</p><p>rc</p><p>u</p><p>rs</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>CULTURAL</p><p>DIVERSITY</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to the topic</p><p>• Pronoun reference</p><p>• The past perfect tense</p><p>• A listening text</p><p>Skills</p><p>• Interpret texts on cultural diversity.</p><p>• Build up vocabulary applying words</p><p>from the text in different contexts.</p><p>• Understand pronoun reference in a</p><p>text.</p><p>• Identify information from a listening</p><p>text.</p><p>• Identify and make use of the past</p><p>perfect tense.</p><p>“We are increasingly recognizing</p><p>and accepting, respecting and</p><p>celebrating our cultural diversity.”</p><p>Julie Bishop</p><p>PH9_EF2_INGLES_137A145_M19.indd 137 10/10/17 10:51 AM</p><p>Get together in pairs and read what two people from different parts of the world think about</p><p>culture.</p><p>GETTING STARTED</p><p>“Culture</p><p>is the most interesting</p><p>thing we have. We have different</p><p>ideas, beliefs, religions etc. We are human</p><p>beings and we can understand each</p><p>other if we have a free soul and</p><p>an open mind.”</p><p>Irene De La Fuente (Spain)</p><p>“Culture</p><p>is the basic thing in every</p><p>country. It means everything…</p><p>history, past, present, future,</p><p>traditions, beliefs, religion etc.”</p><p>Noor Al-Wahaibi (Oman)</p><p>a) Who do you think best describes culture? Why? Personal answers.</p><p>b) Write your own definition of culture.</p><p>c) Which words would best describe our culture? Circle ten words/expressions from the</p><p>box below. Personal answers.</p><p>Possible answer suggestion: Culture is everything that</p><p>makes our history and the way we are.</p><p>proud  poor  romantic  religious  diverse  educated  political</p><p>modern  corrupt  old-fashioned  misunderstood  pessimistic  rich</p><p>open-minded  tolerant  family-oriented  friendly and welcoming</p><p>superficial  hospitable optimistic  violent  kind  intolerant</p><p>uneducated  fun-loving  unfair  sports-oriented  apathetic  interesting</p><p>d) In your opinion, how do people from different countries see our culture? Choose five</p><p>words from the box above. Personal answer.</p><p>e) Use the words you chose in c and d to write a paragraph describing how you see Brazil</p><p>and the Brazilian culture and how would a foreigner see it. Personal answer.</p><p>e) Possible answer</p><p>suggestion: Brazil is an</p><p>interesting country, full of</p><p>color and life. It has a lot</p><p>of contrasts: it is rich and</p><p>diverse in some aspects,</p><p>but also very poor in others.</p><p>Its people are always</p><p>friendly and welcoming, but</p><p>sometimes I think we are</p><p>extremely optimistic and</p><p>fun-loving.</p><p>Foreigners often see Brazil</p><p>as a poor, corrupt and</p><p>violent place, but with</p><p>interesting things to do</p><p>and see. Many foreigners</p><p>love the country and its</p><p>people when they come</p><p>here; others consider us</p><p>uneducated and almost</p><p>uncivilized.</p><p>LISTENING</p><p>IS BRAZIL A MELTING POT?</p><p>PRE-LISTENING</p><p>Read the definition of melting pot and observe the image. Then discuss it with your</p><p>classmates and teacher.</p><p>A melting pot is a metaphor for a society where many different types of people blend together</p><p>as one.</p><p>Some countries are made of people who are almost all the same in terms of race, religion,</p><p>and culture. Then there are places where there are many different types of people. A place like</p><p>that is a melting pot, because the people − despite their differences − manage to coexist and live</p><p>together as one nation. Anywhere diverse people are assimilated could be called a melting pot.</p><p>In a melting pot, differences become less important than unity.</p><p>Available at: <www.vocabulary.com/dictionary/melting%20pot>. Accessed on: Aug. 25th, 2017. (Adapted.)</p><p>S</p><p>c</p><p>Janet was performing in a famous ballet contest, her whole family kept their fingers crossed</p><p>for her.</p><p>d) For good digestion, we must always chew the food slowly instead of gobbling it down</p><p>as we do sometimes.</p><p>e) When I called Claudia this morning, she said she was off to school and</p><p>would call me back in the afternoon.</p><p>f) Mom went rogue in her last yoga class. Her teacher got worried and called</p><p>dad yesterday.</p><p>Make or do? Circle the correct alternative in parentheses.</p><p>a) She didn’t (make/do) her best; that’s why she didn’t win the game.</p><p>b) The boys never (make/do) their beds. The dorms are always very messy.</p><p>c) Sandra’s mother was late, but even so she (made/did) breakfast for the family.</p><p>d) He (made/did) the project, but forgot to bring it to school.</p><p>e) There are so many decisions to (make/do) before leaving on vacation.</p><p>f) When I called him, he was busy (making/doing) the food shopping.</p><p>Fill in the blanks with the correct form of do or make.</p><p>a) I can’t cook well, but I can certainly make you a delicious chicken pie.</p><p>b) Do me a favor, Tom. Please, don’t talk while I’m watching the news.</p><p>c) People say he does a lot of good for the poor in his community.</p><p>d) I know this is an emergency, but please don’t make a habit of calling me</p><p>on Saturday mornings.</p><p>e) My students did very well in their last exam. The average grade was 80. I am very pleased.</p><p>f) I wonder what Susan does for a living. She has a lot of time off during the day!</p><p>g) It’s not easy to make friends when you move to another country and don’t know the language.</p><p>h) Can you do me a favor? Will you keep an eye on my purse for a minute?</p><p>i) I’ll make an exception and let you eat another piece of pizza.</p><p>j) Let’s do a crossword puzzle while it is raining and we can’t play outside.</p><p>k) She made several mistakes in her speech. What a shame!</p><p>Explique aos alunos rapidamente que depois de preposição usa-se gerúndio.</p><p>2</p><p>3</p><p>58 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_050A058_M7.indd 58 10/10/17 10:31 AM</p><p>8</p><p>MODULE</p><p>Learning objects</p><p>• An informative text</p><p>• A listening comprehension passage</p><p>• Connectors</p><p>Skills</p><p>• Interpret a thematic article.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Identify information from a listening</p><p>comprehension passage.</p><p>• Recognize and make use of</p><p>connectors to join a word, phrase or</p><p>clause to another clause.</p><p>“We turn skeletons into goddesses</p><p>and look to them as if they might</p><p>teach us how not to need.”</p><p>Marya Hornbacher, Wasted: A Memoir</p><p>of Anorexia and Bulimia.</p><p>59</p><p>EATING DISORDERS</p><p>o</p><p>k</p><p>a</p><p>n</p><p>m</p><p>e</p><p>ti</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH9_EF2_INGLES_059A065_M8.indd 59 10/10/17 10:32 AM</p><p>Analyze the bar graph and answer the following questions.</p><p>GETTING STARTED</p><p>a) What kind of eating disorder is most prevalent in Australia?</p><p>Binge eating disorder.</p><p>b) What percentage of the Australian population is estimated to suffer from bulimia nervosa?</p><p>At about 3.5%.</p><p>c) Which gender is more likely to suffer from eating disorders in Australia?</p><p>Female.</p><p>Available at: <http://bulimianervosa1.weebly.com/statistics.html>. Accessed on: Aug. 5th, 2017.</p><p>Binge eating disorder is a</p><p>severe, life-threatening and</p><p>treatable eating disorder</p><p>characterized by recurrent</p><p>episodes of eating large</p><p>quantities of food (often</p><p>very quickly and to the point</p><p>of discomfort); a feeling of</p><p>a loss of control during the</p><p>binge; experiencing shame,</p><p>distress or guilt afterwards;</p><p>and not regularly using</p><p>unhealthy compensatory</p><p>measures (e.g., purging) to</p><p>counter the binge eating.</p><p>It is the most common</p><p>eating disorder in the United</p><p>States.</p><p>Bulimia nervosa is a</p><p>serious, potentially life-</p><p>threatening eating disorder</p><p>characterized by a cycle of</p><p>bingeing and compensatory</p><p>behaviors such as self-</p><p>induced vomiting designed</p><p>to undo or compensate for</p><p>the effects of binge eating.</p><p>Anorexia nervosa is an</p><p>eating disorder characterized</p><p>by weight loss (or lack of</p><p>appropriate weight gain in</p><p>growing children); difficulties</p><p>maintaining an appropriate</p><p>body weight for height,</p><p>age, and stature; and,</p><p>in many individuals,</p><p>distorted body image.</p><p>More information</p><p>about eating disorders</p><p>are available at: <www.</p><p>nationaleatingdisorders.org/>.</p><p>Accessed on: Aug. 5th, 2017.</p><p>A seguir, algumas</p><p>informações sobre pessoas</p><p>famosas que já sofreram de</p><p>transtornos alimentares.</p><p>Paula Abdul: (bulimia) dancer,</p><p>choreographer and singer.</p><p>After a long period of treatment</p><p>she is fine now.</p><p>Ana Carolina Reston:</p><p>(anorexia) Brazilian model</p><p>starved herself to death in 2006.</p><p>Diana, Princess of Wales:</p><p>(bulimia) Princess Diana struggled</p><p>with this eating disorder.</p><p>Elton John: (bulimia) Elton</p><p>John has gone public about</p><p>his struggles with bulimia, as</p><p>well as a less common eating</p><p>disorder of chewing and spitting.</p><p>READING</p><p>PRE-READING</p><p>Discuss the following questions with your classmates and teacher. Personal answers.</p><p>a) What do you know about the eating disorders mentioned in the Getting started section?</p><p>b) Do you think they are dangerous?</p><p>c) Have you heard of anybody famous who has or had an eating disorder? If yes, can you name</p><p>some of them? What kind of disorder they suffered from and what happened to them?</p><p>READING</p><p>Read and listen.</p><p>For as long as she could remember, Tracy had been on a diet. Her mother was extremely</p><p>body conscious and often spent hours looking at fashion magazines and shopping for the latest</p><p>clothing to buy. Often, her mother would turn to Tracy and say, “when you grow up, you should</p><p>look like this,” or “there is nothing better than being thin enough to look fabulous.” When she was</p><p>at school, Tracy only ate what she felt she could at lunch not to spoil her diet.</p><p>As Tracy moved into early adolescence, she continued her dieting habits. She would exercise</p><p>for hours in order to make up for a small spoonful of peanut butter that she allowed herself to eat</p><p>at lunch. Although her parents required her to sit down to a family dinner, she would move her</p><p>food around, so that it looked like she was eating, when really she was just rearranging the food</p><p>on the plate. As soon as she could leave the table, she would hide in the bathroom and make</p><p>herself vomit anything she had eaten.</p><p>1</p><p>14</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>h</p><p>tt</p><p>p</p><p>:/</p><p>/b</p><p>u</p><p>lim</p><p>ia</p><p>n</p><p>e</p><p>rv</p><p>o</p><p>s</p><p>a</p><p>1.</p><p>w</p><p>e</p><p>e</p><p>b</p><p>ly</p><p>.c</p><p>o</p><p>m</p><p>/s</p><p>ta</p><p>ti</p><p>s</p><p>ti</p><p>c</p><p>s</p><p>.h</p><p>tm</p><p>l></p><p>60 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_059A065_M8.indd 60 10/10/17 10:32 AM</p><p>One day, when Tracy was almost 17, she fainted while out with her friends. She was surprised</p><p>when she woke up in the hospital and realized that she had an intravenous (IV) line attached to</p><p>her arm, and that there was a tube down her throat. She was horrified when she realized it was</p><p>a feeding tube to force her to get enough nutrition to stabilize her weight. She was very weak but</p><p>she still felt that she did not want to forcibly eat anything that might make her gain any weight.</p><p>When she was released from the hospital, – 5 kg heavier – she was not allowed to go home;</p><p>instead she was sent to a residential treatment center for anorexia and other eating disorders.</p><p>Although the psychologists, counselors and therapists were kind and understanding, she</p><p>resented being forced to attend a treatment program for something she believed she did not</p><p>have any problem with – her eating habits.</p><p>Finally, when her weight stabilized, Tracy was allowed to go home. She still had to see a</p><p>therapist once a week. With the therapist’s help, Tracy gradually started to realize that she had</p><p>little control over her life. Her counselor asked to bring in some photos of herself as a child</p><p>and now, and she was shocked to recognize, for the first time, just how thin she really was. […]</p><p>Available at: <www.counsellingsydney.com.au/eating-disorders/anorexia/treatment>. Accessed on: Aug. 21st, 2017. (Adapted.)</p><p>Which eating disorder did Tracy have?</p><p>Anorexia.</p><p>Write (T) for true and (F)</p><p>for false according to Tracy’s story. Correct the false statements.</p><p>a) Tracy’s disorder started when she was an adolescent. ( F )</p><p>It started when she was still a child.</p><p>b) Tracy’s mother influenced her eating habits when she was still very young. ( T )</p><p>c) Vomiting after eating was Tracy’s only strategy not to gain weight. ( F )</p><p>She also exercised for hours and ate very little.</p><p>d) Tracy had an episode of depression when she was seventeen. ( F )</p><p>She fainted when she was out with her friends (because she was too weak).</p><p>e) She had to stay in hospital to stabilize her weight. ( T )</p><p>f) She recognized that she had an eating disorder when she was in the hospital. ( F )</p><p>She just recognized that when she went home and continued her treatment with a therapist.</p><p>g) After leaving the hospital, she went to a treatment center. ( T )</p><p>2</p><p>3</p><p>Useful language</p><p>Guessing vocabulary from context</p><p>Read each definition below and choose the word from the box that matches the definition.</p><p>enough forcibly IV line realize make up for</p><p>a) through the use of force: forcibly</p><p>b) comprehend or understand: realize</p><p>c) compensate: make up for</p><p>d) an intravenous device for delivering medicines and nutrients to a patient: IV line</p><p>e) sufficiently: enough</p><p>S</p><p>p</p><p>e</p><p>e</p><p>d</p><p>K</p><p>in</p><p>g</p><p>z/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>61</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH9_EF2_INGLES_059A065_M8.indd 61 10/10/17 10:32 AM</p><p>CONNECTORS</p><p>Connectors are words or groups of words that show logical relationship between</p><p>clauses in a sentence, between sentences within a paragraph, or even between</p><p>paragraphs.</p><p>a) But, however, instead and yet are connectors that introduce a clause with an idea,</p><p>opinion or action that is different from the other clause. They indicate a contrast.</p><p>Examples:</p><p>(1) main statement</p><p>(2) contrasting statement</p><p>She was very weak (1) but she still felt that she did not want to forcibly eat</p><p>anything that might make her gain any weight (2).</p><p>There is no sign of an eating disorder (1), however there are warning signals (2).</p><p>When she was released from the hospital, – 5 kg heavier – she was not</p><p>allowed to go home (1); instead she was sent to a residential treatment center for</p><p>anorexia and other eating disorders (2).</p><p>The author had a strong desire to tell her story (1); yet, she didn’t want to</p><p>become a poster girl for bulimia. (2)</p><p>b) We use the connectors and, also, in addition and besides to indicate more information.</p><p>Examples:</p><p>She was surprised when she woke up in the hospital and realized that she had</p><p>an IV line attached to her arm.</p><p>Men and women who struggle with this disorder may also experience intense</p><p>feelings of guilt, distress and embarrassment.</p><p>The physical transformation that takes place during this time is enormous. In</p><p>addition, there are hormonal and brain changes taking place which affect a person</p><p>physically, mentally, emotionally and psychologically.</p><p>Eating disorders often cause serious and life-threatening physical dangers.</p><p>Besides, there is shame, loneliness and depression.</p><p>c) We use the connector because to indicate a cause or reason.</p><p>Example:</p><p>Some people go to extremes to lose weight because they feel like they’re not</p><p>thin enough.</p><p>d) We use the connector although to indicate contrast or opposition of ideas.</p><p>Examples:</p><p>Although the psychologists, counselors and therapists were kind and</p><p>understanding, she resented being forced to attend a treatment [...].</p><p>Although her parents required her to sit down to a family dinner, she would</p><p>move her food around.</p><p>LANGUAGE WORK</p><p>62 Ensino Fundamental 2 • 9o ano</p><p>PH9_EF2_INGLES_059A065_M8.indd 62 10/10/17 10:32 AM</p><p>LANGUAGE USAGE</p><p>Select the most appropriate connectors for each sentence by checking and writing it.</p><p>a) Our school has decided to allow students not to wear uniforms, but</p><p>most parents are opposed to the idea.</p><p>( ) besides ( ü ) but</p><p>b) I studied Biology when I was at the university. In addition , I had a part-time job</p><p>at a snack bar.</p><p>( ) However ( ü ) In addition</p><p>c) The floods destroyed the entire town. However , no one was killed.</p><p>( ü ) However ( ) Also</p><p>d) I don’t like red meat. For protein, I eat fish instead .</p><p>( ü ) instead ( ) besides</p><p>e) I don’t feel like watching soap operas. Besides , I don’t have time to waste</p><p>with them.</p><p>( ) Because ( ü ) Besides</p><p>f) He said he loved her very much but he didn’t ask her to marry him.</p><p>( ü ) but ( ) and</p><p>g) Although she was in therapy at the time, she was never diagnosed with</p><p>an eating disorder.</p><p>( ü ) Although ( ) Instead</p><p>Combine these sentences using a logical connector from the box. Choose the suitable one.</p><p>1</p><p>2</p><p>besides  however  instead  because</p><p>Example: Olivia is a very pretty girl. She is not a model.</p><p>Olivia is a very pretty girl; however, she is not a model.</p><p>a) Carla is not going to Rick’s party. She is staying home.</p><p>Carla is not going to Rick’s party; instead, she is staying home.</p><p>b) Peter arrived late to class. His mother is sick.</p><p>Peter arrived late to class because his mother is sick.</p><p>c) The Prince Hotel is very expensive. Its rooms are very uncomfortable.</p><p>The Prince Hotel is very expensive; however, its rooms are very uncomfortable.</p><p>d) Martha is an outstanding student. She doesn’t always get good grades in Math.</p><p>Martha is an outstanding student; however, she doesn’t always get good grades in Math.</p><p>e) Television entertains us. It can educate us as well.</p><p>Television entertains us, besides it can educate us as well.</p><p>f) Walking in the park is really fun. It’s good for our health.</p><p>Walking in the park is really fun, besides it’s good for our health.</p><p>63</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH9_EF2_INGLES_059A065_M8.indd 63 10/10/17 10:32 AM</p><p>PRE-LISTENING</p><p>The following words and expressions are in the audio you are going to listen to. Try to figure</p><p>out their meaning and match the columns.</p><p>a) handle ( g ) a return to ill health after apparent recovery</p><p>b) weird ( f ) I am able to do it without risk</p><p>c) pass out ( e ) what’s the problem</p><p>d) freaking out ( i ) great or small</p><p>e) what’s the issue ( h ) the total</p><p>f) I can afford ( a ) deal with, control successfully</p><p>g) relapse ( b ) strange</p><p>h) the sum ( c ) lose consciousness, faint</p><p>i) major or minor ( d ) becoming angry</p><p>LISTENING</p><p>Listen to the audio and tick ( ü ) the wrong sentences.</p><p>a) The speaker was an adolescent when she had an eating disorder. ( )</p><p>b) The speaker had bulimia. ( ü )</p><p>c) She lost weight because she refused to eat. ( )</p><p>d) She had just a toast and a cup of black coffee for breakfast. ( ü )</p><p>e) She had just a sandwich for lunch. ( ü )</p><p>f) She usually had a bowl of soup after school. ( )</p><p>g) Once she passed out and ended up in a hospital. ( ü )</p><p>h) Although she was very thin, she looked in the mirror and saw a fat girl. ( )</p><p>15</p><p>LISTENING</p><p>PROBLEM-SOLVING SITUATION</p><p>PAIR WORK</p><p>An eating disorder is characterized by an extreme disruption</p><p>in regular eating habits, whether it is eating too little or eating</p><p>too much. According to the National Institute of Mental Health,</p><p>a person may start eating less or more than usual, and then the</p><p>habit spirals out of control. Someone with an eating disorder</p><p>may also be overly concerned or distressed about weight or</p><p>body shape.</p><p>Let’s suppose you suspect an eating disorder in someone</p><p>you love. What will you do to help him/her?</p><p>Discuss your ideas with your partner and present them to</p><p>the class.</p><p>H</p><p>o</p><p>n</p><p>za</p><p>H</p><p>ru</p><p>b</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>64 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_059A065_M8.indd 64 10/10/17 10:32 AM</p><p>HOMEWORK</p><p>Read the text and do the following activity.</p><p>Why is eating for pleasure so important?</p><p>We are all programmed to seek pleasure and avoid pain. It’s the most primitive part of the human nervous system.</p><p>So, when you eat, you are seeking the pleasure of food, and you are avoiding the pain of hunger. But here’s the trick: you</p><p>can’t receive pleasure unless you are aware that you are engaging in it.</p><p>So, if you’re eating food and you’re not paying</p><p>attention − if you’re watching TV, talking too much, rushing or reading − you will potentially miss the experience of</p><p>pleasure. Besides, if you do not get the pleasure that you seek, the brain often interprets that missed experience of</p><p>pleasure as hunger. You’ll want more food, so then you’ll be wondering: Do I have a willpower problem? But there’s no</p><p>willpower problem − the problem is we are not entirely there when we eat. We’re not getting the full experience, and so</p><p>we are left feeling hungry.</p><p>So, is what we think of as overeating actually about underappreciating? Yes, this thing we’ve called overeating is</p><p>really a product of our culture, which has us moving too fast. And the faster you go, the less your brain and digestive</p><p>physiology can actually experience what’s going on with food. It takes the brain about</p><p>20 minutes to realize when we’re full. This raises a simple but very important point:</p><p>when it comes to properly registering both the nutrition and satisfaction inherent in</p><p>the food we’re taking in, the body needs time and focus to figure out what’s going on.</p><p>That’s just how we’re wired.</p><p>Available at: <https://experiencelife.com/article/eating-for-pleasure/>. Accessed on: Aug. 21st, 2017. (Adapted.)</p><p>Write true (T) or false (F) according to the text. Correct the false sentences.</p><p>a) Eating is connected to the feeling of pleasure. Hunger is connected to a sense of pain. ( T )</p><p>b) Eating while engaged in other activities may disturb your digestion. ( F )</p><p>You will potentially miss the experience of pleasure.</p><p>c) Overeating is a cultural problem resulting from our bad eating habits. ( T )</p><p>d) We must concentrate on the act of eating so our brain can register the pleasure and nutrition value of what we</p><p>are eating. ( T )</p><p>e) Our body will absorb the vitamins and proteins from the food we eat after about twenty minutes. ( F )</p><p>It takes the brain about 20 minutes to realize when we’re full.</p><p>Read the following text and use the connectors in the box to complete the spaces.</p><p>1</p><p>2</p><p>willpower: “força de vontade”</p><p>wired: very excited or full of energy</p><p>Words to know</p><p>although     because     and     also     but</p><p>Some people struggle with their self-esteem and body image when they begin puberty because it’s a time</p><p>when the body goes through many changes. These changes, combined with wanting to feel accepted by our friends, means</p><p>it can be tempting to compare ourselves with others. The trouble with that is not everyone grows or develops at the same</p><p>time or in the same way. [...]</p><p>People also may experience negative comments and hurtful teasing about the way they look from classmates</p><p>and peers. Although these often come from ignorance, sometimes they can affect body image and self-esteem. [...]</p><p>Some people think they need to change how they look to feel good about themselves, but all you need</p><p>to do is change the way you see your body and how you think about yourself.</p><p>Available at: <http://kidshealth.org/en/teens/body-image.html?WT.ac=ctg#>. Accessed on: Aug. 21st, 2017. (Adapted.)</p><p>65</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH9_EF2_INGLES_059A065_M8.indd 65 10/10/17 10:32 AM</p><p>9</p><p>MODULE</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to healthy eating</p><p>• The eat-well plate</p><p>• Reflexive pronouns</p><p>Skills</p><p>• Interpret a scientific article.</p><p>• Use words and expressions related to</p><p>healthy eating.</p><p>• Identify information from a listening</p><p>comprehension text.</p><p>• Recognize and make use of the</p><p>reflexive pronouns.</p><p>“To eat is a necessity, but to eat</p><p>intelligently is an art.”</p><p>François de La Rochefoucauld</p><p>66</p><p>FOOD AND DIET</p><p>fc</p><p>a</p><p>fo</p><p>to</p><p>d</p><p>ig</p><p>it</p><p>a</p><p>l/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH9_EF2_INGLES_066A073_M9.indd 66 10/10/17 10:34 AM</p><p>Read and discuss the questions below with your classmates and teacher.</p><p>Victorian food facts: food for rich and poor</p><p>The Victorian people clearly loved to eat. However, unlike today when we spend a good portion</p><p>of our time eating food, the Victorian era featured people who really ate only two true meals per day.</p><p>In fact, it was common for the average person to eat a large breakfast, a very light lunch, and</p><p>then a very late supper.</p><p>Available at: <www.victorian-era.org/victorian-food.html>. Accessed on: Aug. 21st, 2017. (Adapted.)</p><p>a) How do you compare your diet with the people’s from the Victorian era? Personal answer.</p><p>b) How many meals do you have a day? Personal answer.</p><p>c) Do you think Victorian people ate well? How many meals should you eat a day? Personal answer.</p><p>GETTING STARTED</p><p>Many nutritionists say</p><p>that we should have about</p><p>five to six small meals a</p><p>day to have a healthy diet.</p><p>Meals should be light and</p><p>balanced, so having six</p><p>meals a day but containing</p><p>just carbohydrates, for</p><p>example, is not a healthy</p><p>habit. On the other hand,</p><p>having only two or three</p><p>meals a day is not either.</p><p>READING</p><p>PRE-READING</p><p>How important are the following items to your health? Grade them 1-10: 1 means not so</p><p>important and 10 very important. Personal answers.</p><p>1</p><p>( ) bread</p><p>( ) fruit and vegetables</p><p>( ) beans</p><p>( ) steak</p><p>( ) fish</p><p>( ) soft drink</p><p>( ) pizza</p><p>( ) eggs</p><p>( ) milk</p><p>( ) sweets</p><p>( ) chocolate</p><p>( ) juice</p><p>( ) rice</p><p>( ) olives</p><p>( ) hamburger</p><p>( ) cake</p><p>Look at the image and answer. Personal answers.</p><p>a) How important is it to drink water?</p><p>b) Water is found in all drinks and also in different types of food.</p><p>Can you name some of them?</p><p>2</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>w</p><p>w</p><p>w</p><p>.d</p><p>ri</p><p>n</p><p>k</p><p>in</p><p>g</p><p>-w</p><p>a</p><p>te</p><p>r-</p><p>fo</p><p>r-</p><p>h</p><p>e</p><p>a</p><p>lt</p><p>h</p><p>.c</p><p>o</p><p>m</p><p>></p><p>Your body is 60% – 70% water</p><p>67</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH9_EF2_INGLES_066A073_M9.indd 67 10/10/17 10:34 AM</p><p>READING</p><p>Read the text and answer the following questions.</p><p>A healthy diet consists of a variety of foods, because different foods contain different things that</p><p>your body needs. Carbohydrates, proteins and fats are vital for energy or growth. They are called</p><p>nutrients. Vitamins, minerals and water are also important as they help your body to work properly.</p><p>Carbohydrates</p><p>Carbohydrates are one of the main types of nutrients. They are the most important source of</p><p>energy for your body. There are two types: sugars and starch. Sugars are found in fruit, cakes and</p><p>other sweet foods. They give you a quick burst of energy. Starch is found in bread, potatoes and</p><p>rice. The energy it produces lasts much longer.</p><p>Your digestive system changes carbohydrates into glucose (blood sugar). Your body uses</p><p>this sugar for energy for your cells, tissues and organs. It stores any extra sugar in your liver and</p><p>muscles for when it is needed.</p><p>Proteins</p><p>Proteins are the building blocks of life. The body needs protein to repair and maintain itself.</p><p>They are found in lean meat, fish, eggs, nuts, milk and beans. Every cell in the human body</p><p>contains protein. It is a major part of the skin, muscles, organs, and glands. You need protein in</p><p>your diet to help your body repair cells and make new ones. Protein is also important for growth</p><p>and development during childhood, adolescence, and pregnancy.</p><p>1</p><p>Fats</p><p>Fats are needed by your body for energy and warmth. Unused fats are stored in various areas</p><p>of your body, such as under the skin. There are two types of fats: saturated and unsaturated.</p><p>Saturated fats are found mostly in animal products, such as butter, lard and fatty meat. These</p><p>foods also contain cholesterol, a fat-like substance. Unsaturated fats are found in non-animal</p><p>products including vegetable, oils and nuts.</p><p>Ta</p><p>m</p><p>ar</p><p>a</p><p>S</p><p>ta</p><p>pl</p><p>es</p><p>/G</p><p>et</p><p>ty</p><p>Im</p><p>ag</p><p>es</p><p>68 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_066A073_M9.indd 68 10/10/17 10:34 AM</p><p>Vitamins</p><p>Vitamins are substances your body needs to stay healthy.</p><p>They are found in a wide variety of foods. A balanced, healthy</p><p>diet will give your body all the vitamins it needs.</p><p>Minerals</p><p>Minerals are another group of substances needed by your</p><p>body. You need small amounts</p><p>of about 20 different minerals in</p><p>all. Trace minerals, such as iron, are needed in extremely small</p><p>quantities.</p><p>Fiber</p><p>Fiber is a type of carbohydrate found in bran, whole</p><p>meal bread, fruit and vegetables. Fiber can’t be digested by</p><p>humans, it is bulky, so it helps the muscles of your intestines</p><p>to move food efficiently through your digestive system.</p><p>Water</p><p>Water is vital for life. Without it, you would only survive</p><p>for a few days. You need to take in water to replace what you</p><p>lose, for example, in urine and sweat. There is water in what</p><p>you drink, and also in solid foods, such as lettuce, which is</p><p>90% water. About 65% of your body weight is water. In very</p><p>young children, up to 75% of their body weight is water.</p><p>HELBROUGH, Emma. The Usborne Book of Knowledge. London: Usborne, 2005.</p><p>Read to the text again and decide if the sentences below are right (R), wrong (W) or not</p><p>mentioned (NM). Correct the wrong ones.</p><p>a) Carbohydrates are a good source of energy. ( R )</p><p>b) A healthy diet contains mainly protein foods such as meat and chicken. ( W )</p><p>A healthy diet contains a variety of foods.</p><p>c) Rice, bread and pasta contain high amounts of protein. ( W )</p><p>They contain high amounts of carbohydrates.</p><p>d) Vitamins turn into fat. (NM) or ( W )</p><p>Sugars turn into fat.</p><p>e) Saturated fats are found in animal products. These products contain cholesterol too. ( R )</p><p>f) Just some types of fruit contain vitamins. (NM)</p><p>g) Minerals are not essential to humans. We can live without them. ( W )</p><p>They are needed in small amounts, but they are necessary.</p><p>h) Our digestive system needs fibers to work properly. ( R )</p><p>i) The amount of water in the body of an adult is higher than in a young child’s. ( W )</p><p>The amount of water in the body of a young child is higher than in the body of an adult.</p><p>2</p><p>it</p><p>ti</p><p>p</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>69</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH9_EF2_INGLES_066A073_M9.indd 69 10/10/17 10:34 AM</p><p>PAIR WORK</p><p>Read the text again and complete the table below.</p><p>Nutrients Good sources Necessary for</p><p>Carbohydrates</p><p>Sugars (fruit, cakes and other sweet foods)</p><p>Starch (bread, potato and rice)</p><p>Energy</p><p>Proteins Lean meat, fish, eggs, nuts, milk and beans Growth</p><p>Fats</p><p>Saturated fats (animal products – butter, lard and</p><p>fatty meat)</p><p>Unsaturated fats (non-animal products</p><p>– vegetable oils and nuts)</p><p>Energy and warmth</p><p>Fiber Bran, wholemeal bread,fruit and vegetables Digestion</p><p>Discuss the following questions with your partner. Personal answers.</p><p>a) What do you usually have in your meals?</p><p>b) Do you consider your eating habits healthy? Give reasons.</p><p>c) Which of the nutrients in the table above do you think you eat the most in your diet?</p><p>d) Considering the table above, are there any changes you should make in your eating</p><p>habits? Which ones and why?</p><p>1</p><p>2</p><p>Possible answer suggestions: I eat carbohydrates and proteins the most.</p><p>Possible answer suggestions: I think I should try to include more fiber</p><p>in my diet. I think I should try to reduce the fats.</p><p>1. For each vocabulary word in the left column, locate its definition in the right column. Write the letter of the correct</p><p>definition in parentheses before the word.</p><p>a) the quality or state of being warm in temperature ( g ) growth</p><p>b) a soft white substance that is made from the fat of pigs and used in cooking ( f ) properly</p><p>c) containing fat, especially a large amount of fat ( h ) starch</p><p>d) the outer coat of the seed of a grain ( a ) warmth</p><p>e) large and difficult to carry, store or digest ( b ) lard</p><p>f) correctly ( c ) fatty</p><p>g) the process of growing ( d ) bran</p><p>h) a substance that is found in certain foods such as bread, rice and potatoes ( e ) bulky</p><p>2. Use the words in the box to complete the following sentences.</p><p>bulky warmth properly fatty bran growth starch lard</p><p>a) The doctor told me to eat more bran because it is a good source of fiber.</p><p>b) I try to avoid fatty foods.</p><p>c) She’s concerned that the medication might slow her child’s growth .</p><p>d) I could feel the warmth of the fireplace.</p><p>e) The boxes were not properly labeled.</p><p>f) They tried to limit starch in their diet.</p><p>g) She was wearing a bulky wool sweater.</p><p>h) I prefer to use lard instead of butter in my meat pie recipe.</p><p>Useful language</p><p>70 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_066A073_M9.indd 70 10/10/17 10:34 AM</p><p>Subject pronouns Reflexive pronouns</p><p>I myself</p><p>you yourself (one person)</p><p>he himself</p><p>she herself</p><p>it itself</p><p>we ourselves</p><p>you yourselves (more than one person)</p><p>they themselves</p><p>Reflexive pronouns are used after main verb + preposition combinations. Examples:</p><p>If they believe in themselves, they will succeed.</p><p>Take care of yourselves while I’m away.</p><p>You know how to look after yourselves, don’t you?</p><p>If she doesn’t care about herself, nobody else will.</p><p>We use a reflexive with the preposition by when we want to show that someone did something</p><p>alone and/or without any help. Read the comic strip below and the examples on the next page.</p><p>LANGUAGE WORK</p><p>REFLEXIVE PRONOUNS</p><p>Read the example below.</p><p>The body needs protein to repair and maintain itself.</p><p>subject object</p><p>Itself is a reflexive pronoun. We use a reflexive pronoun when we want to refer back to the</p><p>subject of the sentence or clause. Reflexive pronouns end in -self (singular) or -selves (plural).</p><p>Read the following examples and complete the table with the missing reflexive pronouns</p><p>in the box.</p><p>We had to cook for ourselves yesterday.</p><p>He was feeling very sorry for himself.</p><p>Be careful with that sharp knife. You may cut yourself.</p><p>itself     yourself     themselves     himself</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>71</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH9_EF2_INGLES_066A073_M9.indd 71 10/10/17 10:34 AM</p><p>Look at the table on the previous page and complete the sentences with reflexive pronouns.</p><p>a) The boy cut himself with a knife this morning.</p><p>b) My friends enjoyed themselves at the party yesterday.</p><p>c) She was looking at herself in the mirror when she saw somebody getting</p><p>into her bedroom.</p><p>d) The little boy smiled when he saw himself in the picture.</p><p>e) It’s terrible but we blame ourselves for his accident.</p><p>f) You are very noisy kids! Behave yourselves while your grandparents are here.</p><p>g) I burned myself while I was cooking dinner.</p><p>Put in object or reflexive pronouns.</p><p>a) The girls looked at themselves in the mirror to check their makeup.</p><p>b) Bob complains about everything. Don’t pay much attention to him .</p><p>c) Pam doesn’t have enough money to buy a new car for herself , so her dad’s</p><p>going to give her one.</p><p>d) I want to try this recipe, but I don’t want my mom to help me .</p><p>e) Teenagers want to be independent, but they expect their parents to help</p><p>them all the time.</p><p>f) We had a minor car accident and hurt ourselves , but nothing serious</p><p>happened.</p><p>g) My little cousin Joey started feeding himself alone last week. He makes a</p><p>big mess when he eats.</p><p>h) Do you have a secret fan? Who’s sent you these pretty flowers?</p><p>i) Beth and I are going to the mall. Do you want to come with us ?</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>More examples:</p><p>He lived by himself in an enormous house in the countryside.</p><p>It was very late, but she insisted on walking home by herself.</p><p>The children tried to get dressed by themselves and they did it quite well.</p><p>I cooked dinner for thirty people all by myself.</p><p>Reflexive pronouns are also used to emphasize the person or thing we are referring</p><p>to. Pay attention to the following examples.</p><p>I made it myself.</p><p>The student himself promised not to do that again.</p><p>The exam itself wasn’t difficult, but most students in my class failed it.</p><p>Don’t worry. We’ll do the cooking ourselves.</p><p>You yourselves asked us to do it.</p><p>The authors themselves had never been to the place they wrote about.</p><p>Look!</p><p>Reflexive pronouns</p><p>used</p><p>to emphasize the</p><p>action of the subject can</p><p>be removed from the</p><p>sentence that its meaning</p><p>will not be affected.</p><p>Example:</p><p>I made the cake./I made</p><p>the cake myself.</p><p>72 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_066A073_M9.indd 72 10/10/17 10:34 AM</p><p>HOMEWORK</p><p>Research work</p><p>Pay attention to the food advertisements while you watch TV today. Personal answers.</p><p>a) Which food groups are advertised on TV?</p><p>b) Do the advertisements promote a balanced diet?</p><p>c) Choose one advertisement and write about it. Include:</p><p>• which food was promoted;</p><p>• which group the food belongs to;</p><p>• what benefits the food brings to people;</p><p>• how that is (not) shown in the advertisement.</p><p>Possible answer suggestions: A famous fast-food restaurant chain’s ads advertise their sandwiches, which contain carbohydrates, animal protein</p><p>and fats mainly. These ads do not promote a balanced diet, although they have included some fruit and salad in their snacks. Some supermarkets</p><p>advertise their special offers, which can include meat, vegetables and fruits at lower prices. This kind of ad may promote a more balanced diet.</p><p>Today I saw an ad for a famous fast-food restaurant chain on TV that offers sandwiches with several kinds of ingredients the customer can choose</p><p>from. Basically, there are four types of bread, some choices of meat, salads and sauces. According to your choices, you can have a more balanced diet</p><p>at this place, especially if you have some fruit juice with your sandwich instead of a soft drink. But anyway, it still lacks some foods and has a lot of</p><p>carbohydrates and fats.</p><p>Fill in the spaces with words from the table in the Pair work on the Reading section.</p><p>a) Carbohydrates are necessary in one’s diet because they are a source of energy .</p><p>b) Starch is a type of carbohydrates found in bread, potato and rice.</p><p>c) Fish, eggs and nuts are sources of proteins , which are necessary for a person’s growth.</p><p>d) Energy and warmth are provided by fats.</p><p>e) Wholemeal bread / bran and vegetables / fruits provide good digestion.</p><p>Fill in each blank with a reflexive pronoun.</p><p>a) Sue: Do you sometimes talk to yourself ?</p><p>Christian: Well, sometimes, when I’m driving alone in my car or when I am angry.</p><p>b) Vicky: Thanks for such a lovely weekend. We really enjoyed ourselves . Your country house is lovely.</p><p>Mary: Well, thanks for coming. And the children were just wonderful. They really behaved themselves</p><p>the whole weekend. I hope you can come back soon.</p><p>c) Jane: I can’t believe my bird flew out the window! It’s my fault. I forgot to close the birdcage.</p><p>Margaret: Don’t blame yourself . He’s probably happier now. He’s free!</p><p>d) Juan: What’s the matter with Steve’s arm?</p><p>Carol: He hurt himself at the volleyball game yesterday.</p><p>e) Rob: My girlfriend Angie really knows how to take care of herself . She eats well, exercises regularly,</p><p>and gets plenty of sleep.</p><p>f) Will: Hello Carol, hello Alex. Come on in. Make yourselves at home. Help yourselves to some drinks.</p><p>g) Mother: That pan on the stove is very hot. Be careful not to burn yourself .</p><p>1</p><p>A resposta pretendida deve ser em forma de parágrafo. Se quiser, sugira o número de palavras para a</p><p>resposta (em torno de 25-30).</p><p>2</p><p>3</p><p>73</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH9_EF2_INGLES_066A073_M9.indd 73 10/10/17 10:34 AM</p><p>10</p><p>MODULE</p><p>74</p><p>A FAIRY TALE</p><p>“When I used to read fairy tales,</p><p>I fancied that kind of thing never</p><p>happened, and now here I am in the</p><p>middle of one!”</p><p>Lewis Carroll</p><p>Learning objects</p><p>• An extract of a movie script: Alice</p><p>Through the Looking Glass</p><p>• Used to + infinitive</p><p>Skills</p><p>• Identify information from a movie</p><p>script.</p><p>• Identify and make use of used to.</p><p>• Make use of the simple present</p><p>and used to to describe changes in</p><p>people’s habits during certain periods</p><p>of life.</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>s</p><p>D</p><p>u</p><p>7</p><p>e</p><p>m</p><p>e</p><p>A</p><p>rt</p><p>/P</p><p>h</p><p>o</p><p>to</p><p>1</p><p>2</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>PH9_EF2_INGLES_074A080_M10.indd 74 10/10/17 10:38 AM</p><p>Read and discuss the questions below with your classmates and teacher.</p><p>What is a Fairy Tale?</p><p>A fairy tale is a story, often intended for children, that features fanciful and wondrous characters</p><p>such as elves, goblins, wizards, and even, but not necessarily, fairies. The term “fairy” tale seems to</p><p>refer more to the fantastic and magical setting or magical influences within a story, rather than the</p><p>presence of the character of a fairy within that story. Fairy tales are often traditional; many were</p><p>passed down from story-teller to story-teller before being recorded in books.</p><p>Available at: <https://literaryterms.net/fairy-tale/>. Accessed on: Aug. 21st, 2017.</p><p>a) Alice’s stories by Lewis Carroll are famous fairy tales. Can you name other fairy tales?</p><p>b) Do you like to read fairy tales or watch movies based on them? Why (not)? If you like</p><p>them, which ones? Personal answers.</p><p>c) Do you think fairy tales are intended just for kids? Why (not)? Personal answers.</p><p>Personal answer. Possible answer suggestions: Little Red Riding Hood, Cinderella, Snow White, The Beauty and the Beast etc.</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Read and answer.</p><p>a) What do you know about Alice’s adventures? Personal answer.</p><p>b) Have you seen the movie Alice Through the Looking Glass? What is it about?</p><p>c) Look at the following images. Who are those characters?</p><p>READING</p><p>Read and listen. Then answer: What are they talking about?</p><p>They are talking about time.</p><p>TIME</p><p>Yes!</p><p>ALICE</p><p>I know you tried to warn me, but I didn’t listen.</p><p>I am sorry.</p><p>I used to think that time was a thief.</p><p>Stealing everything I loved.</p><p>But...</p><p>I see now that you give before you take</p><p>and every day is a gift.</p><p>Every hour, every minute, every second.</p><p>TIME</p><p>The fallen soldier [her father’s watch].</p><p>I suppose you want me to fix it?</p><p>Personal answer. Possible answer: In the movie Alice walks through a mirror and returns to Underland/the magical world</p><p>and saves the Mad Hatter and his family.</p><p>Alice and Time.</p><p>1</p><p>16</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/T</p><p>im</p><p>B</p><p>u</p><p>rt</p><p>o</p><p>n</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/M</p><p>o</p><p>ti</p><p>o</p><p>n</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/T</p><p>im</p><p>B</p><p>u</p><p>rt</p><p>o</p><p>n</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/M</p><p>o</p><p>ti</p><p>o</p><p>n</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>75</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH9_EF2_INGLES_074A080_M10.indd 75 10/10/17 10:38 AM</p><p>ALICE</p><p>No.</p><p>I want you to have it.</p><p>He [Alice’s father] used to say the only thing worth doing...</p><p>It is what you do for others.</p><p>I think he would have liked you.</p><p>TIME</p><p>They say the time is a friend to no man.</p><p>But I’ll always remember you, Alice.</p><p>Please... do not come back.</p><p>Alice Through the Looking Glass (2016). Available at: <www.springfieldspringfield.co.uk/</p><p>movie_script.php?movie=alice-through-the-looking-glass>. Accessed on: Aug. 7th, 2017.</p><p>Read and write T (true) or F (false). Correct the false statements.</p><p>a) Alice believed time was an enemy and took away all things she loved. ( T )</p><p>b) Now she understands that we have to enjoy our time. ( T )</p><p>c) She wants Time to repair her father’s watch. ( F )</p><p>No, she gives it to him.</p><p>d) Her father believed that helping other people wasn’t important. ( F )</p><p>He believed that it was very important to do things for other people.</p><p>e) Time has become Alice’s friend. ( T )</p><p>What do the following pronouns refer to in the text?</p><p>a) ... you give before you take.:</p><p>Time</p><p>b) I want you to have it.:</p><p>the fallen soldier (her father’s watch)</p><p>c) I think he would have liked you.:</p><p>Alice’s father.</p><p>d) They say the time...:</p><p>people in general</p><p>PAIR WORK</p><p>Discuss the following questions with a classmate.</p><p>a) What does the sentence “I see that you give before you take” mean?</p><p>b) What does the proverb “Time is a friend to no man” mean? Do you agree with it?</p><p>Why (not)? Personal answer.</p><p>2</p><p>3</p><p>Personal answer. Possible answer suggestion: It means</p><p>that before time takes things (and people) from us it</p><p>gives us the opportunity to enjoy them.</p><p>How do you say these</p><p>sentences</p><p>and phrases in</p><p>Portuguese?</p><p>a) I see now that you give</p><p>before you take...</p><p>Agora eu entendo que</p><p>você dá antes de tirar...</p><p>b) Every day is a gift.</p><p>Todos os dias são</p><p>como um presente.</p><p>c) I suppose you want me...</p><p>Imagino/Suponho que</p><p>você queira que eu...</p><p>d) The only thing worth</p><p>doing is...</p><p>A única coisa que vale</p><p>a pena fazer é...</p><p>e) Time is a friend to no</p><p>man.</p><p>O tempo não é amigo</p><p>de ninguém.</p><p>Useful language</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/T</p><p>im</p><p>B</p><p>u</p><p>rt</p><p>o</p><p>n</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/M</p><p>o</p><p>ti</p><p>o</p><p>n</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>76 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_074A080_M10.indd 76 10/10/17 10:38 AM</p><p>USED TO</p><p>Look at these quotes and answer the questions:</p><p>I used to think that time was a thief. But...</p><p>I see now that you give before you take.</p><p>a) Does Alice think time is a thief now?</p><p>No, she doesn’t.</p><p>When I used to read fairy tales, I fancied that kind of thing never happened,</p><p>and now here I am in the middle of one!</p><p>b) Did Lewis Carroll read fairy tales just once in the past?</p><p>No, he read fairy tales regularly.</p><p>Now choose the correct option to complete the rule.</p><p>We use used to for something that happened</p><p>(  ) regularly in the past but no longer happens.</p><p>( ) in the past and continues to happen in the present.</p><p>USED TO: INTERROGATIVE AND NEGATIVE FORMS</p><p>I didn’t use to study hard. Now I do.</p><p>Did she use to travel a lot when she was young?</p><p>Study this other example in the following cartoon and answer the questions.</p><p>1</p><p>2</p><p>LANGUAGE WORK</p><p>a) What did the dog use to bring</p><p>the man in the past?</p><p>He used to bring him his newspaper.</p><p>b) What about now?</p><p>Now the dog brings him his computer.</p><p>c) What kind of information</p><p>does the man look at on the</p><p>internet?</p><p>He looks at car ads.</p><p>J</p><p>e</p><p>rr</p><p>y</p><p>K</p><p>in</p><p>g</p><p>/C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>S</p><p>to</p><p>ck</p><p>77</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH9_EF2_INGLES_074A080_M10.indd 77 10/10/17 10:38 AM</p><p>Complete the sentences with used to in the correct form and an appropriate verb from the box.1</p><p>LANGUAGE USAGE</p><p>read (2×)   wear   have   write   live   (not) take</p><p>envy   get (2×)   do   feel   let   have   talk</p><p>go out   give   trust   ask   make</p><p>a) Carlos looks much younger.</p><p>Oh, he used to wear glasses, but he is wearing contact lenses now.</p><p>b) Lily didn’t use to take the bus to work before, but now she prefers to leave her</p><p>car in the garage on weekdays.</p><p>c) Did you use to have short hair?</p><p>Yes, but now I decided to let it grow.</p><p>d) What kinds of books did you use to read when you</p><p>were ten?</p><p>I used to read fairy tales.</p><p>e) We used to live quite near the beach when we were younger.</p><p>f) I used to write letters to my friends in the past, but now I send them emails.</p><p>Justin and Meg are talking about the time when they were teenagers. Use forms of used</p><p>to and the verbs from the box to complete their conversation.</p><p>2</p><p>Meg: My parents were very strict when I was younger. They never used to trust me.</p><p>Justin: Didn’t they? What did they use to do (they)?</p><p>Meg: Whenever I wanted to go out, they used to ask me a lot of questions</p><p>before letting me go.</p><p>Justin: Did they use to let (they) you go out with boys?</p><p>Meg: No, they didn’t. I had to ask my older brother to go to parties with me. All my</p><p>friends used to go out with boys. I used to envy them.</p><p>Justin: Did you use to get (you) angry?</p><p>Meg: Yes, I did. I used to have serious quarrels with them. And I</p><p>used to feel angry with them for several days.</p><p>Justin: My father was the same. He found relationships with the opposite sex very</p><p>embarrassing. He didn’t use to talk about them. He used to make</p><p>me feel guilty if I wanted to go out with a girl. I used to get very angry with</p><p>him sometimes. But my mother was quite different. She used to give me</p><p>some advice about girls and helped me when I was suffering from a broken heart.</p><p>Meg: Do you think we are going to behave the same way as our parents when our kids</p><p>grow into adolescence?</p><p>Justin: Definitely not! Although we must admit the world today is quite different and</p><p>very violent. Thinking back, I wonder whether we won’t have to protect our kids better…</p><p>As they did.</p><p>78 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_074A080_M10.indd 78 10/10/17 10:38 AM</p><p>HOMEWORK</p><p>Read the interview and answer the questions according to it. Write complete answers.</p><p>Bon Jovi – Get into my rhythm!</p><p>At 18 he got into a record company… as a janitor. He used to dream of playing</p><p>the guitar but he found a vacuum cleaner instead. He swore that he would</p><p>become a musician and… he kept his promise.</p><p>Interviewer: Why did you decide to become a musician?</p><p>Bon Jovi: When I was a kid, I used to spend all the evenings listening to music</p><p>and playing the guitar. Alone in my room, I used to imitate my favorite singers.</p><p>I dreamed of becoming like them. So, at the age of 18 I started working for a</p><p>record company. Only as a janitor, of course!</p><p>Interviewer: How did your band come into existence?</p><p>Bon Jovi: During the day, I used to clean and at night I used to play in a group.</p><p>We played famous songs in the night clubs of New Jersey. But I wasn’t satisfied.</p><p>I wanted to sing my own songs! The other members of the group didn’t like my</p><p>idea. So, I left the group and formed my own: Bon Jovi. At last, I could do what I</p><p>wanted! And after some time I obtained a contract from a record company.</p><p>Interviewer: But you had a very late success.</p><p>Bon Jovi: That’s right! My first two albums were a real disaster. We decided to go on</p><p>a tour with famous groups. We inaugurated their concerts with our songs. So, when</p><p>Slippery entered the market we were already famous and the album became a success.</p><p>Interviewer: After your taste of success, has there been any change in your life?</p><p>Bon Jovi: Now, I’m completely independent. I write my own songs, I’m also a producer and I can sing in a group or</p><p>all alone. In short, I am free to choose. For all the rest, I’m still the same. I’ll never forget the days I used to do lots</p><p>of jobs to earn a few dollars honestly. Whenever I go back to my home town, Bayerville, I see my old friends and</p><p>none of them treats me like a star.</p><p>a) What did Bon Jovi use to dream of when he was 18?</p><p>He used to dream of becoming famous like his favorite singers.</p><p>b) How did he use to spend all the evenings?</p><p>He used to spend all the evenings listening to music and playing the guitar.</p><p>c) Who did he use to imitate?</p><p>He used to imitate his favorite singers.</p><p>d) What did he use to do for a living when he wasn’t famous yet?</p><p>He used to work as a janitor for a record company and play in a group at night.</p><p>1</p><p>janitor: cleaner</p><p>Vocabulary</p><p>S</p><p>h</p><p>e</p><p>lly</p><p>W</p><p>a</p><p>ll/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>79</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH9_EF2_INGLES_074A080_M10.indd 79 10/10/17 10:38 AM</p><p>HOMEWORK</p><p>Complete the text with used to + the verbs in the box.2</p><p>A time to remember</p><p>Last year my husband and I took our son Ricky to</p><p>Washington D.C., where we used to live when he</p><p>was a little boy. As soon as we got to the airport, we hired</p><p>a car and drove straight to the place where our apartment</p><p>used to be .</p><p>We were anxious to see the place where we had spent</p><p>a very happy period of our lives. The building was still</p><p>there, but it looked quite different. We showed Ricky the</p><p>park where he used to play with his friends. The</p><p>playground with its slides and swings now looked so much</p><p>smaller to us. Ricky used to love going down the</p><p>slides, and he used to ask me to push him higher and</p><p>higher in the swing. We also used to have delicious</p><p>barbecues there in the summer enjoying the long days.</p><p>It was still a nice neighborhood just like it used to be</p><p>ten years before, but we regretted not meeting any of our</p><p>old friends.</p><p>As it was getting late we drove to the hotel to have some</p><p>rest and get ready for a tour of the museums and art</p><p>galleries we used to visit in the past.</p><p>Answer these questions according to the text. Give complete answers.</p><p>a) When did Ricky</p><p>and his family travel?</p><p>They traveled last year.</p><p>b) Where did Ricky use to live?</p><p>He used to live in Washington D.C.</p><p>c) Who did Ricky use to play with?</p><p>He used to play with his friends.</p><p>d) What places did they use to visit in the past?</p><p>They used to visit museums and art galleries.</p><p>Compare your life in the past and today. Write six sentences about how you have changed.</p><p>Use used to/didn’t use to.</p><p>Personal answers. Possible answer suggestions:</p><p>I used to live in ____________, but now I live in _____________.</p><p>I used to hate country music, but I like it now.</p><p>I didn’t use to eat many vegetables, but I have learned to do so, especially because they make up a healthy diet.</p><p>I used to go to the beach very often, but I don’t anymore, because now I live far from the coast.</p><p>I didn’t use to go to school by bus, but I go now.</p><p>3</p><p>4</p><p>be (2×)   play   visit   live   love   ask   have</p><p>O</p><p>rh</p><p>a</p><p>n</p><p>C</p><p>a</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>80 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_074A080_M10.indd 80 10/10/17 10:38 AM</p><p>11</p><p>MODULE</p><p>Learning objects</p><p>• A comic strip</p><p>• Past participle</p><p>• Present perfect</p><p>• Present perfect with already, yet</p><p>and ever</p><p>• Present perfect vs. simple past</p><p>Skills</p><p>• Read and understand comic strips.</p><p>• Identify and make use of the past</p><p>participle.</p><p>• Identify different uses of the present</p><p>perfect.</p><p>• Identify and make use of the present</p><p>perfect with already, yet and ever.</p><p>• Compare the differences of usage</p><p>and meaning between the present</p><p>perfect and the simple past.</p><p>"Imagination is more important</p><p>than knowledge. Knowledge is limited.</p><p>Imagination encircles the world."</p><p>Albert Einstein</p><p>81</p><p>CALVIN AND</p><p>HOBBES: WAS</p><p>EINSTEIN RIGHT?</p><p>x</p><p>e</p><p>fs</p><p>to</p><p>ck</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH9_EF2_INGLES_081A089_M11.indd 81 10/10/17 10:39 AM</p><p>Look at the cartoon. Discuss the questions with your classmates.</p><p>a) Do you know what is written on the board? It is the most famous equation in the world.</p><p>b) What do the letters in the equation stand for?</p><p>c) Who developed this equation? Albert Einstein.</p><p>E (energy released) = m (difference in mass) × c (the speed of light)2.</p><p>GETTING STARTED</p><p>Albert Einstein (1879-1955)</p><p>Albert Einstein was a</p><p>German scientist. He</p><p>came up with some</p><p>of the most important</p><p>discoveries and theories</p><p>in all of science, being</p><p>most known for his</p><p>Theory of Relativity.</p><p>Some people consider</p><p>him to be one of the</p><p>smartest people of the</p><p>20th century.</p><p>Available at: <www.</p><p>ducksters.com/</p><p>biography/albert_</p><p>einstein.php>. Accessed</p><p>on: Aug. 7th, 2017.</p><p>READING</p><p>PRE-READING</p><p>Look at the comic strip. Answer the following questions.</p><p>a) Which characters are in the comic strip?</p><p>Calvin, Hobbes and Calvin’s dad.</p><p>b) Which scientist is mentioned in the comic strip?</p><p>Albert Einstein.</p><p>READING</p><p>Read the text and listen to the audio of the comic strip and follow it in your book. Then</p><p>answer the questions.</p><p>a) What’s Calvin’s opinion about his cart?</p><p>He thinks it isn’t very safe.</p><p>17</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>Ia</p><p>n</p><p>D</p><p>a</p><p>g</p><p>n</p><p>a</p><p>ll/</p><p>A</p><p>la</p><p>m</p><p>y</p><p>/</p><p>L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>H</p><p>it</p><p>To</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>82 Ensino Fundamental 2 • 9o ano</p><p>PH9_EF2_INGLES_081A089_M11.indd 82 10/10/17 10:39 AM</p><p>b) Does his father agree with him?</p><p>No, he doesn’t.</p><p>c) According to Calvin, what did Einstein say about time and speed?</p><p>Einstein said that time slows down when we go faster and faster and then it stops.</p><p>d) Did time stop while they were going down the hill very fast?</p><p>No, it didn’t.</p><p>e) Why is Einstein right, in Hobbes’ opinion?</p><p>Because his watch stopped.</p><p>Useful language</p><p>What do these words and expressions mean in the comic strip? Match the columns.</p><p>a) stationary ( d ) someone who pretends to be what he/she is not</p><p>b) Why do you bring this up? ( c ) I got you; I understand you</p><p>c) Gotcha ( b ) Why do you say this?</p><p>d) a fraud ( a ) not moving; still</p><p>PRESENT PERFECT</p><p>Look at this example from the comic strip.</p><p>Hobbes says:</p><p>Look, my watch isn’t going at all any more!!</p><p>What has happened to the watch? It has stopped.</p><p>We don’t know exactly when the watch stopped. There is</p><p>no reference to time. The structure is called present perfect.</p><p>Read the chart and complete the rule.</p><p>THE PRESENT PERFECT TENSE (AFFIRMATIVE FORM)</p><p>I</p><p>have (‘ve)</p><p>bought a new pair of tennis shoes.</p><p>done the homework.</p><p>started a new job.</p><p>read the magazine.</p><p>We form the present perfect with</p><p>have or has + the past</p><p>participle of the main verb.</p><p>Past participle forms are regular (start/started) or</p><p>irregular (buy/bought).</p><p>You</p><p>He</p><p>has (‘s)She</p><p>It</p><p>We</p><p>have (‘ve)You</p><p>They</p><p>LANGUAGE WORK</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>83</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH9_EF2_INGLES_081A089_M11.indd 83 10/10/17 10:39 AM</p><p>We also use the present perfect to talk about actions and events that started in the past</p><p>and continue until the present time. Look at these examples:</p><p>Helen has studied Spanish for six months. (She started classes six months ago. She’s</p><p>studying Spanish now.)</p><p>We haven’t had Math classes this week. (We didn’t have Math classes from Monday</p><p>to Thursday. Today is Friday and the Math teacher is still sick).</p><p>Look!</p><p>Read these two panels of the comic strip again. Complete the rules for the present perfect tense – negative and</p><p>interrogative forms.</p><p>a) To make the negative form we use have not (haven’t) or has not (hasn’t) + the past participle of the main</p><p>verb.</p><p>b) To make the interrogative form we use have or has before the subject + the</p><p>past participle of the main verb.</p><p>PRESENT PERFECT VS. SIMPLE PAST</p><p>Read the dialogue.</p><p>A: I’ve seen that movie.</p><p>B: So have I. I saw it last week.</p><p>Now, translate what the people said in the dialogue.</p><p>A: Eu assisti àquele filme.</p><p>B: Eu também. Eu o assisti na semana passada.</p><p>Now read these examples:</p><p>a) My watch has stopped. c) Calvin has broken his cart.</p><p>b) My watch stopped at 10:30 a.m. yesterday. d) Calvin broke his cart yesterday morning.</p><p>Analyze the examples and check (  ) the best answers to complete the rules.</p><p>Sentences a and c refer to something that happened in the past, but we do not know when it</p><p>happened. So, we can say that the present perfect is used for actions and events</p><p>( ) that happen in the present.</p><p>(  ) that happened in the past, but we don’t know when.</p><p>( ) that happened at a specific time in the past.</p><p>C</p><p>o</p><p>rb</p><p>is</p><p>/V</p><p>C</p><p>G</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>84 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_081A089_M11.indd 84 10/10/17 10:39 AM</p><p>In sentences b and d, we know when the action or event happened. So, we can say that the</p><p>simple past is used for actions and events that happened</p><p>( ) at an indefinite time in the past.</p><p>(  ) at a specific time in the past.</p><p>The present perfect tense also introduces a new topic in a conversation. But if we continue</p><p>to talk about it, we normally use the simple past. Look:</p><p>A: Have you ever tried Japanese food?</p><p>B: Yes, I have.</p><p>A: How did you like it?</p><p>B: At first I thought it was strange, but now I love it.</p><p>Look!</p><p>Present perfect – time</p><p>markers: already, yet,</p><p>since, for, just, ever.</p><p>Look!</p><p>Simple past – time</p><p>markers: yesterday, a</p><p>week ago, last, night, last</p><p>month, in 2016 etc.</p><p>Complete the chart with the past participle of the verbs.</p><p>Base form Past participle Base form Past participle</p><p>a) be been f) meet met</p><p>b) break broken g) leave left</p><p>c) eat eaten h) see seen</p><p>d) have had i) take taken</p><p>e) make made j) understand understood</p><p>Complete the sentences with have, has, haven’t or hasn’t + the past participle form of the</p><p>verb in parentheses.</p><p>a) The boys have</p><p>found (find) a wallet and have taken (take) it to the Lost</p><p>and Found Department.</p><p>b) She hasn’t broken (break) her finger; she has only</p><p>twisted (twist) it.</p><p>c) It has rained (rain) a lot. Most of the streets are flooded, so you’d better stay home.</p><p>d) The student hasn’t understood (understand) the Math problem. It’s too difficult for him.</p><p>Write about things you have already done and things you haven’t done yet. Use the cues</p><p>in parentheses to help you. Personal answer suggestions.</p><p>Example: (be to France) I’ve already been to France./I haven’t been to France yet.</p><p>a) (visit China) I have already visited China./I haven’t visited China yet.</p><p>b) (go windsurfing) I have already gone windsurfing./I haven’t gone windsurfing yet.</p><p>c) (travel to New York) I have already traveled to New York./I haven’t traveled to New York yet.</p><p>d) (be to Serra Gaúcha) I have already been to Serra Gaúcha./I haven’t been to Serra Gaúcha yet.</p><p>1</p><p>2</p><p>3</p><p>LANGUAGE USAGE I</p><p>Look!</p><p>The present perfect tense</p><p>with already and yet:</p><p>Bill has already been</p><p>to Italy.</p><p>Has he been to Germany</p><p>yet? No, he hasn’t been to</p><p>Germany yet.</p><p>Work out the rule.</p><p>We use already</p><p>in affirmative sentences</p><p>and yet in</p><p>questions and negative</p><p>sentences.</p><p>85</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH9_EF2_INGLES_081A089_M11.indd 85 10/10/17 10:39 AM</p><p>Complete the sentences with the present perfect or the simple past forms of the verbs in</p><p>parentheses.</p><p>a) A: Marcos isn’t here, is he? B: No, he has gone (go) to Rio de Janeiro.</p><p>b) Angela bought (buy) a nice dress at the mall yesterday.</p><p>c) Sorry, but I can’t lend you money. I have already spent (already/spend) my</p><p>allowance, so I’m completely broke, too.</p><p>d) My cousins arrived (arrive) from Europe last week. They loved</p><p>(love) the trip.</p><p>e) Some students haven’t studied (study/neg.) for the test. We can see it from</p><p>their grades.</p><p>f) Jake sent (send) his cousin a bunch of flowers on her birthday. It</p><p>was (be) so sweet of him.</p><p>Choose the alternative that correctly completes the text below.</p><p>My friend Bob is a very happy guy. He has just found out that he has</p><p>won a free trip to Hawaii! He has bought raffle tickets for</p><p>years, but he had never won anything until six months ago, when he</p><p>got a toaster. Since then, his luck has changed .</p><p>He has gotten more than a dozen prizes in the past six months, and</p><p>the latest one was the trip to Hawaii.</p><p>a) has bought ‒ gotten ‒ is changing ‒ got ‒ has been ( )</p><p>b) bought ‒ got ‒ changed ‒ got ‒ was ( )</p><p>c) has bought ‒ got ‒ has changed ‒ has gotten ‒ was ( X )</p><p>Use the words in parentheses to complete the dialogue. Use the present perfect or the</p><p>simple past.</p><p>Tim: Hi, Julie! Am I interrupting you?</p><p>Julie: No, not at all. How are you?</p><p>Tim: I’m OK – a little tired, I guess. I have noticed (notice) you are online, so I</p><p>thought maybe we could talk a little bit about the History project. It’s due next week, isn’t it?</p><p>Julie: Yeah. In fact, I’m working on it right now. Have you finished (you/finish)</p><p>yours yet?</p><p>Tim: No, I haven’t. I wish I had. It’s too difficult. I haven’t stopped (not/stop)</p><p>thinking about it all week. I have done (do) some research, but I</p><p>haven’t started (not/start) writing it yet.</p><p>Julie: I agree with you. It’s hard work for me too. You see, I found (find)</p><p>some interesting sites last night and I stayed up (stay up) till late trying to</p><p>organize my ideas. You’re not too far behind me.</p><p>Tim: It’s comforting to hear that.</p><p>Julie: Why don’t you come over so we can help each other?</p><p>Tim: Great, Julie. You ’ve read (read) my mind.</p><p>1</p><p>2</p><p>3</p><p>LANGUAGE USAGE II</p><p>W</p><p>ild</p><p>n</p><p>e</p><p>rd</p><p>p</p><p>ix</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>M</p><p>ila</p><p>S</p><p>u</p><p>p</p><p>in</p><p>s</p><p>k</p><p>a</p><p>y</p><p>a</p><p>G</p><p>la</p><p>s</p><p>h</p><p>ch</p><p>e</p><p>n</p><p>k</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>86 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_081A089_M11.indd 86 10/10/17 10:39 AM</p><p>Look at the underlined verb forms in the sentences. Are they right (R) or wrong (W)?</p><p>Correct the verbs that are wrong.</p><p>a) George has left school three years ago. ( W ) left</p><p>b) I haven’t seen you at the party on Saturday. ( W ) didn’t see</p><p>c) Newton has been an important scientist in the 17th century. ( W ) was</p><p>d) Mary isn’t at home. She’s gone shopping. ( R )</p><p>e) I didn’t do my homework yet. ( W ) haven’t done</p><p>f) Carla has already left. ( R )</p><p>4</p><p>TIME FOR FUN</p><p>PAIR WORK</p><p>Work with a partner. Who can find the past participle forms first?</p><p>a) change:</p><p>changed</p><p>b) find:</p><p>found</p><p>c) get:</p><p>gotten</p><p>d) make:</p><p>made</p><p>e) spend:</p><p>spent</p><p>f) study:</p><p>studied</p><p>g) take:</p><p>taken</p><p>h) think:</p><p>thought</p><p>C I K Q O P X S P E N T</p><p>H V T F O U N D M U D H</p><p>A I W H H D W W U A I G</p><p>N X T L O I B A Z S D F</p><p>G Z E A I U K C G T W E</p><p>E T T P K C G Q K U B J</p><p>D G O T T E N H D D Z G</p><p>J M S K E K N C T I Z T</p><p>N V H A E G F Q U E U M</p><p>H P C A A N D X P D A U</p><p>87</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH9_EF2_INGLES_081A089_M11.indd 87 10/10/17 10:39 AM</p><p>HOMEWORK</p><p>Read the text. Then write true (T) or false (F). Correct the false sentences.1</p><p>niche: place, job or activity</p><p>for which a person or thing</p><p>is best fitted</p><p>hit: success</p><p>Words to know</p><p>The creator of the comic strip Calvin and Hobbes</p><p>Artist Bill Watterson became famous in the 1980s for his newspaper comic strip Calvin and Hobbes. […] Watterson</p><p>began his career in Cincinatti with a brief period of time as a political cartoonist. After a few years of trying to find his niche,</p><p>he started Calvin and Hobbes, a daily strip about a […] 6-year-old boy, Calvin, and his stuffed tiger, Hobbes. First published</p><p>on 18 November 1985, the strip quickly became a hit [...]. In the early 1990s Watterson began taking extended vacations from</p><p>the strip, and in December 1995 announced he was quitting, saying, “I’ve done what I can do within the constraints of daily</p><p>deadlines and small panels”. The last strip ran 31 December 1995 [...]. One of the most successful newspaper cartoonists of</p><p>the 20th century, Watterson won the Reuben Award for Outstanding Cartoonist of the Year in 1986 and 1988.</p><p>Available at: <www.infoplease.com/biography/var/billwatterson.html>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>a) Bill Watterson started his career as a humorous comic strip artist. ( F )</p><p>He started his career as a political cartoonist.</p><p>b) He was very successful as a political cartoonist. ( F )</p><p>He was very successful as a comic strip artist.</p><p>c) Watterson found he was best fitted for writing humorous comic strips after a few years as a political cartoonist. ( T )</p><p>d) Calvin and Hobbes strips were published daily for about seven years. ( F )</p><p>They were published daily for about ten years.</p><p>e) The last comic strip featuring Calvin was published on the last day of 1995. ( T )</p><p>f) He won two important awards during his career as a comic strip artist. ( T )</p><p>©</p><p>1</p><p>9</p><p>8</p><p>7</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>.</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>P</p><p>u</p><p>b</p><p>lis</p><p>h</p><p>in</p><p>g</p><p>/</p><p>U</p><p>s</p><p>e</p><p>d</p><p>b</p><p>y</p><p>p</p><p>e</p><p>rm</p><p>is</p><p>s</p><p>io</p><p>n</p><p>o</p><p>f</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>.</p><p>A</p><p>ll</p><p>ri</p><p>g</p><p>h</p><p>ts</p><p>r</p><p>e</p><p>s</p><p>e</p><p>rv</p><p>e</p><p>d</p><p>.</p><p>88 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_081A089_M11.indd 88 10/10/17 10:39 AM</p><p>Bruno is going to Denmark on an exchange program next month. Look at the list of things he has to do before the</p><p>trip. Write sentences using the present perfect and already or yet.</p><p>Things he has alredy done (  ) Things he hasn’t done yet ( X )</p><p>a) take picture for the passport (  )</p><p>He has already taken a picture for the passport.</p><p>b) get a visa ( X )</p><p>He hasn’t got (gotten) a visa yet.</p><p>c) fill in the application form (  )</p><p>He has already filled in the application form.</p><p>d) ask his teacher for a reference letter ( X )</p><p>He hasn’t asked his teacher for a reference letter yet.</p><p>e) buy the plane ticket ( X ) He hasn’t bought the plane ticket yet.</p><p>f) pack his luggage ( X ) He hasn’t packed his luggage yet.</p><p>Complete these sentences with the correct form of the verbs in parentheses.</p><p>a) My old school has changed</p><p>(change) a lot. It looks</p><p>more modern now.</p><p>b) My grandmother lived (live) in this house till last year. Then she moved</p><p>(move) to an apartment.</p><p>d) Jan has been (be) to France several times. Her aunt lives there.</p><p>e) Patrick played (play) the piano when he was ten years old.</p><p>Answer the following questions using the present perfect tense + yet or already.</p><p>a) Have you seen the movie “High school”?</p><p>No, I haven’t seen it yet.</p><p>b) Have you bought a dress for your cousin’s wedding?</p><p>Yes, I’ve already bought one.</p><p>c) Have you finished reading the book I gave you last month?</p><p>No, I haven’t finished reading it yet.</p><p>d) Has he sent an email to his new girlfriend?</p><p>Yes, he has already sent it.</p><p>Present perfect or simple past tense? Read these sentences and underline the correct verb tense.</p><p>a) Jeanne (hasn’t seen / didn’t see) our Math teacher yesterday.</p><p>b) Chris and Alice (haven’t finished / didn’t finish) their Art project yet.</p><p>c) Einstein (has written / wrote) his first scientific essay in 1895.</p><p>d) Alice is in Brazil but she (hasn't visited/didn't visit) her cousins yet.</p><p>e) What (have you done / did you do) last night?</p><p>f) Last class our English teacher (have talked / talked) about Einstein.</p><p>2</p><p>3</p><p>4</p><p>5</p><p>L</p><p>S</p><p>to</p><p>ck</p><p>S</p><p>tu</p><p>d</p><p>io</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Personal answers.</p><p>Possible answer suggestions.</p><p>89</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH9_EF2_INGLES_081A089_M11.indd 89 10/10/17 10:39 AM</p><p>x</p><p>e</p><p>fs</p><p>to</p><p>ck</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>3</p><p>D</p><p>_</p><p>c</p><p>re</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>fc</p><p>a</p><p>fo</p><p>to</p><p>d</p><p>ig</p><p>it</p><p>a</p><p>l/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>s</p><p>D</p><p>u</p><p>7</p><p>e</p><p>m</p><p>e</p><p>A</p><p>rt</p><p>/</p><p>P</p><p>h</p><p>o</p><p>to</p><p>1</p><p>2</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>O</p><p>k</p><p>a</p><p>n</p><p>M</p><p>e</p><p>ti</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>90</p><p>12</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 7 to 11.</p><p>90</p><p>PH9_EF2_INGLES_090A092_M12.indd 90 10/10/17 10:41 AM</p><p>Make or do? Circle the correct alternative.</p><p>a) The students at elementary school in Brazil (make/do ) a lot of research on ecology.</p><p>b) The people in Israel and in Palestine want to (make/do) peace, but unfortunately this</p><p>dream is getting more and more difficult to come true.</p><p>c) Why does he always (make/do) a promise and then break it?</p><p>d) If you want to improve your composition, you will have to (make/do) some changes.</p><p>e) Can you tell me how much money politicians in the USA (make/do)?</p><p>f) She spends too much time (making/doing) her hair and nails.</p><p>Underline the words that connect the ideas correctly.</p><p>a) My friend speaks Spanish and English. She (also/however) speaks German.</p><p>b) You must complete the History project by tomorrow morning. (Instead/In addition),</p><p>you must study for the Math test.</p><p>c) I am not going out tonight. (Besides/Instead), I will stay home and watch a video.</p><p>d) Bill knows he has to do his homework every afternoon. (Yet/Because) he never does it.</p><p>e) When I went to Rome, I didn’t have much time; (also/however), I managed to visit lots</p><p>of places.</p><p>Becky and Sue are university students and they live away from home. They share a house</p><p>with some other friends. Becky has just come home and notices that Sue is very pale and</p><p>looks worried. Complete the dialogue using myself, yourself etc.</p><p>Becky: You look pale. Have you hurt yourself ?</p><p>Sue: Yes, I’ve cut myself quite badly.</p><p>Becky: How did it happen?</p><p>Sue: Well, Gabriel and Camilla were making bread. I was helping them. We were really</p><p>happy. But then Gabriel burnt himself while he was getting the bread out</p><p>of the oven. He dropped it on the floor and also broke a glass. I hurried to try to help</p><p>Gabriel, and a piece of glass buried itself into my foot.</p><p>Becky: Oh, sorry for that. Gabriel should be more careful and learn to control himself .</p><p>Complete the sentences below with used to in the correct form + one of the verbs from the box.</p><p>1</p><p>2</p><p>3</p><p>4</p><p>study   be   get   ride   jog   enjoy   spend</p><p>a) I used to enjoy Rio’s Carnival when I was younger. I thought it was great fun.</p><p>b) There used to be quite a few cinemas downtown, but now there’s only one.</p><p>c) Where did you use to spend your school holidays when you were</p><p>in high school?</p><p>d) Cindy used to ride a motorcycle to work, but now she goes to work by car.</p><p>e) Andrew used to study hard when he was at college. Now he is a successful businessman.</p><p>f) How much money did you use to get from your parents on</p><p>weekends before you had your own job?</p><p>g) We used to jog every morning when our classes were in the afternoon. It was a</p><p>good exercise. Now we have to be at school very early.</p><p>91</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>2</p><p>modules 7 to 11 – ROUNDUP</p><p>PH9_EF2_INGLES_090A092_M12.indd 91 10/10/17 10:41 AM</p><p>Answer these questions about yourself. Personal answers.</p><p>a) Have you always lived in the same house?</p><p>b) When did you move to your present house?</p><p>c) Have you always studied at this school?</p><p>d) When did you start studying here?</p><p>Fill in the gaps with the simple past, simple present or present perfect forms of the verbs</p><p>in parentheses.</p><p>My grandfather was born during the Second World War. He lived (live) in</p><p>the countryside till his twentieth birthday. As his family owned (own) a farm,</p><p>he moved (move) to a big city and went (go) to college for five</p><p>years to study Agronomics. During his final year there, he met (meet) my</p><p>grandmother. They got (get) married in 1970 and are (be)</p><p>still very happy today.</p><p>Sandra and Bill are friends. They haven’t seen each other for a long time. This is what they</p><p>say when they finally meet. Complete their conversation.</p><p>Sandra: Hi, Bill! Where have you been?</p><p>Bill: Hi, Sandra. I ’ve been (be) to Europe.</p><p>Sandra: Really? Where did you go to in Europe?</p><p>Bill: I went (go) to London on business.</p><p>Sandra: How long did you stay there?</p><p>Bill: I stayed (stay) there for three weeks.</p><p>Sandra: Did you work all the time you were there or did you take</p><p>some time off?</p><p>Bill: I took (take) some days off.</p><p>Sandra: Oh, good! And what did you do in your free time?</p><p>Bill: I went (go) to museums, art galleries, to the theater and I also</p><p>went (go) sightseeing in London.</p><p>Sandra: How did you like the places you went to?</p><p>Bill: I loved (love) the museums, but the place I liked (like)</p><p>most was The Houses of Parliament.</p><p>Sandra: I guess you really enjoyed (enjoy) your stay there. Now, where will you</p><p>go on your next trip?</p><p>Bill: I have no idea. I hope the company sends me to Mexico next time.</p><p>5</p><p>6</p><p>7</p><p>w</p><p>a</p><p>v</p><p>e</p><p>b</p><p>re</p><p>a</p><p>k</p><p>m</p><p>e</p><p>d</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>92 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 7 to 11</p><p>PH9_EF2_INGLES_090A092_M12.indd 92 10/10/17 10:41 AM</p><p>13</p><p>MODULE</p><p>93</p><p>MAKING A</p><p>DIFFERENCE</p><p>P</p><p>ra</p><p>zi</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to refugee issues</p><p>• Present perfect with since and for</p><p>• Simple past with for</p><p>• Listening activity</p><p>• A graph</p><p>Skills</p><p>• Read and understand an article.</p><p>• Establish relationships between</p><p>segments of a text, identifying</p><p>antecedents of pronouns.</p><p>• Infer the meaning of words in a text.</p><p>• Identify and make use of the present</p><p>perfect with since and for.</p><p>• Develop listening comprehension skills.</p><p>• Analyze and understand a graph.</p><p>“Taking Mum’s hand, I whispered</p><p>‘Are we really safe, here?”</p><p>Alwyn Evans in Walk in my Shoes</p><p>PH9_EF2_INGLES_093A100_M13.indd 93 10/10/17 10:42 AM</p><p>Discuss the questions with your classmates.</p><p>a) What might force you (and your family) to</p><p>abandon your home and leave your country?</p><p>b) Have you ever heard the term “refugee crisis”?</p><p>What does it refer to?</p><p>c) What are some reasons that lead refugees to</p><p>leave their homes?</p><p>Personal answers.</p><p>b) The term refers to movements of large groups of people who</p><p>are forced to leave the place where they live.</p><p>c) Suggested possible answers: war, violation of human rights,</p><p>problems in the environment and climate, economic crises.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Look at the picture and answer the questions.</p><p>a) Who is the woman in the picture? Angelina Jolie.</p><p>b) What is her occupation? She’s an actress.</p><p>c) What global social cause is she involved with?</p><p>READING</p><p>Read the article.</p><p>She’s involved with the cause of refugees.</p><p>1</p><p>J</p><p>a</p><p>n</p><p>o</p><p>s</p><p>s</p><p>y</p><p>G</p><p>e</p><p>rg</p><p>e</p><p>ly</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>READING</p><p>Special Envoy Angelina Jolie renews UNHCR</p><p>contract, says ‘I’m with you for life’</p><p>15 march 2017</p><p>GENEVA – Special Envoy for the United Nations High</p><p>Commissioner for Refugees (UNHCR), Angelina Jolie</p><p>has reaffirmed her commitment to refugees worldwide,</p><p>telling staff at UNHCR, the UN Refugee Agency: “I am</p><p>with you for life.”</p><p>Jolie visited UNHCR headquarters during a one-day trip</p><p>to Geneva, speaking to hundreds of staff members. “This is</p><p>like coming home. I was first here 16 years ago and had no idea what was ahead of me. I am</p><p>sure many of you sometimes feel the same way.” Jolie previously represented UNHCR as a</p><p>Goodwill Ambassador from 2001-2012.</p><p>In the years she has worked with UNHCR, Jolie noted that the number of people</p><p>driven from their homes by wars and persecution had surged from 22 million to 65 million,</p><p>presenting a challenge to the world and in particular the UN Refugee Agency.</p><p>L</p><p>u</p><p>iz</p><p>R</p><p>a</p><p>m</p><p>p</p><p>e</p><p>lo</p><p>tt</p><p>o</p><p>/E</p><p>u</p><p>ro</p><p>p</p><p>a</p><p>N</p><p>e</p><p>w</p><p>s</p><p>w</p><p>ir</p><p>e</p><p>/</p><p>D</p><p>P</p><p>A</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>E</p><p>D</p><p>B</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>www.unhcr.org</p><p>94 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_093A100_M13.indd 94 10/10/17 10:43 AM</p><p>“You have more people under your care, you have more to be concerned with, you</p><p>have more to do, and you have less support, and I can’t imagine how hard it must be</p><p>for you sometimes coming to work every day,” Jolie said.</p><p>“Probably like most field officers, I know you think more about those you couldn’t</p><p>help, than all those you have helped. But know there’s a reason why I’m so proud to</p><p>be with UNHCR, because the work you do, and what you do in the field, and the lives</p><p>you help to save and the people you help to get through their days… makes all the</p><p>difference.”</p><p>Speaking of the many challenges facing UNHCR and the broader humanitarian</p><p>community, Jolie urged staff to “really step forward and say who we are and who we</p><p>fight for and work even harder. So I am with you, not just for my contract, I am with</p><p>you for life. You can’t walk away once you’ve joined UNHCR.”</p><p>Available at: <www.unhcr.org/news/press/2017/3/58c96ee14/</p><p>special-envoy-angelina-jolie-renews-unhcr-contract-says-im-life.html>. Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>Decide if the following statements are true (T) or false (F) according to the article. Correct</p><p>the false ones.</p><p>a) Angelina Jolie is going to continue working as a special envoy for the UN refugee</p><p>agency. ( T )</p><p>b) Angelina Jolie has worked with the UNHCR for a long time. ( T )</p><p>c) Angelina says she intends to stop representing the UNHCR when she retires. ( F )</p><p>She says: “So I am with you, not just for my contract, I am with you for life.”</p><p>d) The number of refugees has increased considerably since Angelina started working</p><p>with the UNHCR. ( T )</p><p>e) Angelina says refugees are getting more support nowadays. ( F )</p><p>Angelina says refugees are getting less support nowadays.</p><p>In the article, what do the underlined words refer to?</p><p>a) … her commitment to refugees worldwide…</p><p>Angelina Jolie’s (commitment).</p><p>b) “This is like coming home.”</p><p>Jolie’s visit to the UNHCR headquarters in Geneva.</p><p>c) “I am sure many of you sometimes feel the same way.”</p><p>The UNHCR’s staff members.</p><p>d) Jolie noted that the number of people driven from their homes by wars and</p><p>persecution…</p><p>people’s (homes).</p><p>e) “You can’t walk away once you’ve joined UNHCR.”</p><p>People in general/the reader who join(s) UNHCR.</p><p>2</p><p>3</p><p>Angelina Jolie</p><p>(1975-)</p><p>Angelina Jolie is an</p><p>activist, actress, movie</p><p>director and producer.</p><p>As one of Hollywood’s</p><p>leading actresses, she</p><p>is known for movies</p><p>like Salt, Lara Croft and</p><p>Maleficent. Off-screen,</p><p>Jolie has become</p><p>prominently involved</p><p>in international charity</p><p>projects, especially those</p><p>involving refugees. She</p><p>has six children, three of</p><p>whom are adopted.</p><p>Source: <www.biographyonline.</p><p>net/actors/angelina-jolie-</p><p>biography.html>. Accessed on:</p><p>Aug. 10th, 2017.</p><p>J</p><p>a</p><p>m</p><p>e</p><p>s</p><p>D</p><p>e</p><p>v</p><p>a</p><p>n</p><p>e</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>95</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH9_EF2_INGLES_093A100_M13.indd 95 10/10/17 10:43 AM</p><p>PRESENT PERFECT (II)</p><p>Read the sentences about Angelina Jolie. Then do the tasks in items a to c.</p><p>• Angelina Jolie has worked with the United Nations High Commission for Refugees (UNHCR)</p><p>since August 2001.</p><p>• For the last sixteen years, she has tried to draw attention to the plight of the world’s</p><p>refugees visiting refugee camps.</p><p>a) Translate the sentences into Portuguese.</p><p>• Angelina Jolie trabalha com o Alto Comissariado das Nações Unidas para os Refugiados (ACNUR) desde</p><p>agosto de 2001.</p><p>• Há dezesseis anos, ela tenta chamar a atenção para o drama dos refugiados do mundo visitando campos</p><p>de refugiados.</p><p>b) Now, answer these questions based on the sentences.</p><p>• When did Angelina Jolie start her work with the United Nations High Commission for</p><p>Refugees? She started her work with the UNHCR in 2001.</p><p>• Does she still work with refugees? Yes, she does.</p><p>c) Think about the examples and check ( ü ) the answer that best completes the rule.</p><p>In these sentences, the present perfect tense tells us about</p><p>( ) an action or event that happened at an indefinite time in the past.</p><p>( ) a past action or event.</p><p>( ü ) an action or event that began in the past and continues up to the present.</p><p>( ) a present action or event.</p><p>Now look at these examples. Number the correct answers to complete gaps (1) and (2) in</p><p>the rule.</p><p>a) Angelina Jolie has visited refugee camps since 2001.</p><p>b) She has helped refugees for sixteen years.</p><p>We use for to mention (1) a specific period (or duration) of time and we use since to</p><p>mention (2) the starting point of a period of time that continues up to the present .</p><p>( ) a specific time in the past.</p><p>( 2 ) the starting point of a period of time that continues up to the present.</p><p>( 1 ) a specific period (or duration) of time.</p><p>( ) a precise point of time starting and finishing in the past.</p><p>1</p><p>2</p><p>LANGUAGE WORK</p><p>Useful language</p><p>What do these words mean in the article? Match the columns.</p><p>a) staff ( d ) a place from which something is controlled or directed</p><p>b) worldwide ( f ) a difficult task or problem</p><p>c) refugee ( e ) cruel/unfair treatment because of race, religious or political beliefs</p><p>d) headquarters ( a ) a group of people who work for an organization or business</p><p>e) persecution ( g ) approval</p><p>f) challenge (n.) ( b ) happening or existing in all parts of the world</p><p>g) support (n.) ( c ) a person who flees in search of refuge, as in times of war, political oppression or religious persecution</p><p>96 Ensino Fundamental 2 • 9o ano</p><p>PH9_EF2_INGLES_093A100_M13.indd 96 10/10/17 10:43 AM</p><p>Write since or for before these expressions of time.</p><p>a) since Tuesday.</p><p>b) since the last World Cup.</p><p>c) for five hours.</p><p>d) for a hundred years.</p><p>e) for many years.</p><p>f) since the moment I saw him.</p><p>g) since two o’clock.</p><p>h) for several days.</p><p>Rewrite these sentences adding since or for. Make the necessary changes (especially in</p><p>verb tense).</p><p>Example:</p><p>I live in São Paulo. (seven years)</p><p>I have lived in São Paulo for seven years.</p><p>a) I am at the bus stop. (thirty minutes)</p><p>I have been at the bus stop for thirty minutes.</p><p>b) My brother studies Spanish. (last year)</p><p>My brother has studied Spanish since last year.</p><p>c) Frank is interested in computers. (he was thirteen)</p><p>Frank has been interested in computers since he was thirteen.</p><p>d) My father has a bike. (a long time)</p><p>My father has had a bike for a long time.</p><p>e) I know Bruno’s sister. (ten years)</p><p>I have known Bruno’s sister for ten years.</p><p>f) My uncle works for a multinational company. (1992)</p><p>My uncle</p><p>o</p><p>tt</p><p>R</p><p>ic</p><p>h</p><p>a</p><p>rd</p><p>s</p><p>o</p><p>n</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>138 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 138 10/10/17 10:51 AM</p><p>a) What is a melting pot society?</p><p>b) Do you believe it is a good model of society? Why (not)? Personal answers.</p><p>LISTENING</p><p>Read the following statements and decide whether they are true (T) or false (F) according</p><p>to what you hear. Correct the false ones.</p><p>"A melting pot is a metaphor for a society where many different types of people blend together as one."</p><p>27</p><p>1</p><p>a) According to the author’s opinion, Brazil is a melting pot of people, cultures and</p><p>opportunities. ( T )</p><p>b) Immigrants haven’t affected the cultural diversity in the country. ( F )</p><p>Immigrants coming from all over the world have influenced the cultural diversity in the country.</p><p>c) Brazil is diverse only within its population. ( F )</p><p>Brazil is diverse not just within its population, but within what the country has to offer as well.</p><p>d) The author of the text says that Brazilians are full of life and proud of the country. ( T )</p><p>e) It can be inferred that the author of the text likes Brazilian food. ( T )</p><p>Now, based on what you read about what a melting pot is, discuss the following questions</p><p>with your teacher and classmates.</p><p>a) Do you agree with the author? Is Brazil a melting pot? Justify your answers.</p><p>Possible answer suggestions: In my opinion, Brazil is a melting pot because people from different places and</p><p>ethnic backgrounds have made up our society./In my opinion, Brazil is not a melting pot, because although</p><p>being made by people from different cultures and backgrounds, each group usually keeps most elements</p><p>of its own culture.</p><p>b) What do you like about our country?</p><p>Possible answer suggestion: I like its climate, its natural beauty and its cultural diversity.</p><p>c) What do you dislike about it?</p><p>Possible answer suggestion: I dislike its politics, poverty and corruption.</p><p>2</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>139</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 139 10/10/17 10:51 AM</p><p>PRE-READING</p><p>Answer the questions before reading the text. Personal answers.</p><p>a) Read the title of the following text and define it in your own words.</p><p>Possible answer suggestion: Cultural diversity refers to the several differences from one culture to another:</p><p>in terms of ethnicity, religion, customs, types of clothes and food, etc.</p><p>b) In your opinion, does cultural diversity make a country a better or a worse place to live in?</p><p>Justify your answer.</p><p>Possible answer suggestion: In general, it makes a country a better place to live in because we learn to</p><p>respect and adapt to other cultures.</p><p>READING</p><p>Read and listen.</p><p>Cultural diversity</p><p>1</p><p>28</p><p>READING</p><p>The concept of diversity is based on individual acceptance and respect. It is an</p><p>understanding that individuals are unique and different. Diversity includes race, ethnicity,</p><p>gender, sexual orientation, socio-economic status, culture, age, physical ability and religious,</p><p>political and other beliefs.</p><p>Culture is a set of norms that establish standards for a society of what is acceptable</p><p>behavior. Cultural diversity makes the United States richer by making it a more interesting</p><p>place to live in. Just think how boring a meal would be if there weren’t any Chinese, Mexican,</p><p>Japanese, Italian, German, French or Indian food! It also makes our country’s international</p><p>food stronger and better able to compete in the new global economy.</p><p>M</p><p>o</p><p>n</p><p>k</p><p>e</p><p>y</p><p>B</p><p>u</p><p>s</p><p>in</p><p>e</p><p>s</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>140 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 140 10/10/17 10:51 AM</p><p>People from diverse cultures bring language skills, new ways of thinking,</p><p>creative solutions to difficult problems and negotiating skills.</p><p>In the past, ethnographers in the United States used to refer to the United States</p><p>as a melting pot where new immigrants would eventually be fully integrated into</p><p>the American culture. This has obviously not happened so modern researchers</p><p>have now begun to talk about America as a salad bowl where different cultures</p><p>mix with the European American culture to form a meal where all of the various</p><p>ingredients are still readily identifiable.</p><p>Cultural diversity makes the United States a much more interesting place to</p><p>live in for all its inhabitants. If we all thought alike, imagine how boring the world</p><p>would be! Thank God for diversity!</p><p>Available at: <www.ethnoconnect.com/articles/1-what-is-cultural-diversity>.</p><p>Accessed on: Aug. 25th, 2017. (Adapted.)</p><p>Read the text and choose the best alternative.</p><p>a) Cultural diversity is best described as</p><p>( ü ) differences in ethnic, religious or racial background.</p><p>( ) differences in social class or economic status.</p><p>( ) different tastes in music.</p><p>( ) different kinds of clothing.</p><p>b) According to the article</p><p>( ) cultural diversity is a threat to the country’s identity.</p><p>( ü ) cultural diversity brings a collective strength that can benefit the country.</p><p>( ) cultural diversity separates people from each other.</p><p>( ) cultural diversity makes one nation weaker.</p><p>c) Ethnographers used to refer to the United States as a melting pot where immigrants</p><p>from many countries blend to become one American nation. Now they talk about it as</p><p>a salad bowl because</p><p>( ) the American way of life is healthier than any other in the world.</p><p>( ) many immigrants are vegetarians.</p><p>( ) most immigrants plan to go back home.</p><p>( ü ) immigrants keep many of their native traditions.</p><p>What do the underlined words refer to in the text?</p><p>a) by making it a more interesting place to live in:</p><p>the United States</p><p>b) It also makes our country’s international food stronger:</p><p>cultural diversity</p><p>c) This has obviously not happened:</p><p>the fact that new immigrants would eventually be fully integrated into the American culture</p><p>d) all its inhabitants:</p><p>the United States</p><p>How would you describe Brazil: as a melting pot or as a salad bowl? Discuss with your</p><p>classmates and teacher.</p><p>2</p><p>3</p><p>4</p><p>Find words and</p><p>expressions in the text</p><p>that mean:</p><p>a) something that a</p><p>person accepts</p><p>as true or right:</p><p>beliefs</p><p>b) standards of proper or</p><p>acceptable behavior:</p><p>norms</p><p>c) manner of</p><p>conducting oneself:</p><p>behavior</p><p>d) people who study</p><p>human races</p><p>and cultures:</p><p>ethnographers</p><p>e) a place where</p><p>immigrants of different</p><p>cultures or races form</p><p>a homogenous society:</p><p>melting pot</p><p>f) something or someone</p><p>that can be recognized:</p><p>identifiable</p><p>g) in the same manner or</p><p>form: alike</p><p>Useful language</p><p>M</p><p>a</p><p>rc</p><p>e</p><p>lo</p><p>_</p><p>K</p><p>re</p><p>lli</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>is</p><p>te</p><p>ti</p><p>a</p><p>n</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>141</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 141 10/10/17 10:51 AM</p><p>Examples:</p><p>When I arrived at the party yesterday, my friend had already left.</p><p>I had never seen such a beautiful beach before I went to Cayo Largo in Cuba.</p><p>AFFIRMATIVE AND NEGATIVE FORMS</p><p>I</p><p>He/She/It</p><p>We/You/They</p><p>had (’d)</p><p>had not (hadn’t)</p><p>left before Sue arrived</p><p>there.</p><p>Past Present Future</p><p>LANGUAGE WORK</p><p>THE PAST PERFECT TENSE</p><p>Read the following paragraphs and pay attention to the underlined verbs.</p><p>I chose to study abroad because I absolutely love the Spanish language and culture. I</p><p>wanted to be able to experience both things and I knew it would be an amazing learning</p><p>experience. I also had many friends who had studied abroad and all of them had advised me</p><p>to study abroad because they all had had great experiences.</p><p>My best friend had studied in Spain the year before and had had a wonderful experience.</p><p>Listening to her stories and seeing her pictures made me want to travel to this amazing</p><p>country as well. I had never been to Europe, so I wanted the chance to study in a European</p><p>country. It was such a life changing experience and I grew a lot as a person.</p><p>Read the sentences taken from the paragraphs again.</p><p>• I also had many friends who</p><p>has worked for a multinational company since 1992.</p><p>g) I don’t see my cousin very often. (last Christmas)</p><p>I haven’t seen my cousin since last Christmas.</p><p>h) My sister doesn’t usually send emails. (almost one year)</p><p>My sister hasn’t sent emails for almost one year.</p><p>1</p><p>2</p><p>Look!</p><p>for many years. (She still works with the UN.)</p><p>since 2001.</p><p>Attention!</p><p>Angelina Jolie lived in the State of New York for 9 years when she was a child. (She doesn’t live there anymore.)</p><p>Angelina Jolie has worked with the UN</p><p>LANGUAGE USAGE</p><p>97</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH9_EF2_INGLES_093A100_M13.indd 97 10/10/17 10:43 AM</p><p>PRE-LISTENING</p><p>Look at a map that shows how hunger affects different countries. Answer the questions below.</p><p>LISTENING</p><p>a) Which continent has the largest number of countries with hungry people?</p><p>( X ) Africa</p><p>( ) Asia</p><p>( ) Latin America and the Caribbean</p><p>( ) Europe</p><p>b) According to the map, is hunger a serious issue in Brazil?</p><p>( ) Yes ( X ) No</p><p>LISTENING</p><p>Listen to the audio. Check ( ü ) the correct statements about it.</p><p>a) Most of the world’s hungry people live in developing countries. ( ü )</p><p>b) There are 53 million hungry people in Latin America and in the Caribbean. ( ü )</p><p>c) Seventy-five percent of all hungry people in the world live in rural areas, mainly in villages</p><p>in Asia and Africa. ( ü )</p><p>d) Rural people are vulnerable to crises, so many migrate to cities in their search for</p><p>employment, increasing the population of shanty towns in developing countries. ( ü )</p><p>e) The Food and Agriculture Organization (FAO) calculates that 20% of the world’s hungry</p><p>people live in small farming communities. ( ü )</p><p>f) An estimated 146 million children in developing countries are underweight, as a result of</p><p>acute or chronic hunger. ( ü )</p><p>g) Up to 17 million children are born underweight annually. ( ü )</p><p>h) Women are the world’s primary food producers; therefore, they are not so much affected</p><p>by hunger. ( )</p><p>18</p><p>B</p><p>a</p><p>n</p><p>c</p><p>o</p><p>d</p><p>e</p><p>i</p><p>m</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>/A</p><p>rq</p><p>u</p><p>iv</p><p>o</p><p>d</p><p>a</p><p>e</p><p>d</p><p>it</p><p>o</p><p>ra</p><p>Hunger map (2014-2016)</p><p>Arctic Circle</p><p>Antarctic Circle</p><p>0º</p><p>0º</p><p>G</p><p>re</p><p>e</p><p>n</p><p>w</p><p>ic</p><p>h</p><p>M</p><p>e</p><p>ri</p><p>d</p><p>ia</p><p>n</p><p>Tropic of Cancer</p><p>PACIFIC</p><p>OCEAN</p><p>PACIFIC</p><p>OCEAN</p><p>INDIAN</p><p>OCEAN</p><p>ARCTIC OCEAN</p><p>SOUTHERN OCEAN</p><p>ATLANTIC</p><p>OCEAN</p><p>Tropic of Capricorn</p><p>Equator</p><p>Prevalence of undernourishment in the world population (%) in 2014 - 2016</p><p>Less than 5 (very low)</p><p>15-24.9 (moderately high)</p><p>5-14.9 (moderately low)</p><p>25-34.9 (high)</p><p>35 or more (very high)</p><p>Missing or insufficient data2 750 km0</p><p>N</p><p>S</p><p>EW</p><p>Available at: <http://services.worldvision.org.hk/eng/famine/index.asp>. Accessed on: Oct. 2nd, 2017.</p><p>98 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_093A100_M13.indd 98 10/10/17 10:43 AM</p><p>HOMEWORK</p><p>Read the news article and do the following activities. Decide if the statements are true (T) or false (F). Correct the</p><p>false statements.</p><p>1</p><p>There are now over one million child refugees because of the war in Syria. The United Nations called this number</p><p>“a shameful milestone.” The children were forced to leave Syria because it is too dangerous for them to stay in the</p><p>country. Most of them are in Jordan, Turkey and Lebanon. They have recently started escaping to Europe and North</p><p>Africa. The United Nations said: “This one millionth child refugee is not just another number. This is a real child</p><p>ripped from home, maybe even from a family, facing horrors we can only begin to comprehend.” Another 2 million</p><p>children in Syria have no home. Half of Syria’s 2 million refugees are children. Over 740,000 of these are under the age</p><p>of eleven.</p><p>Syria’s civil war started in March 2011. The UN says it is the worst refugee crisis for 20 years. The last situation</p><p>as bad as Syria was the 1994 genocide in Rwanda. The UN high commissioner for refugees, Antonio Guterres, told</p><p>reporters: “The youth of Syria are losing their homes, their family members and their futures. Even after they have</p><p>crossed a border to safety, they are traumatized, depressed and in need of a reason for hope.” The UN warned the</p><p>world that the children face many dangers. Many are now used illegally for child labor. Others are sold for early</p><p>marriages or for the sex trade. Very few of the children can go to any kind of school. The UN said just 118,000 of the</p><p>children are in education.</p><p>Source: <www.breakingnewsenglish.com/1308/130824-refugees.html#ixzz4mMA600YK>. Accessed on: Aug. 28th, 2017.</p><p>a) Syrian kids and their families leave their country to escape from war. ( T )</p><p>b) Most of the child refugees are in Europe. ( F )</p><p>Most of them are in Jordan, Turkey and Lebanon.</p><p>c) The UN said it was shameful that there were so many child refugees. ( T )</p><p>O</p><p>rl</p><p>o</p><p>k</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>99</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH9_EF2_INGLES_093A100_M13.indd 99 10/10/17 10:43 AM</p><p>HOMEWORK</p><p>d) Half of all Syrian refugees are under the age of eleven. ( F )</p><p>Over 740,000 are under the age of eleven.</p><p>e) Kids who stayed in Syria are better off than the refugees. ( F )</p><p>Kids who stayed in Syria have no home.</p><p>f) The UN said Syria’s refugee crisis is the world’s worst in two decades. ( T )</p><p>g) The UN said the kids don’t face danger after they cross the border. ( F )</p><p>Many kids are now used illegally for child labor. Others are sold for early marriages or for the sex trade.</p><p>h) Just a small number of the child refugees go to school. ( T )</p><p>The graph shows data collected by</p><p>governmental sources and the United</p><p>Nations. Use the information in the</p><p>graph and the text in activity 1 to answer</p><p>the questions.</p><p>2</p><p>a) Which countries have hosted Syrian refugees since 2013? Jordan, Lebanon, Turkey, Iraq and Egypt.</p><p>b) Which countries are not mentioned in the text in activity 1? Iraq and Egypt.</p><p>c) Which local government has received most refugees according to the graph? Lebanon.</p><p>d) What is the total number of refugees hosted in the countries in the graph, according to the UN data? 1,839,206.</p><p>Complete these sentences with since or for.</p><p>a) My son has lived in Texas for two years.</p><p>b) The USA has been an independent country since the 18th century.</p><p>c) Those apartments have been empty for many years.</p><p>d) She’s missing home. She’s been in London for six months.</p><p>e) How long have you known Sue? Since 1999.</p><p>Answer these questions. Write complete answers. Personal answers.</p><p>a) How long have you studied English?</p><p>b) Have you known your best friend for a long time?</p><p>c) How long have your parents been married?</p><p>d) How long have you lived at your present address?</p><p>3</p><p>4</p><p>Total Syrian refugees per country by date</p><p>Source: <www.un.org/News/dh/photos/</p><p>large/2013/April/Syria-refugees-lebanon-</p><p>graph.jpg>. Accessed on: Aug. 28th, 2017.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>w</p><p>w</p><p>w</p><p>.u</p><p>n</p><p>.o</p><p>rg</p><p>/a</p><p>p</p><p>p</p><p>s</p><p>/n</p><p>e</p><p>w</p><p>s</p><p>/s</p><p>to</p><p>ry</p><p>.a</p><p>s</p><p>p</p><p>?</p><p>N</p><p>e</p><p>w</p><p>s</p><p>></p><p>ID</p><p>=</p><p>4</p><p>4</p><p>7</p><p>6</p><p>9</p><p>#</p><p>.W</p><p>c</p><p>M</p><p>g</p><p>p</p><p>8</p><p>iG</p><p>O</p><p>U</p><p>k</p><p>></p><p>.</p><p>100 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_093A100_M13.indd 100 10/10/17 10:43 AM</p><p>14</p><p>MODULE</p><p>S</p><p>ta</p><p>n</p><p>R</p><p>o</p><p>h</p><p>re</p><p>r/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>BULLYING</p><p>Learning objects</p><p>• Personal letters and a comic strip</p><p>• Vocabulary related to bullying</p><p>• Present perfect with just</p><p>• Listening related to cyberbullying</p><p>Skills</p><p>• Read and understand texts in different</p><p>genres about the same topic.</p><p>• Identify and make use of vocabulary</p><p>related to bullying.</p><p>• Identify and make use of the present</p><p>perfect with just.</p><p>• Develop listening comprehension skills.</p><p>“If you’re horrible to me, I’m going</p><p>to write a song about it, and you won’t</p><p>like it. That’s how I operate.”</p><p>Taylor Swift</p><p>101</p><p>PH9_EF2_INGLES_101A107_M14.indd 101 10/10/17 10:43 AM</p><p>Read the paragraph. Then answer the questions.</p><p>GETTING STARTED</p><p>Bullying is usually defined as repeated behavior</p><p>which is intended to hurt a person, either emotionally</p><p>or physically. It is often aimed at certain people because</p><p>of their race, religion, gender or sexual orientation or</p><p>any other aspect such as appearance or disability. A</p><p>bully might spread</p><p>rumors, make fun of someone and</p><p>call them names, or hit, kick, etc.</p><p>Available at: <www.bullying.co.uk/general-advice/what-is-bullying/>.</p><p>Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>a) Have you ever suffered bullying? If so, how was it?</p><p>Personal answers.</p><p>b) Have you ever witnessed bullying? If so, what did the bully do?</p><p>Personal answers.</p><p>PRE-READING</p><p>Look at the picture. Discuss the questions with your classmates.</p><p>READING</p><p>a) What are Hamlet, Hagar the Horrible’s son, and Snert, the family dog, doing?</p><p>They are playing (a game).</p><p>b) What does Snert run to fetch? Why?</p><p>He runs to fetch a bone Hamlet throws. Because it is a tasty treat.</p><p>c) What happens next?</p><p>A big dog appears and steals the bone from Snert.</p><p>d) The last panels of the strip portray a situation that is quite common among school-aged</p><p>children nowadays. What is it?</p><p>It’s a situation/an episode of bullying.</p><p>e) Who is the bully in the comic strip? What does he use to intimidate his victim?</p><p>The big dog is the bully. He uses his strength to intimidate his victim.</p><p>f) Who is the victim? Look at the last panel. How does he feel about what happens?</p><p>Snert is the victim. He feels ashamed and humiliated.</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>102 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_101A107_M14.indd 102 10/10/17 10:43 AM</p><p>READING</p><p>Read and listen the letter excerpts.</p><p>The letter excerpts were taken from a teen magazine in the United Kingdom. They discuss</p><p>a serious problem among children and adolescents – bullying.</p><p>1</p><p>19</p><p>Read the letter excerpts again. Then answer the questions.</p><p>a) Who used to be a bully at school? Just 17 Reader.</p><p>b) What happened to the girl who the Just 17 Reader and his/her friends used to bully?</p><p>She had a serious nervous breakdown.</p><p>c) How long was Carol bullied at school? She was bullied for three years.</p><p>d) What did she do last year? She left school.</p><p>e) What message does she send to bullies?</p><p>“You’re destroying people’s lives. Think about what you’re doing. And stop!”</p><p>f) Why do all the girls at Laura’s school bully her? Because she has a different accent.</p><p>g) Do Laura’s teachers help her deal with the bullying? No, they don’t.</p><p>2</p><p>I’m ashamed to admit it, but I used to be a bully.</p><p>When I was in the eighth grade, my friends and I</p><p>used to pick on this seventh grade girl for a laugh.</p><p>We would follow her home and call her names and</p><p>basically pick on her. This went on for months and</p><p>months until, one day, she just stopped coming to</p><p>school. I didn’t really think about it until I heard</p><p>that she had had a serious nervous breakdown. I</p><p>still feel so guilty about it and I wish I had the guts</p><p>to go and say I’m sorry, but I can’t bring myself to do it. I just know that I’ll never</p><p>forgive myself.</p><p>Just 17 Reader, Devon</p><p>I was bullied for three years at school by some girls who</p><p>just started picking on me for fun. Thanks to them, I left</p><p>school last year, at 16, with no qualifications and absolutely</p><p>no confidence. I still haven’t got a job and I don’t seem to</p><p>have much hope of getting one. So, I just want to say to</p><p>anyone who is a bully – you’re destroying people’s lives.</p><p>Think about what you’re doing. And stop!</p><p>Carol, 17, Cardiff</p><p>My family has just moved from London to Lancashire and I’m continually</p><p>bullied at school by all the girls, just because I have a different accent. They call</p><p>me a snob, take my things and spit at me during recess. The teachers just ignore it</p><p>and when I plucked up the courage to tell one of them, she told me not to tell tales.</p><p>I have no one to turn to and it’s killing me.</p><p>Laura, 14, Cardiff</p><p>W</p><p>in</p><p>d</p><p>V</p><p>e</p><p>c</p><p>to</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>103</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH9_EF2_INGLES_101A107_M14.indd 103 10/10/17 10:43 AM</p><p>PAIR WORK</p><p>Work with a partner. Discuss issues related to bullying with your partner. Use the questions to</p><p>guide your conversation. Possible answer suggestions. Further information in the Teacher's Manual.</p><p>a) Where does bullying happen? Give examples.</p><p>Bullying can happen at school, at work, on the internet.</p><p>b) When do you think a person is being bullied?</p><p>A person is being bullied when another person or group of people says nasty and unpleasant things to him or her.</p><p>It is also bullying when a person is hit, kicked or threatened, locked inside a room, sent nasty online messages or when</p><p>no one talks to the person. It is also bullying when a person is teased repeatedly.</p><p>c) What are some of the consequences of bullying for the victim?</p><p>Bullying may cause negative academic, physical, social, emotional and psychological consequences on victims.</p><p>d) How can schools fight bullying?</p><p>They can organize meetings with professionals to talk about the consequences of bullying, promote anti-bullying</p><p>campaigns and parent-teacher meetings to discuss the problem, etc.</p><p>e) Think of some suggestions for dealing with bullying.</p><p>Don’t fight./Hold your anger./Don’t bully or fight back./Ignore the bully and walk away./Avoid being alone./</p><p>Take part in a group so you feel more confident./Talk to trusted adults (teachers, coaches, your parents) about it.</p><p>Useful language</p><p>1. Find in the letter excerpts words or expressions that mean the same as:</p><p>a) To speak in a particular way: to have an accent</p><p>b) A person who is very proud of his/her own knowledge: a snob</p><p>c) To make up stories: to tell tales</p><p>d) To make fun of me: to pick on me</p><p>e) Just for fun: just for a laugh</p><p>2. What do the underlined words or expressions mean? Use the context to help you match them with their definition.</p><p>a) I’m ashamed</p><p>b) I still feel so guilty</p><p>c) I wish I had the guts</p><p>d) I can’t bring myself to do it</p><p>e) … and absolutely no confidence</p><p>f) … I plucked up the courage to...</p><p>( c ) enough courage</p><p>( d ) force, persuade myself</p><p>( a ) embarrassed about something I have done</p><p>( f ) forced myself to be brave enough</p><p>( e ) belief in oneself and one's abilities</p><p>( b ) culpable</p><p>W</p><p>in</p><p>d</p><p>V</p><p>e</p><p>c</p><p>to</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>104 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_101A107_M14.indd 104 10/10/17 10:43 AM</p><p>PRESENT PERFECT (III)</p><p>Read this sentence from Laura’s letter. Then translate it into Portuguese.</p><p>• My family has just moved from London to Lancashire.</p><p>Minha família acabou de se mudar de Londres para Lancashire.</p><p>The word just with the present perfect shows an action that was recently completed, but</p><p>we don’t know when exactly it was completed.</p><p>LANGUAGE WORK</p><p>Rewrite the following sentences using the word just and the present perfect. Make the</p><p>necessary changes.</p><p>Example:</p><p>She had a sandwich a minute ago.</p><p>She has just had a sandwich.</p><p>a) The plane took off five minutes ago. The plane has just taken off.</p><p>b) Mary left the party a moment ago. Mary has just left the party.</p><p>c) Kelly’s brother turned 15 yesterday. Kelly’s brother has just turned 15.</p><p>d) Some of my friends finished reading the book half an hour ago. Some of my friends have</p><p>just finished reading the book.</p><p>LANGUAGE USAGE</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Look at the picture. Discuss the questions with your classmates.</p><p>a) What kind of message did the girl in the picture receive: a nice</p><p>or a nasty one?</p><p>She received a nasty message.</p><p>b) How did she get it?</p><p>She got it on an instant message app on her cell phone.</p><p>c) How does the girl react to the message?</p><p>She is sad and shocked.</p><p>d) Do you think that sending virtual messages like the one in the</p><p>picture is a type of bullying? Why (not)?</p><p>Yes, it is. Because it hurts the victim the same way as in-person bullying does.</p><p>1</p><p>Nobody</p><p>likes you.</p><p>You are a loser.</p><p>A</p><p>le</p><p>k</p><p>s</p><p>e</p><p>i</p><p>B</p><p>e</p><p>zr</p><p>o</p><p>d</p><p>n</p><p>iy</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>p</p><p>e</p><p>e</p><p>d</p><p>K</p><p>in</p><p>g</p><p>z/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>105</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH9_EF2_INGLES_101A107_M14.indd 105 10/10/17 10:43 AM</p><p>Match the words to their definition.</p><p>a) compassionate</p><p>b) harass</p><p>c) self-aware</p><p>d) target</p><p>e) threaten someone</p><p>f) tormented</p><p>2</p><p>GROUP WORK</p><p>Let’s say you know one of the teenagers who wrote for the magazine in activity 1 of the</p><p>Reading section. How would you help him or her to solve the situation? Personal answers.</p><p>PROBLEM-SOLVING SITUATION</p><p>( c ) understanding one's own feelings</p><p>( e ) tell a person that you will cause harm or trouble, if he</p><p>or she doesn’t do what you want</p><p>( d ) a person who is deliberately chosen to be attacked</p><p>( a ) feeling sympathy for other people</p><p>( b ) keep annoying or upsetting (a person) by criticizing or</p><p>attacking (him or her)</p><p>( f ) suffering mental pain</p><p>LISTENING</p><p>Listen to an audio about a type of bullying. Check ( ü ) the correct statements about it.</p><p>a) The text starts with a situation that happened to a girl. ( ü )</p><p>b) She was able to learn from the experience and become a better person. ( ü )</p><p>c) Cyberbullying is the use of technology to harass, threaten, embarrass or target another</p><p>person. ( ü )</p><p>d) Posting pictures and videos online in order to embarrass a person is not a type of</p><p>cyberbullying. ( )</p><p>e) Cyberbullying is usually anonymous, difficult to trace and control. ( ü )</p><p>f) Victims of cyberbullying can feel upset every time they check their cell phone or</p><p>computer. ( ü )</p><p>g) Cyberbullying is as easy to commit as other types of bullying. ( )</p><p>20</p><p>Ia</p><p>n</p><p>c</p><p>u</p><p>C</p><p>ri</p><p>s</p><p>ti</p><p>a</p><p>n</p><p>//</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>c</p><p>k</p><p>106 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_101A107_M14.indd 106 10/10/17 10:43 AM</p><p>HOMEWORK</p><p>Read again the letter excerpts from the Reading section. What do the underlined words refer to?</p><p>a) I’m ashamed to admit it, but I used to be a bully. Justin 17 Reader</p><p>b) I left school last year. Carol</p><p>c) They call me a snob. The girls at school/Laura</p><p>d) You’re destroying people’s lives. Anyone who is a bully.</p><p>Read the comic strip. Then check ( ü ) the correct answer.</p><p>The main purpose of the comic strip is to show that</p><p>a) the boys are nice to Monica. ( )</p><p>b) the boys call Monica fat just because she’s strong. ( )</p><p>c) the boys are too acting as bullies. ( ü )</p><p>d) Monica is having fun with her friends. ( )</p><p>Listen to the audio. Then answer the questions.</p><p>a) Who was the victim? Demi Lovato.</p><p>b) When did the bullying happen? When she was a kid in middle school.</p><p>c) Who were the bullies? The “popular” girls from school.</p><p>d) What did they do? They started an “I Hate Demi” petition and sent mean texts to her.</p><p>e) Who helped her? Selena Gomez, her only friend.</p><p>f) What were the consequences? She got depressed and this marked her for life.</p><p>Read the sentences using the present perfect and just. Decide if the statements that follow are right (R) or wrong (W).</p><p>a) Alice has just finished reading a book. She finished reading it a month ago. ( W )</p><p>b) The teacher has just started the class. The class started one minute ago. ( R )</p><p>c) Josh has just received a mean message on his cell phone. The bullies sent Josh a message a week ago. ( W )</p><p>d) The school principal has just discussed bullying with the students. The students discussed bullying with the</p><p>school principal two minutes ago. ( R )</p><p>1</p><p>2</p><p>3</p><p>21</p><p>4</p><p>T</p><p>in</p><p>s</p><p>e</p><p>lt</p><p>o</p><p>w</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>©</p><p>M</p><p>a</p><p>u</p><p>ri</p><p>c</p><p>io</p><p>d</p><p>e</p><p>S</p><p>o</p><p>u</p><p>s</p><p>a</p><p>/M</p><p>a</p><p>u</p><p>ri</p><p>c</p><p>io</p><p>d</p><p>e</p><p>S</p><p>o</p><p>u</p><p>s</p><p>a</p><p>E</p><p>d</p><p>it</p><p>o</p><p>ra</p><p>L</p><p>td</p><p>a</p><p>.</p><p>MONICA IS</p><p>OBESE!</p><p>OBESE!</p><p>OBESE!</p><p>107</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH9_EF2_INGLES_101A107_M14.indd 107 10/10/17 10:44 AM</p><p>15</p><p>MODULE</p><p>Learning objects</p><p>• Comic strips</p><p>• Possessive adjectives (review)</p><p>• Possessive pronouns</p><p>Skills</p><p>• Read and understand comic strips.</p><p>• Infer the meaning of words in a text.</p><p>• Identify and make use of possessive</p><p>adjectives.</p><p>• Identify and make use of possessive</p><p>pronouns.</p><p>“Be sure to taste your words</p><p>before you spit them out.”</p><p>Auliq Ice</p><p>108</p><p>CALVIN AND</p><p>HOBBES – MOE,</p><p>THE BULLY</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>P</p><p>ic</p><p>s</p><p>I</p><p>n</p><p>c</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_108A115_M15.indd 108 10/10/17 10:44 AM</p><p>Read the paragraph. Discuss the questions with your classmates.</p><p>School bullying has probably been around</p><p>since the 18th century. It is important that</p><p>adults stop thinking of bullying as a normal</p><p>part of childhood. They should not believe</p><p>that kids need to “toughen up” [...]. Instead,</p><p>adults should teach kids assertiveness, how to</p><p>express their emotions in a healthy way and</p><p>how to stand up for themselves. Bullies tend to</p><p>target those with low self-esteem. Fearfulness</p><p>and helplessness greatly reinforce bullying.</p><p>Source: <https://nobullying.com/school-bullying/>.</p><p>Accessed on: Aug. 28th, 2017.</p><p>a) Do you agree with the text? Personal answers.</p><p>b) Have you ever been bullied at school? If so, how?</p><p>GETTING STARTED</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>READING</p><p>PRE-READING</p><p>Look at the picture. Discuss the questions with your classmates.</p><p>a) The picture shows a typical image of a bully. Write three</p><p>words or phrases to describe him.</p><p>Suggested possible answer: strong, mean, threatening,</p><p>coward, aggressive, cruel.</p><p>b) Do you think all bullies match the stereotyped image in</p><p>the picture? Explain.</p><p>Suggested possible answer: No, I don’t. Many bullies work in groups and</p><p>do not really have such image. There are girls who are bullies and look</p><p>fragile, not strong. Cyberbullies may look completely</p><p>different and still be very mean.</p><p>c) In Bill Watterson’s comics “Calvin and Hobbes”, there is</p><p>a bully at Calvin’s school. What is his name? Who is his</p><p>most common victim?</p><p>His name is Moe. His most common victim is Calvin.</p><p>READING</p><p>Have a quick look at the comic strips on the next page and answer the questions.</p><p>a) Who are the boys? Calvin and Moe.</p><p>b) What is Calvin doing? He is playing with his truck/his toy truck.</p><p>1</p><p>R</p><p>e</p><p>x</p><p>ili</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>109</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH9_EF2_INGLES_108A115_M15.indd 109 10/10/17 10:44 AM</p><p>Read the comic strips and listen to the audio. Then answer the questions.2</p><p>22</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>110 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_108A115_M15.indd 110 10/10/17 10:44 AM</p><p>a) What does Moe want?</p><p>He wants Calvin’s truck.</p><p>b) What is Moe like?</p><p>He is a strong and aggressive boy.</p><p>c) Why does Calvin give his truck to Moe?</p><p>Because he didn’t want to get punched./He only gave the truck to Moe because Moe is bigger.</p><p>d) Who does Calvin tell his problem to?</p><p>He tells his problem to Hobbes.</p><p>e) How does Calvin feel about stealing his truck back?</p><p>He thinks it’s wrong.</p><p>f) What does Calvin think of some people?</p><p>He thinks some people are greedy and mean.</p><p>g) What conclusion does Hobbes come up with?</p><p>He concludes that the problem with some people is that they are only human.</p><p>h) Why is Hobbes lucky?</p><p>Because he is not human.</p><p>Useful language</p><p>1. Match the words or expressions with their meaning. Use the context to help you.</p><p>a) choice</p><p>b) get punched</p><p>c) meaner</p><p>d) rotten</p><p>e) let might make right</p><p>f) big mouth</p><p>g) greedy</p><p>h) shambles</p><p>2. Choose the words from the box to complete the sentences.</p><p>big mouth  fair  mean  punched  rotten</p><p>a) He wants everything for himself. He is really mean .</p><p>b) Yesterday morning Ralph was on his way to school when some rotten guys punched</p><p>his nose.</p><p>c) Tom tells everybody he is the strongest guy at school and he can fight anybody there. That’s not true. He is only a</p><p>big mouth .</p><p>d) Moe took Calvin’s truck by force. That’s not fair .</p><p>3. Which two names does Moe call Calvin? What do they mean?</p><p>Wimp/Twinky. (Fracote, “banana”, “mulherzinha”)</p><p>( h ) a state of confusion</p><p>( g ) always wanting more food, money, power, possessions etc. than needed</p><p>( f ) a person who talks too much</p><p>( e ) those who are the strongest will rule others and have the power to determine</p><p>right and wrong</p><p>( d ) morally corrupt or despicable</p><p>( b ) get a blow with the fist</p><p>( c ) more cruel/more selfish</p><p>( a ) alternative</p><p>111</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH9_EF2_INGLES_108A115_M15.indd 111 10/10/17 10:44 AM</p><p>POSSESSIVE ADJECTIVES AND POSSESSIVE PRONOUNS</p><p>Read these sentences.</p><p>• This is my truck. It’s mine, Moe.</p><p>• It is not your truck. It’s not yours.</p><p>Now circle the words to complete the rules.</p><p>My and your are possessive adjectives. They</p><p>come before a noun/ verb.</p><p>Mine and yours are possessive pronouns. They</p><p>replace a possessive adjective and a noun / verb.</p><p>Complete the chart with the words from the box.</p><p>her  his  mine  ours  their  yours</p><p>Personal pronouns Possessive adjectives Possessive pronouns</p><p>I my mine</p><p>You your yours</p><p>He his his</p><p>She her hers</p><p>It its –</p><p>We our ours</p><p>You your yours</p><p>They their theirs</p><p>1</p><p>2</p><p>LANGUAGE WORK</p><p>Complete the sentences with possessive adjectives or possessive pronouns.</p><p>a) Melissa’s name is written on the cover of the book, so this is her book.</p><p>b) Bob and Mark took their dog for a walk this morning.</p><p>c) Karen has already received her school report. Glenda and Harry haven’t</p><p>received theirs yet.</p><p>d) Excuse me, but these aren’t your seats. They’re ours . Look</p><p>at our tickets.</p><p>e) I don’t like my bedroom, but Fred likes his .</p><p>f) That woman had twins. Those babies are hers .</p><p>g) The babies are crying. They want their pacifiers.</p><p>1</p><p>LANGUAGE USAGE</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>112 Ensino Fundamental 2 • 9o ano</p><p>PH9_EF2_INGLES_108A115_M15.indd 112 10/10/17 10:44 AM</p><p>Read the text. Fill in the gaps with the possessive adjectives or possessive pronouns from</p><p>the box. You may use the words more than once.</p><p>her  hers  his  mine  my  our  ours  their  theirs</p><p>Some years ago, Carlos and I went camping in</p><p>Lake District, a beautiful place in the northeast</p><p>of England. There we met our</p><p>friends Avis and John Keen. We were extremely</p><p>happy because we had not seen them for a long</p><p>time. They decided to put up their</p><p>tent near ours so we could talk</p><p>our heads off.</p><p>There was a restaurant in the camp site, so the four</p><p>of us decided to have something to eat. When we</p><p>had finished our dinner and were</p><p>ready to ask for the bill, I noticed there was a brown</p><p>wallet on the floor next to my feet.</p><p>I picked it up and saw it was full of money. I asked whose it was. John said it wasn’t</p><p>his . When I asked Avis if it was hers , she said, “No.” She had</p><p>not brought her wallet. I knew it wasn’t mine . Carlos said it</p><p>wasn’t his either.</p><p>Finally, I took the wallet to the restaurant owner and he said somebody had already</p><p>looked for it. It was a girl who had dropped it from her purse and had not</p><p>noticed it. I once lost my wallet in Brazil and I never got it back. It was</p><p>very hard to get all my documents again. Carlos had lost his once, too, but</p><p>someone found it and returned it to him. Avis and John have never lost their</p><p>wallets. “Thank God for that”, they said.</p><p>2</p><p>GROUP WORK</p><p>Work in groups of three students. Choose one of the tasks below.</p><p>a) Create a comic strip that describes an episode of bullying at school.</p><p>OR</p><p>b) Write a story (real or imaginary) with the title “Online bullying – a story with a happy</p><p>ending.”</p><p>For task b, follow these tips:</p><p>• Write an introduction.</p><p>• Describe the situation: who the victim is, the kind of teasing used by the bully, how he/she</p><p>did it, how long it lasted, how the victim felt, what the victim did, etc.</p><p>• Write a conclusion: how the case was solved and why it had a happy ending. Here you can</p><p>also write a personal comment to finish the story.</p><p>PROBLEM-SOLVING SITUATION</p><p>M</p><p>ik</p><p>e</p><p>C</p><p>h</p><p>a</p><p>rl</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>113</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH9_EF2_INGLES_108A115_M15.indd 113 10/10/17 10:44 AM</p><p>HOMEWORK</p><p>Read the comic strips. Answer the questions.1</p><p>a) The same kind of bullying is mentioned in both strips. What is it?</p><p>Moe is stealing/extorting money from Calvin.</p><p>b) Who is about to take action against the bully in the first strip? Calvin’s mother is.</p><p>c) What is Calvin’s mother going to do? She is going to call the school.</p><p>d) How does Calvin, the victim of bullying, react? Why?</p><p>He gets desperate. Because he thinks Moe is going to “kill” him.</p><p>e) Who is planning some action in the second strip? Calvin is.</p><p>f) What is his plan?</p><p>He wants Hobbes to come to school with him and eat Moe when he comes to steal his money.</p><p>g) Why doesn’t Calvin seem to be afraid this time?</p><p>Because in his imagination, he will have a “tiger” to help him fight Moe.</p><p>h) Which strip shows a better way of dealing with bullying/bullies? Explain your answer.</p><p>The first strip, because victims of bullying should always tell someone they trust about it (mainly their parents</p><p>and school counselors).</p><p>Match each word or expression to its meaning. Use the dictionary, if necessary.</p><p>a) squeal ( f ) destroy with the teeth, masticate</p><p>b) goner ( e ) impede someone from doing something</p><p>c) get away with ( a ) give incriminating information about others</p><p>d) morgue ( g ) send out (saliva) from the mouth</p><p>e) put out of commission ( c ) escape without punishment</p><p>f) chew up ( b ) a person who is in trouble, ruined or doomed</p><p>g) spit out ( d ) building in which dead bodies are kept for identification</p><p>2</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>114 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_108A115_M15.indd 114 10/10/17 10:44 AM</p><p>Complete the sentences with possessive adjectives or possessive pronouns.</p><p>a) These aren’t my sneakers. Mine are size seven.</p><p>b) Hello. My name is Anthony. What is yours ?</p><p>c) Laura had an accident yesterday. She crashed her car into a tree.</p><p>d) The puppies haven’t eaten their food yet.</p><p>e) The bird has hurt its wing. It can’t fly now.</p><p>f) This isn’t our classroom. Ours is number 12.</p><p>g) We have already collected our luggage. Paul and Cynthia haven’t collected theirs yet.</p><p>Read the letters and fill in the gaps with subject, object, reflexive or possessive pronouns and possessive adjectives.</p><p>3</p><p>4</p><p>Available at: <www.anniefox.com/educators/show_letter.php?LETTER_ID=275>. Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>Letter #1:</p><p>Dear Annie,</p><p>At the beginning of the quarter I was very happy with a) myself so I did very well at school</p><p>and had very good reports. Then b) my boyfriend and I broke up. I got depressed, so I stopped</p><p>doing my school work properly because I couldn’t get c) my mind off d) him . By</p><p>the time I realized I needed to get back on track, e) it was too late. I got my report card</p><p>today and f) it ’s bad. I have a D, and 2 Fs. g) My ex really disappointed</p><p>h) me , but I can’t blame i) him . It was not j) his fault; it was</p><p>k) mine for letting things go the way l) they did.</p><p>Now I am upset with m) myself and I know my parents are going to be disappointed on me, too.</p><p>What should I tell n) them ?</p><p>Desperate</p><p>Letter #2:</p><p>Dear desperate,</p><p>Tell a) them the truth. You were upset by the break up with b) your</p><p>boyfriend and couldn’t concentrate. Tell them you know that you made some bad choices and</p><p>c) you won’t let d) it happen again. Tell e) them that</p><p>you are going to talk to all of f) your teachers and make a plan to help you do better</p><p>next quarter. Then stick to g) it . The better you do in school the more doors are open</p><p>for h) you in i) your future.</p><p>Good luck.</p><p>In friendship,</p><p>Annie</p><p>115</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH9_EF2_INGLES_108A115_M15.indd 115 10/10/17 10:44 AM</p><p>16</p><p>MODULE</p><p>C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>a</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>116</p><p>WHAT’S IN A</p><p>NAME?</p><p>“Tigers die and leave their skins.</p><p>People die and leave their names.”</p><p>Japanese proverb</p><p>Learning objects</p><p>• An opinionative text</p><p>• Unusual names</p><p>• Question tags</p><p>Skills</p><p>• Read and understand a text on</p><p>people’s opinions</p><p>about their names.</p><p>• Compare people’s opinions about</p><p>unusual names.</p><p>• Identify and make use of question tags.</p><p>• Develop listening comprehension skills.</p><p>PH9_EF2_INGLES_116A125_M16.indd 116 10/10/17 10:48 AM</p><p>Read the statement. Discuss the questions with a classmate.</p><p>“I was always the only Naomi in school. I couldn’t see myself being anyone else!”</p><p>a) Do you like your name? Why (not)? Personal answers.</p><p>b) Does anybody else at school have the same name as</p><p>yours? How do you feel about it? Personal answers.</p><p>c) What is the story behind your name? How was it chosen?</p><p>Personal answers.</p><p>d) In your opinion, does a person’s name matter?</p><p>e) Do you know any famous person who has or had your</p><p>name? Who is/was it? Personal answers.</p><p>d) Possible answer</p><p>suggestion: In my opinion,</p><p>it does. Some people name</p><p>their kids according to the</p><p>meaning the name carries.</p><p>Others because they want</p><p>to honor someone. An</p><p>unusual name may cause</p><p>problems to a person</p><p>throughout his/her life./</p><p>In my opinion, it doesn’t.</p><p>Names are just social</p><p>conventions.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Read the cartoon. Check ( ü ) the correct answer.</p><p>We can infer from the cartoon that</p><p>a) the woman is not happy about her pregnancy. ( )</p><p>b) the couple agrees over the name of the child. ( )</p><p>c) the man/father seems to be an internet addict. ( ü )</p><p>d) the man found in a blog the name he wants to give</p><p>his child. ( )</p><p>Answer the questions.</p><p>a) Is the baby a boy or a girl? We can’t tell it by the cartoon. “Twitter” is not a person’s name, so it could be</p><p>used either for a boy or a girl.</p><p>b) What name does the father suggest? Twitter. (“We won't name our baby ‘Twitter’.”)</p><p>c) How did he get to choose this name?</p><p>He followed his web page readers’ opinion. Maybe he suggested some names and his readers had to “like”</p><p>their favorites.</p><p>d) Would you mind if you were called the same name? Why (not)?</p><p>Possible answer suggestions: Yes, I would. Because it is not a person’s name, in fact. OR: No, I wouldn’t.</p><p>Names are not important. We can get used to unusual names.</p><p>Discuss the questions with your classmates.</p><p>a) Some celebrities give unusual names to their children. Can you remember any of them?</p><p>b) What do you think of unusual names, like the ones celebrities give to their kids in the</p><p>United States?</p><p>c) Would you change your name if you could? If so, what name would you choose?</p><p>1</p><p>2</p><p>3.a) Possible answer</p><p>suggestion: Gwyneth</p><p>Paltrow’s daughter’s</p><p>name is Apple; Beyoncé’s</p><p>daughter’s name is Blue.</p><p>b) Possible answer</p><p>suggestion: I don’t like them.</p><p>I think the children might</p><p>get bullied when they grow</p><p>up. OR: I like them because</p><p>they are unique.</p><p>c) Personal answers.</p><p>3</p><p>READING</p><p>F</p><p>a</p><p>u</p><p>s</p><p>to</p><p>M</p><p>a</p><p>rc</p><p>i/</p><p>A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>a</p><p>rt</p><p>_</p><p>I2</p><p>1</p><p>_</p><p>B</p><p>a</p><p>b</p><p>y</p><p>Tw</p><p>it</p><p>te</p><p>r</p><p>117</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH9_EF2_INGLES_116A125_M16.indd 117 10/10/17 10:48 AM</p><p>READING</p><p>Read and listen.4</p><p>23</p><p>You’re going</p><p>to call me WHAT?!?</p><p>Names are a funny thing, aren’t they?! Your parents choose a name for you and then</p><p>you’re stuck with it, like it or not (unless, of course, you want to go through the trouble to</p><p>have it changed officially). Do you like your name or hate it? Read what these girls say about</p><p>their names...</p><p>Chelsea Nadine</p><p>Raquel Hamilton, 16,</p><p>from Wembley, thinks</p><p>that her name is</p><p>pretty fab. “My dad is</p><p>a football supporter,</p><p>and so he decided to</p><p>call me Chelsea! It’s a</p><p>bit different, isn’t it?”</p><p>Debbie Joyce</p><p>Rockall, 15, is from</p><p>Mill Hill. “Words</p><p>can’t express how</p><p>much I hate my</p><p>middle name! Why</p><p>didn’t my parents</p><p>call me something</p><p>pleasant like Louise</p><p>or Nathalie?</p><p>Names like Joyce and</p><p>Dawn are just awful,</p><p>aren’t they?”</p><p>Caroline Barbara</p><p>Smith, 14, lives</p><p>in Finchley, and</p><p>hates her entire</p><p>name! “I wish I was</p><p>called something</p><p>completely different!</p><p>I would love to be</p><p>Maxine.”</p><p>Elliot Sager, 16, lives</p><p>in Finchley. “I used to</p><p>hate my name, but I</p><p>like it now. I think it’s</p><p>awful when celebrities</p><p>give their kids ‘way-out’</p><p>names. They’d probably</p><p>get hassle if they didn’t</p><p>have famous parents!”</p><p>Joanna Genevieve</p><p>Melzak, 14, hails from</p><p>Temple Fortune. “My real</p><p>name is Juana, which is</p><p>Spanish, and my middle</p><p>name is French. I love</p><p>unusual names like the</p><p>ones celebrities give to</p><p>their children. Don’t you?”</p><p>Alison Jerico Robbins,</p><p>16, who lives in Harrow,</p><p>prefers her middle name</p><p>to her first. “Alison is a</p><p>bit boring compared to</p><p>Jerico.</p><p>I like unusual names,</p><p>but they can be a</p><p>hassle sometimes. A</p><p>friend of mine gets</p><p>hassle because she’s</p><p>called Clover.”</p><p>C</p><p>o</p><p>o</p><p>ki</p><p>e</p><p>S</p><p>tu</p><p>di</p><p>o/S</p><p>hutte</p><p>rstock</p><p>D</p><p>en</p><p>is</p><p>K</p><p>uv</p><p>ae</p><p>v/Shutterstock</p><p>N</p><p>e</p><p>o</p><p>n</p><p>S</p><p>ho</p><p>t/S</p><p>hutte</p><p>rstock</p><p>DeeMPhotography/Shutte</p><p>rsto</p><p>ck</p><p>BestPhotoS</p><p>tu</p><p>d</p><p>io</p><p>/S</p><p>h</p><p>u</p><p>tte</p><p>rs</p><p>to</p><p>ck</p><p>C</p><p>hepe N</p><p>ico</p><p>li/S</p><p>h</p><p>u</p><p>tte</p><p>rs</p><p>to</p><p>ck</p><p>EugeniiA</p><p>n</p><p>d</p><p>/S</p><p>h</p><p>u</p><p>tte</p><p>rs</p><p>to</p><p>ck</p><p>118 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_116A125_M16.indd 118 10/10/17 10:48 AM</p><p>Most names – no matter how unusual – tend to have a meaning. Take a look at the names</p><p>of these celebrities and decide for yourself if they are as good as they seem...</p><p>Who are we talking about? Check ( ü ).</p><p>WHO... CHELSEA DEBBIE CAROLINE ELLIOT JOANNA ALISON</p><p>a) hates her whole</p><p>name?</p><p>ü</p><p>b) is named after a</p><p>football team?</p><p>ü</p><p>c) likes unusual</p><p>names?</p><p>ü ü</p><p>d) wanted to be</p><p>called Louise?</p><p>ü</p><p>e) thinks her name is</p><p>gorgeous?</p><p>ü</p><p>f) didn’t like her name</p><p>in the past?</p><p>ü</p><p>5</p><p>What do the underlined words and expressions mean? Use the context to help you match them to their definitions.</p><p>a) You’re stuck with it ( c ) unusual</p><p>b) Her name is pretty fab ( d ) want, desire</p><p>c) “way-out” names ( f ) come from (a particular place)</p><p>d) I wish I was called ( e ) have difficulty or problem/trouble</p><p>e) get hassle ( a ) unable to change a situation</p><p>f) hail from ( b ) (informal for) fabulous</p><p>Useful language</p><p>Keanu Reeves –</p><p>Cool breeze from</p><p>the mountains</p><p>Winona Ryder –</p><p>first-born daughter</p><p>Madonna –</p><p>“My Lady”, the</p><p>Virgin Mary</p><p>Kylie Minogue –</p><p>Boomerang!</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>fl</p><p>a</p><p>s</p><p>h</p><p>P</p><p>h</p><p>o</p><p>to</p><p>A</p><p>g</p><p>e</p><p>n</p><p>c</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>d</p><p>p</p><p>a</p><p>p</p><p>ic</p><p>tu</p><p>re</p><p>a</p><p>lli</p><p>a</p><p>n</p><p>c</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>d</p><p>p</p><p>a</p><p>p</p><p>ic</p><p>tu</p><p>re</p><p>a</p><p>lli</p><p>a</p><p>n</p><p>c</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>Tw</p><p>o</p><p>c</p><p>o</p><p>m</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>119</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH9_EF2_INGLES_116A125_M16.indd 119 10/10/17 10:48 AM</p><p>PRE-LISTENING</p><p>PAIR WORK</p><p>Work in pairs. Discuss your answers to activity 1 in the Homework section.</p><p>a) What does your name mean? Ask your family, check books or the following site on the</p><p>internet: <www.babynology.com/search-baby-name1.php>. Personal answer.</p><p>b) Do you think the meaning of your name represents your character and personality?</p><p>LISTENING</p><p>Listen to a man talking about his siblings’ names. Decide if the statements are true (T) or</p><p>false (F). Correct the false ones.</p><p>Yes, definitely./No. There’s nothing to do with them/my character and personality.</p><p>24</p><p>1</p><p>LISTENING</p><p>a) Rhiannon hated his name when he was at school. ( T )</p><p>b) His mother gave only him an unusual name. ( F )</p><p>She gave all her four kids unusual names.</p><p>c) His teacher used to mispronounce his name, but</p><p>Rhiannon liked the way she did. ( F )</p><p>He could not stand the way she pronounced it.</p><p>d) It was difficult for people to spell his name. ( T )</p><p>e) When saying his name on the phone, people used to misunderstand it calling him</p><p>Leanne, Brianna or Ryan. ( T )</p><p>f) He still doesn’t accept his name. ( F )</p><p>He accepts his name now.</p><p>What is the origin of his sister’s, brothers’ and his names?</p><p>a) Rhiannon: Welsh</p><p>b) Grant: Scottish</p><p>c) Sinead: Irish</p><p>d) Tori: English</p><p>Share with your classmates stories you know about unusual names in Brazil.</p><p>List some of them below.</p><p>Personal answers.</p><p>2</p><p>3</p><p>v</p><p>e</p><p>c</p><p>to</p><p>r</p><p>ill</p><p>u</p><p>s</p><p>tr</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>120 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_116A125_M16.indd 120</p><p>10/10/17 10:48 AM</p><p>LANGUAGE WORK</p><p>QUESTION TAGS</p><p>Read the sentences. Then work out the rule.</p><p>• Names are a funny thing, aren’t they?</p><p>• It’s a bit different, isn’t it?</p><p>• People love unusual names like the ones celebrities give to their children, don’t they?</p><p>• Luan can’t swim, can he?</p><p>• Mona didn’t live in the United States, did she?</p><p>• She hasn’t lived abroad, has she?</p><p>Questions like ... aren’t they?, ... isn’t it? ... don’t they?, ... can he?, ... did she? etc. are called</p><p>question tags or mini questions.</p><p>We use them to confirm information, comment on a situation or get new information.</p><p>In general, an affirmative sentence has a negative question tag and a negative</p><p>sentence has a positive question tag.</p><p>LANGUAGE USAGE</p><p>Complete the sentences with a positive or negative question tag.</p><p>a) You are hungry, aren’t you ?</p><p>b) She isn’t a nice girl, is she ?</p><p>c) Felipe wasn’t angry, was he ?</p><p>d) The party was a flop, wasn’t it ?</p><p>e) Judy doesn’t live in this street, does she ?</p><p>f) My relatives didn’t come to the dinner party, did they ?</p><p>g) You will visit me more often, won’t you ?</p><p>Read the situations and write a sentence with a question tag. Use the clues in parentheses too.</p><p>Example:</p><p>You have just finished an important test at school. It was quite easy. What do you</p><p>say to your friend?</p><p>(not/difficult) The test wasn’t difficult, was it?</p><p>a) You have just come out of a rock concert with a friend. You liked it very much. What do</p><p>you say to your friend?</p><p>(great) The concert was great, wasn’t it?</p><p>1</p><p>2</p><p>121</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH9_EF2_INGLES_116A125_M16.indd 121 10/10/17 10:48 AM</p><p>b) You look out of the window. There are dark clouds in the sky and you think it’s going to</p><p>rain soon. What do you say?</p><p>(terrible day) It’s a terrible day, isn’t it?</p><p>c) Your friend has been to a lot of countries. You think she has been to England, but you</p><p>are not sure. What do you say to her?</p><p>(already/England) You have already been to England, haven’t you?</p><p>d) You and your friend are listening to Adele on the radio. You like her voice. What do you</p><p>say to your friend?</p><p>(lovely voice) Adele has a lovely voice, doesn’t she?</p><p>e) You and your friend have just tried a nice dish at an Italian restaurant. You loved it.</p><p>What do you say to your friend?</p><p>(delicious) The food was delicious, wasn’t it?</p><p>f) Your sister is trying on a new dress. You think it looks good on her. What do you say to</p><p>your mother?</p><p>(look/wonderful) It looks wonderful on her, doesn’t it?</p><p>Look!</p><p>a) In question tags, we use they to refer to somebody, anybody, everybody and nobody. Example: Somebody came here this</p><p>morning, didn’t they?</p><p>b) For negative question tags with I’m, we use aren’t I.</p><p>Example: I’m right, aren’t I? BUT: I’m not wrong, am I?</p><p>c) Other cases:</p><p>Let’s have a snack, shall we?</p><p>Bring me your workbook, will you?</p><p>Don’t interrupt me, will you?</p><p>There’s a bus to the airport at 8:30 a.m., isn’t there?</p><p>Complete the sentences with question tags.</p><p>a) Let’s have a soda, shall we ?</p><p>b) Stop being silly, will you ?</p><p>c) Everybody enjoyed Shrek, the movie, didn’t they ?</p><p>d) I’m a good guy now, aren’t I ?</p><p>e) There are a lot of students in class B, aren’t there ?</p><p>f) Don’t cry, sweetie, will you ?</p><p>g) There’s no homework, is there ?</p><p>h) Somebody called me, didn’t they ?</p><p>i) I’m the fastest, aren’t I ?</p><p>j) I’m not late for school, am I ?</p><p>3</p><p>122 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_116A125_M16.indd 122 10/10/17 10:48 AM</p><p>HOMEWORK</p><p>Do some research to answer the questions (be ready to share with a classmate the information you found in the</p><p>following class).</p><p>a) What is the meaning of your name?</p><p>Personal answer.</p><p>b) Do you think the meaning of your name represents your character and personality? Justify your answer.</p><p>Suggested possible answers: Yes, definitely./No. It has nothing to do with my character and personality.</p><p>Read the text. Then decide if the statements are true (T) or false (F). Correct the false statements.</p><p>Why do some countries regulate baby names?</p><p>1</p><p>2</p><p>P</p><p>a</p><p>u</p><p>l</p><p>D</p><p>o</p><p>y</p><p>le</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>A 15-year-old Icelandic girl has won the right to keep her first name, despite it being “unapproved” by the state.</p><p>Parents-to-be often find it hard enough to find a name they both like. Finding one the state might also be in favour of is</p><p>still harder.</p><p>Bjork Eidsdottir had no idea when, in naming her newborn girl Blaer 15 years ago, she was breaking the law. In the eyes of</p><p>the authorities Blaer, which means “light breeze”, was a male name and, therefore, not approved. It meant that, for her entire</p><p>childhood, Blaer was known simply as “Girl” on official documents. But finally, fifteen years later, Reykjavik District Court ruled</p><p>that it could indeed be a feminine name. “Finally, I’ll have the name Blaer in my passport,” the girl said after the ruling.</p><p>But why do some countries restrict baby names?</p><p>In the case of Iceland, it’s about meeting certain rules of grammar and gender, and saving the child from possible</p><p>embarrassment. Sometimes, although not in every case, officials also insist that it must be possible to write the name in</p><p>Icelandic.</p><p>The country provides a list of 1,853 female names, and 1,712 male ones, and parents must pick from these lists or seek</p><p>permission from a special committee.</p><p>123</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH9_EF2_INGLES_116A125_M16.indd 123 10/10/17 10:48 AM</p><p>HOMEWORK</p><p>124 Ensino Fundamental 2 ¥ 9o ano</p><p>Similar concerns about child welfare are present in Germany, where a Turkish couple was not allowed to call their baby</p><p>Osama Bin Laden.</p><p>One couple named their baby Berlin after the city in which they met, prompting the registrar to mount an objection. He</p><p>eventually changed his mind after the family’s lawyer pointed out that the courts had allowed the name London.</p><p>The name 4Real is not accepted by New Zealand authorities, because names cannot start with a number.</p><p>When Japanese parents register their newborns, the local authorities can say “no” if they don’t think the name is</p><p>appropriate. In 1993, the name Akuma, meaning “devil”, was not permitted.</p><p>The United Kingdom and the United States, however, have much more liberal naming laws, but a lot of their kids suffer</p><p>because of their parents’ weird choices. But why would parents do that to their children?</p><p>In the US, a lot of parents say they want their kids to be unique. They think an unusual name is fun and that it differentiates</p><p>their child from everyone else, giving them personality. Americans are also very proprietary about their children and take</p><p>the attitude, “We can do whatever with our children and if they don’t like it, they can change it when they’re older.”</p><p>Research on the matter shows that children with unusual names tend to get a lot of abuse at school, but then embrace</p><p>their odd names when they’re older.</p><p>Available at: <www.bbc.com/news/magazine-21229475>. Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>a) Bjork Eidsdottir had to change her child’s name. ( F )</p><p>She did not change her child’s name. She was registered simply as “Girl.”</p><p>b) The name Blaer was considered a male name in Iceland. ( T )</p><p>c) Blaer lived for fifteen years without her given name registered on official documents. ( T )</p><p>d) Blaer changed her name when she was 15 because of her passport. ( F )</p><p>When she was 15, the courts accepted her name could be a feminine name too. And she could use it in her documents, including her passport.</p><p>e) In Germany, a couple wanted to name their baby “Berlin” because of their patriotism. ( F )</p><p>They wanted to call their baby Berlin because this was the city where they had first met.</p><p>f) Both London and Berlin were accepted as people’s names by the courts in Germany. ( T )</p><p>g) Names cannot start with a number anywhere in the world. ( F )</p><p>According to the text, names cannot start with a number in New Zealand.</p><p>PH9_EF2_INGLES_116A125_M16.indd 124 10/10/17 10:48 AM</p><p>125</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>h) Americans think they have the right to name their kids whatever they want. ( T )</p><p>i) Kids with unusual names tend to change them as soon as they can. ( F )</p><p>According to the text, many kids tend to embrace/accept their odd names when they are older.</p><p>List four reasons why some countries regulate baby names.</p><p>The most common reason is the child’s welfare: to save the child potential embarrassment./To have gender confusion prevented; some countries</p><p>have rules about names being gender specific./To meet grammar rules./Names starting with a number are also often banned.</p><p>Give three reasons why parents give their kids way-out names.</p><p>Some parents see it as an important expression of their freedom of speech./They want their kids to be unique./They think an unusual name is fun</p><p>and differentiates their child from everyone else, giving them personality./According to research, Americans are also very proprietary about</p><p>their children. They think they can do whatever with their children, including giving them unusual names.</p><p>Complete the sentences with a positive or negative question tag.</p><p>a) That girl hates her name, doesn’t she ?</p><p>b) They have lived abroad for a long time, haven’t they ?</p><p>c) He hasn’t found his car keys, has he ?</p><p>d) There is a lot of homework to do for tomorrow, isn’t there ?</p><p>e) Sandra broke her leg yesterday, didn’t she ?</p><p>f) There are a lot of new houses in this part of town, aren’t there ?</p><p>g) The boys are playing outside, aren’t they ?</p><p>h) Everybody shouted when the Brazilian team scored a goal, didn’t they ?</p><p>i) Dad, you will buy that new video game for me, won’t you ?</p><p>j) Grandma wasn’t feeling well yesterday, was she ?</p><p>k) Be ready by 4 o’clock, will you ?</p><p>3</p><p>4</p><p>5</p><p>PH9_EF2_INGLES_116A125_M16.indd 125 10/10/17 10:48 AM</p><p>17</p><p>MODULE</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>126</p><p>HOW DIFFERENT</p><p>ARE WE?</p><p>Learning objects</p><p>• An informative text</p><p>• A poem</p><p>• Vocabulary related to prejudice</p><p>Skills</p><p>• Read and understand texts in</p><p>different genres on the same topic.</p><p>• Read and understand a poem.</p><p>• Identify and make use of vocabulary</p><p>related to prejudice.</p><p>“We inhabit a universe that is</p><p>characterized by diversity.”</p><p>Desmond Tutu</p><p>PH9_EF2_INGLES_126A132_M17.indd 126 10/10/17 10:49 AM</p><p>Discuss the following questions</p><p>with a classmate.</p><p>a) In which ways are we different?</p><p>b) In which ways are we the same?</p><p>Personal answers (see comments in the</p><p>Teacher’s Manual).</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Look at the picture. What message(s) does the picture convey? Explain.</p><p>Personal answer. Possible answer suggestion: I think it conveys</p><p>the idea of union without prejudice because we can identify</p><p>different ethnicities in the hands held together.</p><p>READING</p><p>Read and listen.</p><p>Text 1</p><p>Xenophobia</p><p>Originally, the word xenophobia comes from</p><p>the Greek words xénos, meaning “the stranger”</p><p>and “the guest,” and phóbos, meaning “fear.” Thus,</p><p>xenophobia stands for “fear of the stranger,” but</p><p>usually it is used to mean “hate of strangers.”</p><p>Social scientists describe xenophobia as one</p><p>among several possible forms of reactions generated</p><p>by unstable situations in society. Xenophobic</p><p>behavior is based on racist, ethnic, religious, cultural,</p><p>or national prejudice. Xenophobia can be defined as</p><p>the “attitudes, prejudices and behavior that reject,</p><p>exclude and often vilify persons, based on the</p><p>perception that they are outsiders or foreigners to</p><p>the community, society or national identity.”</p><p>1</p><p>25</p><p>READING</p><p>C</p><p>ie</p><p>n</p><p>p</p><p>ie</p><p>s</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Y</p><p>io</p><p>rg</p><p>o</p><p>s</p><p>G</p><p>R</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>127</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 127 10/10/17 10:49 AM</p><p>Xenophobia and racism often overlap, but they are different. Whereas racism is usually</p><p>related to a distinction based on physical characteristics, such as skin color, hair type, facial</p><p>features, etc., xenophobia implies the idea that the other person is “bad” because he or she</p><p>comes from outside the community or nation.</p><p>Nowadays, two causes can explain the resurgence of xenophobic and racist movements. The</p><p>first cause is migration patterns that have developed as an effect of the gradual internationalization</p><p>of the labor market during the postcolonial era. In the receiving countries (former colonial empires</p><p>such as the UK and France), social groups in unfavorable positions have the belief that immigrants</p><p>are competitors for jobs and public services. This cultivates a social and political climate that</p><p>generates xenophobia (i.e. defensive reactions against migrants) and nationalism (i.e. demands that</p><p>the state provide better protection against foreigners for its own population).</p><p>The second cause believed to reinforce xenophobia and racism is globalization. Increased</p><p>competition between countries has led states to reduce social welfare, education and healthcare.</p><p>This reduction mainly influenced the segments of the population living on the margins of</p><p>society. These groups are often in direct competition with migrants for welfare service and are</p><p>the main breeding ground for xenophobic and racist ideologies. Research has shown that severe</p><p>economic inequalities and the marginalization of persons from access to basic economic and</p><p>social conditions give rise to tensions and manifestations of racism and xenophobia. Those</p><p>perceived to be outsiders or foreigners, often migrants, refugees, asylum-seekers, displaced</p><p>persons, and non-nationals, are main targets.</p><p>Available at: <www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/</p><p>glossary/xenophobia>. Accessed on: Aug. 28th, 2017. (Adapted.)</p><p>Read the text again and answer the questions.</p><p>a) What is the origin of the word xenophobia?</p><p>It comes from Greek. It means “fear of the stranger.”</p><p>b) How does the text define xenophobia?</p><p>It defines the phenomenon as the atitudes, prejudices and behavior that reject, exclude and often vilify persons,</p><p>based on the perception that they are outsiders or foreigners to the community, society or national identity.</p><p>c) What is the main difference between racism and xenophobia?</p><p>Racism is based on physical characteristics while xenophobia is based on the fact that the other person is “bad”</p><p>just because he or she comes from outside the community.</p><p>d) What are two causes of xenophobia?</p><p>Change in migration patterns and globalization.</p><p>Now read the poem and listen to it.</p><p>Text 2</p><p>A Tanned Version</p><p>By Hummarah Quddos</p><p>And there is a huge immeasurable distance between us</p><p>Between me and them.</p><p>They close their minds,</p><p>Ask the same repetitive questions,</p><p>Arranged marriages, strictness, trousers,</p><p>Same order.</p><p>2</p><p>3</p><p>26</p><p>128 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 128 10/10/17 10:49 AM</p><p>Wherever I go.</p><p>What will they ask next:</p><p>Do you sleep, do you eat, can we touch?</p><p>I’m only a different color</p><p>A tanned version of you.</p><p>They think we are all stereotypes,</p><p>Carbon copies of each other.</p><p>We don’t think they’re all Princess Diana.</p><p>They’re always amazed</p><p>When I can talk, can answer, have a mind,</p><p>As if to say this one’s clever,</p><p>What other tricks do you do?</p><p>I’m not so very different</p><p>Just a tanned version of you.</p><p>How come I have to fight so hard</p><p>When you just have to show your faces?</p><p>Source: GEORGE, J.; STONE, D.; WARD, F. On Common Ground.</p><p>Ontario: Oxford University Press, 1994.</p><p>Read the poem again. Check ( ü ) the correct answer.</p><p>The poem describes a kind of meeting between the speaker and somebody else.</p><p>Who is it/are they?</p><p>a) People who come from different social classes. ( )</p><p>b) Some other people who are like him/her. ( )</p><p>c) The reader(s). ( )</p><p>d) People who belong to ethnic groups and cultures different from his/hers. ( ü )</p><p>e) Princess Diana. ( )</p><p>The poem “A Tanned Version” depicts a social issue described in the first text. What is it?</p><p>a) Colonial subjugation.</p><p>( )</p><p>b) Racism and stereotyping. ( ü )</p><p>c) Sexism and discrimination. ( )</p><p>d) Religious intolerance. ( )</p><p>4</p><p>5</p><p>B</p><p>le</p><p>n</p><p>d</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/P</p><p>e</p><p>a</p><p>th</p><p>e</p><p>g</p><p>e</p><p>e</p><p>I</p><p>n</p><p>c</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Match the words from texts 1 and 2 to their definitions. Use the context to help you.</p><p>a) prejudice</p><p>b) vilify</p><p>c) overlap</p><p>d) tanned</p><p>e) carbon copy</p><p>f) trick</p><p>g) social welfare</p><p>( c ) have something in common with</p><p>( d ) having darker skin</p><p>( f ) something that looks like magic, done to entertain people</p><p>( e ) someone or something that is almost exactly like another person or thing</p><p>( a ) an unreasonable opinion or feeling, especially the feeling of not liking a</p><p>particular group of people</p><p>( b ) criticize someone very strongly, especially in a way that is not fair and that</p><p>damages their reputation</p><p>( g ) care provided by the state</p><p>Useful language</p><p>129</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 129 10/10/17 10:49 AM</p><p>PAIR WORK</p><p>Take the quiz. Then compare your</p><p>answers to a classmate’s.</p><p>[…] Find out just how tolerant you are of other people! Remember to truthfully answer.</p><p>You’re only hurting yourself if you lie. Personal answers.</p><p>1. If someone with special needs would like to join your group for a school project, you would...</p><p>a. let them join, unconditionally. Why shouldn’t they be in your group? ( )</p><p>b. ask one of your group members to ask them. ( )</p><p>c. not let them join. You don’t want someone like that in your group, right? ( )</p><p>2. In gym class, you are teamed up with various classmates to play volleyball. One of your</p><p>group members is obviosuly having a hard time. You...</p><p>a. accept their weaknesses and offer some tips or advice. ( )</p><p>b. don’t do anything about the situation. ( )</p><p>c. talk negatively about him/her with your other teammates, but only when he/she</p><p>cannot hear you. ( )</p><p>3. When you look at your friends, the first thing you see is...</p><p>a. people who you love to be around and have fun with. ( )</p><p>b. people of different race and religion from yours. ( )</p><p>c. people of the same race and religion as you. Exactly how it should be. ( )</p><p>4. If you and your friends were a bowl of fruit salad, you would look like...</p><p>a. a yummy combination of various fruits. ( )</p><p>b. a mixture of only a select group of fruits. ( )</p><p>c. the same fruit. ( )</p><p>5. You see a classmate being picked on for their religion, you...</p><p>a. stand for them, they shouldn’t be being picked for just being themselves. ( )</p><p>b. feel bad for them and want to help out, but cannot build up enough courage... What if</p><p>they make fun of you, too? ( )</p><p>c. join in with the group and poke fun at the classmate. ( )</p><p>Results:</p><p>Mostly a’s: you are a leader and the kind of person we need. You are not afraid to stand up for</p><p>what is right and  set things straight. You are extremely tolerant and accept people’s differences.</p><p>Keep up the good work and try to influence others to follow your lead.</p><p>Mostly b’s: you have good intentions but you don’t necessarily follow through. Stop being</p><p>a bystander and stand up for what you believe is right. Who knows, you might actually give</p><p>others an example to follow. You will make a difference.</p><p>Mostly c’s: […] You need a serious attitude adjustment. This is the twenty-first century, people!</p><p>You need to get with the times! Face the facts, there is no one in the world just like you, and</p><p>treating people that are “unlike” you poorly will make you a very disliked person. […]</p><p>Available at: <https://sites.google.com/site/diversifyingtolerance/how-tolerant-are-you>. Accessed on: Aug. 28th, 2017.</p><p>130 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 130 10/10/17 10:49 AM</p><p>GROUP WORK</p><p>Work in groups of four students. Answer the questions. 1</p><p>PROBLEM-SOLVING SITUATION</p><p>a) How would you describe the dialogue in the cartoon?</p><p>It is a dialogue among kids who seem to be full of anger/hatred and intolerance towards anything and everything.</p><p>b) What happens when one group of people hates another group of people?</p><p>They probably fight with each other, bully each other or even kill.</p><p>c) Who do you think these characters hate?</p><p>Probably people who are different from them in various aspects.</p><p>Now discuss the situation below with your group. Personal answers.</p><p>Imagine you know a group of teens that seem to behave in the same way as the kids in</p><p>the cartoon. They are often very aggressive towards other people in the neighborhood</p><p>and even at school. They are disrespectful and sometimes even threaten to use violence</p><p>against others.</p><p>Discuss with your group what could be done to help change their behavior against others.</p><p>Present your ideas to the class.</p><p>2</p><p>D</p><p>a</p><p>ry</p><p>l</p><p>C</p><p>a</p><p>g</p><p>le</p><p>/C</p><p>a</p><p>g</p><p>le</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>s</p><p>Personal answers. Possible answers suggestions:</p><p>131</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH9_EF2_INGLES_126A132_M17.indd 131 10/10/17 10:49 AM</p><p>HOMEWORK</p><p>Read text 1 in the Reading section again. What do the underlined words in the text refer to?</p><p>a) […] but usually it is used to mean “hate of strangers.”</p><p>xenophobia</p><p>b) […] based on the perception that they are outsiders or foreigners to the community, society or national identity.</p><p>persons</p><p>c) […] because he or she comes from outside the community or nation.</p><p>the other person</p><p>d) […] This cultivates a social and political climate that generates xenophobia.</p><p>The belief that immigrants are competitors</p><p>e) […] These groups are often in direct competition with migrants for welfare service and are the main breeding</p><p>ground for xenophobic and racist ideologies.</p><p>Segments of the population living on the margins of society</p><p>Complete the sentences with words and expressions from the box. You can find them in context in the texts from</p><p>Reading section.</p><p>amazed  carbon copies  immeasurable</p><p>overlap  prejudice  strictness  vilify</p><p>a) It’s difficult to identify my twin baby cousins. They are really carbon copies of each other.</p><p>b) The concepts of xenophobia and racism usually overlap , but they are different.</p><p>c) The strictness of the old school system inspired the band Pink Floyd to write the lyrics to one of their</p><p>most famous songs, “Another Brick in the Wall.”</p><p>d) They are amazed at the quality of the food in that Syrian restaurant. The dishes are really delicious.</p><p>e) The illegal immigration problem in that country has reached immeasurable proportions. The government</p><p>doesn’t know how to solve it.</p><p>f) As an immigrant from Italy, my grandpa says that he has suffered prejudice . His neighbors used to call</p><p>him names when he was a kid.</p><p>g) People who are against social welfare vilify those who depend on the system, claiming that they</p><p>are lazy.</p><p>1</p><p>2</p><p>132 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_126A132_M17.indd 132 10/10/17 10:49 AM</p><p>18</p><p>MODULE</p><p>ROUNDUP</p><p>133</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 13 to 17</p><p>P</p><p>ra</p><p>zi</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>ta</p><p>n</p><p>R</p><p>o</p><p>h</p><p>re</p><p>r/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>D</p><p>e</p><p>s</p><p>ig</p><p>n</p><p>P</p><p>ic</p><p>s</p><p>I</p><p>n</p><p>c</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>a</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH9_EF2_INGLES_133A136_M18.indd 133 10/10/17 10:50 AM</p><p>This is a letter from a victim of bullying. Complete the text by putting the verbs in parentheses in the correct tense</p><p>(simple present, simple past or past continuous).</p><p>1</p><p>My name a) is (be) Sarah and I b) am (be) from Bristol. Some years ago,</p><p>I was bullied by a huge group of girls, not physically, but mentally. At the time, I c) lost (lose) all my</p><p>friends because they d) were (be) afraid of the girls, too. I e) told (tell) a teacher,</p><p>but he f) couldn’t (can/not) stop them. After months and months, I g) told (tell) my</p><p>mom what h) was happening (happen). She i) was (be) great and j) warned (warn)</p><p>the bullies off, but it k) was (be) too late for me and I l) ended up (end up) having a</p><p>nervous breakdown when I m)</p><p>was (be) only 15 years old. So, if you have been bullied lately, however</p><p>hard it may seem, you n) have (have) to tell someone.</p><p>Complete these sentences with since or for.</p><p>a) We’ve been in London for two days.</p><p>b) We’ve been here since 8 o’clock, but the bus hasn’t arrived yet.</p><p>c) I haven’t seen my cat for a week. I think he’s lost.</p><p>d) She’s lived in England since last year.</p><p>Rewrite these sentences using since or for. Make the necessary changes in verb tenses.</p><p>a) Carlos and Ana are married. (ten years now) Carlos and Ana have been married for ten years now.</p><p>b) Anne has an excellent job. (last October) Anne has had an excellent job since last October.</p><p>c) Gilberto is ill. (a week) Gilberto has been ill for a week.</p><p>d) I’m a teacher. (20 years) I have been a teacher for 20 years.</p><p>Answer these questions about yourself. Write complete answers. Personal answers.</p><p>a) How long have you studied English?</p><p>b) Have you known your best friend for a long time?</p><p>c) How long have you had a cell phone?</p><p>d) How long have you had an email address?</p><p>2</p><p>3</p><p>4</p><p>134 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 13 to 17</p><p>PH9_EF2_INGLES_133A136_M18.indd 134 10/10/17 10:50 AM</p><p>The verbs in the sentences are underlined. Are they right (R) or wrong (W)? Correct the sentences that are wrong.</p><p>a) Sheila has broken her arm yesterday. ( W ) Sheila broke her arm yesterday.</p><p>b) The bus arrived about half an hour ago. ( R )</p><p>c) She’s my best friend and I know her for ten years. ( W ) She’s my best friend and I have known her for ten years.</p><p>d) Peter is married since 2003. ( W ) Peter has been married since 2003.</p><p>e) We’ve lived here since ten years and we like it. ( W ) We’ve lived here for ten years and we like it.</p><p>f) I haven’t played volleyball since I was 10. ( R )</p><p>Fill in the gaps with the correct verb tense: simple past, simple present or present perfect.</p><p>I have (have) a new friend called Clara. I met (meet) her a few months ago when we</p><p>were (be) at the same English school. We have become (become) good friends since then.</p><p>We have spent (spend) lots of time together; we have gone (go) to the movies or restaurants</p><p>almost every weekend. She has (have) a lot of friends, so we hang (hang) out together</p><p>too. We have been (be) good company to each other.</p><p>Rewrite the following sentences using the words or the expressions in parentheses. Make the necessary changes in</p><p>verb tenses.</p><p>Example:</p><p>John had a bath a few moments ago.</p><p>(just) John has just had a bath.</p><p>a) Ben doesn’t want more wine because he had some ten minutes ago.</p><p>(already) Ben has already had some wine.</p><p>b) Martha had some food, but she didn’t have any coffee.</p><p>(yet) Martha had some food, but she hasn’t had any coffee yet.</p><p>c) They had dinner a moment ago but they didn’t have any dessert.</p><p>(just/yet) They have just had dinner, but they haven’t had any dessert yet.</p><p>d) Sally doesn’t need to have a haircut because she had one a fortnight ago.</p><p>(already) Sally has already had a haircut.</p><p>e) Mario lives in Brasília.</p><p>(since 1987) Mario has lived in Brasília since 1987.</p><p>f) My parents are divorced.</p><p>(for three years) My parents have been divorced for three years.</p><p>g) Tim is in France.</p><p>(a long time) Tim has been in France for a long time.</p><p>5</p><p>6</p><p>7</p><p>135</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>8</p><p>modules 13 to 17 – ROUNDUP</p><p>PH9_EF2_INGLES_133A136_M18.indd 135 10/10/17 10:50 AM</p><p>h) Marina works as a shop assistant.</p><p>(last month) Marina has worked as a shop assistant since last month.</p><p>i) John had a bath a moment ago.</p><p>(already) John has already had a bath.</p><p>Choose the correct alternative to complete the sentences.</p><p>a) My computer is out of order, but is working.</p><p>( ) your ( ) our ( ü ) his ( ) their</p><p>b) Carlos has already eaten his snack, but I’m saving for later.</p><p>( ) hers ( ) her ( ü ) mine ( ) my</p><p>c) We gave them email address, and they gave us .</p><p>( ) ours, their ( ü ) our, theirs ( ) ours, theirs ( ) our, their</p><p>d) You can’t get all Easter eggs for yourself. They are all .</p><p>( ) your ( ) its ( ) her ( ü ) ours</p><p>Complete the sentences with question tags.</p><p>a) You are late, aren’t you ?</p><p>b) People don’t respect nature in this country, do they ?</p><p>c) These books will cost me a fortune, won’t they ?</p><p>d) It has rained a lot lately, hasn’t it ?</p><p>e) That girl isn’t smiling at you, is she ?</p><p>f) The storm destroyed several houses yesterday, didn’t it ?</p><p>g) The bridge wasn’t washed away by the storm, was it ?</p><p>h) The policemen didn’t arrest the thieves, did they ?</p><p>i) You could buy me a soda, couldn’t you ?</p><p>j) It often rains at this time of the year, doesn’t it ?</p><p>k) Somebody has made a mess in my room, haven’t they ?</p><p>l) Keep an eye on my things, will you ?</p><p>m) Let’s save some money for our summer vacation, shall we ?</p><p>n) I’m not going to fail the exam, am I ?</p><p>Correct the mistakes.</p><p>a) They live in Curitiba, doesn’t it? don’t they?</p><p>b) There is a lot of milk in the fridge, isn’t it? isn’t there?</p><p>c) He is not a nice guy, isn’t he? is he?</p><p>d) My mother is 80 years old, hasn’t she? isn’t she?</p><p>e) Does Tom like tennis, doesn’t he? Tom likes</p><p>f) You aren’t left-handed, aren’t you? are you?</p><p>g) Your cousin’s been to Europe, isn’t he? hasn’t he?</p><p>h) You haven’t got a red car, haven’t you? have you?</p><p>8</p><p>9</p><p>10</p><p>136 Ensino Fundamental 2 ¥ 9o ano</p><p>ROUNDUP – modules 13 to 17</p><p>PH9_EF2_INGLES_133A136_M18.indd 136 10/10/17 10:50 AM</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>Learning Objects</p><p>• Introductions</p><p>• English words used in our daily lives</p><p>• School objects</p><p>• Classroom language</p><p>Skills</p><p>• Develop awareness of the English</p><p>language present in our daily lives.</p><p>• Identify structures used for</p><p>introductions and basic interactions</p><p>in English.</p><p>• Group words according to their</p><p>semantic field.</p><p>• Identify vocabulary related to school</p><p>objects.</p><p>• Recognize, use and respond to basic</p><p>classroom commands.</p><p>• The English language is</p><p>everywhere in Brazil: in shop</p><p>names, restaurants menus,</p><p>advertisements, T-shirts,</p><p>TV, radio, the Internet,</p><p>smartphones, newspapers,</p><p>etc. Can you remember some</p><p>more English words we use</p><p>in our everyday lives?</p><p>• If we pay attention, we will be</p><p>surprised how many English</p><p>words are around use them.</p><p>137</p><p>PAUL AND BETO’S</p><p>LAST CHAT</p><p>137</p><p>19</p><p>MODULE</p><p>Y</p><p>u</p><p>ri</p><p>_</p><p>A</p><p>rc</p><p>u</p><p>rs</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>CULTURAL</p><p>DIVERSITY</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to the topic</p><p>• Pronoun reference</p><p>• The past perfect tense</p><p>• A listening text</p><p>Skills</p><p>• Interpret texts on cultural diversity.</p><p>• Build up vocabulary applying words</p><p>from the text in different contexts.</p><p>• Understand pronoun reference in a</p><p>text.</p><p>• Identify information from a listening</p><p>text.</p><p>• Identify and make use of the past</p><p>perfect tense.</p><p>“We are increasingly recognizing</p><p>and accepting, respecting and</p><p>celebrating our cultural diversity.”</p><p>Julie Bishop</p><p>PH9_EF2_INGLES_137A145_M19.indd 137 10/10/17 10:51 AM</p><p>Get together in pairs and read what two people from different parts of the world think about</p><p>culture.</p><p>GETTING STARTED</p><p>“Culture</p><p>is the most interesting</p><p>thing we have. We have different</p><p>ideas, beliefs, religions etc. We are human</p><p>beings and we can understand each</p><p>other if we have a free soul and</p><p>an open mind.”</p><p>Irene De La Fuente (Spain)</p><p>“Culture</p><p>is the basic thing in every</p><p>country. It means everything…</p><p>history, past, present, future,</p><p>traditions, beliefs, religion etc.”</p><p>Noor Al-Wahaibi (Oman)</p><p>a) Who do you think best describes culture? Why? Personal answers.</p><p>b) Write your own definition of culture.</p><p>c) Which words would best describe our culture? Circle ten words/expressions from the</p><p>box below. Personal answers.</p><p>Possible answer suggestion: Culture is everything that</p><p>makes our history and the way we are.</p><p>proud  poor  romantic  religious  diverse  educated  political</p><p>modern  corrupt  old-fashioned  misunderstood  pessimistic  rich</p><p>open-minded  tolerant  family-oriented  friendly and welcoming</p><p>superficial  hospitable optimistic  violent  kind  intolerant</p><p>uneducated  fun-loving  unfair  sports-oriented  apathetic  interesting</p><p>d) In your opinion, how do people from different countries see our culture? Choose five</p><p>words from the box above. Personal answer.</p><p>e) Use the words you chose in c and d to write a paragraph describing how you see Brazil</p><p>and the Brazilian culture and how would a foreigner see it. Personal answer.</p><p>e) Possible answer</p><p>suggestion: Brazil is an</p><p>interesting country, full of</p><p>color and life. It has a lot</p><p>of contrasts: it is rich and</p><p>diverse in some aspects,</p><p>but also very poor in others.</p><p>Its people are always</p><p>friendly and welcoming, but</p><p>sometimes I think we are</p><p>extremely optimistic and</p><p>fun-loving.</p><p>Foreigners often see Brazil</p><p>as a poor, corrupt and</p><p>violent place, but with</p><p>interesting things to do</p><p>and see. Many foreigners</p><p>love the country and its</p><p>people when they come</p><p>here; others consider us</p><p>uneducated and almost</p><p>uncivilized.</p><p>LISTENING</p><p>IS BRAZIL A MELTING POT?</p><p>PRE-LISTENING</p><p>Read the definition of melting pot and observe the image. Then discuss it with your</p><p>classmates and teacher.</p><p>A melting pot is a metaphor for a society where many different types of people blend together</p><p>as one.</p><p>Some countries are made of people who are almost all the same in terms of race, religion,</p><p>and culture. Then there are places where there are many different types of people. A place like</p><p>that is a melting pot, because the people − despite their differences − manage to coexist and live</p><p>together as one nation. Anywhere diverse people are assimilated could be called a melting pot.</p><p>In a melting pot, differences become less important than unity.</p><p>Available at: <www.vocabulary.com/dictionary/melting%20pot>. Accessed on: Aug. 25th, 2017. (Adapted.)</p><p>S</p><p>c</p><p>o</p><p>tt</p><p>R</p><p>ic</p><p>h</p><p>a</p><p>rd</p><p>s</p><p>o</p><p>n</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>138 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 138 10/10/17 10:51 AM</p><p>a) What is a melting pot society?</p><p>b) Do you believe it is a good model of society? Why (not)? Personal answers.</p><p>LISTENING</p><p>Read the following statements and decide whether they are true (T) or false (F) according</p><p>to what you hear. Correct the false ones.</p><p>"A melting pot is a metaphor for a society where many different types of people blend together as one."</p><p>27</p><p>1</p><p>a) According to the author’s opinion, Brazil is a melting pot of people, cultures and</p><p>opportunities. ( T )</p><p>b) Immigrants haven’t affected the cultural diversity in the country. ( F )</p><p>Immigrants coming from all over the world have influenced the cultural diversity in the country.</p><p>c) Brazil is diverse only within its population. ( F )</p><p>Brazil is diverse not just within its population, but within what the country has to offer as well.</p><p>d) The author of the text says that Brazilians are full of life and proud of the country. ( T )</p><p>e) It can be inferred that the author of the text likes Brazilian food. ( T )</p><p>Now, based on what you read about what a melting pot is, discuss the following questions</p><p>with your teacher and classmates.</p><p>a) Do you agree with the author? Is Brazil a melting pot? Justify your answers.</p><p>Possible answer suggestions: In my opinion, Brazil is a melting pot because people from different places and</p><p>ethnic backgrounds have made up our society./In my opinion, Brazil is not a melting pot, because although</p><p>being made by people from different cultures and backgrounds, each group usually keeps most elements</p><p>of its own culture.</p><p>b) What do you like about our country?</p><p>Possible answer suggestion: I like its climate, its natural beauty and its cultural diversity.</p><p>c) What do you dislike about it?</p><p>Possible answer suggestion: I dislike its politics, poverty and corruption.</p><p>2</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>139</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 139 10/10/17 10:51 AM</p><p>PRE-READING</p><p>Answer the questions before reading the text. Personal answers.</p><p>a) Read the title of the following text and define it in your own words.</p><p>Possible answer suggestion: Cultural diversity refers to the several differences from one culture to another:</p><p>in terms of ethnicity, religion, customs, types of clothes and food, etc.</p><p>b) In your opinion, does cultural diversity make a country a better or a worse place to live in?</p><p>Justify your answer.</p><p>Possible answer suggestion: In general, it makes a country a better place to live in because we learn to</p><p>respect and adapt to other cultures.</p><p>READING</p><p>Read and listen.</p><p>Cultural diversity</p><p>1</p><p>28</p><p>READING</p><p>The concept of diversity is based on individual acceptance and respect. It is an</p><p>understanding that individuals are unique and different. Diversity includes race, ethnicity,</p><p>gender, sexual orientation, socio-economic status, culture, age, physical ability and religious,</p><p>political and other beliefs.</p><p>Culture is a set of norms that establish standards for a society of what is acceptable</p><p>behavior. Cultural diversity makes the United States richer by making it a more interesting</p><p>place to live in. Just think how boring a meal would be if there weren’t any Chinese, Mexican,</p><p>Japanese, Italian, German, French or Indian food! It also makes our country’s international</p><p>food stronger and better able to compete in the new global economy.</p><p>M</p><p>o</p><p>n</p><p>k</p><p>e</p><p>y</p><p>B</p><p>u</p><p>s</p><p>in</p><p>e</p><p>s</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>140 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 140 10/10/17 10:51 AM</p><p>People from diverse cultures bring language skills, new ways of thinking,</p><p>creative solutions to difficult problems and negotiating skills.</p><p>In the past, ethnographers in the United States used to refer to the United States</p><p>as a melting pot where new immigrants would eventually be fully integrated into</p><p>the American culture. This has obviously not happened so modern researchers</p><p>have now begun to talk about America as a salad bowl where different cultures</p><p>mix with the European American culture to form a meal where all of the various</p><p>ingredients are still readily identifiable.</p><p>Cultural diversity makes the United States a much more interesting place to</p><p>live in for all its inhabitants. If we all thought alike, imagine how boring the world</p><p>would be! Thank God for diversity!</p><p>Available at: <www.ethnoconnect.com/articles/1-what-is-cultural-diversity>.</p><p>Accessed on: Aug. 25th, 2017. (Adapted.)</p><p>Read the text and choose the best alternative.</p><p>a) Cultural diversity is best described as</p><p>( ü ) differences in ethnic, religious or racial background.</p><p>( ) differences in social class or economic status.</p><p>( ) different tastes in music.</p><p>( ) different kinds of clothing.</p><p>b) According to the article</p><p>( ) cultural diversity is a threat to the country’s identity.</p><p>( ü ) cultural diversity brings a collective strength that can benefit the country.</p><p>( ) cultural diversity separates people from each other.</p><p>( ) cultural diversity makes one nation weaker.</p><p>c) Ethnographers used to refer to the United States as a melting pot where immigrants</p><p>from many countries blend to become one American nation. Now they talk about it as</p><p>a salad bowl because</p><p>( ) the American way of life is healthier than any other in the world.</p><p>( ) many immigrants are vegetarians.</p><p>( ) most immigrants plan to go back home.</p><p>( ü ) immigrants keep many of their native traditions.</p><p>What do the underlined words refer to in the text?</p><p>a) by making it a more interesting place to live in:</p><p>the United States</p><p>b) It also makes our country’s international food stronger:</p><p>cultural diversity</p><p>c) This has obviously not happened:</p><p>the fact that new immigrants would eventually be fully integrated into the American culture</p><p>d) all its inhabitants:</p><p>the United States</p><p>How would you describe Brazil: as a melting pot or as a salad bowl? Discuss with your</p><p>classmates and teacher.</p><p>2</p><p>3</p><p>4</p><p>Find words and</p><p>expressions in the text</p><p>that mean:</p><p>a) something that a</p><p>person accepts</p><p>had studied abroad and all of them had advised me to study</p><p>abroad because they all had had great experiences.</p><p>• My best friend had studied abroad in Spain the year before.</p><p>• I had never been to Europe, so I wanted the chance to study in a European country.</p><p>This verb tense is called the past perfect tense.</p><p>Look at the examples above and deduce the rule.</p><p>To make the past perfect we use had + the past participle form of</p><p>regular or irregular verbs.</p><p>Uses – The past perfect tense is often used:</p><p>• to express the idea that something occurred before another action in the past;</p><p>• to show that something happened before a specific time in the past.</p><p>Have a better idea analyzing the diagram:</p><p>1</p><p>2</p><p>142 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 142 10/10/17 10:51 AM</p><p>LANGUAGE USAGE</p><p>PAIR WORK</p><p>Get together in pairs and do the following activity. Sugira que os alunos invertam os papéis a</p><p>partir do item d.</p><p>Student A: Read out the sentences below.</p><p>Student B: Give a suitable explanation from the box, using the past perfect.</p><p>1</p><p>He studied History at university</p><p>He didn’t reserve a table.</p><p>He passed his exam.</p><p>He didn’t do his homework.</p><p>He didn’t have any breakfast.</p><p>He lost their address.</p><p>His car broke down.</p><p>He left his wallet at home.</p><p>Example: He couldn’t travel to the United States because</p><p>he hadn’t gotten a visa.</p><p>a) He had to go by bus because</p><p>his car had broken down.</p><p>b) He couldn’t pay for the meal because</p><p>he had left his wallet at home.</p><p>INTERROGATIVE FORM</p><p>Had</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>left before Sue arrived there?</p><p>SHORT ANSWERS</p><p>Yes,</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>had.</p><p>No,</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>hadnÕt.</p><p>The adverbs already, yet, ever and never are often used with the past perfect.</p><p>Examples:</p><p>I had never seen that lady before.</p><p>When I called her, she had already left for work.</p><p>When I arrived, the maid hadn’t cleaned the apartment yet.</p><p>When I went to Rio in 2003, it was the most beautiful city I had ever seen.</p><p>143</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 143 10/10/17 10:51 AM</p><p>c) His parents bought him a new bike because</p><p>he had passed his exam.</p><p>d) He was hungry because</p><p>he hadn’t had any breakfast.</p><p>e) He knew a lot about the French Revolution because</p><p>he had studied History at university.</p><p>f) He couldn’t get into the restaurant because</p><p>he hadn’t reserved a table.</p><p>g) He had to stay in after school because</p><p>he hadn’t done his homework.</p><p>h) He couldn’t get in touch with them because</p><p>he had lost their address.</p><p>Fill in the spaces with the past perfect of the verbs in parentheses.</p><p>a) Last night, I hadn’t finished (not/finish) writing my Art project when</p><p>the lights went out.</p><p>b) My cousin had worked (work) as a chef in a famous restaurant in</p><p>France before he decided to open his own French restaurant in São Paulo.</p><p>c) The Brazilian soccer player had negotiated (negotiate) a millionaire</p><p>contract a month before he was hospitalized.</p><p>d) My girlfriend was mad at me because I had never forgotten (never/forget)</p><p>to buy a present for her birthday before.</p><p>e) I had just begun (just/begin) my class when a student started to cry.</p><p>f) After the students had finished (finish) their texts, the researcher</p><p>selected the work of one pair and corrected it.</p><p>g) Had you known (know) your wife for very</p><p>long before you decided to get married?</p><p>h) Had he already been (already/be) to the US before?</p><p>Complete the text with the simple past or past perfect form of the verbs in parentheses.</p><p>When I came (come) back from Spain in 2005, after twenty years, Britain</p><p>had changed (change) a lot. People wore (wear) different clothes,</p><p>watched (watch) different TV programs, and had (have) different</p><p>attitudes. And the traffic! I had never seen (never see) so many cars in</p><p>London. And almost everyone had given up (give up) smoking. One of</p><p>the first things I noticed (notice) was that I could (can) breathe</p><p>in buses and cinemas! But I was (be) sorry to see that most of the old red</p><p>phone boxes had gone (go).</p><p>2</p><p>3</p><p>144 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 144 10/10/17 10:51 AM</p><p>HOMEWORK</p><p>Use the words from the box to complete the sentences below.1</p><p>a) When you travel abroad, you do not only need to take language barriers into account, but also</p><p>body language barriers.</p><p>b) An ethnographer deals with the scientific description of individual cultures.</p><p>c) That film is intended for parents and teenagers alike .</p><p>d) Students will be rewarded for good behavior .</p><p>Fill in the spaces with the simple past or past perfect form of the verbs in parentheses.</p><p>a) After my son had learned (learn) how to drive, he wanted (want) to</p><p>buy a car.</p><p>b) Kevin had called (call) his girlfriend before he went (go) to school.</p><p>c) When we arrived (arrive), the movie had already started (already/start).</p><p>d) In less than five years Peter had already spent (already/spend) all the money he</p><p>had won (win) in the lottery.</p><p>e) My son said he had turned off (turn off) the TV before he went (go) to bed.</p><p>f) After Louise had done (do) her homework, she invited (invite) her</p><p>friend to play.</p><p>g) When I was (be) your age, I had never seen (never/see) snow.</p><p>h) Before my mum arrived (arrive), my friends had eaten (eat) the</p><p>whole cake I had bought (buy) for her birthday.</p><p>Read the text and answer the following question according to it.</p><p>Hand gestures – What they mean in different countries</p><p>When you travel abroad you do not only need to take language barriers into account but also body language barriers.</p><p>Different cultures use different body language, e.g. the distance between two persons when they have a conversation.</p><p>One part of body language is hand gestures. Hand gestures mean different things in different countries. Some people</p><p>realize this the hard way. What exactly does the v-sign (two fingers in the air) mean? Does it mean bring me two beers or is</p><p>it considered an insult?</p><p>Take a common sign like thumbs up. In the USA, it usually means great, awesome or whatever. It is also used to sign</p><p>approval, but stronger than an OK sign. Now this is a very common interpretation, but it is not the only one. In other</p><p>countries it may vary from a simple OK to a very grave insult.</p><p>The meaning of gestures varies among various parts of countries and also among cultural groups and between</p><p>generations. The example above is only a generalization and may not be correct for a particular person.</p><p>Available at: <http://EzineArticles.com/1595662>. Accessed on: Sept. 29th, 2017. (Adapted.)</p><p>Mark the correct alternative.</p><p>When travelling to a foreign country,</p><p>( ) language is the only thing that blocks communication.</p><p>( ) you shouldn’t bother about the hand gestures used in it.</p><p>( ) hand gestures are the only part of body language.</p><p>( X ) body language is also important for communication.</p><p>2</p><p>3</p><p>alike   behavior   body language   ethnographer</p><p>145</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 145 10/10/17 10:51 AM</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>20</p><p>MODULE</p><p>Learning Objects</p><p>• Introductions</p><p>• English words used in our daily lives</p><p>• School objects</p><p>• Classroom language</p><p>Skills</p><p>• Develop awareness of the English</p><p>language present in our daily lives.</p><p>• Identify structures used for</p><p>introductions and basic interactions</p><p>in English.</p><p>• Group words according to their</p><p>semantic field.</p><p>• Identify vocabulary related to school</p><p>objects.</p><p>• Recognize, use and respond to basic</p><p>classroom commands.</p><p>146</p><p>THE WORLD WATER</p><p>CRISIS</p><p>Learning objects</p><p>• An informative text</p><p>• A cartoon</p><p>• A poem</p><p>• Vocabulary related to water crisis</p><p>• The passive voice – past and present</p><p>Skills</p><p>• Read different textual genres on the</p><p>world water crisis.</p><p>• Understand the importance of water.</p><p>• Identify information from a listening</p><p>comprehension text.</p><p>• Build up vocabulary applying words</p><p>from the text in different</p><p>as true or right:</p><p>beliefs</p><p>b) standards of proper or</p><p>acceptable behavior:</p><p>norms</p><p>c) manner of</p><p>conducting oneself:</p><p>behavior</p><p>d) people who study</p><p>human races</p><p>and cultures:</p><p>ethnographers</p><p>e) a place where</p><p>immigrants of different</p><p>cultures or races form</p><p>a homogenous society:</p><p>melting pot</p><p>f) something or someone</p><p>that can be recognized:</p><p>identifiable</p><p>g) in the same manner or</p><p>form: alike</p><p>Useful language</p><p>M</p><p>a</p><p>rc</p><p>e</p><p>lo</p><p>_</p><p>K</p><p>re</p><p>lli</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>is</p><p>te</p><p>ti</p><p>a</p><p>n</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>141</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 141 10/10/17 10:51 AM</p><p>Examples:</p><p>When I arrived at the party yesterday, my friend had already left.</p><p>I had never seen such a beautiful beach before I went to Cayo Largo in Cuba.</p><p>AFFIRMATIVE AND NEGATIVE FORMS</p><p>I</p><p>He/She/It</p><p>We/You/They</p><p>had (’d)</p><p>had not (hadn’t)</p><p>left before Sue arrived</p><p>there.</p><p>Past Present Future</p><p>LANGUAGE WORK</p><p>THE PAST PERFECT TENSE</p><p>Read the following paragraphs and pay attention to the underlined verbs.</p><p>I chose to study abroad because I absolutely love the Spanish language and culture. I</p><p>wanted to be able to experience both things and I knew it would be an amazing learning</p><p>experience. I also had many friends who had studied abroad and all of them had advised me</p><p>to study abroad because they all had had great experiences.</p><p>My best friend had studied in Spain the year before and had had a wonderful experience.</p><p>Listening to her stories and seeing her pictures made me want to travel to this amazing</p><p>country as well. I had never been to Europe, so I wanted the chance to study in a European</p><p>country. It was such a life changing experience and I grew a lot as a person.</p><p>Read the sentences taken from the paragraphs again.</p><p>• I also had many friends who had studied abroad and all of them had advised me to study</p><p>abroad because they all had had great experiences.</p><p>• My best friend had studied abroad in Spain the year before.</p><p>• I had never been to Europe, so I wanted the chance to study in a European country.</p><p>This verb tense is called the past perfect tense.</p><p>Look at the examples above and deduce the rule.</p><p>To make the past perfect we use had + the past participle form of</p><p>regular or irregular verbs.</p><p>Uses – The past perfect tense is often used:</p><p>• to express the idea that something occurred before another action in the past;</p><p>• to show that something happened before a specific time in the past.</p><p>Have a better idea analyzing the diagram:</p><p>1</p><p>2</p><p>142 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 142 10/10/17 10:51 AM</p><p>LANGUAGE USAGE</p><p>PAIR WORK</p><p>Get together in pairs and do the following activity. Sugira que os alunos invertam os papéis a</p><p>partir do item d.</p><p>Student A: Read out the sentences below.</p><p>Student B: Give a suitable explanation from the box, using the past perfect.</p><p>1</p><p>He studied History at university</p><p>He didn’t reserve a table.</p><p>He passed his exam.</p><p>He didn’t do his homework.</p><p>He didn’t have any breakfast.</p><p>He lost their address.</p><p>His car broke down.</p><p>He left his wallet at home.</p><p>Example: He couldn’t travel to the United States because</p><p>he hadn’t gotten a visa.</p><p>a) He had to go by bus because</p><p>his car had broken down.</p><p>b) He couldn’t pay for the meal because</p><p>he had left his wallet at home.</p><p>INTERROGATIVE FORM</p><p>Had</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>left before Sue arrived there?</p><p>SHORT ANSWERS</p><p>Yes,</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>had.</p><p>No,</p><p>I</p><p>he/she/it</p><p>we/you/they</p><p>hadnÕt.</p><p>The adverbs already, yet, ever and never are often used with the past perfect.</p><p>Examples:</p><p>I had never seen that lady before.</p><p>When I called her, she had already left for work.</p><p>When I arrived, the maid hadn’t cleaned the apartment yet.</p><p>When I went to Rio in 2003, it was the most beautiful city I had ever seen.</p><p>143</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH9_EF2_INGLES_137A145_M19.indd 143 10/10/17 10:51 AM</p><p>c) His parents bought him a new bike because</p><p>he had passed his exam.</p><p>d) He was hungry because</p><p>he hadn’t had any breakfast.</p><p>e) He knew a lot about the French Revolution because</p><p>he had studied History at university.</p><p>f) He couldn’t get into the restaurant because</p><p>he hadn’t reserved a table.</p><p>g) He had to stay in after school because</p><p>he hadn’t done his homework.</p><p>h) He couldn’t get in touch with them because</p><p>he had lost their address.</p><p>Fill in the spaces with the past perfect of the verbs in parentheses.</p><p>a) Last night, I hadn’t finished (not/finish) writing my Art project when</p><p>the lights went out.</p><p>b) My cousin had worked (work) as a chef in a famous restaurant in</p><p>France before he decided to open his own French restaurant in São Paulo.</p><p>c) The Brazilian soccer player had negotiated (negotiate) a millionaire</p><p>contract a month before he was hospitalized.</p><p>d) My girlfriend was mad at me because I had never forgotten (never/forget)</p><p>to buy a present for her birthday before.</p><p>e) I had just begun (just/begin) my class when a student started to cry.</p><p>f) After the students had finished (finish) their texts, the researcher</p><p>selected the work of one pair and corrected it.</p><p>g) Had you known (know) your wife for very</p><p>long before you decided to get married?</p><p>h) Had he already been (already/be) to the US before?</p><p>Complete the text with the simple past or past perfect form of the verbs in parentheses.</p><p>When I came (come) back from Spain in 2005, after twenty years, Britain</p><p>had changed (change) a lot. People wore (wear) different clothes,</p><p>watched (watch) different TV programs, and had (have) different</p><p>attitudes. And the traffic! I had never seen (never see) so many cars in</p><p>London. And almost everyone had given up (give up) smoking. One of</p><p>the first things I noticed (notice) was that I could (can) breathe</p><p>in buses and cinemas! But I was (be) sorry to see that most of the old red</p><p>phone boxes had gone (go).</p><p>2</p><p>3</p><p>144 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_137A145_M19.indd 144 10/10/17 10:51 AM</p><p>HOMEWORK</p><p>Use the words from the box to complete the sentences below.1</p><p>a) When you travel abroad, you do not only need to take language barriers into account, but also</p><p>body language barriers.</p><p>b) An ethnographer deals with the scientific description of individual cultures.</p><p>c) That film is intended for parents and teenagers alike .</p><p>d) Students will be rewarded for good behavior .</p><p>Fill in the spaces with the simple past or past perfect form of the verbs in parentheses.</p><p>a) After my son had learned (learn) how to drive, he wanted (want) to</p><p>buy a car.</p><p>b) Kevin had called (call) his girlfriend before he went (go) to school.</p><p>c) When we arrived (arrive), the movie had already started (already/start).</p><p>d) In less than five years Peter had already spent (already/spend) all the money he</p><p>had won (win) in the lottery.</p><p>e) My son said he had turned off (turn off) the TV before he went (go) to bed.</p><p>f) After Louise had done (do) her homework, she invited (invite) her</p><p>friend to play.</p><p>g) When I was (be) your age, I had never seen (never/see) snow.</p><p>h) Before my mum arrived (arrive), my friends had eaten (eat) the</p><p>whole cake I had bought (buy) for her birthday.</p><p>Read the text and answer the following question according to it.</p><p>Hand gestures – What they mean in different countries</p><p>When you travel abroad you do not only need to take language barriers into account but also body language barriers.</p><p>Different cultures use different body language, e.g. the distance between two persons when they have a conversation.</p><p>One part of body language is hand gestures. Hand gestures mean different things in different countries. Some people</p><p>realize this the hard way. What exactly does the v-sign (two fingers in the air) mean? Does it mean bring me two beers or is</p><p>it considered an insult?</p><p>Take a common sign like thumbs up. In the USA, it usually means great, awesome or whatever. It is also used to sign</p><p>approval, but stronger than an OK sign. Now this is</p><p>contexts.</p><p>• Recognize and make use of the</p><p>passive voice: present and past.</p><p>“When the well’s dry, we know the</p><p>worth of water.”</p><p>Benjamin Franklin</p><p>m</p><p>u</p><p>ra</p><p>ta</p><p>rt</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>c</p><p>k</p><p>PH9_EF2_INGLES_146A155_M20.indd 146 10/10/17 10:52 AM</p><p>Discuss it with your partner. Personal answers.</p><p>a) Translate the quote on the previous page into Portuguese.</p><p>b) Does it describe a world water crisis at Benjamin Franklin’s time or is it about general</p><p>things in life?</p><p>c) Does the quotation apply to the world water problems nowadays?</p><p>d) Does it apply to Brazil even though we are rich in water resources? Why?</p><p>Quando o poço seca, sabemos o valor da água.</p><p>It means we only understand the value of general things in life when we lose them.</p><p>Yes, it certainly does.</p><p>Yes, it does. Because we are not fully aware of the water crisis in the world and of our real water resources here.</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Water – freshwater, to be exact – is necessary for life. How much do you know about this vital</p><p>resource? Answer the quiz below to find out.</p><p>a) How much of the Earth’s water is fresh?</p><p>( ü ) less than 3%</p><p>( ) about 10%</p><p>( ) between 28.5 and 30.5%</p><p>( ) 52%</p><p>b) How much of the Earth’s water is usable by humans?</p><p>( ) 99%</p><p>( ü ) about 0.3%</p><p>( ) 0.5%</p><p>( ) less than 1%</p><p>c) How many people in the world lack access to clean water?</p><p>( ) 1 in 5 ( ü ) 1 in 10 ( ) 1 in 15 ( ) 1 in 30</p><p>d) How many hours do women and girls spend each day collecting water?</p><p>( ) 5 ( ) 1 ( ü ) 6 ( ) 10</p><p>e) Choose the correct option: Every seconds a child dies from a water-related disease.</p><p>( ) 60 ( ) 30 ( ) 45 ( ü ) 90</p><p>f) How much money is lost each year due to lack of water and sanitation?</p><p>( ) 260 million dollars</p><p>( ) 260 dollars</p><p>( ü ) 260 billion dollars</p><p>( ) 260 thousand dollars</p><p>READING</p><p>Read the text quickly and check your answers to the quiz in the pre-reading.</p><p>Read the text and do the following activities.</p><p>The water crisis</p><p>A big opportunity</p><p>Water connects every aspect of life. Access to safe water and sanitation can quickly turn</p><p>problems into possibilities – unlocking education, work opportunities, and improved health for</p><p>women, children and families across the world.</p><p>Today, 1 in 10 people lack access to safe water; 1 in 3 people lack access to a toilet. More</p><p>people have a mobile phone than a toilet. We can change this. Let’s work together to make the</p><p>power of water available to all.</p><p>1</p><p>2 663 M</p><p>people</p><p>living</p><p>without</p><p>access to</p><p>safe water.</p><p>2.4 B</p><p>people</p><p>living</p><p>without</p><p>access to</p><p>improved</p><p>sanitation.</p><p>147</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH9_EF2_INGLES_146A155_M20.indd 147 10/10/17 10:52 AM</p><p>A women’s crisis</p><p>Women are disproportionately affected by the water crisis, as they are often responsible for</p><p>collecting water. This takes time away from work, school and caring for family. Lack of water and</p><p>sanitation lock women in a cycle of poverty.</p><p>Empowering women is critical to solving the water crisis. Involving women can make water</p><p>projects 6 to 7 more times effective. When women have access to safe water, they can pursue</p><p>skills outside of their traditional roles and experience greater autonomy and independence.</p><p>A health crisis</p><p>The water crisis is a health crisis. Access to safe water and sanitation means opportunity</p><p>for improved health and the ability to help fight disease. Access to safe water means improved</p><p>health for women and girls who no longer have to delay finding a place to go. It means reduced</p><p>child and maternal mortality rates. It means increased dignity and reduced psychological stress</p><p>for girls and women. It means reduced physical injury from constant lifting and carrying heavy</p><p>loads of water. And it means reduced risk of rape, sexual assault and increased safety as women</p><p>and girls do not have to go to remote and dangerous places to relieve themselves.</p><p>A children’s and education crisis</p><p>Children are often responsible for collecting water to help their families. This takes time</p><p>away from school and play. Access to safe water and sanitation changes this. Reductions in time</p><p>spent collecting water have been found to increase school attendance. Access to safe water gives</p><p>children time to play and opportunity for a bright future.</p><p>An economic crisis</p><p>Time spent gathering water or seeking safe sanitation accounts for billions in lost economic</p><p>opportunities. Access to safe water and sanitation turns time spent into time saved, giving families</p><p>more time to pursue education and work opportunities that will help break the cycle of poverty.</p><p>Available at: <https://water.org/our-impact/water-crisis/>. Accessed on: Aug. 25th, 2017.</p><p>Are these statements true (T) or false (F) according to the article? Correct the false</p><p>statements.</p><p>a) It is possible to transform water crisis into opportunities and change the present</p><p>situation. ( T )</p><p>b) Men and women are equally affected by the water crisis. ( F )</p><p>Women are disproportionately affected by the water crisis, as they are often responsible for collecting water.</p><p>c) Access to clean water is related to dignity, improvement in mental and physical health</p><p>and to the decreasing of crimes involving women. ( T )</p><p>d) Women’s empowerment is not relevant for solving the problems related to the lack of</p><p>water. ( F )</p><p>Empowering women is extremely important to solving the water crisis.</p><p>e) The water crisis does not prevent students from going to school. ( F )</p><p>Children who have to collect water tend not to go to school.</p><p>f) Access to clean water can save billions of dollars. ( T )</p><p>3</p><p>:90</p><p>every 90 seconds</p><p>a child dies from</p><p>a water-related</p><p>disease.</p><p>1 M</p><p>people killed by</p><p>water, sanitation</p><p>and hygiene-related</p><p>diseases each year.</p><p>$260 B</p><p>money lost</p><p>globally each</p><p>year due to lack</p><p>of safe water and</p><p>sanitation.</p><p>$32 B</p><p>economic benefits</p><p>each year from</p><p>reductions in</p><p>healthcare costs if</p><p>there was universal</p><p>access to safe water</p><p>and sanitation.</p><p>6 hrs</p><p>women and</p><p>girls spend six</p><p>hours each</p><p>day collecting</p><p>water.</p><p>3rd</p><p>leading cause</p><p>of child death</p><p>is diarrhea, a</p><p>majority of which</p><p>is water-related.</p><p>P</p><p>e</p><p>te</p><p>r</p><p>G</p><p>ro</p><p>e</p><p>n</p><p>e</p><p>n</p><p>d</p><p>ijk</p><p>/R</p><p>o</p><p>b</p><p>e</p><p>rt</p><p>H</p><p>a</p><p>rd</p><p>in</p><p>g</p><p>H</p><p>e</p><p>ri</p><p>ta</p><p>g</p><p>e</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>148 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_146A155_M20.indd 148 10/10/17 10:52 AM</p><p>PAIR WORK</p><p>Get together in pairs and talk about the cartoon. Use the following questions as a guide and</p><p>then match them with the suggested answers below.</p><p>a) What’s the subject of the cartoon?</p><p>b) How do we know that the subject is an</p><p>international concern?</p><p>c) What’s the information we find in the</p><p>cartoon?</p><p>d) What’s the criticism in the cartoon?</p><p>( d ) People don’t respect water resources.</p><p>( a ) The world water crisis.</p><p>( b ) The United Nations is discussing it.</p><p>( c ) The UN General Assembly has just</p><p>recognized access to clean water as a</p><p>human right.</p><p>Available at: <https://joemohrtoons.com/2010/08/13/hank-d-and-the-bee-water-is-a-human-right-and-wrong/>.</p><p>Accessed on: Aug. 16th, 2017.</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Answer the following questions. Then discuss your answers with your classmates and teacher.</p><p>a) In your opinion, what would the world be like without water?</p><p>Personal answer. Possible answer suggestion: There wouldn’t be any kind of life. It would be a desert with no life at all.</p><p>b) Do you and your family save water? How? Personal answers.</p><p>c) Do people suffer with water scarcity in Brazil? In which areas is this more common?</p><p>Yes, they do. This is more common in the Northeast.</p><p>J</p><p>o</p><p>e</p><p>M</p><p>o</p><p>h</p><p>r/</p><p>A</p><p>c</p><p>e</p><p>rv</p><p>o</p><p>d</p><p>o</p><p>c</p><p>a</p><p>rt</p><p>u</p><p>n</p><p>is</p><p>ta</p><p>149</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH9_EF2_INGLES_146A155_M20.indd 149 10/10/17 10:52 AM</p><p>LISTENING</p><p>Listen to the following poem and fill in the gaps with an appropriate word from the box.</p><p>Then listen again and check your answers.</p><p>1</p><p>29</p><p>fact  measures  day  gallon</p><p>food  forest  conservation  trees</p><p>morning</p><p>treasures  protect  liquid</p><p>crying  forethought  ample  water</p><p>Now the Taps Are Dry</p><p>Environment poem by Injete Chesoni</p><p>She told us to plant trees</p><p>and we paid her no heed</p><p>And now the taps are dry.</p><p>They released</p><p>a water rationing schedule today,</p><p>a water conservation measure</p><p>they say,</p><p>Because the taps are dry.</p><p>We should have rationed our greed</p><p>and paid her heed,</p><p>when she told us not to cut down forest</p><p>[trees,</p><p>but we did not see the wisdom of her pleas,</p><p>And now the taps are dry.</p><p>We thought that the price of food was</p><p>[high</p><p>until we had to choose what to buy,</p><p>food or the liquid of life?</p><p>Yesterday, I had to explain to my daughter,</p><p>that the choice was between food and</p><p>[ water ,</p><p>Now that our taps are dry.</p><p>Who would have thought</p><p>the day would come,</p><p>When we would stand under God’s glorious sun,</p><p>And buy water by the gallon .</p><p>We cannot say that we did not see it coming,</p><p>Because she gave us ample warning,</p><p>That soon the day would be dawning,</p><p>When we would wake up one morning ,</p><p>And find that our taps were dry.</p><p>So now we are taking conservation</p><p>[ measures ,</p><p>A little too late</p><p>We are reclaiming our treasures ,</p><p>That were squandered and plundered</p><p>To suit the whims of a few.</p><p>We lacked forethought ,</p><p>and we should have fought,</p><p>just as she taught,</p><p>to protect the liquid of life.</p><p>We should have been as far-sighted as she,</p><p>who told us not to cut down trees,</p><p>then perhaps today we would not be crying</p><p>Over the fact that our taps are drying.</p><p>Available at: <https://hubpages.com/politics/environment-poem-and-water-conservation>. Accessed on: Aug. 16th, 2017.</p><p>1 US gallon: about</p><p>3.78 liters</p><p>Words to know</p><p>c</p><p>ig</p><p>d</p><p>e</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>150 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_146A155_M20.indd 150 10/10/17 10:52 AM</p><p>Useful language</p><p>Read the poem “Now the Taps Are Dry” again and match the words with their meanings and/or synonyms.</p><p>a) greed</p><p>b) pleas</p><p>c) warning</p><p>d) dawning</p><p>e) reclaiming</p><p>f) squandered</p><p>g) plundered</p><p>h) whims</p><p>i) far-sighted</p><p>j) forethought</p><p>k) pay no heed</p><p>( d ) beginning</p><p>( f ) wasted</p><p>( h ) desires</p><p>( a ) desire for more than is needed</p><p>( j ) prudence</p><p>( i ) able to predict what will or might happen in the future</p><p>( c ) recommendation; alert</p><p>( e ) getting back; demanding the return of</p><p>( b ) requests</p><p>( k ) pay no attention to</p><p>( g ) stolen</p><p>PASSIVE VOICE I</p><p>Read these sentences and translate them into Portuguese.</p><p>a) Agriculture uses 70% of the world’s accessible fresh water.</p><p>(subject) (object)</p><p>A agricultura usa 70% da água doce acessível no mundo.</p><p>b) 70% of the world’s accessible fresh water is used by agriculture.</p><p>(subject) (object)</p><p>70% da água doce acessível no mundo é utilizada pela agricultura.</p><p>Now complete.</p><p>Sentence a is in the active voice, while sentence b is in the passive voice.</p><p>What changes do you notice from sentence a to b?</p><p>a) The object of sentence a becomes the subject in b.</p><p>b) The subject of sentence a becomes the agent in sentence b, preceded by</p><p>the preposition by .</p><p>c) The verb form uses changes to is used (= verb to be + past participle of the</p><p>main verb).</p><p>1</p><p>2</p><p>3</p><p>LANGUAGE WORK</p><p>Notes</p><p>Note: To be is the auxiliary verb to form sentences in the passive voice. It must be used in the tense you want the sentence</p><p>to be in (simple present, simple past, present continuous, simple future etc.).</p><p>Examples: 60% of the water are wasted due to leaky irrigation systems.</p><p>60% of the water were wasted due to leaky irrigation systems last year.</p><p>60% of the water will be wasted due to leaky irrigation systems in the future.</p><p>151</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH9_EF2_INGLES_146A155_M20.indd 151 10/10/17 10:52 AM</p><p>Complete these sentences by putting the verbs in parentheses in the passive voice</p><p>(simple present or simple past only).</p><p>a) Many trees were planted (plant) on Earth Day last month.</p><p>b) Rivers are polluted (pollute) with industrial waste these days.</p><p>c) Many Brazilian species are threatened (threaten) with extinction nowadays.</p><p>d) Some leaflets about protecting the environment were printed (print) on recycled</p><p>paper last year.</p><p>e) Huge amounts of paper, metal and plastic are wasted (waste) in unnecessary</p><p>wrapping at Christmas.</p><p>f) I like to buy vegetables which are grown (grow) without pesticides and fertilizers.</p><p>g) Seven million tons of paper are thrown (throw) away in Britain every year.</p><p>Complete the text with passive forms of the verbs given in parentheses (simple present or</p><p>simple past only).</p><p>A Monument to Brazil</p><p>Brasilia, the capital of Brazil, is considered (consider) a monument to what Brazilians</p><p>can do and have done. Visitors to Brasilia are offered (offer) a view of the future</p><p>when they face the large, innovative buildings and the futuristic qualities of the city’s</p><p>architectural plan.</p><p>The idea of moving the capital inland was first presented (present)</p><p>in 1823, by José Bonifácio de Andrada e Silva, a counselor and minister of D. Pedro II. The</p><p>name “Brasilia” was also suggested (suggest) by him, then. When</p><p>Brazil became a republic and its first Constitution was written (write), in 1891, the</p><p>document stated that an area of 14,400 square kilometers would belong to the government</p><p>for the creation of a new capital. This area was named (name) the Federal District.</p><p>However, very few steps were taken (take) towards building the new capital for</p><p>many years. A symbolic cornerstone was placed (place) in 1922, but nothing else</p><p>was done (do) at that time.</p><p>When Juscelino Kubitschek was elected (elect) president, he vowed to honor the</p><p>Constitution. With the slogan “50 years in 5”, he obtained congressional permission and the</p><p>construction began in 1956.</p><p>The contest between architects and urban planners over who would plan Brasilia</p><p>was won (win) by Lucio Costa with his Pilot Plan, whose layout resembled a bird</p><p>in flight, or an airplane. Costa’s friend, Oscar Niemeyer, was the architect of many public</p><p>buildings in Brasilia.</p><p>The city was inaugurated (inaugurate) as the new capital of Brazil on April 21, 1960,</p><p>although the construction was not yet complete. Originally the city was planned</p><p>(plan) for a maximum of 500, 000 residents, but thousands of the workers that went there</p><p>to build it decided to stay. Many “satellite” cities were built (build) surrounding</p><p>Brasilia in order to house the workers and many newcomers who headed for the new</p><p>capital city. And the city continues to grow amid the Cerrado scenery!</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>A</p><p>lf</p><p>R</p><p>ib</p><p>e</p><p>ir</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>152 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_146A155_M20.indd 152 10/10/17 10:52 AM</p><p>GROUP WORK</p><p>Get together in groups. Read the water bill and find answers to the following questions.1</p><p>PROBLEM-SOLVING SITUATION</p><p>a) Where’s the water bill from?</p><p>It’s from Las Vegas Valley Water District.</p><p>b) How much is the water bill for the period from 01/31/17 to 02/25/17?</p><p>It’s $ 57.87.</p><p>c) How much is the fine for late payment?</p><p>It’s 4% of the total charge.</p><p>d) What was this person’s water consumption/use in the period mentioned in this bill?</p><p>14,000 gallons.</p><p>e) Must the client/consumer go to a bank to pay this bill? How can he/she pay?</p><p>No, he/she doesn’t. He/she can pay by phone or via internet.</p><p>f) In which part of the bill can the consumer get information about his/her average daily</p><p>water usage?</p><p>In the graph, in box 11.</p><p>Available at: <www.lvvwd.com/assets/images/read_your_bill.gif>. Accessed on: Aug. 25th, 2017.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/L</p><p>a</p><p>s</p><p>V</p><p>e</p><p>g</p><p>a</p><p>s</p><p>V</p><p>a</p><p>lle</p><p>y</p><p>W</p><p>a</p><p>te</p><p>r</p><p>D</p><p>is</p><p>tr</p><p>ic</p><p>t</p><p>153</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH9_EF2_INGLES_146A155_M20.indd 153 10/10/17 10:52 AM</p><p>HOMEWORK</p><p>Read the text in the Reading section again and answer the questions below. What do the underlined words in the</p><p>text refer to?</p><p>a) We can change this:</p><p>People in general</p><p>b) ... they are often responsible for collecting water.</p><p>Women</p><p>c) ... they can pursue skills outside</p><p>of their traditional roles and experience greater autonomy and independence.</p><p>Women</p><p>d) It means reduced child and maternal mortality rates.</p><p>Access to safe water</p><p>e) ... have to go to remote and dangerous places to relieve themselves.</p><p>Women</p><p>f) ... for collecting water to help their families.</p><p>The children’s (families)</p><p>Complete the sentences with the words from the box. Four of them are verbs. Use them in appropriate tenses.</p><p>1</p><p>2</p><p>squander (v)  warning  dawn (v)  greed</p><p>whims  heed (v)  forethought  reclaim (v)  plea</p><p>a) We must heed the words of our leaders.</p><p>b) He won the lottery some years ago, but he soon squandered all his money gambling in</p><p>casinos and buying expensive cars.</p><p>c) It’s hard to predict a woman’s whims . Don’t you think so?</p><p>d) He was a very ambitious and cruel businessman, motivated only by his greed .</p><p>e) China overtook Japan and has just become the second economy in the world. Indeed, a new age</p><p>is dawning .</p><p>f) Her decision showed a lack of forethought .</p><p>g) She gave me a warning about the difficulties of the job.</p><p>h) Last Saturday, that tennis player reclaimed the title of world champion that she had lost</p><p>last year.</p><p>i) We’re making a plea to all companies to stop polluting the environment.</p><p>154 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_146A155_M20.indd 154 10/10/17 10:52 AM</p><p>Fill in the gaps with the verbs in parentheses in the passive voice (present).</p><p>How Is Chocolate Made from Cocoa Beans?</p><p>The pulp and the cocoa beans are removed (remove) and are placed (place)</p><p>in buckets for fermentation. Depending on the type of cacao tree and the manufacturer, the process can take a week or longer.</p><p>Fermentation gives the beans some semblance of the chocolate taste we like. Once the fermentation process is complete,</p><p>the cocoa beans are spread (spread) out so that they can dry naturally in the sun.</p><p>It is the dried beans that are shipped (ship) to chocolate manufacturers all over the world.</p><p>Once there, the beans are roasted (roast), much like coffee beans. Roasting intensifies the final</p><p>taste of the chocolate. When the beans are ready, then the shells are removed (remove). What you</p><p>are left (leave) with is the essence of the bean – cocoa butter and other chocolate solids. Now,</p><p>how chocolate is made (make) from this, read on.</p><p>Roasted cocoa beans</p><p>The shelled beans are ground (grind) by a machine into a paste that is referred (refer) to as chocolate</p><p>liquor even though it is not a liquid or contains alcohol. From here, it is a magical process, if you will, that varies from</p><p>manufacturer to manufacturer.</p><p>Even though some of the ingredients are trade secrets, the process is quite similar. The chocolate paste goes through a</p><p>machine that removes the cocoa butter. This leaves you with a powdery cocoa. Substances like cocoa butter, sugar, milk, oil</p><p>are added (add) to reconstitute the powder into chocolate. The last step in chocolate making is conching.</p><p>The chocolate is mixed (mix) in a large machine until it is the consistency the manufacturer likes. Then, the</p><p>chocolate is poured (pour) into molds and it is allowed (allow) to cool. After that it is wrapped</p><p>(wrap) up and it is packaged (package) for shipment.</p><p>Available at: <www.kids-cooking-activities.com/how-is-chocolate-made.html>. Accessed on: Aug. 25th, 2017.</p><p>3</p><p>H</p><p>a</p><p>n</p><p>s</p><p>G</p><p>e</p><p>e</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>155</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH9_EF2_INGLES_146A155_M20.indd 155 10/10/17 10:52 AM</p><p>21</p><p>MODULE</p><p>S</p><p>a</p><p>a</p><p>le</p><p>b</p><p>a</p><p>e</p><p>r/</p><p>W</p><p>ik</p><p>im</p><p>e</p><p>d</p><p>ia</p><p>C</p><p>o</p><p>m</p><p>m</p><p>o</p><p>n</p><p>s</p><p>/C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>e</p><p>C</p><p>o</p><p>m</p><p>m</p><p>o</p><p>n</p><p>s</p><p>(</p><p>s</p><p>o</p><p>b</p><p>l</p><p>ic</p><p>e</p><p>n</p><p>ç</p><p>a</p><p>C</p><p>C</p><p>0</p><p>1</p><p>.0</p><p>)</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to the topic</p><p>• A listening text</p><p>• Other tenses in the passive voice</p><p>• Active voice × passive voice</p><p>• Textual references: use of pronouns</p><p>and possessives</p><p>Skills</p><p>• Interpret an informative text.</p><p>• Reconstruct the meanings of a text</p><p>by applying basic reading strategies.</p><p>• Identify the meaning of words and</p><p>expressions in the context.</p><p>• Infer the message implicit in the text.</p><p>• Identify information from a listening text.</p><p>• Contrast and make use of the active</p><p>and passive voices.</p><p>“The Wall was brought down not</p><p>by Washington or Moscow, but by</p><p>courageous people from the East.”</p><p>Gerhard Schröder, Chancellor of Germany</p><p>from 1998 to 2005</p><p>156</p><p>THE BERLIN WALL</p><p>PH9_EF2_INGLES_156A163_M21.indd 156 10/10/17 10:53 AM</p><p>Look at the image and discuss the questions with your classmates and teacher.</p><p>First constructed in August 1961, the wall divided East</p><p>and West Berlin and stopped the post-war flow of deserters</p><p>(an estimated 3.5 million) from the Communist East to the</p><p>Democratic West. Personal answers.</p><p>a) From which side of the wall do you think this picture was</p><p>taken: East or West? Why?</p><p>b) Why do you think people painted the wall?</p><p>c) What was the purpose of the wall?</p><p>d) If you were on the East side, do you think you would have</p><p>tried to cross over to the West?</p><p>e) What would it be like if our city had a wall down the middle?</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Look at the maps and answer the questions.</p><p>a) What does map 1 show?</p><p>It shows Germany (divided into East and West).</p><p>b) What does map 2 show?</p><p>It shows Berlin (divided into East and West).</p><p>Map 1 Map 2</p><p>Berlin</p><p>North</p><p>Sea</p><p>Baltic</p><p>Sea</p><p>FRANCE</p><p>NETHERLANDS</p><p>BELGIUM</p><p>POLAND</p><p>FORMER</p><p>EAST</p><p>GERMANY</p><p>FORMER</p><p>WEST</p><p>GERMANY</p><p>LUXEMBOURG</p><p>DENMARK</p><p>CZECHOSLOVAKIA</p><p>52¼ N</p><p>150 km0</p><p>N</p><p>S</p><p>EW</p><p>AUSTRIA</p><p>LIECHTENSTEIN</p><p>SWITZERLAND</p><p>ITALY</p><p>5 km0</p><p>N</p><p>S</p><p>EW</p><p>EAST</p><p>GERMANY</p><p>East</p><p>Berlin</p><p>West</p><p>Berlin</p><p>Spree River</p><p>H</p><p>a</p><p>v</p><p>e</p><p>l</p><p>R</p><p>iv</p><p>e</p><p>r</p><p>Berlin Wall in 1961</p><p>Source: Le grand atlas de l'histoire mondiale. Encyclopedia Universalis France, 1985. (Adapted.)</p><p>D</p><p>a</p><p>v</p><p>id</p><p>G</p><p>ri</p><p>m</p><p>w</p><p>a</p><p>d</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>B</p><p>a</p><p>n</p><p>c</p><p>o</p><p>d</p><p>e</p><p>i</p><p>m</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>/A</p><p>rq</p><p>u</p><p>iv</p><p>o</p><p>d</p><p>a</p><p>e</p><p>d</p><p>it</p><p>o</p><p>ra</p><p>B</p><p>a</p><p>n</p><p>c</p><p>o</p><p>d</p><p>e</p><p>i</p><p>m</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>/A</p><p>rq</p><p>u</p><p>iv</p><p>o</p><p>d</p><p>a</p><p>e</p><p>d</p><p>it</p><p>o</p><p>ra</p><p>157</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>PH9_EF2_INGLES_156A163_M21.indd 157 10/10/17 10:53 AM</p><p>c) Do maps 1 and 2 show Germany and Berlin as they are today?</p><p>No, they don’t, because Germany and Berlin are divided on the maps and today they are not divided anymore.</p><p>d) Is Berlin located in East Germany or in West Germany on map 1?</p><p>It’s located in East Germany.</p><p>e) Do you know when Germany was divided?</p><p>Yes, I do. It was divided after the end of World War II./No, I don’t.</p><p>f) What physical barrier divided Berlin? What was it called?</p><p>A wall. It was called the Berlin Wall.</p><p>READING</p><p>Read and listen.</p><p>The Berlin Wall</p><p>Yelling cheering voices rang through the streets of Berlin, Germany. It was</p><p>midnight on November 9, 1989. The joyful crowd had gathered to tear down</p><p>the hated Berlin Wall.</p><p>A barrier and a symbol</p><p>The Berlin Wall – named Schandmauer (Wall of Shame) by Berliners –</p><p>divided Berlin from 1961 to 1988. About 27.5 miles (43 km) of concrete and</p><p>barbed wire, it created East Berlin and West Berlin, dividing families and</p><p>friends. The wall also became a symbol of the separation between democracy</p><p>and communism. Why was the wall built?</p><p>After World War II, defeated Germany and Berlin, its capital, were divided</p><p>among the victorious Allies. West Germany and West Berlin were allied to</p><p>the western democracies. They remained democratic. Communism and the</p><p>Soviet Union ruled East Germany and East Berlin.</p><p>The wall goes up</p><p>During the 1950s many people escaped from East Germany by crossing</p><p>into West Berlin. The Berlin Wall was built by the East Germans to stop the</p><p>escapes. As the world watched in shock, German soldiers laid bricks and</p><p>barbed wire to seal off East Berlin. Along the wall appeared guard towers and</p><p>searchlights. East German soldiers, armed with machine guns and German</p><p>shepherd dogs, patrolled nearby.</p><p>Crossing from East Berlin to West Berlin – without government</p><p>permission – was now almost impossible. Yet hundreds of East Germans</p><p>risked their lives to try.</p><p>The wall comes</p><p>down</p><p>Communism weakened in the 1980s. In 1989 East Germany announced</p><p>many government changes. Included was the opening of the Berlin Wall.</p><p>All that remains of the wall today are a few sections kept as reminders of a</p><p>divided Germany.</p><p>Available at: Boehm R. G., Armstrong D. G. & Hunkins F. P. Geography:</p><p>The world and its people. New York: McGraw-Hill, 1996.</p><p>1</p><p>30</p><p>D</p><p>in</p><p>o</p><p>F</p><p>ra</p><p>c</p><p>ch</p><p>ia</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>S</p><p>ip</p><p>a</p><p>/A</p><p>s</p><p>s</p><p>o</p><p>c</p><p>ia</p><p>te</p><p>d</p><p>P</p><p>re</p><p>s</p><p>s</p><p>/G</p><p>lo</p><p>w</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>158 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_156A163_M21.indd 158 10/10/17 10:53 AM</p><p>In relation to the maps in the pre-reading and the text, decide whether the following</p><p>statements are right (R) or wrong (W). Correct the wrong ones.</p><p>a) After the end of World War II, communism took control of the whole German territory. ( W )</p><p>Communism took control of East Germany only.</p><p>b) West Berlin was like an island in the communist area. ( R )</p><p>c) East Berlin remained separated from West Berlin for 21 years. ( W )</p><p>East Berlin remained separated from West Berlin for 28 years.</p><p>d) East Germans didn’t mind risking their lives to try to cross to West Berlin. ( R )</p><p>e) The fall of the Berlin Wall came after a bloody battle between East and West Germans. ( W )</p><p>The fall of the Berlin Wall came after East Germany announced many government changes, including the</p><p>opening of the Berlin Wall.</p><p>What do the words in bold refer to in the text?</p><p>a) […] it created East Berlin and West Berlin:</p><p>The Berlin Wall</p><p>b) Germany and Berlin, its capital, were divided […]:</p><p>Germany’s (capital)</p><p>c) They remained democratic.:</p><p>West Germany and West Berlin</p><p>d) […] hundreds of East Germans risked their lives to try.:</p><p>Hundreds of East Germans’ (lives)</p><p>2</p><p>3</p><p>Find in the text the words</p><p>or expressions that mean</p><p>the same as:</p><p>a) demolish using force:</p><p>tear down</p><p>b) encouraging:</p><p>cheering</p><p>c) wire with sharp</p><p>points twisted on</p><p>at intervals used</p><p>for making fences:</p><p>barbed wire</p><p>d) a fence, gate or bar</p><p>put up to defend, block,</p><p>protect, separate etc.:</p><p>barrier</p><p>e) echoed repeatedly:</p><p>rang</p><p>f) isolate (an area)</p><p>preventing entry by</p><p>unauthorized persons:</p><p>seal off</p><p>g) shouting aloud:</p><p>yelling</p><p>Useful language</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Read the following statement and answer the question: In your opinion, how did the Berlin</p><p>Wall affect the people from the East side? What were their feelings when the wall finally</p><p>came down? Personal answer.</p><p>“People didn’t have a choice when the wall went up. It trapped people on the East side</p><p>and they weren’t allowed into the West side.”</p><p>Possible answer suggestion: The population of Berlin was very unhappy with the Berlin Wall, it was restricting people’s</p><p>everyday activities. People who lived in East Berlin, but worked in West Berlin and vice versa could not go to their</p><p>jobs. Many people were suddenly temporarily unemployed and struggling to find jobs to make a living and feed their</p><p>families. East Berliners suffered the most because the Wall cost their freedom, the right to come and go as they</p><p>pleased and also they suffered other restrictions imposed by the government.</p><p>In my opinion, when the wall finally came down, people could hardly believe that was happening. People cheered,</p><p>shouted and cried out of happiness, and celebrated their freedom. I think it was a very emotional event. d</p><p>p</p><p>a</p><p>p</p><p>ic</p><p>tu</p><p>re</p><p>a</p><p>lli</p><p>a</p><p>n</p><p>c</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>159</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>PH9_EF2_INGLES_156A163_M21.indd 159 10/10/17 10:53 AM</p><p>LISTENING</p><p>Listen to Marion, an overseas student, talking about her memories of the Berlin Wall. Tick ( ü )</p><p>the correct alternative according to what you hear.</p><p>a) Marion</p><p>( ) wasn’t in Berlin when the wall went up.</p><p>( ü ) was visiting her parents when the wall came down.</p><p>( ) was visiting her relatives when the wall went up.</p><p>b) The Berlin Wall</p><p>( ) took a long time to be built and it wasn’t a surprise to anybody.</p><p>( ü ) was built overnight and Berliners were shocked when they woke up that morning.</p><p>( ) was a surprise to East Berliners, but it was welcomed by them when they saw it.</p><p>c) From the night the wall went up,</p><p>( ü ) people who were in either side of Berlin were stuck there and could not move to the</p><p>other side for decades.</p><p>( ) only West Berliners could cross the border to meet their family members and friends.</p><p>( ) people were only allowed to visit their family members living in the East side of the</p><p>wall.</p><p>d) Marion</p><p>( ) was living in Kentucky with her father when the wall came down.</p><p>( ü ) was living in Massachusetts with her husband and children when the wall came</p><p>down.</p><p>( ) was living in East Berlin with her husband and children when the wall came down.</p><p>e) Marion’s mother was</p><p>( ) American.</p><p>( ) English.</p><p>( ü ) German.</p><p>f) Marion</p><p>( ) was certain she would live to see the day that the wall would come down.</p><p>( ü ) regrets she wasn’t in Berlin the day the wall came down.</p><p>( ) and her parents were trapped in East Berlin when the wall came down.</p><p>PAIR WORK</p><p>Answer the following questions and share your answers with your partner. Personal answers.</p><p>a) Would you like to have been in Berlin to witness the historical fall of the wall? How would</p><p>you feel about that?</p><p>b) Which recent facts have you witnessed that may become part of the history of Brazil?</p><p>31</p><p>160 Ensino Fundamental 2 ¥ 9o ano</p><p>PH9_EF2_INGLES_156A163_M21.indd 160 10/10/17 10:53 AM</p><p>PASSIVE VOICE II</p><p>Do you remember the rules about how to form the passive voice in English? Read these</p><p>sentences and translate them.</p><p>a) Man destroys the environment. (active voice)</p><p>(subject) (object)</p><p>O homem destrói o meio ambiente.</p><p>b) The environment is destroyed by man. (passive voice)</p><p>(subject) (agent)</p><p>O meio ambiente é destruído pelo homem.</p><p>Now, deduce the rule:</p><p>a) The object of the active sentence becomes the subject</p><p>of the passive sentence.</p><p>b) The subject of the active sentence becomes the agent</p><p>of the passive sentence with the preposition by .</p><p>TENSES IN THE ACTIVE AND PASSIVE VOICES</p><p>Tenses Active voice Passive voice</p><p>Simple present destroy/destroys am/are/is destroyed</p><p>Present continuous am/are/is destroying am/are/is being destroyed</p><p>Simple past destroyed was/were destroyed</p><p>Past continuous was/were destroying was/were being destroyed</p><p>Simple future will destroy will be destroyed</p><p>Present perfect have/has destroyed have/has been destroyed</p><p>1</p><p>2</p><p>LANGUAGE WORK</p><p>LANGUAGE USAGE</p><p>Look at the table above and turn these sentences into the passive voice. Keep the same</p><p>tense as in the active voice.</p><p>a) The kids use the school bus very often.</p><p>The school bus is used by the kids very often.</p><p>b) My great-grandparents founded this city about 100 years ago.</p><p>This city was founded by my great-grandparents about 100 years ago.</p><p>c) My sister doesn’t clean the kitchen every day.</p><p>The kitchen is not cleaned by my sister every day.</p><p>d) Education changes people’s ideas.</p><p>People’s ideas are changed by education.</p><p>1</p><p>161</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>PH9_EF2_INGLES_156A163_M21.indd 161 10/10/17 10:53 AM</p><p>e) University students frequently organize protests against the government.</p><p>Protests against the government are frequently organized by university students.</p><p>f) Bram Stoker didn’t write Frankenstein. He wrote Dracula.</p><p>Frankenstein wasn’t written by Bram Stoker. Dracula was written by him.</p><p>Change these sentences from passive to active voice.</p><p>a) Those cameras are made by Nikon. Nikon makes those cameras.</p><p>b) The paintings were bought by a millionaire. A millionaire bought the paintings.</p><p>c) Hamlet was written by Shakespeare. Shakespeare wrote Hamlet.</p><p>d) A thief was arrested by the police this afternoon. The police arrested a thief this afternoon.</p><p>e) The girl was taken to the hospital by the ambulance. The ambulance took the girl to the hospital.</p><p>f) Edgar Allan Poe is read by a lot of people. A lot of people read Edgar Allan Poe.</p><p>Read the following text</p>