On Stage Volume 2 ALUNO

Prévia do material em texto

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Apresentação
E
sta obra adota uma visão sociointeracional e interdisciplinar para 
o estudo da língua inglesa no Ensino Médio. Ao longo das unidades 
didáticas que compõem a coleção são trabalhadas, de maneira 
integrada, sistemática e progressiva, as quatro habilidades linguísticas: 
compreensão escrita, produção escrita, compreensão auditiva e 
produção oral.
Ser capaz de compreender o que lê e o que ouve, em inglês, além de 
escrever e falar, são pré-requisitos para o aluno ampliar seu conhecimento 
de mundo, por meio de pesquisas em livros, jornais, revistas e da interação 
com pessoas de outros países, principalmente pela Internet. Essas práticas 
linguísticas visam ao desenvolvimento de competências e habilidades 
exigidas no Enem e nos demais exames de acesso à universidade ou no 
mundo do trabalho.
Além dos conteúdos linguísticos e discursivos, a coleção valoriza a 
oportunidade de abordar conteúdos de relevância sociocultural, como cidadania, 
solidariedade, ética, diversidade cultural, sustentabilidade, saúde, ciência e 
tecnologia, destacando valores importantes para a educação.
A escolha dos temas abordados nas unidades didáticas desta coleção reflete 
uma clara atitude interdisciplinar, ao estabelecer um constante diálogo entre o 
ensino de inglês e as outras disciplinas do currículo, visando à integração do 
conhecimento, à reflexão, ao debate e ao posicionamento crítico. Esses temas 
devem também despertar no aluno o espírito de solidariedade e de participação 
comunitária, assim como o interesse pela busca de soluções para os problemas 
que preocupam a todos nós, ajudando-nos a fazer deste país e do nosso planeta 
um lugar melhor para viver.
Ao longo dos três volumes desta coleção, aparecem muitos homens 
e mulheres, atores que se apresentaram no grande palco do mundo em 
diversos momentos da história da humanidade. Vamos saber de suas 
entradas e saídas de cena, seus sucessos e fracassos, cada um desses 
atores representando diversos papéis, interagindo com a natureza e o 
meio ambiente, comunicando-se, descobrindo, inventando, fazendo ciência, 
produzindo arte e tecnologia, lutando pela liberdade, enfim, atuando no 
espaço que compartilhamos.
O mundo inteiro é um palco e nele somos todos meros atores. Mas é isso 
que nos anima. Não somos espectadores. Somos atores. Podemos atuar, ter 
voz, tomar outra direção quando necessário. Seguindo as sábias palavras 
de Gandhi, podemos “ser a mudança que queremos ver no mundo”, fazer a 
nossa parte.
Visando à educação para a cidadania, esta coleção foi escrita com esse 
espírito de envolvimento, responsabilidade, participação, com todo o cuidado 
e no limite do nosso conhecimento. É a nossa parte, o papel que nos cabe 
desempenhar.
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Contents
4
Language Review 6
UNIT 1
Modern Paradoxes 9
Vocabulary: In Other Words; 
Finding Opposites; Words in 
Context; Noun Phrases
Structure: Adjectives – Comparatives; Comparative 
of Equality; Quantifiers
Listening & Speaking: Paradoxes of Our Time • 
Writing: E-mailing a Friend
Curriculum Links: Philosophy; Sociology
UNIT 2 
A Bright Idea 21
Vocabulary: In Other Words; 
Words in Context; 
Discourse Markers
Structure: Modal Verbs – Review; 
Adjectives – Comparatives and 
Superlative
Reading & Writing: Tourism Poster • Speaking & 
Listening: Some Bright Ideas
Curriculum Links: Philosophy; Sociology
UNIT 3
The Creation of the 
Amazon River 33
Vocabulary: Transparent 
Words; In Other Words; 
Words in Context
Structure: Past Progressive; 
Phrasal Verbs 
Listening & Writing: Fact File • Speaking: A Scary Story
Curriculum Links: Portuguese; Geography
Check Your English 1 45
UNIT 4
You Will Never Feel 
Lonely 49
Vocabulary: In Other Words; 
Word Formation: Suffixes 
-ness, -less and -ship; 
Discourse Markers Used to 
Express Contrast: but, however, although
Structure: Ways of Expressing Emphasis; Past 
Tenses: Simple Past, Past Progressive, Past 
Perfect; The Relative Pronoun that
Listening: Role Models • Speaking: Getting to Know 
You • Reading & Writing: What Exactly Did He Say?
Curriculum Links: Philosophy; Sociology
UNIT 5
The Universal Language 63
Vocabulary: In Other Words; 
Looking for Reference; Word 
Families; Noun Phrases
Structure: Countable and Uncountable Nouns; 
Prepositions – across and through
Listening: School Subjects • Listening & Speaking: 
Plans for the Future • Writing: Microblogging
Curriculum Links: Math
UNIT 6
Magnets and the Power 
of Attraction 75
Vocabulary: Like Poles or Opposite 
Poles? – Synonyms or Antonyms?; Function 
Words; Words in Context
Structure: Quantifiers – little; a little/few; a few; 
The Use of Will to Express Predictable Behavior; 
Phrasal Verbs
Listening: How to Make a Compass • Writing: A 
Science Project Report • Speaking: Reporting 
Your Project Results
Curriculum Links: Physics
Check Your English 2 87
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Contents 5
UNIT 7
The Chemistry of 
Making Bread 91
Vocabulary: In Other Words; 
Function Words; Noun Phrases; 
Odd Word Out
Structure: Modal Verbs: Would; Phrasal Verbs
Listening: At a Diner • Listening & Speaking: Let’s 
Get Something to Eat! • Reading & Writing: 
Making a Complaint
Curriculum Links: Biology; Chemistry; Philosophy; 
Sociology; History
UNIT 8
A NASA Invention for Daily Life 105
Vocabulary: Noun Phrases; Words 
in Context
Structure: Como dizer “como” – how, 
as, like; Numerals in Compound 
Adjectives; Indefinite Pronouns – 
some, any, no, none
Listening: World Water Day • Speaking: Water 
Consumption • Reading & Writing: Water 
Conservation Campaign
Curriculum Links: Biology; Chemistry 
UNIT 9
Eureka! 119
Vocabulary: In Other Words; 
Words in Context
Structure: Present Perfect – 
Indefinite Past
Speaking: What Have You Done? What Has 
Happened? • Listening: Promoting a Book • 
Writing: Dear Diary
Curriculum Links: Math; History
Check Your English 3 133
UNIT 10
The Interpretation of Dreams 139
Vocabulary: Noun or Verb? In Other 
Words; Looking for Reference; 
Word Formation – Suffixes
Structure: Present Perfect – since and for; 
Phrasal Verbs
Speaking: Getting to Know You • Speaking & 
Listening : Dreamland • Reading & Writing: 
Dreams and Mysteries
Curriculum Links: Biology; Philosophy
UNIT 11
A Science Odyssey – One Hundred 
Years of Discovery 151
Vocabulary: Word Families; Positive or Negative? 
Word Formation – Prefixes; In Other Words
Structure: Function Words; Indefinite Pronouns 
and Adverbs – Compound Forms; The … the with 
Comparatives (Parallel Increase)
Listening: Twentieth Century Inventions • Speaking: 
Have You Ever… ? • Writing: Preparing a To-Do List
Curriculum Links: History; Sociology; Philosophy
UNIT 12
Biopiracy 165
Vocabulary: In Other Words; Words in 
Context
Structure: Present Perfect Progressive; 
Prepositions – Between and Among; 
People – a Very Important Word
Listening: Açaí, the Amazing Amazonian Super Fruit 
• Speaking: Medicinal Plants from the Amazon 
Forest • Reading & Writing: Sarah’s Blog
Curriculum Links: Biology; History; Sociology
Check Your English 4 177
Minigrammar 185
Vocabulary 233
Index 243
Bibliography 246
Conteúdo do CD de Áudio 248
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Objetos 
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6
Read them and choose the correct answers.
1. Global warming is not a problem for the 
future. It now.
a. happen
b. happens
c. is happening
2. The pollution that is causing global warming 
 from human activity.
a. come
b. coming
c. comes
3. We what global warming and therefore 
we know what we have to do to solve that 
problem.
a. knows; cause
b. know; is causing
c. don’t know; are causing
4. Emperor penguins live in Antarctica. They 
 their entire lives on Antarctic ice and its 
waters.
a. are spending
b. spend
c. spends
5. Emperor penguins never Antarctica.
a. leaves
b. don't leave
c. leave
6. Trees the air. On the contrary, they it.
a. pollute; clean
b. do not pollute; clean
c. pollute; do not clean
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Here are some of the topics and grammar points from Book 1, for a quick review.
Language Review
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7Language Review
7. Trees take in water from the ground and 
carbon dioxide from the air, converting these 
materials into food for their use and .
a. our
b. your
c. ours
8. There is a deep hole in the sidewalk. I 
pretend I it. I in.
a. see; don’t fall
b. am seeing; am falling
c. don’t see; fall
9. life teach you a lesson sometimes? you 
learn from your mistakes?
a. Do; Do
b. Do; Does
c. Does; Do
10. “The pessimist about the wind; the optimist 
 it to change; the realist the sails.”
(William Arthur Ward)
a. adjust; complain; expect
b. complains; expects; adjusts
c. expects; adjusts; complains
11. Alberto Santos-Dumont in Paris where he 
his name as a pioneer of aviation.
a. lived; made
b. lives; makes
c. is living; is making
12. Santos-Dumont his 14-Bis in 1906.
a. build
b. builds
c. built
13. Mozart changed the world with his eternal 
music, but he a happy life.
a. doesn’t live
b. don’t live
c. didn’t live
14. Mozart more than 600 compositions of 
beautiful music.
a. is writing
b. writes
c. wrote
15. With the Internet, planet Earth is now a really 
small world. you live without it?
a. Does
b. Are
c. Can
16. I want to do something about that problem.
a. can
b. be able to
c. cannot
17. Domestic robots become quite common in 
the future.
a. will
b. are going
c. are
18. You to read a text about some incredible 
machines. What do you think it is going to be 
about?
a. will
b. are going
c. going
19. It’s cold in here. close the window?
a. Shall I
b. It’s going
c. It will
20. “A friend is a present you give .” 
(Robert Louis Stevenson)
a. yourself
b. myself
c. himself
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8 Language Review8 Language Review
21. The idea of altering a planet’s surface until 
Earth’s life forms survive there work, it’s 
possible to do it.
a. can; may
b. will; shall
c. could; would
22. Altering the surface of Mars to make it like 
Earth be more complex than it seems, but it 
 work.
a. can; did
b. will; may
c. might; does
23. Mars Earth in several important ways.
a. resemble
b. do resemble
c. does resemble
24. Too much eating is not healthy. You eat to 
live. You live to eat.
a. must; must not
b. must not; must
c. may; can
25. eat junk food. smoke. drink alcohol. 
drink soft drinks.
a. Didn’t; Didn’t; Didn’t; Didn’t
b. Doesn’t; Doesn’t; Doesn’t; Doesn’t
c. Don’t; Don’t; Don’t; Don’t
26. . If you are alive, there are lessons to be learned.
a. Learn
b. Learns
c. Don’t learn
27. That book tells you what you do to lead a 
happy life.
a. ought
b. won’t
c. should
28. Bananas be the reason monkeys are so 
happy all the time!
a. must
b. can
c. will
29. Bananas are high in potassium, a vital 
mineral, so you include them in your diet.
a. should
b. do
c. ought
30. A banana a day the doctor away.
a. keep
b. keeping
c. keeps
31. Americans enjoy one of the most luxurious 
lifestyles on Earth: Our food is plentiful. Our 
work is automated. Our leisure is effortless. 
And it’s killing .
a. we
b. they
c. us
32. You lose weight. Everybody . You are 
perfectly capable of doing it.
a. can; can
b. may; may
c. must; must
33. You starve yourself to lose weight. That’s not 
necessary.
a. must not
b. will not
c. don’t have to
34. I know I eat junk food, but when I see a bag 
of potato chips I simply resist temptation!
a. must; can
b. should; may not
c. mustn’t; can’t
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9
A paradox may be defined as a statement that seems to be absurd, impossible or difficult to 
understand because it contains two opposite facts. A classic example of a paradox is “I always lie, 
that’s why this sentence is false”. Does the picture above suggest a paradox? What is it? Do you 
agree that modern technology sometimes isolates people instead of bringing them together? What 
paradoxes do you expect to find in the text? Make your predictions and check them on reading the text. 
Modern 
Paradoxes
02 �e paradox of our 
time in history is that we 
have taller buildings but 
shorter tempers, wider 
freeways, but narrower 
viewpoints. And this is 
just the beginning…
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10 UNIT 1 Modern Paradoxes
Before You Read 
How can we interpret this ancient paradox? Choose the best answer.
 Socrates only knew what he thought 
was not important.
 Socrates’ admission of his own 
ignorance was in itself an evidence of 
wisdom.
 Socrates’ arrogance about his 
knowledge was influenced by his 
ignorance.
Time to Read
Now read the text quickly (don’t stop at words you don’t know) to 
understand the main idea and check your predictions.
T
he paradox of our time is that we spend 
more, but have less, we buy more, but enjoy 
less. We have bigger houses and smaller families, 
more comforts, but less time. We have more 
information, but less knowledge, more questions, 
but fewer answers. We build more computers 
to hold more information, but we communicate 
with each other less and less. We have more 
possessions, but fewer values. We are now long on 
quantity, but short on quality.
We eat too much, laugh too little, drive too fast, 
get too angry, read too little, watch TV too much.
We know much about the Moon and Mars, but avoid 
crossing the street to meet a new neighbor. We are 
masters of outer space but not of inner space. We say “yes” to a bigger car in the showroom, but 
“no” to a homeless street kid who tries to sell us a bag of cookies.
These are the times of fast foods and slow digestion, tall men and short character, large profits 
and shallow relationships. These are the days of luxurious houses, but broken homes. These are 
the times of more leisure, but less fun, overweight bodies, but selfish souls. 
It is a time when technology brings this message to you, and a time you can choose either to 
make a difference and pass it on, or to just hit “delete”.
(Adapted from: MOOREHEAD, Bob. The Paradox of Our Time. Available at: <www.xdude.com/paradox.htm>. Access: Mar. 25, 2013.)jo
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Modern Paradoxes UNIT 1 11
General Comprehension
Finding the Main Idea 
Which of these sentences from the text best summarizes its main idea?
a. We have bigger houses and smaller families.
b. It is a time when technology brings this message to you.
c. We know much about the Moon and Mars.
d. We have more possessions, but fewer values.
e. We read too little, watch TV too much.
Word Study
In Other Words 
Find words or phrases in the text that mean the same as the definitions 
and phrases below. They appear in the same order in the text.
a. a tendency to get angry very quickly 
b. a way of considering something 
c. try not to cross 
d. not deep 
e. very expensive and comfortable 
f. families where the parents are divorced and the children suffer 
as a result 
g. the time when you are not working 
h. too heavy and fat 
i. caring only about yourself and not about the others 
j. one or the other of two possibilities 
Finding Opposites 
Scan the text to find the words that are antonyms of the words below.
a. fast 
b. work 
c. sell 
d. ignorance 
e. taller 
f. less 
g. bigger 
h. altruistic, selfless 
i. tall 
j. outer 
k. questions 
l. calm 
m. wider 
n. fewer 
o. deep 
p. bodies 
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12 UNIT 1 Modern Paradoxes
Words in Context 
Complete the sentences with the correct words, as adequate.
a. You should drinking if you are going to drive.
 bring hit avoid choose sell
b. You have a clear option here: you can drink water or not drive.
 either each other less more less and less
c. If you drive too you may have an accident.
 long, short, tall, large, fast,
d. When you get an interesting message on the Internet, you should .
 pass it on hit “delete” get angry sell it avoid it
e. A kid lives on the streets.
 slow selfish homeless shallow luxurious
f. If you often eat at fast food restaurants, you may .
 make a difference become overweight
 choose a bag of cookies have more leisure drink too much
g. The good life is inspired by love and guided by . (Bertrand Russell)
 the Moon profits digestion masters knowledge
Noun Phrases 
Scan the text to find the words that are missing in these expressions:
a. digestion digestão lenta
b. large grandes lucros
c. space espaço exterior
d. a new um novo vizinho
e. homes lares desfeitos
f. less menos conhecimento
g. souls almas egoístas
h. more mais informações
i. buildings edifícios mais altos
j. space espaço interior
Detailed Comprehension 
Choose the best alternative to complete each sentence according to the text.
a. If you have narrow viewpoints,
 you are an broad-minded person.
 you do not accept opinions that are different from yours.
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13Modern Paradoxes UNIT 1 
b. Some people drive too fast 
d. Someone who has a short temper
e. When businessmen have large profits
f. In times of more leisure, people
h. Shallow relationships often result in
i. People who eat too much generally have 
k. A selfish soul
j. We are not masters of inner space, so
g. When you receive a message on the Internet and hit “delete”,
c. If you avoid meeting a new neighbor,
 you ignore someone who lives 
very near you.
 you choose to cross the street and 
walk away.
 you pass it on. you remove that information from 
your computer.
 we have no control over our 
personal feelings.
 we have wider viewpoints.
 on wide freeways. on narrow streets.
 often gets too angry. watches TV too much.
 they get too angry. they make a lot of money.
 have less fun. work less.
 broken homes. more comforts.
 overweight bodies. smaller families.
 does not care about other people does not have fewer answers.
STRUCTURE
Adjectives – Comparatives
Observe os adjetivos em destaque nesta frase 
de Modern Paradoxes:
The paradox of our time in history is that we 
have taller buildings but shorter tempers, 
wider freeways, but narrower viewpoints.
O texto apresenta uma série de comparações 
entre fatos, hábitos, realizações, exemplos da vida 
moderna em contraste com o passado.
(Now) We have taller buildings (than those 
buildings of the past).
Nesse exemplo, o segundo elemento da 
comparação não foi expresso, ficou apenas 
subentendido. Para fazer comparações entre dois 
elementos, expressos ou subentendidos, usam-se 
adjetivos no grau comparativo de superioridade. 
A formação do grau comparativo dos adjetivos é 
feita das seguintes maneiras:
Nos adjetivos curtos, de uma sílaba, 
adiciona-se -er. Quando o adjetivo termina 
em -e adiciona-se apenas -r:
tall taller
short shorter
small smaller
wide wider
large larger
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14 UNIT 1 Modern Paradoxes
Algumas alterações ortográficas
 Nos adjetivos de uma sílaba terminados na 
sequência consoante-vogal-consoante, dobra-se a 
consoante final antes do acréscimo de -er. 
big » bigger hot » hotter
thin » thinner fat » fatter
wet » wetter slim » slimmer
 Alguns adjetivos têm formas irregulares no 
comparativo de superioridade. Os mais comuns são:
good » better bad » worse
far » farther/further old » older/elder
little » less much/many » more
To make things clearer
• Vimos a terminação -er aplicada a um adjetivo, com o 
sentido de “mais”, para a formação do grau comparativo de 
superioridade: colder, stronger, larger etc.
• É bom não confundir com a terminação -er 
aplicada a alguns verbos para a formação de 
substantivos que designam aquele ou aquilo que faz a 
ação: teacher, driver, writer, computer etc.
• A terminação -er pode também designar o cidadão de 
algumas cidades: New Yorker, Londoner, Berliner.
• O sufixo -er pode ainda ser aplicado a alguns 
advérbios, principalmente os de lugar, para a formação 
de adjetivos a eles relacionados: outer, inner, upper.
• Finalmente, a palavra pode terminar em -er, sem 
que isso traga alguma indicação específica de sentido: 
master, character, either etc. 
Nos adjetivos de duas sílabas terminados 
em -y, troca-se o -y por -i e acrescenta-se -er:
easy easier
dirty dirtier
funny funnier
happy happier
pretty prettier
Nos adjetivos de duas sílabas em geral 
usa-se more (mais) antes do adjetivo:
modern more modern
careful more careful
famous more famous
boring more boring
Com alguns adjetivos dissilábicos, as duas 
formas são possíveis.
narrow narrower ou more narrow
common commoner ou more common
polite politer ou more polite
pleasant pleasanter ou more pleasant
Os adjetivos de três ou mais sílabas são 
precedidos de more no comparativo: 
beautiful more beautiful
difficult more difficult
intelligent more intelligent
interesting more interesting
1. Scan the text and find the sentences that 
correspond to:
a. Nós temos casas maiores e famílias menores.
b. Nós temos prédios mais altos e 
temperamento mais irascível.
c. Nós temos autoestradas mais largas e pontos 
de vista mais estreitos.2. Taking turns with a classmate, ask and 
answer questions making comparisons 
between the elements in parentheses.
a. (Antarctica – America: cold)
b. (Antarctica – Brazil: populous)
c. (Antarctica – Brazil: big)
Importante: Nas comparações de 
superioridade em que se mencionam 
expressamente os dois elementos da 
comparação, a palavra que segue o adjetivo é 
than (do que) e não that (que).
Freeways are wider than streets.
Values are more important than possessions.
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15Modern Paradoxes UNIT 1 
d. (possessions – values: important)
e. (a car – a computer: expensive)
f. (English – Chinese: easy)
g. (quantity – quality: good)
h. (the Moon – Mars: distant)
Comparative of Equality
Para formar o grau comparativo de igualdade, usa-se a estrutura:
as + adjective + as: tão + adjetivo + quanto
Values are as important as qualities.
Quando o sentido é negativo, pode-se usar not as + adjective + as ou not so + adjective + as:
Possessions are not important as values.as
so
How do you say this in English?
a. “Não” é tão fácil quanto “Sim”. 
b. Perguntas são tão difíceis quanto respostas. 
c. Computadores não são tão caros quanto carros. 
d. A Lua não é tão distante (distant) quanto Marte. 
Quantifiers
Observe as expressões de quantidade abaixo: as do lado esquerdo acompanham substantivos de ideia 
positiva, que expressam quantidade ou número em algum grau positivo; as da direita expressam escassez.
much: muito (incontáveis)
many: muitos (contáveis)
more: mais (singular ou plural)
more and more: cada vez mais
too much: demais (singular)
too many: demais (plural)
so much: tanto 
so many: tantos 
very much: muito 
very many: muitos 
how much?: quanto?
how many?: quantos?
too + adjetivo/advérbio: demais
enough: suficiente, bastante (singular ou plural)
little: pouco (incontáveis)
few: poucos (contáveis)
less: menos (singular)
fewer: menos (plural)
less and less: cada vez menos
too little: de menos (singular)
too few: de menos (plural)
so little: tão pouco 
so few: tão poucos 
very little: muito pouco 
very few: muito poucos
 To learn more 
about this topic, go to 
MINIGRAMMAR 19/20.
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16 UNIT 1 Modern Paradoxes
1. Now complete the sentences with the correct quantifiers, according to 
Modern Paradoxes.
a. do we eat? do we exercise?
b. We eat and exercise .
c. possessions do we have? values?
d. These are the times of leisure, but fun.
e. We know about the Moon and Mars.
f. Now we have possessions but values.
g. We read .
Para expressar uma relação entre duas ações ou acontecimentos paralelos, o 
equivalente em português a “quanto mais… mais…”, usam-se dois comparativos 
precedidos de the.
2. Complete the sentences with the words from the box.
sooner • more • wiser • more • faster • older
a. The you read, the you learn. 
b. The we get, the we should become. 
c. The we walk, the we’ll get there.
Paradoxes of Our Time 
1. Match the columns to form paradoxes.
a. Too many cars,
b. A lot of work,
c. A lot of virtual friends,
d. So many social networks,
e. So many luxurious houses,
f. So much food waste,
( ) so little time to do it.
( ) so little real communication.
( ) so many people living on the streets.
( ) little affection among those “friends”.
( ) so many people starving.
( ) not enough roads.
LISTENING & SPEAKING
2. Listen, write and check.
03 Ms. Gamboa, professora de uma escola de inglês na Savassi, Belo 
Horizonte, pediu a seus alunos que, com base no texto principal desta 
Unit, escolhessem e apresentassem o modern paradox que mais os 
impressionou.
Dlillc/Corbis/Latinstock
The more I see 
you, the more I 
love you! 
 To learn more 
about this topic, go to 
MINIGRAMMAR 13.
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17Modern Paradoxes UNIT 1 
Vamos ouvir um trecho dessa conversa. Fique atento aos nomes dos alunos para identificar as 
imagens a seguir, relacionando-as com o que eles dizem.
a. Write the name of the student next to each picture.
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b. Now check ( ) the right column, according to each student’s profile. 
Joana Felipe Eduardo Estela
does volunteer work 
would like to get more attention from his parents
believes people should take more mental and physical exercise
would like to communicate more 
3. Talk to a classmate about the paradoxes discussed in activity 1 and those that can be found 
in the text: What about those paradoxes? Are they present in your daily life? How are they 
present? Give examples.
 The dialogue below may help you: 
 Do you agree that there are too many cars, but not enough roads?
Yes, I do. Actually, there are too many cars and too many motorbikes!
Is that a problem in your neighborhood, too? 
No, it isn’t. In my neighborhood, the traffic is not so heavy. 
WRITING
E-mailing a Friend
1. Read and answer.
Anne Marie Valery é sua e-pal parisiense, a estudante francesa com quem você se 
corresponde por correio eletrônico – in English, the international language! Ela enviou 
um novo e-mail com a seguinte mensagem:
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18 UNIT 1 Modern Paradoxes
2. Now reply to her e-mail.
Pesquise, com o seu professor de Geografia, em livros, atlas, enciclopédias ou na 
Internet, as informações necessárias para responder às perguntas de sua e-pal. 
Em seguida, escreva um e-mail com as respostas, usando o seu nome verdadeiro.
Procure usar algumas expressões e recursos comuns nas mensagens de 
e-mail, como o cumprimento, a despedida, os emoticons – como ;-) e :-D 
– e algumas abreviações – como asap (as soon as possible), fyi (for your 
information), btw (by the way), entre outras.
Inbox (2)
Sent
Drafts
Trash
SENDE-MAIL SAVE DISCARD
Hi, Betinho*!
Hey, how’s everything? Are you still very busy at school? Well, I have some 
extra work for you… My Geography teacher assigned me a comparative study 
between Brazil and its neighbors. You’re my special e-pal in Brazil, so… Can you 
send me data and info about your country?
 Is it larger than Argentina?
 Is it wider than Peru?
 Is it older than Uruguay?
 Is it richer than Paraguay?
 Is it more populous than Bolivia?
Please send me all the information you think is interesting. ;-). And please do 
it asap . :-D
Many thanks again.
Best,
Anne Marie Valery
* You told me your name is Roberto, but everybody calls you Betinho, so…
To: robertomendes@email.com
Subject: Making Comparisons – South America
Cc:
Hi, Anne Marie!
Brazil is larger than Argentina. Brazil’s surface area (8.514 million km2) 
is much larger than Argentina (2.780 million km2)...
To: annemarie.v@plafond.com
Subject: Making Comparisons – South America
Inbox (2)
Sent
Drafts
Trash
SENDE-MAIL SAVE DISCARD
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Another Look at...
19Modern Paradoxes UNIT 1 
The United States is the most powerful and the biggest economy in the world. Its GDP 
(Gross Domestic Productper capita) is US$48,112 (in 2011), as compared to Brazil GDP: 
US$ 12,594. The man in the picture on the left is a citizen of the United Sates. 
His companion is a beggar's cup. The woman in the picture on the right is a citizen 
of the United States as well. Her “companion” is a shopping bag.
(Source: GDP per capita (current US$). 
Available at: <http://data.worldbank.org/indicator/NY.GDP.PCAP.CD>. Access: Feb. 8, 2013>). 
a. We have more possessions, but fewer values.
b. We have wider freeways, but narrower viewpoints. 
c. We have taller buildings, but shorter tempers.
d. We are now long on quantity, but short on quality.
e. We say “yes” to a bigger car in the showroom, but “no” to a homeless street kid who 
tries to sell us a bag of cookies.
f. We have more information, but less knowledge.
g. We spend more, but have less.
Would you say we have a similar problem in our country? What can you do to help 
solve that problem?
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Observe the pictures, read the caption and think about their message. Then have 
another look at the modern paradoxes contained in the sentences below and check 
those that, in your opinion, are somehow related to the pictures.
Modern Paradoxes
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20 UNIT 1 Modern Paradoxes
THINK
ABOUT IT
O texto principal desta unidade denuncia alguns aspectos sombrios da sociedade moderna e sugere a solução para enfrentá-los. We have 
more possessions, but fewer values. É preciso recuperar 
esses valores. De fato, uma sociedade rica em produtos 
materiais e avanços tecnológicos é a mesma que 
assiste, impotente, a tragédias inexplicáveis, sintomas 
de que essa sociedade está doente: terrorismo, fanatismo, 
políticas hipócritas que fazem a alegria da indústria das 
guerras, a continuação da injustiça social, a exploração do 
próximo, o trabalho infantil, o capitalismo selvagem, o consumismo exacerbado, 
o crime e a violência de todos os dias… Mas nós insistimos em acreditar que o 
ser humano é basicamente bom e 
que é preciso nunca desistir dessa 
crença. Vivemos num mundo onde 
tudo pode acontecer, de bom e 
de mau, a qualquer momento. 
Precisamos preservar e pôr em 
prática nossos melhores valores, 
sacudir a acomodação e o egoísmo, 
praticar a solidariedade que nos 
faz descobrir que somos todos 
irmãos quando uma tragédia 
se abate sobre alguns, como 
no caso dos desastres naturais, 
hoje infelizmente cada vez mais 
frequentes. Precisamos ter sempre 
presente que podemos, cada um, 
fazer a sua parte.
Discuss this issue with your classmates and teachers, especially 
your Philosophy and Sociology teachers.
THINK
ABOUT IT
Exploring Other Sources
ORWELL, George. A revolução dos bichos. São Paulo: Cia das Letras, 2007.
WILDE, Oscar. The Happy Prince and Other Stories. London: Penguin Books, 1994. (Penguin 
Popular Classics).
APROXIMAR X afastar: o paradoxo da comunicação moderna. Available at: <www.puc-rio.br/
vestibular/repositorio/redacoes/redacao13.html>. Access: Mar. 26, 2013.
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When faced with a challenge or a problem, we naturally try to have a good idea or find a way 
out of the problem. A clever, brilliant, bright idea. What kind of bright idea does the title refer 
to, can you guess? What kind of challenge do you think we’ll read about in the text? Make 
some predictions and check them as you read. 
A Bright Idea
04 Ideas are like rabbits. 
You get a couple, learn how 
to handle them, and pretty 
soon you have a dozen.
John Steinbeck
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22 UNIT 2 A Bright Idea
Before You Read 
Some words from the text have a positive meaning, they are “good news” 
(GN). Others have a negative meaning, they are “bad news” (BN). Check 
the correct column.
GN BN GN BN
a. bright f. dark
b. ill g. expensive
c. reward h. gift
d. warm i. glow
e. cleverest j. intelligent
Time to Read 
Now read the text quickly to understand the main idea and check your 
predictions.
READING
he richest man in a Chinese town many years ago was old and 
ill. He called his three sons to him and said, “I have a challenge 
for you. I’ll reward the son who is the most intelligent. Each of 
you take one coin and buy something that will fill my room.”
The oldest son went to the market, but at first he could not 
decide whether he should buy flowers or straw. Finally he thought, 
“Flowers take up less space than straw. And they are more 
expensive.” So he bought straw. The second son also went to the 
market but he could not decide whether to buy paper or feathers. 
“Feathers are lighter than paper. And they are cheaper.” So he 
bought feathers. The youngest son thought and thought, “What can 
I buy with this coin that will fill a whole room?” At last he found his 
answer and bought something.
That evening, the three sons returned to their father’s room, each 
with his gift. The oldest son spread his straw, but it covered only one 
small corner; the second spread the feathers, but they filled only two 
corners. Quietly, the youngest son showed a candle and lighted it 
with a match. The whole dark room filled with a warm glow.
The old man smiled and said, “You are my youngest son, but you 
are the cleverest. The reward is yours.”
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23A Bright Idea UNIT 2 
General Comprehension
Finding the Main Idea 
Match each paragraph with its main idea.
Paragraph 1 ( ) The brightest son gets the reward.
Paragraph 2 ( ) A soft light fills a dark room.
Paragraph 3 ( ) Three coins and one challenge.
Paragraph 4 ( ) At the market: three men, three different decisions.
At a Glance 
Look at the pictures and the words in the box. Write the number that corresponds to each word.
1. straw • 2. a candle • 3. flowers • 4. a match • 5. a coin • 6. a feather • 7. a rabbit • 8. paper
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24 UNIT 2 A Bright Idea
Word Study
In Other Words 
Match each word or phrase in bold with its meaning or definition.
a. but at first he could
b. flowers take up less space
c. he could not decide whether to 
buy
d. at last he found his answer
e. (he) spread his straw
f. the youngest son showed a candle 
and lighted it
g. with a warm glow
h. I’ll reward the son who
i. I have a challenge for you.
( ) occupy, fill
( ) if he should buy
( ) in the beginning
( ) pleasant soft light
( ) made it start to burn
( ) finally he discovered
( ) covered the area with
( ) something difficult, that needsa lot 
of skill and intelligence to deal with
( ) give something to someone because 
they have done something good
Words in Context
Choose the correct word to complete each sentence. The context will help you.
a. The old man called his sons and presented a to them.
 gift reward challenge market paper
b. A young person has experience than an old one.
 more most less little least
c. If you need half a dozen eggs for a cake, you need eggs.
 a couple twelve a hundred six twenty
d. cover a bird’s body.
 Flowers Corners Rabbits Feathers Straw
e. That ballet dancer is as as a feather.
 light small dark ill cheap
f. My glass was empty, but I’ve it with water. Now it’s full.
 showed bought found thought filled
g. Feathers are lighter than paper and they are cheaper. They are not so .
 expensive warm bright rich young
h. We have a very serious situation here. Do you think you can it?
 reward learn handle light spread
i. It’s dark in here. I have a candle, but I don’t have a to light it.
 coin room glow match town
j. I don’t want to much of your time. I know you’re a busy person.
 return take up smile cover call
Rassk
azov/Shutterstock/Glow Images
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25A Bright Idea UNIT 2 
Discourse Markers
Match each discourse marker in bold on column A with its meaning or function on column B.
A B
Introduction
a. ideas are like rabbits ( ) introduces a doubt (= if)
b. and pretty soon ( ) shows the first of a sequence of facts
Paragraph 2
c. whether to buy
( ) introduces an action that happens within a 
short time from now 
d. at first he could not decide ( ) expresses consequence 
e. so he bought straw ( ) expresses a similarity
f. at last he found ( ) shows the last of a sequence of facts
Detailed Comprehension 
Choose the alternative that best completes each sentence according to the text.
a. The rich old man 
 called his three sons because they were ill.
 became very ill after he called his three sons.
 called his three sons because he was very ill.
 became very ill because he called his three sons.
b. The old man said that he would give a reward to of his three sons.
 more intelligent the cleverest the cleverer the least intelligent
c. The rich old man 
 wanted one of his sons to fill his room with coins.
 told his sons to spend not more than a coin each.
 did not want to test his sons’ intelligence.
 told his sons he would reward them with a coin each.
d. The oldest son decided to buy straw because it takes more space than 
flowers and also because
 it is cheaper. it is more expensive. it is not so cheap. it is heavier.
e. The second son decided to buy feathers because they are cheap and very 
light. Feathers are one of things you can buy.
 the heaviest lighter heavier the lightest
f. The youngest son bought something that is very .
 dark. small. expensive. heavy.
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26 UNIT 2 A Bright Idea
g. “At last he found his answer” means that 
 he was the last of the three sons to buy something.
 he immediately decided what to buy.
 it was not easy for him to make his choice.
 he bought the last candle in the market.
h. The three sons came back to their father’s room 
 the next morning.
 on the following evening.
 while it was still light.
 after dark.
i. The whole dark room filled with a warm glow because 
 the youngest son lighted it with a match.
 one of the sons turned on the light.
 a candle gives a soft light while it burns.
 the youngest son lighted the straw with a candle.
STRUCTURE
Modal Verbs – Review
No texto desta unidade há vários exemplos de uso dos modal verbs já 
estudados nas unidades anteriores.
Match the columns to find the ideas expressed by the modal verbs in bold: 
a. I’ll reward the son who is the 
most intelligent.
b. and buy something that will fill 
my room.
c. but at first he could not decide
d. whether he should buy flowers or 
straw.
e. What can I buy with this coin?
( ) incapacidade descrita no 
passado
( ) promessa de fazer uma ação 
futura
( ) possibilidade indagada no 
presente
( ) certeza quanto a um 
acontecimento futuro
( ) recomendação quanto a uma 
certa ação
Adjectives – Comparatives and Superlatives
Observe algumas frases de A Bright Idea.
a. The richest man in a Chinese town many years ago… 
b. Flowers are more expensive than straw. 
c. Feathers are lighter than paper. And they are cheaper. 
d. You are my youngest son, but you are the most intelligent.
Em que frases há uma comparação entre dois elementos? 
Que elementos são comparados nessas frases? 
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27A Bright Idea UNIT 2 
Na frase b, expensive, exemplo de um adjetivo 
longo, foi precedido de more, que corresponde a 
“mais”, para a formação do grau comparativo de 
superioridade. E na frase c, os adjetivos curtos 
light e cheap foram acrescidos do sufixo -er.
Agora leia novamente as frases da página 
anterior e assinale as frases em que um 
elemento é destacado em relação ao restante.
Qual é o elemento de destaque em cada uma 
dessas frases? 
Os adjetivos usados para destacar um 
elemento em relação a todos os outros estão no 
grau superlativo.
Em vez de -er, qual é o sufixo usado para 
formar o superlativo dos adjetivos curtos?
Que adjetivos assim formados aparecem nas 
frases do quadro da página anterior? 
Em vez de more, qual é a palavra, também 
correspondente a “mais”, usada antes dos 
adjetivos longos, no superlativo?
Que adjetivo longo, usado no grau superlativo de 
superioridade, aparece em uma dessas frases?
O superlativo dos adjetivos curtos é feito pelo 
acréscimo de -est e, no caso dos adjetivos longos, 
usa-se most. Pode haver algumas alterações 
ortográficas, dependendo da terminação desses 
adjetivos. Observe o uso de the antes do superlativo.
Superlative
Acrescenta-se -est aos adjetivos curtos, de 
uma sílaba só:
old oldest cold coldest tall tallest
Curitiba is one of the coldest cities in Brazil.
Nos adjetivos curtos terminados em 
consoante-vogal-consoante, dobra-se a 
consoante e acrescenta-se -est.
big biggest hot hottest thin thinnest
Manaus is one of the hottest cities in Brazil.
Nos adjetivos de duas sílabas terminados em 
-y, troca-se o y por i e acrescenta-se -est: 
happy happiest friendly friendliest
easy easiest funny funniest
Brazilians are one of the friendliest peoples in 
the world.
Com os adjetivos de duas sílabas, em geral, 
usa-se most antes do adjetivo.
ancient most ancient
modern most modern
recent most recent
Belo Horizonte is one of the most modern cities 
in Brazil.
Com os adjetivos de três ou mais sílabas, 
usa-se most antes do adjetivo.
intelligent most intelligent
difficult most difficult
powerful most powerful
The Amazon River is the most powerful in the world.
Alguns adjetivos têm formas irregulares no 
superlativo.
good best
bad worst
far farthest/furthest
USP is one of the best universities in Brazil.
1. Now complete the sentences with the 
comparative or superlative form of the adjectives 
in parentheses, according to A Bright Idea.
a. Paper is than 
feathers. (expensive)
b. The man in that Chinese town 
was old and ill. (rich)
c. Straw is than flowers. (light)
d. The young man had a idea than 
his brothers did. (good)
e. The young man’s idea was the of 
all. (bright)
f. The son was the 
 of the rich man’s 
sons. (young– intelligent)
g. Flowers are than feathers. (heavy)
h. Roses are one of the 
flowers in the market. (expensive)
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28 UNIT 2 A Bright Idea
2. Complete the text with the superlative form of the adjectives in 
parentheses.
 China is a land of superlatives. It is the (large) country in 
East Asia and the (populous) – 1.35 billion 
people (2013)– in the world. It contains the Great Wall of China, which 
is the world’s (long) human-made structure, and some of 
the world’s (ancient) architecture. It is home to some of the 
world’s (tall) buildings. China shares with Nepal the world’s 
 (high) mountain – Everest –, and has the fourth 
(large) desert – the Gobi – and the fifth (long) river – the 
Yangtze. Things are happening so fast that in just 10 years China will 
probably be the (powerful) economy in the world. 
How do you say “Hi, boss!” in Chinese?
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READING & WRITING
Tourism Poster
1. The following sentences are about Brazil. Choose from the adjectives in the 
box and use them in the superlative form to complete each sentence, as 
appropriate. One of those superlative forms will be used more than the others.
high • long • large • fast
BRAZIL – LAND OF SUPERLATIVES
a. The country in South America.
b. The fifth in the world.
c. The Amazon is one of the world’s rivers.
d. The Amazon Forest is the world’s rain forest.
 To learn more 
about this topic, go to 
MINIGRAMMAR 19/20.
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29A Bright Idea UNIT 2 
e. The Iguaçu Falls are one of the waterfalls.
f. The Pantanal is one of the world’s freshwater wetlands.
g. One of the growing economies in the world. 
2. Look at the tourism poster and check ( ) the correct alternative.
 The poster aims to sell 
national products. 
 To attract tourists, 
the poster shows 
the good qualities of 
the country, with an 
emphasis on its people.
 The poster doesn’t 
emphasize the good 
qualities of the 
country, only the 
qualities of the people. 
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3. Now it’s your turn. With a classmate, choose a picture, a theme and 
create your tourism poster. You can focus on your region, city or in Brazil. 
The images below may help you.
Great beaches, great landscapes, great 
food and great people! Brazilians are one 
of the friendliest peoples in the world!
COME TO BRAZIL! 
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30 UNIT 2 A Bright Idea
Some Bright Ideas
1. Bright ideas that can contribute to improving the people’s quality of life 
are always welcome. Read the topics below and number them from 1 to 6 
according to how important you think they are for that purpose.
 public transportation safety technology
 public universities leisure roads 
2. Discuss with one or two of your classmates about the topics you have 
found most important. The phrases below may be helpful for reference. 
In my opinion, • The most important item • I think •
Why? • It’s because • I understand, but I don’t agree •
05 3. The Bright Idea Awards are given to special people for their 
contributions to solving society’s problems, such as pollution, inefficient 
means of transport, and lack of leisure centers. Listen to the CD, pay 
attention to the m.c. (master of the ceremonies) in the awarding ceremony 
and number the images according to the order in which the awards are given. 
4. Listen again and choose the right words from the box to complete each 
sentence.
has revolutionized • stressed • last year • noise-free • reduces • small
a. Peter’s invention CO2 emissions.
b. According to Mary, we get if we don’t have fun.
c. Mary and her team designed and built amusement parks all 
over the city .
d. Daniel transportation in the city.
e. Besides being comfortable, the buses designed by Daniel Murray are 
.
SPEAKING & LISTENING
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31A Bright Idea UNIT 2 
Good, better, best,
Never let it rest.
Till your good is better
And your better… best!
Look at the pictures below. In your opinion, which of these pictures gives 
the best illustration of this little poem? 
Doing Your Best
As light as a feather
I'm the winner!
Almost there!
A happy clown
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32 UNIT 2 A Bright Idea
THINK
ABOUT IT
A atitude do velho chinês pode ser entendida simplesmente pelo ângulo objetivo, como um desafio que ele propôs à inteligência dos filhos. 
Podemos, também, deixar livre a imaginação e explorar 
essa história um pouco mais fundo, interpretando-a 
como uma metáfora. Por esse ângulo, mais poético, o 
quarto poderia representar a vida, e o pai pretendia que 
os filhos descobrissem o que pode ocupar plenamente a 
vida de uma pessoa. Poderíamos interpretar a mensagem 
dessa história como uma mostra de que os valores materiais, 
representados pela palha e pelas penas trazidas pelos irmãos mais velhos, 
não são capazes de encher plenamente o espaço da nossa vida, missão só 
possível aos valores espirituais, representados pela luz da vela. O jovem mais 
inteligente é o que tem esse insight. O que você pensa disso? Na sua opinião, 
as pessoas costumam valorizar mais o dinheiro e os bens materiais do que 
os valores espirituais, como a amizade, a solidariedade, o amor? O que é 
realmente importante 
para preencher a nossa 
vida, para torná-la feliz 
e plena? Você teria 
outra interpretação para 
essa história? Debata o 
tema com seus colegas 
e professores. Leia a 
história (in English, 
of course!) para seus 
amigos, para sua 
família, e veja se eles 
concordam com A Bright 
Idea ou se há outras 
formas de interpretá-la.
Discuss this issue with your classmates and teachers, especially 
your Philosophy and Sociology teachers.
THINK
ABOUT IT
Exploring Other Sources
FERNANDEZ-ARMESTO, Felipe. Ideias que mudaram o mundo. São Paulo: Arx, 2009.
YOUNGS, Bettie B.; YOUNGS, Jennifer Leigh. Taste Berries for Teens 3. Florida: Health Communications, 2002.
A CORRENTE do bem. Direção: Mimi Leder. Produção: Peter Abrams, Robert L. Levy e Steven Reuther, 2000. 
Distribuição: Warner Bros.
The Foundation for a Better Life. Available at: <www.values.com>. Access: Aug. 23, 2012.
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06 A Brazilian folktale
A great collection of tales, fables, myths, and dances was put together by 
different Amazonian cultural groups in an attempt to explain the world, 
the phenomena of nature, and to understand the mysteries that are 
present in the heart of the forest. Most of the time, those magical stories of 
the Amazonian peoples were transmitted orally. �is is one of them. 
Look at the picture, read the title and the opening paragraph. Do you like folktales? How many 
Brazilian folktales do you know? What kind of text are we about to read? How do you think the 
Amazonian peoples explain the creation of the great river? Make some predictions, read the 
text and find out if you were right.
The Creation of the Amazon River
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34 UNIT 3 The Creation of the Amazon River
 
A long, long time ago, Jaci, the silver moon, was wandering by the Amazon forest. She 
was going her distracted way when 
she happened to meet the golden 
Sun. The sun was a strong, fiery 
warrior. As he set his eyes on Jaci, the 
Sun realized that he had never seen 
anything so beautiful. They fell in love 
immediately and decided to wed.
The Sun was thinking about 
his beloved Jaci when he realized 
that their passion could never be 
consummated. It would mean the end 
of the world. The Sun’s intense love 
would scorch all plants and burn up 
all life on Earth. The tears of happiness 
shed by the Moon would flood the 
universe. Reluctantly they agreed to 
go away and never meet each other 
again, for the good of the world’s 
creatures.
Jaci the Moon, and the Sun never 
did meet again. Whenever one comes 
by, the other immediately retreats.
But Jaci was so unhappy that she 
couldn’t help but cry night and day. 
Her tears fell on the forest and filled the 
valleys. They rolled on down to the sea. 
In this way the Great River came to be.
Before You Read 
Native stories have an important place in Brazilian oral literature. In those 
stories the fantastic is often present. What elements do you think are 
common in indigenous folktales? Check the items.
 the Sun natural phenomena animals
 human emotions the Moon all the previous items
READING
(ALMEIDA, Livia de and PORTELLA, Ana. Brazilian Folktales, Westport: Libraries Unlimited, 2006, p. 3.)
Time to Read 
Now read the text quickly to understand the main idea and check your 
predictions.
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The Creation of the Amazon River UNIT 3 35
General Comprehension
What’s in a Title? 
Underline the correct option to complete the sentence:
The creation of the Amazon River, as interpreted by the Amazonian peoples…
a. reveals a lot of imagination, as well as pure innocence.
b. involves great skill at storytelling as well as profound religious principles.
c. puts forward an original scientific theory that is worth considering.
d. offers a poetic view of the phenomenon, in the same way as some religions do.
Word Study
Transparent Words 
In The Creation of the Amazon River there are many cognates, “transparent 
words”. They are words in English that have the same origin and are similar in 
form and in meaning to other words in Portuguese.
Read the text to find at least 10 transparent words and phrases.
In Other Words 
Match the two columns to find the definitions of some important words 
from the text.
a. an attempt
b. a tale
c. fiery
d. wed
e. scorch
f. flood
g. whenever
h. happen to do something
( ) every time that
( ) inundate, cover an area of land with water
( ) burn enough to damage the surface
( ) a story
( ) marry, get married
( ) a try, an effort to do something
( ) do something by chance
( ) full of flames 
Words in Context
Choose the correct alternative to complete each sentence.
a. It was a sad situation. I tried to control my emotion, but I couldn’t . And I 
cried like a baby.
 help but cry realize shed tears retreat
b. He had nowhere to go, so he was around the city.
 going away agreeing wandering filling
c. A is a story, usually about animals, that teaches a moral lesson.
 warrior fable heart tear
Old view, Brazil
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36 UNIT 3 The Creation of the Amazon River
Detailed Comprehension
Finding Specific Information 
Scan the text and match the beginnings with the endings of the sentences, 
according to The Creation of the Amazon River.
a. The silver moon happened 
b. The Sun and the Moon
c. The Sun realized
d. Their love would mean
e. Their love was too intense
f. They decided not to see
g. When one comes by, 
h. Jaci was very sad and
i. Jaci’s tears fell
j. The silver moon’s tears
( ) cried continuously.
( ) on the forest and valleys.
( ) to meet the golden Sun.
( ) fell in love at first sight.
( ) for the good of the world’s creatures.
( ) the other retreats.
( ) that it was an impossible love.
( ) the end of the world.
( ) created the Great River.
( ) each other again.
Identifying Cause and Effect
1. Read each pair of sentences and write C for Cause and E for Effect.
a. ( ) The Sun thought Jaci was very beautiful.
( ) He fell in love with her.
b. ( ) They decided to wed.
( ) Jaci and the Sun fell in love at first sight.
c. ( ) Their love would mean the end of the world.
( ) The Sun’s intense love would scorch all plants and burn up all life on Earth.
d. ( ) They decided never to meet again.
( ) Whenever one comes by, the other immediately retreats.
e. ( ) Jaci’s tears rolled on down to the sea.
( ) The Amazon River was created.
2. Now complete the sentences with because, as or since to express cause, 
and so to express effect.
a. The Sun realized that he had never seen anything as beautiful as Jaci, 
 he fell in love.
b. The Sun realized their passion could never be consummated 
 it would mean the end of the world.
c. They decided to go away, when one comes by, the other retreats.
d. Jaci was very unhappy it was an impossible love.
e. Jaci cried night and day, her tears caused the creation of the 
Great River.Johnny Lye/Shutterstock/Glow Images
The silver moon's 
tears created the 
Great River.
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37The Creation of the Amazon River UNIT 3 
STRUCTURE
Past Progressive
Observe o sentido da forma verbal em destaque:
A long, long time ago, Jaci, the silver moon, was wandering by the Amazon 
forest.
Pelo contexto, concluímos que em um determinado momento do passado a 
ação estava acontecendo. Jaci estava vagando, andando sem rumo pela floresta.
Para expressar uma ação em desenvolvimento no passado, usa-se o tempo 
verbal Past Progressive (ou Past Continuous), composto por uma forma do 
passado do verbo to be (was ou were) seguida do gerúndio (forma terminada em 
-ing) do verbo principal.
O Past Progressive pode também ser usado em frases com duas orações, 
geralmente ligadas por when ou while, para descrever uma ação que estava em 
desenvolvimento quando outra aconteceu. Para expressar essa outra ação, mais 
breve, que acontece durante o desenvolvimento da primeira, usa-se o verbo no 
Simple Past.
She was going her distracted waywhen she happened to meet the golden Sun.
While the Sun was thinking about his beloved Jaci he realized that their 
passion could never be consummated.
Também é possível encontrar o Past Progressive em frases com duas orações 
ligadas por while para descrever duas ações simultâneas em desenvolvimento no 
passado.
While the Sun was thinking about his beloved Jaci, the Moon was thinking 
about him too.
1. Complete the sentences with the Past Progressive or the Simple Past of 
the verbs in the box, according to the text on page 34.
tell • fall • meet • realize • agree • do • wander • decide • think
a. While Jaci by the Amazon forest, she 
the golden Sun.
b. They in love immediately and to wed.
c. The Sun about Jaci when he that 
it was an impossible love.
d. They to go away and never meet each other again.
e. The students some research on the Amazon when 
the teacher them that story.
Rogério Reis/Pulsar Imagens
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38 UNIT 3 The Creation of the Amazon River
2. Now complete the following story with the Simple Past or the Past 
Progressive of the verbs in parentheses. Read the whole story and try to 
answer the question.
 In an Indian village in the region of Tupé, not far from the city of Manaus, 
an old chief (to die). He called his two sons and 
 (to say), “My sons, I am dying. When I die, I want each 
of you to ride your own canoe all the way to Manaus, to where the Rio Negro 
meets the Rio Solimões, to form the Amazon River. The one whose canoe 
arrives last at what is called ‘the meeting of the waters’ will be the new chief of 
our tribe.”
 With these words the old chief (to die). And the two 
young men (to start) on their journey down the Rio Negro 
to Manaus. They (to travel) very slowly, as they both 
 (to want) to be the last to arrive at the meeting of the waters.
 After about six months they (to arrive) at a riverside 
shack by the forest where they (to meet) and old Indian who 
 (to ask) them where they (to go).
 “We are going to Manaus. We (to leave) Tupé six months 
ago,” they said.
 “Six months ago!” (to exclaim) the old man. “But 
Manaus is only a week’s journey from Tupé. Why do you travel so slowly?”
 They then (to explain) why they 
(travel) so slowly. The old man thought for a few minutes and then said 
two words to them. The two young men immediately jumped up, ran to 
the river bank and in a few minutes (to travel) as 
fast as they could toward Manaus.
 What did the old man say to them?
(Idea from: DRAPER, David. “Wise Words”, in Lighter English. 
São Paulo: Ática, 1986.)
Phrasal Verbs
Phrasal Verbs são locuções compostas de um verbo e uma partícula 
(preposição ou advérbio) que têm um significado próprio.
Observe os phrasal verbs em destaque:
The Sun’s intense love would scorch all plants and burn up all life on Earth. 
Reluctantly they agreed to go away and never meet each other again.
Whenever one comes by, […]
burn up: burn completely
go away: move away from a person or place
come by: go to the place where someone is 
Alguns phrasal verbs podem ser usados seguidos de complemento ou então 
com o complemento entre o verbo e a partícula verbal. Assim, podemos dizer:
Turn on the TV. ou Turn the TV on.
Pick up that book. ou Pick that book up.
Fabio Colombini/Acervo do fotógrafo
 To learn more 
about this topic, go to 
MINIGRAMMAR 28.
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39The Creation of the Amazon River UNIT 3 
Mas quando o complemento for um pronome e não um substantivo, esse 
pronome só pode vir entre o verbo e a partícula verbal.
(it — the TV) Turn it on.
(them — those books) Pick them up.
1. Observe the meaning of some phrasal verbs with turn, and then 
complete the story below using those phrasal verbs in the correct tenses.
turn down: refuse, reject
turn in: hand in, submit
turn into: transform into
turn off: stop (a radio, the TV, the light, the gas etc.)
turn on: start (a radio, the TV, the light, the gas etc.)
turn over: turn upside down
turn to: go to, ask for the help of
a. I the radio.
b. “Here’s the news. A bus struck a wall and this morning, 
killing several people.”
c. “Another park is going to be a supermarket.”
d. “Our gas is simply not enough. We have to other nations 
for more.”
e. “The proposal for a reduction in taxes will certainly be 
.”
f. “Declarations of income must be to the government 
immediately.”
g. I the radio.
2. Now complete the sentences with phrasal verbs with turn.
a. It’s too dark in here. Please the light.
b. Don’t forget to the gas before you leave.
c. They hope to the desert fertile land.
d. You know I’m your friend. You can always me for 
anything you might need.
e. It’s a good offer, you shouldn’t it .
f. He lost control of the car and it .
g. Robbie is a very bright student. He is always the first one to 
 his examination paper. Est
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40 UNIT 3 The Creation of the Amazon River
2. Now choose a landform in your region or state (it may be a river, a mountain, 
a beach etc.) and write a fact file about it. The tips below may help you:
 do some research from reliable sources: both the Internet and Geography 
books can be used to get information and you may also ask your 
Geography teacher for help;
 take some notes about the most important facts about the landform you 
plan to write about;
 don’t forget to include a picture of the landform;
 exchange your fact file with a classmate and ask him or her to make any 
necessary corrections in the text. 
Fact File
07 1. Listen and complete the fact file below.
Ana, a jovem brasileira que mora em San Diego, Estados Unidos, está participando 
de um concurso sobre conhecimentos de Geografia em programa de TV. Ouça as 
perguntas e respostas e complete a ficha abaixo com as informações sobre o Rio 
Amazonas.
A fact file 
is a collection 
of significant 
and important 
facts related to 
a specific place, 
event or person.
LISTENING & WRITING
• Extension:
 kilometers.
• Continent:
 
• Countries which it flows through:
 , and Brazil. 
• Number of tributaries:
 more than .
• Its source:
 In the , Peru.
• Its mouth:
 Brazil, into the , near .
• Amount of fresh water it carries into the ocean:
 of all the fresh water discharged into the oceans.
• Number of bridges crossing the river:
 Just one, over the , near .
It is often called , because it’s the river by .
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41The Creation of the Amazon River UNIT 3 
A Scary Story
1. Observe the picture. It shows a fantastic creature of the Brazilian 
folklore. Work with a classmate and discuss the questions about the 
picture. Use the words and phrases in the box for reference, if necessary.
a hunter • holding a gun • they’re turned backwards • dark forest
a. How many characters are there in the picture? 
b. What are they? 
c. What is the name of the creature? 
d. What is it? How would you describe it? 
e. What color is its hair? 
f. What color are its teeth? 
g. What is strange about its feet? 
h. Where are the characters? 
i. What is the man doing? 
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42 UNIT 3 The Creation of the Amazon River
2. Now observethe pictures below. Choose one of those characters of 
the Brazilian folklore and talk about it with a classmate. Or you may also 
choose another character which is popular in your region, if you prefer.
Don’t forget to ask / answer:
 what the legend is about
 what is happening in the scene
Headless mule
Saci
Negrinho do pastoreio
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Another Look at...
43The Creation of the Amazon River UNIT 3 
Brazilian Folklore
1. How would you describe the Curupira?
2. What’s strange about its feet? 
Can you describe them? 
3. Where does he live? 
4. What does it do to hunters who hunt 
more than they can eat? 
5. What does it do to people who 
destroy nature? 
(ALMEIDA, Livia de; PORTELLA, Ana. Curupira and the Hunter. In: Brazilian Folktales. 
Westport: Libraries Unlimited, 2006, p. 41.)
Among the most popular and fantastic creatures in Brazilian folklore are the Headless Mule, 
Saci Pererê, Boitatá, and the Curupira. 
The Curupira is very tall, strong and 
has a hairy body. Its hair is red, its 
teeth are blue or green, and it has 
big pointed ears. Its feet are turned 
backwards: the heels are in front and 
the toes are turned to the back. The 
Curupira punishes those who damage 
the trees or hunt more than they can 
eat. It makes those who destroy nature 
become lost in the dark forest. 
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44 UNIT 3 The Creation of the Amazon River
O folclore brasileiro reflete a riqueza do país. No Brasil, as expressões culturais resultam de uma rede de trocas que envolve diversas tradições, uma mistura com origem nos 
grupos étnicos que compõem o país e nas suas particularidades 
regionais.
Essa grande diversidade se revela nas diferentes narrativas 
orais, tradicionalmente passadas de geração em geração, cujos 
registros escritos estão nos contos populares ou lendas. Em muitas 
dessas histórias, os povos indígenas brasileiros dão explicações para 
fenômenos da natureza, como as estrelas, a estação das chuvas, os 
animais, os rios, a escuridão da noite, as plantas e muitos outros.
Segundo a visão de alguns desses povos, as constelações nasceram após uma tragédia 
que assolou a Terra, levando os animais, as crianças e os homens a tentar chegar até o céu. 
Na narrativa tupi, a mandioca – raiz que serve de base à alimentação dos povos indígenas 
– brotou do túmulo de Mani, uma bela moça clara. Em tupi, “mandioca” significa “casa de 
Mani”. De acordo com os Sateré-Mawé, povo indígena do Amazonas, o guaraná teve origem 
em parte do corpo de um garoto que havia morrido. Onia, sua mãe, enterrou o filho e todos os 
dias regava seu túmulo. Do olho direito do garoto brotou uma planta que faz lembrar o olho 
humano. A planta cresceu e gerou muitos frutos. Um dia, Onia voltou ao local e encontrou seu 
filho, forte, bonito e feliz. Esse garoto, que veio de dentro da terra, foi o primeiro Mawé, tribo 
conhecida como os filhos do guaraná.
Os povos da Amazônia viveram isolados do 
contato com habitantes de outros continentes 
por muitos e muitos anos, por isso suas histórias 
revelam temas muito originais. É interessante 
notar que suas lendas não aparecem em nenhum 
outro lugar, como ocorre com lendas de outros 
povos do mundo. 
Pesquise sobre o folclore do Brasil, suas lendas, 
costumes e tradições. Conhecer o folclore de um país 
ajuda a compreendê-lo melhor.
Discuss this issue with your classmates and teachers, especially 
your Portuguese and Geography teachers.
THINK
ABOUT IT
Exploring Other Sources
CASCUDO, Luís da Câmara. Lendas Brasileiras para Jovens. Global: São Paulo, 2006.
MUSEU Paraense Emilio Goeldi. Fauna e Flora em Lendas. Belém, 2003.
TAINÁ 2 - a aventura continua. Direção: Mauro Lima. Produção: Pedro Rovai. Distribuição: Sony 
Pictures, 2004.
BRAZILIAN Culture: Folklore. Available at: <www.brasil.gov.br/sobre/culture/brazilian-culture/
folklore/br_model1?set_language=en>. Access: Mar. 26, 2013.
MACHADO, Regina Coeli Vieira. Lendas Indígenas. Available at: <http://basilio.fundaj.gov.br/
pesquisaescolar/index.php?option=com_content&view=article&id=308&Itemid=191>. Access: 
Mar. 26, 2013.
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45
Check Your English 1Check Your English 1
1. Check the correct answers to these questions.
a. One of the paradoxes of our time is that we have 
more information, but less knowledge. 
Why is that?
 Because we have more computers.
 Because we do not digest the information, 
we do not think about it, and so we don’t fully 
understand it.
 Because we communicate with each other less 
and less.
b. Another paradox is that we buy more, spend more 
money, but have less. What’s the result?
 We have more possessions, but fewer values.
 We are short on quantity, but long on quality.
 We have more fun, but less leisure.
c. The old Chinese had a challenge for his three 
sons. Why did he reward one of them?
 Because he was the youngest.
 Because he was the cleverest.
 Because he was the richest.
d. An Amazonian folktale tells the story of the 
magical meeting of Jaci, the silver moon, and the 
golden Sun. They fell in love with each other but 
theirs was an impossible love, so they decided
 to part and never meet again.
 to consummate their passion.
 to wed, for the good of the world’s creatures.
e. According to that folktale, the Amazon River was 
created when Jaci, the silver moon,
 shed tears of happiness.
 flooded the universe.
 shed tears of unhappiness.
0.2 point each /1
2. Write the questions. Use the Past Progressive 
form of the verbs in parentheses.
a. Jaci, the silver moon, met a fiery warrior, the Sun. 
What ? (she / do)
b. I saw the three sons leaving the rich man’s house. 
Where ? 
(they / go)
c. The youngest son was buying something at the 
market. What ? 
(he / buy)
d. I saw Peggy saying “no” to a homeless street kid. 
What ? 
(the kid / try to sell her)
e. I saw you talking on the phone this morning. Who
? 
(you / talk to)
0.2 point each /1
3. Complete the sentences with the discourse 
markers in parentheses, as adequate.
a. Jaci was wandering by the forest, she 
met a fiery warrior. (Without) (While) (Within) (So)
b. The oldest son went to the market, but 
 he could not decide whether he 
should buy flowers or straw. (at last) (at least) 
(at first) (at all)
c. “Flowers take up less space than straw. And 
they are more expensive,” thought the man. 
 he bought straw. (So) (Instead of) 
(Because) (If)
d. The Moon and the Sun could not consummate 
their passion that would mean 
the end of the world’s creatures. (because) (but) 
(during) (unlike)
e. The youngest son showed a candle 
lighted it with a match. (and) (like) (or) (without)
0.2 point each /1
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46 Check Your English 1
4. Observe the drawing, read the poem and 
answer the question.
Riddle
Listen to my song
I’m the strongest of the strong
I can make a giant cry
Who or what am I?
(Every Thing On It, poems and drawings by Shel Silverstein. 
New York: HarperCollins Publishers, 2011. p. 184.)
Who or what is speaking?
a. A ghost.
b. A spy.
c. An onion.
d. A soap opera.
e. A sad movie.
1 point /1
5. Observe o cartum e responda.
 Um ambiente tenso e nervoso como o que envolve a 
bolsa de valores propicia mal-entendidos.