lingua inglesa nivel avancado

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Montes Claros/MG - 2012
Rejane Cristina Carvalho Brito
Vanessa Leite Barreto
Língua Inglesa 
Nível Avançado 
B862l Brito, Rejane Cristina de Carvalho.
Língua inglesa : nível avançado / Rejane Cristina de Carvalho 
Brito, Vanessa Leite Barreto. – Montes Claros : Unimontes, 2012.
80 p. : il. color. ; 21 x 30 cm.
Caderno didático do Curso de Licenciatura em Letras/Inglês da 
Universidade Aberta do Brasil - UAB/Unimontes.
Inclui bibliografia.
ISBN 978-85-7739-191-2
1. Ensino superior. 2. Língua inglesa – Estudo e ensino. I. Barreto, 
Vanessa Leite. II. Universidade Aberta do Brasil - UAB. III. Universi-
dade Estadual de Montes Claros - Unimontes. IV. Título. 
CDD 378.007
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Autoras
Rejane Cristina Carvalho Brito 
Possui graduação em Letras Inglês pela Universidade Estadual de Montes 
Claros (2003), especialização em Ensino de Língua Inglesa pela UNIMONTES, 
mestrado em Linguística Aplicada pelo Programa de Pós-Graduação em 
Estudos Lingüísticos da Universidade Federal de Minas Gerais (2010) é 
doutoranda em Estudos Linguísticos na Universidade Estadual de Campinas. 
Atualmente é professora titular da Universidade Estadual de Montes Claros 
(UNIMONTES) e professora pesquisadora e conteudista da Universidade 
Aberta do Brasil. 
Vanessa Leite Barreto 
Possui graduação em Letras Português/Inglês pela Universidade Estadual 
de Montes Claros/MG (1991) e especialização em Língua Inglesa pela 
Universidade Estadual de Montes Claros (1998). É mestranda em Letras/
Estudos Literários na Unimontes. Atualmente é professora efetiva da 
Universidade Estadual de Montes Claros, professora de inglês para níveis 
básico, intermediário e avançado e coordenadora e professora de língua 
inglesa na Fundação Educacional Montes Claros. 
Sumário
Apresentação . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Unit 1 
Advertising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Introducing grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Listening and speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Language Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Referências. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unit 2 
Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Language Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Introducing grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Reading and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Language Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Referências. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Unit 3
People & Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Reading and vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Introducing grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Language Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Referências. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 4 
Love is in the air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Reading and speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Language Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Referências. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Resumo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Referências basicas, complementares e suplementares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Atividades de apredizagem – AA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
9
Letras/Inglês - Língua Inglesa Nível Avançado
Apresentação
Bem-vindos à disciplina - Língua Inglesa: nível avançado II. Neste módulo, você dará 
continuidade à aprendizagem de língua inglesa, adquirindo novos conhecimentos sobre os 
aspectos linguísticos e culturais que envolvem esse idioma.
Este módulo não é menos importante do que os anteriores, pelo contrário, os assuntos 
e temas abordados aqui são de extrema utilidade para sua aprendizagem. Você terá a 
oportunidade de aprofundar-se mais nos aspectos linguísticos e situações de uso da língua 
propostos neste caderno, podendo melhorar sua compreensão da língua inglesa, facilitando, 
assim, o seu uso.
Esta disciplina também terá a duração de 90 horas e sua ementa visa a prática da 
compreensão oral e escrita em língua inglesa, estudo da gramática e pronúncia em nível 
avançado. Os seus objetivos também são bem parecidos com aqueles dos módulos anteriores, 
ou seja: proporcionar ao acadêmico o conhecimento de situações de uso do inglês, a 
aprendizagem de vocabulário e de novas estruturas linguísticas e, ainda, o desenvolvimento das 
habilidades: listening, reading, writing and speaking. Além disso, a preocupação com a reflexão 
sobre questões culturais e ideológicas que envolvem o ensino-aprendizagem da língua inglesa 
não poderia deixar de fazer parte desses objetivos, assim como também não poderia ficar de 
fora a questão da autonomia do aprendiz. Portanto, aproveite mais esta oportunidade para 
desenvolver sua autonomia de aprendizagem e, certamente, você colherá muito bons resultados 
no estudo do inglês.
Neste módulo, estudaremos quatro Unidades:
Unidade 1 – Advertising
Unidade 2 – Aging
Unidade 3 – People and society
Unidade 4 – Love is in the air
O material que você utilizará é composto por este Caderno Didático e o Caderno de 
Respostas. Use-os durante as lições para fazer as atividades propostas. 
Adotaremos alguns códigos para organizar as atividades propostas neste Caderno. Assim, 
ao invés de repetirmos os tópicos ou sub-tópicos da Unidade, faremos menção a eles através das 
siglas a seguir. Então, observe o que elas significam: 
•	 GTI - Get The Idea - são pequenas atividades de compreensão gramatical com a finalidade 
de introduzir situações de uso do inglês, tendo como pano de fundo, as estruturas 
propostas na Unidade.
•	 L - Listening - esta palavra em inglês relaciona-se à compreensão oral, portanto, ela sempre 
aparecerá quando você tiver atividades acompanhadas por áudio. Ao verificar as respostas 
dessas atividades, você já sabe, é só procurar pelo código no Caderno de Respostas.
Há duas novidades neste caderno: Language Points e Building my vocabulary bank. 
Em cada unidade haverá um Language Point que é uma oportunidade de usar a língua em um 
contexto comum do dia-a-dia. E após alguns textos, haverá um Building my vocabulary bank, que 
é um vocabulário composto pelas palavras que estão em negrito nos textos. No final de cada 
unidade, há um Building my vocabulary bank que deverá ser preenchido por você com aquelas 
palavras que você pesquisou durante os seus estudos ou que aprendeu durante as interações 
com seus colegas, tutores e professor.
Bem, são esses os códigos e as novidades que aparecerão nas Unidades. Lembre-se que você 
precisará desses códigos para conferir as respostas dadas a cada uma das atividades propostas.
As chamadas das Unidades, as quais você verá em seguida, foram escolhidas somente como 
representação do tema principal a ser trabalhadonas Unidades. Por exemplo, a chamada “Aging” Indica 
que você trabalhará na Unidade proposta o tema Getting older em boa parte das atividades.
Agora que você teve uma visão geral da disciplina Língua Inglesa nível avançado II e do 
material que será utilizado, gostaríamos de lembrá-lo de que é hora de recomeçarmos. Então, 
siga corretamente as orientações propostas aqui e dedique-se bastante à aprendizagem desta 
língua que conquistou o mundo.
Bons estudos!
As autoras.
11
Letras/Inglês - Língua Inglesa Nível Avançado
UNIT 1 
Advertising
Hi, everybody! Welcome to your new book! 
Esta Unidade tem como objetivo trabalhar o tema moradia; habilidades orais com o texto 
Strange neighbourhood!; a música Hometown Glory; como atividade de escrita, a atividade Perfect 
Housemate; o texto de introdução aos tópicos gramaticais e ao vocabulário: Pros and cons of 
condominium living. Como tópico gramatical, será feita uma revisão dos pronomes relativos.
O tema proposto para essa Unidade é a Moradia. O tema Moradia será o ponto de partida 
para as atividades propostas em toda a unidade.
Reading comprehension
Howdy! Would you like to travel to New York City on vacation? Take a look at picture 1!
1. Wow! That seems to be a great opportunity to visit NYC, doesn’t it? Which place would you 
prefer? Why? 
2. Go to: http://www.feelnyc.com/en/new-york-vacation-rentals.html?gclid=CJOx_vPiwqo 
CFQ1b7AodDGK24w and search for a place to stay in during your vacation. Go to the 
virtual class forum and share your answer with you classmates. Write about your choice 
and who you would invite to go to NYC with you. 
3. After reading the ads and sharing your opinion with your friends, pay attention on the ads 
again and see what kind of information people wrote on them. Can you say what is always 
the same and what changes? Have you ever seen this kind of ad in your country? Where 
can you find it? Answer these questions on the virtual classroom.
◄ Figura 1: Renting
Fonte: http://www.
feelnyc.com/en/new-
york-vacation-rentals.
html?gclid= CJOx_vPiwqo 
CFQ1b7AodDGK24w. 
Acesso em 09/08/2011.
12
UAB/Unimontes - 7º Período
4. Have you ever written an ad? If you answered yes, what was it about? Look at the 
information below about ads:
Small ads are short advertisements which are found in local and national 
newspapers, and sometimes on notice boards in shops, colleges etc. In 
newspaper and magazine adverts, each word and/or letter has to be paid for, 
so to make them cheaper, people often use short forms and abbreviations, and 
some non-essential words are not used.
(http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode77/
languagepoint.shtml, acesso em 09/07/2011)
5. Could you see any abbreviation on the NYC ads? Which ones? Do you know what they 
mean?
6. Let’s study a little bit about vocabulary in ads. Go to http://www.bbc.co.uk/worldservice/
learningenglish/flatmates/episode77/languagepoint.shtml. Study the vocabulary and 
write an ad:
An ad offering a type of accommodation: 
Post your ad on the Virtual classroom. 
Now, read the text!
How to Find a Housemate
By Giselle Berge, eHow Contributor
 
Soaring housing costs and a shaky economy have made house sharing increasingly 
attractive to those looking to save money. According to a 2009 article in the Economist, the 
online classifieds site Craigslist reported that “Roommate wanted” postings rose 60 percent in the 
San Francisco Bay Area over the past year. While economically practical, the wrong housemate 
may also add unwanted stress to your personal life. Finding an ideal housemate takes a bit of 
planning and consideration.
Figura 2: Friends
Fonte: http://www.
nydailynews.com/
entertainment/galleries/
friends_til_the_end/
friends_til_the_end.html. 
Acesso em 16, agosto, 2011.
►
13
Letras/Inglês - Língua Inglesa Nível Avançado
Instructions
1. Make a list of the qualities and personal habits you desire in a housemate. Be sure to 
distinguish between qualities you would merely like the housemate to have – enjoys the 
same television shows, likes to travel – and essential requirements regarding personal 
habits and cleanliness. Remember that no one is perfect, but if you are a vegetarian non-
smoker, a chain-smoking carnivore will not be a good fit.
2. Ask friends, coworkers, relatives and college friends whether they know of someone 
searching for a house share. Personal recommendations can function as built-in 
references and can lessen the discomfort some may feel about living with a complete 
stranger.
3. Draft an advertisement for a housemate. Be specific about your requirements, your 
personal habits, the room for rent and your neighborhood. Include the expected 
monetary contributions for Internet, utilities, cable or other additional expenses.
4. Take clear and accurate photos of the house, neighborhood and room for rent. If you offer 
additional perks such as a pool or an attractive deck, make sure to include pictures of 
these as well.
5. Post your ad on a reliable online classifieds site like Craigslist. Due to its popularity, 
Craigslist will likely yield a large pool of applicants. To narrow down the number of 
applicants, you may consider a roommate matching service such as roommates.com 
or roommateexpress.com which will match you with potential housemates based on 
common interests.
6. Schedule an initial phone interview with potential housemates to discuss the house, their 
interests, and any additional questions you may have. Be direct and honest. If there are 
red flags during the conversation, move on.
7. Invite potential housemates for an in-person visit to your home. Ask a lot of questions and 
request employment references, as well as references from past housemates.
8. Draw up a written housemate contract that includes the monthly rent and other 
expenses, shared chores, a policy regarding guests and any other requirements you may 
have to ensure a smooth house share. A written agreement will protect you in the event 
the housemate does not work out.
Fonte:  http://www.ehow.co.uk/how_6461374_housemate.html Acesso em 16, agosto. 2011
Building my vocabulary bank
Word: Meaning:
Perk (Informal) an advantage or extra thing, such as money or goods, which you 
are given because of your job.
To draft to write down a document for the first time, including the main points but 
not all the details.
To draw up to prepare something, usually something official, in writing. 
To narrow down to make a number or list of things smaller and clearer, by removing the thin-
gs that are least important, necessary or suitable 
To yield To supply or produce something positive such as a profit, an amount of food 
or information.
14
UAB/Unimontes - 7º Período
Writing
Perfect Housemate
According to the instructions, rewrite your ad about a housemate. And share the “perfect 
housemate” profile with your friends using the virtual classroom forum.
Now, write an interview for your future housemate. Interview some of your classmates using 
the interview on MSN, SKYPE or any other chat program! Who is a perfect housemate?
Reading for grammar & vocabulary
Do you live in a house or in an apartment? 
Do you like your neighborhood? Why?
Read the text below and see if you agree or not with the pros and cons of condominium living.
Pros and cons of condominium living
Considering buying a condominium? Be warned: owning a condominium is quite different 
from owning a single-family home and comes with its own particularities. Before you jump 
into the condo market with both feet, you should make sure that the condominium lifestyle 
is right for you. The benefits and drawbacks of condo living need to be weighed against your 
Figura 3: Buildings
Fonte: Clipart
►
15
Letras/Inglês - LínguaInglesa Nível Avançado
own criteria. Is security more important to you than distance from your neighbors? Are you 
comfortable with community living? Here is a list of the basic pros and cons of condo living to 
help you make your decision.
Quadro 1: Pros and Cons
Pros Cons
Location: There is often a high concentration of 
condominiums in downtown locations where land 
is at a premium. If you want to be in the heart of 
the city, a condominium may be a good choice.
“Box of air”: When you buy a condo, you do not 
own the land beneath the building, you simply 
share an interest in it. Instead, you own the space 
between the walls of your unit, and share owner-
ship of the common areas with other owners.
Security: Having neighbors around makes it a 
lot easier to lock up and leave for a vacation or 
an extended period of time. Also, condominium 
buildings often have security features, be they bu-
zzers or a guard service. This is particularly helpful 
if this is your second home, and you are only there 
for part of the year.
Community living: Shared walls and common 
areas mean that you are more likely to hear your 
neighbors or run into them more often. Also, as 
part of the homeowner’s association, you will have 
to coordinate with neighbors to come to decisions 
regarding the common areas.
Low maintenance: No more backaches from 
mowing the lawn or shoveling snow. Condo living 
means someone else takes care of the plumbing 
problems or roof maintenance for you. There may 
be some cases – if it’s your fault – where you will 
have to pay.
Fees: Monthly condo fees go toward maintenan-
ce and repair of the common areas. There are 
occasionally additional assessment fees to handle 
larger repair jobs. Your fees may also be paying for 
amenities, such as a swimming pool that you may 
not use.
Affordability: While condominiums have a wide 
price range, the lower range is often within the 
budget of first-time buyers and singles who may 
find single-family houses unaffordable.
Resale: Condominiums are more sensitive to 
trends in the real estate market than single-family 
homes. If the market takes a downturn, condos are 
usually the first to suffer and the last to recover.
Amenities: Most condominium developments 
offer a range of amenities in the common areas. 
This means that you may have access to a swim-
ming pool, gym or tennis courts that you would 
not be able to afford on your own.
Rules: Condos are governed by a set of rules 
called Covenants, Conditions and Restrictions 
(CC&Rs). This can include restrictions on noise 
levels, pet ownership, renovations, and even what 
kind of curtains you can put in your windows.
Condominium association: Every unit owner is 
a member of the condo association, which also 
has an elected board. The association serves to 
enforce bylaws, handles maintenance and repair 
issues, and deals with disputes with developers or 
between unit owners.
Condominium association: Because the condo 
association is made up of homeowners rather than 
property-management professionals, the associa-
tion may be weak and inefficient. Also, if you want 
to make renovations to your unit or rent your unit 
out, you may have to get approval from the condo 
association.
Fonte: http://www.lendingtree.com/smartborrower/buying-a-home/finding-a-home/pros-and-cons-of-condo-living/ 
Acesso em Agosto, 2011
Building my vocabulary bank
Word: Meaning:
Buzzer an electronic device that makes a buzzing sound. 
Bylaw a law made by local government that only relates to its particular region. 
Covenants a formal agreement between two or more people. 
Drawback a disadvantage or the negative part of a situation. 
Ownership when you own something. 
Unaffordable costing so much that people do not have enough money to pay for it.
16
UAB/Unimontes - 7º Período
After reading
1. Would you like to live in a condominium?
2. What do you prefer: a common house, a house in a condominium or an apartment?
3. To explain your choices you can use the following sentences:
There’s no way I’d want to live in a ….
I can’t imagine what it would be like to live…
I’d choose to live in a… because I think…
Even though I think…
I definitely think…
Language Point
Follow the text example and talk to a friend about the pros and cons of living in a small city.
Now, in a chart, write the pros and cons you have been discussing about. Share your opinion 
with the other classmates on the virtual classroom forum.
Introducing grammar
Relative Pronouns
Look at the sentences from the text and answer the questions:
a. “While condominiums have a wide price range, the lower range is often within the budget 
of first-time buyers and singles who may find single-family houses unaffordable.” The 
pronoun who refers to _____________________.
b. “Every unit owner is a member of the condo association which also has an elected board.” 
The pronoun which refers to _______________________.
c. “Your fees may also be paying for amenities, such as a swimming pool, that you may not 
use.” The pronoun that refers to _____________________________.
Check your answers:
a. first-time buyers and singles
b. condo association
c. amenities
17
Letras/Inglês - Língua Inglesa Nível Avançado
Pay attention on the chart:
What are relative pronouns? Pronouns that we use to join sentences to nouns.
Who We use who for people.
Ex.: Here is the girl who bought my car. 
(girl =who)
Which We use which for things.
Ex.: Mom said a word which I didn’t understand.
(word=which)
That We use that for people and things.
Ex: Here is the girl that bought my car.
 Mom said a word that I didn’t understand.
What We use what to mean “the thing(s) which/that”.
Ex.: Has she got what she needs for the cake?
*We use what with a singular verb (third person singular)
Whom We use whom for people when the relative pronoun is the object of 
the following verb.
Ex.: I’ve just got a birthday card from the guy whom I met at the club 
last month.
* When a relative pronoun is the object of the following verb, we can leave it out.
Ex.: I hope you remember the notes (that) I wrote on the e-mail.
* We use that, not what, after anything, something, nothing, everything, all and the only thing’.
Ex.: Her house is the only thing in the world that matters to her.
Get the idea
Follow the example and complete the sentences. Check your answer (GTI 01)!
1. I’d like to talk to the boy ______ broke my window.
2. Is this the TV _______ never works well?
3. The dress ________ you gave Sara is so perfect!
4. The lady about __________ we were talking walked into the classroom.
5. The man _______ lives at number 20 plays tennis.
Complete the quotes with relative pronouns. (GTI 02)
1. A chief is a man ________ assumes responsibility. He says “I was beaten,” he does not say 
“My men were beaten”. (Antoine de Saint-Exupery) 
2. You are responsible, forever, for _______ you have tamed. You are responsible for your 
rose. (Antoine de Saint-Exupery) 
3. Education is the most powerful weapon _________ you can use to change the world.  
(Nelson Mandela) 
4. Nonviolence is a powerful and just weapon _________ cuts without wounding and 
ennobles the man _________ wields it. It is a sword that heals. (Martin Luther King, Jr.) 
5. Half of the harm _________ is done in this world is due to people _________ want to feel 
important. They don’t mean to do harm. But the harm does not interest them. (T. S. Eliot) 
18
UAB/Unimontes - 7º Período
Listening and speaking
Strange neighbourhood!
Listen to the story at http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/
witn/2008/09/080908_cows.shtml and say what the problem is.
Now, read the text “Noisy cows”.
Noisy cows
A farmer in the French Alps is being 
taken to courtbecause his cows are too 
noisy. Neighbours say the cowbells on his 
herd at a village near the town of Annecy 
are keeping them awake at night. Hugh 
Schofield reports from Paris:
Michel Deronzier grazes his herd of 
70  dairy cattle  on fields just outside the 
village of Villaz, in the  pastoral bliss  of a 
French Alpine mountain side. Several of the 
animals wear cowbells - not for decoration, he 
insists, but for the very practical reason that 
they can be more easily located if they stray.
But several of Monsieur Deronzier’s 
neighbours have had enough. They say 
that  the constant chiming  of the cowbells 
is stopping them sleeping, and now one 
of them has filed a suit at the courts 
demanding that the herd be kept away.
Monsieur Deronzier is naturally furious, but 
he might be comforted if he knew that his case 
is far from unique. In recent years across France 
there’s been a series of law-suits over such rustic 
nuisances as the crowing of cocks, the quacking 
of ducks or the clanging of church bells.
It’s a reflection of the changing sociological 
face  of the French provinces. Most of 
the law suits are filed by a new type of 
rural inhabitant: former town-dwellers who’ve 
come in search of the silence and instead find 
life in the countryside disquietingly loud.
Hugh Schofield, BBC News, Paris
Fonte: http://www.bbc.co.uk/worldservice/learningen 
glish/newsenglish/witn/2008/09/080908_cows.shtml 
Acesso em Agosto, 2011.
TIP
American English: 
Neighbor.
British English: 
Neighbour.
Figura 4: Cow
Fonte: http://www.bbc.
co.uk/worldservice/
learningenglish/
newsenglish/
witn/2008/09/080908_
cows.shtml. Acesso em 16 
de Agosto, 2011.
19
Letras/Inglês - Língua Inglesa Nível Avançado
Building my vocabulary bank
Word Meaning
Bliss  perfect happiness.
Cattle  large farm animals kept for their milk or meat; cows and bulls.
Chiming (To chime) to ring.
Dairy used to refer to cows that are used for producing milk, rather than meat.
Herd a large group of animals of the same type that live and feed together.
Nuisance something or someone that annoys you or causes trouble for you.
To stray to travel along a route that was not originally intended, or to move outsi-
de a limited area.
Ask and answer:
1. Talk to a classmate about his/her neighborhood. Use the useful sentences below to help you:
Do you like your neighborhood? Why or why not? 
What do you like most? What do you dislike? 
Is your neighborhood urban or rural? Is your neighborhood noisy at night? 
Is your neighborhood convenient? 
Is there a greengrocery shop, a convenience store or a candy store nearby? 
What other shops are there? Are there any good restaurants? 
Do you do any of your shopping in your neighborhood? 
Are there any good places for children to play? 
Are there any nice places to take a walk? 
What are the most popular places in the neighborhood?
Language Point
Solving problems
Now, let’s play! Pretend you are a neighborhood helper and advise your friend about their 
problems related to where they live. Write a problem you have around the place where you live. 
Post the problem on the virtual classroom forum. Now, in groups (via Skype, MSN or any other 
chat program) choose 03 problems and try to solve them. The group may advise the person 
about the problem in order to help a friend. After the discussion, write the piece of advice as an 
answer to the problem on the forum page. 
▲
Figura 5: Question
Fonte: http://www.
verticalmeasures.com/
link-building/ask-and-
answer-sites-can-they-
benefit-you/. Acesso em 
agosto, 2011.
◄ Figura 6: Advisors
Fonte: http://www.averq.
com/company-advisors.
html. Acesso em agosto, 
2011.
20
UAB/Unimontes - 7º Período
Vocabulary
Complaints
 Think about it: you need to talk to your roommate or your neighbor about something you think 
they need to change. Maybe your roommate is very noisy and you may ask him/her for a little bit 
of silence at night. Read the sentences and complete them. You can look at the neighborhood 
problems your friends have posted on the forum and make complaints for each situation. 
•	 I’m sorry to have to say this but __________________________________________________
•	 I’m sorry to bother you, but _____________________________________________________
•	 Maybe you forgot to___________________________________________________________
•	 I think you might have forgotten to _______________________________________________
•	 Excuse me if I’m out of line, but __________________________________________________
•	 There may have been a misunderstanding about ___________________________________
•	 Don’t get me wrong, but I think we should _________________________________________
Other expressions:
Expressing anger about something:
I’m fed up with
sick of
tired of
sick and tired of
the way you make so much noise at night!
your annoying friends!
you!
it!
I hate the way you
can’t stand the way you
leave a mess everywhere!
What really gets under my skin is
What really drives me crazy is 
your unhelpful attitude.
Complaining about something that someone often does(n’t do)
You always leave a mess in the kitchen!
never helped me with anything!
Listening
Listen to the song and complete the lyrics. 
Watch the song video on http://www.youtube.
com/watch?v=nL49yZNE4yk.
Figura 7: Hometown
Fonte: http://www.
wheelergalleries.com/tk/
html/homeve.html Acesso 
em agosto, 2011
21
Letras/Inglês - Língua Inglesa Nível Avançado
Write the verbs in the box back in the song. Check your answer (L 01).
collide did see missing can call shows wandering met(2x) strutting like(2x) Love 
gonna take tutting get taking can do -(2x) walking commitement hunger essential
Hometown Glory (Adele)
I’ve been ________ 
In the same way as I ________ 
________ out 
The cracks in the pavement
And ________ my heel 
And ________ my feet
“Is there anything 
I ________ for you dear? 
Is there anyone I ________ ?”
“No and thank you, please Madam 
I ain’t lost, just ________ “
Round my hometown
Memories are fresh
Round my hometown
Ooh, the people I’ve ________ 
Are the wonders of my world
Are the wonders of my world
Are the wonders of this world
Are the wonders of my world
I ________ it in the city 
When the air 
Is so thick and opaque
I ________ to ________ everybody 
In short skirts 
Shorts and shades
I ________ it in the city 
When two worlds ________ 
You get the people 
And the government
Everybody ________ 
Different sides
Shows that 
We ain’t ________ shit
Shows 
That we are united
Shows 
That we ain’t ________ it
Shows 
That we ain’t ________ shit
Shows that we are united
Round my hometown
Memories are fresh
Round my hometown
Ooh the people I’ve ________ 
Are the wonders of my world (4X)
22
UAB/Unimontes - 7º Período
Building my vocabulary bank
Word Meaning
23
Letras/Inglês - Língua Inglesa Nível Avançado
Referências
BERGE, G. How to Find a Housemate. Disponível em: http://www.ehow.co.uk/how_6461374_
housemate.html. Acessado em agosto de 2011.
PROS AND CONS OF CONDOMINIUM LIVING. Disponível em: http://www.lendingtree.com/
smartborrower/buying-a-home/finding-a-home/pros-and-cons-of-condo-living/ . Acessado em 
agosto de 2011.
SCHOFIELD, H. Noisy cows. Disponível em: http://www.bbc.co.uk/worldservice/learningenglish/
newsenglish/witn/2008/09/080908_cows.shtml. Acessado em agosto de 2011.
25
Letras/Inglês - Língua Inglesa Nível Avançado
UNIT 2 
Aging
Hello! You live, you learn! You live, you get older! Let’s talk about aging!
Esta Unidade tem como objetivo trabalhar o texto A Few Tips to Help You Age Gracefully and 
Accept Yourself; o speaking, com o tema Home Remediesfor Wrinkles: is it fair?; a música Standing 
Outside The Fire e Everybody is free to wear sunscreen como atividades de listening; a atividade 
Telling the world como atividade de writing. Como tópicos gramaticais serão trabalhados Phrasal 
Verbs e whoever, whichever, whatever, however, whenever and wherever.
O tema principal da unidade II é a maturidade. Em todas as atividades usaremos o tema 
como auxílio para a aprendizagem.
Reading comprehension
Answer the questions before reading.
1. What did you think when you read the word “Aging”? Is it something good? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Do you worry about getting older? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Read the comics:
Figura 8: Getting older
Fonte: http://www.
dontbejeff.com/2009/03/
am-i-really-getting-old.
html Acesso em ago, 2011
▼
26
UAB/Unimontes - 7º Período
Language Point
 Talk to your classmates (via Skype, MSN, or any other chat program) about getting older. 
Ask and answer the following questions:
•	 Do you like being the age at which you are now?
•	 What is the best age to be and why?
•	 What is the worst age to be and why?
•	 Do you look your age?
•	 Why do some people seem to age faster than others?
Now, read the sentences. Do you agree or disagree? Talk to your friends about 
your opinions. 
Agree Disagree
 It’s better to enjoy life than worry about growing old.
Although everyone grows old, I’d prefer to grow old grace-
fully.
I want to look and feel young for as long as possible.
Someday humans will likely live for hundreds of years.
Get the idea
Vocabulary
Match the expressions to their meanings. (GTI 03)
wet behind the ears ( ) an eccentric old man
over the hill ( ) To behave in a more mature way. Frequently said to a child or teen. 
a geezer ( ) Old 
(To) act one’s age ( ) a young child, especially one who is learning or has recently learned 
to walk 
toddler ( ) to reach the age when you are legally recognized as an adult and 
become old enough to vote 
under age ( ) an informal expression emphasizing that someone has lived for more 
years than most people
come of age ( ) legally too young to do something 
the ripe old age of ( ) young and inexperienced
Read the text and complete it with the words from the box. (GTI 04)
commitment hunger essential passion disappointment embrace important routines 
understand physically wonderful unique mentally obsessed comfortable backgrounds
27
Letras/Inglês - Língua Inglesa Nível Avançado
A Few Tips to Help You Age Gracefully and Accept Yourself
By: Kate Lemley
Aging is an _________ part of life that may come at us a lot quicker than we want or expect. 
That being said, there are ways to make aging a _________ process that only gets better as we 
get older. One of the most _________ processes of our lives is getting to know ourselves. This 
involves growing and changing to develop a _________ for life and each of its stages. It is also 
important to _________ that you are not the only person going through it. 
Everyone comes from different _________ and has a different genetic makeup, but that 
doesn’t mean that we can’t all have the same _________ for living life to its fullest and being 
_________ in our own skin. Each one of us is _________ and we all come in different shapes and 
sizes giving us each an equally unique plan to stay healthy _________ and _________.
We are constantly being shown new diets, fads, and ideas that are touted by celebrities that 
are meant to convince us that trying each one will bring us closer to our ideal bodies. Because 
of these images and lessons being taught, we have become much more _________ and self-
conscious with the aging process. As a result, we then focus on our body image much more than 
we need to be. When we fail at one or any of these fad diets or anti-aging _________ we then 
often opt for the easy way out. We give up. We start gaining weight, wearing baggy clothes and 
forgetting our skin care routine all-together. There are supposed to be a multitude of “quick fixes” 
out there for these things, but the truth lies not only in quick solutions, but also instead in an 
overhaul of our lifestyle and our _________ to staying healthy.
So instead of relying on quick fixes and setting yourself up for failure and _________, create 
your own system of healthy routines. Make it fun and enjoyable and let it constantly grow and 
change as the years go by. It’s important to start this now, no matter your age, and learn to 
accept your body’s makeup and be willing to work with it and _________ it. 
Fonte: http://www.cbs.com/daytime/the_talk/blog/?id=60414 Acesso em ago, 2011
With a classmate write 4 tips to help people age gracefully and accept themselves!
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
◄ Figura 9: Aging
Fonte: http://www.cbs.
com/daytime/the_talk/
blog/?id=60414 Acesso em 
ago, 2011
28
UAB/Unimontes - 7º Período
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Now, read the tips below and see if they are similar to yours. Which tip of yours would you 
add to them? Is there a tip below you don’t agree with? Why?
Here are a few tips to get you started:
•	 Drink Water - This has been said over and over again, but we can’t put enough emphasis on 
its importance. Drink a glass when you wake up and one before bed and make sure to drink 
throughout the day as well. A good measuring trick is to drink half of your body weight in 
ounces every day.
•	 Get Moving  - movement is one of the best tricks for anti-aging and will help keep you 
flexible and in shape. Try to incorporate at least 30 minutes of moderateactivity into your 
daily life. We know it sounds daunting, but as soon as you start, your body will enjoy it and 
crave it again tomorrow.
•	 Be A Leader - Don’t let celebrities and magazines be the brand that defines you; set yourself 
apart and create your own sense of style. Doing so will allow you to become more aware of 
yourself and allow you to be more creative.
•	 Balanced Meals - No matter if you eat three, five or six meals a day, you should always eat 
breakfast. It revs up your metabolism for the day and keeps you from gaining unnecessary 
weight. You should also make sure that each of your meals is a blend of carbs, protein and 
healthy fats. Stay away from junk food and try to focus on whole foods rather than anything 
processed.
•	 Skin Care Is A Must  - Always wash your face before bed! Our faces need a chance to 
breathe and repair themselves. Invest in a night cream that targets your skin type and helps 
moisturize.
•	 Beauty Sleep  - We recommend at least 7 hours of sleep every night, but the important 
thing is to listen to your body and give it the rest that it needs. Rest not only benefits our 
mind, it also benefits our skin, hair and body.
•	 Find Balance  - As we age, we really need to find balance in our lives. Take the time to sit 
back and reevaluate where you are investing your energy. Are you focusing too much on 
something that is bringing you a great deal of stress? Start focusing more on a positive 
reinforcement that will bring you happiness instead.
•	 Be Compassionate - Always take time to give. We have a tendency to become so wrapped 
up in our own lives that we forget about others that may need some extra attention or love.  
It will enrich your own life in addition to others.
Now that you have a basis for a few things in life that will help you embrace your natural 
path to aging, make your own plan and run with it! Focus on where you need your life to go in 
order for you to feel happiest and most fulfilled and your overall health will follow. 
Fonte: http://www.cbs.com/daytime/the_talk/blog/?id=60414 Acesso em ago, 2011
29
Letras/Inglês - Língua Inglesa Nível Avançado
Introducing grammar
Whoever, whichever, whatever, however, whenever and wherever
◄ Figura 10: Whoever
Fonte: http://
raisingfigureskaters.
com/2010/12/01/whoever-
is-happy-wordart-freebie/ 
Acesso em ago, 2011.
◄ Figura 11: Whatever
Fonte: http://www.
fashionstinks.com/
whatever_you_are_be_a_
good_one_abraham_
print-228375353
354946921.html Acesso 
em ago, 2011.
30
UAB/Unimontes - 7º Período
 Look at the pictures 10 and 11. Do you know what whoever and whatever means? Explain 
to a classmate what you understood and listen to his/her explanation too.
Read the poem:
Dear Whoever
(by Sammi Doll)
Dear whoever 
If I ever met you 
Would you let me scream? 
Would you let me cry out 
My frustrations 
Until there was no pain? 
 
Or would you leave me alone? 
Exposed out in the cold 
Isolated in the hurt 
Blood frozen in my veins 
 
Dear whoever 
If I ever met you 
Would you ever leave my side? 
Would you hold my hand 
Assure me 
And tell me it’ll be all right? 
 
Or would you add to my pain? 
Shun me away 
Push me out 
And never let me back 
Figura 12: Sunset
Fonte: http://
peculiartreasures-
rachel.blogspot.com/ 
2011/01/i-exchange.html. 
Acesso em ago, 2011.
31
Letras/Inglês - Língua Inglesa Nível Avançado
 
Dear whoever 
If I ever met you 
Would you let the light in? 
Let it shine on 
A new day 
Meant for you and I? 
Or would you keep me in the dark? 
So protected, so smothered 
Choking on my breath 
No air 
 
Dear whoever 
If I ever met you 
It would be a shame 
For it would surely 
Be a sign 
That I am going insane.
Fonte: http://poem.mibba.com/205861/Dear-Whoever Acesso em ago, 2011
In your opinion, does the word whoever mean the author knows exactly to whom is 
talking? Explain your answer to a classmate and listen to his/her explanation.
Now, pay attention to the explanation:
The words whatever, whoever, whichever, however, whenever and wherever have 
similar meanings to “it doesn’t matter what/ who/ which/ how/ etc.”, “any thing that/ any 
person who, etc”.
This kind of word acts as a subject, object or adverb in its own clause. It can also appear as a 
conjunction, joining its clause to another sentence.
Ex.:
•	 Whoever calls to me, tell them I’m sleeping.
•	 She will never answer an invitation to go out, whoever you are.
•	 Whatever you say, I’ll always be by your side.
•	 Whichever of the cars you choose, you’ll have to pay a lot of money.
•	 People always want more, however rich they are.
•	 You can call me whenever you want.
•	 I’ll go wherever you will go.
Get the idea
Complete the sentences with whatever, whoever, whichever, however, whenever or 
wherever. (GTI 05)
1. Pay attention, _____________ you go in this town you should be careful.
2. ____________ you travel, it will take you at least 10 hours to get there.
3. _____________ is inside the bag is making a strange noise.
4. _______________ I visit my grandma I try to bring her a gift.
5. Send it to ___________________ pays the bills.
32
UAB/Unimontes - 7º Período
Reading and Vocabulary
Let’s check if you are prepared for aging! 
1. There are some things in our body that will change when we get older. Say how much you 
care about each item in the table and what you can do to help your appearance.
How much do you care? What can you do to help your appearance?
 A lot A little Not at all
Eyes
Wrinkles
Teeth
Hair
Stomach
Share your opinion with your classmates!
2. Do you know any home recipes to bodycare treatment? Talk to your relatives, friends, co-
workers and people you know and try to find recipes to deal with your hair and face skin. 
Take note and post the recipes (in English) on the virtual classroom site.
 Home Remedies for Wrinkles
By Timothy Gower, Alice Lesch Kelly, Linnea Lundgren, Michele Price Mann
Wrinkles. Many of us dread the arrival of those lines, crinkles, and creases, but we know 
they’ll etch their way into our faces sooner or later. You can’t avoid aging, obviously, but it 
turns out that you don’t have to end up with a prunelike complexion. If you follow some 
Figura13: Wrinkles
Fonte: http://
nofacewrinkles.com/. 
Acesso em ago, 2011.
►
33
Letras/Inglês - Língua Inglesa Nível Avançado
commonsense home remedies, you can prevent some wrinkling and continue to put your best 
face forward.
First, it’s important to understand how skin ages and why we end up with wrinkles. One 
cause of skin aging occurs as the skin begins to wear out. By the time a person reaches 70 or 
80, the skin and bones (including the skull) begin to thin and the layer of fat underneath the 
skin shrinks.
Another factor that comes into play over the years, causing skin to sag, is gravity. The 
corners of the mouth turn down, and the upper lip may disappear altogether. Eyelids droop, the 
tip of the nose dips, and jowls forms. Even your ears will begin to hang a little lower.
Sleep lines can add to your facial etchings, too, as can the facial expressions you’ve worn 
through the years. The muscles that make you laugh, cry, wink, and pucker your lips pull on the 
skin, which can leave permanent creases over time.
Still, these mostly unavoidable physiological changes actually play a very small role in the 
development of wrinkles. Unprotected exposure to the sun’s ultraviolet rays is by far the biggest 
culprit. That so-called healthy glow you get from a tan is anything but healthy for your skin.
So while you can’t prevent certain body changes, you can protect your skin from the 
greatest culprit in wrinkle formation and help lessen the impact of some of the contributing 
factors.Read the following home remedies to find out how.
 
Wear sunscreen every day: Applying 
sunscreen with a sun-protective factor (SPF) 
of at least 15 and avoiding the sun as much as 
possible from 10:00 A.M. to 4:00 P.M.
 Get some shades: Wearing sunglasses 
that block out the vast majority of the sun’s 
ultraviolet rays when you’re outdoors during 
the day can help protect the soft, sensitive 
skin around your eyes, where crow’s feet form 
and where sunscreen may not reach. 
◄ Figura14: Sunscreen
Fonte: http://
bellanellablog.com/
page/3/. Acesso em ago, 
2011.
◄ Figura 16: Sleep
Fonte: http://www.clivir.
com/lessons/show/stop-
snoring-aids-and-devices-
review-snoring-pillow.
html. Acesso em ago, 
2011.
Figura 15: Shades
Fonte: http://womantalks.com/
Articles/Fashion/Accessories/Stylish-
Sunglasses-for-Under-30.html. Acesso 
em ago, 2011.
34
UAB/Unimontes - 7º Período
Sleep on your back: Sleeping  with your face pressed against the pillow can cause “sleep 
lines” that, over the years, can turn into wrinkles. 
Don’t smoke: Not only can smoking cause cancer and num erous other health problems, it 
can contribute to wrinkles. Studies have found that premature wrinkling increased with cigarette 
consumption and the length of time the individual had been smoking.
 
Moisturize: Using a  moisturizer  can temporarily improve the appearance of wrinkles by 
plumping up your skin, but it won’t have a long-lasting effect.
 
▲
Figura 17: Don’t smoke!
Fonte: http://
thecontentfarm.tumblr.
com/post/2958400667/
how-to-quit-smoking. 
Acesso em ago, 2011.
Figura 18: Moisturize
Fonte: http://health.
howstuffworks.com/skin-
care/moisturizing/tips/
moisturize-face-at-night.
htm. Acesso em ago, 2011.
►
Figura 19: Facial 
Expressions
Fonte: http://www.
tpub.com/content/
draftsman/14263/
css/14263_203.htm. 
Acesso em ago, 2011.
►
35
Letras/Inglês - Língua Inglesa Nível Avançado
Fine-tune your facial expressions: Some people have a tendency to knot their 
eyebrows, frown, glare, or crease their brow, and they’ve got the wrinkles to show for it. Often, 
we’re not even aware of the expressions we make. If you watch yourself in the mirror and notice 
how you use your muscles to form expressions, you may be able to make a conscious effort to 
modify some of them. 
Fonte: http://health.howstuffworks.com/skin-care/beauty/anti-aging/home-remedies-for-wrinkles.htm Acesso em 
ago, 2011
Building my vocabulary bank
Words Meaning
Brow the forehead (= part of the face above the eyes).
Crinkles many small lines and folds.
Culprit a fact or situation that is the reason for something bad happening.
Etching to make a strong clear mark or pattern on something.
Eyelid either of the two pieces of skin which can close over each eye.
Jowl the loose skin and flesh under the jaw.
Prunelike Be like a dried plum that is often eaten cooked.
Skull the bones of the head, which surround the brain and give the head its shape.
To crease If cloth, paper, etc. creases, or if you crease it, it gets a line in it where it has been folded 
or crushed.
To dread to feel extremely worried or frightened about something that is going to happen or 
that might happen.
To pucker to tighten skin or cloth until small folds appear or (of skin or cloth) to form small folds.
To sag to become weaker.
To shrink to become smaller, or to make something smaller.
Get the idea
Vocabulary
Try to find on Internet the underlined verbs. Write their meanings in the box bellow. Then 
compare your answers with your classmates’. (GTI 06)
There are some good online dictionaries: 
http://www.oxfordadvancedlearnersdictionary.com/
http://dictionary.cambridge.org/
http://www.merriam-webster.com/
To turn out
To end up
To wear out
To find out
To block out
To turn into
36
UAB/Unimontes - 7º Período
Language Point
Do you know the famous text “Everybody is free to wear sunscreen”? Watch the video: 
http://www.youtube.com/watch?v=MQlJ3vOp6nI&feature=related
Now, tell your classmates if you follow any piece of advice from the text.
Writing
Telling the world
Imagine you may tell the world what you 
would like to advise people about. Think of 
what you know would make things easier in 
everybody’s life. Maybe it is about overcoming 
the fear of getting older; maybe it is about the 
environment, or even about drinking water. 
Follow the steps:
1. Write freely for 20 minutes on your 
topic. Write whatever comes to your mind. 
Don’t try to judge things or organize the ideas. 
Don’t worry about grammar. You may write to 
help yourself think about the topic.
2. Read what you have written. What is 
the main idea of your writing? Now, explore 
the main idea and write more about it (2 
paragraphs). Use the vocabulary and other 
ideas of your free writing to help you.
3. Look at the texts at this unit and other 
readings to look for sentences you can paraphrase. 
Organize grammar, linking words and conclusion.
4. Ask a classmate to read and correct 
your text. 
5. Read the text after the peer review and 
decide what you really need to change.
6. Write the final version and post it on 
the virtual classroom.
8. Read your classmates’ texts and write 
your opinion about them.
Figura 21: Peer review
Fonte: http://nursing.
advanceweb.com/article/
nurse-peer-review-2.aspx. 
Acesso em ago, 2011.
►
Figura 20: Sunscreen 
speech
Fonte: http://www.
amazon.com/Everybodys-
Free-Wear-Sunscreen-
Instrumental/dp/
B000UGD542. Acesso em 
ago, 2011.
►
37
Letras/Inglês - Língua Inglesa Nível Avançado
Listening
Listen to the song on http://www.youtube.com/watch?v=vluCIarM3J8 and read the lyrics. 
And answer the questions.
Standing Outside The Fire
Garth Brooks
We call them cool
Those hearts that have no scars to show
The ones that never do let go
And risk the tables being turned
We call them fools
Who have to dance within the flame
Who chance the sorrow and the shame
That always comes with getting burned
But you’ve got to be tough when consumed by desire
‘Cause it’s not enough just to stand outside the fire
We call them strong
Those who can face this world alone
Who seem to get by on their own
Those who will never take the fall
We call them weak
Who are unable to resist
The slightest chance love might exist
And for that forsake it all
They’re so hell-bent on giving, walking a wire
Convinced it’s not living if you stand outside the fire
Standing outside the fire
Standing outside the fire
Life is not tried, it is merely survived
If you’re standing outside the fire
There’s this love that is burning
Deep in my soul
◄ Figura 22: Adventure
Fonte: http://www.
myadventuresomelife.
com/why-taking-risk-is-an-
positive-attitude/. Acesso 
em ago, 2011.
38
UAB/Unimontes - 7º Período
Constantly yearning to get out of control
Wanting to fly higher and higher
I can’t abide
Standing outside the fire
Standing outside the fire
Standing outside the fire
Life is not tried, it is merely survived
If you’re standing outside the fire
Standing outside the fire
Standing outside the fire
Life is not tried, it is merely survived
If you’re standing outside the fire
1. Did you like this song? Why or why not?
2. Did this song remind you of any situation or anyone you know? What or who? In what 
ways?
Share your answers with your classmates and discuss the meaning of “Standing outside the fire”.
Building my vocabulary bank
Word Meaning
39
Letras/Inglês - Língua Inglesa Nível Avançado
Referências
DOLL, S. Dear Whoever. Disponível em: http://poem.mibba.com/205861/Dear-Whoever. 
Acessado em agosto de 2011.
GOWER, T.; KELLY, A.; LUNDGREN, L.; MANN, M. Home Remedies for Wrinkles.Disponível em: 
http://health.howstuffworks.com/skin-care/beauty/anti-aging/home-remedies-for-wrinkles.htm. 
Acessado em agosto de 2011.
LEMLEY, K. A Few Tips to Help You Age Gracefully and Accept Yourself. Disponível em: http://
www.cbs.com/daytime/the_talk/blog/?id=60414. Acessado em agosto de 2011.
41
Letras/Inglês - Língua Inglesa Nível Avançado
UNIT 3
People & Society
Hi there! We have a society full of good people and, sometimes, bad people. Let’s talk about people!
Esta Unidade tem como objetivo trabalhar o texto Special Delivery como atividade de 
speaking; como atividade de vocabulário e reading o texto Japan tsunami: 10m yen donation 
found in Tokyo toilet; a música Offer como atividade de listening; a atividade My Biography como 
writing. Como tópicos gramaticais serão trabalhados a pronúncia do sufixo –ed e a pontuação.
O tema central da unidade é Pessoa Humana. Todas as atividades serão conectadas por esse tema.
Speaking
Look at the picture:
◄ Figura 23: Good people
Fonte: http://blogs.
babble.com/family-
style/2011/08/05/simple-
modern-framed-sayings/. 
Acesso em ago, 2011.
42
UAB/Unimontes - 7º Período
Answer the questions:
1. What does the label “good people” mean for you?
2. Are you a good person? Why or why not?
3. What makes someone a good person?
Read the text about a good person. Complete the text with the words from the box. (GTI 07)
nonetheless as then but last Christmas Eve but within three days 
two days later me who is far beyond
Special Delivery
By Gary Sledge
Ten-year-old Riley Christensen and her mother, Lynn, were huddled in front of the family 
computer, checking out models and prices of bikes. “Let’s pick one out for Dad’s birthday,” 
Christensen suggested to her daughter.
_________ Christensen scrolled down the home page of the Bike Rack, a shop in their town 
of St. Charles, Illinois, a video link for Project Mobility caught her eye. She clicked on it out of 
curiosity. The clip told how Bike Rack co-owner Hal Honeyman had created an organization to 
provide specially engineered bicycles to people with disabilities. It showed the happy faces 
of those who were now riding them — accident victims, injured veterans, and children with 
disabilities, including Hal’s own son, who had been born with cerebral palsy.
“I’m going to buy a bike for one of those kids,” Riley told her mother. _________, she showed 
Christensen a letter she had written asking for donations: “I think it’s amazing for a guy to make 
bikes for kids who can’t walk,” the letter said. “I saw how happy a boy was when he got one … I’m 
writing to ask for your help.”
Christensen was blown away by her daughter’s effort, _________ doubts quickly emerged. 
The cost of just one of those special bikes could be as high as $4,000. Riley could never raise the 
money. ______________, her letter went out to 75 relatives and friends. __________________, 
checks and cash began arriving. _________ word got around about Riley’s campaign, and as 
Christmas neared, more and more donations rolled in. The teen ultimately raised more than 
$12,000, enough to pay for seven bikes.
__________________, Riley pulled on a Santa hat and delivered the bicycles to three of the 
lucky kids: Ava, a 13-year-old girl with spina bifida; Jenny, a 15-year-old girl with cerebral palsy; 
and Rose, a 4-year-old girl with a rare genetic disorder. “This is the best Christmas I ever had,” said 
Riley.
She and Ava have since ridden together. “When I ride, I like to go fast, get sweaty, and feel 
the breeze,” Riley says. “So does Ava. She pumps with her arms, not her feet, but she really flies.”
Riley is determined to keep her campaign 
going every holiday season. “I want kids to feel 
the wind in their faces,” she says.
Fonte: http://www.rd.com/home/5-stories-that-celebrate-the-spirit-of-giving/ Acesso em ago, 2011
◄ Figura 24: Special bikes
Fonte: http://bikeclub.
org.uk/2010/03/22/
accessible-cycling-for-
young-disabled-people-
in-blackpool/. Acesso em 
ago, 2011.
43
Letras/Inglês - Língua Inglesa Nível Avançado
Building my vocabulary bank
Words Meaning
Cerebral palsy a physical condition involving permanent tightening of the muscles which is 
caused by damage to the brain around or before the time of birth 
Spina bifida a serious condition in which part of the spine is not correctly developed at 
birth, leaving the nerves in the back without any protection
To huddle to come close together in a group, or to hold your arms and legs close to 
your body, especially because of cold or fear.
Get the idea
Answer:
1. Would you expect a ten-year-old child to act as Riley Christensen did? Why or why not?
2. Do you know any similar story? If you do, tell your classmates about it.
3. During your childhood, did you do anything special to help someone? What did you do?
Go to the virtual classroom forum and discuss the questions above with your friends.
Good people X bad people
Let’s talk about good and bad people. Judge the situations below. Complete the sentences 
and then share your opinion with your friends posting your sentences on the virtual classroom forum.
What do you think about:
•	 People who jump the queue in banks ___________________________________________
____________________________________________________________________________
•	 People who steal your answers in class ___________________________________________
____________________________________________________________________________
•	 People who offer their seats to old people and pregnant women _____________________
____________________________________________________________________________
•	 People who love gossiping about other people’s lives inside the hairdresser’s ____________
____________________________________________________________________________
•	 People who love sharing prizes and good news with others at work ____________________
____________________________________________________________________________
Please, complete the chart:
What kind of people makes you People who
feel impatient?
mad?
feel happy?
feel well by them?
want to start a new friendship?
Using Skype, Msn, or any other chat device, talk to a classmate and share ideas. What is 
similar between your answer and your friend’s answer? What is different?
▲
Figura 25: Good X bad
Fonte: http://blog.
leadingresources.
com/66/good-people-
bad-partners-conflict-
resolution-through-good-
governance-policy. Acesso 
em ago, 2011.
44
UAB/Unimontes - 7º Período
Reading and vocabulary
1. Read the words and match them to their meanings. (GTI 08)
Word Meaning
1. tsunami ( ) an extreme weather condition with very strong wind, heavy rain and 
often thunder and lightning
2. earthquake ( ) an extremely large wave caused by movement of the Earth under the sea, 
often caused by an earthquake 
3. storm ( ) a mountain with a large circular hole at the top through which lava (= hot 
liquid rock) gases, steam and dust are or have been forced out 
4. flooding ( ) when an area is covered with water, especially from rain
5. Hurricane ( ) a sudden violent movement of the Earth’s surface, sometimes causing 
great damage
6. volcano ( ) a violent wind which has a circular movement, especially found in the 
West Atlantic Ocean
2. Look at the vocabulary on the chart again and name places where you know natural 
disasters have happened.
Tsunami: ____________________________________________________________________
Earthquake: __________________________________________________________________
Storm: ______________________________________________________________________
Flooding: ____________________________________________________________________
Hurricane: ___________________________________________________________________Volcano: ____________________________________________________________________
3. Can you name countries where most of the natural disasters happened? Which one (s)?
________________________________________________________________________
What can people do to help each other when a natural disaster happens? Read the text 
about the donations in Japan.
Japan tsunami: 10m yen donation found in Tokyo toilet
An anonymous donor in Japan has left 
10m yen ($131,000; £83,000) to charity by 
dumping it in a public toilet.
The money was found with a letter saying it 
should be donated to victims of the earthquake 
and tsunami that hit Japan in March.
The neatly wrapped bills were found in a 
plastic shopping bag in a toilet for disabled people 
in the city hall of Sakado in the Tokyo suburbs.
The note read: “I am all alone and have no 
use for the money.”
The City Hall said it would hand the 
money to the Red Cross if it was not reclaimed 
within three months.
City officials said the anonymous donor 
had slipped in and out unnoticed.
The BBC’s Roland Buerk in Tokyo says the 
earthquake and tsunami that devastated north-
eastern coastal areas in March has brought out 
striking examples of generosity and honesty.
Figura 26: Thousands 
of people were 
left homeless by 
March’s tsunami and 
earthquake
Fonte: http://www.bbc.
co.uk/news/world-asia-
pacific-15110090. Acesso 
em ago, 2011.
►
45
Letras/Inglês - Língua Inglesa Nível Avançado
Strange donations
The equivalent of $50m in cash has been picked up in the disaster area and handed over to 
the police. Another $30m was recovered from safes found in the rubble.
It is not the first time that anonymous benefactors in Japan have chosen toilets to leave 
cash. In 2007, 400 blank envelopes containing 10,000-yen notes were found in the toilets of local 
council buildings across the country.
At the same time, 18 residents of a Tokyo apartment building found a total of 1.8m yen 
stuffed into envelopes in their mailboxes.
Nearby, 1m yen was apparently thrown from an apartment block above a local shop.
Most of that money appears to have been handed in to the police. The mysterious 
benefactor was never found.
Fonte: http://www.bbc.co.uk/news/world-asia-pacific-15110090 Acesso em ago, 2011
Pronunciation
Pronunciation of –ed endings (review)
The –ed ending is used to form the past tense and past participle of regular verbs. The –ed 
ending has three different pronunciations. Look at the chart:
-ed is pronounced /Id/ after the sounds /t/ and /d/.
/tId/
devastated
/dId/
handed
-ed is pronounced /t/ after unvoiced sounds (except /t/)
Picked /kt/
Wrapped /pt/
Unnoticed /st/
-ed is pronounced /d/ after voiced sounds (except /d/)
Disabled /ld/
Write the words in the right column: (GTI 09)
waited stopped washed danced raised agreed lived looked
needed hoped started laughed opened
/Id/ /t/ /d/
46
UAB/Unimontes - 7º Período
Reading
Look at the picture. Do you know this man? What is his name? Who is he?
Read his biography.
Martin Luther King, Jr.
Dr. Martin Luther King, Jr. was one of the most important leaders in the civil rights 
movement, and one of America’s greatest peace heroes. He dedicated his life to fighting 
injustice. Unlike many heroes of the past, Dr. King did not fight with violence, but promoted 
nonviolence and passive resistance as tools for social change.
As a Baptist Minister, Dr. King’s deep faith helped to shape his vision of love and kindness, 
justice and equality for all. He was also greatly influenced by the lives and writings of Mahatma 
Gandhi and Henry David Thoreau. Dr. King put theory into practice by leading many nonviolent 
boycotts and protests in the 1960s. An eloquent speaker, he quickly rose to prominence as one of 
the most important leaders in the movement for racial equality in America and in the worldwide 
movement for peace during the Vietnam War.
For his dedication to world peace and working towards a nation where all men and women 
are created equal, Dr. King received the Nobel Peace Prize in 1964. At 35 years old, he was the 
youngest person ever to receive this honor.
An assassin’s bullet killed Dr. King in 1968, but his dream of a better world is alive in 
countless hearts and lives today.
Dr. King strongly believed in personal responsibility for helping to bring peace, justice 
and equality into our communities and our world, and his life is a shining example of one who 
practiced what he preached. The United States Congress created a national holiday in honor of 
his legacy. Appropriately, Martin Luther King, Jr. Day is dedicated as a day of volunteer service, so 
that it is not just a day off from work or school, but a day to give of ourselves to our communities.
Fonte: http://www.betterworldheroes.com/pages-k/king-bio.htm Acesso em agosto, 2011
◄ Figura 27: Nobel Prize
Fonte: http://www.
nobelprize.org/
nobel_prizes/peace/
laureates/1964/king-bio.
html. Acesso em ago, 2011.
47
Letras/Inglês - Língua Inglesa Nível Avançado
After reading
1. Watch the video of part of Martin Luther King’s speech “I have a dream”. Go to http://www.
youtube.com/watch?v=MgYzJGmBXU8&feature=related 
2. Now, think of your dreams of a better world. Do you have any dream of a solution for the 
world’s problems? Which one(s)?
3. Write in a few words what your dream is about. Try to rhyme or give a rhythm to your 
words and make it a kind of poem. Look up at a good dictionary the words whose 
pronunciation you are not sure about. Practice reading your poem out loud. Then read it 
out loud to a classmate or classmates. You can do it through Skype, Msn, etc or in a class 
meeting. Share your dreams!
4. Post you poem on the virtual classroom forum.
5. After that, plan a slide presentation using your words and pictures that could help you 
describe your ideas. Share the presentation with all your classmates.
Introducing grammar
Let’s learn a bit more about punctuation?!
Quadro 2: Punctuation
Rule Example
(.) Period
We use a period to end a sentence that is a statement.
When a period is part of a number, it is called “point”.
He dedicated his life to fighting injustice.
3.5
( , ) Comma
Adjectives: In predicate position, commas are always 
used between adjectives.
List: to separate items in a series or list.
Word order to separate words that are put in unu-
sual places or interrupt the normal progression of a 
sentence.
The doctor was smart, polite and handsome.
Traveling in a train is a cheap, comfortable, 
safe journey.
Lewis had, surprisingly, paid the party bills.
( ! ), ( ? ) Exclamation Mark and Question Mark
They are used to close sentences.
I love you!
Do you know my father?
◄ Figura 28: Punctuation
Fonte: http://
subjunctivecomics.
blogspot.com/2008/03/
comic-6.html. Acesso em 
ago, 2011.
48
UAB/Unimontes - 7º Período
( ' ) Apostrophe
Missing letters: to show where we have left letters out 
of a contracted form.
Possessive: before or after possessive –s ending of 
nouns.
Special plurals.
Who’s she?
This is my brother’s house.
Please, no but’s!
( : ) Colon
To introduce a list.
Before explanations.
You may bring us three types of books: roman-
ce, drama and comedy.
Mom will travel on Tuesday: she must visit our 
grandma.
( ; ) Semicolon
Instead of a period if two statements are closely 
related.
To separate items in a list (when these are grammati-
cally complex.)
Some students prefer studying in the morning; 
others in the evening.
They need to understand the steps of a 
process are complex; they demand a lot of 
attention; they … 
Fonte: Elaborado pelas autoras. 
Get the idea
Rewrite the text using the correct punctuation. (GTI 10)
When I was a little boy in Australia