Curso de Inglês Instrumental Completo

Prévia do material em texto

1 
UNIT 1 
TEXT I 
 
ASTRONOMERS COUNT THE STARS 
 
There are ten times more stars in the visible Universe than all the grains of sand on the 
Earth´s beaches and deserts. 
 
Observe o título do texto e a chamada. Que comparação é feita entre o Universo e o nosso planeta? Que 
tipo de texto você acha que será apresentado a seguir: argumentativo, narrativo, de informação 
científica? Formule hipóteses e verifique-as com a leitura. 
 
 
Because of the bright lights of the modern cities, when we look up at the sky we can see no more 
than 100 stars. But from dark parts of the Earth, the naked eye can see more than 5,000! And modern 
telescopes tell a very different story. 
 
With the help of some of the world´s most powerful instruments to measure the brightness of all 
the galaxies in one sector of the cosmos, Australian astronomers say it is probable that there are 70 
sextillion stars in the visible Universe. In other words and numbers, seven followed by 22 zeroes, a really 
astronomical figure. 
 
That is more than the total number of grains of sand in all the world´s beaches and deserts, and 
that is only the stars in the visible Universe within range of our telescopes. 
 
Dr. Simon Driver, of the Australian National University, has a theory that many of the stars out 
there have planets, and that some of them probably have life. Dr. Driver´s theory is not exactly new, and 
those planets are so distant, he says, that there is no real possibility for us to see or contact anyone 
without living on them. 
 
(adapted from “Astronomers Count the Stars”, by Andrew Craig, BBC News, 22 July 2003) 
 
Vocabulário 
 
1. because of – por causa de 
2. bright – brilhante 
3. light – luz 
4. look up – olhar para cima 
5. sky – céu, firmamento 
6. can – poder 
7. see – ver 
8. more than – mais que 
9. star – estrela 
10. but – mas 
11. dark – escuro 
12. Earth – Terra (planeta) 
13. naked – nu 
14. tell a story – contar uma 
história 
15. with – com 
16. help – ajuda; ajudar 
17. some – algum(s) 
18. world – mundo 
19. most – o mais 
20. powerful – poderoso 
21. measure – medir 
22. say – dizer 
23. other – outro 
24. word – palavra 
25. followed – seguido 
26. figure – número, cifra 
27. grain – grão 
28. sand – areia 
29. beach – praia 
30. only – somente 
31. within – dentro 
32. range – campo, alcance 
33. out there – lá fora 
34. life – vida 
35. there is – há, existe 
36. anyone – ninguém 
 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
- Qual a idéia central do texto? 
- As estrelas que existem no Universo têm seu número comparado a quê? 
 
 2 
2. WORD STUDY 
 
2.1 – TRANSPARENT WORDS 
 
Em textos de informação científica, como Astronomers Count the Stars, é comum encontrarmos muitas 
transparent words (“palavras transparentes”), cognatas, com a forma e sentido em inglês muito parecidos 
com os do português, o que facilita a compreensão do texto. 
Identifique no texto pelo menos 25 transparent words, sem considerar as repetições. 
 
2.2 - PREFIXES AND SUFIXES 
 
O conhecimento de prefixos e sufixos é de fundamental importância para o reconhecimento e a ampliação 
do vocabulário. Observe a palavra em destaque no trecho abaixo: 
 
... instruments to measure the brightness of all the galaxies ... 
 
O sufixo –ness é usado com muitos adjetivos na formação de substantivos abstratos. 
 
Localize no texto o adjetivo que serviu de base para a formação do substantivo brightness. Transcreva o 
trecho. 
 
Observe mais duas palavras destacadas: 
 
... a really astronomical figure ... 
... some of them probably have life ... 
 
O sufixo –ly é usado com muitos adjetivos na formação de advérbios de modo, correspondendo ao nosso 
sufixo –mente. 
Localize no texto os adjetivos que serviram de base para a formação dos advérbios really e probably. 
Transcreva os trechos. 
 
Agora, com base nas informações acima, complete as lacunas dos quadros. 
 
ENGLISH PORTUGUÊS 
 
Adjective Noun Adjetivo Substantivo 
Bright brilho 
 darkness escuro 
 happiness feliz 
Sad tristeza 
 
Adjective Adverb Adjetivo Advérbio 
 exactly exato 
Possible possivelmente 
 visibly visível 
 provavelmente 
 
 
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2.3. VOCABULARY BUILD-UP. 
 
Encontre no texto a forma correspondente em inglês às palavras e expressões abaixo. 
 
1. luzes brilhantes 
2. cidades modernas 
3. olhar para o céu 
4. não mais do que 
5. partes escuras 
6. olho nu 
7. telescópios modernos 
8. uma história muito diferente 
9. contar uma história muito diferente 
10. alguns dos instrumentos mais poderosos do 
mundo 
11. astrônomos australianos 
12. Universo visível 
13. uma cifra realmente astronômica 
14. número total 
15. grãos de areia 
16. dentro do alcance 
17. nenhuma possibilidade real 
 
3. DISCOURSE MARKERS 
 
Encontramos no texto algumas palavras que desempenha, uma função estrutural importante 
(geralmente são conjunções, preposições ou advérbios), chamadas marcadores do discurso, que ajudam 
a organizar as idéias e são palavras-chave para a compreensão do texto. Observe como elas foram 
usadas e que idéia ou noção expressam. 
 
Marcador do discurso Significado Função 
and e acrescentar ou ligar idéia 
because of por causa de relacionar causa e efeito 
but mas, porém contrapor idéias 
when quando estabelecer relação de tempo 
 
Volte ao texto e responda: 
 
1 – Qual é a causa e qual é o fato relacionados por because of na linha 1? 
2 – Que idéias são contrapostas por but na linha 2? 
3 – And, na linha 2, acrescenta que idéia? 
 
Agora complete cada frase com AND, BECAUSE, BUT e WHEN. Depois complete a tradução das 
frases. 
 
1. Some of the stars have planets, __________ life is a possibility there. 
(Algumas das __________ têm planetas, __________ a __________ é uma possibilidade lá.) 
 
2. Life is possible on those planets, __________ they are so distant from the Earth! 
(A __________ é __________ naqueles planetas, __________ eles estão __________ distantes da 
Terra!) 
 
3. We cannot contact anyone living on those planets __________ they are not within the range of our 
telescopes. 
(Não conseguimos contatar __________ vivendo __________ __________ eles não estão __________ 
do __________ dos nossos telescópios.) 
 
4. We cannot see more than one hundred stars in the sky __________ we are in a modern city. 
(Não conseguimos __________ mais do que cem __________ no __________ __________ estamos 
numa cidade moderna.) 
 
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5. A part of the Universe is now visible __________ astronomers have very powerful telescopes. 
(Uma __________ do Universo agora é __________ __________ os astrônomos têm telescópios muito 
__________.) 
 
6. Astronomers can see about 70 sextillion stars in the Universe, __________ not with the naked eye. 
(Os astrônomos conseguem __________ aproximadamente 70 sextilhões de estrelas noUniverso, 
__________ não a __________ __________.) 
 
4. EXTRA READING – BILLIONS AND BILLIONS 
 
The total number of people on Earth today is more than 6 billion. The total number of human 
beings who have ever lived is probably seven tens of billions. But the total number of stars in the Milky 
Way Galaxy is about 250 billion. So, there are a lot more stars in the Milky Way Galaxy than there are 
human beings who have ever lived – and there are billions of other galaxies. 
 
(from “Other Worlds”, Carl Sagan, Bantam Books, New York, 1975) 
 
Vocabulário 
 
1. human being – ser humano 
2. Milky Way – Via Láctea 
 
Relacione as colunas de acordo com o texto. 
 
1. mais de 6 bilhões _____ pessoas que já viveram na Terra 
2. provavelmente 70 bilhões _____ outras galáxias no Universo 
3. cerca de 250 bilhões _____ pessoas que vivem agora na Terra 
4. bilhões _____ estrelas na Via Láctea 
 
TEXTO II 
 
PROBLEMA NA CLAMBA 
 
Naquele dia, depois de plomar, fui ver drão o Zé queria ou não ir comigo à clamba. Pensei 
melhor grulhar-lhe. Mas na hora de grulhar a ficha vi-o passando com a golipesta – então me dei conta 
que ele já tinha outro programa. 
Então resolviir no tode. Até chegar na clamba, tudo bem. 
Estacionei o zulpinho bem nacinho, pus a chave no bolso e desci correndo para aproveitar ao 
chinta aquele sol gostoso e o mar pli sulapente. 
Não parecia haver um glapo na clamba. Tirei os grispes, pus a bangoula. Estava pli quieto ali 
que até me saltipou. Mas esqueci logo as saltipações no prazer de nadar no tode, inclusive tirei a 
bangoula para ficar mais a vontade. Não sei quanto tempo fiquei nadando, siltanto, corristando, até 
estopando no mar. 
Foi no tode depois, na hora de voltar à clamba, que vi que nem os grispes nem a bangoula 
estavam mais onde eu tinha deixado. 
O que fazer??? 
 
1. Que tipo de problema teve o narrador? 
2. Onde ocorreu o fato narrado? 
3. Você conseguiu entender o significado de palavras e expressões como “clamba”, “no tode”, 
“saltipações”, e outras que aparecem no texto? 
4. Como você conseguiu entender o significado dessas palavras? 
5. Teria sido possível criar signficados para as palavras citadas se elas estivessem isoladas? 
 
 5 
 
6. Que elemento foi REALMENTE importante na criação dos significados? 
7. O texto está dividido em parágrafos. Seria possível resumir cada um deles? Tente fazê-lo. 
 
INCIDENTE NA CRISPA 
 
Chegando de guso a uma crispa, parei para tentar descobrir o clipo que deveria chumar para 
chegar a Gravatá, pois era a primeira trija que me dirigia a essa moresca. 
Não havia drivas de sinalização no clipo de terra e eu estava perdida. Avistei ao longo um trorro 
verde com uma drixa no alto. Não consegui glutar o que estava manado e decidi subir no trorro e ver de 
perto. Abracei-me ao trorro e vorrei-o. No alto, consegui glutar a drixa. Ela romia : “Tinta fresca.” 
 
1. Qual o significado das seguintes palavras: 
 
CRISPA ___________________________ 
CLIPO ___________________________ 
CHUMAR ___________________________ 
MORESCA ___________________________ 
TRORRO ___________________________ 
GLUTAR ___________________________ 
MANADO ___________________________ 
ROMIA ___________________________ 
GUSO ___________________________ 
TRIJA ___________________________ 
DRIXA ___________________________ 
VORREI ___________________________ 
 
2. O que é Gravatá? Justifique sua resposta. 
3. Qual foi o incidente narrado? 
 
III – QUEQUE DE PIRULAS 
 
Kawellus : 
 
3 ½ chucharaditas de polvos para mochar 
9 pirulas 
1 taza de mosta 
1 taza de azúcar 
2 tazas de harina 
 
Choriación 
 
Se falta la mosta hasta que quede bien 
unida. Las pirulas se falten aparte a punto de 
nieve dura. A la mosta y el azúcar se le agrega 
la harina y el polvo de mochar, faltendo todo 
bien. Por último, se agregan las pirulas uniendo 
sin falter. 
Se enmosta un molde y se llena hasta la 
mitad. Se pone unos 10 minutos en mocho fuerte 
con fuego bajo; después se deja a mocho 
regular, sin abrir el mocho. Demora en estar 
preñido de ¾ a 1 hora. 
 
 
1. De que trata o texto? 
2. Qual a constituição do texto? 
3. Qual o significado de “Kawellus” e “Choriación”? 
4. Cite 5 outros itens de vocabulários cujos significados você tenha “adivinhado”. 
5. Como foi possível para você “adivinhar” o significado dos itens? 
Você deve ter percebido como o CONTEXTO é importante para ajudá-lo a descobrir o significado de 
palavras desconhecidas. Você deve ter usado essa estratégia várias vezes ao ler textos em português. 
Procure transferir esta estratégia de leitura – USO DO CONTEXTO – para situações de leitura em 
inglês. Você perceberá que isso facilitará a construção do significado de um texto em inglês que você 
necessite ler. 
 
 6 
6. A que classes gramaticais (verbo, substantivo, adjetivo, etc.) pertencem as formas abaixo, retiradas do 
texto? 
 
falte - ____________________ 
falten - ____________________ 
faltendo - ____________________ 
falter - ____________________ 
mosta - ____________________ 
enmosta - ____________________ 
 
Você trabalhou com o LAY-OUT do texto – uma “pista” que pode revelar muito sobre o texto a ser lido. 
Basta, agora, que você transfira essa estratégia para textos a serem lidos em inglês. O mesmo aconteceu 
com o CONTEXTO que o(a) ajudou a “adivinhar as palavras. 
 
TEXTO III 
FOOD FACTS 
 
1. Leia as afirmações abaixo. Você acha que elas são verdadeiras ou falsas? 
 
1. Canja de galinha é um bom remédio para resfriado. 
2. Comer chocolate pode causar problemas de pele. 
3. Uma dieta vegetariana é baixa em proteínas. 
4. O café mais mais saudável que o chá. 
5. Pães e batatas não são comidas que engordam. 
 
VOCABULARY 
 
1. around – ao redor; 
aproximadamente 
2. people – pessoas (plural de 
person) 
3. belief – crença 
4. think – achar, pensar 
5. chicken – frango 
6. soup – sopa 
7. cold – (subst.) resfriado; 
(adj.) frio 
8. believe – acreditar 
9. unhealthy – não saudável 
10. eat – comer 
11. meat – carne 
12. find out – descobrir 
13. fight – lutar 
14. century – século 
15. may – poder, ter 
possibilidade 
16. researcher – pesquisador 
17. stop – parar, impedir 
18. get worse – piorar 
19. also – também 
20. heat – calor 
21. feel better – sentir-se 
melhor 
22. body – corpo 
23. need – precisar 
24. get – ter, obter 
25. enough – suficiente 
26. nuts – nozes 
27. pimple – espinha, acne 
28. common – comum 
29. often – frequentemente 
30. get enough sleep – dormir 
o suficiente 
31. show – mostrar 
32. heart – coração 
33. lower – abaixar 
34. fat – (subst.) gordura; 
(adj.) gordo 
35. like – igual a, como 
36. gain weight – engordar 
37. add – adicionar, 
acrescentar 
38. butter – manteiga 
39. raise – aumentar 
 
 
 
 
 
 
 
 
 
 
 
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2. Leia o texto abaixo e confirme suas hipóteses do exercicio 1. Depois releia-o e responda às 
perguntas que seguem. 
 
FOOD FACTS 
 
Around the world, people have beliefs about 
certain food and drink. Some people think that 
chicken soup is good for a cold. Others believe 
that it is unhealthy not to eat meat. The question 
is, are any of these beliefs true? Read this 
factsheet to find out. 
1. Belief : Chicken soup helps to fight a cold. 
Fact : For centuries, people have believed that 
chicken soup is a good cold remedy. Now, 
doctors say this belief may be true. Researchers 
think that chicken soup contains a special 
chemical that stops a cold from getting worse. 
Also, heat from the soup can make a person feel 
better. 
2. Belief : A vegetarian diet is unhealthy. 
Fact : Meat, especially red meat, contains 
protein that the body needs. A person who 
doesn´t eat meat can get enough protein and be 
healthy by eating tofu, eggs, nuts, and certain 
vegetables. 
3. Belief : Chocolate causes pimples. 
Fact : This is a common belief that is not true! 
Many researchers sa that eating chocolate does 
not cause pimples. More often, the cause is stress 
or not getting enough sleep. 
4. Belief : Tea is better than coffee. 
Fact : A study in 2002 showed that black or 
green tea contains substances that can protect 
your heart, fight cancer, and lower fat in your 
body. Coffee does not do this. 
5. Belief : Foods like bread and potatoes are 
fattening. 
Fact : Bread and potatoes do not contain much 
fat, or many calories. Eating too much and not 
exercising can cause us to gain weight. Also, 
adding fattening things like butter to bread and 
potatoes can raise the number of calories we eat. 
 
1. READING COMPREHENSION – HOW MUCH DO YOU REMEMBER? Tente escolher a 
resposta correta sem olhar no texto. Depois leia-o novamente e cheque suas respostas. 
 
1. Chicken soup is good for a cold because of a special _____ it contains. 
a) chemical b) remedy c) heat 
 
2. Chocolate does not cause pimples but _____ and _____ do. 
a) fats / calories b) stress / lack of sleep c) butter / lack of exercise 
 
3. Eating bread is not fattening, but _____ is. 
 a) eating potatoes b) eating similar food c) adding butter to it 
 
4. Our beliefs about some foods are _____. 
a) unhealthy b) fattening c) incorrect 
 
2. VOCABULARY SKILL – ANTONYMS – Coloque os antônimos no espaço correto. Depois diga 
qual a função morfológicade cada uma (substantivo, adjetivo, etc). 
 
LOWER LOSE BETTER SLIMMING HEALTHY 
 
 Antônimo Função 
 
1. unhealthy ____________________ ____________________ 
2. gain ____________________ ____________________ 
3. fattening ____________________ ____________________ 
4. raise ____________________ ____________________ 
5. worse ____________________ ____________________ 
 
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2.1 – Complete as frases abaixo com os antônimos acima. 
 
1. If you want to ____________________ weight you need to eat less and exercise more. 
2. That dress makes you look thin. The style is very ____________________. 
3. Don´t eat butter on your bread if you want to ____________________ the number of calories. 
4. Take this medicine. It will help you feel ____________________. 
5. Stella is very ____________________. She eats well and exercises every day. 
 
Vocabulário 
 
1. want - querer 
2. less – menos 
3. dress – vestido 
4. look thin – parecer magro 
5. medicine – remédio 
6. well – bem 
 
 
UNIT 2 
 
TEXT I 
WOLVES 
 
Some people say there are two wolves inside each of us. There is a constant battle between those two 
wolves. And you decide the winner. 
De que espécie de wolves tratará o texto a seguir? O que esses animais podem representar em linguagem 
simbólica? Você já ouviu dizer que “há um lobo dentro de cada um de nós”? E se em vez de um houver 
dois? Formule hipóteses sobre esses wolves e verifique-as após a leitura do texto. 
 
Tsali, an old chief of the Cherokees (a tribe of North American Indians that live in the Southwest 
of the United States), often walks along the stream near the village with his grandson. They do that 
almost every day. The old man knows a lot of stories full of adventure or wisdom and the boy loves to 
listen to them. 
This morning Tsali decides to tell the boy about a battle that sometimes happens inside himself. 
The old man says, “This battle is between two wolves. One is evil : cruelty, hate, anger, envy, despair, 
greed, arrogance, guilt, lies, resentment, inferiority, superiority, and ego.” 
The old Indian stops for a moment and then says, “The other is good: joy, peace, love, hope, 
empathy, friendship, serenity, humility, kindness, generosity, truth, compassion, and faith …” 
The boy is filled with curiosity. He looks at his grandfather and asks, “What happens then? Which wolf 
wins?” 
Tsali just smiles and answers, “The one I feed.” 
 
Vocabulário 
 
1. often - freqüentemente 
2. walk – andar 
3. stream – rio, córrego 
4. near – perto 
5. grandson – neto 
6. almost – quase 
7. know – saber, conhecer 
8. full of / filled with – cheio de 
9. wisdom – sabedoria 
10. battle – batalha 
11. sometimes – às vezes 
12. between – entre (duas 
pessoas ou coisas) 
13. evil – mau, ruim 
14. hate – ódio 
15. anger – raiva 
16. envy – inveja 
17. despair – desespero 
18. greed – ganância 
19. guilt – culpa 
20. lie – mentira 
21. joy – alegria 
22. peace – paz 
23. hope – esperança 
24. kindness – gentileza 
25. truth – verdade 
26. faith – fé 
27. happen – acontecer 
28. smile – sorrir 
29. feed – alimentar 
 
 9 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
E então, as hipóteses que você formulou sobre os wolves foram confirmadas? 
Em poucas palavras, qual é a idéia central do texto? 
 
2. WORD STUDY 
 
2.1. TRANSPARENT WORDS 
 
Como no texto da primeira unidade, aqui também há diversas transparent words, palavras que em inglês 
têm forma e sentido muito parecidos com os do português, o que facilita a compreensão do texto. 
Identifique no texto pelo menos 15 transparent words, sem considerar as repetições. 
 
 
2.2. PREFIXES AND SUFIXES 
 
O sufixo –ity presente em vários substantivos abstratos do texto, corresponde ao sufixo –dade em 
português. 
 
Observe a formação desses substantivos e complete o quadro abaixo. 
 
ENGLISH PORTUGUÊS 
 
Adjective Noun Adjetivo Substantivo 
possible possibilidade 
inferior inferiority inferior 
superior superioridade 
serene serenity sereno 
humble humility humilde 
generous generosity generosidade 
curious curioso 
cruel cruel 
 
2.3. ENCONTRE OS OPOSTOS 
 
a. evil _____ generosity 
b. inside _____ kindness 
c. cruelty _____ truth 
d. hate _____ loser 
e. despair _____ outside 
f. anger _____ good 
g. greed _____ serenity 
h. lies _____ enemy 
i. winner _____ love 
j. friend _____ hope 
 
 
 
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2.4. PALAVRAS COM O MESMO SIGNIFICADO. Encontre palavras no texto Wolves que 
tenham o mesmo significado que : 
 
1. a small narrow river ______________________________ 
2. the son of one of your children ______________________________ 
3. a fight between two armies in a war ______________________________ 
4. to give food to a person or an animal ______________________________ 
5. the leader of an Indian tribe ______________________________ 
6. on many occasions, frequently ______________________________ 
7. full of ______________________________ 
8. the one who wins a competition ______________________________ 
 
2.5. PALAVRAS NO CONTEXTO. Escolha a palavra correta para completar cada frase. Todas as 
palavras podem ser encontradas no texto Wolves. 
 
1. In life there´s a constant battle _____ good 
and evil. 
a) about 
b) near 
c) inside 
d) between 
e) just 
 
2. They _____ walk along the stream. The 
frequently do that. 
a) often 
b) sometimes 
c) every day 
d) always 
e) never 
 
3. It´s now two minutes to midnight. It´s _____ 
midnight. 
a) a lot of 
b) almost 
c) every 
d) each 
e) then 
4. I know I´m wrong and I´m sorry about that. 
I´m filled with _____ about it. 
a) joy 
b) faith 
c) guilt 
d) wisdom 
e) compassion 
 
5. If you always do the right thing, the “good 
wolf” _____. 
a) happens 
b) answers 
c) wins 
d) smiles 
e) walks 
 
6. Young people are our _____ for the future. 
a) winner 
b) peace 
c) envy 
d) hope 
e) arrogance 
 
2.6. GOOR OR EVIL? – Encontre as palavras “good” e as palavras “evil” no texto Wolves e 
escreva-as ao lado do seu correspondente em português. 
 
EVIL GOOD 
 
1. ódio _____________________ 1. sabedoria _______________________ 
2. inveja _____________________ 2. amor _______________________ 
3. desespero _____________________ 3. verdade _______________________ 
4. ganância _____________________ 4. generosidade _______________________ 
5. vaidade _____________________ 5. humildade _______________________ 
6. arrogância _____________________ 6. alegria _______________________ 
7. ressentimento _____________________ 7. esperança _______________________ 
8. raiva _____________________ 8. amizade _______________________ 
9. culpa _____________________ 9. fé _______________________ 
 
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10. crueldade _____________________ 10. bondade _______________________ 
11. mentiras _____________________ 11. empatia _______________________ 
12. inferioridade _____________________ 12. paz _______________________ 
13. superioridade _____________________ 13. serenidade _______________________ 
 
2.7. SOME IMPORTANT WORDS 
 
Observe os dois sentidos de one nestas frases: 
 
... This battle is between two wolves. One is evil … 
… Which wolf wins? … The one I feed. 
 
Na primeira frase, one aparece no seu sentido mais comum. O que significa? 
 
Na segunda frase, depois do artigo definido the, one funciona como pronome, substituindo um 
substantivo. No caso, one evita a repetição de qual substantivo, óbvio pelo contexto? 
 
Em inglês, existem duas preposições que correspondem à preposição entre, em português. Uma delas 
aparece no texto. 
 
Copie a frase em que aparece essa preposição e destaque-a. 
 
Essa preposição é usada para indicar “entre dois”, “entre um e outro”. Existe também a preposição 
among, usada para indicar “entre (vários) outros”, “no meio de (vários)”. 
 
Observe a palavra em destaque nesta frase: 
 
... Tsali decides to tell the boy about a battle that sometimes happens inside himself. 
 
Himself é um pronome reflexivo (“ele próprio”, “si mesmo”) e na frase indicaque a batalha às vezes 
acontece dentro “de si mesmo”, “dele”. Quem é esse “ele”? Tsali ou o garoto? 
 
3. DETAILED COMPREHENSION – ALL ABOUT THAT BATTLE - Escolha a alternativa 
correta para completar cada frase, de acordo com o texto Wolves. 
 
1. Pelo texto podemos dizer que Tsali tem: 
 
a) dois lobos b) dois problemas c) problemas com os dois lobos d) um neto 
 
2. A batalha a que Tsali se refere acontece no plano: 
 
a) militar b) material c) mental d) monetário 
 
3. Os lobos da história do velho índio simbolizam: 
 
a) nossas virtudes e nossos defeitos b) nossas certezas e dúvidas. 
c) nossos sucessos e fracassos. d) nossas esperanças e frustrações. 
 
4. O garoto está curioso para saber: 
 
a) qual dos lobos vence a batalha. b) qual dos lobos é o mais perigoso. 
c) qual dos lobos perde a batalha. d) qual é o prêmio do vencedor. 
 
 
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5. Pela resposta de Tsali, o garoto: 
 
a) sabe que o vencedor é o lobo bom. b) sabe que o vencedor é o lobo mau. 
c) não sabe qual dos dois lobos é o vencedor. d) fica sabendo que não há vencedor. 
 
6. Visando passar ao neto uma boa lição de vida, Tsali lhe demonstra que: 
 
a) devemos alimentar nosso lado bom ao invés de fomentar pensamentos ou atitudes negativas. 
b) não devemos deixar de alimentar os nossos “lobos”, sejam bons ou maus. 
c) não devemos alimentar os animais selvagens, principalmente animais perigosos como os lobos. 
d) devemos seguir nossos impulsos, para o bem ou para o mal. 
 
Observe que, no texto, tanto inferiority quanto superiority foram palavras atribuídas ao “lobo mau”. O 
que isso parece indicar? 
 
EXTRA READING 
 
(...) Jesus eloquently affirmed from the cross a higher law. He knew that the old eye-for-eye philosophy 
would leave everyone blind. He did not seek to overcome evil with evil. He overcame evil with good. 
(“Strength to Love”, Martin Luther King, Jr., 1963) 
 
Responda: 
 
1. Quem foi que, do alto da cruz, estabeleceu uma lei superior? 
2. Qual a conseqüência da superada filosofia de “olho por olho”? 
3. Com que se vencia o mal na antiga filosofia do “olho por olho”? 
4. E Ele venceu o mal com o quê? 
 
TEXT II 
 
RECYCLING 
 
1. BEFORE READING – Pense no tema “reciclagem” e faça um brainstorm com as palavras que você 
acha que apareceria num texto informativo com esse tema. Depois leia o texto e verifique suas hipóteses. 
 
The amount of garbage around the world is increasing dramatically. New packaging materials, 
lifestyle changes, and increasing population are some of the reasons. 
Fortunately, people are starting to worry about garbage and its impact on health and the 
environment. Children are learning about it at school. Governments are thinking of ways to reduce the 
amount of garbage and increase the amount of reused and recycled materials. 
 
[1] Londoners are recycling more of their waste as part of a new campaign. 
[2] Tetra Pak is launching a massive recycling campaign in Pakistan called “Proud Pakistan Recycle”. 
[3] Recycling is booming in Germany. 
[4] Australia is leading the world in ozone protection. 
[5] Recycling in Brazil : “Think of tomorrow. Recycle today.” 
TV campaigns are raising public RECYCLED PAPER IN BRAZIL 1980-2002 
awareness and promoting environmental YEAR RECOVERY RATE 
education. An example of this is the 1980 30.7% 
School Project : many schools are 1990 36.5% 
exchanging waste material collected 2000 38.3% 
for equipment, such as desktop computers. 2002 43.9% 
 
[6] Every ton os paper recycled saves 17 trees. 
 
 13 
Vocabulário 
 
1. amount – quantidade 
2. garbage – lixo 
3. increase – aumentar 
4. change – mudança 
5. worry – preocupar-se 
6. environment – meio 
ambiente 
7. way – caminho, maneira 
8. Londoners – londrinos 
9. waste – desperdicio 
10. launch – lançar 
11. proud – orgulhoso 
12. boom – crescer 
vertiginosamente 
13. lead – liderar, conduzir 
14. raise – aumentar 
15. awareness – conscientização 
16. exchange – trocar 
17. such as – tal(is) como, 
igual(is) a 
18. fortunately – felizmente 
 
2. AFTER READING – Encontre no mínimo 14 transparent words no texto acima. 
 
3. Encontre no texto o correspondente em inglês para os seguintes grupos nominais. 
 
1. materiais para embalagem ___________________________________ 
2. mudanças no estilo de vida ___________________________________ 
3. população crescente ___________________________________ 
4. materiais reciclados ___________________________________ 
5. uma nova campanha ___________________________________ 
6. uma campanha massiva de reciclagem ___________________________________ 
7. conscientização pública ___________________________________ 
8. educação ambiental ___________________________________ 
9. resíduos (2 palavras) ___________________________________ 
 
4. Traduza as seguintes frases retiradas do texto. 
 
1. Fortunately, people are starting to worry about garbage. 
_____________________________________________________. 
2. TV campaigns are raising public awareness and environmental education. 
_____________________________________________________. 
3. Australia is leading the world in ozone protection. 
_____________________________________________________. 
4. Every ton of paper recycled saves 17 trees. 
_____________________________________________________. 
5. Many schools are exchanging material collected for equipment. 
_____________________________________________________. 
 
5. Quais das afirmações abaixo estão corretas, de acordo com o texto? 
 
1. The quantity of waste is increasing. 
2. Londoners are leading in ozone protection. 
3. Governments are thinking of ways to increase 
the amount of recycled materials. 
4. Australians are recycling Tetra Pak. 
5. The rate (taxa) of recycled paper is increasing 
in Brazil. 
6. Recycling is increasing in Germany. 
 
6. Agora responda em português. 
 
Qual é o título da campanha paquistanesa? // 2. Qual é o slogan da campanha brasileira? // 3. Que países 
são mencionados nos textos? 
 
 
 
 
 
 
 14 
 
VOCABULARY BUILD-UP 
 
1. O prefixo re é acrescentado a verbos e substantivos. Indica repetição. Reescreva as palavras 
abaixo com o prefixo re e dê sua tradução. 
 
Ex. to write � to rewrite � reescrever 
 
a. to think � _______________________ � ______________________ 
b. definition � _______________________ � ______________________ 
c. to consider � _______________________ � ______________________ 
d. construction � _______________________ � ______________________ 
e. to organize � _______________________ � ______________________ 
f. to create � _______________________ � ______________________ 
 
2. Reescreva as frases. Use o prefixo re para substituir as palavras em negrito. Depois traduza as 
frases. Use seu caderno. 
 
Ex. We are starting this lesson again. We are restarting this lesson. Estamos recomeçando esta lição. 
 
a. I´m not constructing the dog house again. 
b. Are they writing the letter again? 
c. They are organizing the groups again. 
d. My company is making that old film again. 
e. You have to think about this problem again. 
f. The artist is creating a technique again. 
g. The director is defining new objectives for the year again. 
 
3. PREPOSIÇÕES. Leia as preposições ao lado e complete as frases. 
 
1. The boys are playing _____ their mother´s bed. around – ao redor 
2. My dog is running _____ the house. about – sobre, a respeito de 
3. Billy is learning _____ garbage and its impact of – de 
_____ our health. on – sobre, em cima de 
5. The teachers are talking _____ the new students. in – em, dentro de 
 
4. Ligue as definições com as palavras. 
 
1. country in South America 
2. you can recycle it 
3. to create again 
4. the process of turning waste into useful material 
5. you study is this place 
6. a material to make bottles 
7. they are not adults 
8. a person from London 
9. recycling is booming there 
10. you put it on the wall 
11. you can write on it 
12. persons 
13. you can´t accept 
14. garbage 
15. theact of recycling 
16. quantity 
a. recycle 
b. reject 
c. paper 
d. Germany 
e. children 
f. school 
g. recreate 
h. Brazil 
i. amount 
j. waste 
k. people 
l. poster 
m. Londoner 
n. plastic 
o. recycling 
p. metal 
 
 
 15 
UNIT 3 
 
TEXTO I 
 
THE BRIGHT SIDE OF THINGS 
 
Are you an optimist or a pessimist? 
 
Some people don´t know how to react when times are difficult. But those times can be considered 
difficult or challenging, depending on your perspective. Your attitude to life, the way you react to a new 
situation, especially a difficult (or challenging) one, can make a difference. 
There are two ways to look at every situation in life: 
- Is the cup half empty? 
- Or is the cup half full? 
It is amazing how your perception can be changed by your attitude. 
For example, think about God and then look at these letters: 
N-O-W-H-E-R-E 
You can read those letters as one word and assume that God is NOWHERE. 
But you can also look at those letters from another perspective and believe that God is NOW 
HERE! 
Optimists always try to look at things from a positive point of view. They don´t ignore the dark 
side of things, but they choose the other side. On the other hand, pessimists always see the negative side 
of things. A pessimist doesn´t believe in luck. 
Follow this advice and improve your life: 
Believe in yourself and your values. Set goals for your future but don´t be discouraged when 
things go wrong. Don´t forget there are others in the world with bigger problems than you. Always 
remember to look at the good things in your life, and be thankful for the time you have with your family 
and friends. 
So the next time you look at that classic situation in your life: 
- Is the cup half empty? 
- Or is the cup half full? 
be an optimist and see the cup as being half full. You can make the world a better place when you try to 
be a happier person. If you see someone without a smile, give them one of yours. Here´s one to get you 
started : ☺! 
(adapted from “Perspective”, a story in www.quickinspirations.com) 
 
Vocabulário 
 
1. how - como 
2. react – reagir 
3. times – tempos, épocas 
4. challenging – desafiador 
5. ways – maneiras 
6. every – cada 
7. cup – xícara 
8. empty – vazio 
9. full – cheio 
10. amazing – impressionante 
11. change – mudar 
12. nowhere – em lugar nenhum 
13. always – sempre 
14. try – tentar 
15. side – lado 
16. choose – escolher 
17. on the other hand – por outro lado 
18. believe – acreditar 
19. luck – sorte 
20. follow – seguir 
21. advice – conselho 
22. improve – melhorar 
23. set goals – fazer objetivos 
24. go wrong – dar errado 
25. forget – esquecer 
26. thankful – grato, agradecido 
27. half – meio, metade 
28. better – melhor 
29. place – lugar 
30. someone – alguém 
31. without – sem 
32. smile – sorriso 
 
 16 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Que tipos antagônicos de atitude as pessoas podem ter quando enfrentam uma nova situação? 
E você, é dos que acham que a xícara está meio vazia ou dos que acham que está meio cheia? 
O texto fez você sentir vontade de mudar de lado? 
 
2. WORD STUDY 
 
2.1. Find at least 15 transparent words in the text. 
 
2.2. MARCADORES DE DISCURSO. Encontramos no texto alguns marcadores de discurso, 
aquelas palavras que ajudam a organizar as idéias e são fundamentais para a compreensão. 
Observe como eles são usados e a idéia ou noção que expressam. 
 
Marcador do discurso Função 
and acrescentar ou ligar idéias 
or apontar alternativas 
but contrapor idéias 
when estabelecer relação de tempo 
so concluir um raciocínio 
for example exemplificar 
and then indicar seqüência 
if estabelecer condição 
as indicar modo, maneira 
on the other hand estabelecer contraste 
 
Localize no texto os marcadores do discurso correspondentes em inglês: 
 
- se _____________________ 
- e _____________________ 
- assim, portanto _____________________ 
- ou _____________________ 
- como _____________________ 
- quando _____________________ 
- por exemplo _____________________ 
- e então, em seguida _____________________ 
- mas _____________________ 
- por outro lado _____________________ 
 
 
Com a ajuda da tradução, tente preencher as lacunas com os marcadores de discurso da lista. 
 
AND 
AND THEN 
BUT 
FOR EXAMPLE 
IF 
ON THE OTHER HAND 
OR 
SO 
WHEN 
 
Every situation has a dark side __________ a 
bright one. Are you an optimist __________ a 
pessimist? Life is beautiful, __________ some 
situations can be difficult. __________ difficult 
situations have a positive side. They can be 
challenging. __________, when you have a hard 
test at school. __________ you study for the test, 
your chances of passing it are good. You know all 
about that, __________ you study for the test. 
Congratulations, you really are an optimist! 
Toda situação tem um lado ruim __________ um 
lado bom. Você é otimista __________ pessimista? 
A vida é bela, __________ algumas situações são 
difíceis. __________ as situações difíceis têm um 
lado positivo. Elas podem ser desafiadoras. 
__________, quando você tem uma prova difícil 
na escola. __________ você estudar para a prova, 
suas chances de passar são boas. Todos vocês 
sabem disso, __________ você estuda para a 
prova. Parabéns, você é realmente um otimista! 
 
 
 17 
 
2.3. – GRUPOS NOMINAIS – Traduza os seguintes grupos nominais e expressões para o português. 
 
1. a new situation ________________________________ 
2. make a difference ________________________________ 
3. every situation ________________________________ 
4. another perspective ________________________________ 
5. a positive point of view ________________________________ 
6. dark side of things ________________________________ 
7. the other side ________________________________ 
8. on the other hand ________________________________ 
9. negative side of things ________________________________ 
10. bigger problems ________________________________ 
11. good things ________________________________ 
12. classic situation ________________________________ 
13. make the world a better place ________________________________ 
14. a happier person ________________________________ 
 
3. DETAILED COMPREHENSION – LOOKING FOR SPECIFIC INFORMATION - Volte ao 
texto e localize os trechos onde se encontram as seguintes informações. Em seu caderno, transcreva as 
frases que contêm as idéias principais. 
 
1. Dependendo da perspectiva que adotarmos em relação a uma situação, esta pode ser considerada difícil 
ou desafiadora. Destaque os dois adjetivos. 
 
2. Nossa atitude pode mudar a forma como percebemos as situações. Que palavra mostra que o autor acha 
isso espantoso? 
 
3. Identifique um exemplo de que podemos ter diferentes percepções sobre uma mesma situação e a partir 
do mesmo pensamento. Sobre quem o autor do texto manda pensar? 
 
4. Identifique um exemplo de leitura de uma palavra que, com base em uma predisposição negativa, leva 
a uma conclusão de sentido pessimista. Destaque e traduza essa palavra-chave. 
 
5. Uma outra leitura das mesmas letras leva a uma conclusão otimista. Destaque e traduza as duas 
palavras-chave. 
 
6. Identifique aquilo que não existe para um pessimista. Destaque e traduza a palavra-chave. 
 
7. Em quem e em que devemos acreditar para melhorar nossa vida? Destaque esses dois pontos. 
 
8. De que uma pessoa com problemas não deve se esquecer? Explique, em português, por que isso deve 
servir de consolo. 
 
9. O que se deve dar a uma pessoa que não consegue sorrir? Destaque a palavra que responde a essa 
pergunta e a que indica “ausência, falta de”. 
 
4. A LITTLE GRAMMAR! – IMPERATIVE! 
 
Leia de novo algumas frases do texto e observe as formas verbais em destaque: 
 
Follow this advice and improve your life. 
Believe in yourself and your values. 
 
 18 
Set goals for your future but don´t be discouraged when things go wrong. 
Don´t forget that there are others in the world with bigger problems than you.Pelo contexto podemos concluir que as formas verbais em destaque são as do modo imperativo, usadas 
para expressar um comando, ordem, conselho ou um pedido. A forma do imperativo é a mesma forma do 
infinitivo (sem to). Na negativa, usa-se do not (ou don´t, na forma contrata) antes do verbo. 
 
Dos exemplos acima, identifique as frases ou orações em que o conselho é para não fazer algo. 
 
Volte al texto e encontre as frases imperativas que correspondem a : 
 
1 – Pense em Deus e olhe para estas letras. 
2 – Não se esqueça de que há outros no mundo com problemas maiores do que os que você tem. 
3 – Não desanime quando as coisas saem errado. 
4 – Acredite em você e em seus valores. 
5 – Siga estes conselhos e melhore sua vida. 
 
 
EXTRA READINGS 
 
I – OPTIMIST AND PESSIMIST (McLandburgh Wilson) 
 
Between the optimist and the pessimist 
The difference is droll: droll - engraçado 
The optimist sees the doughnut doughnut - rosquinha 
But the pessimist sees the hole. hole - buraco 
 
1. O que o otimista vê quando olha uma rosquinha? 
2. O que o pessimista vê na mesma situação? 
3. Que analogia pode ser feita entre este texto e o da abertura? 
 
 
II – THE ALBATROSS 
 
1. Você já ouviu falar sobre o Canal da Mancha? Onde fica? 
2. Muitas pessoas tentam cruzar o Canal da Mancha. Como? Por quê? 
 
It is the morning of June 12, 1979. 
Bryan Allen, 25, from California, is trying to cross the English Channel. How? Pedaling 
an airplane – the Gossamer Albatross. 
The journey is over 22 miles, from Folkstone, in England, to Cape Griz-Nez, in France. 
A ship is following the Albatross along the way. They are talking over the radio. 
“The wind is blowing against you, Bryan. You´re losing altitude,” informs the operator in 
the ship. 
“Yes, I know! I´m trying to pedal faster.” 
“You´re still coming down, Bryan! You´re only 5 feet above the surface of the water. Pedal 
faster! Go up 10 feet.” 
“I´m trying, I´m trying!” 
“OK, Bryan. The altimeter is showing 10 feet now. Keep going! You´re almost there.” 
Finally, Bryan arrives at Cape Gris-Nez in two hours and forty-nine minutes. Newspaper, 
radio, and television reporters are there to report his historic flight. 
 
 
 
 19 
3. Find out: 
 
1. a data do evento ___________________________ 
2. o nome do piloto ___________________________ 
3. o nome do avião ___________________________ 
4. a distância percorrida ___________________________ 
 
4. Find eight transparent words. 
 
________________ ________________ ________________ ______________ 
________________ ________________ ________________ ______________ 
 
 
5. Choose the correct alternative. 
 
1. The ideal altitude for the Albatross is: 
a) feet above the surface of the water. 
b) 6 inches above the surface of the water. 
c) 10 feet above the surface of the water. 
 
 
 
2. Folkstone: 
a) is a city in the English Channel. 
b) is a city in England. 
c) is a city in France. 
 
 
 
 
3. Bryan: 
a) is not pedaling an airplane. 
b) is not following a ship. 
c) is not talking over the radio. 
 
4. Bryan is crossing the Channel: 
a) from England to France. 
b) by boat. 
c) from France to England. 
 
5. Cape Gris-Nez: 
a) is the name of the Channel. 
b) is a place in England. 
c) is a place in France. 
 
6. Encontre no texto acima o correspondente em inglês para as seguintes palavras, expressões e frases: 
 
1. cruzar o Canal da Mancha _______________________________________ 
2. jornada, viagem _______________________________________ 
3. navio _______________________________________ 
4. seguir _______________________________________ 
5. conversar pelo radio _______________________________________ 
6. O vento está soprando contra você. _______________________________________ 
7. Você está perdendo altitude. _______________________________________ 
8. Você ainda está descendo. _______________________________________ 
9. acima da superfície da água _______________________________________ 
10. Continue indo! _______________________________________ 
11. Você está quase lá! _______________________________________ 
12. chegar _______________________________________ 
13. vôo histórico _______________________________________ 
 
 
 
 
 
 
 
 
 20 
 
STRUCTURE – SIMPLE PRESENT 
 
Forma – TO WALK 
1 – Infinitivo sem to. 
2 – 3ª pessoa do singular recebe s. 
 
I walk We walk 
You walk You walk 
He walks They walk 
She walks 
It walks 
 
Uso 
 
1. Pode expressar verdades universais e ações futuras planejadas. 
 
Dogs bark. Wood floats. Your bus comes at 4:15. 
 
2. Expressa ações habituais ou que se repetem no presente. Geralmente usado com: always (sempre), 
often (freqüentemente), usually (geralmente), frequently (freqüentemente), sometimes (às vezes), never 
(nunca), seldom (raramente), every day (todos os dias), on Mondays (às segundas-feiras), etc. 
 
I always arrive early. (Eu sempre chego cedo.) 
He never comes late. (Ele nunca vem tarde.) 
 
Ortografia 
 
� A maioria dos verbos formam a 3ª pessoa do singular com o acréscimo de s. 
work – works live – lives play - plays 
� Se o verbo termina em O, S, SH, CH, X acrescenta-se es. 
kiss – kisses teach – teaches wash – washes 
� Se o verbo termina emY precedido de consoante, troca-se o y por ies. 
try – tries study – studies hurry – hurries 
 
Agora volte ao texto The Albatross e circule todos os verbos no Simple Present. 
 
 
TEXTO II – SUPERSTITION 
 
There is evidence of superstition among ancient civilizations. But this is not something of the past. 
Superstition is part of our modern world, too. 
Some very old beliefs are present among us today: a broken mirror, for example, means seven 
years of bad luck. A black cat brings you bad luck when it crosses your way. Some people never walk 
under a ladder because it also means bad luck. There is a very curious belief among New Yorkers: 13 is a 
sign of bad luck and many buildings have no thirteenth floor. 
There is also a place for good luck in superstition. Some charms and beliefs are popular because 
they bring good luck. A horseshoe, for example, or a four-leaf clover are popular good luck charms 
around the world. In Brazil, it is very difficult to find a ticket of the Federal Lottery with a final 13 – this 
is the lucky number. There is another curious belief in Brazil: three kisses on the face of a single girl 
bring marriage. 
Superstition is certainly part of the past, present, and future life of man. For some people, it is 
ignorance; for other, it is an important part of their lives. 
 
 21 
TEXT COMPREHENSION 
 
1. TRUE OR FALSE? 
 
1. A horseshoe and a black cat are good luck signs. 
2. There is no superstition in Brazil. 
3. There are no floors in the buildings in New York. 
4. There is evidence of superstition in our world. 
5. Thirteen is a lucky number in the Federal Lottery in Brazil. 
6. Old beliefs are not part of modern life. 
7. Three kisses on the face of a single girl bring marriage. 
8. Thirteen is a lucky number among New Yorkers. 
9. A black cat brings seven years of bad luck when it crosses your way. 
10. Superstition is very important for all the people in the world. 
 
2. Choose the correct alternative according to the text. 
 
1. Some very old beliefs 
a) are good luck charms. b) are part of our world. c) bring seven years of bad luck. 
 
2. A broken mirror 
a) brings bad luck. b) brings good luck. c) is something of the future. 
 
3. Thirteen 
a) is a good luck number in the Brazilian Federal Lottery. 
b) is a good luck number in New York. 
c) means seven years of good luck. 
 
4. Three kisses on the face of a single girl 
a) is a good luck charm. 
b) bring bad luck. 
c) bring marriage. 
 
5. A horseshoe and 
a) a black cat bring good luck. 
b) a four-leaf clover bring good luck. 
c) a four-leaf clover bring bad luck. 
 
WORD STUDY! 
 
1. Find the opposites.1. ancient ( ) unpopular 
2. bad ( ) on 
3. complete ( ) good 
4. final ( ) incomplete 
5. ignorance ( ) initial 
6. never ( ) intelligence 
7. new ( ) often 
8. popular ( ) always 
9. seldom ( ) old 
10. under ( ) modern 
 
 
 22 
2. Complete the sentences with these words form the text. 
 
- BELIEFS 
- BUILDINGS 
- CROSSES 
- EVIDENCE 
- LIVES 
- LUCK 
- MEANS 
- PEOPLE 
- WALK 
- WORLD 
 
1. There is _______________ of Indian art in those papers. 
2. They are traveling around the _______________. 
3. _______________ are product of our imagination. 
4. Charms bring good _______________. 
5. A transatlantic ship _______________ the oceans. 
6. Ancient _______________ very old. 
7. Many _______________ are talking about her problem. 
8. Those _______________ have 22 floors. 
9. Cats have seven _______________. 
10. They never _______________ to school in winter. 
 
3. Choose the correct word or expression. 
 
1. a) Bill is going to school ( every day / now ). 
b) Bill goes to school ( every day / now ). 
 
2. a) The children ( are walking / walk ) in the park now. 
b) The children often ( walk / are walking ) in the park. 
 
3. a) ( This man / Those men ) never read the horoscope. 
b) ( This man / Those men ) always reads the horoscope. 
 
4. a) Jane ( is crossing / crosses / cross ) this street every morning. 
b) Jack and Jill seldom (is crossing / crosses / cross ) this street. 
c) Bob (is crossing / crosses / cross ) this street at this moment. 
 
5. a) We ( study / studies / are studying ) geography twice a week. 
b) The boy and the girl ( study / studies / are studying ) mathematics now. 
c) That student sometimes ( study / studies / are studying ). 
 
6. a) Superstition is ( certain / certainly ) part of the present, past, and future life of man. 
b) There are ( certain / certainly ) beliefs about cows in India. 
 
7. a) The four-leaf clover is a ( popular / popularly ) good luck charm. 
b) A black cat is ( popular / popularly ) considered a sign of bad luck. 
 
8. a) Everyone in this room is ( terrible / terribly ) superstitious. 
b) I have a ( terrible / terribly ) headache. 
 
9. a) I know ( exact / exactly ) what this word means. 
b) We know the ( exact / exactly ) place of this mirror. 
 
10. a) She is ( final / finally ) going to school. 
b) Her ( final / finally ) answer is “yes”. 
 
 
 
 23 
VOCÊ SABIA QUE…? 
 
Such : tais, tais como, tão. – É usado antes de substantivos no plural. 
Such a : tal, tal como, tão. – É usado antes de substantivos no singular e antes daqueles que não admitem 
plural. 
What : que. – É usado antes de substantivos no plural. 
What a: que. – É usado antes de substantivos no singular e antes daqueles que não admitem plural. 
 
4. Fill in the blanks with what or what a. 
 
1. _______________ wonderful stories she writes! 
2. _______________ funny superstition this is! 
3. _______________ curious girl your sister is! 
4. _______________ beautiful good luck charms they sell here! 
5. _______________ delicious bread your mother makes! 
 
5. Fill in the blanks with such or such a. 
 
1. I don´t understand _______________ difficult question. 
2. There is no evidence of _______________ strange belief. 
3. It´s difficult to believe _______________ stories. 
4. Don´t talk about _______________ man. 
5. Never go to _______________ place! 
 
FALSE FRIENDS 
 
to retire : aposentar(-se) � to take away : retirar 
data : dados, informações � date : data 
to push : empurrar � to pull : puxar 
 
6. Fill in the blanks with the false friends just mentioned. 
 
1. What is the _______________ of her birthday? 
2. Look, there are four horses to _______________ that wagon. 
3. _______________ those plants from this room. 
4. We need more _______________ to do that exercise. 
5. People _______________ after 30 years of work. 
6. It is very cold this morning, so I have to _______________ my car to start it 
 
 
 
 
 
 
 
 
 24 
UNIT 4 
 
TEXTO I 
 
ARE YOU A CHOCOHOLIC? 
 
Leia o título do texto. O que será um chocoholic? Você se acha um chocoholic? Ou é uma pessoa 
moderada, preocupada com a saúde? Formule hipóteses e verifique-as com a leitura do texto. 
 
Do you like chocolate? Do you like it very much? Does a piece of chocolate satisfy you or isn´t it 
just enough? Do you need a bar or chocolate when you feel depressed? Just one? Be careful – you may 
be addicted! 
Chocolate contains small amounts of three drugs. When you get too much of any of the three, your 
body becomes chemically dependent – addicted – on the drug. 
One of the drugs is caffeine, which is also in coffee and tea. Caffeine is a stimulant and can also 
interfere with the way you absorb vitamins. Another drug in chocolate is also a mild stimulant. The third 
drug causes your brain to produce a type of hormone that makes you feel happy : That´s why you like it 
so much! 
In Britain, the average person eats nine kilos of chocolate a year. That´s too much! And too much 
of any drug is harmful. So next time you unwrap the third or fourth chocolate bar of the day, watch out! 
 
(adapted from “Sweet Sensation”, in Current, November 1997) 
 
Vocabulary 
 
1. a piece of – um pedaço de 
2. enough – (o) suficiente 
3. too much – demais (subst. incontáveis – too 
much water // too much salt) 
4. body – corpo 
5. also – também 
6. brain – cérebro 
7. that´s why – é por isso 
8. average – média 
9. harmful – nocivo, danoso 
10. watch out! – cuidado! 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Qual é a idéia central do texto? Como o chocolate é apresentado? 
Você admite ser um “chocoólico”? 
 
2. WORD STUDY 
 
2.1. TRANSPARENT WORDS – Com o apoio de algumas palavras transparentes, encontre no 
texto as seguintes locuções. 
 
1 – estimulante suave - _________________________________ 
2 – pedaço de chocolate - _________________________________ 
3 – barra de chocolate (duas formas) - _________________________________ 
4 – quimicamente dependente - _________________________________ 
5 – pequenas quantidades de três drogas - _________________________________ 
 
 
 
 
 
 
 25 
 
2.2. IN OTHER WORDS – Find the words or phrases in the text that have the same meaning as : 
 
1. sufficient 
2. very unhappy 
3. only 
4. watch out 
5. not big 
6. quantities 
7. an excessive amount 
8. the organ inside your head that controls your 
body 
9. not sharp or strong 
10. not sad or unhappy 
11. usual, ordinary 
12. causing harm 
13. be careful 
 
2.3. WORD FORMATION 
 
“Chocoholic” é uma palavra relativamente nova, formada por choc(olate) + (alc)oholic e designa 
uma pessoa viciada em chocolate. 
 
Essa palavra tem como base alcoholic, que é uma pessoa viciada em quê? 
 
E o que você acha que é um workaholic? 
 
Confirme seu palpite pelo exemplo a seguir : My sister is a real workaholic. She works all the 
time. 
 
O conhecimento de prefixos e sufixos é útil para ampliar o vocabulário e ajuda na dedução do 
significado de palavras desconhecidas. 
Um dos vários prefixos que indicam negação está presente, por exemplo, nas seguintes palavras: 
 
unhappy (infeliz) – unload (descarregar) – unimportant (sem importância) – unlock (abrir, destrancar) 
 
Sabendo que wrap significa “embrulhar”, encontre no texto a palavra correspondente a “desembrulhar”. 
 
O sufixo –ly é aplicado a muitos adjetivos para formar advérbios de modo, correspondendo ao sufixo –
mente, em português. 
 
real � really normal � normally slow � slowly 
 
Identifique no texto um advérbio de modo e aponte o adjetivo a partir do qual ele foi formado. 
 
Os verbos depress (deprimir) e addict (viciar) podem formar dois tipos de adjetivos, com significados 
diferentes. Com o sufixo –ing forma-se depressing (deprimente, que deprime) e com –ive forma-se 
addictive (viciante, que vicia). Repare na idéia ativa desses sufixos (que causa, que provoca a ação do 
verbo). 
 
Com o sufixo –ed forma-se depressed (deprimido) e addicted(viciado). Repare na idéia passiva desse 
sufixo (que sofre os efeitos da ação do verbo). 
 
Localize esses dois adjetivos no texto e descubra a quem eles se referem. 
 
 
 
 
 
 
 
 26 
Agora assinale a tradução correta dos adjetivos destacados nas frases abaixo. 
 
1 – The story of chocolate is really amazing. 
a. espantosa, surpreendente 
b. espantada, surpresa 
amaze 
(espantar, surpreender) 
2 – The kids were annoyed because I said they couldn´t eat any 
more chocolate. 
a. chato, irritante 
b. chateado, irritado 
 
annoy 
(chatear, irritar) 
3 – When Annie feels tired she has a cup of coffee and she 
feels OK again. 
a. cansativa 
b. cansada 
 
tire 
(cansar) 
 
O sufixo –ful, acrescido a substantivos abstratos, forma adjetivos que denotam a presença do que é 
designado pelo substantivo: 
� beauty (beleza) – beautiful (belo, bonito) 
 
Encontre no texto dois adjetivos formados desse modo: 
 
1 – care (cuidado) � _________________________ (cuidadoso) 
2 – harm (mal, dano) � _________________________ (danoso, prejudicial) 
 
É possível, em alguns casos, formar adjetivos de sentido oposto aos de –ful, que indicam ausência, 
carência de algo, com o sufixo –less. 
 
Complete as frases com os adjetivos de sentidos opostos aos destacados. Em uma delas não será possível 
usar o sufixo –less. 
 
1 – You should be careful about your health. You should not be ____________________ about that. 
2 – Drugs cause a lot of harm to your body. They contain harmful substances. They are not ___________. 
3 – The effects of drugs are meaningful. They are not ____________________. 
4 – When you feel happy life is beautiful. Nothing seems to be ____________________. 
 
Qual é, então, o adjetivo oposto a beautiful? 
 
3. DETAILED COMPREHENSION – LOOKING FOR SPECIFIC INFORMATION 
 
Encontre no texto as respostas para estas perguntas. 
 
1 – Quantas drogas contém o chocolate? 
2 – Qual dessas drogas é mencionada explicitamente? 
3 – Em que bebidas essa droga pode também ser encontrada? 
4 – Qual é a sensação que a terceira droga mencionada provoca? 
5 – Qual é o órgão do nosso corpo que produz o hormônio causador dessa sensação? 
6 – Em média, quantos quilos de chocolate cada britânico consome por ano? 
 
 
 
 
 
 27 
 
4. VOCABULARY BUILD-UP – Encontre no texto o correspondente em inglês para as seguintes 
palavras/expressões. 
 
1. um pedaço de chocolate __________________________________ 
2. sentir-se deprimido __________________________________ 
3. Você pode estar viciado! __________________________________ 
4. uma das drogas __________________________________ 
5. uma outra droga __________________________________ 
6. a terceira droga __________________________________ 
7. um tipo de hormônio __________________________________ 
8. sentir-se feliz __________________________________ 
 
TEXT II 
 
FORREST GUMP : “Life is like a box of chocolates – you never know what you´re going to get.” 
 
Segundo Forrest Gump, a vida e uma caixa de bombons: 
a) nada têm em comum. 
b) são ambas perfeitamente previsíveis. 
c) são gostosas, mas enjoam. 
d) são perigosas para quem não sabe desfrutá-las. 
e) são ambas completamente imprevisíveis. 
 
TEXT III 
 
HEALTHY FOOD 
 
1. APPROACHING THE TEXT. Como você classificaria os alimentos abaixo? 
 
- leite 
- banana 
- cenoura 
- açúcar 
- queijo 
- castanha 
- brócolis 
- tomate 
- arroz 
 
2. VOCABULARY – Match the words to their translation. 
 
1. strawberry _____ a. coração 
2. carrot _____ b. morango 
3. cauliflower _____ c. intestino 
4. beet _____ d. cenoura 
5. bones _____ e. beterraba 
6. muscles _____ f. couve-flor 
7. blood _____ g. sangue 
8. heart _____ h. músculos 
9. bowel _____ i. ossos 
 
 
 
 
 28 
 
HEALTHY FOOD 
 
Some people classify food according to the food pyramid – fats, sugar, proteins, fibers, grains. 
Others classify them according to food types – fruit, meat, fish and vegetables. Modern dieticians go back 
(voltam) to the teachings (ensinamentos) of our great-grandmothers and say that food has to be colorful. 
The color of the food is determined by pigments. Pigments not only color fruit, vegetables, and 
other foods, but also protect our organism against (contra) diseases (doenças). 
 
PURPLE FOOD 
• contains anthocyanin 
• delay aging 
• cabbage, fig, grapes, plum, beet 
 
WHITE FOOD 
• contains calcium and potassium 
• helps in the formation and maintenance of the bones. 
• is basic for the functioning of nerves and muscles 
• cheese, milk, potato, rice, mushrooms, banana, cauliflower 
 
BROWN FOOD 
• contains vitamins B and E 
• prevents anxiety and depression 
• reduces the risk of cancer and cardiovascular diseases 
• provides for better bowel functioning 
• nuts, chestnut, oat meal, cereals 
 
RED FOOD 
• contains lycopene, a potent antioxidant 
• protects against some types of cancer 
• stimulates blood circulation 
• tomato, strawberry, guava, cherry, watermelon 
 
GREEN FOOD 
• contains chlorophyll and vitamin A 
• detoxes cells 
• inhibits free radicals 
• green vegetables and herbs 
 
ORANGE / YELLOW FOOD 
• contains vitamin B3, vitamin C and beta carotene 
• protects the heart, eyes, and the nervous system 
• reduces the risk of cancer 
• papaya, carrot, mango, peach, orange, apricot, pumpkin 
 
3. Take a look at paragraphs 1 and 2. Find six transparent words. 
 
 
 
 
 
 
 
 29 
 
4. Give the meaning of the words in bold. Use the words given for help. Then translate the sentences 
into Portuguese. 
 
ENVELHECIMENTO // DOENÇAS // COLORIDA // PREVINE 
 
1. Dieticians say that food has to be colorful. � ________________________________________. 
2. Pigments protect our organism against diseases. � ________________________________________. 
3. Purple food delays aging. � ________________________________________. 
4. Brown food prevents anxiety and depression. � ________________________________________. 
 
5. Read the text and complete the sentences. 
 
1. ____________________ helps the funcioning of muscles. 
2. ____________________ inhibits free radicals. 
3. ____________________ stimulates blood circulation. 
4. ____________________ delays aging. 
5. ____________________ protects the heart and the eyes. 
6. ____________________ reduces the risk of cardiovascular diseases. 
 
VOCABULARY BUILD-UP 
 
1. Acrescente o sufixo –ful e traduza os adjetivos formados. 
 
 Adjetivo Tradução 
peace (paz) ____________________ ____________________ 
care (cuidado) ____________________ ____________________ 
success (sucesso) ____________________ ____________________ 
hope (esperança) ____________________ ____________________ 
help (ajuda) ____________________ ____________________ 
color (cor) ____________________ ____________________ 
power (poder) ____________________ ____________________ 
beauty (beleza) ____________________ ____________________ 
wonder (maravilha) ____________________ ____________________ 
 
Agora complete as frases com os adjetivos acima. 
 
1. Our neighborhood is ____________________. 
2. That ball is ____________________. 
3. He is a ____________________ person. 
4. The teacher always says ____________ 
words. 
5. He is a ____________________ man. 
6. Our country is ____________________. 
7. This is glass. Be ____________________. 
8. What a ____________________ world! 
 
 
2. Escreva o oposto das palavras em negrito. Use as palavras da lista. 
 
 ALLOWS // ANCIENT // ATTACK // CARELESS // INCREASES 
 
1. Brown food reduces the risk of cancer. ____________________ 
2. Modern dieticians know that food has to be colorful. ____________________ 
3. Vegetables, fruits and other foods protect our organism against diseases. ____________________ 
4. This procedure prevents risks. ____________________ 
5. You must be careful with your health. ____________________ 
 
 30 
TEXT IV – COW THREAT 
 
Cows are walking machines.They transform raw materials (grass, hay, water, and feed) into 
finished products (milk, beef, leather, and so on). 
As any factory, cows produce waste. Solid waste is eliminated through the rear end of these 
“complex machines”, and is used as fertilizer. 
The fermentation process in their four stomachs produces gas. These walking machines have two 
chimneys: one in the front end, the other in the rear end. Gaseous emissions through the front end 
chimney are called burps. Cows burp a lot. Every minute and a half. These burps release methane gas. 
Methane is dangerous to the planet because it contributes to the greenhouse effect. 
The world population is growing very fast. That means there are more people eating beef. 
Consequently, there is more cattle – more walking machines – producing more methane gas. 
This is the problem, but very few people want to change their eating habits. What about you? 
 
Vocabulário 
 
1. raw - cru 
2. grass – grama 
3. hay – feno 
4. leather – couro 
5. and so on – e assim por diante, 
etcétera 
6. through – através 
7. rear – traseiro 
8. end – fim; ponta 
9. burp – arroto, arrotar 
10. release – liberar 
11. greenhouse – estufa 
12. grow – crescer 
13. mean – significar 
14. cattle – gado 
15. few – poucos 
 
1. NOUN GROUPS. Encontre no texto o correspondente em inglês para as seguintes locuções 
nominais. 
 
1. máquinas ambulantes 
2. matéria prima 
3.produtos prontos 
4. lixo sólido 
5. ponta traseira 
6. máquinas complexas 
7. processo de fermentação 
8. ponta dianteira 
9. emissões gasosas 
10. gas metano 
11. efeito estufa 
12. população mundial 
13. poucas pessoas 
14. hábitos alimentares 
 
2. TEXT COMPREHENSION 
 
2.1. Write T for true and F fo false according to the text. 
 
1. Cows have more than one stomach. 
2. The production of methane is a serious problem. 
3. Cows eliminate gases through their front and rear ends. 
4. Burps are eliminations of gas through the rear end. 
5. Cows burp approximately 10 times in one hour. 
6. Methane is solid waste. 
7. Solid waste is used as fertilizer. 
8. Our eating habits contribute to the production of methane. 
9. Many people want to change their eating habits. 
10. Cows produce raw materials like grass, hay, water, and feed. 
 
 
 
 
 
 
 
 31 
 
2.2. Choose the correct alternative. 
 
1. According to the text: 
a) methane gas contributes to the greenhouse 
effect. 
b) cows transform methane into finished 
products. 
c) methane is the only cause of the greenhouse 
effect. 
d) milk is eliminated through the front end. 
 
2. According to the text: 
a) cows transform grass and hay into raw 
material. 
b) cows transform milk and beef into raw 
material. 
c) cows transform hay and leather into finished 
products. 
d) cows transform raw material into finished 
products. 
 
3. More people are eating beef. Consequently: 
a) the world population is growing very fast. 
b) more cows are producing methane gas. 
c) we need more finished material. 
d) more finished products are transformed into 
waste. 
 
4. Cows and factories: 
a) have four stomachs. 
b) are walking machines. 
c) have only one chimney. 
d) produce waste. 
 
5. According to the text, burps: 
a) are gaseous emissions. 
b) are a fermentation process. 
c) eliminate raw material. 
d) are eating habits. 
 
3. WORD STUDY. 
 
3.1. Find the synonyms. 
 
(1) complex ( ) transform 
(2) fast ( ) make 
(3) change ( ) quick 
(4) rear ( ) sophisticated 
(5) produce ( ) back 
 
3.2. Find the opposites. 
 
(1) rear ( ) slow 
(2) a lot ( ) many 
(3) fast ( ) less 
(4) more ( ) front 
(5) few ( ) a little 
 
3.3. Complete the sentences with these words form the text. 
 
CATTLE 
CHIMNEY 
EFFECT 
EMISSION 
FEW 
GROWING 
RAW 
RELEASE 
THREAT 
WASTE 
 
1. The new factory isn´t going to _______________ pollution. 
2. Nuclear reactors can be a _______________ to life on the planet. 
3. What is the _______________ of methane gas in the atmosphere? 
4. _______________ students are interested in the game next Saturday. 
5. Filters stop _______________ of gas into the atmosphere. 
 
 32 
6. Our factory is building a new _______________. 
7. My grandfather has _______________ on his farm. 
8. _______________ is a serious problem for many cities. 
9. The production of vegetables is _______________ in our area. 
10. Leather is _______________ material to produce shoes. 
 
3.4. Circle the best alternative. 
 
1. a) What is the ( different / difference ) between ozone and oxygen? 
b) There are ( different / difference ) gases in the atmosphere. 
 
2. a) Technology is ( important / importance ) in modern world. 
b) We know the ( important / importance ) of the greenhouse effect. 
 
3. a) This is an ( intelligent / intelligence ) solution for pollution. 
b) ( Intelligent / Intelligence ) makes them different from other animals. 
 
4. a) She is completely ( ignorant / ignorance ). 
b) ( Ignorant / ignorance ) eliminates opportunities. 
 
5. a) He always talks about his mother´s ( patient / patience ). 
b) We have to be ( patient / patience ) with children. 
 
3.5. Complete the sentences with the words from the list. 
 
BUT (mas) 
WHEN (quando) 
WHERE (onde) 
AND (e) 
THEN (depois) 
 
1. He´s in the room _______________ we study mathematics. 
2. We study history in that room, _______________ they don´t. 
3. We study physics here _______________ chemistry in the laboratory. 
4. We do the exercises here, _______________ we go to another room. 
5. We go home _______________ the classes finish. 
 
 
DID YOU KNOW THAT? 
 
as : como (na posição de) like : como se fosse 
Bob works as a carpenter. Bob works like a dog. 
(He is a carpenter.) (He´s not a dog.) 
 
3.6. Fill in the blanks with AS or LIKE. 
 
1. We eat _______________ kings at Mike´s Restaurant. 
2. I´m treated _______________ a foreign in the United States. 
3. The President speaks _______________ a real patriot. 
4. Gregory goes to the ceremony _______________ our representative. 
5. My little sister is crying _______________ a child. 
 
 
 33 
FALSE FRIENDS 
 
ACTUALLY : na verdade, realmente � NOWADAYS : atualmente 
PARENTS : pais (pai e mãe) � RELATIVES : parentes 
LIBRARY : biblioteca � BOOKSTORE : livraria 
 
3.7. Fill in the blanks with the false friends just mentioned. 
 
1. Both her _______________ come from Italy. She´s a daughter of Italians. 
2. Alan is going to the _______________ to buy a book. 
3. I went to the theater every week, but _______________ I don´t like it very much. 
4. Jane has a big family and she always invites all her _______________ to her parties. 
5. They are going to the _______________ to read some books. 
6. Anne speaks French very well. _______________, she was born in France. 
 
UNIT 5 
 
TEXT I 
 
WITH THE INTERNET, THE WORLD IS YOURS! 
 
Yes, you can use the Net to e-mail your friends, to play games or visit chat rooms, but you can do much 
more than that. Check it out! 
 
A Internet oferece uma incrível variedade de oportunidades, informações e atividades. O uso da Net como 
correio eletrônico é apenas um dos mais comuns. 
O que você sabe sobre a grande rede de computadores? Sabe o que significa www? 
No mundo inteiro mais de 500 milhões de pessoas se mantêm on-line. Você é um desses internautas? 
Formule hipóteses sobre o conteúdo do texto e verifique-as após a leitura. 
 
Worldwide, more than 500 million people use the internet. On the Net, you can send electronic mail (e-
mail), find information in distant libraries and museums, play games, shop, and much, much more. The 
World Wide Web (www) is a part of the Internet that lets you see information using pictures, colors, and 
sounds. Most people just call it the Web. You can have your favorite Web sites. It´s your choice. With the 
Internet, the world is yours! 
 
These are just some of the things you can do: 
 
� You can watch movie trailers, download free music and books, and discover about yourinterests 
and favorite things. 
� You can meet people from other countries. The Internet is global, so you can make friends from 
all over the world. 
� You can give your opinion on message boards, build your own site about foot-volley or beach 
soccer or put your poems on the Net. 
 
 34 
� You can get legal music. There are plenty of legal places to get music downloads. 
� You can listen to music on-line too. For example, you can listen to music shows on the BBC site 
whenever you want. 
� You can use search engines, like Google, Yahoo or Alltheweb to look for any subject under the 
sun. 
 
In a word, with the internet the world is yours! 
 
(adapted from “The Internet”, The World Almanac for Kids 2000, World Almanac Books, and “You Can Make the Most of the Internet”, 
www.bbc.co.uk/teens/lads/life/lifecheats/internet.shtml) 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Em linhas gerais, de que trata o texto? 
Depois de ter lido o texto, como você interpreta o título que foi dado a ele? 
 
 
 
2. WORD STUDY 
 
2.1. Find the words that correspond to those in Portuguese on the list. 
 
1 – mundial; mundialmente __________________________________ 
2 – baixar, transferir dados __________________________________ 
3 – bate-papo __________________________________ 
4 – escolha __________________________________ 
5 – busca; buscar __________________________________ 
6 – sempre que __________________________________ 
7 – descobrir __________________________________ 
8 – assunto, matéria __________________________________ 
 
2.2. NOUN GROUPS – No texto podem ser encontradas diversas locuções nominais. Identifique os 
substantivos que completam as locuções abaixo com base na tradução correspondente. 
 
1 - _______________ room sala de bate-papo 
2 - _______________ trailer trailer de filme 
3 - _______________ board quadro de mensagens 
4 - _______________ show espetáculo musical 
5 - _______________ engine ferramenta de busca 
6 - _______________ site site da rede 
7 - _______________ soccer futebol de praia 
 
2.3. HOW DO YOU SAY IT IN ENGLISH? – Leia o texto novamente e escreva o correspondente 
em inglês das seguintes palavras / expressões. 
 
1 – enviar correio eletrônico _________________________________ 
2 – encontrar informações _________________________________ 
3 – muito mais _________________________________ 
4 – a maioria das pessoas _________________________________ 
5 – A escolha é sua! _________________________________ 
6 – assistir trailers de filmes _________________________________ 
7 – conhecer pessoas de outros países _________________________________ 
 
 35 
8 – fazer amigos _________________________________ 
9 – pelo mundo todo _________________________________ 
10 – dar sua opinião _________________________________ 
11 – sempre que você quiser _________________________________ 
 
3. DETAILED COMPREHENSION – Escreva T (true) ou F (false). Depois, copie do texto uma 
frase que comprove cada resposta. 
 
1 – Mais de meio bilhão de pessoas usam a Internet em todo o mundo. 
 
2 – Você pode fazer amizades apenas no seu próprio país. 
 
3 – Você pode manifestar sua opinião sobre diversos assuntos. 
 
4 – Você pode criar seu próprio site sobre poesia ou sobre seu esporte favorito. 
 
5 – Baixar música pela Internet é considerado ilegal. 
 
TEXTO II 
 
ARE BANANAS BECOMING EXTINCT? 
 
Brazil is starting to face the problem of pests and diseases which are attacking banana plants and 
threatening to destroy whole plantations. 
 
Falando de bananas, temos good news e bad news. As good news não são novidade: a fruta é barata e 
muito saborosa. As bad news são menos conhecidas: existem mais de 500 variedades de banana, mas 
99,5% dessas variedades são “clones” de uma única espécie, que não muda há séculos, e por isso é 
extremamente vulnerável a pragas e doenças. Você sabia que todas essas espécies cultivadas são estéreis, 
não têm sementes? Que mais você sabe sobre essa fruta? Formule hipóteses sobre o texto e verifique-as 
após a leitura. 
 
If you hear the words “endangered species”, you probably think that the species in danger is one 
in the animal kingdom. Stories about endangered animals are nothing new, they are frequently in the 
newspapers. But scientists are warning about an endangered plant now. According to an article in the 
New Scientist magazine the world´s most popular fruit is running a serious risk of extinction. The article 
says bananas may become extinct within 10 years, unless they are rescued by biotechnology. 
 The problem is that the banana may be the world´s most popular fruit, but in scientific terms it is 
“a genetically decrepit sterile mutant”. The edible version, the type of bananas that we eat, has no seeds. 
Bananas are cultivated by replanting cuttings from the banana plants. The limited genetic diversity of 
cultivated bananas (which is due to their asexual reproduction) makes them vulnerable to pests and 
diseases. To make matters worse, there is no easy way to cross one variety with another, new varieties 
cannot easily be produced by natural methods. 
 Black sigatoka, the fungal disease that is attacking banana plantations is now a global epidemic. 
Luadir Gasparotto, Brazil´s leading plant pathologist, says “Black sigatoka is destroying most of our 
banana fields and there is nothing we can do about it.” 
 Scientists from across the world are working to rescue the banana through genetic engineering. 
They are trying to develop new hybrid bananas and produce new varieties which are resistant to diseases 
and insects. However, producers are not investing on the project, because consumers do not accept GM 
(genetically modified) foods. Buy your bananas now. Within ten years it may be too late. 
 
 36 
 
(adapted from “Defenceless Banana Will Be Extinct in 10 Years”, by Robert Uhlig, Daily Telegraph, January 16, 2003, and 
other sources) 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Qual é a notícia mais importante do texto, sintetizada no próprio título? 
Haveria alguma solução para o problema? Qual? 
O texto termina em tom otimista ou pessimista? 
 
2. WORD STUDY 
 
2.1. TRANSPARENT WORDS – Com o apoio das transparent words, encontre no texto o 
equivalente a: 
 
1 acabando, se extinguindo 
2 enfrentar o problema 
3 pragas e doenças 
4 bananeiras 
5 destruir plantações inteiras 
6 espécie ameaçada 
7 Reino animal 
8 um sério risco de extinção 
9 a versão comestível 
10 diversidade genética 
11 para piorar as coisas 
12 um epidemia global 
13 através da engenharia genética 
14 alimentos modificados geneticamente 
15 tarde demais 
 
2.2. DISCOURSE MARKERS – Observe como os marcadores do discurso abaixo são usados no 
texto e que idéia ou noção eles expressam. 
 
Marcador do discurso Significado Função 
IF se estabelecer condição 
BUT mas contrapor idéias 
UNLESS a menos que, a não ser que estabelecer condição 
DUE TO devido a relacionar causa e efeito 
THROUGH através de indicar meio, modo 
HOWEVER contudo, no entanto contrapor idéias 
BECAUSE porque relacionar causa e efeito 
WITHIN dentro de indicar abrangência (de tempo ou espaço) 
 
 37 
 
Now choose of the words in parentheses. Then translate them into Portuguese. 
 
1 – The banana is the world´s most famous fruit (because – due to) it´s cheap and good to eat. 
2 – The limited genetic diversity of cultivated bananas is (because – due to) their asexual reproduction. 
3 – Bananas may become extinct, (if – unless) they are not rescued by biotechnology. 
4 – Bananas may become extinct (through – within) a decade, (if – unless) they are saved by genetic 
engineering. 
5 – The world´s most popular fruit is on the road to extinction. (Unless – However), it is still possible to 
solve the problem. 
6 – They may be genetically decrepit, (but – because) they´re delicious! 
 
3. DETAILED COMPREHENSION – READING FOR SPECIFIC INFORMATION. 
 
3.1. Encontre no texto as palavrasque completam corretamente as frases abaixo. 
 
1 – Bananas are vulnerable to ___________________________. 
2 – Black sigatoka is now a global ___________________________. 
3 – Bananas have no ___________________________, they are sterile. 
4 – Bananas are cultivated by replanting __________________ from the banana 
____________________. 
5 – Scientists are trying to ____________________ the problem through genetic ___________________. 
6 – They are trying to develop new _____________________ which are ________________________ to 
pests and diseases. 
7 – Consumers do not want _________________________ foods. 
 
3.2. WHO´S WHO AND WHAT´S WHAT? – Identifique os “personagens” da notícia, 
relacionando as colunas de modo a formar frases corretas, de acordo com o texto. 
 
1 – Consumers _____ … do not want to spend their money on that project. 
2 – Endangered species _____ … are the world´s most popular fruit. 
3 – Scientists _____ … is a fungal disease which is now a global epidemic. 
4 – Producers _____ … are a terrible problem to banana producers across the world. 
5 – Pests and diseases _____ … have a project to save the banana through biotechnology. 
6 – Black sigatoka _____ … are animals or plants in danger of extinction. 
7 – Bananas _____ … do not want to eat GM bananas. 
 
4. WHAT´S HAPPENING NOW? – Encontre no texto o correspondente em inglês para as 
seguintes frases abaixo. 
 
1 – Cientistas de todo mundo estão trabalhando para resolver o problema. 
2 – Uma doença fúngica que está atacando as plantações de bananas ... 
3 – Cientistas estão alertando sobre uma planta em perigo agora. 
4 – Estão tentando desenvolver novas espécies de banana híbrida ... 
5 – O Brasil está começando a enfrentar o problema ... 
6 – Os produtores não estão investindo no projeto ... 
7 – Pragas e doenças estão ameaçando destruir plantações inteiras. 
8 – A fruta mais popular do mundo está correndo um sério risco de extinção. 
9 – O mal-de-sigatoka está destruindo a maior parte dos nossos bananais ... 
 
 38 
 
Agora relacione os verbos com os respectivos significados. 
1 – to threaten _____ atacar 
2 – to destroy _____ alerter, avisar 
3 – to become _____ investir 
4 – to attack _____ tentar 
5 – to work _____ ameaçar 
6 – to start _____ tornar-se 
7 – to run _____ destruir 
8 – to try _____ trabalhar 
9 – to invest _____ correr 
10 – to warn _____ começar 
 
TEXT III 
 
TOP THIS ONE, SURVIVOR 
 
What do you miss when you´re adrift on a merciless ocean? “Mostly TV” admits Californian Richard 
Van Pham, 62, who says he was stuck in a boat for nearly four months on the Pacific´s high seas. Pham 
says a voyage planned as a three-day trip to Santa Catalina went scarily wrong when a hook attached to 
his mast snapped and his radio went dead. He says he then floated more than 4,000 km, living at first on 
a two-month supply of rice, beans, tomatoes and water, then on rain water, tuna and turtles, until he was 
rescued by a warship. Attention, network executives : heartwarming tale of perseverance against the 
odds, right in your own backyard. 
(Time, October 7, 2002) 
 
Vocabulário 
 
1 – miss (missed) – sentir falta 
2 – adrift – à deriva 
3 – merciless – cruel, sem misericórdia (mercy – 
misericórdia // less – falta de) 
4 – stuck – preso 
5 – nearly – quase 
6 – high seas – alto-mar 
7 – trip – viagem 
8 – go wrong (went) – sair errado 
9 – hook – gancho 
10 – attached – anexado, preso 
11 – snap (snapped) – soltar, desprender 
12 – go dead (went) – ficar mudo (radio) 
13 – then – então 
14 – at first – em principio 
15 – supply – suprimento 
16 – rice – arroz 
17 – beans – feijão 
18 – water – água 
19 – rain – chuva 
20 – tuna – atum 
21 – turtle – tartaruga 
22 – rescue (rescued) – resgatar 
23 – warship – navio de guerra 
24 – network – rede 
25 – heartwarming – emocionante, alegre 
26 – tale – conto, história 
27 – against the odds – contra a probabilidade 
28 – backyard – quintal 
 
Assinale a alternativa que está de acordo com o texto. 
 
1 – O título da matéria faz alusão a um programa de TV norte-americano em que os participantes são 
levados a testar seus limites. “Top This One, Survivor” 
a) lança um desafio ao programa de TV para que supere a aventura descrita pela revista. 
b) sugere que a notícia foi o ponto alto de um desses programas. 
c) sugere que Survivor recrie a aventura descrita na notícia. 
 
2 – Richard Van Pham 
a) preparou-se durante três dias para uma viagem de barco. 
b) ficou quase quatro meses em um barco à deriva no Oceano Pacífico. 
c) sobreviveu flutuando por 4000 km depois que seu barco afundou no Pacífico. 
 
 39 
 
3 – Van Pham sentiu mais falta principalmente de 
a) seu rádio. b) seu mastro principal. c) televisão. d) comida. 
 
4 – Van Pham sobreviveu 
a) porque havia levado comida e água suficientes para quatro meses. 
b) porque tinha bons equipamentos de pesca. 
c) porque perseverou, nunca se dando por vencido. 
 
 TEXTO IV 
 
Scientists can now take an animal like a sheep, a cow, a pig, a cat, or a horse and clone it, creating a 
baby animal with the exact same genetic characteristics as the original adult! Yes, it´s a brave new 
world, but we are ready for … 
 
HUMAN CLONING? 
 
Em 1996, após 277 tentativas sem sucesso, cientistas escoceses conseguiram clonar uma ovelha a partir 
de células retiradas de uma ovelha adulta. Depois de Dolly (assim foi chamada a pioneira) muitos outros 
animais já foram clonados. 
O que você sabe sobre clonagem? E quando se trata da possibilidade de clonar seres humanos, que 
possibilidade de clonar seres humanos, que posição você toma? É a favor ou contra? Que problemas 
envolvem esta questão? Formule hipóteses sobre isso e verifique-as com a leitura do texto. 
 
Every person is different. We come in all different shapes and sizes. Some people are good at music or 
dancing. Others are good at science or math. Many of these characteristics are passed on from your 
parents through genes – units of information in your body. Science now knows that the human body is 
made up of about 30,000 genes. Each human being is made up of different combinations of these genes, 
and these genes are made up of DNA molecules, which contain the instructions for creating a living 
person. These instructions are known as genetic information. 
 
Scientists can now clone animals like sheep, cows, pigs, cats or horses and it is technically possible to 
clone people, but … is it OK to do that? Human cloning is a matter for debate : some scientists feel that 
cloning people is an extremely helpful possibility for the human race, while many others feel that it can 
be very dangerous. 
 
What do you think? Is the world ready for human cloning? Read the two sides of the debate and then 
decide. 
 
YES! 
� Human cloning can help infertile couples, people who, for medical reasons, can´t have a child 
that is genetically related to them. 
� Human cloning research can provide a greater understanding of why some women lose their 
babies during pregnancy, and therefore prevent miscarriages. 
� A healthy cell of a sick person can be cloned to create new healthy skin, liver, or brain tissue that 
can then be transplanted into the sick person to make him or her better. 
 
NO! 
� Most cloned animals are born with birth defects and soon die. Cloning is not a perfected process, 
and it is not to be tested on humans. (It took 27 tries to create Dolly the sheep.) 
� Cloning gives people the ability to choose the characteristics of their unborn child, interfering 
with nature and violating the principles of right and wrong. 
 
 40 
� Cloning may have a negative effect on a family when a child finds out that he or she is an exact 
copy of his or her parent. 
 
(adapted from “Human Cloning”, by Michael Pecoriello) 
 
1. GENERAL COMPREHENSION. WHAT´S IT ALL ABOUT? 
 
Qual é o tema central do texto? 
Por que o ponto-de-interrogação no título? 
Cite um argumento a favor e um contra a clonagem humana. 
 
2. WORD STUDY 
 
2.1.WORD AREAS – Classifique os substantivos do boxe de acordo com a relação de significado. 
 
dancing – child – skin – science – horse – parent – math – 
brain – sheep – couple – cow – baby – liver – pig – music – 
tissue – cat – cell – research – children 
 
 
Human Body Family Animal Activity 
 
 
 
 
 
 
2.2. WORDS THAT GO TOGETHER – Com o apoio de transparent words, encontre no texto 
palavras que acompanham as listadas abaixo e que correspondem às traduções. 
 
1 – infertile _______________ = casais inférteis 
2 – human _______________ = raça humana 
3 – human _______________ = corpo humano 
4 – genetic _______________ = informações genéticas 
5 – _______________ person = pessoa viva 
6 – negative _______________ = efeito negativo 
7 – _______________ defects = deficiências congênitas 
8 – _______________ process = processo aprimorado 
9 – _______________ cell = célula sadia 
10 – _______________ person = pessoa doente 
11 – medical _______________ = razões médicas 
 
2.3. WORDS IN CONTEXT – Choose the correct word to complete each sentence. They can all be 
found in the text. 
 
1 – You mother and your father are you _____. 
a) matters b) child c) children d) parents e) race 
 
2 – The human body is _____ DNA molecules. 
 
 41 
a) known as b) made up of c) good at d) related to e) transplanted into 
 
3 – Dinner is _____. Come and eat! 
a) helpful b) healthy c) sick d) ready e) dangerous 
 
4 – My sister and I have very different interests. She is very good at math _____ I prefer music and arts. 
a) then b) when c) while d) as e) others 
 
5 – Human beings are born, live for a certain time and then _____. 
a) choose b) create c) feel d) contain e) die 
 
6 – People are not immortal, _____ they die. 
a) during b) therefore c) through d) why e) like 
 
7 – A miscarriage* occurs when a woman _____ her baby during pregnancy. 
a) takes b) passes on c) loses d) provides e) prevents 
 
* miscarriage : aborto espontâneao; abortion : aborto provocado 
 
3. DETAILED COMPREHENSION – LOOKING FOR SPECIFIC INFORMATION 
 
Dos três argumentos to texto a favor da human cloning, identifique aqueles em que se fala de : 
 
a. uma melhor condição para se prevenir abortos; 
b. benefício para os casais que não podem ter filhos; 
c. possibilidade de ajuda e recuperação através de clonagem e transplante. 
 
Agora identifique os argumentos contra a human cloning em que se mencionam : 
 
a. razões éticas e religiosas; 
b. razões psicológicas; 
c. razões fisiológicas e técnicas. 
 
4. STRUCTURE – USES OF THE –ING FORM 
 
Observe novamente o título do texto : Human Cloning?. Nele a palavra cloning é um gerúndio que 
equivale ao substantivo clonagem. Essa palavra vem de clone, que pode ser um substantivo (clone) ou um 
verbo (clonar). Como vemos, a terminação –ing pode ser usada para a formação de substantivos, mas ela 
também tem vários outros usos. Veja o quadro abaixo os vários significados e usos dessa terminação, 
tomando como base a palavra clone: 
 
 Significado Uso 
Scientists are cloning na animal now. estão clonando Present Continuous de to clone 
Human cloning is a serious matter. clonagem gerúndio: equivale a um substantivo 
Cloning humans is now technically possible. clonar gerúndio: equivale ao infinitivo em português 
They are debating the ethics of cloning 
humans. 
clonar gerúndio depois de preposição: 
equivale ao infinitivo em português 
Cloning technology can change the world. de clonagem adjetivo, antes de substantivo 
 
 
 42 
IDENTIFYING –ING FORMS – Nos trechos abaixo, reproduzidos de Human Cloning?, observe as 
palavras em destaque e aponte a tradução correspondente; 
 
1 – Scientists can now take an animal (...) creating a baby animal with the exact same characteristics as 
the original adult! 
a) criar b) criando c) criação 
 
2 – Some people are good at music or dancing. 
a) dançar b) dançando c) dança 
 
3 – Each human being is made up of different combinations of these genes ... 
a) ser (verbo) b) sendo c) ser (substantivo) 
 
4 – ... the instructions for creating a living person. 
a) criar b) criando c) criação 
 
5 – ... the instructions for creating a living person. 
a) viver b) vivendo c) viva, com vida 
 
6 – Some scientists feel that cloning people is an extremely helpful possibility for the human race ... 
a) clonar b) clonando c) clonagem 
 
7 – … It can provide a greater understanding of why some women lose their babies during pregnancy … 
a) compreender b) compreendendo c) compreensão 
 
8 – Cloning is not a perfected process ... 
a) clonar b) clonando c) clonagem 
 
9 – It gives people the ability to choose (…), interfering with nature and violating the principles of right 
and wrong. 
a) interferir / violar b) interferindo / violando c) interferência / violação 
 
EXTRA READING : HUMAN CLONING IS CLOSER THAN YOU THINK 
 
A edição de 26/2/2001 da revista Time tem como reportagem de capa o título Human Cloning Is Closer 
Than You Think e mostra dois bochechudos bebês, iguaizinhos, um olhando para o outro. Leia o trecho da 
carta enviada pela leitora Cheryl Roth ao editor da revista e responda: 
 
“People who want to clone their DNA so they have have a Mini-Me running around need to have their 
head examined.” 
 
1 – Cheryl Roth é a favor ou contra a clonagem de seres humanos? 
2 – Como se chama o resultado dessa clonagem? 
3 – O que ela sugere às pessoas que querem clonar o próprio DNA? 
 
 
 
 
 
 
 
 43 
TEXTO V 
 
WHO´S AFRAID OF HARRY POTTER? 
 
The world success of the Harry Potter series is a phenomenon. Books, movies, TV, magazines, shopping 
malls – Harry is everywhere. But not everyone is so in love with the boy wizard. In fact there are some 
people who don´t care about J.K. Rowling´s creation and don´t want to hear about it all the time. Why is 
that? 
 
Does Harry Potter rule the whole world? No way! Some people, in fact, hate the young wizard. In 
the Internet there are dozens of sites attacking the series. There is even an on-line game called, “Kill 
Harry Potter”, in which players use guns, grenades and even nuclear weapons to kill Harry. “Don´t 
blame Rowling,” says Philip Nel, author of J.K. Rowling´s Harry Potter Novels : A Reader´s Guide. 
“Some people hate Harry,” Nel says, “not because of the books, but because of the merchandising. 
They´re just fed up with this Pottermania, everything about Harry, from posters to computer games to 
toothpaste.” But love him or hate him, who´s Harry after all? 
 
Harry Potter is the creation of Joanne Kathleen Rowling, a 38-year-old writer from England : The 
first book, “Harry Potter and the Philosopher´s Stone” (“Harry Potter and the Sorcerer´s Stone” in the 
United States) is about Harry, an 11-year-old orphan who lives a miserable life with his horrible aunt 
Petunia and uncle Vernon and his abominable cousin, Dudley, until a strange owl delivers a letter 
explaining that Harry is actually a wizard! Harry eventually enrolls in Hogwarts, a special wizard school 
where every day he learns his craft and is among kids who are like him. He meets Ron Weasley and 
Hermione Granger and they become great friends. Harry, Ron, and Hermione like each other very much. 
Mystery, magic, surprises, jokes, spectacular characters and great stories make the Harry Potter series 
(five books until now) a big hit with kids – and their parents. What´s Harry´s magic secret? Maybe it´s 
because those kids – and their parents – see themselves in him. 
 
(adapted from “If ever a hated wiz there was, Harry is one”, by Scott Brooks, in USA Today, 7/15/2003, and other sources) 
 
1. GENERAL COMPREHENSION. WHAT´S IT ALL ABOUT? 
 
Qual é o tema central do texto? 
De quem é essa criação? 
O sucesso da série é absoluto ou há pessoas que não gostam dela? Por que razão? 
 
2. WORD STUDY 
 
2.1. What´s the English for ...? 
 
1 – cheio, cansado de _______________________________ 
2 – coruja _______________________________3 – creme dental _______________________________ 
4 – arte, técnica, habilidade _______________________________ 
5 – reinar, dominar, mandar _______________________________ 
6 – feiticeiro _______________________________ 
7 – culpar, pôr a culpa em _______________________________ 
8 – arma _______________________________ 
9 – matricular-se, inscrever-se _______________________________ 
10 – com medo de _______________________________ 
11 – explicar _______________________________ 
 
 
 
 44 
 
2.2. MATCHUP – Relacione as palavras da primeira com as da segunda coluna para formar 
locuções usadas no texto. Depois relacione-as ao correspondente em português da terceira coluna. 
 
A B C 
WORLD WEAPON GUIA DO LEITOR 
SHOPPING GAME ARMA NUCLEAR 
BOY STONE SUCESSO MUNDIAL 
NUCLEAR SCHOOL SHOPPING, CENTRO COMERCIAL 
WIZARD MALL PEDRA FILOSOFAL 
COMPUTER SUCCESS JOGO DE COMPUTADOR 
READER´S WIZARD JOVEM FEITICEIRO 
PHILOSOPHER´S GUIDE ESCOLA DE FEITICEIROS 
 
2.3. WORDS IN CONTEXT – Choose the correct word to complete each sentence. 
 
1. J.K. Rowling´s books are for kids, but _____ adults like to read them. 
a) even b) no way c) every d) everything e) everyone 
 
2. There are five Harry Potter books _____ now. 
a) among b) until c) after all d) maybe e) in fact 
 
3. Because of the merchandising, some people _____ Potter. 
a) rule b) kill c) care d) deliver e) hate 
 
4. Some people don´t care about Harry, but most kids find him _____. 
a) horrible b) miserable c) abominable d) strange e) great 
 
5. Sorcerer is a synonym for _____. 
a) philosopher b) wizard c) reader d) character e) author 
 
3. DETAILED COMPREHENSION 
 
3.1. LOOKING FOR THE MAIN IDEAS – O texto é apresentado em três parágrafos. Complete as 
frases abaixo com first, second, third, de acordo com as principais idéias expostas no texto. 
 
The _______________ paragraph gives us a brief idea about the story, especially the first book. 
The _______________ paragraph gives us some of the reasons why the books are a world success. 
The _______________ paragraph gives us facts and arguments against Harry Potter. 
 
3.2. LOOKING FOR SPECIFIC INFORMATION 
 
1 – Cite três exemplos de merchandising, produtos comerciais que exploram a imagem de Harry Potter. 
2 – Cite três dos ingredientes que, segundo o texto, contribuem para a fórmula de sucesso da série. 
3 – Cite a chave do segredo mágico de Harry, segundo o texto. 
 
 
 
 
 
 
 
 45 
3.3. A WORD WITH TWO MEANINGS 
 
Observe os significados de like nestas frases: 
 
Harry, Ron, and Hermione like each other very much. 
… where he is among kids who are like him. 
 
Na primeira frase, like é um verbo, significa “gostar”. 
Na segunda, like funciona como preposição, expressando semelhança, e é normalmente traduzido por 
“como”, “igual a”. 
 
Traduza as frases a seguir. 
 
1 – If you are a fan of Harry Potter, you are like me. 
2 – Harry´s cousin, the abominable Dudley, doesn´t like him. 
3 – One of Hagrid´s pets is a small animal like a dragon. 
 
3.4. TRICKY WORDS AHEAD 
 
Observe os advérbios em destaque nestas frases : 
... until a strange owl delivers a letter explaining that Harry is actually a wizard! 
Harry eventually enrolls in Hogwarts, a special wizard school … 
 
Aparentemente essas frases não apresentam dificuldades, mas nelas há tricky words ou false friends, 
palavras que têm semelhantes em português, mas de sentido diferente. 
 
Na primeira, actually parece significar “atualmente”, mas significa “realmente”, “na verdade”. 
J. K. Rowling is English, but she is not from London. Actually, she´s from a small town called Chipping. 
 
Para dizer “atualmente”, “no momento”, usa-se at present, currently ou at the moment. 
She is writing another book at present / at the moment / currently. 
 
Outra tricky word que aparece no texto é eventually. Ela parece significar “eventualmente”, mas 
significa “finalmente”, “por fim”. 
Young Harry´s life is really miserable but he eventually becomes a great wizard. 
 
Para dizer “eventualmente”, “possivelmente”, usa-se possibly. � These things may possibly happen. 
 
Fill in the blanks with actually or eventually. 
 
1 – At first Harry is unhappy, but he ____________________ becomes a happy boy. 
2 – We all know him as Pelé, but ____________________ his name is Edson. 
3 – My sister is an adult now, but she says she ____________________ believes in Santa Claus. Can you 
believe that? 
 
 
 
 
 46 
UNIT 6 
 
TEXT I 
AMADO, CLOVE AND CINNAMON 
 
Brazilian novelist Jorge Amado had radical dreams and a conservative heart. 
 
There are writers I admire and writers I love. I both admired and loved Jorge Amado. Although a 
revolutionary (he was a Communist in his youth), deep inside he was actually a conservative. He was a 
conservative in his love for his country, family, and the Portuguese language as we speak it in Brazil. He 
was a conservative revolutionary. 
 
A conservative is someone who preserves, defends and shelters whatever is in danger of becoming 
extinct. Well, Jorge Amada loved his homeland and wanted to protect it from invaders and colonizers. He 
wanted to be free; he wanted the Amazon – its trees, its birds, its animals – left intact. Jorge Amada loved 
nature, with a flaming, passionate love that others reserve for religion. 
 
He was also a true believer in Brazil : fascinated by the tropics and always in love with Afro-indigenous 
traditions. That´s another way of saying that he loved Bahia, his home state, which was also the cradle of 
the country and home to its early childhood. For Bahia is where it all began. 
 
Jorge Amado strongly opposed all kinds of colonialism. He wanted to write about his own people, in their 
own words and in the simple language they used. The characters in his novels are based on ordinary folk 
– fishermen, prostitutes, sailors and tramps – people who need no pompous philosophy in order to live 
their lives. For them, there is only fate. 
 
Jorge Amado also loved Castro Alves, a Brazilian Romantic poet who lived in the 19th century and wrote 
socially engaged poetry against slavery. In fact one of his verses can serve as Jorge Amado´s motto : 
“Freedom belongs to the people, just as the sky belongs to the condor.” 
 
Vocabulary 
 
1. both … and … - tanto … 
quanto … 
2. although – embora 
3. youth – juventude 
4. deep inside – bem no fundo 
5. shelter – abrigo; abrigar, 
refugiar 
6. homeland – terra natal 
7. cradle – berço 
8. folk – povo, pessoas 
9. tramp – vagabundo 
10. fate – destino, sina 
11. slavery – escravidão 
12. motto – lema 
13. belong – pertencer 
 
1. GENERAL COMPREHENSION . WHAT´S IT ABOUT? 
 
• No título do texto há um jogo de palavras que tem como base o nome de um romance de Jorge 
Amado. Que romance é esse? 
• Por que o autor é apresentado como tendo “sonhos radicais”? 
• Que exemplos são dados pela autora do texto para que ela o considere, na verdade, um 
conservador? 
 
 
 
 
 
 47 
 
2. WORD STUDY 
 
2.1. WORDS IN CONTEXT – Complete the sentences with the correct word. 
 
1 – Greece is knows as the _____ of democracy. 
a) danger b) language c) dream d) cradle e) sky 
 
2 – In Brazil _____ was abolished on May 13, 1888. 
a) freedom b) homeland c) nature d) slavery e) heart 
 
3 – Jorge Amado _____ loved and wrote about Bahia. 
a) just as b) both c) childhood d) whatever e) against 
 
4 – Both _____ are used in cooking to give more flavor to sweet foods. 
a) clove and cinnamon b) trees and birds c) invaders and colonizers d) dreams and fate 
e) poetry and novels 
 
5 – An umbrella _____ you from the rain. 
a) shelters b) admires c) opposes d) belongs e) writes 
 
6 – _____ my friend Mazé is from Bahia, she doesn´t like axé music. 
a) Both b) In fact c) Although d) In order e) Only 
 
2.2. WORDS THAT GO TOGETHER – Encontre no texto as palavras que completam as locuções 
abaixo, orientando-se pelas correspondentes em português. 
 
____________________engaged poetry � poesia socialmente engajada 
____________________ believer � verdadeiro crente 
simple ____________________ � linguagem simples 
early ____________________ � primeira infância 
____________________ state � estado natal 
____________________ philosophy � filosofia pomposa 
radical ____________________ � sonhos radicais 
conservative ____________________ � coração conservador 
ordinary ____________________ � gente comum 
____________________ love � amor apaixonado 
flaming ____________________ � amor ardente 
 
2.3. SUFFIXES 
 
Aplicando o sufixo –er a um verbo, formamos um substantivo que indica o autor da ação expressa pelo 
verbo. 
 
To believe significa “acreditar, crer”. Encontre no texto o substantivo que corresponde a “crente”. 
 
Encontre também os substantivos que correspondem a: 
1 – escritor _______________ 2 – invasor _______________ 3 – colonizador _____________ 
 
Agora, com os verbos do quadro abaixo, forme os substantivos que correspondem a: 
jogador _______________ pesquisador _______________ 
leitor _______________ professor _______________ 
 
 
 48 
 to teach // to play // to research // to read 
 
Outro sufixo que tem o mesmo sentido é –or. 
 
Encontre no texto um substantivo com esse sufixo que corresponde ao verbo “navegar, velejar, viajar por 
mar”. Identifique o verbo de origem e traduza o substantivo. 
 
Com o sufixo –hood formam-se substantivos abstratos, que expressam estado, condição ou qualidade. 
Encontre no texto o substantivo formado com child que corresponde a “infância”. 
 
Agora, com as palavras da lista abaixo, forme os substantivos abstratos que correspondem a: 
 
falsidade, mentira _______________ fase adulta _______________ 
mocidade _______________ paternidade _______________ 
 
adult // boy // false // father 
 
3. DETAILED COMPREHENSION 
 
3.1. LOOKING FOR REFERENCE – Quando escrevemos, para dar coesão ao texto e evitar 
repetições desnecessárias freqüentemente usamos palavras que fazem referência a outras, já 
mencionadas ou que ainda vão aparecer. Por isso, a observação e o reconhecimento dessas palavras 
(geralmente pronomes como it, them, this, these, etc.) são muito importantes para a compreensão. 
 
Nos trechos abaixo, identifique a que ou a quem se referem as palavras em destaque. 
 
1 – ... Well, Jorge Amado loved his homeland and wanted to protect it from invaders and colonizers. 
a) Jorge Amado b) his homeland c) invaders and colonizers 
 
2 – … he wanted the Amazon – its trees, its birds, its animals – left intact. 
a) the Amazon b) he c) trees, birds, and animals 
 
3 – That´s another way of saying that he loved Bahia, his home state … 
a) Bahia b) Brazil c) he 
 
4 – … which was also the cradle of the country and home to its early childhood. 
a) Bahia b) the cradle c) the country 
 
5 – He wanted to write about his own people, in their own words. 
a) his own people b) he c) words 
 
6 - … fishermen, prostitutes, sailors, and tramps – people who need no pompous philosophy … For them, 
there is only fate. 
a) pompous philosophy b) fishermen, prostitutes, sailors, and tramps c) the writer 
 
7 – In fact one of his verses could well serve as Jorge Amado´s motto … 
a) Jorge Amado b) Castro Alves c) Lygia Fagundes Telles 
 
3.2. LOOKING FOR SPECIFIC INFORMATION – Cite os parágrafos do texto onde se fala dos 
assuntos abaixo. Alguns parágrafos serão citados mais de uma vez. 
 
1 – Jorge Amado amava o Brasil, a natureza e queria que a Amazônia permanecesse intacta. 
2 – Como o poeta Castro Alves, Jorge Amada acreditava que o povo precisa ser livre. 
 
 49 
3 – Lygia Fagundes Telles admirava e amava seu colega e o considerava ao mesmo tempo revolucionário 
e conservador. 
4 – Os personagens dos romances de Jorge Amado são o povo da Bahia, pessoas de linguagem, vida e 
filosofia simples, marcadas apenas pelo destino. 
5 – A paixão que o escritor sentia pela natureza é comparável ao fervor religioso de outras pessoas. 
6 – Na história do Brasil, a Bahia é onde tudo começou. 
7 – A personalidade de Jorge Amado é descrita de modo paradoxal. 
 
4. STRUCTURE – SIMPLE PAST 
 
Verbos regulares � ED 
Verbos irregulares � forma própria 
Verbo to be � I / he / she / it WAS // you / we / they WERE 
 
Volte ao texto e encontre as formas do Simple Past dos verbos que correspondem a: 
 
1 – admirar _____________________ 
2 – amar _____________________ 
3 – começar _____________________ 
4 – escrever _____________________ 
5 – opor-se _____________________ 
6 – querer ______________________ 
7 – ser ______________________ 
8 – ter ______________________ 
9 – usar ______________________ 
10 – viver ______________________ 
 
Notas ortográficas sobre os verbos regulares 
 
1 – No caso de verbos terminados em y precedido de consoante, troca-se o y por –ied: 
study – studied carry – carried 
 
2 – Aos terminados em y precedido de vogal acrescenta-se apenas –ed: 
play – played enjoy – enjoyed 
 
3 – No caso de verbos monossilábicos terminados na seqüência CVC, dobra-se a consoante final e 
acrescenta-se –ed: 
stop – stopped drop – dropped 
 
4 – Aos dissilábicos, quando a última sílaba é tônica, também se dobra a consoante final e acrescenta-se 
–ed: 
commit – committed prefer – preferred occur – occurred 
 
Observe que isso não acontece quando o verbo não termina na seqüência CVC ou quando a última sílaba 
não é tônica. 
rain – rained happen – happened open – opened 
 
Escreva o Simple Past dos seguintes verbos regulares. 
 
1 – stay (ficar) _______________ 
2 – plan (planejar) _______________ 
3 – arrive (chegar) _______________ 
4 – shop (fazer compras) _______________ 
5 – clean (limpar) _______________ 
6 – hurry (apressar-se) _______________ 
7 – rob (roubar) _______________ 
8 – try (tentar) _______________ 
9 – refer (referir-se) _______________ 
10 – change (mudar) _______________ 
 
 50 
Escreva o Simple Past destes verbos irregulares. Use os verbos da lista. 
MADE / SAID / SAW / KNEW / BROUGHT / CAME / BOUGHT / LEFT / WENT / DID 
 
1 – see (ver) _______________ 
2 – leave (deixar) _______________ 
3 – bring (trazer) _______________ 
4 – know (saber) _______________ 
5 – go (ir) _______________ 
6 – make (fazer) _______________ 
7 – say (dizer) _______________ 
8 – come (vir) _______________ 
9 – buy (comprar) _______________ 
10 – do (fazer) _______________ 
 
WHO DID WHAT? – Complete the following sentences with the correct names, choosing from the 
list. 
 
Alexander Fleming 
Armstrong and Aldrin 
Benjamin Franklin 
Christopher Columbus 
Hiram Bingham 
Joan of Arc 
Marco Polo 
Mohandas (Mahatma) Gandhi 
Nelson Mandela 
Santos-Dumont 
The Chinese 
Vasco da Gama 
 
1 - _______________________ became President of South Africa in 1994. 
2 - _______________________ created a new India, free from British colonial government, from 1915 to 1948. 
3 - _______________________ sailed around Africa and discovered a sea route to India in 1498. 
4 - _______________________ traveled across China from 1271 to 1295. 
5 - _______________________ led French soldiers against English soldiers in 1428. 
6 - _______________________ landed on the moon in 1969. 
7 - _______________________ discovered Machu Pichu in Peru in 1911. 
8 - _______________________ flew a heavier-than-air machine for the first time in 1906. 
9 - _______________________ invented bifocal lenses in 1784. 
10 - _______________________ discovered penicillin, the first antibiotic, in 1928. 
11 - _______________________ built the Great Wall from 250-201 B.C. 
12 - _______________________ discovered the “New World” in 1492. 
 
 
 
 
 
 
 51 
TEXT II 
 
A DAY TO REMEMBER 
 
One day a man came home from work to find out total chaos in his house. His three children were 
outside, still in their pajamas, playing in the mud. There were empty food boxes all around the front yard. 
The doorof his wife´s car was open, and the front door to the house was open too. He looked around but 
he didn´t find his wife. He began to feel worried and as he got into the house he found an even bigger 
mess. Dirty dishes in the sink, dog food spilled on the floor, a broken glass under the table, toys and 
clothes all over the floor, a total mess. 
He ran up the stairs, stepping over toys and more clothes, looking for his wife. “Did anything 
serious happen to her?”, he thought, more worried than before. He found her in the bedroom, still in bed, 
still in her pajamas, reading a novel. She looked up at him, smiled, and asked. “Did you have a good 
day?” 
The man felt happy to see that his wife was OK but he didn´t seem to understand the situation. He 
looked at her with a silly expression and asked, “What happened here today?” 
She again smiled and said, “You know every day when you come from work and ask me what I did 
today?” 
“Yes,” he answered, still confused. 
The smile remained on her face as she said, “Well, today I didn´t do it!” 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
A frase I didn´t do it! em geral significa “Eu não fiz isso!” ou “Não fui eu!”, e é usada por alguém que 
quer se isentar de culpa em relação a algo ruim que aconteceu. É este o sentido de Well, today I didn´t it!, 
no texto? O que a mulher quis dizer com isso? 
 
O que foi que ela não fez? 
 
O que ficou provado pela decisão dela? 
 
2. WORD STUDY 
 
2.1. FIND THE OPPOSITES – Orientando-se pela tradução, identifique no texto as palavras ou 
expressões de sentido oposto a: 
 
1 – forget (esquecer) _______________ 
2 – inside (do lado de dentro) _______________ 
3 – full (cheio) _______________ 
4 – back (de volta) _______________ 
5 – asked (perguntou) _______________ 
6 – after (depois) _______________ 
7 – no longer (não mais) _______________ 
8 – answer (responder) _______________ 
9 – closed (fechado) _______________ 
10 – clean (limpo) _______________ 
11 – wise (sábio) _______________ 
12 – relaxed (relaxado) _______________ 
 
 
 
 
 
 52 
2.2. WHERE´S EVERYTHING – Combine as colunas de modo a formar frases, de acordo com o 
texto. 
 
1 – There were dirty dishes ... _____ ... on the stairs. 
2 – There was a broken glass ... _____ … spilled on the floor. 
3 – There were three children … _____ … on her face. 
4 – There were toys and clothes … _____ … all around the front yard. 
5 – There were empty food boxes … _____ … in the sink. 
6 – There was dog food … _____ … playing in the mud. 
7 – There was a big mess … _____ … still in bed. 
8 – There was a woman … _____ … outside and inside the house. 
9 – There was a smile … _____ … on his face. 
10 – There was a silly expression … _____ … under the table. 
 
2.3. NOUN GROUPS – Encontre no texto os adjetivos ou substantivos com função de adjetivo que 
completam as locuções abaixo: 
 
1 – _______________ chãos (caos total) 
2 – _______________ boxes (caixas de comida) 
3 – _______________ door (porta da frente) 
4 – _______________ food (comida de 
cachorro) 
5 – a _______________ glass (um copo quebrado) 
6 – _______________ mess (bagunça total) 
7 – _______________ yard (quintal da frente) 
8 – _______________ dishes (louça suja, pratos 
sujos) 
9 – _______________ expression (expressão boba) 
10 – ______________ day (bom dia) 
 
2.4. COMPLETE THE SENTENCES – Fill in the blanks with the Simple Past of the verbs in the 
boxes, according to A Day to Remember. Then write down the number that corresponds to each 
verb in Portuguese. 
 
Regular Verbs � smile – ask – happen – remain – look – answer 
 
1 – The smile _______________ on her face … _____ sorriu 
2 – He _______________ around … _____ respondeu 
3 – What _______________ here today? _____ perguntou 
4 – … he _______________, still confused. _____ permaneceu 
5 – She _______________. _____ aconteceu 
6 – She again _______________ … _____ olhou 
 
Irregular Verbs : run up – do – feel – say – get into – find – begin – think – come 
 
1 – … she _______________. “Well, …” _____ pensou 
2 – He _______________ around … _____ sentiu-se 
3 – … a man _______________ home from work … _____ fiz 
4 – He _______________ to feel worried … _____ entrou 
5 – The man _______________ happy … _____ encontrou 
6 – … he _______________, more worried than before. _____ disse 
7 – … he _______________ the house … _____ começou 
8 – He _______________ her in the bedroom … _____ subiu correndo 
9 – … what I _______________ today? _____ chegou 
 
 
 
 
 
 
 53 
 
 
2.5. THREE IMPORTANT WORDS 
 
Observe o sentido das palavras em destaque nestas frases: 
His three children were outside, still in their pajamas ... 
… as he got into the house he found an even bigger mess. 
 
Assinale a alternativa que corresponde às duas palavras destacadas: 
 
a) ainda b) já c) ainda não d) não mais 
 
Still significa “ainda” quando usado para indicar a continuidade de uma ação. Veja mais um exemplo: 
Is Brazil still “the land of the future”? 
 
Even significa “ainda” quando usado, com sentido enfático, antes de um adjetivo no grau comparativo. 
Still pode também ser usado nesse sentido. � The political situation is bad, and it may get even / still 
worse. 
 
Outra palavra que também significa “ainda” é yet, muito usada com not. 
“Are you ready?” “Not yet. I´m not ready yet.” 
 
Fill in the blanks with still, even or yet. 
 
1 – It´s cold in Curitiba and it´s _______________ colder in São Joaquim. 
2 – Is Fidel _______________ the president of Cuba? 
3 – Those children are very young. They don´t go to school _______________. 
4 – Marina is an innocent child. She _______________ believes in Santa Claus. 
5 – Zico was a great player and Pelé was _______________ better. 
6 – I´m worried. It´s after midnight and they aren´t here _______________. 
7 – John and George are dead now, but the Beatles are _______________ famous. 
 
3. DETAILED COMPREHENSION – Escreva T (true) ou F (false). Depois corrija as afirmações 
falsas, reescrevendo-as. Basta trocar uma palavra em cada frase. 
 
1 – The man found a big mess in his house. 
2 – The door of his wife´s car was closed. 
3 – He found his three children inside the house. 
4 – He got into the house and found it in an even bigger mess. 
5 – He ran up the stairs, looking for his children. 
6 – The man was worried about his wife but he eventually found her in the kitchen. 
7 – The man felt happy to see that his wife was silly. 
8 – The woman knew about the whole situation. 
9 – She had decided to stay in bed all day, reading a novel. 
10 – The woman probably wanted to teach her husband a lesson. 
 
 
 
 
 54 
TEXT III 
 
MAKING A DIFFERENCE 
 
While I was walking down the beach, I began to see a man in the distance. As I came nearer, I 
noticed that the man was bending down, picking something up and throwing it out into the water. He did 
that many times. Time and again he continued throwing things out into the ocean. 
As I came even closer, I saw that he was a fisherman. He was picking up starfish that had been 
washed up on the beach and, one at a time, he was throwing them back into the water. 
I was curious. I approached the fisherman and said, “Good morning, friend. I was wondering 
what you are doing.” 
“I´m throwing these starfish back into the ocean. You see, it´s low tide right now and all of these 
starfish are up here on the sand. If I don´t throw them back into the water, they´ll die up here from lack of 
oxygen.” 
“I understand,” I said, “but there are thousands of starfish on this beach. You can´t possibly get 
to all of them. There are simply too many. And don´t you realize that at this time this is probably 
happening on hundreds of beaches all up and down this coast? Can´t you see that you can´t possibly 
make a difference?” 
The man smiled, bent down one more time and picked up another starfish. He threw it back into 
the sea and answered, “I made adifference to that one!” 
 
(adapted from “One At a Time”, Jack Canfield and Mark V. Hansen, in Chicken Soup for the Soul) 
 
Vocabulary 
 
1. while – enquanto 
2. begin (began) – começar 
3. near – perto (nearer / 
closer : mais perto) 
4. notice – perceber, notar 
5. bend (bent) down – 
abaixar-se 
6. pick up – pegar 
7. throw (threw) – jogar, 
atirar 
8. washed up on the beach – 
trazido pelo mar até à praia 
9. approach – aproximar-se, 
abordar 
10.wonder – imaginar 
11. low – baixo 
12. tide – maré 
13. sand – areia 
14. die – morrer 
15. lack (of) – falta (de) 
16. realize – dar-se conta, 
perceber 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Quais são os personagens do texto? 
O que fazia o pescador? 
O que disse o turista a respeito da atitude do pescador? 
E você, depois de conhecer a resposta do pescador, o que pensa da atitude dele? 
 
2. WORD STUDY 
 
2.1. A QUESTION OF TIME – A palavra time aparece em diversas expressões do texto. Relacione 
essas expressões com outra de mesmo sentido e com as correspondentes em português. 
 
A B C 
 
time and again right now um de cada vez 
one at a time repeatedly, many times agora, neste momento 
one more time separately, one by one muitas e muitas vezes 
at this time once again mais uma vez 
 
 
 55 
2.2. COMPLETE THE SENTENCES – Encontre no texto as palavras que completam corretamente 
as frases. 
 
1 – Simplesmente existem demais. � There are simply ________________________________. 
2 – Quando eu cheguei mais perto. � As I came _____________________________________. 
3 – Quando eu cheguei ainda mais perto. � As I came __________________________ closer ... 
4 – Estrelas-do-mar que tinham sido trazidas pelo mar até à praia ... � Starfish that had been ______________ on the beach. 
5 – Eu estava curioso. � I was __________________________. 
 
3. DETAILED COMPREHENSION 
 
3.1. RECOGNIZING CAUSE AND EFFECT – Em cada par de frases abaixo identifique a que 
indica causa (C) e a que indica efeito (E). 
 
1 The starfish are now on the sand, out of the water. ( ) 
They don´t have enough oxygen. ( ) 
 
2 The starfish are up here on the sand. ( ) 
It´s low tide right now. ( ) 
 
3 I came nearer. ( ) 
I noticed that the man was doing something strange. ( ) 
 
4 The man continued throwing starfish back into the sea. ( ) 
Those starfish didn´t die for lack of oxygen. ( ) 
 
5 The starfish had been washed up on the beach. ( ) 
The man was throwing them back into the water. ( ) 
 
6 I approached the man. ( ) 
I was curious. ( ) 
 
7 There are thousands of starfish on this beach. ( ) 
You can´t possibly get to all of them. ( ) 
 
3.2. USING BECAUSE, AS AND SO. 
 
Para indicar causa usa-se normalmente because ou as (“porque”, “como”). 
Para indicar efeito, resultado ou conseqüência usa-se so (“por isso”, “portanto”). 
 
Volte às frases do exercício anterior e relacione-as com because (ou as) ou so. 
 
1 – The starfish are now on the sand, out of the water, _______________ they don´t have enough oxygen. 
2 – The starfish are up here on the sand _______________ it´s low tide right now. 
3 – I came nearer, _______________ I noticed that the man was doing something strange. 
4 – The man continued throwing starfish back into the sea, _______________ they didn´t die for lack of 
oxygen. 
5 – The man was throwing starfish back into the water _______________ they had been washed up on 
the beach. 
6 – I approached the man _______________ I was curious. 
7 – There are thousands of starfish on this beach, _______________ you can´t possibly get to all of them. 
 
 
 
 56 
3.3. HOW DO YOU SAY IT IN ENGLISH? 
 
1 – caminhando pela praia _______________ 
2 – pegando alguma coisa _______________ 
3 – muitas vezes _______________ 
4 – maré baixa _______________ 
5 – falta de oxigênio _______________ 
6 – milhares de estrelas-do-mar __________________ 
7 – centenas de praias _______________ 
 
 
4. STRUCTURE 
 
4.1. PAST CONTINUOUS 
 
Reveja estas frases e observe o sentido das formas verbais em destaque: 
 
The sun was rising and I was taking a walk along one of those lovely deserted beaches. 
I noticed that the man was picking up starfish … and, one at a time, he was throwing them back 
into the water. 
 
Past Continuous = WAS / WERE + ING 
 
1 - Complete as frases com o Past Continuous dos verbos e locuções verbais da lista. 
 
TAKE RISE BEND DOWN MAKE PICK UP WONDER 
 
1 – O sol estava nascendo. � The sun ______________________________________. 
2 – Eu estava dando uma caminhada pela praia. � I _________________________ a walk along the beach. 
3 – Percebi que um homem estava se abaixando. � I noticed that a man _________________________. 
4 – Ele estava apanhando algo e jogando-o na água. � He _____________________ something up and 
____________________ it ou tinto the water. 
5 – Eu estava querendo saber o que você está fazendo. � I _____________________ what you are doing. 
6 – Aquele homem estava fazendo a diferença. � That man _________________________ a difference. 
 
2 – Choose the best alternative. 
 
1 – Ayrton Senna (drove – was driving) at very high speed when he had that fatal accident. 
2 – We were visiting New York when they (were attacking – attacked) the World Trade Center. 
3 – I was coming home from work when I (saw – was seeing) an accident. 
4 – Leonardo da Vinci (lived – was living) five centuries ago. 
5 – The Titanic (sailed – was sailing) in the North Atlantic when it hit an iceberg. 
6 – My wife (broke – was breaking) her left leg while she was watering the plants. 
7 – The kids (played – were playing) in the mud while their mother (read – was reading) a novel. 
8 – It (rained – was raining) when I woke up this morning. 
9 – At midnight, when you called, we (slept – were sleeping). 
10 – While we (watched – were watching) TV the cat attacked the goldfish. 
 
Traduza as frases acimas. 
 
 
 
 
 
 
 57 
TEXT IV 
 
THE RULES OF THE GAME 
 
You´re going to read an important message. It´s about a game. Every game has its rules and these are the 
rules of a game called LIFE. The rules are simple and easy to follow. Just follow them and enjoy the 
game. It´s going to be fun. 
 
1 – You will receive a body. – You may like it or hate it, but it will be yours for duration of your life on 
Earth. 
2 – You will learn lessons. – You are enrolled in a full-time informal school called Life. Each day in this 
school you will have the opportunity to learn lessons. You may like the lessons or think they are irrelevant 
and stupid. 
3 – There are no mistakes, only lessons. – Growth is a process of experimentation. Failures are as 
much a part of the process as success. 
4 – Lessons are repeated until learned. – A lesson will be presented to you in various forms until your 
learn it – then you can go on to the next lesson. 
5 – Learning does not end. – There is no part of life that does not contain its lessons. If you are alive, 
there are lessons to be learned. 
6 – “There” is no better than “here”. – When your “there” has become a “here”, you will simply 
obtain another “there” that will again look better than “here”. 
7 – Others are only mirrors of you. – You cannot love or hate something about another person unless it 
reflects something you love or hate about yourself. 
8 – What you make of your life is up to you. – You have all the tools and resources you need. What you 
do with them is up to you. The choice is yours. 
9 – All the answers lie inside you. – The answers to Life´s questions lie inside you. All you need to do is 
look, listen and trust. 
10 – You will forget all this. 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
No texto são apresentadas dez regras de um jogo. Que jogo é esse? 
A quem essas regras são dirigidas? 
Além de ser um jogo, Life também é apresentado como uma escola. Por quê? 
O texto termina em um tom otimista ou pessimista? Por quê? 
 
2. WORD STUDY 
 
2.1. MATCHUP – O particípiodos verbos regulares tem a mesma terminação –ed que caracteriza a 
formação do passado. Volte ao texto e encontre os particípios que correspondem a : 
 
- chamado ______________________ 
- apresentado ______________________ 
- aprendido ______________________ 
- repetido ______________________ 
- matriculado, inscrito ______________________ 
 
 
 
 
 
 
 
 
 58 
2.2. Em “The Rules of the Game” encontramos diversos marcadores de discurso. No quadro, 
assinale a função indicada pelo que é destacado em cada frase. 
 
 Estabelecer relação de 
tempo 
Indicar 
seqüência 
Apontar 
alternativa 
Estabelecer 
condição 
You may like it or hate it 
... 
 
Lessons are repeated 
until learned. 
 
If you are alive … 
… then you can go on to 
the next lesson. 
 
… unless it reflects 
something. 
 
 
Agora escreva os mesmos marcadores do discurso em destaque ao lado dos correspondents em 
português: 
 
1 – se __________________________ 
2 – até que __________________________ 
3 – a não ser que; a menos que __________________________ 
4 – ou __________________________ 
5 – então; aí; nessa altura __________________________ 
 
2.3. WORD IN CONTEXT – Choose the right word to complete each sentence. 
 
1 – You see your own image when you look at yourself in the _____. 
a) message b) body c) mirror d) choice e) fun 
 
2 – Why did you stop? I told you to continue. I told you to _____. 
a) listen b) enjoy c) forget d) go on e) reflect 
 
3 – Brazil is rich in natural _____ such as oil and minerals. 
a) mistakes b) resources c) rules d) experiments e) questions 
 
4 – You may take that opportunity or you may forget about it. It´s _____. It´s your choice. 
a) all this b) next to you c) up to you d) inside you e) yours 
 
5 – Reading good books is a fun way to encourage our personal and spiritual _____. 
a) failure b) experimentation c) growth d) Earth e) process 
 
6 – John is my friend and I have confidence in him. I _____ him. 
a) lie b) hate c) answer d) receive e) trust 
 
7 – The computer is a modern _____ of communication. 
a) tool b) duration c) lesson d) choice e) school 
 
8 – Success or _____? It all depends on you. The choice is yours. 
a) learning b) message c) game d) life e) failure 
 
 
 
 
 
 59 
2.4. Traduza as seguintes palavras e locuções nominais que aparecem no texto. 
 
1 – learn lessons _______________________ 
2 – full-time informal school _______________________ 
3 – in various forms _______________________ 
4 – look better _______________________ 
5 – tools and resources _______________________ 
 
3. DETAILED COMPREHENSION – LOOKING FOR SPECIFIC INFORMATION 
 
Identifique o que diz cada uma das regras do jogo, escrevendo o número correspondente. 
 
� Devemos aprender todas as lições apresentadas. 
� Estamos eternamente insatisfeitos com a nossa situação. 
� Passamos a vida inteira numa escola de tempo integral. 
� O que aceitamos ou rejeitamos nos outros reflete o que somos ou temos. 
� Somos capazes de responder a todos os desafios da vida. 
� Recebemos um corpo com características que não dependem de nossa vontade. 
� Sabemos as regras da vida, mas não conseguimos nos lembrar delas. 
� Aprendemos sempre, errando ou acertando. 
� Enquanto estivermos vivos estaremos aprendendo. 
� Somos responsáveis por nós mesmos e por nossas escolhas. 
 
4. STRUCTURE 
 
4.1. BE GOING TO 
 
Observe as formas verbais em destaque nestas frases: 
 
 You´re going to read an important message. 
 It´s going to be fun. 
 
Pelo contexto, concluímos que os tempos verbais em destaque expressam ações que vão acontecer num 
futuro muito próximo. A construção presente de to be (am / are / is) + going to + forma básica do verbo 
corresponde em português a “eu vou + fazer algo”. Nos exemplos acima : 
 
 Você vai ler uma mensagem importante. 
 Vai ser divertido. 
 
4.2. WILL 
 
Observe os verbos em destaque nestas frases : 
 
 You will receive a body. 
 You will learn lessons. 
 
Para expressar ações no futuro pode-se também usar o verbo auxiliar modal will (ou ´ll na forma contrata) 
antes da forma básica (sem to) do verbo principal. Essa forma é única para todas as pessoas. 
 
I / you / he / she / it / we / they will (won´t) receive a body. 
I / you / he / she / it / we / they will (won´t) learn lessons. 
 
 
 
 60 
 
Volte ao texto e encontre os trechos com exemplos de ações no futuro que correspondem a: 
 
1 – Ele (o corpo) será seu. 4 – Você simplesmente obterá outro “lá”. 
 
2 – Você terá a oportunidade. 5 - ... um outro “lá” que novamente parecerá melhor 
 do que “aqui”. 
3 – Uma lição será apresentada a você. 
 6 – Você esquecerá tudo isto. 
 
4.3. WILL (certainty) – MAY (possibility) 
 
Will é usado em previsões para indicar certeza a respeito de uma ação no futuro. Indica o que nós 
achamos que irá acontecer. 
 
May é usado para indicar possibilidade de que uma certa ação venha a acontecer no futuro. Indica o que 
poderá acontecer. 
 
Nas frases abaixo, escreva C (certainty) ou P (possibility) em relação à ação em destaque: 
 
1 – You may like it or hate it ... 
2 – You will forget all this. 
3 – You will learn lessons. 
4 – You may like the lessons. 
5 – A lesson will be presented to you … 
6 - … you will have the opportunity. 
 
EXTRA READING – PAUL MCCARTNEY ON JOHN LENNON 
 
 Without the extraordinary creative tension between Lennon and McCartney – a spark endlessly 
analyzed but never explained – the Beatles wouldn´t have changed the world. Lennon, of course, was shot 
dead in 1980; McCartney, now 60, displays the modest heroism of the survivor when he takes the stage, 
sings Getting Better – and sounds as if he means every word. His hero? “John was always a hero of mine 
and he still is. I´m a big fan. I´ve always been and will always remain a big fan of John´s – both of his 
music and of the man.” (Time, April 28, 2003) 
 
Who did what? Who had these experiences? Complete the statements below with Paul or John. 
 
1 – _______________ was killed in 1980. 
2 – _______________ is now (in 2007) 64. 
3 – _______________ is one of the Beatles survivors. 
4 – There was a very great creative tension between _______________ and _______________ when the 
Beatles were a world success. 
5 – _______________ sings Getting Better and he seems he means it. 
6 – _______________ was a hero to his friend. 
7 – _______________ continues to be a big fan of his friend. 
8 – _______________ is still a hero to _______________, not only as a musician but also as a human 
being. 
 
 
 
 
 
 
 
 
 61 
UNIT 7 
 
TEXTO I 
 
DR. PEMBERTON´S HOTTEST INVENTION 
 
The date was May 8, 1886. In Atlanta, Georgia, John Pemberton, a pharmacist known as “Dr. Pemberton” 
was busy in his backyard. He was trying to find the right recipe for a new invention. 
 
Pembeton had already invented “French Wine Coca – The Ideal Nerve Tonic, Health Restorer 
and Stimulant”, and “Dr. Pemberton´s Lemon and Orange Elixir”. Now he was trying to find the right 
recipe for a new invention. 
Using a boat oar to stir the mixture, Pemberton cooked it up in a very large brass pot heated over 
an open fire. When he was finished, he was certain he had found a new medicine to relieve headaches. 
Some days before, Pemberton had arranged to show his new medicine to the Jacobs Pharmacy. 
Happy about the results, Pemberton instructed Venable, his assistant, to mix the syrup up with water and 
chill it with ice. The two men tasted it and agreed it was delicious. But when Venable mixed another 
glass, he accidentally added carbonated water instead of plain water. 
Pemberton tasted the new mixture. It was so good that he decided to sell the beverage not as a 
headache remedy, but as a soft drink. The beverage contained coca leaves and cola nuts, and so 
Pemberton named it Coca-Cola. 
In 1886 Coca-Cola sold only about nine bottles a day. Pemberton was so unhappy about the low 
sales that he sold his rights a few years later. But within40 years, Pemberton´s headache remedy had 
become big business and the most popular soft drink in the world. Today, people in more than 160 
countries drink about 400 million bottles of the soft drink every year. 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
O texto trata de que descoberta ou invenção? 
O livro de onde foi extraído o texto intitula-se Mistakes that Worked. Como se justifica a inclusão desse 
episódio no livro? 
Você conhece outros casos semelhantes de descobertas ou invenções acidentais? Quais? 
 
2. WORD STUDY 
 
2.1. ODD MAN OUT – Em cada série de palavras, “denuncie o intruso”, identificando a palavra 
que não pertence ao grupo. 
 
Drinks Health Containers Botany 
wine medicine bottle lemon 
beverage pharmacy glass leaves 
water headache sales recipe 
right oar box orange 
soft drink remedy pot nut 
 
 
 
 62 
 
2.2. WORD FORMATION : PREFIXES & SUFFIXES 
 
Com seus conhecimentos de prefixos e sufixos, encontre no texto as seguintes palavras: 
 
1 – o oposto do adjetivo happy. 
2 – o advérbio derivado do substantivo accident e do adjetivo accidental. 
3 – o substantivo que indica o autor da ação de “restaurar, renovar”, “aquele ou aquilo que restaura, que 
renova”. 
4 – o substantivo que indica o profissional ligado a pharmacy. 
 
Agora forme as seguintes palavras : 
 
1 – os adjetivos opostos a unpleasant e unlucky*. 
2 – os advérbios de modo correspondentes a actual** e eventual**. 
3 – os substantivos que indicam os profissionais ligados a biology e ecology. 
 
Em uma das palavras destacadas abaixo o sufixo –er não indica alguém/algo que pratica uma ação. 
Explique a função desse sufixo nessa palavra. 
 
a. Pemberton used a very large brass pot as a container for his experiment. 
b. Stevie Wonder is famous both as a singer and a songwriter. 
c. At first Coca-Cola sales were lower than Pemberton had expected. 
 
* Não confunda happy (“feliz, alegre”) com lucky (“feliz, sortudo”). 
** Lembre-se que actual significa “real, verdadeiro” e que eventual significa “final” (e não “eventual”) 
 
2.3. WORDS WITH TWO MEANINGS 
 
Observe o sentido da palavra em destaque nesta frase: 
It was so good that he decided to sell... 
 
So é usado antes de adjetivo para expressar intensidade e significa “tão”. 
 
Encontre no texto outra frase em que so tem o mesmo sentido. 
 
So pode também expressar razão, motivo. Nesse caso não vem antes de adjetivo, mas no início de uma 
segunda oração. 
 
Encontre no texto um exemplo desse outro uso de so. 
 
Em qual destas frases so significa “portanto”, “de modo que” e expressa razão? 
 
a. It was so cold that the water turned into ice 
b. It was cold, and so we decided to stay home near the fire. 
 
Agora observe esta outra palavra em destaque: 
It was so good that he decided to sell ... 
 
Na frase acima that é uma conjunção (palavra que liga duas orações) e significa “que”. Ela pode ser 
omitida da frase sem que esta perca o sentido: 
It was so good he decided to sell ... 
 
 
 63 
Encontre no texto outro exemplo de that como conjunção. 
 
Reescreva essa frase sem o that. 
 
Em duas outras frases do texto o autor optou por omitir a conjunção that: 
The two men tasted it and agreed it was delicious. 
He was certain he had found a new medicine… 
 
Mantendo o mesmo sentido, você seria capaz de inserir that nessas frases? 
 
Além do uso como conjunção, that também pode ser: 
 
• adjetivo ou pronome demonstrativo (esse, essa, isso; aquele, aquela, aquilo): 
That story is true. That is true. 
 
• pronome relativo (que) usado para referir-se a pessoa, animal ou coisa, substituindo who, whom 
ou which: 
The man that invented Coca-Cola didn´t become rich. 
Coca-Cola is the beverage that Pemberton invented. 
 
Nas frases abaixo, identifique aquela em que that pode ser omitido. 
 
a. That woman wants to talk to you about that problem. 
b. She said that she needed help. 
c. That is the writer that won the Nobel Prize for Literature. 
 
3. DETAILED COMPREHENSION – LOOKING FOR SPECIFIC INFORMATION 
 
Relacione os seguintes elementos do texto: 
 
1 – invenção de Pemberton anterior à da _____ a boat oar 
Coca-Cola 
2 – vendas da bebida no seu primeiro ano _____ carbonated water 
3 – local onde a Coca-Cola foi produzida 
pela primeira vez _____ 400 million bottles 
4 – ingredientes do elixir já inventado por 
Pemberton _____ a headache remedy 
5 – recipiente onde Pemberton preparou a 
Mistura _____1926 
6 – ingredientes que deram nome ao novo 
produto _____ coca leaves and cola nuts 
7 – resultado pretendido por Pemberton em 
8/5/1886 _____ more than 160 countries 
8 – época em que o refrigerante já era 
sucesso mundial _____ French Wine Coca 
9 – instrumento usado por Pemberton para 
mexer o xarope _____ a very large brass pot 
10 – número atual de garrafas de refrigerante 
vendidas por ano _____ nine bottles a day 
11 – ingrediente adicionado sem querer ao 
xarope _____ a backyard in Atlanta 
12 – número atual de países consumidores do 
refrigerante _____ orange and lemon 
 
 64 
4. THE RIGHT TITLE IN THE RIGHT PARAGRAPH – Numere os títulos abaixo de acordo com 
os cinco parágrafos do texto. 
 
_____ Forget about the remedy, we have a soft drink! 
_____ A very fortunate accident. 
_____ Dr. Pemberton´s previous inventions. 
_____ Dr. Pemberton´s headache remedy is the real thing. 
_____ No more headaches, folks! 
 
5. STRUCTURE 
 
5.1. SOME : A FEW / FEW – A LITTLE / LITTLE 
 
Some days before, Pemberton had arranged … 
… he sold his rights a few years after. 
Few people know what it is. 
 
Embora sejam palavras ou expressões que encontram no português correspondentees com sentidos 
próximos entre si, some, a few, few, a little e little requerem uma atenção especial em relação ao uso. 
Veja: 
 
• antes de substantivos não contáveis, sempre usados no singular: 
a little = some (algum, alguma) – sentido positivo 
John is not rich, but he has some/a little money in the bank. 
 
little = not much (pouco, pouca) – sentido “negativo” 
Paul has little money, so he has to work hard. 
 
• antes de substantivos contáveis, usados no plural: 
a few = some (alguns, algumas) – sentido positivo 
John has some/a few friends. 
 
few = not many (poucos, poucas) 
Paul has few friends, he´s not popular. 
 
Observe que some, a little, a few indicam a existência de algo em quantidade ou número moderados. Em 
contraste, little e few indicam escassez, insuficiência de algo. 
 
 
 
 
 
 
 65 
 
TEXTO II 
 
BAD NEWS ON SODA POP – TEENS ARE DROWNING ON SODA POP 
 
The avegare teenage boy in the U.S. chugs 3 1/3 cans a day – more than 110 gal. a year. Girls aren´t 
much better: they guzzle 2 1/3 cans daily. Kids now drink twice as much soda as milk; 20 years ago, the 
reverse was true. The possible fallout : fat kids, rotten teeth, and brittle bones. 
(Time, November 2, 1998) 
 
Relacione as colunas de acordo com o texto. 
 
1 – possíveis conseqüências do alto consumo de ____ 2 1/2 
refrigerante 
2 – quantidade de refrigerante consumida ____ duas vezes mais refrigerante do que 
diariamente por um menino leite 
3 – relação entre o consumo de leite e o de 
refrigerante hoje em dia ____ 3 1/3 latas 
4 – quantidade de refrigerante consumida 
diariamente por uma menina ____ 418 litros* de refrigerante 
5 – relação entre o consumo de leite e o de 
refrigerante vinte anos atrás ____ obesidade, dentes cariados e ossos fracos 
6 – consumo anual de refrigerante por 
adolescente ____ duas vezes mais leite do que refrigerante 
 
TEXTO III 
 
BETTER RICE, LESS GLOBAL WARMING 
 
Que relação há entre o efeito estufa, o metano e a produção de arroz? Que importância tem o arroz como 
fonte de alimentação no mundo inteiro? As variedades de arroz que produzem mais grãos são as mais ou 
as menos prejudiciais ao meio ambiente? Por que isso acontece? Leia a introdução e o texto e saiba mais 
sobre esse alimento essencial para a humanidade.Methane is the second most important greenhouse gas after carbon dioxide, and rice fields are 
among the biggest sources of methane. It´s produced by bacteria living in the wet soil of the paddy field, 
the flooded field where rice is grown. 
Now scientists from Europe and the Phillipines have discovered that less methane is made in 
fields where the plants are producing more grain. The reason is that making methane needs carbon. 
Plants absorb carbon from the air. They use some for making grain and some finds its way to the 
roots and then into the soil, where the bacteria can use it to produce methane. So if more carbon is tied 
up in making grain, there´s less in the soil, and that means less methane. 
Rice is one of the cheapest sources of food energy and protein, with half of the world´s population 
depending on it. But rice yields vary widely from region to region. A few months ago scientists revealed 
the genome sequence of rice – a tool of great potential use to researchers for trying to develop new 
varieties or rice with higher yields. 
This latest research will now help guide scientists towards the genes they can work with to design 
those new varieties of cie and at the same time help to protect the environment. 
(adapted from “Better Rice, Less Global Warming”, by Richard Black) 
 
 
 
 66 
 
 
Vocabulário 
 
1. cheapest – o mais barato 
2. crop – 1. produto agrícola. 
2. safra 
3. develop – desenvolver 
4. environment – meio 
ambiente 
5. flooded – inundado 
6. global warming – 
aquecimento global 
7. grain – grão 
8. greenhouse effect – efeito 
estufa 
9. grown – cultivado 
10. harmful – nocivo 
11. latest – último, mais 
recente 
12. paddy field – campo de 
arroz sendo cultivado na água 
13. root – raíz 
14. source – fonte 
15. tied up – ocupado 
16. tool – instrumento 
17. towards – em direção a 
18. wet – molhado 
19. widely – amplamente 
20. yield – rendimentos 
 
1. GENERAL COMPREHENSION. WHAT´S IT ALL ABOUT? 
 
Existe uma relação de cause e efeito expressa no título? Justifique. 
O texto revela um problema ambiental relacionado à produção de arroz. Qual? 
E o que dizem os resultados de uma pesquisa recente sobre o assunto? 
 
2. WORD STUDY 
 
2.1. DISCOURSE MARKERS – Em cada frase abaixo há um marcador do discurso em destaque. Com 
um colega, indique a função que eles exercem, com base nas opções da lista. 
 
• relacionar causa e efeito 
• estabelecer referência de tempo 
• indicar seqüência 
• indicar lugar 
• expressar conseqüência, resultado 
 
1 – ... some finds its way to the roots and then into the soil ... 
2 – ... where the bacteria can use it to produce methane. 
3 – So if more carbon is tied up in making grain … 
4 – They are less harmful to the environment because they make less of the greenhouse gas methane. 
5 – A few months ago scientists revealed … 
 
2.2. HOW DO YOU SAY IT IN PORTUGUESE? 
 
1 – rice fields ____________________________ 
2 – sources of methane ____________________________ 
3 – wet soil ____________________________ 
4 – flooded field ____________________________ 
5 – the cheapest sources ____________________________ 
6 – rice yields ____________________________ 
7 – great potential ____________________________ 
8 – higher yields ____________________________ 
9 – latest research ____________________________ 
10 – protect the environment ____________________________ 
 
 67 
3. DETAILED COMPREHENSION 
 
3.1. THE RIGHT TITLE IN THE RIGHT PARAGRAPH – Relacione os cinco parágrafos do texto 
com os títulos que melhor serviriam para cada um. 
 
Primeiro parágrafo Without Carbon There´s No Methane 
Segundo parágrafo The Genome Sequence of Rice is Revealed 
Terceiro parágrafo Paddy Fields Contribute to Global Warming 
Quarto parágrafo Genetic Engineering Helps to Reduce Global Warming 
Quinto parágrafo Let Carbon Make More Grain, not More Methane! 
 
3.2. LOOKING FOR SPECIFIC INFORMATION – Complete as frases com os substantivos da lista. 
 
• rice 
• grain 
• roots 
• greenhouse 
• environment 
• carbon 
• warming 
• sources 
• crop 
• air 
 
1 – _______________ is necessary to make methane. 
2 – Plants absorb carbon from the _______________. 
3 – Rice is one of the least expensive _______________ of food energy and protein. 
4 – Genetic engineering will cause less global _______________. 
5 – Carbon dioxide is bad for the _______________. 
6 – Some carbon eventually gets to the _______________ of the plants. 
7 – Scientists are trying to develop new kinds of rice which can produce more _______________. 
8 – Rice is the world´s most important cereal _______________. 
9 – Carbon dioxide and methane are _______________ gases. 
10 – A paddy field is a flooded field where _______________ is grown. 
 
4. STRUCTURE 
 
4.1. MAKING COMPARISONS 
 
Quando comparamos pessoas ou coisas podemos estabelecer relações de: 
 
• igualdade : as + adjective + as 
Rice is as important as wheat for human consumption. 
 
• superioridade : more + adjective + than 
In Asia, rice is more important than wheat. 
 
• inferioridade : less + adjective + than 
In Asia, wheat is less important than rice. 
 
Nas comparações que indicam superioridade com adjetivos curtos (de uma sílaba ou mesmo alguns de 
duas), em vez do uso de more faz-se o acréscimo de –er ao adjetivo: 
 
(expensive) � Wheat is more expensive than soy. 
(cheap) � Soy is cheaper than wheat. 
 
 
 68 
No caso dos adjetivos curtos terminados na seqüência consoante-vogal-consoante (CVC), dobra-se a 
consoante final antes de acrescentar –er. 
 
(big) � In modern Brazil, there is a bigger export market for soya than for coffee. 
 
Nos adjetivos de duas sílabas terminados em y troca-se o y por i antes de acrescentar –er. 
 
(easy) � Soya is easier to find in Brazilian supermarkets than rye. 
 
Os adjetivos good, bad e far têm formas irregulares de comparativo, respectivamente better, worse e 
farther/further: 
 
(good) � Better rice also means less global warming. 
(bad) � Global warming is a worse problem than pollution. 
(far) � Rio is farther than São Paulo. 
 
POPCORN & POP CULTURE – Complete as frasess com as formas de comparativo dos adjetivos 
entre parênteses. Oriente-se pelas indicações de igualdade, superioridade ou inferioridade em cada caso. 
 
1 – Popcorn is ____________________ chocolate. ( = delicious) 
2 – Popcorn is ____________________ chocolate as a snack at the movies. ( + popular) 
3 – I think Jennifer Lopez is ____________________ Julia Roberts. ( = pretty) 
4 – I also think Gisele Bündchen is ____________________ the “Pretty Woman”. ( + pretty) 
5 – Sylvester Stallone is ____________________ Sean Connery. (+ young) 
6 – I think Sir Sean Connery is a ____________________ actor than Sylvester Stallone. (+ good) 
7 – But Connery is not ____________________ Sylvester Stallone. ( = strong) 
8 – Rambo is ____________________ James Bond. ( - popular) 
9 – Whoopi Goldberg is ____________________ Bette Midler. (+ funny) 
10 – ET* was ____________________ AI*. (+ successful) 
11 – AI was ____________________ other Spielberg´s movies. ( - interesting) 
12 – Emma Thompson is not ____________________ Sharon Stone. ( = famous) 
 
*ET (The Extraterrestrial); AI (Artificial Intelligence) 
 
4.2. COMPARATIVE OR SUPERLATIVE? 
 
Quando nos referimos a um grupo de pessoas ou coisas e destacamos um dos elementos, usamos o 
adjetivo no grau superlativo de : 
 
• superioridade : the most + adjective 
Rice is the most important cereal crop in Asia. 
 
ou de 
 
• inferioridade : the least + adjective 
For consumers, soya is one of the least expensive cereals. 
 
De modo semelhante ao que acontece com o grau comparativo, o superlativo de superioridade dos 
adjetivos curtos é formado não com o uso de most, mas com o acréscimo de –est ao adjetivo. 
 
(old) � Wheat is one of the oldest cultivated grains in the world. 
(large) � China is the largest wheat producer in the world. 
 
 
 69 
No caso dos adjetivos curtos terminadosem seqüência CVC, dobra-se a consoante final antes de 
acrescentar –est. 
 
(big) � In Brazil now, soya is the biggest export produce. 
 
Nos adjetivos de duas sílabas terminados em y troca-se o y por i antes de acrescentar –est. 
 
(happy) � They are the happiest people in the world. 
 
IRREGULAR SUPERLATIVE 
 
GOOD – BETTER – THE BEST 
BAD – WORSE – THE WORST 
FAR – FARTHER – THE FARTHEST 
 
TEXT IV 
 
In some countries, rice is considered to be a gift from the gods. 
 
• In Thailand when you call your family to a meal you say, “Eat rice!”. 
• In India it is said that the grains of rice should be like two brothers – close, but not stuck together. 
• In Japan the word for cooked rice is the same as the word for meal. To encourage Japanese 
children to eat all of their rice the grain are affectionally called little Buddhas. 
• The Chinese word for rice is the same as the word for food. Young girls who don´t want to eat are 
warned that every grain of rice they leave in their rice bowls represents a pock mark on the face 
of their future husband. 
• In Bali, one of the islands in Indonesia, every morning after cooking the daily rice, as an offering, 
the women put rice on banana leaves around the home and garden where spirits are probably 
going to be. 
 
 
Identifique o país correspondente a cada informação. 
 
 Cada grão de arroz que uma menina deixa no prato representa uma marca de 
varíola no rosto do futuro esposo. 
 
 
Os grãos de arroz são chamados de pequenos Budas. 
 
 
Os grãos de arroz devem ser como dois irmãos : próximos mas não grudados. 
 
 
Há uma só palavra para designar refeição e arroz cozido. 
 
 
O correspondente ao nosso “Está na mesa!” é “Comam arroz!” 
 
 
Mulheres oferecem arroz cozido aos espíritos todas as manhãs. 
 
 
Há uma só palavra para designar alimento e arroz. 
 
 
 
 
 
 
 
 70 
TEXT V – FRY NOW, PAY LATER 
 
We all know we must get some sun to maintain good health, but if you stay on the beach for hours 
without any protection you may be asking for trouble, because of the risk of sunburn and skin cancer. 
 
Many people go to the beach to get that nice tan. “They should be careful,” recommends Dr. 
Christopher Zchary, a professor of dermatology at the University of Michigan Medical Center. Although 
some sun is beneficial and even necessary if you want to stay healthy, you should not expose yourself to 
the sunlight without protection for a long time. It may cause dry skin or sunburn. It might even cause 
melanoma, a particularly deadly form of skin cancer. 
To avoid the ill effects of too much radiation from the sun, people ought to “take it slow”, 
increasing the time gradually. “You must not stay out in the sun during the peak hours (from 10 to 3),” 
Dr. Zachary warns emphatically. “That´s when the sun´s rays are most intense.” 
If you want to maintain that nice tan, you should use a good sunscreen, one with an SPF rating of 
at least 15. Light-skinned people should protect themselves with an SPF rating of 30. Try to find a 
sunscreen that contains Parsol 1789, a new ingredient that is very efficient against the harmful ultraviolet 
rays. But you should never rely on sunscreen as your only protection. A good idea is to wear a long-
sleeved shirt to protect those vulnerable areas on the shoulders and back. Don´t forget to wear a hat, and 
you can keep 70% of the sun´s rays off your face and neck. 
(adapted from USA Today, April 12, 1984 and Time, June 29, 1998) 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Que elemento da natureza é a “estrela”, a personagem principal do texto? 
Que efeitos da ação desse elemento da natureza são comentados : os benéficos ou os maléficos? 
Qual é o tom usado pelo autor : de advertência ou de proibição? 
Traduza a relação de causa e efeito implícita no título do texto. 
 
2. WORD STUDY 
 
2.1. ODD MAN OUT – Em cada série de palavras, “denuncie o intruso”, identificando a palavra 
que não pertence ao grupo. 
 
Parts of the body Abstract Nouns “Sun Words” 
SKIN 
SHOULDER 
HAT 
BACK 
FACE 
NECK 
HEALTH 
PROTECTION 
TROUBLE 
SHIRT 
RATING 
RISK 
RAY 
RADIATION 
SUNSCREEN 
BEACH 
TAN 
UNIVERSITY 
 
2.2. NOUN GROUPS – Encontre no quadro os substantivos que completam as locuções nominais. 
 
PEOPLE – SHIRT – TAN – FORM – EFFECTS – TROUBLE – CANCER – RATING 
 
1 – a long-sleeved _______________ � uma camisa de mangas compridas 
2 – light-skinned _______________ � pessoas de pele clara 
3 – that nice _______________ � aquele belo bronzeado 
4 – ill _______________ � maus efeitos 
5 – a deadly _______________ � uma forma mortal 
6 – na SPF _______________ � classificação quanto ao fator de proteção solar 
7 – serious _______________ � problema sério 
8 – skin _______________ � câncer de pele 
 
 
 71 
 
2.3. Match the words and expressions to their English definition. 
 
1. although _____ 
2. to ask for trouble _____ 
3. at least _____ 
4. to avoid _____ 
5. deadly _____ 
6. dry _____ 
7. to fry _____ 
8. harmful _____ 
9. ill _____ 
10. to increase _____ 
11. off _____ 
12. peak _____ 
13. rating _____ 
14. to rely on _____ 
15. SPF _____ 
16. to take it slow _____ 
17. tan _____ 
18. to warn _____ 
 
 
a. (in this context) bad 
b. a brown color on the skin after exposure 
to the sun 
c. away from 
d. causing death 
e. causing hurt or damage 
f. degree 
g. in spite of the fact that 
h. not less than 
i. sun protection factor 
j. the highest point of level 
k. to cook in a fatty substance; to feel very 
hot 
l. to depend on, count on 
m. to do something gradually 
n. to keep away from 
o. to make bigger 
p. to run unnecessary risks 
q. to tell someone that danger is near 
r. without water or moisture 
 
2.4. WORD FORMATION : PREFIXES & SUFFIXES 
 
Encontre no texto três advérbios de modo formados com o sufixo –ly. 
 
A palavra deadly, que também aparece no texto, apesar de terminar em –ly, foge à regra. Dead 
corresponde ao adjetivo “morto”, e deadly, no sue uso mais comum, corresponde a outro adjetivo: 
“mortal”: ... a deadly form of skin cancer ... 
 
Observe a diferença nestas frases: 
- A gun can be a deadly weapon. (adjetivo) 
- Diana and Dodi were fatally injured in a car accident. (advérbio) 
 
Traduza as palavras em destaque. 
 
Encontre no texto os adjetivos opostos a careless e harmless e traduza-os. 
 
Identifique também um adjetivo formado com o substantivo health. 
 
Com o mesmo sufixo do adjetivo acima, forme os adjetivos que derivam de dirt (sujeira), wealth 
(riqueza) e cloud (nuvem). Traduza-os. 
 
Encontre ainda no texto um substantivo da família do verbo protect. 
 
2.5. WORDS IN CONTEXT. – Choose the word that best completes each sentence. 
 
1 – _____ it was raining, the kids wanted to go to the beach. 
a) But b) However c) Although d) During 
 
 
 
 72 
2 – You should protect yourself _____ the harmful sun´s rays. 
a) again b) without c) never d) against 
 
3 – Stress _____ your resistance to other diseases. 
a) asks for b) lowers c) protects d) avoids 
 
4 – I don´t know Michael´s address, but I can _____. 
a) rely on it b) find it out c) choose it d) warn it 
 
5 – If you don´t want to wear a hat, you should _____ use a good sunscreen. 
a) too much b) even c) at least d) at last 
 
6 – John is in the kitchen _______________ bacon and eggs for breakfast. 
a) paying b) frying c) increasing d) wearing 
 
3. DETAILED COMPREHENSION – Em que parágrafos do texto encontram-se as seguintes 
afirmações? 
 
1 – Filtro solar não é o bastante para nos proteger dos perigosos raios de sol. 
2 – Apanhar um pouco de sol é bom para a saúde. 
3 – Muito tempo de exposição ao sol pode causar uma grave doença de pele. 
4 – Não se deve ficar exposto ao sol sem proteção nas horas em que ele está mais forte. 
5 – O tempo de exposição ao sol deve ser aumentado pouco a pouco. 
6 – Pessoas de pele clara devem usar filtro solar de fator mais alto. 
 
4. STRUCTURE – MODAL AUXILIARY VERBS. 
 
Observe os verbos destacadosnas frases a seguir. 
 
- ... if you stay on the beach for hours without any protection you may be asking for trouble. 
- It may cause dry skin or sunburn. 
- It might even cause melanoma. 
 
Podemos concluir que os modal auxiliary verbs may e might correspondem a “poder”, expressam 
possibilidade de que algo aconteça. A diferença está em que may expressa uma possibilidade maior (mais 
viável) do que might. 
 
Veja mais estes exemplos: 
- I may call them tonight. I might even write them a letter. 
- They may fall in love. They might even get married.. 
 
 
Agora observe três outros modal auxiliary verbs. Tente identificar o que expressa cada um deles. 
 
- We all know we must get some sun to maintain good health ... 
- “They should be careful,” recommends Dr. Christopher Zachary … 
- …people ought to “take it slow”, increasing the time gradually. 
 
Pelo contexto é possível concluir que must expressa uma necessidade ou obrigação forte. É normalmente 
usado para dar ordens, instruções, de forma autoritária, e traduz-se como “ter de”. 
 
 
 
 73 
Veja outros exemplos: 
 
- I must go now. I have an appointment with the doctor. 
- I am your doctor and I am telling you once and for all (de uma vez por todas) : you must stop smoking. 
 
Should e ought to também expressam obrigação, mas de uma forma mais suave, e podem ser traduzidos 
como “devia”, “deveria”. São usados para expressar obrigação moral, dar conselhos, sugestões ou 
recomendações. 
 
Veja outros exemplos: 
 
- I know I should / ought to go to the bank, but I´m so tired … 
- Why don´t you follow a friend´s advice? You should/ought to stop smoking. 
 
Assinale a idéia expressa pelo verbo em destaque em cada frase. 
 
 ordem, proibição, necessidade conselho, sugestão, 
obrigação moral 
1 – You must not stay out in the sun during the 
peak hours. 
 
2 – Read the text and find out what you should 
do to lower your risk of sunburn or skin cancer. 
 
3 – You ought to wear a hat if you´re going to 
stay in the sun for a long time. 
 
4 – I must do as the doctor told me. I must not 
forget about it. 
 
5 – Your skin is so light, you should protect 
yourself with a good sunscreen. 
 
 
Complete as frases com os verbos auxiliares modais em destaque no quadro. 
 
MAY 
MIGHT 
SHOULD 
OUGHT TO 
MUST 
MUST NOT 
PODER 
PODER 
DEVER 
DEVER 
TER DE 
NÃO PODER 
POSSIBILITY 
REMOTE POSSIBILITY 
ADVISABILITY, THE RIGHT THING TO DO 
ADVISABILITY, THE RIGHT THING TO DO 
NECESSITY; STRONG OBLIGATION 
PROHIBITION 
 
1 – People ( must not / may / should ) think that a nice tan or a bronzed body is the sign of good health, 
but that´s not true. 
2 – You ( must / ought to / may ) develop skin cancer later in life if you are not careful enough. 
3 – You ( may / might / must ) protect yourself form the sun´s rays. That´s absolutely important. 
4 – You ( should / may / must not ) wear sunscreen when you are out in the sun. That´s the right thing to 
do. 
5 – You ( might / must / must not ) stay in the sun for a long time without protection. 
6 – You ( may / ought to / must not ) wear a hat, sunglasses and a long-sleeved shirt when you go to the 
beach. 
7 – “Fun in the sun” is OK, but you ( must / must not / might ) forget : “Fry now, pay later”. 
 
 
 
 
 
 
 
 74 
 
TEXT VI – LEFTIES OR RIGHTIES : WHICH SIDE ARE YOU ON? 
 
Quick! Draw a profile of a head. Which way does it face? To the left? Or to the right? 
If your drawing faces left, you certainly prefer using your right hand. You must be right-handed. If your 
drawing faces right, I´m sure you´re a lefty. 
 
Why are most people right-handed? 
� No one knows for sure, but people once thought that it was an advantage for ancient warriors to be 
right-handed. A right-handed warrior could hold his spear in his right hand and his shield in his left so 
he could protect his heart. Scientists now know that being right-handed or left-handed is decided in the 
brain. But they still can´t solve the mystery of why nine out of ten people are right-handers. 
 
Are you right-eyed or left-eyed? 
� One easy way to find out is to imagine looking through a keyhole. Which eye would you use? And 
here´s another simple test you can try. Point at something across the room. Without moving your finger, 
close one eye, open it, and then close the other one. The open eye that lines up your finger and the object 
is your favorite eye! 
 
Put your best foot forward 
� If you´re right-handed, you´re probably right-footed too. And if you´re left-handed, you probably 
prefer your left foot. Here´s a quick test to find out your preference. Which foot do you use to kick a ball? 
LEFT OR RIGHT? Now take off your shoes and socks (but not if you´re in the classroom …) and pick a 
pencil with your toes. Which foot do you automatically use? LEFT OR RIGHT? 
 
Are you right-eared or left-eared? 
� Right-handers and left-handers even hear music differently! In tests, people who are lefties can 
remember better the first note in a series of musical notes. And left-handers also hear music notes. And 
left-handers also hear music better if the high notes are coming from the left and the low ones from the 
right, the way orchestras are set up. To hear an orchestra´s music as well as lefties do, right-handers 
would have to suspend themselves upside down from the ceiling! 
 
Hand in hand, and side by side, left-handers and right-handers show there are many ways to get a handle 
on things! 
 
(adapted from “Lefties + Righties”, by Jay Ingram, in “Owl”, the Discovery Magazine for Kids, Jan/Feb 1998, Quebec, Canada) 
 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
De que trata o texto? 
Ser destro ou canhoto é apenas uma questão de preferência? 
Que órgão do nosso corpo decide essa questão? 
Destro ou canhoto : de que lado você está? 
 
 75 
 
2. WORD STUDY – WORD AREAS 
 
2.1. Encontre no texto 8 palavras que nomeiam partes do corpo humano, 3 relacionadas com guerra 
e 2 relacionadas com peças de vestuário. 
 
Human body ____________________ ____________________ ____________________ 
 ____________________ ____________________ ____________________ 
 ____________________ ____________________ 
 
War ____________________ ____________________ ____________________ 
 
Things to wear ____________________ ____________________ 
 
 
2.2. VERBS AND NOUNS – Forme frases em ingles que correspondam às dadas em português. Os 
verbos estão à esquerda e os substantivos à direita. 
 
PICK – LOOK THROUGH – HOLD – CLOSE – 
DRAW – SOLVE – KICK – LINE UP – TAKE OFF 
– HEAR 
THE MYSTERY – A PROFILE – TWO OBJECTS – 
ONE EYE – A PENCIL – A SPEAR – MUSIC – 
YOUR SHOES – A BALL – THE KEYHOLE 
 
1 – chutar uma bola 6 – pegar um lápis 
 
2 – ouvir música 7 – desenhar um perfil 
 
3 – fechar um olho 8 – resolver o mistério 
 
4 – segurar uma lança 9 – olhar através do buraco da fechadura 
 
5 – tirar os (seus) sapatos 10 – alinhar dois objetos 
 
 
2.3. ADJECTIVES – OPPOSITES – Encontre no texto os adjetivos opostos aos destacados abaixo. 
 
1 – modern warriors 5 – your worst advantage 
2 – another complex test 6 – the closed eye 
3 – high notes 7 – the left side 
4 – one difficult way 8 – a long test 
 
2.4. WORDS IN CONTEXT – Choose the best word to complete each sentence. 
 
1 – What did you see when you looked _____ the keyhole? 
a) across b) by c) through d) so 
 
2 – No one knows if there is life on Mars. It is _____ a mystery. 
a) still b) even c) already d) many 
 
3 – _____ people are right-handed. Only 10% are left-handed. 
a) All b) Some c) Most d) Few 
 
4 – You can use the context to _____ the meaning of many words. 
a) face b) set up c) line up d) find out 
 
 76 
 
5 – She´s very intelligent. She soon got a _____ on the situation. She understood it perfectly. 
a) handle b) ceiling c) side d) warrior 
 
6 – The poor fool pretended to be reading, but he was holding the book _____. 
a) as well as b) upside down c) forward d)better 
 
2.5. A WORD WITH TWO MEANINGS 
 
Observe os dois sentidos da palavra em destaque. � Close one eye, open it, and close the other one. 
 
Primeiramente, one aparece no sentido mais comum, que é “um” (numeral); depois como pronome, para 
evitar a repetição da palavra eye. 
 
One é flexionado em número (vai para o plural) quando substitui um substantivo que está no plural. Veja 
o exemplo retirado do texto: 
 
- ... left-handers also hear music better if the high notes are coming from the left and the low ones from 
the right ... 
 
Nesse caso, ones está substituindo qual palavra? 
 
3. DETAILED COMPREHENSION 
 
3.1. LEFT VERSUS RIGHT 
 
De acordo com o texto, qual é o lado hábil ou ágil da maioria das pessoas, qual o lado do coração e qual o 
lado privilegiado para ouvir música de orquestra? 
Em cada dez pessoas, em média, quantas são canhotas? 
 
3.2. TRUE OR FALSE? 
 
1 – Right-handers are a vast majority. 
2 – A right-handed warrior could hold his heart in his left hand. 
3 – Being right-handed or left-handed is a result of brain organization. 
4 – You can find about your dominant eye by looking through a keyhole. 
5 – In general, one of your eyes dominates over the other. 
6 – If you are a lefty, you probably use your right foot to kick a ball. 
7 – If you´re right-eared, you can hear music better if the high notes come from the left. 
8 – Right-handers and left-handers are a good example that things can be done equally well in more than 
one way. 
 
4. STRUCTURE 
 
4.1. A SPECIAL USE OF THE AUXILIARY VERB DO. 
 
Observe o verbo em destaque na frase abaixo: 
- To hear na orchestra´s music as well as lefties do ... 
 
O verbo auxiliar to do (e suas formas do / does / did) é usado para evitar a repetição de um verbo ou de 
toda uma oração mencionada anteriormente. 
 
Na frase acima, do está substituindo que verbo? 
 
 77 
 
Veja mais um exemplo � Do you believe in friendship? If you do, hold my hand. 
 
4.2. MODAL AUXILIARY VERBS 
 
Observe os verbos em destaque. Tente identificar a idéia que cada um deles expressa. 
 
- In tests, people who are lefties can remember better… (Capacidade ou permissão?) 
- … you certainly prefer using your right hand. You must be right-handed. (Necessidade, obrigação ou 
conclusão lógica?) 
- A right-handed warrior could hold his spear … (Capacidade no presente ou no passado?) 
- Which eye would you use? (Futuro ou condicional [hipótese]?) 
 
Complete as lacunas com CAN, COULD, MUST or WOULD. 
 
1 – How many languages _______________ Antonio speak, besides Portuguese and English? 
2 – Pelé _______________ play soccer very well when he was younger. 
3 – If I had a lot of time I _______________ learn to speak Italian. 
4 – No one answers the phone. They _______________ be out. 
5 – Leonardo da Vinci _______________ paint with one hand and write with the other, at the same time! 
6 – If I asked you a favor, _______________ you do it? 
7 – I opened the book but I _______________ not understand a single word of it. It was in Japanese. 
8 – The world _______________ be better if there were more justice and equality. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 78 
UNIT 08 
 
TEXTO I – THE WEB OF LIFE 
 
This we know : 
All things are connected like the blood that unites one family. 
Man did not weave the web of life. 
He is merely a strand in it. 
What he does to the web, he does to himself. 
 
The Indians love the sky and the clouds, trees and animals, mountains, rocks, and rivers. Man´s 
feeling of identity with nature is beautifully expressed in a poem about one of the Pueblo, a tribe of 
Indians of North America, who used to live in the Southwest of what is now the United States. The poem 
gives us the thoughts of an Indian on life and death. It shows how the Indians accepted their place in the 
beautiful plan of nature. All living things, the poem tells us, share the Earth. When we die, we give back 
to nature what we have borrowed. 
 
The Circle of Life 
 
I have killed the deer, 
I have crushed the grasshopper 
and the plants he feeds upon, 
I have cut through the heart 
of trees growing old and straight. 
I have taken fish from water 
and birds from the sky. 
In my life I have needed death 
so that my life can be. 
When I die, I must give life 
To what has nourished me. 
The Earth receives my body 
and gives it to the caterpillars, 
to the birds and to the coyotes. 
Each in its own time 
so that the circle of Life 
is never broken. 
 
Vocabulário 
 
1. used to – costumava 
2. thought – pensamento 
3. show (showed – shown) – 
mostrar 
4. share (shared) – compartilhar, 
divider 
5. give back (gave – given) – 
devolver 
6. borrow (borrowed) – pegar 
emprestado 
7. deer – veado, cervo 
8. crush (crushed) – esmagar 
9. grasshopper – gafanhoto 
10. feed upon (fed – fed) – 
alimentar-se de 
11. merely – meramente 
12. nourish (nourished) – nutrir 
13. so that – para que, a fim de 
que 
14. straight – reto 
15. strand – fio (de uma rede ou 
teia) 
16. weave (wove – woven) – 
tecer 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Nas palavras do cacique Seattle, que importância tem o homem na teia da vida? 
Na visão do índio, que tipo de relação há entre entre os seres vivos? 
Por que essa relação é importante? 
 
 79 
 
2. WORD STUDY 
 
2.1. ODD MAN OUT – Em cada série de palavras, “denuncia o intruso”, identificando a palavra 
que não pertence ao grupo. 
 
GEOGRAPHY ANIMALS ABSTRACT NOUNS 
 
RIVER DEER LIFE 
EARTH COYOTE TIME 
MOUNTAIN BIRD THOUGHT 
ROCK HEART DEATH 
BLOOD GRASSHOPPER BODY 
CLOUD FISH FEELING 
SKY CATERPILLAR IDENTITY 
 
2.2. WORDS IN CONTEXT – Choose the correct word to complete each sentence. They can all be 
found in the text. 
 
1 – You are my friend, so you can _____ my car. I´ll lend it to you. 
a) give b) grow c) borrow d) show 
 
2 – Life is the opposite of _____, and to live is the opposite of _____. 
a) tribe / to give b) nature / to nourish c) strand / to kill d) death / to die 
 
3 – A _____ line is the shortest distance between two points. 
a) straight b) beautiful c) broken d) living 
 
4 – These are not my documents, I must _____. 
a) borrow them b) accept them c) give them back d) weave them 
 
5 – They have _____ the cake with us. Each of us has received a piece of it. 
a) nourished b) shared c) crushed d) united 
 
6 – All of these nouns refer to living things, except _____. 
a) deer b) grasshopper c) caterpillar d) rock 
 
7 – I took a taxi to the post office yesterday, _____ I wouldn´t be late. 
a) so that b) through c) never d) merely 
 
8 – All of these nouns refer to the mind or the body, except _____. 
a) feeling b) thought c) heart d) cloud 
 
9 – The fat man sat on my hat and _____ it. 
a) killed b) accepted c) crushed d) connected 
 
 
 
 
 
 80 
2.3. DISCOURSE MARKERS – Escolha no quadro a idéia expressa por cada um dos marcadores 
do discurso em destaque nas frases. Algumas delas são inadequadas. 
 
• finalidade; conseqüência 
• condição 
• acréscimo de idéias 
• tempo 
• contraste 
• comparação 
 
1 – All things are connected like the blood that unites one family. 
2 – In my life I have needed death so that my life can be. 
3 – When we die, we give back to nature what we have borrowed. 
4 – The Indians love the sky and the clouds, trees and animals … 
 
2.4. WHAT OR THAT? – Observe o sentido dos pronomes what e that nas frases a seguir. Identifique 
o correspondente em português. 
 
- What we do to the web, we do to ourselves. (que ou o que, aquilo que?) 
 
- All things are connected like the blood that unites one family. (que ou o que?) 
 
- When we die, we give back to nature what we have borrowed. (que ou o que, aquilo que?) 
 
Em qual das frases acima o pronome poderia ser substituído, com igual sentido, por which? 
 
3. DETAILED COMPREHENSION 
 
3.1. WHAT HAS HE DONE? – Relacione as colunas formando frases de acordo com o texto. 
 
1. He has taken ... … animalslike the deer. 
2. He has cut through ... … the death of other living things. 
3. He has killed … … fish from water and birds from the sky. 
4. He has crushed … … the heart of trees. 
5. He has needed … … insects and plants. 
 
Agora escolha duas das frases que você completou e traduza-as. 
 
3.2. Os pronomes são usados em um texto para dar coesão e evitar repetições de palavras. Identifique a 
que ou a quem se referem os pronomes em destaque nestas frases do texto. 
 
1 – It shows how the Indians ... a) the poem b) the Pueblo 
2 – … how the Indians accepted their place. a) the thoughts b) the Indians 
3 – … and the plants he feeds upon … a) the Indian b) the grasshopper 
4 – … and gives it to the caterpillars … a) the Earth b) my body 
 
3.3. LOOKING FOR SPECIFIC INFORMATION – Localize no texto as seguintes informações: 
 
1 – O lugar onde viviam os Pueblo. 
2 – A participação de cada ser vivo no uso da Terra. 
3 – A razão de o índio ter causado a morte de outros seres. 
4 – O primeiro integrante da cadeia alimentar a receber o corpo do índio após sua morte. 
5 – A pesca feita pelo índio para sua sobrevivência. 
 
 
 
 
 81 
 
4. STRUCTURE 
 
Observe a forma verbal em destaque nestas frases: 
 
- I have killed the deer ... 
- I have crushed the grasshopper … 
- I have taken fish from water … 
- In my life I have needed death so that my life can be. 
 
Todas essas frases têm em comum o tempo verbal, formado pelo presente do verbo auxiliar to have : have 
ou has + o particípio passado do verbo principal (nos exemplos acima, particípios de to kill, to crush, to 
take, to need). 
 
Esse tempo verbal chama-se Present Perfect. 
 
O Present Perfect tem vários usos. Nos exemplos acima indica que as ações ocorreram num passado 
indeterminado. 
 
Não sabemos quando o índio matou o cervo, esmagou o gafanhoto, pescou os peixes, etc. Ele praticou 
essas ações (em vários momentos) ao longo da sua vida, mas não é importante definir quando o fez. O 
que interessa é saber que ele praticou essas ações e que isso tem importantes conseqüências para o 
presente – ele está vivo agora. Esse tempo verbal é usado para ligar, “fazer uma ponte” entre o passado e 
o presente, em contraste com o Simple Past, que indica ação completamente terminada, sem nenhuma 
ligação com o presente. 
 
Compare os usos do Present Perfect e do Simple Past e dê as traduções correspondentes: 
 
1 – I have seen an excellent movie about the Pueblo. ( vi / tenho visto ) 
2 – My sister has read a book about them too. ( leu / tem lido ) 
3 – We have had an interesting debate about those Indians. ( tivemos / tenho tido ) 
4 – Those Indians lived in the Southwest of what is now the United States. ( viveram / vivem ) 
5 – They had a beautiful way of living in peace with nature. ( tinham / têm ) 
6 – That debate has given us a better understanding of the circle of life. ( deu / tem dado ) 
 
Das frases acima, quais as duas em que o verbo foi usado no Simple Past e não no Present Perfect? 
Justifique. 
 
Por que os verbos das outras frases foram usados no Present Perfect? 
 
4.1. Escolha o tempo verbal correto nas frases a seguir. Depois traduza-as para o português. 
 
1 – We ( saw / have seen ) The Lord of the Rings two or three years ago. 
2 – I ( made / have made ) some soup. Careful, it´s still hot! 
3 – The bus ( came / has come ). Let´s go! 
4 – I ( learned / have learned ) to ride a bicycle when I was a little boy. 
5 – The United States ( lost / has lost ) the war in Vietnam. 
6 – American troops ( invaded / have invaded ) Iraq in 2003. 
7 – Quick, call a doctor! Mr. Smith ( had / has had ) a heart attack! 
8 – Jorge Amado ( wrote / has written ) several novels about Bahia and its people. 
9 – Paulo Coelho ( wrote / has written ) another novel. How many novels has he written? 
10 – I don´t know where my keys are. I think I ( lost / have lost ) them. How can I get home now? 
11 – Man often ( changed / has changed ) the environment. 
 
 82 
12 – Columbus ( made / has made ) more than one voyage from Spain to the New World. 
13 – ( Did you see / Have you seen ) any good movies recently? 
14 – I ( had / have had ) two or three cups of coffee today. 
15 – I ( had / have had ) four or five cups of coffee yesterday. 
16 – J. K. Rowling ( wrote / has written ) seven Harry Potter novels until now. 
17 – She ( wrote / has written ) “Harry Potter and the Philosopher´s Stone” about ten years ago. 
 
4.2. Identifique o uso do Present Perfect nas frases de acordo com o quadro. 
 
1 – ação repetida num passado indeterminado 
2 – ação praticada num passado indeterminado, com reflexos no presente 
3 – ação iniciada no passado e ainda acontecendo no presente. 
 
( ) Mel Gibson has made several movies about violent heroes. 
( ) I´ve lost my keys. How can I get home now? 
( ) The Rolling Stones have been to Brazil more than once. 
( ) Our teacher has worked with teenagers since she was young. 
( ) I´ve had my old car for over ten years. 
( ) I´ve made some coffee. Would you like a cup? 
 
5. HIDDEN WORDS – Com as letras da palavra NATURE, é possível formar, no mínimo, outras 
doze palavras. Descubra essas palavras e encontre seus correspondentes em português na lista 
abaixo. Use um dicionário português-inglês se precisar. 
 
• bronzeado 
• rato 
• correr 
• corri, correste, etc. 
• em, à 
• taxa, índice 
• comi, comeste, comeu, 
etc. 
• (s.) lágrima; (v.) rasgar 
• um, uma 
• é; está; somos; estamos; 
etc. 
• rede 
• dez 
 
 
TEXTO II - IF YOU WISH TO REMEMBER ME 
 
1. VOCABULARY 
 
1.1. PRE-VOCABULARY – Match the words and expressions in English to their definition. . 
 
1. ash 
2. to attempt (attempted) 
3. available 
4. to be pulled (was/were) 
5. to burn (burned) 
6. to bury (buried) 
7. cease (ceased) 
8. crippled 
9. deaf 
10. deed 
11. devil 
12. donor 
13. fault 
14. forever 
 
a. the gray substance left after something has 
burned 
b. to try 
c. possible to get 
d. to be removed 
e. to set on fire 
f. to put in the earth; to inter 
g. to come to an end; to stop 
h. not able to walk because of an injury or a 
disease 
i. not able to hear 
j. act; action; something that you do 
k.the most powerful evil spirit and enemy of God 
l. a person who gives something 
m. something that is wrong or bad 
n. for all time; eternally 
 
 83 
 
1.2. Look up the following words in the dictionary. 
 
1 – to increase (increased) ____________________________________________ 
2 – instead ____________________________________________ 
3 – prejudice ____________________________________________ 
4 – to scatter (scattered) ____________________________________________ 
5 – to shout (shouted) ____________________________________________ 
6 – sin ____________________________________________ 
7 – soul ____________________________________________ 
8 – speechless ____________________________________________ 
9 – weakness ____________________________________________ 
10 – wreckage ____________________________________________ 
 
TEXTO II - IF YOU WISH TO REMEMBER ME 
 
The day will come, I know. At a certain moment a doctor will determine that my brain has ceased 
to function and that my life has stopped. When that happens, do not attempt to introduce artificial life into 
my body by the use of a machine. 
Instead, give my sight to the man who has never seen a sunrise, a baby´s face or love in the eyes of 
a woman. Give my heart to a person whose own heart has caused nothing but endless days of pain. Give 
my blood to the teenager who was pulled from a wreckage of his car, so that he might live to see his 
grandchildren play. Give my kidneys to one who depends on a machine to exist from week to week. Take 
my bones, every muscle, every fiber and nerve in my body and find a way to make a crippled child walk. 
Explore every corner of my brain. Take my cells, if necessary, and let them grow so that, someday, 
a speechless boy will be able to shout as his team scores a goal and a deaf girl will hearthe sound of rain 
against her windows. 
Burn what is left of me and scatter the ashes to the winds to help the flowers grow. 
If you really want to bury something, let it be my faults, my weaknesses and all my prejudice 
against my fellow man. 
Give my sins to the devil. Give my soul to God. If you wish to remember me, do it with a kind deed 
or word to someone who needs you. 
If you do all I have asked, I will live forever. 
(adapted from “To Remember Me”, by Robert Noel Test) 
 
2. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Que tipo de texto você acabou de ler? Uma reportagem científica, um anúncio publicitário, uma espécie 
de testamento ou uma notícia de jornal? 
Por ser escrito em primeira pessoa, o texto tem um caráter teórico, ficcional, dramático ou informal? 
Qual é o tempo que predomina no texto : o passado, o presente ou o futuro? 
Escolha, das palavras a seguir, a que melhor resume a atitude do autor : indifference, cruelty, truth, 
despair, hope, anger, joy ou love. 
 
 
 
 84 
 
 
3. WORD STUDY 
 
3.1. NOUN GROUPS – Encontre na lista as palavras que completam as locuções nominais. 
 
• certain 
• crippled 
• deaf 
• deed 
• donors 
• eyes 
• law 
• life 
• machine 
• pain 
• rain 
• speechless 
• wreckage 
 
1 – artificial _______________ � vida artificial 
2 – a kind _______________ � uma boa ação 
3 – a _______________ boy � um garoto mudo 
4 – days of _______________ � dias de dor 
5 – a _______________ child � uma criança deficiente 
6 – organ _______________ � doadores de órgãos 
7 – a _______________ girl � uma garota surda 
8 – the use of a _______________ � o uso de uma máquina 
9 – the _______________ of a car � os destroços de um carro 
10 – a new _______________ � uma nova lei 
11 – the sound of _______________ � o som da chuva 
12 – the ____________ of a woman � os olhos de uma mulher 
13 – a _______________ moment � um certo momento 
 
3.2. WORD FORMATION – Encontre abaixo o significado das palavras em destaque. 
 
MUDO, SEM FALA // FRAQUEZAS // INTERMINÁVEIS, SEM FIM 
 
1 – endless days of pain � __________________________ 
2 – a speechless boy � __________________________ 
3 – my weaknesses and all my prejudice � __________________________ 
 
Podemos concluir que o sufixo –less é acrescentado a substantivos para formar adjetivos e expressar 
“ausência de”, “sem” (o que é nomeado no início da palavra). 
 
Já o sufixo –ness é acrescentado a adjetivos para formar substantivos abstratos. 
 
No exemplo da página anterior, o substantivo weakness apareceu no plural. 
 
Complete as frases a seguir, usando os sufixos –less ou –ness nas palavras que estão entre parênteses. 
Pequenos ajustes ortográficos poderão ser necessários. 
 
1 – If you are on a diet, you should try that _______________ jam. (sugar) 
2 – There was no electricity in the old house. We were all in total _______________. (dark) 
3 – It´s wintertime now. The trees are _______________. (leaf) 
4 – Perfect _______________ is hard to find. (happy) 
5 – The other team was much stronger and the situation was really _______________. (hope) 
6 – Blood donation is an act of love and _______________. (kind) 
 
 
 
 
 85 
 
3.3. WORD AREAS – Em cada série de palavras, identifique a que não pertence ao grupo. 
 
TRANSPLANT 
SURGERY 
ABSTRACT 
NOUNS 
PEOPLE NATURE RELIGION HUMAN 
BODY 
HEART 
BRAIN 
KIDNEY 
MUSCLE 
NERVE 
WRECKAGE 
MACHINE 
FAULT 
WEAKNESS 
PREJUDICE 
PAIN 
DEED 
WOMAN 
TEENAGER 
CHILD 
FELLOW MAN 
DONOR 
GOAL 
SKY 
SUNRISE 
WIND 
RAIN 
FLOWER 
CAR 
FAITH 
SIN 
DEVIL 
FIBER 
SOUL 
GOD 
FACE 
EYE 
BONE 
CELL 
BLOOD 
PREJUDICE 
 
3.4. WORDS IN CONTEXT – Choose the right word to complete each sentence. 
 
1 – The paramedics _____ the man from the wreckage of his car. 
a) pulled b) attempted c) shouted d) designed 
 
2 – The man was suffering and _____ in pain. 
a) shouting b) burning c) scattering d) burying 
 
3 – Prejudice against your fellow man is _____ ignorance and stupidity. 
a) nothing but b) never c) forever d) someday 
 
4 – Patients _____ kidneys have ceased to function can sometimes be saved by having a transplant 
operation. 
a) what b) which c) whose d) who 
 
5 – The problem is that there are not enough organ donors and organs are not always _____. 
a) necessary b) available c) kind d) endless 
 
6 – I´ve decided to be an organ donor _____ I can help other people. 
a) who b) so that c) against d) instead 
 
7 – A speechless boy cannot ______, a deaf girl cannot ______, and a crippled child cannot ______. 
a) talk / grow / see b) shout / score / live 
c) speak / hear / walk d) attempt / find / come 
 
8 – What is left of a body after you burn it : _____. 
a) weaknesses b) sins c) ashes d) faults 
 
4. DETAILED COMPREHENSION – Relacione cada órgão ou parte que o autor do texto deseja 
doar ao respectivo receptor. 
 
Potential organ or part to be donated Recipient 
1 – brain cells a. Deus 
2 – blood b. um doente que precisa de uma máquina para sobreviver 
3 – soul c. Um homem cego 
4 – body ashes d. um jovem acidentado 
5 – sight e. o diabo 
6 – bones, muscles, fibers and nerves f. um doente cardíaco 
7 – kidneys g. um menino mudo e uma menina surda 
8 – sins h. as flores 
9 – heart i. uma criança deficiente 
 
 86 
 
5. STRUCTURE 
 
5.1. HOW DO YOU SAY THAT IN ENGLISH? 
 
Veja novamente alguns tempos verbais importantes, encontrando no texto como dizer em inglês: 
 
1 – ... o homem que nunca viu um nascer do Sol ... 
2 – ... para alguém que precisa de você. 
3 – ... um médico determinará que o meu cérebro ... 
4 – ... o meu cérebro cessou de funcionar e minha vida parou. 
5 – Dê minha alma a Deus. 
 
Agora identifique os tempos ou modos verbais usados nas frases acima, escrevendo o número de cada 
uma: 
 
1 – Present Perfect 
2 – Imperative 
3 – Future 
4 – Simple Present 
 
5.2. SIMPLE PRESENT AFTER WHEN AND IF. 
 
Observe agora o tempo verbal destacado nas frases abaixo: 
 
- At a certain moment a doctor will determine that my brain has ceased to function and that my life has 
stopped. When that happens … (Quando isso acontecer …) 
- If you wish to remember me … (Se você desejar lembrar-se de mim …) 
- If you do all I have asked ... (Se você fizer tudo o que eu pedi ...) 
 
Nas orações iniciadas por when e if, falando sobre o futuro, o tempo verbal utilizado é o Simple Present. 
Nesses casos, em português, o tempo verbal corresponde é o Futuro do Subjuntivo. 
 
Escolha a forma verbal correta. 
 
1 – If you really ( will want – want ) to bury something ... (Se você realmente quiser enterrar algo …) 
2 – When I ( have – will have ) time I´ll write them a letter. (Quando eu tiver tempo escreverei uma carta 
a eles.) 
3 – If you ( wish – will wish ) to remember me ... (Se você desejar lembrar-se de mim …) 
4 – When you ( see – will see ) Mary, tell her to call me. (Quando você vir a Mary, diga-lhe para ligar 
para mim.) 
 
Traduza as seguintes frases para o português. 
 
1 – Betty will write to us as soon as she has time. 
2 – Many people will have died before that dream comes true. 
3 – Mom will be mad at you when she finds out that you broke that vase. 
4 – When September comes, I won´t be here. 
5 – By the time she gets to Phoenix, I´ll be sleeping. 
6 – Will you love me when I am seventy-five? 
 
 
 
 
 87 
 
5.3. CONDITIONAL STRUCTURES 
 
Observe as formas em destaque nas frases a seguir: 
 
- If you wish to remember me, do it with a kind deed or word ... 
- If you really want to bury something, let it be my faults … 
 
Nas estruturas condicionais com if, há várias seqüências de tempos possíveis. Nos exemplos acima o 
tempo da oração condicional, iniciada com if, é o Simple Present. 
 
Como nos dois exemplos a finalidade é dar uma ordem ou instrução, o verbo na oração principal aparece 
no Imperativo. 
 
Agora observe as formas verbais destacadas nas duas orações da frase abaixo: 
- If you do all I have asked, I will live forever. 
 
Estas duas orações apresentamuma das mais importantes seqüências de tempos das estruturas 
condicionais. O verbo da oração condicional (aquela que contém if) está no Simple Present, enquanto o 
verbo da oração principal está no Future. 
 
Nessa seqüência de tempos, a oração com if expressa uma condição que, se for cumprida, tornará possível 
o resultado expresso na oração principal. 
 
Condição no presente Resultado no futuro 
If you do all I have asked ... I will live forever. 
(Se você fizer tudo o que eu pedi, … eu viverei para sempre.) 
 
Relacione as colunas de modo a formar orações condicionais. 
 
1 – If it rains over the weekend, _____ a. don´t forget to call us. 
2 – If you do that again, _____ b. she will have a lot of problems. 
3 – If you come to Rio, _____ c. they will love it. 
4 – If they visit Ouro Preto, _____ d. we will stay at home. 
5 – If you like the map, _____ e. I´ll punish you. 
6 – If she buys that car, _____ f. take it. I have another. 
 
EXTRA READING 
 
All Brazilians over the age of 18 are considered potential organ donors under a new law designed to 
increase the number of organs available for transplant. Those not wishing to be donors must specifically 
state their desire on an official document, such as a driver´s license. Opponents of the law say it infringes 
the rights of individuals and their families. Others object to the fact that donors have no say over who 
might get their organs, and that they may be removed upon brain death, even if the heart is still beating. 
(Time, January 19, 1998) 
 
1 – De acordo com o texto, a partir de que idade todos os cidadãos são potenciais doadores de órgãos? 
2 – O que devem fazer aqueles que não desejam doar seus órgãos? 
3 – O que dizem os que se opõem a essa lei? 
4 – Cite duas outras razões dadas por aqueles que não concordam em doar seus órgãos. 
5 – A que ou quem se referem os pronomes sublinhados no texto? 
6 – Traduza as seguintes locuções e expressões: 
potential organ donors // a new law // available for transplant // state their desire // an official 
document // brain death 
 
 88 
 
UNIT 09 
 
TEXTO I – THE GREEN CHALLENGE 
 
Catharanthus roseus : three quarters of the world´s children who have suffered from leukemia are now 
alive thanks to the properties discovered in the rosy periwinkle, a plant that can only be found in the 
tropical forests of Madagascar. 
 
Na ilha de Madagascar, no oceano Índico, existe uma planta chamada pervinca-de-madagascar, que possui 
propriedades anticancerígenas e tem salvado, no mundo inteiro, a vida de crianças que sofriam de leucemia. 
Para produzir 28 gramas do precioso remédio é necessário processar cerca de 12 toneladas desta planta. Mas, como 
milhares de outras espécies de florestas tropicais, ela está ameaçada de extinção. Você saberia dizer por quê? Formule 
hipóteses, leia o texto e veja se elas são confirmadas. 
 
1- Have you ever heard of a plant called Madagascar periwinkle? It is used to treat leukemia and 
2 - other serious diseases, but it may soon disappear because of intensive deforestation. In the last 
3 - decades Madagascar has lost about 90 percent of its tropical forests. 
4 - Tropical forests cover only two percent of the Earth´s surface, but 70% of all plants and animals live 
5 - there. To provide land for farming, ranching and other activities, people have been cutting or burning 
6 - down those forests. More than half of the world´s tropical forests have disappeared since the 
7 - beginning of last century. In the Amazon, scientists estimate that an area of forest the size of a football 
8 - field is destroyed every minute. 
9 - The destruction of tropical forests. The extinction of animal and plant species. The pollution of soils, 
10 - lakes, rivers, and seas. Air pollution. Acid rain. The threats to our environment are nothing new. 
11 - Man´s use (and abuse) of natural resources has been in the newspapers for a long time, but in the 
12 - last decades the human impact on the environment has been absolutely disastrous. Modern man has 
13 - seen the world as something to conquer, dominate, and exploit. He has been treating the environment 
14 - as an endless source of resources, a kind of Ali Baba´s cave providing for all needs and desires. 
15 - So, what´s next? Should we give up? Let is happen? The challenge is to find new ways to protect and 
16 - preserve our environment. But we have been saying that for years … It´s time to stop cutting down 
17 - forests and cut down deforestation instead! Have you ever heard the phrase “The world is coming to 
18 - an end”? I have just seen it written on a wall. Sadly, I have never felt it so possible. 
 
1. VOCABULARY – Match the words to their English definition. 
 
1. Ali Baba´s cave _____ 
2. challenge _____ 
3. to conquer _____ 
4. deforestation _____ 
5. environment _____ 
6. to exploit _____ 
7. to give up _____ 
8. instead _____ 
9. leukemia _____ 
10. to provide _____ 
11. resources _____ 
12. source _____ 
13. threat _____ 
 
 
a. A cancer in which the body makes too 
many white blood cells 
b. A place where a great treasure is hidden 
c. Everything that surrounds a person, 
animal or plant 
d. In place of another thing 
e. Origin 
f. Something difficult calling for work or effort 
g. The destruction of a forest 
h. The possibility that something very bad will happen 
i. To fight and take control of 
j. To make full use of 
k. To stop trying to do something; to 
surrender 
l. To supply, to furnish 
m. Useful things in general 
 
 
 89 
2. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Como você explica o título The Green Challenge? 
O que o autor propõe como resposta a esse desafio? 
Qual é o tom de conclusão do texto – otimista ou pessimista? Retire do texto duas frases que justificam 
sua resposta. 
 
2. WORD STUDY 
 
2.1. GOOD NEWS OR BAD NEWS? – Classifique as palavras e expressões a seguir em dois 
grupos, um representando good news e outro, bad news (infelizmente em muito maior número), de 
acordo com o sentido que cada uma delas denota. 
 
- POLLUTION 
- SADLY 
- ALIVE 
- BURN DOWN 
- DISEASE 
- PRESERVE 
- TREAT 
- THREAT 
- SUFFER 
- EXTINCTION 
- ABUSE 
- PROTECT 
- DISASTROUS 
- POSSIBLE 
- DEFORESTATION 
- NATURAL RESOURCES 
- LEUKEMIA 
- DESTROY 
- EXPLOIT 
- DESTRUCTION 
- THANKS TO 
 
 
Good News Bad News 
 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
_______________________ 
 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
_______________________ _______________________ 
 
 
2.2. IN OTHER WORDS – Encontre as palavras ou frases do texto que correspondem às palavras, 
frase e definições a seguir: 
 
1 – (introdução) 75 percent 
2 – (introdução) living; not dead 
3 – (introdução) because of 
4 – (linha 1) at any time 
5 – (linha 2) grave; dangerous 
6 – (linha 2) it will possibly become extinct in the near future 
7 – (linha 7) the opposite of end 
8 – (linha 7) as big as 
9 – (linha 12) catastrophic; very bad 
10 – (linha 14) infinite; without limits 
11 – (linha 14) everything we need 
12 – (linha 14) everything we wish or desire 
13 – (linha 15) allow it to become true 
 
 
 
 
 
 90 
 
 
3. DETAILED COMPREHENSION 
 
3.1. WHAT HAS HAPPENED? – Working in pairs, match the two columns, making complete 
sentences according to the information you can find in the text. 
 
1 – The rosy periwinkle has saved _____a. most of its tropical forests. 
2 – Many children have suffered from _____ b. since the beginning of last century. 
3 – Environmental problems have been _____ c. a type of cancer called leukemia. 
4 – More than 50 percent of the world´s d. the lives of many children. 
tropical forests have disappeared _____ e. in the newspapers for many years. 
5 – Madagascar has lot _____ 
 
3.2. FACT FILE – Relacione as informações com os números, porcentagens, dados e fatos, de 
acordo com o texto. 
 
a. 2% b. 90% c. 70% 
d. mais de 50% e. um campo de futebol f. últimas décadas 
 
1 – Porcentagem de floresta tropical de Madagascar desmatada nas últimas décadas. 
2 – Porcentagem de animais e plantas que vivem nas florestas tropicais de todo o mundo. 
3 – Área da superfície da Terra coberta por florestas tropicais. 
4 – Área equivalente da floresta Amazônica desmatada a cada minuto. 
5 – Época de grande impacto das atividades humanas sobre o meio ambiente. 
6 – Porcentagem de florestas tropicais desmatadas no último século. 
 
3.3. TRUE OR FALSE? – Leia as afirmações abaixo e corrija as que não estão corretas trocando 
uma palavra em cada uma. 
 
1 – The threats to our environment are old. 
2 – An area of the Amazon Forest the size of a tennis field is destroyed every minute. 
3 – The rosy periwinkle of Madagascar is used to treat leukemia and other serious resources. 
4 – Modern man wants to conquer, dominate, and exploit the world. 
5 – Seventy percent of all plants and animals live in tropical forests. 
6 – The rosy periwinkle may soon disappear because of intensive pollution. 
7 – The recent human impact on the field has been disastruous. 
8 – Our challenge is to find new ways to protect and preserve our environment. 
9 – Ninety percent of Madagascar´s tropical forests have been destroyed in the last decades. 
10 – Tropical forests do not cover a large part of the Earth´s surface. 
11 – Man has been treating the environment as an endless threat of resources. 
12 – Man´s use (and abuse) of natural resources is nothing new. 
13 – It´s time to start cutting down forests. 
 
 
 
 
 
 
 
 
 
 
 
 91 
TEXTO II – TO BUILD A BRIDGE 
 
Leia os dois fatos considerando o título do texto. Existe um paradoxo, uma contradição entre os dois fatos 
apresentados? 
 
Fact 1: Food in the world is not really a problem. There is enough food to offer everybody in the world 
around 2,500 calories a day – 200 calories more than the basic minimum. 
Fact 2: Over a billion people around the world go hungry. 
 
One of the great contradictions of our time is the fact that while the world´s most prosperous 
nations are living in the era of interactive television, faxes and satellite communication, there are still 
600,000 villages without electricity and over 800 million illiterate people in the world. For more than 1 
billion human beings the daily reality continues to be hunger and poverty. 
In a world where interdependence becomes stronger each day and where exchanges – trade, 
communications, population movement and epidemics – are taking a global dimension, it would be 
foolish to suppose that the rich countries can isolate themselves from the poor ones. 
We all know there is a gap between the North and the South, the industrial and the developing 
nations. They are like two sides of a river, a poor side and a rich one. Sometimes the rich nations send 
boats across this river with different types of aid. But we need more than that. We need global vision for 
the future, not just in case of an emergency. What is needed is a permanent connection, a bridge between 
those two sides of the river. 
What would happen if the United States invested 10% of its military budget to feed the millions of 
hungry people in Rwanda? America would not be much poorer and Rwanda (to take just one example) 
would be less poor. 
The richer nations should not just send emergency aid: that is sending the boat across the river. If 
America, Japan or Germany, for example, established permanent research centers in the poor countries of 
Africa or Asia, these nations would be able to develop their own economic and social programs. Western 
know-how could be used to build up weak economies to enable them to become self-sufficient. 
If the rich nations decided they could become slightly “poorer”, they would truly help the nations 
in need. All it takes is political decision and politicians selfless enough to build that bridge. 
(from “Bridging the Gap”, by Mick Greer, and “Who Are We”, Géraldine Schimmel, in the Unesco Courier, October 6) 
 
VOCABULARY 
 
1. while - enquanto 
2. still – ainda 
3. illiterate – analfabeto 
4. hunger – fome 
5. poverty – pobreza 
6. exchange – troca 
7. trade – comércio, troca 
8. foolish – bobo, tonto 
9. gap – lacuna, hiato 
10. across – do outro lado 
11. budget – orçamento 
12. feed (fed – fed) – alimentar 
13. research – pesquisa 
14. develop (developed) – desenvolver 
15. to build up (built – built) – construir, formar 
(pouco a pouco) 
16. to enable (enabled) – habilitar, capacitor 
17. slightly – um pouco, levemente 
18. selfless – altruísta, desinteressado 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Qual é o paradoxo apresentado pelo texto? 
O autor usa as palavras rio, barco e ponte como imagens para falar do problema e defender sua tese. O 
que cada uma dessas palavras representa? 
O que é preciso para a construção da ponte? 
 
 
 
 
 92 
2. WORD STUDY 
 
2.1. NOUN GROUPS – Encontre no texto os substantivos que completam as seguintes expressões: 
 
1 – a permanent _______________ � uma conexão permanente 
2 – military _______________ � orçamento militar 
3 – daily _______________ � realidade diária 
4 – Western _______________ � conhecimento técnico ocidental 
5 – emergency _______________ � ajuda de emergência 
6 – human _______________ � seres humanos 
 
Agora complete as expressões com adjetivos (ou substantivos funcionando como adjetivos): 
 
7 – _______________ centers � centros de pesquisa 
8 – _______________ economics � economias fracas 
9 – _______________ people � pessoas famintas 
10 – _______________ nations � nações em desenvolvimento 
11 – _______________ movements � movimentos populacionais 
12 – _______________ communication � comunicação por satélite 
 
2.2. WORD FAMILIES – Encontre no texto as palavras que completam o quadro abaixo. 
 
Substantivo Adjetivo Verbo Advérbio 
 HUNGRY - HUNGRILY 
FOOD - - 
 REAL REALIZE* REALLY 
 - DAILY 
 IMPOVERISH POORLY 
DEVELOPMENT 
TRUTH TRUE - 
 DECISIVE 
 ECONOMIZE ECONOMICALLY 
 CONNECTING / CONNECTIVE CONNECT 
 
2.3. WORD FORMATION : PREFIXES 
 
Able significa “capaz, hábil”. Com o prefixo en- aplicado a adjetivos ou substantivos, é possível formar 
alguns verbos. 
 
Encontre no texto o verbo que corresponde a “capacitar, habilitar”. 
 
Não confunda o prefixo en- com o prefixo un-. Este dá sentido negativo, como neste exemplo: 
- A newborn baby is unable to walk. 
 
Agora traduza as palavras da segunda coluna. 
 
1 – danger (perigo) endangered species _____________________________ 
2 – courage (coragem) encourage _____________________________ 
3 – friendly (amistoso; simpatico) unfriendly _____________________________ 
 
 93 
 
Selfless significa “altruísta, desinteressado”. O adjetivo oposto é selfish, que significa “egoísta”. O 
prefixo self- (auto-) é usado para formar muitos outros substantivos ou adjetivos. 
 
Encontre no texto um adjetivo formado com self-. 
 
Agora traduza as palavras em destaque: 
 
1 – Paul seems to have a high sense of self-esteem. 
2 – You need a lot of self-control to quit smoking. 
 
2.4. DISCOURSE MARKERS – Assinale a idéia expressa por cada uma das palavras em destaque 
nas frases a seguir: 
 
1 – What would happen if the United States invested ... 
a) consequence b) purpose c) condition 
 
2 – While the world´s most prosperous nations are living in the era of interactive television …, there are 
still 600,000 villages without electricity… 
a) cause b) contrast c) emphasis 
 
3 – They are like two sides of a river … 
a) comparison b) consequence c) addition 
 
4 – There are still 600,000 villages without electricity … 
a) emphasis b) time c) condition 
 
2.5. LOOKING FOR REFERENCE – Volte ao texto e identifique a que ou a quem se referem os 
pronomes destacados nestes trechos: 
 
1 – ... can isolate themselves ... 
a) the poor countries b) the rich countries 
 
2 – … can isolate themselves from the poor ones. 
a) epidemics b) communications c) countries 
 
3 – They are like two sides … 
a) the industrial nations b) the developing nations c) the North and the South 
 
4 – But we need more than that. 
a) the rich nations b) different kinds of aid c) the sending of boats across the river 
 with different kinds of aid 
5 – … 10% of its military budget … 
a) Rwanda b) the United Statess c) these nations (the poor countries 
 of Africa or Asia) 
 
6 – … could be used to build up weak economies to enable them to become self-sufficient. 
a) America b) weak economies c) Western know-how 
 
 
 
 
 
 
 94 
3. DETAILED COMPREHENSION 
 
3.1. FACT FILE – Relacione as colunas de acordo com To Build a Bridge. 
 
1 – número de analfabetos no mundo inteiro a. Cerca de 2.500. 
2 – número de calorias na alimentação que pode ser 
fornecida a cada ser humano diariamente b. 2.300 
3 – número de aldeias desprovidas de energia elétrica c. Mais de um bilhão. 
4 – número mínimo de calorias necessárias diariamente 
para a sobrevivência do ser humano d. 800 milhões 
5 – número de pessoas pobres e famintas no mundo 
inteiro e. 600.000 
 
3.2. LOOKING FOR SPECIFIC INFORMATION – Volte ao texto e identifique os pontos que 
melhor caracterizam os dois blocos econômicos, o do hemisfério Norte e do Sul, assinalando yes ou 
no. 
 
 North South 
Weak economies 
Epidemics 
Research centers 
High levels of illiteracy 
Self-sufficiency 
High levels of hunger and poverty 
Scientific know-how 
Villages without electricity 
Satellite communication 
 
UNIT 10 
 
TEXTO I – BEHIND THE SILENCE 
 
Perhaps we still live in a man´s world, but apparently we don´t live in a boy´s. According to 
William Pollack, an assistant clinical professor of psychiatry at Harvard Medical School, adolescent 
boys are failing in school and committing suicide at four times the rate of girls. 
“Six young people killed themselves in this city last week,” says Pollack. “They were all boys, 
victims of the way society raised them. American boys are in crisis. They are struggling with feelings of 
loneliness and isolation caused by the burden of having to hide their emotional problems. In extreme 
cases, the young man´s pain and anger may lead to the kind of thing that has shocked America and the 
world: boys with AK-47s killing their schoolmates. Boys are victims of the stoicism they think we expect 
of them. Their pain, because of the way we raise them, is often invisible to us. Sometimes, until it 
explodes, it is invisible to them too.” 
“The most harmful myth about boys,” continues Pollack, “is the idea that where there are boys, 
there is testosterone, and that where there is testosterone there is aggression and violence. Boys think 
they´re supposed to be macho. Girls can talk about their pain, but society trains boys to hide theirs. We 
teach them to wear the mask of masculinity. They learn to keep their sadness and vulnerability to 
 
 95 
themselves. The only emotion left open to boys is irritability and anger. That´s why, in extreme cases, 
some boys become dangerous and homicidal.” 
(from “Behind the Silence”, in People, September 21, 1998) 
 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
Além das diferenças naturais, biológicas, entre moças e rapazes, que outras diferenças são forjadas 
pela sociedade, na opinião do Dr. Pollack? 
Espera-se que rapazes e moças tenham o mesmo tipo de comportamento ao enfrentarem 
dificuldades? 
O que isso pode causar em casos extremos? 
 
2. WORD STUDY 
 
2.1. WORD FORMATION – Prestando atenção ao uso de sufixos, localize no texto os adjetivos 
relacionados em sua origem com os substantivos abaixo. 
 
1. emotion __________________ 
2. clinic __________________ 
3. medic __________________ 
4. homicide __________________ 
5. invisibility __________________ 
6. assistance __________________ 
7. danger __________________ 
8. harm __________________ 
9. adolescence __________________ 
10. extremity __________________ 
 
Agora volte ao texto e encontre os substantivos relacionados com os seguintes adetivos: 
 
11. masculine __________________ 
12. vulnerable __________________ 
13. irritable __________________ 
14. silent __________________ 
15. violent __________________ 
16. sad __________________ 
17. lonely __________________ 
18. aggressive __________________ 
19. isolated __________________ 
20. stoic __________________ 
 
2.2. SOME CONFUSING WORDS – Escolha a palavra correta. 
 
1 – ( Anger / Angry ) is a strong feeling but “hate” is even stronger. 
2 – Herbert de Souza (Betinho) led the campaign against ( anger / hunger ) in Brazil. 
3 – I was very ( angry / anger ) when I saw them hitting the poor girl. 
4 – I didn´t have any breakfast this morning. I´m ( hungry / hunger ) now. 
5 – Dr. Pollack says boys think we ( wait / expect ) them to be macho. 
6 – Society cannot ( wait / expect ) until that problem explodes again. We must act now. 
7 – Dr. Pollack thinks the way society ( raises / rises ) boys is wrong. 
8 – When irritation and anger ( raise / rise ), some of those boys become dangerous. 
 
Agora escreva em inglês as palavras que correspondem às que são dadas no quadro. Todas elas foram 
usadas no exercício anterior. 
 
1. fome __________________ 
2. faminto __________________ 
3. raiva __________________ 
4. raivoso, zangado __________________ 
5. esperar, aguardar __________________ 
6. esperar, ter expectativa __________________ 
 
 96 
7. criar, educar __________________ 
8. subir __________________ 
 
Além do sentido de “criar, educar”, raise (verbo transitivo, sempre seguido de complemento) também 
pode significar: 
 
1. levantar (o braço, a voz, etc.); 
2. aumentar (o salário, os impostos, etc.); 
3. cultivar, criar (produtos agrícolas; animais). 
 
Já rise (verbo intransitivo, nunca usado com complemento), além de “subir”, também pode significar: 
 
1. levantar-se; 
2. nascer (do Sol); 
3. ficar mais alto (voz, temperatura, etc.). 
 
Escolha a resposta correta para as seguintes frases. 
 
1 – The sun ( rises / raises ) in the east and sets in the west. 
2 – In the summer, the temperature generally ( raises / rises ). 
3 – Please ( raise / rise ) your hand when you have a question. 
4 – What time do you ( rise / raise ) every morning? 
5 – Are you strong enough to ( rise / raise ) a piano? 
 
2.3. LOOKING FOR KEY WORDS – Na frase “A psychologist says boys are victims of the way society 
treats them” a conjunção that, dispensável em inglês, foi omitida por duas vezes. Reescreva a frase 
inserindo that nas duas posições onde poderia ter sido usada. 
 
Orientando-se pelas indicações de parágrafo, encontre no texto : 
 
1º parágrafo: 
 
1 – O substantivo que foi omitido, por ser dispensável, após ... a boy´s 
2 – Um sinônimo de maybe 
3 – Uma outra forma de dizer killing themselves 
4 – Uma palavra que significa falhando, fracassando 
 
2º parágrafo 
 
5 – Uma palavra que expressa possibilidade 
6 – Uma outra forma de dizer commited suicide 
7 – Uma palavra que significa lutando, batalhando 
8 – Uma palavra que significa até que 
 
3º parágrafo 
 
9 – uma expressão usada para explicar, apontar o motivo 
10 – um adjetivo no grau superlativo de superioridade 
 
 
 
 
 97 
3. DETAILED COMPREHENSION – Write T (for true) or F (for false), according to Behind the 
Silence. 
 
1 – In the United States, for every girl that kills herself, four boys do the same. 
2 – Dr. Pollack thinksboys should not hide their feelings and emotional problems. 
3 – The idea that boys are naturally aggressive and violent is not true. 
4 – Society raises boys and girls in much the same way. 
5 – Society trains boys to hide their pain. The idea is that macho men must not cry. 
6 – “Where there is testosterone, there is aggression and violence,” believes Dr. William Pollack. 
7 – Explosions of violence have occurred in American schools. 
 
TEXTO II – YOUR CHILDREN ARE NOT YOUR CHILDREN 
 
Kahlil Gibran (1883-1931), poeta e filósofo libanês, é o autor de O profeta, de onde extraímos o texto que 
começa com as palavras abaixo. 
O profeta é uma coleção de histórias breves e simples contadas em belíssima prosa poética e que 
encerram grandes verdades. Vamos conhecer uma delas. 
 
(...) And a woman who held a babe against her bosom said, Speak to us of Children. And he said: Your 
children are not your children (…) 
 
Your children are not your children. 
They are the sons and daughters of Life´s longing for itself. 
They come through you but not from you, 
And though they are with you yet they belong not to you. 
You may give them your love but not your thoughts, 
For they have their own thoughts. 
You may house their bodies but not their souls, 
For their sould dwell in the house of to-morrow, which you cannot visit, not even in your dreams. 
You may strive to be like them, but seek not to make them like you. 
For life goes not backward nor tarries with yesterday. 
You are the bows from which your children as living arrows are sent forth. 
The Archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows 
may go swift and far. 
Let your bending in the Archer´s hand be for gladness; 
For even as He loves the arrow that flies, so He loves also the bow that is stable. 
 
Vocabulary 
 
1. longing - anseio 
2. through you – através de você, por sua causa 
3. though – embora, apesar de 
4. yet – contudo; mas 
5. for – pois 
6. house – hospedar 
7. soul – alma 
8. dwell – morar, residir 
9. strive – esforçar-se 
10. seek – tentar conseguir 
11. backward – para trás 
12. tarry – ficar, permanecer 
13. bow – arco 
14. arrow – flecha 
15. send forth – atirar 
16. Archer – arqueiro 
17. upon – em (superfície) 
18. path – caminho 
19. bend – curvar 
20. might – poder 
21. swift – rápido 
22. gladness – prazer, felicidade 
 
 
 98 
1. GENERAL COMPREHENSION – WHAT´S IT ALL ABOUT? 
 
O que o autor quer dizer com Your children are not your children? 
Qual é a principal idéia do texto? 
Segundo ele, a idéia de propriedade é válida na relação entre pais e filhos? 
O que significa dizer que os filhos vêm através dos pais mas não dos pais? 
 
2. WORD STUDY 
 
2.1. ABSTRACT OR CONCRETE? - Classify the nouns in the box into two groups: abstract nouns and 
concrete nouns and write them in their proper column. 
 
- longing 
- bosom 
- bodies 
- thoughts 
- bow 
- yesterday 
- souls 
- dream 
- to-morrow 
- arrow 
- house 
- might 
- gladness 
- archer 
- path 
- mark 
- love 
- hand 
 
Abstract Nouns Concrete Nouns 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2.2. ODD MAN OUT – Em cada série de palavras, “denuncie o intruso”, identifique a palavra que não 
pertence ao grupo. 
 
Family Archery Body & Soul 
SON 
DAUGHTER 
BENDING 
CHILDREN 
BABE 
BOW 
MIGHT 
ARROW 
ARCHER 
MARK 
THOUGHTS 
HAND 
BOSOM 
DREAMS 
PATH 
 
 
 
 
 
 
 99 
2.3. LOOKING FOR REFERENCE – Volte ao texto e identifique a que ou a quem se referem os 
pronomes destacados nestes trechos: 
 
1 – ... and a woman who held a babe against her bosom ... 
2 – They are the sons and daughters of Life´s longing for itself. 
3 – They come through you … 
4 – You are the bows from which your children … 
5 – … and He bends you with His might … 
 
2.4. DISCOURSE MARKERS – Assinale a idéia expressa por cada um dos marcadores do discurso 
destacados nas frases abaixo. 
 
1 – And though they are with you yet they belong not to you. 
a) contraste, oposição de idéias b) conseqüência 
 
2 – And though they are with you yet they belong not to you. 
a) contraste, oposição de idéias b) tempo 
 
3 – You may give them your love but not your thoughts ... 
a) causa b) contraste, oposição de idéias 
 
4 – For they have their own thoughts. 
a) causa b) condição 
 
5 – For their souls dwell in the house of to-morrow, which you cannot visit, not even in your dreams. 
a) ênfase b) exemplificação 
 
6 – You may strive to be like them … 
a) oposição b) comparação; semelhança 
 
7 – You are the bows from which your children as living arrows are sent forth. 
a) forma, função, qualidade b) causa 
 
8 – ... He bends you with His might (so) that His arrows may go swift and far. 
a) acréscimo de idéias b) finalidade, objetivo 
 
9 – For even as He loves the arrow that flies, so He loves also the bow that is stable. 
a) comparação de igualdade b) condição 
 
Agora relacione os marcadores do discurso das frases acima com seus correspondentes em português. 
 
Marcador do discurso Frase 
COMO, IGUAL / IGUAIS A 
NEM MESMO 
MAS 
DE MODO QUE 
DA MESMA FORMA QUE 
EMBORA, APESAR DE QUE 
PORQUE, POIS 
COMO, NA FORMA DE 
NO ENTANTO 
 
 
 100 
2.5. IN OTHER WORDS – Encontre no texto a palavra ou expressão que tem o mesmo significado de 
cada palavra ou frase em destaque a seguir. 
 
1 – And although they are with you yet they do not belong to you. 
2 – … yet they are not yours. 
3 – Because they live in the house of to-morrow. 
4 – You may work hard to be similar to them, but do not try to make them similar to you. 
5 – Because life does not go backward and does not tarry with yesterday. 
6 – … and He bends you with His power so that His arrows may go fast and far. 
 
3. DETAILED COMPREHENSION 
 
3.1. LOOKING FOR SPECIFIC INFORMATION – Complete as frases com pais ou filhos e filhas, 
segundo as idéias apresentadas em Your Children Are Not Your Children. Identifique também a única 
afirmativa que não está de acordo com o texto. 
 
1 – ____________________ são produtos da grande vontade da Vida de se perpetuar. 
2 – Os ____________________ são instrumentos materiais da existência dos ____________________. 
3 – Os ____________________ são propriedades dos ____________________. 
4 – Os ____________________ têm seus próprios pensamentos. 
5 – O espírito dos ____________________ reside numa dimensão futura, à qual os __________________ 
não têm acesso, nem mesmo em sonhos. 
6 – Os ____________________ não devem pretender que os ____________________ sejam como eles. 
7 – Os ____________________ são os arcos de onde são lançados os ____________________ como 
setas vivas. 
 
TEXTO III - A Near Miss From Outer Space 
By LEON JAROFF 
 
Earth received a cosmic calling card last week. It arrived in the form of a huge rock, about 1,000 
ft. in diameter, that hurtled past the planet at 68,000 m.p.h. The asteroid, newly dubbed 2001 YB5, missed 
us by some 500,000 miles, about twice our distance from the moon. For astronomers, however, that was a 
hairbreadth, and a dramatic reminder that space is filled with debris that has devastated our planet in the 
past and could very likely to do so again. 
 Had 2001 YB5 been on target, says Donald Yeomans, a senior scientist at the Jet Propulsion 
Laboratory, it would have struck with the explosive force of some 4,000 megatons, enough to obliterate a 
major metropolitan center and the surrounding countryside. But what troubles most scientists is that the 
asteroid was detected only two weeks before it flew by. If it had been headed toward impact, those in the 
target area would have had barely enough time to write their wills. Eleanor Helin, whose Near-Earth 
Asteroid Tracking group discovered the asteroid, estimates that, on average, one object the size of 2001 
YB5 or larger passes close by annually; many such asteroids are undetected. Her goal, and that of the 
other asteroid hunters, is to identify the intruders, plot their orbits and predictpossible impacts further in 
advance. That might just provide enough time for measures to deflect or destroy the menace before 
catastrophe strikes. 
 
1. Relacione os valores numéricos encontrados no texto com as respectivas informações. 
 
1. 800.000 km _____ a. nome dado ao asteróide 
2. 300 m _____ b. distância aproximada entre a Terra e a Lua 
3. 2 semanas _____ c. força explosiva do hipotético impacto do asteróide com a Terra 
4. 4.000 megatons _____ d. velocidade com que o asteróide passou perto da Terra 
5. 110.000 km/h _____ e. tempo decorrido entre a descoberta e a passagem do asteróide 
6. 400.000 km _____ f. distância da Terra a que passou o asteróide 
7. 1.001 YB5 _____ g. diâmetro do asteróide 
 
 101 
 
2. Who said what? - Donald Yeomans e Eleanor Helin são cientistas citados no texto. Relacione as 
frases abaixo com cada um deles. 
 
1 – _______________ afirma que em média um asteróide do tamanho do 2001 YB5 ou ainda maior passa 
perto da Terra a cada ano. 
2 – _______________ estima que o impacto de um asteróide como o 2001 YB5 causaria a destruição 
total de uma grande cidade e da zona rural à sua volta. 
3 – _______________ identifica asteróides, traça suas órbitas e procura prever com antecedência 
possíveis impactos com nosso planeta. 
 
3 – Traduza os seguintes palavras e expressões. 
 
1 – a cosmic calling card ___________________________ 
2 – a huge rock ___________________________ 
3 – newly dubbed ___________________________ 
4 – a hairbreadth ___________________________ 
5 – hurtle (hurtled) ___________________________ 
6 – likely ___________________________ 
7 – target ___________________________ 
8 – obliterate ___________________________ 
7 – a major metropolitan center ___________________________ 
8 – the surrounding countryside ___________________________ 
9 – plot (v.) ___________________________ 
10 – further in advance ___________________________ 
11 – deflect (v.) ___________________________ 
12 – menace ___________________________ 
 
TEXTO IV – AN AMAZING STRING OF COINCIDENCES 
 
Coincidences can certainly fascinate us. Some of them may seem strange and irrational, but psychologists 
say there is a reasonable explanation for every coincidence. They insist that even the strangest 
coincidences can be explained by the mathematics of probabilities. For example, the destinies of 
Presidents Abrahan Lincoln and John F. Kennedy were linked by an amazing series of coincidences. 
 
1. Lincoln was first elected to Congress in 1846. Kennedy followed exactly 100 years later. 
2. Lincoln was elected President in 1860. Kennedy was elected President in 1960. 
3. Lincoln had a secretary whose name was Kennedy. Kennedy´s secretary was Evelyn Lincoln. 
4. Both Lincoln and Kennedy were assassinated by Southerners. 
5. Both were succeeded by Southerners. Their names were Andrew Johnson and Lyndon Johnson. 
6. Lincoln´s successor Andrew Johnson was born in 1808. He was a Southern Democrat and a 
member of the Senate. Kennedy´s successor Lyndon Johnson was born in 1908. He was also a 
Southern Democrat and a Senator. 
7. Both Lincoln´s and Kennedy´s assassins were known by three names. The names of both assassins 
contain 15 letters each. 
8. John Wilkes Booth, the man who killed Lincoln, was born in 1839, while Lee Harvey Oswald, 
Kennedy´s killer, was born in 1939. Both assassins were shot before they came to trial. 
9. Booth committed his crime in a theater and then ran to a barn. Oswald pulled the trigger on 
Kennedy from the window of a warehouse – and ran to a theater. 
10. Lincoln and Kennedy were both shot on a Friday, in the back of the head. Their wives were with 
them. 
11. Lincoln was shot in Ford´s Theater. Kennedy was shot in a car made by the Ford Motor Company 
– a Lincoln. 
 
 102 
 
1. LOOKING FOR SPECIFIC INFORMATION - Complete o quadro com as informações do 
texto. 
 
FATOS LINCOLN KENNEDY 
ANO DA ELEIÇÃO PARA O 
CONGRESSO 
 
ANO DA ELEIÇÃO PARA 
PRESIDENTE 
 
SOBRENOME DA SECRETÁRIA 
SOBRENOME DO SUCESSOR 
CARGO POLÍTICO E REGIÃO 
DE ORIGEM DO SUCESSOR 
 
ANO DE NASCIMENTO DO 
SUCESSOR 
 
REGIÃO DO PAÍS ONDE 
NASCEU O ASSASSINO 
 
NÚMERO DE NOMES DO 
ASSASSINO 
 
TOTAL DE LETRAS DO NOME 
DO ASSASSINO 
 
ANO DE NASCIMENTO DO 
ASSASSINO 
 
LOCAL DE ONDE O 
ASSASSINO ATIROU 
 
LOCAL PARA ONDE O 
ASSASSINO FUGIU 
 
DIA DA SEMANA EM QUE 
OCORREU O CRIME 
 
TIPO DE ARMA USADO NO 
CRIME 
 
PARTE DO CORPO DA VÍTIMA 
QUE FOI ATINGIDA 
 
LOCAL EM QUE SE 
ENCONTRAVA A VÍTIMA 
 
 
2. WORD STUDY 
 
Encontre no texto as seguintes palavras: 
 
1. Dois adjetivos de modo: um formado pelo adjetivo exact, outro pelo adjetivo certain. 
 
2. O substantivo da família do verbo to explain. 
 
3. O oposto do adjetivo rational. 
 
4. Usando o mesmo prefixo, dê o oposto de responsible e regular. Traduza os três adjetivos de 
sentido negativo. 
 
5. O substantivo da família de probable. No texto ele está no plural. Dê a forma singular. 
 
 103 
 
6. Usando o mesmo sufixo, dê o substantivo da família dos adjetivos possible e sensible. Traduza os 
três substantivos. 
 
7. O adjetivo da família do substantivo reason (razão). Traduza esse adjetivo. 
 
8. O substantivo derivado do verbo to kill, e que indica o autor da ação. Observe que nem sempre o 
sufixo que indica o autor da ação é –er, como em killer. Com alguns verbos, o sufixo que dá essa 
mesma idéia é –or. 
 
9. Qual dos substantivos abaixo aparece no texto? 
DIRECTOR – ACTOR – COLLECTOR – SUCCESSOR – DICTATOR 
 
10. O substantivo que significa “sulista, pessoa do sul”. Observe que ele vem do adjetivo southern, 
que por sua vez deriva de south. 
• Elis Regina was born in Porto Alegre, in the south. 
• Porto Alegre is one of the southern cities of Brazil. 
• Elis Regina was a Southerner. 
 
11. Agora complete as frases abaixo com a palavra adequada. 
NORTH – NORTHERN – NORTHERNER 
• Fafá is a _______________. 
• Fafá was born in Belém do Pará, in the _______________ of Brazil. 
• Belém is one of the _______________ cities of Brazil. 
 
12. Um adjetivo que é formado com dois afixos: um prefixo negativo e o sufixo correspondente a 
“-ável” ou “-ível”, em português. É sinônimo de amazing ou incredible. 
 
3. DISCOURSE MARKERS – Escolha a idéia expressa por cada um dos marcadores do discurso em 
destaque. Escolha entre : 
 
CONSEQÜÊNCIA – ÊNFASE – TEMPO – ACRÉSCIMO DE IDÉIAS – CONTRASTE – CAUSA 
 
1. These coincidences may seem unbelievable, and yet they´re all true! 
2. Both assassins were shot before they came to trial. 
3. Both Lincoln and Kennedy were assassinated by Southerners. 
4. They insist that even the strangest coincidences can be explained. 
5. Some of them may seem strange and irrational, but psychologists say that there is a reasonable 
explanation for every coincidence. 
 
Quais das idéias acima não estão presentes nas frases? 
Que idéia aparece em duas frases?