Learn and Share in English 1

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Amadeu Marques - Ana Carolina Cardoso
Learn and Share in English 1
Língua Estrangeira Moderna - Inglês - Ensino Médio
Manual do Professor
Amadeu Marques
Autor de diversos livros didáticos, paradidáticos, do Dicionário Amadeu Marques de Inglês-Português/ Português-Inglês e, mais recentemente, de Inglês para o Enem. Licenciado em Língua Inglesa pela Faculdade de Filosofia, Ciências e Letras da Universidade Federal do Estado do Rio de Janeiro. Certificado de Proficiência em Inglês pelas universidades de Michigan, Estados Unidos, e Cambridge, Inglaterra. Certificado de inglês falado e compreensão com grau de distinção no exame da Arels, Inglaterra. Curso de extensão na Regent School, Londres, e na EF (Education First), Cambridge.
Ana Carolina Cardoso
Doutora em Linguística Aplicada pela Universidade
Federal do Rio de Janeiro (UFRJ) e mestra em Linguística Aplicada pela mesma instituição. Especialista em Design Instrucional para a EaD Virtual pela Universidade Federal de Itajubá (Unifei-MG) e licenciada
em Letras Português-Inglês pela UFRJ. Professora de
língua inglesa do Colégio de Aplicação da UFRJ.
1ª edição
São Paulo - 2016
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Diretoria editorial: Lidiane Vivaldini Olo
Gerência editorial: Luiz Tonolli
Editoria de Língua Estrangeira e Arte: Mirian Senra
Edição: Caroline Santos, Danuza Dias Gonçalves e Barbara Manholeti (estag.)
Gerência de produção editorial: Ricardo de Gan Braga
Arte: Andréa Dellamagna (coord. de criação), Erik TS (progr. visual de capa e miolo), Leandro Hiroshi Kanno (coord. e edição), Letícia Lavôr (assist.), Lívia Vitta Ribeiro (assist.) e Tangente Design (diagram.)
Revisão: Hélia de Jesus Gonsaga (ger.), Rosângela Muricy (coord.), Gabriela Macedo de Andrade, Heloísa Schiavo e Luís Maurício Boa Nova; Brenda Morais e Gabriela Miragaia (estagiárias)
Iconografia: Sílvio Kligin (superv.), Denise Durand Kremer (coord.), Claudia Bertolazzi (pesquisa), Cesar Wolf e Fernanda Crevin (tratamento de imagem)
Ilustrações: Malena Flores
Foto da capa: Fallen Rainbow. Lisa Stokes/Shutterstock
Protótipos: Magali Prado
Direitos desta edição cedidos à Editora Ática S.A.
Avenida das Nações Unidas, 7221, 3º andar, Setor A
Pinheiros - São Paulo - SP - CEP 05425-902
Tel.: 40 03-30 61
www.atica.com.br / editora@atica.com.br
2016
ISBN 978850817991 6 (AL)
ISBN 978850817992 3 (PR)
Cód. da obra CL 713415
CAE 566181 (AL) / 566 182 (PR)
1ª edição
1ª impressão
Impressão e acabamento
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Marques, Amadeu
Learn and share in English : língua estrangeira moderna : inglês / Amadeu Marques, Ana
Carolina Cardoso. -- 1ª ed. -- São Paulo :
Ática, 2016.
Obra em 3 v.
1. Inglês (Ensino médio) I. Cardoso, Ana Carolina. II. Título.
16-01898 CDD-420.7
Índices para catálogo sistemático:
1. Inglês : Ensino médio 420.7
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APRESENTAÇÃO
Caros alunos
Este livro foi feito com muito cuidado para vocês e com muito respeito por vocês.
Nosso objetivo é ajudá-los a construir e ampliar o seu conhecimento não apenas de inglês - língua que desempenha um papel importante no mundo do trabalho, na área do desenvolvimento científico e acadêmico, na comunicação internacional, no acesso à informação e a diferentes culturas -, mas também de outras disciplinas e temas, igualmente relevantes.
Vocês serão convidados a explorar temas atuais, discutir, refletir e posicionar-se em relação a eles. são assuntos de diferentes esferas comunicativas integrados ao universo dos jovens, em constante diálogo com outras disciplinas do currículo escolar e importantes para a afirmação da cidadania. nos textos desta coleção, serão abordadas questões a respeito de saúde, meio ambiente, educação, tecnologia, arte, igualdade social, integridade moral, coragem e superação, amizade, amor, ética, sustentabilidade e diversidade cultural.
Em todas as Unidades, não só deste livro, mas de toda a coleção, vocês terão oportunidades de compartilhar seus saberes e conhecimentos, poderão manifestar opiniões, refletir criticamente quanto aos temas, trabalhar de forma colaborativa com os colegas, usar recursos tecnológicos para pesquisar e aprofundar esses saberes e conhecimentos, estender a abordagem e promover a conscientização a respeito de questões que envolvem a comunidade escolar e seu entorno.
Dessa forma, enquanto desempenham um papel ativo nas aulas de Inglês, vocês serão protagonistas da própria aprendizagem e da sua formação como cidadãos.
No trabalho com este livro vocês serão levados a desenvolver as habilidades de compreensão e produção escrita e oral de forma integrada. estudarão e produzirão textos de diferentes gêneros, fazendo uso da linguagem em diversas práticas sociais.
Hoje em dia, o conhecimento efetivo da língua inglesa abre portas no presente e caminhos para o futuro.
Desejamos a vocês um trabalho ao mesmo tempo eficiente, produtivo e prazeroso com esta coleção.
Agora, é só virar a página. Let's get started!
Os autores
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Conheça seu livro
Esta é uma coleção didática em três volumes, projetada para os anos letivos que compõem o Ensino Médio. Conheça as Unidades e seções que encontrará ao longo do livro:
Starter Unit
Nesta Unidade você resgata assuntos previamente estudados e prepara-se para os desafios do Ensino Médio, por meio de atividades que abordam diversos temas e tipos de texto.
Abertura de Unidades
Na página dupla de abertura, você é convidado a explorar o título da Unidade e uma imagem relacionada ao seu tema central.
Learning How to Learn
Em Learning How to Learn você desenvolve estratégias para aprimorar o seu desempenho escolar e a aprendizagem de língua inglesa.
Let's Start
Ao realizar as atividades desta seção, você ativa seu conhecimento prévio e explora o vocabulário a respeito do assunto que será abordado na Unidade.
Reading
Nesta seção você explora o texto principal da Unidade, fazendo inferências, identificando sua ideia central e informações específicas, estabelecendo relações entre o texto lido e a sua realidade, refletindo e se posicionando criticamente a respeito dele.
More Food for thought
Nesta seção você explora um texto que retoma o assunto abordado no texto principal, faz associações entre eles e expressa suas opiniões a respeito do tema.
Word Study
Aqui você estuda o vocabulário de forma contextualizada.
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Pronunciation Tips
Nesta seção você estuda a pronúncia, acentuação e entonação de palavras e de expressões presentes nos textos na Unidade.
Language Study
Em Language Study você estuda aspectos gramaticais de forma contextualizada a fim de compreender mecanismos de uso da língua inglesa.
Let's Practice
Nesta seção você realiza atividades que focalizam aspectos gramaticais da língua inglesa de forma contextualizada.
Speaking
Nesta seção você interage com colegas de turma, produzindo diferentes tipos de textos orais relacionados ao seu cotidiano e ao tema da Unidade.
Listening
Nesta seção você é levado a compreender diferentes tipos de textos orais e discutir os assuntos abordados neles.
Writing
Nesta seção você produz diferentes tipos de textos escritos, a partir da observação daqueles explorados na Unidade.
Think About It
Aqui você explora outro texto relacionado ao tema da Unidade, reflete e discute a respeito dele, relacionando o assunto em destaque com a sua realidade.
Self-Assessment
Neste momento você reflete acerca do seu aprendizado por meio de um questionário.
Keep exploring
Em Keep Exploring você aprofunda a compreensão de temas relacionados à Unidade com sugestões de filmes, livros, canções, vídeos e sites.
Check Your english
Nesta Unidade você revisa assuntos estudados a cada quatro Unidades e se prepara para o Exame Nacional do Ensino Médio com a seção De Olho no Enem.
Project
Aqui você desenvolve um projeto interdisciplinar em grupo, debate com os colegas acerca de temas abordados nas Unidades e se envolve em questões referentes à comunidade escolar e seu entorno.
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Contents
Starter Unit - Getting Started, p. 10
FONTE:Sam Edwards/Getty Images
Unit 1 - Be Healthy, Be Happy!
Interconnection: Physical Education
Life Skills: The Importance of Having a Healthy Lifestyle
Let's Start, p. 20
Healthy Habits
Reading, p. 21
Eating Tips for Teenagers
Word Study, p. 23
Transparent Words
The Suffix -ly
Language Study, p. 24
Imperatives
Listening, p. 28
Exercise and the Brain
Speaking, p. 29
Giving and Asking for Advice
Writing, p. 30
Producing a Poster
Unit 2 - What's Happening?
Interconnections: Geography and Biology
Life Skills: Taking Care of Our Planet
Let's Start, p. 34
Environmental Problems and Natural Disasters
Reading, p. 35
Climate Change: Learn the Basics
Word Study, p. 37
The Suffix -er
Language Study, p. 38
Present Continuous
Writing, p. 42
Headlines
Listening, p. 43
Climate Summit Speech
Speaking, p. 45
Actions to Help the Planet
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Unit 3 - It Opens Doors to Freedom
Interconnections: Sociology and History
Life Skills: The Importance of Education
Let's Start, p. 50
Education
Reading, p. 51
I Am Malala - A Review
Word Study, p. 54
Reference Words
Discourse Markers
Language Study, p. 55
Simple Present
Adverbs of Frequency
Speaking, p. 60
Study Habits
Listening, p. 60
Malala's Speech
Writing, p. 62
The Importance of Education
Unit 4 - Do You Like Your World?
Interconnections: Sociology and Geography
Life Skills: Speaking Up about Global Issues
Let's Start, p. 66
Priorities in Your Life, School and Community
Reading, p. 67
My World: The United Nations Survey for a Better World
Word Study, p. 70
The Suffixes -ation, -ution and -able
Among or Between?
Language Study, p. 72
Question Words
Simple Present and Present Continuous
Writing, p. 76
A Survey for a Better School
Speaking, p. 76
Interviewing People
Listening, p. 77
Interview with a Diplomat
Check Your English 1, p. 80
Project 1 Improving My School and Neighborhood, p. 85
FONTE: elnavegante/Shutterstock
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Unit 5 - They Overcame Their Obstacles
Interconnection: Portuguese
Life Skills: Social Inclusion of People with Disabilities
Let's Start, p. 88
People with Disabilities
Reading, p. 89
Helen Keller: Crusader for the Blind and Deaf
Word Study, p. 92
Words in Context
False Cognates
Language Study, p. 93
Possessive Adjectives
Reflexive Pronouns
Could and Could not
Simple Past
Listening, p. 100
Documentary about Ray Charles
Speaking, p. 101
Someone You Admire
Writing, p. 101
A Person's Profile
Unit 6 - She Was Keeping a Diary to Stay Alive
Interconnection: History
Life Skills: The Value of Friendship
Let's Start, p. 106
Friendship
Reading, p. 107
The Diary of a Young Girl
Word Study, p. 111
Emphatic Use of Do
Discourse Markers
Language Study, p. 112
Past Continuous
Listening, p. 115
Podcast about Friendship
Speaking, p. 116
Moments in Your Life
Writing, p. 117
An Online Diary Entry
FONTE: Rawpixel.com/Shutterstock
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Unit 7 - The Old Man Had Gone Eighty-Four Days without Taking a Fish
Interconnection: Literature
Life Skills: Planting the Seeds of Reading Fiction
Let's Start, p. 122
Reading Fiction
Reading, p. 123
The Old Man and the Sea
Word Study, p. 126
False Cognates
The Suffix -ing
Language Study, p. 127
Personal Pronouns
Relative Pronouns
Past Perfect
Listening, p. 131
A Video about the Top 20th Century Novels
Speaking, p. 132
Inviting a Friend to Watch a Movie
Writing, p. 133
A Book Synopsis
Unit 8 - I'm Going to Be a Scientist
Interconnections: Biology, Physics, Chemistry
Life Skills: Science in Daily Life
Let's Start, p. 138
Fields of Science
Reading, p. 139
Sixteen-Year-Old Student Turns Banana Peels
into Bioplastic
Word Study, p. 141
False Cognates
The Suffix -ing
Synonyms
A Compound Adjective
Phrasal Verbs and Expressions
Language Study, p. 143
Simple Future
Writing, p. 146
A Science Fair Project
Listening, p. 147
Interview with Teenage Scientists
Speaking, p. 149
Future Plans and Predictions
Check Your English 2, p. 152
Project 2: Reusing Food Scraps - Food Festival, p. 159
Grammar Reference, p. 160
Irregular Verbs, p. 167
False Cognates, p. 173
Glossary, p. 175
Index, p. 183
Bibliography, p. 184
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STARTER UNIT
Nesta Unidade Introdutória você vai:
- Discutir a respeito de diferentes temas relevantes;
- Aplicar estratégias de leitura essenciais para a compreensão textual;
- Explorar textos de diferentes gêneros.
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Atenção professor: Nesta Unidade Introdutória são apresentados diversos temas de relevância e interesse dos alunos, abordados de forma contextualizada em textos de vários gêneros em que eles deverão aplicar algumas estratégias de leitura essenciais para a compreensão textual. Ao longo do livro os alunos deverão aplicar essas estratégias em diversos momentos. Na seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor, você poderá saber mais a respeito das estratégias trabalhadas. Explore-as com a turma nesta Unidade Introdutória e sempre que julgar necessário ao longo do ano. Todas as questões aqui apresentadas estão em português para que os alunos se sintam mais seguros e confiantes na passagem para o Ensino Médio. Procure engajá-los nas interações e discussões durante a realização das atividades e nos momentos de verificação delas para que eles se sintam mais à vontade com a língua inglesa, já que, a partir da Unidade 1, a maioria das atividades propostas será em inglês. Fim da observação.
Getting Started
FONTE: Sam Edwards/Getty Images
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1. Observe a imagem abaixo e o texto que a acompanha. Em seguida, responda às perguntas em seu caderno.
FONTE: Available at: www.panthera.org. Accessed on: August 26, 2015. CRÉDITOS: Reprodução//foto: Phillip J. Briggs
Atenção professor: Comente com os alunos que, para entender a ideia principal do texto, eles devem associar a mensagem à imagem. Peça que prestem atenção aos cognatos ou palavras transparentes (como curiosity), observem a fonte do texto (que nesse caso é de um site com extensão .org, o que indica que é de uma organização) e identifiquem palavras-chave (como killing). Ative o conhecimento de mundo deles para que criem hipóteses a respeito do texto, perguntando, por exemplo, que tipo de preocupação em relação aos animais, em especial os que aparecem na imagem, uma organização (não governamental) pode ter. Fim da observação.
a) Qual é a ideia principal dessa mensagem?
Resposta: Que algo mais ameaçador do que a curiosidade está matando esses felinos.
b) A mensagem faz referência indireta a qual destes provérbios?
Atenção professor: Comente com os alunos que o fato de a mensagem da campanha fazer alusão a outro texto (nesse caso, a um provérbio bastante conhecido) é uma forma de chamar a atenção do leitor. Esse caso é um exemplo de intertextualidade. Fim da observação.
- After dark all cats are leopards.
- Curiosity killed the cat.
- When the cat is away the mice will play.
- A cat is a lion in a jungle of small bushes.
- A cat may look at a king.
- An old cat will not learn how to dance.
Resposta correta: Curiosity killed the cat.
c) Uma das formas verbais que aparecem na mensagem corresponde a uma das definições abaixo. Qual é essa forma verbal e qual é a sua definição correta?
- Stopping a certain activity.
- Making someone feel a lot of pain.
- Causing a person or an animal to die.
- Stopping life all around.
- Feeling pain in a part of your body.
Resposta correta: Causing a person or an animal to die.
Resposta: Killing; causing a person or an animal to die.
d) No trecho "what is killing these cats", encontramos um exemplo de uso de um tempo verbal para expressar algo que
- acontece habitualmente, no presente.
- costumava acontecer.
- está acontecendo no momento.
- aconteceu repetidas vezes no passado.
Resposta correta: está acontecendo no momento.
e) Encontre na mensagem um sinônimo de discover.
Resposta: Find out
f) Qual é o objetivo da mensagem?
Resposta: Conscientizar as pessoas acerca da ameaça a esses animais, fazendo com que elas acessem o site www.panthera.orge se posicionem quanto ao problema.
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2. A influência das cores dos alimentos vai muito além do apelo visual que elas possam ter. Cada cor identifica um nutriente específico presente nos alimentos e que é bom para a saúde. Observe a imagem abaixo e, com base nas informações nela contidas, responda às perguntas a seguir em seu caderno.
FONTE: Available at: www.wellnesstoday.com/nutrition/eat-your-colors-for-optimal-health. Accessed on: June 20, 2015. CRÉDITOS: Reprodução/www.wellnesstoday.com
Atenção professor: Comente com os alunos que eles deverão fazer uma leitura rápida para localizar informações específicas. Incentive-os a fazer associações entre as imagens e os vocábulos, muitos dos quais são transparentes. Fim da observação.
Que alimentos devemos comer para
a) viver mais?
Resposta: Alimentos de cor roxa.
b) fortalecer o sistema imunológico?
Resposta: Alimentos de cor branca.
c) manter o coração saudável?
Resposta: Alimentos de cor vermelha.
Atenção professor: Os alunos podem também dar exemplos de outros alimentos. Fim da observação.
3. Observe a imagem, leia a legenda e responda às perguntas.
LEGENDA: Terezinha Guilhermina of Brazil, the world's fastest blind sprinter, and guide Guilherme Soares de Santana cross the line to win gold in the women's 100 m T 11 Final at the London 2012 Paralympic Games.
FONTE: Adapted from: www.paralympic.org/terezinha-guilhermina. Accessed on: June 20, 2015. CRÉDITOS: Michael Steele/Getty Images
Atenção professor: Peça aos alunos que observem a imagem, pois ela os ajudará a compreender o texto da legenda. Há também muitas palavras transparentes em que podem se apoiar. Outras podem ser inferidas pelo contexto e com o auxílio da imagem (blind, sprinter, cross the line). Lembre a eles de que a observação dos detalhes da imagem e da comunicação não verbal é essencial neste caso. Fim da observação.
a) Quem é Terezinha Guilhermina?
Resposta: Atleta paralímpica brasileira, a velocista com deficiência visual mais rápida do mundo.
b) Quem é Guilherme Soares de Santana?
Resposta: O guia de Terezinha, que corre junto a ela.
c) Em que momento a foto foi tirada?
Resposta: Quando eles cruzavam a linha de chegada da corrida.
d) Em sua opinião, por que os Jogos Paralímpicos são importantes?
Resposta pessoal.
Sugestão: Porque são uma grande demonstração de cidadania, igualdade e superação.
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4. Leia o texto abaixo e indique no caderno as alternativas que respondem à pergunta que segue o texto.
FONTE: DAY, T. et al. The Incredible Journey to the Edge of the Universe. New York: Barnes & Noble Books, 1996. p. 5. CRÉDITOS: Triff/Shutterstock
Resposta: Para obter informações específicas, peça aos alunos que observem as palavras que se repetem, os números e as palavras transparentes. Destaque que eles não precisam saber o significado de todas as palavras para responder às questões. Ao verificar a atividade, pergunte-lhes quais trechos do texto os ajudaram a chegar às respostas. Essa é uma forma de os alunos compartilharem suas próprias estratégias de leitura.
Que informações são mencionadas no texto? Transcreva, no seu caderno, todas as alternativas cabíveis.
- O que constitui o Universo.
- Quantas galáxias existem no Universo.
- Há quanto tempo o Universo teve origem.
- O que vai acontecer com o Universo no futuro.
Respostas corretas: Quantas galáxias existem no Universo; Há quanto tempo o Universo teve origem.
5. Lao Tzu, também conhecido como Lao Zi, foi um mítico filósofo chinês que viveu aproximadamente no século VII ou VI a.C. Qual é a ideia principal expressa no pensamento abaixo, do referido filósofo?
FONTE: Available at: www.quotesvalley.com/quotes/future/page/14. Accessed on: June 20, 2015. CRÉDITOS: Mikadun/Shutterstock
Resposta: Se quisermos viver em paz (de espírito), devemos viver no presente (sem nos deprimirmos por causa do passado nem ficarmos ansiosos pelo futuro).
Atenção professor: Peça aos alunos que observem as palavras-chave para entender a ideia central da mensagem. Neste caso, chame a atenção deles para o fato de que as três frases têm a mesma construção, e que eles devem observar as palavras destacadas, além das relações entre elas (depressed - past, anxious - future, peace - present). Fim da observação.
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6. Leia a tirinha abaixo e responda às questões seguintes em seu caderno.
FONTE: Available at: http://adsoftheworld.com/media/print/kab_week_litter_launch_2. Accessed on: June 20, 2015. CRÉDITOS: Reprodução/http://adsoftheworld.com
a) A organização australiana que criou essa tirinha preocupa-se com
- o meio ambiente.
- a educação formal.
- o trabalho infantil.
Resposta correta: o meio ambiente.
b) Transcreva a alternativa incorreta em relação aos fatos apresentados na tirinha.
- Uma lata de alumínio leva mais de um milhão de anos para se decompor.
- Uma garrafa de plástico leva quatrocentos e cinquenta anos para se decompor.
- Das nações do mundo inteiro, os australianos são os maiores produtores de lixo.
- Aproximadamente um milhão de aves marinhas morrem a cada ano por causa do lixo nos oceanos.
- Aproximadamente 18 mil pedaços de lixo plástico podem ser encontrados em cada quilômetro quadrado dos nossos oceanos.
- Os australianos produzem anualmente uma quantidade de lixo suficiente para cobrir o estado de Victoria.
- Cada família australiana produz uma quantidade de lixo suficiente para encher uma casa de três quartos.
Resposta correta: Das nações do mundo inteiro, os australianos são os maiores produtores de lixo.
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7. O cartum abaixo aborda, em tom irônico, um problema típico dos tempos modernos. A professora ouve uma estudante que
FONTE: Available at: www.glasbergen.com/wp-content/gallery/education-technology/toon395.gif. Accessed on: August 29, 2015. CRÉDITOS: Randy Glasbergen/Acervo do cartunista
Atenção professor: Oriente os alunos a observar as relações entre a linguagem verbal e a não verbal no caso de cartuns e tirinhas. Recomende que se apoiem nos cognatos ou nas palavras transparentes (no caso, ecology e textbook). Verifique se a turma tem conhecimento de outras palavras importantes para o entendimento do cartum, como print, dead, trees. Fim da observação.
- não entendeu a explicação que ela deu na última aula.
- pede a ela que lhe explique uma flagrante incoerência envolvendo o ensino de ecologia e o desmatamento.
- pede a ela novas explicações a respeito do uso do papel de imprensa para a produção de livros didáticos em geral.
- pede a ela que lhe explique por que os livros de ecologia não impedem a morte de árvores.
Resposta correta: pede a ela que lhe explique uma flagrante incoerência envolvendo o ensino de ecologia e o desmatamento.
8. Leia o texto abaixo e, em seu caderno, faça as atividades a seguir.
The Land by the Nile
FONTE: Reprodução/Yale University Press
Here - as I promised - History begins. With a when and a where. It is 3 100 BC (that is, 5, 100 years ago), when, as we believe, a king named Menes was ruling over Egypt. If you want to know exactly where Egypt is, I suggest you ask a swallow. Every autumn, when it gets cold, swallows fly south. Over the mountains to Italy, and on across a little stretch of sea, and then they're in Africa, in the part that lies nearest to Europe. Egypt is close by.
GOMBRICH, E. H. A Little History of the World. New Haven: Yale University Press, 2008. p. 10.
Resposta: Muitas vezes é possível aplicar mais de uma estratégia de leitura para resolver questões de compreensão textual. No caso deste texto, apesar de ele ter apenas um parágrafo, é possível aplicar diversas estratégias de leitura que já foram trabalhadas nas atividades anteriores, como Making Predictions, Skimming, Scanning e Making Inferences.
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a) Segundo o trecho, em que terra, região ou país a História começa?
Resposta: Na terra junto ao Nilo./Na África, na parte que fica mais próxima à Europa./Na terra das pirâmides./No Egito.
Atenção professor: Convide os alunos a formular hipóteses a respeito do assunto do texto, a fazer previsões observando o título,a ilustração, o uso repetido de cognatos e palavras-chave (Egypt aparece três vezes no texto) e a ativar o conhecimento de História para encontrar a resposta à questão. Fim da observação.
b) A essência do texto, a sua informação principal (não os detalhes) é
- quando e onde a História tem início.
- o nome do rei que governava o Egito na época.
- atender à promessa feita pelo autor.
Resposta correta: quando e onde a História tem início.
Atenção professor: Oriente os alunos a fazer uma leitura superficial, sem se preocupar com os detalhes, apenas para compreender a ideia central. Fim da observação.
c) Em que data a História começou?
Resposta: No ano de 3.100 a.C.
Atenção professor: Para responder a esta questão, os alunos devem ler o texto rapidamente com o objetivo de localizar informações específicas. No caso, observando especialmente as datas e os números. Fim da observação.
d) Em seu estilo descontraído, como se estivesse em conversa com o leitor, o autor sugere a ele que pergunte algo a uma andorinha. Qual seria essa pergunta, o que essa andorinha poderia mostrar ao leitor?
Resposta: Onde exatamente fica o Egito? Mesmo desconhecendo que swallow significa 'andorinha', é possível, pelo contexto, saber que se trata de um pássaro (swallows fly south); e, porque os pássaros voam, é possível inferir que eles poderiam mostrar ao leitor onde fica o Egito.
LEARNING HOW TO LEARN
Atenção professor: Momento para o aluno refletir a respeito de sua própria aprendizagem e de como desenvolver estratégias para melhorar seu desempenho. Fim da observação.
1. Discuss the following questions with a classmate.
a) Do you have a study routine?
Personal answer.
b) Where do you usually study?
Possible answer: in my bedroom, in the library, in the living room.
c) When do you usually study?
Possible answer: in the morning, in the afternoon, in the evening.
2. Read the following extracts from websites. Think about it: How can you develop or improve your study routine? Talk to a classmate about that.
Atenção professor: Discuta com os alunos ideias para que eles possam desenvolver rotinas de estudo. Se julgar conveniente, liste na lousa, com a contribuição deles, dicas para melhorar essa rotina. Peça então que leiam o texto e, ao final, que comparem suas dicas com as indicadas no texto. Fim da observação.
Pick a Place and a Time
Everyone has their own idea about the best place and time to study. Whether it's your bedroom at night or the library after school, find a study space and a regular study time that works for you and stick with it.
Set up your Study Space - Your study space should be quiet, comfortable and distraction-free. [...]
Find your Best Time - Some people work better in the morning. Others work better at night. Work out which time suits you and plan to study then. Don't study much later than your usual bedtime - pushing yourself late at night can make you too tired to study properly.
Available at: www.youthcentral.vic.gov.au/studying-training/studying-tips-resources/top-10-study-tips. Accessed on: August 15, 2015.
Discover Your Learning Style
Most of us have a preferred way of learning. Get to know your learning style and study in the ways you learn best.
Auditory learners learn by listening. If you're an auditory learner you could try reading your notes aloud and discussing them with other people. [...]
Visual learners learn by seeing. If you're a visual learner you could use colours in your notes and draw diagrams to help represent key points. You could try to remember some ideas as images.
Tactile/kinesthetic learners learn by doing. If you're a tactile/kinesthetic learner you could use methods like role-playing or building models to revise key points.
Available at: www.youthcentral.vic.gov.au/studying-training/studying-tips-resources/top-10-study-tips. Accessed on: December 15, 2015.
Personal answer.
3. Now discuss the following questions with one of your classmates.
a) What is your learning style?
b) What can you do to improve the way you study?
Personal answers.
18
UNIT 1 - Be Healthy, Be Happy!
Nesta Unidade você vai:
- Refletir a respeito de hábitos saudáveis;
- Compreender e usar o modo Imperative;
- Explorar e produzir pôsteres com dicas de saúde;
- Relacionar os conteúdos à disciplina de Educação Física.
19
FONTE: Macrovector/Shutterstock
Atenção professor: Peça aos alunos que observem a imagem e proponha as perguntas abaixo para toda a turma. Neste momento, busca-se engajar todos na discussão e levantar o conhecimento prévio deles a respeito do assunto que será abordado na Unidade. A discussão pode ser feita em inglês ou em português, a seu critério. Fim da observação.
Observe the online poster below and discuss the following questions with your classmates.
a) The image gives us nine tips for a better life. Of those nine tips, how many do you follow? Which one(s)?
b) Which one(s) do you consider most important? Why?
Personal answers.
c) Which of those tips is related to food?
Possible answer: eat healthy.
d) Which of them is the most romantic?
Possible answer: love often.
Atenção professor: Peça aos alunos que observem as figuras e as palavras cognatas da imagem, pois elas podem auxiliar na compreensão do sentido de cada frase. Fim da observação.
20
LET'S START
Atenção professor: Nesta seção são propostas atividades que visam levantar o conhecimento prévio do aluno e apresentar o vocabulário relacionado ao tema da Unidade. Fim da observação.
1. Look at the pictures below. They show some common everyday habits. Then read the tips about those habits and match them to the pictures.
a) Take a walk.
b) Have a balanced diet.
c) Stretch.
d) Drink water.
e) Skip meals.
f) Sleep eight hours a day.
FONTE: wavebreakmedia/Shutterstock
FONTE: science photo/Shutterstock
FONTE: michaeljung/Shutterstock
FONTE: Anetlanda/Shutterstock
FONTE: Hung Chung Chih/Shutterstock
FONTE: Valentyn Volkov/Shutterstock
Resposta: a) 4); b) 6); c) 1); d) 2); e) 3); f) 5)
2. Good habits, bad habits' Which of those habits do you have? Talk to a classmate about that. Take turns, asking and answering the questions below.
Atenção professor: Peça aos alunos que discutam as questões acima com um colega. Oriente-os a se revezar, fazendo perguntas e respondendo-as, se possível, em inglês. Fim da observação.
a) Which of those habits are considered good?
Resposta: Stretch, drink water, take a walk, sleep eight hours a day, have a balanced diet.
b) Which of them is considered bad?
Resposta: Skip meals.
c) How many of those habits do you have?
Personal answer.
d) Is it time to change some of your habits?
Personal answer.
3. Having a healthy mind as well as a healthy body is very important. In your notebook, write down the activities you consider good for the mind. Then compare your answers with a classmate.
Box:
Read books. - Worry a lot. - Work. - Relax. - Have negative thoughts. - Chat with friends. - Watch a movie. - Listen to music. - Eat healthy.
End of box.
Personal answers.
4. Do you do the activities you chose in activity 3? Are they good for the mind, in your case? Do they make you feel happy? Why (not)? Exchange your ideas with a classmate.
Personal answers.
21
READING
BEFORE YOU READ
Atenção professor: Com as atividades a seguir o aluno prepara-se para a leitura, levantando seu conhecimento prévio e criando hipóteses a respeito do texto. Fim da observação.
Take a look at the text below. Use your notebook to write down the right options about it. Select them from the words or frases in bold.
a) The text is from a government's website/blog/social network.
Words in bold: government's website/blog/social network.
Resposta: government's website
b) The text is for adults/parents/adolescents.
Words in bold: adults/parents/adolescents.
Resposta: adolescents
c) The text is about exercising daily/eating well/worrying less.
Words in bold: exercising daily/eating well/worrying less.
Resposta: eating well
Atenção professor: Comente com osalunos que observar o título e o formato do texto é uma estratégia de leitura importante, pois nos ajuda a identificar rapidamente de onde vem o texto, seu gênero e a levantar hipóteses quanto ao assunto principal. Para saber mais a respeito de Exploring the Title and the Format, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
AS YOU READ
Atenção professor: Nesta seção é apresentado o texto principal, abordando temas que contribuem para a ampliação de conhecimento de mundo do aluno e lhe dão a oportunidade de refletir e se posicionar criticamente. Fim da observação.
Now read the text and do the following activities.
Eating Tips for Teenagers
Good nutrition is essential for everyone, but it's especially important for growing teenagers. Unfortunately, many Australian teenagers have an unbalanced diet.
It may require some effort to change your eating habits, but even a few simple changes will make a huge difference. You'll feel better and may find managing your weight easier. [...]
Eating Tips to Improve your Diet
Small changes can make a big impact:
- Cut back on sugary drinks like soft drinks and energy drinks. Water is the healthiest drink - try adding a slice of lemon, lime or orange for flavour.
- Keep a fruit bowl stocked at home for fast and low-kilojoule snacks.
- Eat breakfast every day so you're less likely to snack on junk food at morning tea. [...]
- Don't skip lunch or dinner either.
- Reduce the size of your meals.
- Don't add salt to your food.
- Don't eat high-fat foods every time you visit a fast food outlet with your friends. Many of the popular fast food chains now have healthier food choices on the menu.
FONTE: Available at: www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Eating_tips_for_teenagers?open. Accessed on: August 11, 2015. (Fragment). FONTE: Reprodução/www.betterhealth.vic.gov.au
General Comprehension
Atenção professor: Em General Comprehension desenvolve-se a capacidade do aluno de compreender a essência do texto. Fim da observação.
Choose one of the options below and transcribe it in your notebook. The text gives Australian teenagers some important tips on how to
- have a balanced diet.
- skip breakfast and be healthy.
- be a health food freak.
- eat well at fast food outlets.
Resposta correta: have a balanced diet.
Atenção professor: Para saber mais a respeito de Skimming, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
Observação: Flavour is the spelling used in the UK (United Kingdom), AU (Australia) and in most other countries which are former British colonies (India, South Africa, Nigeria, Kenya, Jamaica, etc.). Flavor is the spelling used in the USA. Fim da observação.
22
Detailed Comprehension
Atenção professor: Em Detailed Comprehension desenvolve-se a capacidade do aluno de extrair informações específicas e estabelecer relações entre as ideias apresentadas no texto. Fim da observação.
1. Read the sentences below and decide which of them is a Healthy Habit (HH) or an Unhealthy Habit (UH), according to the text on page 21. Write the answers in your notebook.
a) Add a lot of salt to your food.
Resposta: UH
b) Eat less.
Resposta: HH
c) Snack on junk food.
Resposta: UH
d) Don't skip breakfast.
Resposta: HH
e) Eat a lot of fruit.
Resposta: HH
f) Don't drink much water.
Resposta: UH
g) Eat some fruit instead of some cake.
Resposta: HH
h) Reduce soft drink consumption.
Resposta: HH
i) Don't skip dinner.
Resposta: HH
Atenção professor: Explore com os alunos as afirmações acima, antes de eles realizarem a atividade. Oriente-os a ler o texto de forma direcionada para respondê-las. Circule pela sala enquanto fazem a atividade e auxilie-os em caso de dúvidas. Eles podem fazer as atividades em duplas, mas, se for mais conveniente, deixe-os fazer individualmente. Incentive-os a partilhar as respostas com um ou dois colegas antes da verificação geral. Para saber mais a respeito de Scanning, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
2. Answer Yes or No and transcribe the passages from the text that justify your answer.
a) Is eating well important for young people?
Resposta: Yes. "Good nutrition is essential for everyone, but it's especially important for growing teenagers.".
b) Do Australian teenagers follow a healthy diet?
Resposta: No. "Unfortunately, many Australian teenagers have an unbalanced diet.".
c) Is it easy to change a person's eating habits?
Resposta: No. "It may require some effort to change your eating habits [...]."
3. Scan the text again to find the specific information below. Write down the answers in your notebook.
a) Name two other meals besides breakfast.
Resposta: Lunch, dinner, morning tea;
b) Name two sugary drinks.
Resposta: Soft drinks, energy drinks;
c) Name a white substance that is added to food to improve its flavor.
Resposta: Salt
d) Name three citrus fruits.
Resposta: Lemon, lime, orange
e) Name the healthiest drink of all.
Resposta: Water
f) Name a general expression for unhealthy food.
Resposta: Junk food
Project
This activity's content could be useful for Project 1, on page 85. You may start taking notes and developing your ideas about it.
Atenção professor: Comente com os alunos que eles já podem começar a pensar em ideias para o Project 1. Vá até a página 85 e explique-lhes brevemente o projeto. Fim da observação.
4. Identify the characteristics you find in the text (more than one option is possible). Then exchange your answers with a classmate.
- The text tells us a story.
- The main objective of the text is to persuade the readers to change their habits.
- It gives us some ideas and advice on something.
- The author expresses her/his opinion clearly.
- The language is extremely informal.
Resposta correta: The main objective of the text is to persuade the readers to change their habits; It gives us some ideas and advice on something; The author expresses her/his opinion clearly.
Atenção professor: O objetivo desta atividade é levar os alunos a perceber como o texto está escrito e qual é o tipo de linguagem utilizada nele. Discuta os itens acima e faça a verificação a partir das justificativas dadas por eles a respeito de como chegaram às respostas, exemplificando com trechos do texto. Fim da observação.
AFTER YOU READ
Atenção professor: Nesta seção são trabalhadas questões que levam o aluno a assumir uma postura crítica em relação ao assunto tratado no texto. Fim da observação.
Discuss the following questions in groups. Share your ideas with your classmates.
a) Do you have a healthy diet? Can you describe it?
b) Do you eat a lot of fruit and vegetables?
c) Do you also eat a lot of junk food?
d) Are there any fast food outlets in your neighborhood? How often do you visit them?
e) Would you like to change your eating habits? Do you think you can do it?
f) Do you think the eating tips offered in the text are important? What other tips can you add?
Personal answers.
Atenção professor: Esta atividade de pós-leitura é um momento de discussão e reflexão a respeito do texto e do assunto nele abordado. Peça aos alunos que discutam as questões em pequenos grupos, em inglês ou em português, a seu critério. Após alguns minutos, expanda a discussão para toda a turma e verifique o posicionamento dos alunos a respeito do assunto em questão. Como extensão, pode-se discutir o vínculo entre boa alimentação, peso e saúde, pois nem sempre uma pessoa considerada magra tem uma dieta saudável. Fim da observação.
23
MORE FOOD FOR THOUGHT
Atenção professor: Nesta seção é apresentado um texto para ampliar a discussão e a reflexão por parte do aluno a respeito do tema da Unidade e levá-lo a fazer associações com o tema do texto principal. Fim da observação.
Do you recognize the man in the photo? Gandhi's full name was Mohandas Karamchand Gandhi, but he was popularly known as Mahatma Gandhi. Read thisquote from him. Then answer the questions about it.
"Keep your thoughts positive because your thoughts become your words.
Keep your words positive because your words become your behavior.
Keep your behavior positive because your behavior becomes your habits.
Keep your habits positive because your habits become your values.
Keep your values positive because your values become your destiny."
Mohandas Karamchand Gandhi (1869-1948)
FONTE: Available at: www.notable-quotes.com/g/gandhi_mahatma.html. Accessed on: August 11, 2015. CRÉDITOS: Dinodia Photos/Getty Images
1. In your notebook, write down a sequence of key facts about your life, according to Gandhi's words. Start with Positive thoughts.
Atenção professor: Oriente os alunos a encontrar as palavras-chave, de acordo com a importância das ações na vida das pessoas, na ordem em que aparecem no texto. Depois eles devem responder às perguntas e partilhar as respostas com um colega. Fim da observação.
Resposta: Positive thoughts; positive words; positive behavior; positive habits; positive values; destiny
2. Discuss the following questions with a classmate.
Atenção professor: Essa discussão poderá ser feita em português ou em inglês, a seu critério. Destaque que essa atividade objetiva a reflexão crítica acerca do texto para considerar (ou não) novos pontos de vista e assim melhorar a qualidade de vida de todos. Fim da observação.
a) Do you agree with Gandhi's words? Why (not)?
b) Do you think those tips are easy or difficult to follow? Justify your answer.
Personal answers.
3. After reading the text, how much do you know about Gandhi? Do some research and talk to your classmates and your teacher about him.
Personal answer.
Atenção professor: Como tarefa para casa, os alunos podem fazer a pesquisa na internet ou em livros. Os resultados da pesquisa podem ser apresentados oralmente durante a aula ou por escrito - sendo expostos no mural da sala, por exemplo -, a seu critério. Fim da observação.
Observação: Mahatma means "Great Soul", in Hindi. Gandhi received that name from one of India's greatest poets, Rabindranath Tagore, who was Gandhi's close friend. Fim da observação.
WORD STUDY
Atenção professor: Nesta seção são abordadas questões que destacam alguns aspectos lexicais encontrados no texto. Fim da observação.
Transparent Words
Transparent words (or cognates) are words, in different languages, that have the same origin and a similar form and meaning. The English word diet, for example, is cognate with the Portuguese word dieta.
Find at least ten transparent words in the text on page 21. Can you spot more than that? Trade answers with a classmate and then discuss the questions that follow.
Atenção professor: Explique aos alunos que lemon é mesmo limão, mas não é o tipo de limão mais conhecido no Brasil e sim o chamado limão-siciliano (geralmente oval, de casca amarela, de sabor pouco intenso). Quanto a lime, esse é o tipo de limão muito comum no Brasil, o limão-taiti (geralmente redondo, de casca verde, mais ácido do que o lemon). Lime, portanto, é um falso cognato, porque não significa lima. E como se diz a fruta lima, em inglês? Sweet lime. Fim da observação.
a) How many transparent words could she/he spot?
Possible answers: nutrition, essential, especially, important, Australian, diet, habits, simple, difference, impact, energy, lemon, fruit, reduce, salt, visit, popular, menu
b) Are they the same as yours?
Personal answers.
Atenção professor: Comente com os alunos que a identificação de palavras transparentes é um bom recurso para entender um texto, pois elas podem ajudar a inferir o significado de outras. Para saber mais a respeito de Identifying Transparent Words, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
The Suffix -ly
Read the sentences below and pay attention to the words in bold. They are both formed with cognates + the suffix -ly. The first sentence is from the text on page 19, the second one is from the text on page 21.
"Think positively."
Word in bold: positively.
"Good nutrition is essential for everyone, but it's especially important for growing teenagers."
Word in bold: especially.
24
1. Notice that the words positively and especially end with the suffix -ly. Now choose the right options in bold to complete the statements below.
The suffix -ly is added to adjectives/nouns to form verbs/adverbs of manner.
It corresponds to the suffix -mente/-ção, in Portuguese.
Resposta: adjectives; adverbs of manner; -mente
2. Read the texts on pages 19 and 21 again and find two other adverbs of manner ending with -ly. What do they mean in Portuguese?
Resposta: Daily (diariamente), unfortunately (infelizmente).
Atenção professor: Explique aos alunos que, nesse caso específico, o substantivo day dá origem tanto ao adjetivo como ao advérbio com a mesma forma: daily, em que ocorre essa alteração ortográfica (o y trocado por i antes da adição do sufixo). Pode-se explicar aos alunos que likely pode ser usado tanto como adjetivo (= probable) quanto como advérbio (= probably). No exemplo do texto, esse adjetivo pode ser definido como probably going to happen ou probably true, e corresponde a propenso/a, em português. Fim da observação.
Pronunciation Tips
Atenção professor: Nesta seção são destacadas a pronúncia, a acentuação ou a entonação de palavras ou expressões contidas nos textos. Fim da observação.
The words below are cognates, or transparent words. Their forms and meanings are similar to words in Portuguese, but the stress falls on different syllables. Take the word transparent, for example. The stressed syllable is the second one: transparent, and not transparente, as we say in Portuguese.
1. Copy the words below in your notebook. Say them aloud and identify what you think the stressed syllable is, as in the examples above.
Box:
destiny - adolescent - government - especially - popularly - important - effort - difference - energy - visit
End of box.
Resposta: destiny - des; adolescent - les; government - gov; especially - spe; popularly - pop; important - por; effort - eff; difference - diff; energy - ene; visit - vis.
2. Now listen and check your answers.
Atenção professor: Reproduza o áudio mais de uma vez para que os alunos percebam a sílaba tônica de cada palavra, se achar necessário. Explique a eles que as regras de separação de sílabas em inglês são diferentes das regras em português, e que não precisam se preocupar com isso neste momento, pois o foco agora é perceber qual parte de cada uma dessas palavras é pronunciada com "mais intensidade". Fim da observação.
LANGUAGE STUDY
Atenção professor: Nesta seção são estudados alguns dos principais aspectos gramaticais com exemplos de uso presentes nos textos. Fim da observação.
1. Read these sentences from the texts on pages 19, 21 and 23. Notice the verbs in bold.
"Think positively."
Word in bold: Think.
"Worry less."
Word in bold: Worry.
"Be happy."
Word in bold: Be.
"Don't skip lunch or dinner either."
Word in bold: Don't skip.
"Don't add salt to your food."
Word in bold: Don't add.
"Keep your values positive [...]."
Word in bold: Keep.
In your notebook, transcribe the correct option to complete the following sentence. We use the Imperative
- to ask general questions.
- to tell people what to do (or not to do), give orders, instructions, offers, advice, warn them, encourage them, etc.
Resposta correta: to tell people what to do (or not to do), give orders, instructions, offers, advice, warn them, encourage them, etc.
2. Now choose the right option to complete each sentence about the Imperative. Write down the answers in your notebook.
a) The affirmative form of the Imperative is the same as the Infinitive with/without to.
Resposta: without
b) To form the negative form of the Imperative we simply put do/don't before the verb.
Resposta: don't
c) In the Imperative the subject (you) is/is not expressed.
Resposta: is not
25
3. Read the sign below and do the activitiesthat follow.
FONTE: Available at: www.awarenessideas.com/AI-wd008-1-Color-Please-Wash-Your-Hands-Water-C-p/ai-wd008.htm. Accessed on: August 14, 2015. CRÉDITOS: Reprodução/www.awarenessideas.com
a) In which situations is it important to wash your hands?
Possible answers: After using the toilet, before eating, etc.;
b) Where can we find a "Please Wash Your Hands" sign?
Possible answers: We can find it in bathrooms/restrooms, hospitals, restaurants, etc.;
c) Rewrite the sentences choosing the best options to complete them. Copy them in your notebook.
- The Imperative can be used to make requests/raise doubts.
- Sentences in the Imperative are made more polite by adding the word "please" before/after the verb.
- We can also use the word "please" at the end of the sentence, before/after a comma: "Wash your hands, please."
Resposta: make requests; before; after
4. Read the comic strip below and answer the following questions in your notebook.
FONTE: Available at: https://garfield.com/comic/2015-11-25. Accessed on: November 27, 2015. CRÉDITOS: © 2015 Paws, Inc. All Rights Reserved/Dist. Universal Uclick
a) As we learned in the previous activities, the Imperative can be used in different situations. The Imperative ("Fetch!") is used to express
- an order.
- a polite request.
- an offer.
- a piece of advice.
Resposta correta: an order.
b) We can infer from the comic strip that Garfield
- is sick.
- likes to play.
- does not have a very healthy lifestyle.
Resposta correta: does not have a very healthy lifestyle.
26
5. Read the poster below and do the following activities in your notebook.
FONTE: Available at: www.mentalhealth.org.uk/our-work/mentalhealthawarenessweek/ history/mental-health-awareness-week-2013/. Accessed on: August 14, 2015. CRÉDITOS: Reprodução/www.mentalhealth.org.uk
a) Which of these sentences (more than one) can be associated with the physical activities represented in the poster?
- Don't forget to stretch.
- Walk.
- Be lazy.
- Do not stay in front of the computer for hours.
Resposta correta: Don't forget to stretch; Walk; Do not stay in front of the computer for hours.
b) Where can we find posters like that one?
Possible answers: At gyms, medical centers, sports centers, etc.
c) Look at the sentence in the poster again and choose the correct alternatives (more than one is possible).
Atenção professor: Comente com os alunos que, ao usar let's, o falante se inclui na sugestão ou ordem para fazer uma determinada ação. Fim da observação.
Let's is used
- to suggest people do some physical exercises.
- to instruct people on how to perform some physical activities.
- to tell us to get some exercise.
Resposta correta: to suggest people do some physical exercises; to tell us to get some exercise.
d) Rephrase the sentences from item a using Let's or Let's not.
Atenção professor: A forma negativa Don't let's existe, mas apenas na linguagem muito informal. 
Fim da observação.
Possible answers: Let's not forget to stretch./Let's walk./Let's not be lazy./Let's not stay in front of the computer for hours.
LET'S PRACTICE
Observação: To learn more about the Imperative, go to page 160. Fim da observação.
Atenção professor: Nesta seção o aluno é levado a praticar alguns aspectos gramaticais estudados na seção Language Study. Fim da observação.
1. The Imperative can be used to give useful suggestions. Use your notebook to complete the sentences below with the verbs from the box and make them good tips. Use the negative form when necessary. Then add one more tip to the list.
Box:
keep - spend - learn - take
End of box.
a) ____ from your mistakes.
Resposta: Learn
b) ____ calm in times of stress.
Resposta: Keep
c) ____ responsibility for your behavior.
Resposta: Take
d) ____ time with negative people.
Resposta: Don't spend
e) Others ____.
27
2. The text below offers some health tips. Complete them with the appropriate headings, choosing from the box. Use your notebook to do that.
Box:
Take time to enjoy yourself. - Challenge yourself. - Connect with others. - Contribute to your community. - Take care of yourself. - Rest and refresh.
End of box.
Tips to Stay Mentally Healthy
Just like your physical health, there are actions you can take to increase your mental health. Boost your well-being and stay mentally healthy by following a few simple steps.
1. ____ Develop and maintain strong relationships with people around you who will support and enrich your life.
Resposta: Connect with others.
2. ____ Set aside time for activities, hobbies and projects you enjoy.
Resposta: Take time to enjoy yourself.
3. ____ Volunteer your time for a cause or issue that you care about.
Resposta: Contribute to your community.
4. ____ Be active and eat well - these help maintain a healthy body.
Resposta: Take care of yourself.
5. ____ Learn a new skill or take on a challenge to meet a goal.
Resposta: Challenge yourself.
6. ____ Get plenty of sleep. Go to bed at a regular time each day and practice good habits to get better sleep. Sleep restores both your mind and body.
Resposta: Rest and refresh.
Available at: www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ten_tips_to_stay_mentally_healthy?open. Accessed on: September 1, 2015.
3. Look at the pictures. Which tip from the text in the previous activity is related to each picture?
FONTE: Monkey Business Images/Shutterstock
FONTE: Monkey Business Images/Shutterstock
FONTE: holbox/Shutterstock
FONTE: Monkey Business Images/Shutterstock
FONTE: Rob Marmion/Shutterstock
FONTE: Mladen Mitrinovic/Shutterstock
Resposta: a) 1; b) 3; c) 2/5; d) 5/2; e) 4; f) 6
4. Now talk to a classmate and choose some other tips that you can add to the list from the text.
Personal answer.
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LISTENING
BEFORE YOU LISTEN
Atenção professor: Com as atividades desta seção é ativado o conhecimento prévio do aluno a respeito do assunto que será abordado no texto oral. Fim da observação.
1. Look at the images below and discuss the following questions with a classmate.
FONTE: Monkey Business Images/Shutterstock
FONTE: Frances L Fruit/Shutterstock
FONTE: luminaimages/Shutterstock
a) What messages do these images communicate?
b) Do you get plenty of exercise?
c) Is exercise good only for the body?
d) Do you prefer to exercise alone or do you share that activity with other people?
Personal answers.
2. We are going to listen to part of an informative video. Look at the introductory image to the video, choose the option you think is correct and answer in your notebook. The video is probably about
Atenção professor: Faça a verificação desta atividade somente depois de os alunos terem escutado o áudio. Fim da observação.
FONTE: Reprodução/Watch Well Cast
- the effects of physical activity on the brain.
- brain games.
- how to become an expert in fitness.
Resposta correta: the effects of physical activity on the brain.
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AS YOU LISTEN
Atenção professor: Nesta seção são apresentadas atividades variadas de compreensão oral. Fim da observação.
1. Now listen to the first part and check your answer to the question in activity 2 on page 28. Is your answer correct?
Atenção professor: Antes de reproduzir o áudio, peça aos alunos que leiam as atividades que precisarão responder. Dessa forma, eles já ficam mais atentos às informações das quais precisam enquanto ouvem a faixa. Outra sugestão é reproduzir o áudio três vezes: na primeira, peça aos alunos que tentem entender a ideia geral do texto que vão ouvir. Na segunda, eles devem procurar responder às atividades. Na terceira, verificam suas respostas e tentam identificar as informações que ainda não haviam conseguido compreender anteriormente. Diga a eles que, como na leitura, não é preciso que compreendam todas as palavras que ouvirem, mas é importante que consigam entender a ideia central e algumas informações específicas para responder às questões propostas. A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
Personalanswer.
2. Listen again and, in your notebook, complete the statements with the words from the box. There are two extra words.
Box:
mind - sedentary - brain - focus - study
End of box.
a) Physically active people are less depressed than ____ people.
Resposta: sedentary
b) Physical activity releases endorphins to the ____, creating a sense of well-being.
Resposta: brain
c) Exercise increases a kind of brainwave that helps you ____.
Resposta: focus
3. In the second part of the audio the narrator gives us some tips on how to develop a routine of physical activities. Listen to it and write R (for Right) or W (for Wrong) about each of those tips.
a) Set aside 30 minutes to work out.
Resposta: R
b) After that period sit down and describe how your mind felt during the exercise.
Resposta: R
c) Try doing this every day for one month.
Resposta: W
d) At the end of the week write down about the physical results of the exercise.
Resposta: W
AFTER YOU LISTEN
Atenção professor: Nesta seção, o aluno discute com seu(s) colega(s) o assunto abordado no áudio. Fim da observação.
Work in small groups. Discuss the following questions with your classmates.
a) Do you have a routine of physical activities?
b) What kind of physical activities do you do?
c) Do you think the tips in the audio are useful? Why (not)?
Personal answers.
SPEAKING
Giving and Asking for Advice
1. Do you admit having any bad habits? Choose some from the list below and write them down in your notebook. You can also add others to the list.
- Eat high-fat foods.
- Use the computer for hours.
- Drink a lot of soft drinks.
- Disrespect older people.
- Get angry easily.
- Play video games all night long.
- Sleep less than six hours per night.
- Add too much salt to my food.
- Have negative thoughts.
- Skip meals.
- Fight with my classmates.
- Others.
Personal answers.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com a atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem preencher a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
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2. Now talk to some classmates about your habits and ask for advice. Use the sentences or phrases in the table below as a reference.
Atenção professor: Explique aos alunos que eles devem conversar com alguns colegas, pedindo e dando conselhos a respeito de maus hábitos. Leia as expressões da tabela com eles e tire as possíveis dúvidas. Se achar conveniente, modele um diálogo com um deles. Circule pela sala enquanto os alunos realizam a atividade, para verificar se estão fazendo uso da língua inglesa, se têm dúvidas, se estão com dificuldade de pronúncia etc. Fim da observação.
Tabela: equivalente textual a seguir.
	Asking for Advice
	Giving Advice
	Thanking Someone
	What can I do?
What do you suggest?
What do you advise me to do?
What do you think I should do?
	How about...?
It is usually a good idea to...
My suggestion/ advice is to...
Why don't you...?
Maybe you could/should...
	Great! I'll try it!
It sounds good!
That's a good idea!
It sounds like an interesting idea!
3. Any good ideas? Share them with your classmates.
Personal answers.
Atenção professor: Abra a discussão para toda a turma e aponte os maus hábitos que os alunos destacaram e os conselhos que receberam. Fim da observação.
WRITING
1. Work in small groups. You are going to make a poster with some tips on the theme "Be Healthy, Be Happy!". First you have to decide the following:
Atenção professor: Se for possível, sugira aos alunos que façam um pôster on-line. Eles podem fazer essa atividade no laboratório de informática da escola ou em casa. Uma ideia é usar o Glogster EDU http://glogsteredu.edu.glogster.com (acesso em: 11 ago. 2015), uma ferramenta gratuita de criação de pôster on-line. Fim da observação.
- What kind of tips or advice do you want to give? Eating tips, fitness tips, health tips?
- What is your audience? Classmates, schoolmates, community?
- Where will the poster be displayed? Your classroom bulletin board, school magazine, community center?
Atenção professor: Comente com os alunos que simile é uma figura de linguagem em que se comparam dois elementos por meio do uso da palavra como, em português, ou like, em inglês. She sleeps like a baby é um exemplo de simile. Fim da observação.
2. Produce your poster. Follow these steps:
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar o texto com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passá-lo a limpo. Fim da observação.
- Look at the poster on page 19 again. How is it composed? Are the sentences long or short? Are the images important or not?
- Make a draft in your notebook with the tips you want to include and exchange it with another group. Share your ideas and get feedback.
Atenção professor: Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que todos compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
- Rewrite your poster based on the feedback you had and make any improvements or necessary corrections.
- Proofread your work. Make sure the tips make sense and there are no spelling errors.
- Add some images or drawings to illustrate your tips.
- Display your poster.
3. Look at the other groups' posters. Which one would you say is the most interesting? Why? Discuss it with your classmates.
Personal answers.
THINK ABOUT IT
Atenção professor: Nesta seção, o aluno reflete e discute com seu(s) colega(s) a respeito de temas que se relacionam com os textos já trabalhados na Unidade. Fim da observação.
1. The quote below compares a bad attitude to a flat tire. Do you agree with that simile? If so, go ahead and (mentally) change that "flat tire".
FONTE: Delpixel/Shutterstock
"A bad attitude is like a flat tire. You can't go anywhere until you change it."
Available at: http://quotespictures.com/a-bad-attitude-is-like-a-flat-tire-you-cant-go-anywhere-until-you-change-it. Accessed on: August 14, 2015.
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2. Read the tips below on how to improve our attitudes toward the world.
Improving Your Attitude Toward the World
- Don't listen to your mind's negative thoughts.
- Look for good qualities in people.
- Remember bad events can lead to good things.
- Live in the present.
- Be courteous.
- Remember that adversity can be an opportunity to learn.
- Be active.
FONTE: Available at: www.ferris.edu/colleges/university/eccc/positive-mindset.htm. Accessed on: August 14, 2015. (Fragment). CRÉDITOS: Graphiqa-Stock/Shutterstock
3. Now discuss the questions in small groups.
a) Which of those attitudes from the previous activity do you have?
b) Go back and reread Gandhi's quote on page 23. Do you think Gandhi's words and the tips above are related? In what way?
c) What other positive attitudes toward the world should you have?
d) How can your school promote positive attitudes and good habits?
Personal answers.
SELF-ASSESSMENT
Atenção professor: Esta é uma oportunidade para o aluno verificar seu próprio desempenho quanto aos pontos trabalhados na Unidade. Fim da observação.
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand a text with tips and some advice about eating well.
	b) understand and use the Imperative.
	c) understand the audio of an informative video.
	d) make a poster with tips on how to be healthy and happy.
	e) give advice or suggestions to a friend about her/his habits.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate and think of what you can do to improve your performance. Then discuss your ideas with your teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Atenção professor: Nesta seção são sugeridos livros, músicas, filmes e sites relacionados ao tema da Unidade. Fim da observação.
Book: HALPIN, Maeve (Org.). How to be Happy and Healthy - The Seven Natural Elements of Mental Health. Dublin: Ashfield Press, 2014.
Documentário: Muito Além do Peso. Direção de Estela Renner. Produção: Marcos Nisti. Brasil: Maria Farinha Filmes, 2012. 1 DVD.
Song: LENNON, J.; MCCARTNEY, P. Hey Jude. The Beatles. In: Hey Jude. [S.I.] Capitol, 1970. 1 CD. Track 7.
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UNIT 2 - What's Happening?
Nesta Unidade você vai:
- Discutir e refletir a respeito de problemas ambientais;
- Compreender e usar o Present Continuous;
- Explorar e produzir manchetes de jornal;
- Relacionar os conteúdos às disciplinas de Geografia e biologia.
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FONTE: Tatiana Grozetskaya/Shutterstock
Observe the picture below and discuss the questions with your classmates.
a) What environmental problem is shown in the picture?
Possible answer: Air pollution.
b) Is it a serious problem? Why (not)?
Resposta: Yes, it is. Personal answer.
c) Are environmental problems common in the area where you live?
Personal answer.
d) Are they natural or caused by human activities?
Possible answer: They're caused by human activities.
Atenção professor: Explore a imagem com os alunos perguntando qual é o problema mostrado nela (poluição atmosférica). Pergunte-lhes se esse problema e outros de degradação ambiental acontecem no lugar onde moram. Neste momento, busca-se engajar todos na discussão e levantar o conhecimento pré vio deles a respeito do assunto que será abordado na Unidade. A discussão pode ser feita em inglês ou em português, a seu critério. Fim da observação.
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LET'S START
Atenção professor: Nesta seção são propostas atividades que visam levantar o conhecimento prévio do aluno e apresentar o vocabulário relacionado ao tema da Unidade. Fim da observação.
1. Read the headlines below and match them to the pictures that illustrate the environmental problems they mention.
a. São Paulo Drought 2015: Photos Of Historic Water Crisis In Brazil Show City On The Brink Of Collapse
Available at: www.ibtimes.com/sao-paulo-drought-2015-photos-historic-watercrisis-brazil-show-city-brink-collapse-1912767. Accessed on: August 7, 2015.
b. Georgetown fire rescues woman from flood water
Available at: www.kvue.com/story/news/local/williamsoncounty/2015/05/21/georgetown-fire-rescues-person-from-car-stuck-in-floodwater/27704949. Accessed on: August 7, 2015.
Atenção professor: Fire, nessa manchete, refere-se a firefighter (bombeiro). Fim da observação.
c. Storm causes extensive damage in St. Albans
Available at: www.wcsh6.com/story/news/local/2014/07/16/ storm-causes-extensive-damage-in-st-albans/12754361. Accessed on: August 7, 2015.
d. Scientists horrified by speed of glaciers melting
Available at: www.scotsman.com/news/environment/scientistshorrified-by-speed-of-glaciers-melting-1-3761168. Accessed on: August 7, 2015.
Atenção professor: Peça aos alunos que registrem no caderno o vocabulário relacionado às questões ambientais (drought, water crisis, flood, storm, glaciers melting). Fim da observação.
FONTE: Bernhard Staehli/Shutterstock
FONTE: Eduardo Knapp/Folhapress
FONTE: Anne Greenwood/Shutterstock
FONTE: Efired/Shutterstock
Resposta: a) 3); b) 2); c) 4); d) 1)
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2. Read the headlines again. Are they about good or bad news? Discuss with a classmate.
Atenção professor: Diga aos alunos que a manchete b pode ser considerada uma boa notícia, visto que uma mulher foi resgatada da enchente. Fim da observação.
Resposta: They are about bad news.
3. Read the list of environmental problems, natural disasters and extreme weather. Talk to one of your classmates and, in pairs, decide which of those events often hit our country.
Atenção professor: Pergunte aos alunos se eles se lembram de notícias recentes a respeito de alguns dos problemas trabalhados na atividade. Peça que partilhem o que ouviram/leram com a turma. Fim da observação.
- Tidal wave or tsunami
- Volcano eruption
- Earthquake
- Snow storm
- River/Bay/Lake/Sea pollution
- Heavy rainfall
- Deforestation
- Rising sea level
- Heat wave
- Air pollution
- Hurricane
- Mudslide
Resposta correta: River/Bay/Lake/Sea pollution; Heavy rainfall; Deforestation; Heat wave; Air pollution; Mudslide.
READING
BEFORE YOU READ
Atenção professor: Com as atividades a seguir o aluno prepara-se para a leitura, levantando seu conhecimento prévio e criando hipo'teses a respeito do texto. Fim da observação.
Look at the text below and, in your notebook, identify the correct statement about it.
- It's a website about climate change addressed to learners, with the basic information on the topic.
- It's an online weather forecast.
- It's a website showing a scientific study about climate change addressed to teachers.
Resposta correta: It's a website about climate change addressed to learners, with the basic information on the topic.
Atenção professor: Oriente os alunos a observar o título, o formato e a referência do texto rapidamente para responderem à pergunta. Para saber mais a respeito de Exploring the Title and the Format, veja a seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor. Fim da observação.
AS YOU READ
Atenção professor: Nesta seção é apresentado o texto principal abordando temas que contribuem para a ampliação do conhecimento de mundo do aluno e lhe dão a oportunidade de refletir e se posicionar criticamente. Fim da observação.
Now read the text and do the following activities in your notebook.
Learn the Basics
The Earth's Climate Is Changing, and People's Activities Are the Main Cause.
Our world is always changing. Look out the window long enough, and you might see the weather change. Look even longer, and you'll see the seasons change. The Earth's climate is changing, too, but in ways that you can't easily see.
The Earth is getting warmer because people are adding extra greenhouse gases to the atmosphere, mainly by burning fossil fuels. These gases are called greenhouse gases. Warmer temperatures are causing other changes around the world, such as melting glaciers and stronger storms. These changes are happening because the Earth's air, water, and land are all linked to the climate. The Earth's climate has changed before, but this time is different. People are causing these changes, which are bigger and happening faster than any climate changes that modern society has ever seen before.
FONTE: Available at: www.epa.gov/climatechange/students/basics/index.html. Accessed on: August 7, 2015. (Fotografia) Ozerov Alexander/Shutterstock. CRÉDITOS: Reprodução/www3.epa.gov
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General Comprehension
Atenção professor: Em General Comprehension desenvolve-se a capacidade do aluno de compreender a essência do texto. Fim da observação.
According to the text, what is the main reason for the planet's climate change?
- Thechanges in modern society.
- The discovery of greenhouse gases.
- Human activities.
- The addition of extra fossil fuels.
Resposta correta: Human activities.
Atenção professor: Para saber mais a respeito de Skimming, veja a seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor. Fim da observação.
Detailed Comprehension
Atenção professor: Em Detailed Comprehension desenvolve-se a capacidade do aluno de extrair informações específicas e estabelecer relações entre as ideias apresentadas no texto. Fim da observação.
1. Read the text again and choose the best answer to complete each statement.
Atenção professor: Lembre aos alunos de que, agora que a ideia geral do texto já foi trabalhada, eles devem voltar a ler o texto para responder às perguntas a respeito de informações específicas nele contidas. Para saber mais a respeito de Scanning, veja a seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor. Fim da observação.
a) Melting glaciers and stronger storms are some of the consequences of
- droughts and heat waves.
- warmer temperatures.
- fossil fuels.
Resposta correta: warmer temperatures.
b) People contribute to global warming when
- they burn fossil fuels like coal, oil, or natural gas.
- they look out the window long enough.
- they see the seasons change.
Resposta correta: they burn fossil fuels like coal, oil, or natural gas.
c) Humans are altering their world and the life in it
- by reducing the emission of greenhouse gases into the atmosphere.
- by linking their activities to the climate.
- by affecting the environment with their activities.
Resposta correta: by affecting the environment with their activities.
2. According to the text, the Earth's climate changed in the past. Why is it different now? Justify your answer in your notebook.
Possible answer: Because those changes are bigger, they are happening faster and are caused by people.
3. Scan the text again to find the specific information below. Write down the answers in your notebook.
a) What kind of gases are people adding to the atmosphere?
Resposta: Greenhouse gases.
b) How are they doing that?
Resposta: By burning fossil fuels.
c) What kind of temperatures is the Earth getting, as a consequence?
Resposta: Warmer temperatures.
4. Read the article again. Then, in your notebook, write down the alternative (in bold) that completes each statement correctly.
Atenção professor: O objetivo desta atividade é levar os alunos a perceber como o texto está escrito e qual é o tipo de linguagem utilizada nele. Discuta os itens abaixo e faça a verificação a partir das justificativas dadas por eles a respeito de como chegaram às respostas. Fim da observação.
a) The main objective of the article is to inform the reader about a climate change problem/to entertain the reader.
Word in bold: to inform the reader about a climate change problem/to entertain the reader.
Resposta: to inform the reader about a climate change problem;
b) The article is organized in verses/paragraphs.
Word in bold: verses/paragraphs.
Resposta: paragraphs
c) The author presents examples and facts/their own opinion and experience.
Word in bold: examples and facts/their own opinion and experience.
Resposta: examples and facts
d) The author uses objective/figurative language.
Word in bold: objective/figurative.
Resposta: objective
AFTER YOU READ
Atenção professor: Esta atividade de pós-leitura é um momento de discussão e reflexão a respeito do texto e do assunto nele abordado. Peça aos alunos que discutam as questões em pequenos grupos, em inglês ou em português, a seu critério. Após alguns minutos, expanda a discussão para toda a turma e verifique o posicionamento dos alunos a respeito do assunto em questão. Fim da observação.
Atenção professor: Nesta seção são trabalhadas questões que levam o aluno a assumir uma postura crítica em relação ao assunto tratado no texto. Fim da observação.
Discuss the following questions in groups. Share your ideas with your classmates.
a) Do you agree with the author that the Earth's climate change is not so evident? Why (not)?
Personal answers.
b) Some human activities are causing climate change. What do you think they are?
Possible answer: The burning of fossil fuels, deforestation, pollution, garbage disposal, etc.
c) Do you notice any signs of climate change where you live? Which ones?
Personal answers.
Atenção professor: Expanda a discussão perguntando aos alunos como eles acham que as grandes indústrias, a agropecuária, o uso de veículos automotores, o descarte de lixo em vias públicas e o uso excessivo de sacolas plásticas etc. podem contribuir para as mudanças climáticas. Fim da observação.
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MORE FOOD FOR THOUGHT
Atenção professor: Nesta seção é apresentado um texto para ampliar a discussão e reflexão por parte do aluno a respeito do tema da Unidade e levá-lo a fazer associações com o tema do texto principal. Fim da observação.
1. Look at the poster below. What natural disaster does it focus?
FONTE: Available at: www.easyparcel.my/blog/press-release/flood-relief-aid. Accessed on: August 7, 2015. CRÉDITOS: Reprodução/www.easyparcel.my
Resposta: A flood.
2. Read the text above and discuss the following questions with a classmate.
Atenção professor: Pergunte aos alunos que pistas os levaram a concluir que se trata de uma campanha. Pergunte a eles que palavras e imagens (ou se foi o próprio formato) os ajudaram. Fim da observação.
a) What kind of poster is it?
- A campaign.
- An advertisement.
Resposta correta: A campaign.
b) What is the objective of the poster?
Possible answer: To ask people to make donations to flood victims in Malaysia.
c) What items are suggested for donation? What other items do you think could be donated?
Resposta: Toiletries, mineral water, candles, blankets and biscuits. Personal answer.
d) In your opinion, why are people's contributions so important to victims of natural disasters?
Possible answer: Because victims of natural disasters need all the help they can get.
e) Do you remember a similar campaign in Brazil?
Personal answer.
f) Do you know of any Brazilian organization that helps victims of natural disasters?
Atenção professor: Pergunte aos alunos se eles conhecem a Cruz Vermelha Brasileira, uma organização independente que conta com voluntários para levar assistência humanitária a pessoas. Para saber mais a respeito da instituição, veja a seção Cultural Notes do Manual do Professor. Fim da observação.
Personal answer.
WORD STUDY
Atenção professor: Nesta seção são abordadas questões que destacam alguns aspectos lexicais encontrados no texto. Fim da observação.
The Suffix -er
1. Look again at some examples from the text.
"The Earth is getting warmer [...]."
"People are causing these changes, which are bigger and happening faster than any climate changes that modern society has ever seen before."
The words warmer, bigger and faster have the suffix -er. In this context, the suffix -er
- has the same meaning as more.
- refers to people that do a particular activity.
Resposta correta: has the same meaning as more.
2. Go back to the text on page 35 and find other words ending with the suffix -er.
Resposta: longer, stronger
Atenção professor: Explique aos alunos que o sufixo -er é usado com adjetivos ou advérbios curtos (de uma sílaba) em comparativos de superioridade. Diga que esse sufixo também pode ser usado com alguns verbos (como teach, read, sing etc.) para formar substantivos (teacher, reader, singer). Nesse caso, o sufixo -er indica "aquele que faz a ação" ("singer" is the one who sings). Use o exemplo de bigger para chamar a atenção dos alunos para a alteração ortográfica nesses casos: repete-se a consoante final em adjetivos monossilábicos terminados em C-V-C (consoante-vogal-consoante). Esse aspecto será estudado nesta Unidade, na seção Language Study, a seguir. Fim da observação.
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LANGUAGE STUDY
Atenção professor: Nesta seção são estudados alguns dos principais aspectosgramaticais com exemplos de uso presentes nos textos. Fim da observação.
Present Continuous
1. Read the examples below and, in your notebook, write down the correct option to complete the statements about them.
"What's happening?"
"Global warming is changing the world."
"These changes are happening because the Earth's air, water, and land are all linked to the climate."
Atenção professor: Leia os exemplos com os alunos, dando tempo para que eles possam tirar suas próprias conclusões a respeito das regras de forma e uso do Present Continuous. Se achar oportuno, comente com eles que o Present Continuous também pode ser chamado de PresentProgressive. Fim da observação.
a) In the sentences above the verbs refer to something that
- is happening now, at the present time.
- happens occasionally.
Resposta correta: is happening now, at the present time.
b) The verbs in those sentences are in the Present Continuous. To form the Present Continuous we use
- the verb to be in the infinitive + the main verb in the -ing form.
- the verb to be in the present (am/are/is) + the main verb in the -ing form.
Resposta correta: the verb to be in the present (am/are/is) + the main verb in the -ing form.
2. Look at the text in activity 3. What kind of website is it from?
Resposta: A teenager website. It's written by teens and aimed at teens.
Atenção professor: Ao verificar as respostas dos alunos, pergunte-lhes que pistas os ajudaram a concluir a resposta. Reforce ainda a importância da observação do título, subtítulos e da fonte para ajudar na criação de hipóteses e na compreensão do texto. Fim da observação.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com a atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem ir preenchendo a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
3. Now read the text and, in your notebook, do the activities that follow.
Magazine, website & books written by teens since 1989
Are We Doing Enough?
Our lives, futures and planet are in danger! By polluting the air, illegally disposing of toxic waste and burning rainforests, we are damaging our world, and what is the world doing? Is it doing all that it can and should? The very simple answer is no.
Available at: www.teenink.com/hot_topics/environment/article/4362/Are-We-Doing-Enough. Accessed on: August 7, 2015. (Fragment).
a) According to the text,
- we are not conserving the planet.
- we are not damaging our world.
- we are not putting our future in danger.
Resposta correta: we are not conserving the planet.
b) The title of the text is a question, Are We Doing Enough?. That question is incomplete. What do you think is the correct option to complete that question?
Are we doing enough
- to damage our world?
- to put our lives, futures and planet in danger?
- to conserve our planet?
- to dispose of toxic waste?
Resposta correta: to conserve our planet?
c) Do you agree with the author's idea? Why (not)?
Personal answers.
d) The author of the text is a teenager. Are you and your friends worried about environmental problems?
Personal answers.
Atenção professor: Peça aos alunos que comentem por que eles acham que os adolescentes - inclusive eles mesmos - estão (ou não) preocupados com o assunto. Fim da observação.
e) Now read the sentences about the text and complete the rules about the Present Continuous:
We are not conserving the rainforests.
Is the world doing all it can?
For the negative, use am, is or are + ____ + verb in the -ing form. To make a question, use am, is or are + subject + ____.
Resposta: not; verb in the -ing form
FONTE: Malena Flores/Arquivo da editora
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Spelling Rules
Transcribe the sentences below in your notebook. Complete them with the missing verbs and identify the right word to complete the statements about the spelling rules.
a) "The Earth's climate is changing."
change - ____ /cause - causing/rise - ____ /become - becoming
When the verb ends in -e, this letter is/is not omitted before adding -ing.
Exceptions: be - being/die - dying/lie - lying/tie - ____
Resposta: changing; rising; is; tying
b) "The Earth is getting warmer."
get - ____ /stop - stopping/swim - ____ /put - putting
To short (one syllable) verbs ending in the sequence consonant-vowel-consonant, the final consonant is doubled/omitted before adding -ing.
Resposta: getting; swimming; doubled
c) People are beginning to worry about climate change.
Atenção professor: Leia os exemplos com os alunos de modo que eles percebam que a segunda sílaba de cada verbo é a tônica. Fim da observação.
begin - ____ /prefer - preferring/occur - ____ /omit - omitting
The same rule above applies to two-syllable verbs when the stress is on the first/second syllable.
Resposta: beginning; occurring; second
d) "These changes are happening because the Earth's air, water, and land are all linked to the climate."
happen - ____ /open - opening/answer - ____
But when the stress is on the first syllable, the final consonant is/is not doubled.
Resposta: happening; answering; is not
LET'S PRACTICE
Atenção professor: Nesta seção o aluno é levado a praticar alguns aspectos gramaticais estudados na seção Language Study. Fim da observação.
1. Are you doing anything to improve the environment? Put the following words in the correct order to form questions and write them down in your notebook. Then ask a classmate those questions.
Personal answers.
a) using / Are / the / you / both / paper / sides / of /?
Resposta: Are you using both sides of the paper?
b) debates / Is / the school / global / holding / about / warming /?
Resposta: Is the school holding debates about global warming?
c) you / Are / trash / throwing / the / in / trash can /?
Resposta: Are you throwing trash in the trash can?
d) trees / planting / your / you / Are / neighborhood / in /?
Resposta: Are you planting trees in your neighborhood?
e) taking / Are / you / showers / long /?
Resposta: Are you taking long showers?
f) water / saving / you / home / at / Are /?
Resposta: Are you saving water at home?
g) bags / Are / using / ecological / you /?
Resposta: Are you using ecological bags?
h) much / Is / consuming / family / your / energy / home / at /?
Resposta: Is your family consuming much energy at home?
i) parents / Are / using / your / energy-efficient / light bulbs / at / home /?
Resposta: Are your parents using energy-efficient light bulbs at home?
j) paper / school / the / Is / recycling /?
Resposta: Is the school recycling paper?
k) about / problems / you / friends / Are / environmental / talking to / your /?
Resposta: Are you talking to your friends about environmental problems?
Is your classmate taking green actions? Does she/he think your school is taking actions to go green? Answer in your notebook.
Personal answers.
Observação:
Going Green
Going green means becoming more environmentally aware and changing your behavior and lifestyle to reduce the amount of pollution and waste you generate.
Available at: www.sceec.org/what-does-going-green-mean. Accessed on: August 10, 2015.
Fim da observação.
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2. Look at the pictures below about some current problems in the world caused by environmental issues. In your notebook, complete the sentences using the verbs from the box in the Present Continuous.
Box:
to get (2 ×) - to burn - to add
End of box.
FONTE: D-N-D/Shutterstock
a) People ____ fossil fuels.
Resposta: are burning
FONTE: Johan Swanepoel/Shutterstock
b) The Earth ____ warmer.
Resposta: is getting
FONTE: Jultud/Shutterstock
c) Industries ____ extra greenhouse gases to the atmosphere.
Resposta: are adding
FONTE: Minerva Studio/Shutterstock
d) Storms ____ stronger.
Resposta:are getting
3. In pairs, decide
a) Which images show some of the causes?
Resposta: Images a and c.
b) Which ones show some of the effects?
Resposta: Images b and d.
c) Are any of those problems common in the region where you live? Which ones?
Personal answers.
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4. Some schools around the world are concerned about the planet and are taking action to go green in order to improve the environment. Look at the following pictures and use your notebook to write down sentences to describe what those students are doing. Use the words from the box below as a reference.
Atenção professor: Comente com os alunos que eles já podem começar a pensar em ideias para o Project 1. Vá até a página 85 e explique-lhes brevemente o projeto. Fim da observação.
Box:
plant - pick up - grow - recycle - trash - a vegetable garden - paper - trees
End of box.
FONTE: Asia Images/Shutterstock
FONTE: Bob Daemmrich/Alamy/Glow Images
FONTE: wavebreakmedia/Shutterstock
FONTE: Eduardo Zappia/Pulsar Imagens
Possible answers: a) They are picking up trash.; b) They are recycling paper.; c) They are planting trees.; d) They are growing a vegetable garden.
Project
This activity's content could be useful for Project 1, on page 85. You may start taking notes and developing your ideas about it.
Pronunciation Tips
Atenção professor: Nesta seção são destacadas a pronúncia, a acentuação ou a entonação de palavras ou expressões contidas nos textos. Fim da observação.
In some of the texts and activities in this Unit we can find words ending with the suffix -ing. They are all verb forms, used to refer to actions in progress in the present, in different contexts. Notice the final -ing sound, where the g is silent.
1. Listen and repeat:
Box:
happening - changing - getting - adding - burning - causing - melting - doing - polluting - damaging - warming - recycling - exploring
End of box.
2. Check some other verbs ending with -ing from the previous activities and practice saying them.
Possible answers: picking, planting, growing, recycling, conserving.
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WRITING
Headlines
A headline is the title of an article, especially in newspapers or online newspapers. It's usually written in large or bold letters and highlights the main information in the article.
1. Read the online headlines below and do the following activities in your notebook.
Atenção professor: Incentive os alunos a explorar as manchetes abaixo e outros exemplos de manchetes que costumam aparecer em jornais na internet, sejam elas em inglês ou em português. Se for possível, mostre ou peça a eles que acessem o site www.newsmap.jp (acesso em: 4 set. 2015). Esse site reúne as principais manchetes de diferentes países. Comente com os alunos que a omissão dos verbos auxiliares é comum em manchetes objetivando a concisão, como nos exemplos: "Sea levels [are] rising [...]", "Chemicals in detergents [are] polluting [...]", "Animals [are] suffering [...]" etc. Fim da observação.
The tides are changing: Sea levels rising at faster rate than predicted, study finds
14 January 2015 06:00 PM
FONTE: TFoxFoto/Shutterstock
Available at: www.independent.co.uk/environment/climate-change/the-tides-are-changing-sea-levels-rising-at-faster-rate-than-predictedstudy-finds-9978390.html. Accessed on: November 24, 2015.
Chemicals in detergents polluting water bodies
The Hindu - Apr 29, 2015
FONTE: Manjunath Kiran/Agência France-Presse
The frothing of Varthur lake - a phenomenon commonly observed in many waterbodies across the city - raises the spectre of chemicals used...
Available at: www.thehindu.com/news/cities/bangalore/chemicals-in-detergents-polluting-water-bodies/article7156855.ece. Accessed on: November 24, 2015.
Animals suffering from California drought
everythingLubbock.com - May 14, 2015
FONTE: J. Bicking/Shutterstock
LOS ANGELES (CBS) - When the drought dries out the berries in the forest, California black bears go dumpster diving for food. Complaints
Available at: www.everythinglubbock.com/news/national/animalssuffering-from-california-drought. Accessed on: November 24, 2015.
Scientists Link Underwater Eruptions to Climate Change
ENVIRONMENT
FONTE: Reprodução/WHOI
Available at: http://linkis.com/guQFs. Accessed on: November 24, 2015.
Now transcribe the correct statements about them.
- The headlines in online newspapers usually show an image.
- The text in the headline is long and detailed.
- The text is usually short and uses key words to attract the reader's attention.
- The auxiliary verb is generally omitted in the headline.
- The objective of a headline in an online newspaper is to make you interested in reading the entire article by clicking on the link.
Respostas corretas: The headlines in online newspapers usually show an image; The text is usually short and uses key words to attract the reader's attention; The auxiliary verb is generally omitted in the headline; The objective of a headline in an online newspaper is to make you interested in reading the entire article by clicking on the link.
Observação: To learn more about Present Continuous, go to page 160. Fim da observação.
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2. Imagine you are contributing to your school's newspaper by writing headlines for some articles, in English, about global warming and climate change. Think of an environmental event that is happening at present, especially in Brazil, and write a headline for an article about it.
Atenção professor: Diga aos alunos que a produção textual deverá ser feita separadamente, em uma folha de papel. Se possível, disponibilize as manchetes dos alunos no mural da escola, incentive-os a ler as produções de seus colegas e a identificar assuntos mais recorrentes. Fim da observação.
- The vocabulary on environmental problems on pages 34 and 35 might help you.
- Don't forget to proofread your headline and exchange it with a classmate.
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, apo's a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passar a limpo. Fim da observação.
- Try to improve your work and rewrite it as many times as necessary.
Atenção professor: Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
LISTENING
BEFORE YOU LISTEN
Atenção professor: Com as atividades desta seção é possível ativar o conhecimento prévio do aluno a respeito do assunto que será abordado no texto oral. Fim da observação.
Read this extract from a news article about Leonardo DiCaprio and discuss the following questions in small groups.
Secretary-General designates Leonardo DiCaprio as UN Messenger of Peace
FONTE: Timothy A. Clary/Agência France-Presse
New York - United Nations Secretary-General Ban Ki-moon has designated Academy Award-nominated actor and committed environmental activist, Leonardo DiCaprio, as UN Messenger of Peace with a special focus on climate change.
"Mr. DiCaprio is a credible voice in the environmental movement, and has a considerable platform to amplify its message", said Mr. Ban. "I am pleased he has chosen to add his voice to UN efforts to raise awareness of the urgency and benefits of acting now to combat climate change."
Available at: www.un.org/climatechange/summit/2014/09/secretary-general-designates-leonardo-di-caprio-un-messengerpeace. Accessed on: August 10, 2015. (Fragment).
a) What do you know about Leonardo DiCaprio?
Personal answer.
b) What cause does he support?
Possible answer: Combating climate change.
c) Why didthe UN choose him as Messenger of Peace?
Possible answer: Because he is famous and a committed environmental activist.
AS YOU LISTEN
Atenção professor: Nesta seção são apresentadas atividades variadas de compreensão oral. Fim da observação.
1. Listen to part of the speech the actor delivered at the UN Climate Summit and use your notebook to transcribe the correct option to complete each statement.
Atenção professor: Antes de reproduzir o áudio, peça aos alunos que leiam as atividades que precisarão responder. Dessa forma, eles ficam atentos às informações das quais precisam enquanto ouvem a faixa. Outra sugestão é reproduzir o áudio três vezes: na primeira, peça aos alunos que tentem entender a ideia geral do texto que vão ouvir. Na segunda, eles devem procurar responder às atividades. Na terceira, verificam suas respostas e tentam identificar as informações que ainda não haviam conseguido compreender anteriormente. Diga a eles que, como na leitura, não é preciso que compreendam todas as palavras que ouvirem, mas é importante que consigam entender a ideia central e algumas informações específicas para responder às questões propostas. Fim da observação.
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
a) He is talking to the audience as a famous actor/concerned citizen.
Resposta: concerned citizen
b) He believes that humankind is looking at climate change as a serious and important problem/fictitious problem.
Resposta: fictitious problem
c) He says that climate change is happening now/a future problem.
Resposta: happening now
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2. He mentions three climate change events. Choose the ones he mentions.
LEGENDA: Extreme floods
FONTE: Today ago kids/Shuttertock
LEGENDA: Intense droughts
FONTE: kaetana/Shutterstock
LEGENDA: Frequent wildfires
FONTE: Evgeny Dubinchuk/Shutterstock
LEGENDA: Increased ocean acidity
FONTE: Richard Whitcombe/Shutterstock
LEGENDA: Animal extinction
FONTE: Number One/Shutterstock
LEGENDA: Melting ice
FONTE: ribeiroantonio/Shutterstock
Resposta: b); d); f)
3. Identify all the correct statements.
- We cannot deny that there is evidence of climate change.
- Clean air and good climate conditions are human rights.
- Solving climate change is a question of survival.
- At the end of the speech, DiCaprio thanks the UN for designating him Messenger of Peace.
Resposta correta: We cannot deny that there is evidence of climate change; Clean air and good climate conditions are human rights; Solving climate change is a question of survival.
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AFTER YOU LISTEN
Atenção professor: Nesta seção, o aluno discute, com seu(s) colega(s), o assunto abordado no áudio. Fim da observação.
Discuss the following questions in small groups.
Atenção professor: Em pequenos grupos, os alunos podem discutir as questões oralmente, em português ou em inglês, a seu critério. Em seguida, expanda a discussão para toda a turma e verifique o posicionamento deles a respeito dos assuntos discutidos. Se os alunos não conhecerem ou não se lembrarem de nenhuma outra pessoa famosa que lute por causas ambientais (ou sociais), pode-se sugerir a atividade como tarefa de casa. Fim da observação.
a) Do you think it is important for famous people to support good causes, like this one? Why (not)?
Personal answers.
b) Which celebrities, besides Leonardo DiCaprio, are involved in global issues like that one? Find out about it, do some research and share that information with the class.
Atenção professor: Cite alguns exemplos de pessoas engajadas na luta humanitária, como o casal Brad Pitt e Angelina Jolie, fundadores da Make It Right Foundation, que levanta fundos para a construção de casas sustentáveis, e a atriz brasileira Christiane Torloni, criadora do projeto Amazônia para Sempre, que busca conscientizar as pessoas a respeito da situação da floresta e luta pela sua preservação. Fim da observação.
SPEAKING
What Are You Doing to Help the Planet?
1. The Dalai Lama, Nobel Prize winner in 1989, is the political and religious leader of Tibet. What else do you know about him? Read the text below. What is the message he wants to communicate?
FONTE: vipflash/Shutterstock
It is often difficult to judge how our actions and their impact on the environment are likely to affect others. What is clear is that we are the only species with the power to destroy the Earth. Birds and insects have no such power, nor does any other mammal. And yet if we have the capacity to destroy the Earth, we also have the capacity to protect it. I believe we have an urgent responsibility to do so.
Available at: www.strathallantactiongroup.org/#!Wisdom-from-the-Dalai-Lama/c4m4/54e5ba9c0cf2d691d20893da. Accessed on: October 19, 2015.
- We are responsible for protecting our planet and we are capable of doing that.
- We need to judge people by their actions.
- Birds and insects can protect the planet.
Resposta correta: We are responsible for protecting our planet and we are capable of doing that.
2. What about you? Are you doing anything to help the planet? Look at the topics below and talk to a classmate about what you are doing (or not) about it. Then discuss other ways of helping to solve environmental problems. The questions in the box may be useful to you.
Atenção professor: Leia as frases e expressões do quadro abaixo com os alunos e tire as possíveis dúvidas deles. Comente com eles que as sugestões contidas no quadro podem e devem ser expandidas. Se achar necessário, modele um diálogo com um dos alunos. Enquanto eles realizam a atividade, circule pela sala para verificar se estão usando a língua inglesa, se estão com dificuldades de pronúncia e se têm alguma dúvida. Fim da observação.
- Turn off the lights when you leave the room.
- Unplug electronic devices when you are not using them.
- Walk to school.
- Save water, save energy.
- Recycle, reuse, reduce.
- Shop locally. You help your community and the planet.
- Others.
Quadro: equivalente textual a seguir.
	Asking Questions
	Are you doing anything to help the planet?
What are you doing?
Do you turn off the lights when you leave a room?
	Making Suggestions/Giving Ideas
	Why don't we...?
What about...?
A good idea is to...
FONTE: Elena Elisseeva/Shutterstock
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THINK ABOUT IT
Atenção professor: Nesta seção, o aluno reflete e discute com seu(s) colega(s) a respeito de temas que se relacionam com os textos já trabalhados na Unidade. Fim da observação.
1. Scan the poster below, then answer the following questions in your notebook.
FONTE: Available at: wwf.org.ph/act-now/tips-on-living-green. Accessed on: September 13, 2015. CRÉDITOS: Divulgação/World Wide Fund for Nature
a) Let's imagine that a family's car uses 5 liters of gasoline every day. How many kilograms of carbon dioxide and other pollutants does it add to the air every day?
Atenção professor: Comente com os alunos que para responder a essa primeira questão deverão fazer um cálculo matemático simples (5 × 2,5 = 12,5). Fim da observação.
b) When a driver leaves the engine of his or her car idling, it runs slowly and does not produce any movement. Is that better or worse for the environment than restarting the engine?
Resposta: It is worse.
c) How many liters of fuel do 40 vehicles consume while on the road during rush hours?
Resposta: 70,000 liters.
d) How much carbon dioxide does a bus avoid emitting and adding to air pollution in comparison with 40 vehicles?
Resposta: Over 175 tonnes a year.
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e) Why are the so-called "green cars" good for the environment?
Resposta: Because they either use biofuel or have a very low emission of carbon dioxide.
f) Based on the information from the poster, what can people do in order to avoid polluting the air?
Possible answers: Take the bus instead of driving a car, avoid leaving the car engine idling, use green cars.
g) Are green cars common in the region where you live?
Personal answer.
Atenção professor: Comente com os alunos que no Brasil muitos motoristasusam gás natural em seus carros. Além de ser mais barato, polui menos o meio ambiente do que a gasolina. Fim da observação.
2. Read the text below and discuss the following questions with a classmate.
Go Green, Go Cycling
The idea of going green is a way not only to help protect the environment but also to benefit your health and your wallet. First, riding your bicycle protects the environment by removing another pollution producing and traffic congestion-causing vehicle from the road. Second, bike riding has the beneficial side effect of being excellent for your health. Last, commuting on your bicycle can have a green effect on your bank account.
FONTE: Available at: http://gogreentravelgreen.com/go-green-go-cycling-helps-environment-health-wallet/. Accessed on: March 5, 2016. (Fragment).
a) According to the text, what are the benefits of riding a bike?
Resposta: It protects the environment, it's good for your health and it helps you save money.
b) Can you think of other benefits of riding a bike?
c) Do you have a bike? If so, do you like riding it?
d) Do you think going to school by bike is a good idea? Why (not)?
Personal answers.
SELF-ASSESSMENT
Atenção professor: Esta é uma oportunidade para o aluno verificar seu próprio desempenho quanto aos pontos trabalhados na Unidade. Fim da observação.
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand an informative article.
	b) understand and use the Present Continuous.
	c) listen to and understand part of a speech.
	d) write headlines.
	e) talk about attitudes to help the planet.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with your teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Atenção professor: Nesta seção são sugeridos livros, músicas, filmes e sites relacionados ao tema da Unidade. Fim da observação.
Video: WHAT'S Possible: the U.N. Climate Summit Opening Film. Directed by Louie Schwartzberg. Production: Lyn Davis Lear. New York, 2014. Available at: www.earthday.org/whatspossible. Accessed on: September 19, 2015.
Movie: WALL-E. Directed by Andrew Stanton. Production: Jim Morris. USA: Pixar Animation Studios, 2008. 1 DVD.
Websites: World Wide Fund for Nature: www.wwf.panda.org; Dalai Lama: www.notablebiographies.com/Co-Da/Dalai-Lama.html. Accessed on: September 10, 2015.
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UNIT 3 - It Opens Doors to Freedom
Nesta Unidade você vai:
- Discutir e refletir a respeito da importância da educação;
- Compreender e fazer uso do Simple Present;
- Explorar uma resenha de livro;
- Relacionar os conteúdos às disciplinas de Sociologia e História.
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FONTE: Rawpixel.com/Shutterstock; design36/Shutterstock
Observe the title of this Unit and the word cloud below. Then discuss the following questions with your classmates.
a) In your opinion, what is it that "opens doors to freedom"?
b) What do you think this Unit is about? Make your predictions.
Personal answers.
Atenção professor: Peça aos alunos que observem a imagem e a nuvem de palavras e proponha as perguntas para toda a turma. Neste momento, busca-se engajar todos na discussão e levantar o conhecimento prévio deles a respeito do assunto que será abordado na Unidade. A discussão pode ser feita em inglês ou em português, a seu critério. Fim da observação.
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LET'S START
1. Can you think of benefits that education brings? In your notebook, draw a diagram as the example below with words you consider related to it.
Atenção professor: Ao verificar esta atividade, peça aos alunos que justifiquem a escolha de suas palavras para completar o diagrama. Essa é uma forma de incentivá-los a pensar no assunto que será desenvolvido na Unidade. Fim da observação.
Observação: A word cloud is a graphic representation of word frequency. It gives greater importance to some of the words, those that appear more frequently in a certain source. Fim da observação.
2. Answer the question: Which school subjects do you like? Then compare your answer with a classmate's.
Atenção professor: Peça aos alunos que, ao final da atividade, depois da comparação, partilhem suas respostas com toda a turma, para realizar um levantamento da preferência das disciplinas escolares entre eles. Fim da observação.
a) Foreign languages
b) Music
c) Math (Mathematics)
d) Literature
e) Philosophy
f) Chemistry
g) History
h) Geography
i) Biology
j) PE (Physical Education)
k) Physics
l) Art
m) Sociology
n) Portuguese
o) IT (Information Technology)
FONTE DAS ILUSTRAÇÕES: Banco de imagens/Arquivo da editora
Personal answer.
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3. When you are not at school and need to study your favorite subjects, what sources of learning do you have? Choose from the list below. In your notebook, add any other sources you might have.
- Books
- Magazines
- Newspapers
- Library
- Family members
- Internet
- TV educational channels
- Others
Personal answer.
READING
BEFORE YOU READ
1. Look at the picture and read the title of the text. What's the name of the girl on the book cover?
Resposta: It's Malala Yousafzai.
Atenção professor: Para saber mais a respeito de Exploring the title and activating previous knowledge, veja a seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor. Fim da observação.
2. What do you know about her?
Personal answer.
3. We are going to read a book review of I Am Malala. Take a look at the picture and the title of the text again. Who wrote the book?
Resposta: Malala Yousafzai with Christina Lamb.
Atenção professor: O uso de with (e não and) indica que Christina Lamb, uma jornalista, é a autora do texto, seguindo depoimentos da biografada. Fim da observação.
AS YOU READ
Now read the text and do the following activities in your notebook.
I Am Malala, by Malala Yousafzai with Christina Lamb - A Review
I Am Malala is an inspirational autobiography. The book describes her life from when she was little and she talks about where she grew up. There are also parts about where her father and mother grew up. She goes into detail about how she loves school and the TV series Ugly Betty! This is a book with the deep heartfelt feelings of a girl who is made to leave her home so that she can live.
This book is a little window into a world that only a few can truly understand, it is a fascinating true tale about how she fights for her right to go to school.
Malala shows how different her life was to people who live in the western world.
Her book shows the other side of the wars in Asia. It shows how the help given was received. I love this book. Personally, it was the first autobiography I had ever read and now I read them all the time. This is an inspirational autobiography that I would recommend to anyone, once read, it makes you want to make a difference.
Malala Yousafzai, Christina Lamb, I Am Malala: The Girl Who Stood Up for Education and was Shot by the Taliban.
FONTE: Available at: www.theguardian.com/childrens-books-site/2014/aug/22/review-i-am-malala-by-malala-yousafzai-with-christina-lamb. Accessed on: August 11, 2015. CRÉDITOS: Reprodução/Little, Brown and Company
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General Comprehension
Atenção professor: Para saber mais a respeito de Skimming, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
What is the main idea of thetext?
- I Am Malala is an inspirational book, which the reviewer highly recommends.
- I Am Malala is the story of a brave girl who stood up for education and was shot by the Taliban.
- I Am Malala is a description of the author's feelings concerning the wars in Asia.
Resposta correta: I Am Malala is the story of a brave girl who stood up for education and was shot by the Taliban.
Detailed Comprehension
Atenção professor: Explore com os alunos as atividades abaixo, antes de sua realização. Oriente-os a ler o texto de forma direcionada para respondê-las. Circule pela sala enquanto fazem a atividade e auxilie-os em caso de dúvidas. Eles podem fazer as atividades em duplas, mas, se for mais conveniente, deixe-os fazer individualmente. Incentive-os a partilhar as respostas com um ou dois colegas antes da verificação geral. Para saber mais a respeito de Scanning, veja a seção Estratégias de Leitura e Compreensão do Texto no Manual do Professor. Fim da observação.
1. What genre, or type of book, is I Am Malala?
Resposta: It's an autobiography.
2. In your notebook, write down the correct alternative about the book.
- It tells a fictional story about a Taliban girl.
- It describes Malala's childhood.
- It doesn't mention Malala's parents.
Resposta correta: It describes Malala's childhood.
3. What do we learn about Malala from reading that book review? Choose the correct alternatives (more than one is possible).
- She really likes school and fights for her right to an education.
- Her life in the place where she grew up was very different from life in the Western world.
- Malala participates in a TV series.
Respostas corretas: She really likes school and fights for her right to an education; Her life in the place where she grew up was very different from life in the Western world.
4. According to that book review, Malala was forced to
- grow up in the same place as her father and mother.
- abandon her country and live somewhere else.
- watch the TV series Ugly Betty and enjoy it.
Resposta correta: abandon her country and live somewhere else.
5. Malala's autobiography gives the readers a good idea about
- the help given to the wars in Asia.
- life in the Western world.
- the fight of a young woman for her right to education.
Resposta correta: the fight of a young woman for her right to education.
6. Does the reviewer like I Am Malala? Transcribe two excerpts from the book review to justify your answer.
Resposta: Yes, she does. Possible answer: "I Am Malala is an inspirational autobiography."; "I love this book."; "This is an inspirational autobiography that I would recommend to anyone."
7. One of the characteristics of that book review is that its author
- compares it to a television program.
- expresses her opinion about the book.
- writes a summary of each chapter of the book.
Resposta correta: expresses her opinion about the book.
AFTER YOU READ
Atenção professor: Esta atividade de pós-leitura é um momento de discussão e reflexão a respeito do texto e do assunto nele abordado. Peça aos alunos que discutam as questões em pequenos grupos, em inglês ou em português, a seu critério. Após alguns minutos, expanda a discussão para toda a turma e verifique o posicionamento dos alunos a respeito do assunto em questão. Fim da observação.
Discuss the following questions in small groups. Share your ideas with your classmates.
a) Malala defends the right to education in a country where women usually don't go to school. Do you think she is right in doing that? Justify your answer.
b) Do you think education really opens doors to freedom? Why (not)?
c) Would you like to read I Am Malala? Why (not)?
Atenção professor: Caso algum aluno já tenha lido o livro, convide-o a partilhar suas impressões com a turma. Como atividade para casa, ou no laboratório de Informática da escola, se for possível, os alunos podem fazer uma pesquisa a respeito da vida de Malala. Fim da observação.
Personal answers.
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Boxe complementar:
Pronunciation Tips
1. Observe the words in bold in the sentence.
"[...] The book is about a girl who is made to leave her home so that she can live."
Words in bold: leave; live.
Now listen to the sentence.
Notice the difference in the sound of ea as in leave and the sound of i in live. The letter i as in live is pronounced /I/, while ea as in leave or ee as in deep is pronounced /i:/.
2. Listen and repeat the words from the table below. Then, in your notebook, write down the words from the box indicating their correct sound. Listen to those words and check your answers.
Tabela: equivalente textual a seguir.
	/I/
	/i:/
	sit
	seat
	fill
	feel
	did
	deed
	bit
	beet
Box:
mean - rich - feet - really - reach - fit - win - silly
End of box.
Resposta: /I/ rich, fit, win, silly; /i:/ mean, feet, really, reach
Fim do complemento.
MORE FOOD FOR THOUGHT
In the three texts that follow, people give their opinions about the importance of education. Read them and, in your notebook, do the activities about those texts.
Importance of Education
Education is not all about studying and getting good marks. It is really a means to discover new things which we don't know about and increase our knowledge. An educated person has the ability to differentiate between right and wrong or good and evil.
FONTE: Gaurav Barr, IX, D.A.V. Public School, New Delhi. Available at: www.thehindu.com/features/kids/importance-of-education/article4619651.ece. Accessed on: August 11, 2015. (Fragment). CRÉDITOS: Reprodução/www.thehindu.com
Beyond Literacy: The Importance of Education
May 25, 2015, 02.59 AM IST
By Malvika Bhatt
Education is not about storing a million facts in one's mind and yet remaining entirely uneducated. Education is about uplifting oneself morally, emotionally and intellectually. Education does not merely mean acquiring of a few facts of science, history, literature, or art, but in the development of character.
FONTE: Available at: http://timesofindia.indiatimes.com/city/guwahati/Beyond-literacy-The-importance-of-education/articleshow/47410105.cms. Accessed on: August 11, 2015. (Fragment). CRÉDITOS: Reprodução/The Times of India
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Why is Education so Important in Our Life?
Submitted by Kafoumba Doumbia on Sun, 2013-08-18 21:35
Education gives us a knowledge of the world around us and changes it into something better. It develops in us a perspective of looking at life. It helps us build opinions and have points of view on things in life. [...] Education makes us capable of interpreting things, among other things. It is not just about lessons in textbooks. It is about the lessons of life.
FONTE: Available at: http://edlab.tc.columbia.edu/index.php?q=node/9886. Accessed on: August 11, 2015. (Fragment). CRÉDITOS: Reprodução/http://edlab.tc.columbia.edu
1. Gaurav Barr, Malvika Bhatt and Kafoumba Doumbia come from different parts of the world. Do they have similar or different opinions about education? Do they consider it important?
Resposta: They have similar opinions. Yes, they do. They consider it very important.
2. What does education mean? Use your notebook to write the answer to that question. Start by stating what it means, then say what it doesn't mean, choosing from the phrases in the box below. You may add your own ideas about that issue. Exchange your answer with a classmate's.
Box:
to develop one's character - to study textbooks - to make people capable of distinguishing right from wrong - to help people form their opinions and points of view - to get good grades - to memorize lots of information - to make people capable of interpreting things
End of box.
Possible answers: Education means: to develop one's character; to make people capable of distinguishing right from wrong; to help people form their opinions and points of view; to make people capable of interpreting things. Education does not mean: to study textbooks; to get good grades; to memorize lots of information.
3. Discuss the following questions in small groups.
Atençãoprofessor: Incentive os alunos a, se possível, manter a discussão em inglês. Fim da observação.
a) Do you agree with those people's opinions about education? Justify.
b) Is education important to you? Why (not)?
Personal answers.
Boxe complementar:
Project
This activity's content could be useful for Project 1, on page 85. You may start taking notes and developing your ideas about it.
Fim do complemento.
Atenção professor: Comente com os alunos que eles já podem começar a pensar em ideias para o Project 1. Vá até a página 85 e explique-lhes brevemente o projeto. Fim da observação.
WORD STUDY
Reference Words
Pronouns are used to bring cohesion to the text and avoid the unnecessary repetition of nouns. In reading a text it is important to identify the nouns which have been replaced by the pronouns.
Use your notebook to write down the correct options in each of the sentences below.
1. In "Education gives us a knowledge of the world around us and changes it into something better," what does the pronoun it refer to?
- World.
- Knowledge.
- Education.
Resposta correta: World.
2. In "Education makes us capable of interpreting things, among other things. It is not just about lessons in textbooks," what does the pronoun it refer to?
- Things
- Education.
- Lessons.
Resposta correta: Education.
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Discourse Markers
Read the following sentence taken from the first text on page 53.
"Education is not all about studying and getting good marks."
Word in bold: and.
1. What idea does the word in bold express?
- Contrast.
- Consequence.
- Alternative.
- Addition.
Resposta correta: Addition.
And is a discourse marker. We use discourse markers to show the relationship between phrases or sentences. They help us understand the connection between the ideas in a text.
2. Which idea does each discourse marker express? Choose from the ideas listed in the box and, in your notebook, write it next to each sentence.
Box:
contrast - addition - alternative - purpose - manner
Enf of box.
a) [...] a fascinating true tale about how she fights for her right to go to school.
Resposta: manner
b) [...] a girl who is made to leave her home so that she can live.
Resposta: purpose
c) [...] the girl who stood up for education and was shot by the Taliban.
Resposta: addition
d) Education is not about storing a million facts in one's mind and yet remaining entirely uneducated.
Resposta: contrast
e) [...] a few facts about science, history, literature, or art [...]
Resposta: alternative
LANGUAGE STUDY
Simple Present
1. Read these sentences from the text on page 51 and identify the verbs in your notebook.
a) "I love this book."
Resposta: love
b) "She goes into detail about how she loves school and the TV series Ugly Betty!"
Resposta: goes, loves
c) "Her book shows the other side of the wars in Asia."
Resposta: shows
2. Now choose the correct answers to complete these statements.
a) All the verbs you identified in activity 1 are in the Simple Present. In those sentences the Simple Present was used to talk about
- facts or permanent states.
- actions in progress.
Resposta correta: facts or permanent states.
b) In the third sentence, the subject (Her book) could be replaced by the pronoun
- it.
- they.
Resposta correta: it.
c) In the Simple Present, we add -s or -es to the base form of the verb when the subject is in
- the 3rd person singular (he/she/it).
- the 3rd person plural (they).
Resposta correta: the 3rd person singular (he/she/it).
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3. Go back to the main text, on page 51, and use your notebook to write down at least five other verbs in the Simple Present.
Possible answers: is, describes, talks, fights, live, read, makes, want.
4. Now transcribe the correct alternative to complete each of the sentences below.
a) Malala study/studies because she believe/believes education is important.
Resposta: studies, believes
b) Her family run/runs a chain of schools in Pakistan.
Resposta: runs
c) She fight/fights for women's and children's rights.
Resposta: fights
d) Malala have/has two younger brothers: Atal and Khushal.
Resposta: has
Spelling Rules
Read the sentences in activities 1 and 4 again and complete the spelling rules for verbs in the 3rd person singular in the Simple Present.
a) We add ____ to most verbs.
I love/she loves - you fight/he ____ - they show/it ____
Resposta: -s, fights, shows
b) We add ____ to verbs ending in o, ss, sh, ch, x.
I go/he goes - you pass/she ____ - we wash/it ____ - they teach/she ____ - I fix/he ____
Resposta: -es, passes, washes, teaches, fixes
c) We change -y to ____ when the verb ends in consonant + -y. you study/he studies - we try/she ____
Resposta: -ies, tries
d) But when the verb ends in vowel + -y we simply add ____.
I play/he plays - you enjoy/she ____
Resposta: -s, enjoys
e) And the 3rd person singular of the verb ____ is has.
I have/he has - you have/she ____ - we have/they have/it ____
Resposta: have, has, has
Atenção professor: Se achar oportuno, peça aos alunos que pensem em outros verbos conhecidos por eles e acrescentem aos exemplos das regras de ortografia. Fim da observação.
5. Have another look at some sentences from the texts on page 53.
"It is really a means to discover new things which we don't know about and increase our knowledge."
"Education does not merely mean acquiring of a few facts of science, history, literature, or art [...]."
Now answer just Yes or No to these questions:
a) Does education mean just to know some facts of different school subjects?
Resposta: No
b) Do people need to increase their knowledge?
Resposta: Yes
FONTE: Malena Flores/Arquivo da editora
6. Observe the sentences in the previous activity and complete the following statements about the negative and interrogative forms of the Simple Present.
a) To make negative sentences in the Simple Present, we use do not, or the contracted form ____, when the subject is I/you/we/they. We use ____, or its contracted form doesn't, when the subject is he/she/it.
Resposta: don't, does not
b) To ask questions in the Simple Present, we use the auxiliary verb ____ before the subject when the subject is I/we/you/they. We use the auxiliary verb ____ before the subject when it is he/she/it.
Resposta: do, does 
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c) To give short answers to questions in the Simple Present, we say: "Yes, I/you/ we/they do." and "Yes, he/she/it ____.", or "No, I/you/we/they ____ =." and "No, he/she/it doesn't.".
Resposta: does, don't
d) Now go back to activity 5 and use your notebook to give short answers to the questions.
Resposta: No, it doesn't./Yes, they do.
Other Uses of the Simple Present
You know that we use the Simple Present to talk about facts or permanent states. But the Simple Present has other uses. Read the sentences in the boxes below and do the activities:
Malala Yousafzai gets shot in the face for wanting an education. Wakes from coma. Gets right back to reading.
Available at: http://pandawhale.com/post/9102/malala-yousafzai-gets-shot-in-the-face-forwanting-an-education-wakes-from-coma-gets-right-back-to-reading. Accessed on: August 12, 2015. (Fragment).
"My father always says it's important to treat friends well."
YOUSAFZAI, M.; LAMB, C. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. New York: Little, Brown and Company, 2014.
Unlike the other girls in Pakistan, Malala never gives up her steps toward her dream.
Available at: http://moh17iskl.blogspot.com.br/2012/12/ malala-education-campaigner.html. Accessed on: August 12, 2015. (Fragment).
7. Use your notebook to write down the best option to complete each sentence.
a) In the first box, the Simple Present was used to
- make the past more vivid.
- talk about a future event.
Resposta correta: make the past more vivid.
b) In the second and third boxes, the Simple Present was used to
- talk about a habit, a repeated action.
- talk about something that is happening at the moment.
Resposta correta: talk about a habit, a repeatedaction.
c) Read the sentences in the second and third boxes again. Then, in your notebook, rewrite the sentences below using the correct alternative to complete them.
Atenção professor: Explique aos alunos que, quando usado em frases com uma das formas de to be, o advérbio de frequência vem depois do verbo. Por exemplo: "Malala is never afraid to speak her mind.". Fim da observação.
The words always and never are adverbs of manner/frequency. Those adverbs are used before/after the main verb in a sentence.
Resposta: frequency; before
8. Use your notebook to transcribe the graph below using the adverbs always and never in the right places.
Atenção professor: Diga aos alunos que, quando queremos saber a frequência com que alguém realiza determinada ação, usamos "How often...?" (How often does Malala's father say it's important to treat a friend well?). Fim da observação.
Resposta: always; never
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9. Discuss the questions below in small groups. Justify all your answers.
Atenção professor: Incentive os alunos a, se possível, manter a discussão em inglês. Fim da observação.
a) Do you think Malala is a strong, brave person?
b) What other adjectives would you use to define Malala?
c) Would you say Malala always listens to her father's advice?
d) Do you think she's determined?
e) Are you a determined person too? Do you always try to do something you believe in?
Personal answers.
LET'S PRACTICE
1. What do you know about education around the world? Read the text and complete it with the Simple Present (affirmative or negative form) of the verbs in the box. Use your notebook.
Atenção professor: Lembre aos alunos da necessidade de identificar o sujeito de cada frase a ser completada pelos verbos a seguir, que estão listados no infinitivo. Há casos de uso da 3ª pessoa do singular em que a forma básica do verbo terá de mudar. Fim da observação.
Box:
(not) benefit - have - (not) have (2×) - remain - occur - find
End of box.
Education Around the World Situation of Children's Right to Education Worldwide
FONTE: JeremyRichards/Shutterstock
Today, education (I) an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and (II) the awareness necessary to improve both their living conditions and those of their children.
In developing and developed countries alike, children (III) access to basic education because of inequalities that originate in sex, health and cultural identity (ethnic origin, language, religion). These children (IV) themselves on the margins of the education system and (V) from learning that is vital to their intellectual and social development.
Many children from disadvantaged backgrounds are forced to abandon their education because of health problems related to malnutrition or in order to work and provide support for the family. [...]
Today, it is girls who (VI) the least access to education. [...] This problem (VII) most frequently in Arab States, in central Asia and in Southern and Western Asia and is principally explained by the cultural and traditional privileged treatment given to males. Girls are destined to work in the family home, whereas boys are entitled to receive an education.
Available at: www.humanium.org/en/world/right-to-education. Accessed on: August 12, 2015. (Fragment).
Resposta: (I) remains; (II) don't/do not have; (III) do not/don't have; (IV) find; (V) do not/don't benefit; (VI) have; (VII) occurs
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2. In your notebook, answer the following questions based on the text.
a) How many children of primary education age around the world don't go to school? What are some reasons for that?
Resposta: 72 million children are out of school because of sex inequalities, health and cultural identity.
b) Why do many children abandon school?
Resposta: Because of health problems or because they need to work to provide support for their families.
c) Who has less access to education in some Asian countries: boys or girls? Why?
Resposta: Girls have less access to education because in their culture girls have to work in the family home.
3. In small groups, discuss these questions:
a) Do you think many Brazilian students abandon school? If so, why does that happen?
b) Do boys and girls have the same access to education in Brazil?
c) Do women enjoy the same status as men in our culture?
Personal answers.
Study Habits
Education is very important in our lives. Are you concerned about your education?
Do you like studying? What study habits do you have?
1. The pictures below illustrate some study habits. Match them to the correct phrases in the box. Use your notebook to do that.
Box:
Watch the news. - Ask the teachers for help. - Study with a friend. - Participate in class discussions. - Plan specific times for studying. - Do some research on the Internet to find out more about a topic.
End of box.
FONTE: Edward McCain/Getty Images
FONTE: Thinkstock Images/Getty Images
FONTE: Peopleimages/Getty Images
FONTE: 1000 Words/Shutterstock
FONTE: Monkey Business Images/Shutterstock
FONTE: Rob Byron/Shutterstock
Resposta: a) Study with a friend.; b) Do some research on the Internet to find out more about a topic.; c) Ask the teachers for help.; d) Watch the news.; e) Participate in class discussions.; f) Plan specific times for studying.
2. Now, in your notebook, write down two sentences about habits you have and two sentences about habits you don't have. Use the cues from the previous activity.
Personal answer.
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SPEAKING
Atenção professor: Explique aos alunos que eles devem entrevistar dois colegas a respeito de seus hábitos de estudo. Leia as frases da imagem abaixo com eles e tire as possíveis dúvidas. Se achar conveniente, modele um diálogo com um deles. Circule pela sala enquanto realizam a atividade para verificar se estão fazendo uso da língua inglesa, se têm dúvidas, se estão com dificuldade de pronúncia etc. Fim da observação.
Let's find out about your classmates' study habits!
1. Interview two of your classmates and ask them about their study habits. You can use the cues from the previous activities and add your own ideas. Tell them about your habits, too. Also ask them how often they do each activity. The cues in the illustration below might help you.
Atenção professor: Peça aos alunos que revejam a página 57 para relembrar os advérbios de frequência. Explique que o advérbio sometimes também pode ser usado antes do sujeito (Sometimes I watch the news.). Fim da observação.
FONTE: sliplee/Shutterstock
Personal answers.
2. Are your study habits similar to those of your classmates? Tell your teacher and your classmates about them.
Personal answers.
Atenção professor: Peça aos alunos que comentem a respeito de algumas semelhanças e diferenças entre seus hábitos de estudo. Fim da observação.
LISTENING
BEFORE YOU LISTEN
1. Malala Yousafzai, the young Pakistani child education activist, was the winner of the 2014 Nobel Prize, together with Kailash Satyarthi, the Indian child rights campaigner. What do you know about the Nobel Prize?
Personal answer.
2. There are different Nobel Prize categories. Which one do you think Malala and Kailash won?
- Nobel Prize in Physics.
- Nobel Prize in Literature.
- Nobel Peace Prize.
Resposta correta: Nobel Peace Prize.
3. Based on the information you now have about Malala, why do you think she won the award?
Personal answer.
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AS YOU LISTEN
Listen to part of Malala's Nobel Peace Prize acceptance speech, and do the following activities in your notebook.
Atenção professor: Antes de reproduzir o áudio, peça aos alunos que leiam as atividades a que precisarão responder. Dessa forma, eles já ficam mais atentos às informações das quais precisam enquanto ouvem a faixa. Outra sugestão é reproduzir o áudio três vezes: na primeira, peça aos alunos que tentem entender a ideia geral do texto que vão ouvir. Na segunda, eles devem procurar responder às atividades. Na terceira, verificamsuas respostas e tentam identificar as informações que ainda não haviam conseguido compreender anteriormente. Diga a eles que, como na leitura, não é preciso que compreendam todas as palavras que ouvirem, mas é importante que consigam entender a ideia central e algumas informações específicas para responder às questões propostas. A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
1. Say whether the following sentences are T (True) or F (False).
a) Malala dedicates the award to her brothers.
Resposta: F
b) Malala is proud of being the first Pakistani to receive that award.
Resposta: T
c) Malala says it's time to take action for children who don't have access to education.
Resposta: T
2. Complete the sentence below and write it down in your notebook.
Malala says the award is not just for her, but for underprivileged children who want (a), peace and (b).
Resposta: a) education; b) change
3. According to Malala, how do some people describe her?
- The young Pakistani girl.
- The girl who fought for her life.
- The Taliban girl who wants education.
Resposta correta: The girl who fought for her life.
4. Use your notebook to transcribe the correct alternatives (more than one) to complete the following statement.
She describes herself as someone who wants to see
- peace around the world.
- politicians taking action.
- people loving each other.
- job opportunities for everybody.
- children receiving good education.
- women having the same rights as men.
Resposta correta: peace around the world; children receiving good education; women having the same rights as men.
AFTER YOU LISTEN
1. During her speech, Malala repeats some phrases and sentences: "It is not time to pity them. It is not time to pity them," "So it becomes the last time... the last time... So it becomes the last time last time we see a child deprived of education". Why do you think she does that?
- Because she is really nervous.
- Because she doesn't remember her speech.
- Because she wants to give emphasis to those ideas.
- Because she doesn't speak English well.
Resposta correta: Because she wants to give emphasis to those ideas.
2. Discuss the following questions with one of your classmates.
a) Do you think Malala deserved the award? Justify your answer.
b) Malala stands for children's right to receive a quality education. She says it's time to take action. How do you think people can join her in that campaign?
c) Do children have a right to receive quality education in Brazil?
d) Do you know other people who fight for children's right to receive quality education?
Atenção professor: Na página womenthrive.org/blog/meet-six-young-people-who-are-fighting-quality-education (acesso em: 12 fev. 2016), é possível conhecer seis jovens de diferentes partes do mundo, inclusive um brasileiro, engajados na luta para uma educação de qualidade para as crianças de seus países. Fim da observação.
Personal answers.
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WRITING
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passar a limpo. Fim da observação.
An international magazine is preparing an article for a special issue about education. They want to find out how people from different countries see this topic. Now some journalists are in Brazil and they are asking for high school students' contributions. To help them, you have to answer the following question.
Why is Education So Important?
- Go back to pages 53 and 54 and read the three texts again. They might give you an idea of how to give your opinion on the topic.
- Discuss the topic with a classmate, and make a list of the ideas you want to include in your answer.
- Make a draft of your answer and exchange it with a classmate. Get some feedback.
- Rewrite your answer based on the feedback you had and make any improvements or necessary corrections.
Atenção professor: Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
- Proofread your work.
Atenção professor: Sugira que os alunos coloquem seus textos no mural da sala ou em um mural virtual, usando uma ferramenta gratuita, como: https://padlet.com (acesso em: 12 fev. 2016). Incentive-os a ler as produções de seus colegas e a fazer comentários, destacando, por exemplo, que respostas eles acharam mais interessantes. Fim da observação.
You can use some of the cues below to express your opinion:
Box:
I think that... - I believe that... - I'm sure that... - In my opinion, ... - I feel that... - I'm certain that... - Personally, ... - In my honest opinion, ... - It seems to me that... - Obviously, ... - Without a doubt, ...
End of box.
THINK ABOUT IT
Atenção professor: Nelson Mandela foi um importante líder político da África do Sul e lutou contra o sistema de apartheid no país dele. Formado em Direito, foi presidente da África do Sul entre os anos de 1994 e 1999. Morreu em 5 de dezembro de 2013. O texto a seguir foi publicado um dia depois de sua morte. Fim da observação.
Do you recognize the man in the photo? What do you know about him? Read the text and do the following activities in your notebook.
Mandela: Education World Pays Tribute to 'One of the World's Greatest Teachers'
Stephen Exley
6th December 2013 at 13:18
"Education is the most powerful weapon which you can use to change the world," Nelson Mandela famously once declared.
During his time as South Africa's president, Mr. Mandela was a passionate advocate for the transformative power of education, not least because of the influence of his own schooling.
"It is through education," he said, "that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another."
"His unrelenting and unshakeable pursuit of the vision of a united, democratic, non-racial, non-sexist society was the oil that fuelled the struggles of the people of South Africa and elsewhere... as they knew that their freedom was intricately and inextricably linked to his," said Angie Motshekga, the country's minister of basic education.
Addressing the Mandela family, she added: "May you be consoled by the knowledge that your pain is shared, never in equal measure, but as sincerely by the world at large."
FONTE: Available at: www.tes.co.uk/news/school-news/breaking-news/mandela-education-world-pays-tribute-one-worlds-greatest-teachers. Accessed on: November 30, 2015. (Fragment). (Fotografia) Alessia Pierdomenico/Shutterstock
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1. The main idea in what Mandela said (3rd paragraph of the text) is that
- education can be used to get the most powerful weapons.
- through education one can separate one person from another.
- an educated person can become successful, even when their origins are very humble.
- Nelson Mandela became president of his country, even though he had no schooling.
Resposta correta: an educated person can become successful, even when their origins are very humble.
2. Say whether these statements are True (T) or False (F), according to the text.
a) Mandela is considered one of the world's greatest teachers.
Resposta: T
b) Mandela believed in the power of education.
Resposta: T
c) Mandela did not have the chance to study.
Resposta: F
d) Mandela himself was agood example of the transformative power of education.
Resposta: T
e) Mandela became South Africa's president after a long struggle for freedom.
Resposta: T
f) Mandela's death was a shock only to people in his own country.
Resposta: F
g) Mandela struggled for a united, democratic, non-racial and non-sexist society.
Resposta: T
h) The minister of basic education in South Africa said that only Mandela's family was in pain because of his death.
Resposta: F
3. Discuss this question with a classmate: Nelson Mandela said that education is the most powerful weapon to change the world. Do you agree with that? Why (not)?
Atenção professor: Para expandir a discussão, pergunte aos alunos se eles conhecem alguém que teve sua vida transformada graças à educação. É possível encontrar notícias de pessoas de origem muito humilde que mudaram de vida por causa dos estudos. Veja, por exemplo, o caso de algumas que, com livros que encontraram no lixo, conseguiram estudar em uma universidade e ter uma profissão: http://g1.globo.com/distrito-federal/noticia/2014/09/com-livros-achados-no-lixo-morador-do-df-aprende-ler-e-se-torna-medico.html e www.dailymail.co.uk/news/article-2110456/Homeless-Ercilia-Stanciany-gets-university-finding-books-rubbish-dumps.html. Acessos em: 12 ago. 2015. Fim da observação.
Personal answers.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com a atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem ir preenchendo a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand a book review.
	b) understand and use the Simple Present.
	c) listen to a speech, understand and answer questions about it.
	d) write an answer to a question about the importance of education.
	e) talk about study habits.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with your teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Book: MANDELA, Nelson. Long Walk to Freedom: The autobiography of Nelson Mandela. New York: Back Bay Books, 2013.
Movies: GOODBYE Bafana [Mandela -A luta pela liberdade]. Directed by: Billie August. Production: David Wicht. France, Italy, United Kingdom, South Africa, Belgium, Luxemburg, Germany: Librisfilms, 2001. 1 DVD.
HE Named Me Malala. Directed by: Davis Guggenheim. Production: David Diliberto, Shannon Dill, Holly Elson, Michael Garin, Davis Guggenheim and Monica Hampton. USA. Fox Filmes do Brasil, 2015. 1 DVD.
Website: Capitolina: www.revistacapitolina.com.br. Acesso em: 21 set. 2015.
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UNIT 4 - Do You Like Your World?
Nesta Unidade você vai:
- Discutir e refletir a respeito de importantes questões globais;
- Aprender a fazer perguntas iniciadas por Question Words;
- Explorar pesquisas de opinião;
- Relacionar os conteúdos com as disciplinas de Sociologia e Geografia.
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FONTE: elnavegante/Shutterstock
Observe the picture below and discuss the following questions with your classmates.
a) Do you think this is a wonderful world? In a famous old song, Louis Armstrong says it is. Do you agree with him?
b) What is your own idea of a wonderful world?
c) What kind of changes do you think are needed to make this a real wonderful world?
Personal answers.
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LET'S START
Priorities in Your Life
Observe the words in the signs below. Then answer the questions in your notebook.
FONTE: Available at: www.wowyourself.com/stress-is-a-choice-an-empty-pickle-jar. Accessed on: September 15, 2015. CRÉDITOS: Banco de imagens/Arquivo da editora
a) Are those issues important in your life? How would you number them in a priority list?
b) The image above suggests that some aspects of life lead us in different directions. Do you agree with that?
Personal answers.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com uma atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem preencher a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
Priorities in Your School
Atenção professor: Comente com os alunos que facilities é um falso cognato; não significa "facilidades", mas sim "instalações". Fim da observação.
Some school facilities and services are very important, but they are not available in every school. Match the school facilities and services to each of the pictures below. Are they available in your school? Does your school need any other facilities or services? Answer in your notebook.
a) a good library
b) a modern sports court
c) a computer lab
d) an auditorium
FONTE: connel/Shutterstock
FONTE: Suprun Vitaly/Shutterstock
FONTE: Jesse Kunerth/Shutterstock
FONTE: Joseph Sohm/Shutterstock
Resposta: a) 1; b) 4; c) 2; d) 3. Personal answers.
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Priorities in Your Community
What are the issues to be addressed in your neighborhood? Choose the options from the list below, add other needs, then compare your answers with a classmate's.
- Internet access
- Better hospitals
- Clean water access
- Sanitation
- Public safety
- Crime prevention
- Better transportation alternatives
- Parks and green spaces
- Garbage disposal/recycling centers
- Others
Personal answers.
READING
BEFORE YOU READ
1. A survey is an investigation of the opinions of a group of people, based on a series of questions. Take a look at the text below and answer the questions in your notebook.
a) What's the name of the survey?
Resposta: My World.
b) Who's doing it?
Resposta: The United Nations.
c) Is it national or global?
Resposta: It's global.
Atenção professor: Para saber mais a respeito de Predicting and Making Inferences, veja a seção Estratégias de Leitura e Compreensão do Texto do Manual do Professor. Fim da observação.
2. What is this survey for? Who can answer it? Make your predictions and check them as you read the text.
Atenção professor: Se achar conveniente, sugira aos alunos que façam uma pesquisa a respeito da ONU (Organização das Nações Unidas) e compartilhem as informações com os colegas. Fim da observação.
Personal answers.
AS YOU READ
Now read the text and do the following activities in your notebook.
My World is a global survey developed by the United Nations with several partner organizations. It asks individuals which six of sixteen possible issues they think would make the most difference to their lives, one of them being action taken on climate change. Citizens of all ages, genders and backgrounds, particularly the world's poor and marginalized communities, are called upon to get involved and let the world know their priorities and views, so that world leaders can be informed as they begin the process of setting the next global development agenda.Which of These Are Most Important for You and Your Family? Choose 6
Better job opportunities
A good education
Better healthcare
Affordable and nutritious food
Support for people who can't work
Freedom from discrimination and persecution
Access to clean water and sanitation
Reliable energy at home
Action taken on climate change
Protecting forests, rivers and oceans
An honest and responsive government
Better transport and roads
Protection against crime and violence
Equality between men and women
Phone and Internet access
Political freedom
FONTE: Available at: https://unfccc.int/cc_inet/cc_inet/six_elements/public_participation/items/3530.php?displayPool=1560; http://vote.myworld2015.org. Accessed on: August 18, 2015. CRÉDITOS: Reprodução/https://unfccc.int
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General Comprehension
Atenção professor: Para saber mais a respeito de Skimming, veja a seção Estratégias de Leitura e Compreensão de Texto do Manual do Professor. Fim da observação.
1. What's the objective of the survey My World?
- To know people's opinions about the most important issues for them and their families.
- To know the opinions of citizens of all ages, genders and backgrounds about their world leaders.
- To choose six issues that matter most only to the world's poor and marginalized communities.
- To raise money for helping world leaders solve global problems.
Resposta correta: To know people's opinions about the most important issues for them and their families.
2. Of the sixteen issues listed in the survey, one of them is considered so important that it was especially mentioned in the text. What issue is that?
- Freedom from discrimination and persecution.
- Action taken on climate change.
- Access to clean water and sanitation.
Resposta correta: Action taken on climate change.
Detailed Comprehension
Atenção professor: Para saber mais a respeito de Scanning, veja a seção Estratégias de Leitura e Compreensão de Texto do Manual do Professor. Fim da observação.
1. Decide if the statements below are True (T) or False (F), according to the text. Write down your answers in your notebook.
a) The survey was developed only by the United Nations.
Resposta: F
b) Low-paid workers are not allowed to answer the survey.
Resposta: F
c) The results of the survey can help the world leaders to set the next global development agenda.
Resposta: T
d) The United Nations wants to have feedback from people all over the world, especially the rich and powerful segments of society.
Resposta: F
e) Political freedom was one of the issues ignored in that global survey.
Resposta: F
2. Read the text on page 67 again. What can we infer from the information contained in the text and from the sixteen issues listed in the United Nations global survey? Read the statements below and use your notebook to identify those that are in full accordance with that text.
- Many citizens of the world don't have access to safe water and sanitation.
- Women still don't have the same rights, status and opportunities as men.
- Many people in the world don't have enough money to buy nutritious food.
- All the nations in the world have honest and responsive governments.
- In modern times, everybody has phone and Internet access.
- Climate change doesn't worry scientists anymore, it's a problem of the past.
- Many citizens of the world don't have good healthcare services.
- There are countries in this world with poor educational systems.
- Some countries still discriminate and persecute people.
- The world's forests, rivers and oceans don't need to be protected.
- Protection against crime and violence is no longer a global issue, so it was not included on the list.
- In some countries of the world people are not allowed to follow their political ideas.
Respostas corretas: Many citizens of the world don't have access to safe water and sanitation; Women still don't have the same rights, status and opportunities as men; Many people in the world don't have enough money to buy nutritious food; Many citizens of the world don't have good healthcare services; There are countries in this world with poor educational systems; Some countries still discriminate and persecute people; In some countries of the world people are not allowed to follow their political ideas.
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AFTER YOU READ
1. Observe the image and, in your notebook, answer the following questions with a classmate.
FONTE: Available at: www.undp.org/content/undp/en/home/ourwork/get_involved/GameChanger.html#. Accessed on: November 13, 2015. CRÉDITOS: Maja Suslin/UNDP
a) Who's the woman in the picture?
Resposta: It's Marta Vieira da Silva.
b) Where is she from?
Resposta: She's from Brazil.
c) What does she do?
Resposta: She's a soccer player.
d) What do you think she voted for?
Possible answer: Equality between men and women.
e) Why do you think she voted for that issue?
Possible answer: Because of the statement "Empowers women" attributed to her in the image.
2. Which six of the sixteen issues on the list on page 67 do you vote for?
Personal answer.
3. Tell your classmates about these issues. Compare your vote with theirs.
Personal answer.
MORE FOOD FOR THOUGHT
1. Look at the two photos below and discuss these questions with a classmate.
a) Do you know the people in these photos? Who are they?
Resposta: They are Emma Watson and Matt Damon.
b) What are they famous for?
Resposta: They are movie stars.
c) Besides being movie stars, are they involved in any international social movement?
Resposta: Yes, they are.
d) What's the name of that movement?
Resposta: HeForShe.
e) What would you say is the basic idea behind that movement? Make your predictions.
Personal answer.
2. Now read the text below and check your answers.
A Movement Is Building
HeForShe is a solidarity movement for gender equality that brings together one half of humanity in support of the other half of humanity, for the benefit of all.
Emma Watson (who played Hermione in the Harry Potter movies) is United Nations Women Global Goodwill Ambassador. She and Matt Damon (who played Will in Good Will Hunting, among many other movies) are both taking part in the HeForShe project.
FONTE: Available at: www.heforshe.org. Accessed on: August 19, 2015. (Fotografia 1) Reprodução/www.heforshe.org (Fotografia 2) Reprodução/www.heforshe.org. CRÉDITOS: Reprodução/www.heforshe.org
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3. Now answer the following questions in your notebook.
a) What kind of movement is HeForShe?
Resposta: A solidarity movement for gender equality.
b) What does the text mean by "one half of humanity"? Who are they talking about?
Resposta: Men.
c) What other half of humanity is being supported?
Resposta: Women.
d) Who benefits from that solidarity movement?
Resposta: Everybody.
e) What role did Emma Watson play in the Harry Potter movies?
Resposta: She played Hermione.
f) Who is Emma Watson inviting? To do what?
Resposta: Everybody. To join the movement.
g) What role did Matt Damon play in the movie Good Will Hunting?
Resposta: He played Will.
h) What about Matt Damon, who does he mean to support by that statement?
Resposta: Women.
4. Discuss the following questions in small groups.
a) Do you think that gender equality is a big issue in our country?
b) Do you know any cases of women being paid less for the same job as men?
c) Do you think that's fair?
d) Do you know of any movement in Brazil in favor of gender equality?
e) Do you participate in that movement?
f) What are you doing to help solve that issue?
g) Of the sixteen issues in the My World survey, which one do you think is the most important? Why?
Personal answers.
Boxe complementar:
Project
This activity's content could be useful for Project 1, on page 85. You may start taking notes and developing your ideas about it.
Fim do complemento.
Atenção professor: Comente com os alunos que eles já podem começar a pensar em ideias para o Project 1. Vá até a página 85 e explique-lhes brevemente o projeto. Fim da observação.
WORD STUDY
The Suffixes-ation and -ution
Notice again some of the issues from the My World survey:
"A good education"
Word in bold: education.
"Freedom from discrimination and persecution"
Words in bold: discrimination; persecution.
"Access to clean water and sanitation"
Word in bold: sanitation.
1. Those words in bold are formed with the suffixes -ation or -ution. Choose the correct option (in bold) to complete the following statement.
Atenção professor: Antes de os alunos realizarem a atividade 1, pergunte o que eles percebem que essas palavras têm em comum. Fim da observação.
The suffixes -ation or -ution are used with many verbs to make abstract nouns/ concrete nouns, indicating the process of the action of the verb.
Resposta: abstract nouns
2. Observe the table below. Copy it in your notebook, completing it with the respective verbs, as appropriate.
Resposta: Discrimination/ discriminate; persecution/ persecute; organization/ organize; investigation/ investigate; participation/ participate; communication/ communicate
Tabela: equivalente textual a seguir.
	Education → Educate
	Discrimination
	Persecution
	Organization
	Investigation
	Participation
	Communication
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3. In your notebook, complete the poem below with the words from the box.
Box:
exaggeration - communication - consideration - reconciliation - civilization
End of box.
Ations
If we meet and I say, "Hi,"
That's a salutation.
If you ask me how I feel,
That's (I).
If we stop and talk awhile,
That's a conversation.
If we understand each other,
That's (II).
If we argue, scream and fight,
That's an altercation,
If later we apologize,
That's (III).
If we help each other home,
That's cooperation.
And all these actions added up
Make (IV).
(And if I say this is a wonderful poem,
Is that (V) ?)
SILVERSTEIN, Shel. A Light in the Attic. New York: HarperCollins Publishers, 1981. p. 59.
FONTE: Malena Flores/Arquivo da editora
Resposta: (I) consideration; (II) communication; (III) reconciliation; (IV) civilization; (V) exaggeration
4. Now discuss the following questions with a classmate.
a) When we say "Hi," cooperate and understand each other, are those good attitudes for the world we want?
b) And what about when we scream, argue and fight?
c) Do you do any of those things?
d) Which ones? On what occasions do you do them?
e) Do you think all the positive actions mentioned in the poem make civilization?
Personal answers.
The Suffix -able
Read again these issues from the My World survey. Pay attention to the words in bold. Use your notebook to write down your answers.
"Affordable and nutritious food"
Word in bold: Affordable.
"Reliable energy at home"
Word in bold: Reliable.
1. What do you think "affordable food" is?
- Junk food.
- Imported food.
- Food that you can buy, because it is not expensive.
- Food that everyone is able to eat.
Resposta correta: Food that you can buy, because it is not expensive.
2. What do they mean by "reliable energy"?
- Energy that costs a lot of money.
- Energy you can rely or depend on.
- Solar-powered energy.
- Energy provided by water or wind sources.
Resposta correta: Energy you can rely or depend on.
3. The words affordable and reliable are formed with the suffix -able. Now use your notebook to transcribe the correct alternatives about it.
Atenção professor: Comente com os alunos que o sufixo -able, em inglês, corresponde ao sufixo -ável ou -ível em português. Em relação ao adjetivo reliable, chame a atenção dos alunos para a alteração ortográfica: a troca de y por i antes do acréscimo do sufixo -able. Dê exemplos de outras palavras com esse sufixo, como drinkable, washable, breakable e reasonable. Fim da observação.
a) The suffix -able is used with many verbs to form
- nouns.
- adjectives.
- adverbs.
Resposta correta: adjectives.
b) The suffix -able means
- without.
- the result of.
- capable of, susceptible of.
Resposta correta: capable of, susceptible of.
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Boxe complementar:
Pronunciation Tips
1. Listen to the following words and notice the way the suffixes -ation, -ution and -able are pronounced. (1) education - discrimination - sanitation - organization (2) persecution (3) affordable - reliable
2. Now listen and repeat the words below. In your notebook, write 1, 2 or 3, according to the sound of their suffixes.
a) institution
b) available
c) operation
d) administration
e) sustainable
f) constitution
g) conversation
h) enjoyable
Resposta: a) 2; b) 3; c) 1; d) 1; e) 3; f) 2; g) 1; h) 3
Fim do complemento.
Among or Between?
1. Observe the words in bold in these sentences from the texts on pages 67 and 69. Then rewrite the following statements choosing the best options to complete them.
"Equality between men and women."
Word in bold: between.
"She (Emma Watson) and Matt Damon (who played Will in Good Will Hunting, among many other movies) [...]"
Word in bold: among.
Between is used to show that (a) two/more than two people, things or groups are related or connected. Among is used when you mention one thing, person or group out of (b) two/a larger number. Between and among correspond to the same word in Portuguese, the preposition (c) diante de/entre.
Resposta: (a) two; (b) a larger number; (c) entre
2. Now complete the sentences about the issues discussed in the texts using between or among, as appropriate.
a) A good education is just one ____ the important issues for a better world.
Resposta: among
b) Many people ____ those who live in developing regions don't have access to clean water.
Resposta: among
c) There is a great difference ____ "developing" and "developed" countries.
Resposta: between
LANGUAGE STUDY
Question Words
1. Go back to the texts on pages 67 and 69. Then read the questions below and find the appropriate answers to them by matching the columns.
First Column:
a) What is My World?
b) Where is the United Nations doing that survey?
c) How do people participate in the survey?
d) Why is the UN doing that survey?
e) What is HeForShe?
f) Who is taking part in the HeForShe project?
g) When do we need to take part in that movement?
h) How do we learn more about that movement?
Second Column:
1) The UN is doing that survey all over the world.
2) It's a survey developed by the United Nations.
3) By checking the website www.heforshe.org.
4) Because they want to know people's priorities and help the world leaders to set the next global development agenda.
5) Now.
6) It's a solidarity movement for gender equality.
7) They choose six out of a list of sixteen issues that they consider the most important for them.
8) Emma Watson and Matt Damon.
Resposta: a) 2); b) 1); c) 7); d) 4); e) 6); f) 8); g) 5); h) 3)
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2. All the questions from the previous activity begin with a question word. Look at the table below and, in your notebook, complete it by answering the questions.
Atenção professor: Destaque para os alunos o sentido de cada uma das Question Words da atividade 1, de modo que consolidem essa noção pelo preenchimento da tabela no caderno. Fim da observação.
Tabela: equivalente textual a seguir.
	What Is The Question Word Used to...
	... ask about something?
Resposta: What
	... ask about time?
Resposta: When
	... ask about a place?
Resposta: Where
	... ask about a person?
Resposta: Who
	... ask about the reason for something?
Resposta: Why
	... ask about manner?
Resposta: How
Observação: To learn more about Question Words, go to page 161. Fim da observação.
Simple Present and Present Continuous
1. Take a look at the questions in activity 1 (Question Words) again and answer:
a) Which ones are about actions that are happening now?
Resposta: Questions b, d, f
b) Which ones are about facts or permanent states?
Resposta: Questions a, c, e, g, h
2. Refer to the questions on page 72. Observe the structure of the questions in the table below. In your notebook, copy the table and complete it with the missing words.
Tabela: equivalente textual a seguir.Question Word
	Auxiliary Verb
	Subject
	Main Verb
	Complement
	____.
Resposta: What
	is
	____.
	_____.
	My World?
	When
	do
	____.
Resposta: we
	____.
Resposta: need
	to take part in that movement?
	____.
Resposta: Where
	is
	____.
Resposta: the United Nations
	____.
Resposta: doing
	that survey?
	Who
	is
	-
	____.
Resposta: taking
	part in the HeForShe project?
	Why
	____.
Resposta: is
	the UN
	____.
Resposta: doing
	that survey?
	How
	____.
Resposta: do
	we
	____.
Resposta: learn
	more about that movement?
Observação: To learn more about Simple Present VS. Present Continuous, go to page 163. Fim da observação.
3. One of the most important issues presented in the My World survey is global warming, or climate change. What do you know about that issue? Discuss these questions with one of your classmates.
a) What is another name for global warming?
Resposta: Climate change.
b) When is it happening?
Resposta: It is happening now.
c) Where is it happening?
Resposta: It is happening all over the world.
d) Who does it affect?
Resposta: It affects all of us.
e) How does it affect us?
Resposta: It affects us in many different ways.
f) Why is it important to take action about it?
Resposta: Because it is causing a lot of problems to the planet, to the people and the animals who live on it.
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LET'S PRACTICE
1. Read the text and observe its image below. Then complete the sentences using the words in the box. There are three extra words.
The HeForShe Commitment
See how many men in your country have committed. Join them and move your country into the lead.
FONTE: Available at: www.heforshe.org/#take-action. Accessed on: November 13, 2015. CRÉDITOS: www.heforshe.org/#take-action
Box:
gender - believe - believing - taking - participating - equality - right - take
End of box.
a) Many men around the world ____ equality for women is a basic human ____ that benefits us all.
Resposta: believe, right
b) More than five hundred thousand men around the world are ____ a stand as to gender ____.
Resposta: taking, equality
c) In Brazil, more than eighteen thousand men are already ____ in the movement.
Resposta: participating
2. Access to clean water and affordable nutritious food are issues from the My World survey. Read the text about the reality of many people regarding those issues.
Water, Food, & Shelter
Today, according to Unicef, 780 million humans are without access to clean water. [...]
How many people don't have access to sufficient food to be able to power their bodies and provide the energy they need to live, to survive, to have a strong immune system? 925 million people, according to the Food and Agriculture Organization of the United Nations (13.2%).
[...] One billion people [...] don't have access to sufficient shelter [...]. There are about a billion people worldwide currently living in slums in urban areas that are densely populated and often don't have basic things like sanitation, running water, and electricity.
Available at: http://startupguide.com/world/creating-a-better-world. Accessed on: August 24, 2015.
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3. Now, in your notebook, complete the sentences using the verbs from the box in the appropriate form.
Box:
survive - (not) eat - provide - need - live - (not) have (2×)
End of box.
a) People ____ water, food, and shelter to live a decent life.
Resposta: need
b) Millions of people around the world ____ access to clean water.
Resposta: don't have
c) Sufficient food powers our bodies and ____ the energy we need for survival.
Resposta: provides
d) Almost a billion people worldwide ____ sufficient food.
Resposta: don't eat
e) One billion people in the whole world ____ a place where they can feel protected from bad weather.
Resposta: don't have
f) About a billion people worldwide manage to ____ in very harsh conditions.
Resposta: survive
g) About a billion people around the world ____ in slums now.
Resposta: are living
4. Education and healthcare are also issues in the My World survey. Read the text below and transcribe the appropriate options (in bold) to complete it. Then answer the following questions in your notebook.
Education, Medicine, and Healthcare
Let's look at literacy, one of the factors that (I) correlate/correlating with basic education. If you can't read or write, there are a lot of doors in this world that are simply not open to you. There are still 920 million people globally, according to Unesco, who (II) has/do not have the ability to read or write (13% of the world).
Next, let's take basic medicine. According to the World Health Organization, 1.7 billion human beings (III) aren't having/don't have access to lifesaving preventive measures and basic immunizations. We've made a lot of progress with reducing infant mortality, but if nearly one in four humans (IV) doesn't have/don't have access to the most basic of medicines, we've still got a lot of work to do.
Words in bold: (I) correlate/correlating; (II) has/do not have; (III) aren't having/don't have; (IV) doesn't have/don't have.
Available at: http://startupguide.com/world/creating-a-better-world. Accessed on: November 13, 2015.
Resposta: (I) correlate; (II) do not have; (III) don't have; (IV) don't have
a) How many people in the world don't know how to read or write?
Resposta: 920 million people.
b) What are the possible consequences of not being able to read or write?
Resposta: A lot of doors aren't open to you.
c) What's the name of the global organization that deals with basic education?
Resposta: It's Unesco (United Nations Educational, Scientific and Cultural Organization).
d) How many people don't have access to the basics of medicine?
Resposta: One in four humans./1.7 billion human beings.
e) And what's the name of the global organization that deals with basic medicine?
Resposta: It's the WHO (World Health Organization).
f) Do all people have easy access to healthcare and education in the area where you live?
Personal answer.
5. Complete the questions related to some of the issues mentioned in the My World survey. Use do, does, are or is. Then use the questions to interview a classmate.
a) ____ you have access to the Internet at home?
Resposta: Do
b) ____ you have reliable energy at home?
Resposta: Do
c) ____ your city have a good transportation system?
Resposta: Does
d) ____ you think we need better transport?
Resposta: Do
e) ____ your neighborhood have sanitation?
Resposta: Does
f) ____ you participating in any movement to improve your community?
Resposta: Are
g) ____ your school promoting any action for a better world?
Resposta: Is
h) ____ your government protecting the country's forests?
Resposta: Is
i) ____ it building better roads?
Resposta: Is
j) ____ your community need protection against crime and violence?
Resposta: Does
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6. In your notebook, put the words in their correct order to make questions about the place where you live. Then use the questions to interview a classmate.
a) you/where/live/do/?
Resposta: Where do you live?
b) people in your community/how/contribute/do/to the environment/?
Resposta: How do people in your community contribute to the environment?
c) your community/what/you/are/to help/doing/?
Resposta: What are you doing to help your community?
d) do/a better world/why/we/need/?
Resposta: Why do we need a better world?
WRITING
A Survey for a Better School
Atenção professor: Se for possível, sugira aos alunos que criem a pesquisa on-line por meio da Survey Monkey www Fim da observação.
As you know, the United Nations developed a survey to find out what people consider the most important issues for a better world. Now it's your turn to conduct a survey.
In groups, discuss some issues that are important to improve your school. Then make a list of all the issues you thought about. Some of the issues below can help you start.
Box:
- computer lab
- nutritious meals
- clean classrooms
- tolerance and respect among students
- libraryEnd of box.
- Take a look at the survey on page 67 again. Now write your own survey to find out what students consider the most important issues for a better school. Don't forget to write an introduction to the survey explaining its objective and instructing people how to answer it.
- Ask a classmate to read your draft. Get some feedback.
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavraschave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passá-lo a limpo. Fim da observação.
- Rewrite your survey based on the feedback you had and make any improvements or necessary corrections.
Atenção professor: Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
- Proofread your work.
FONTE: Titov Nikolai/Shutterstock
SPEAKING
Now that you've created your survey, it's time to know people's opinions. Interview as many classmates as you can to find out their priorities regarding your school.
Remember:
- Before you start interviewing someone, introduce yourself and explain the survey's objective.
Atenção professor: Se achar necessário, ajude os alunos a pensar em como se apresentar e explicar o propósito da pesquisa. Escreva no quadro algumas frases para ajudá-los, como I'm doing this survey because... Fim da observação.
- When you finish, thank the person for taking the survey.
- After the interview, analyze the answers to the survey and check the results. Share the results with your teacher and classmates. Are your results similar to those of your classmates?
- Talk to the school principal about the survey results. What can the school principal, the counselor and the teachers do to improve your school? What can the community and the parents do to improve your school? What can you and your classmates do to improve your school?
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LISTENING
BEFORE YOU LISTEN
1. Do you know the man in the picture? If you don't, read below to find out some information about him.
FONTE: Michael Gottschalk/Photothek/Getty Images
Observação: His name is Kofi Annan and he is a diplomat from Ghana. He was the seventh Secretary General of the United Nations, from 1997 to 2006. He was also the 2001 Nobel Peace Prize winner. Fim da observação.
Personal answer.
2. You are going to listen to part of an interview he gave to the United Nations Foundation. He is answering the question "Can everyday people help the UN?". What do you think Kofi Annan will say in his interview? Make your predictions and check your answer as you listen.
Atenção professor: A verificação da atividade deve ser feita após os alunos terem escutado a entrevista e comparado suas respostas. Fim da observação.
- Only politicians or big leaders can really help the UN.
- Anyone, ordinary people like you and me, we all can help the UN.
Resposta correta: Anyone, ordinary people like you and me, we all can help the UN.
Atenção professor: Comente que ordinary é um falso cognato; não significa 'ordinário', mas "comum". Fim da observação.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com uma atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem preencher a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
AS YOU LISTEN
1. Listen to Kofi Annan and, in your notebook, complete the sentences below with the words from the box, according to what he says. There are five extra words.
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
Box:
small - home - school - big - neighborhood - community - cause - power - intelligence - movement
End of box.
a) We don't have to make a ____ gesture to do our part.
Resposta: big
b) Our contribution can start in our ____ or in our ____.
Resposta: community, school
c) We all as individuals can support a ____ that we believe in.
Resposta: cause
d) We, everyday people, should use our ____ to help the United Nations improve the world.
Resposta: power
2. Listen again and choose the options (more than one is possible) that refer to actions mentioned by Kofi Annan.
You are helping the world when you
- help immunize a child.
- say a war must end.
- do volunteer work.
- help build schools.
- vote for big leaders.
- get involved in the protection of a child.
Respostas corretas: help immunize a child; say a war must end; get involved in the protection of a child.
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AFTER YOU LISTEN
1. Read the text below about Kofi Annan. Then do the following activities in your notebook.
Kofi Annan warns that the world's most pressing challenges can only be overcome through multilateral solutions. Addressing a ceremony in Oslo to mark the 50th anniversary of the Norwegian Institute for International Affairs (Nupi), the former UN Secretary-General states, "Our futures, our prosperity and security are wrapped up together more than ever before. No country, no matter how wealthy or powerful, can any longer stand on its own."
Available at: www.kofiannanfoundation.org/newsroom/press/2009/01/ kofi-annan-calls-greater-multilateralism-to-meet-global-challenges. Accessed on: November 13, 2015.
a) What idea does Kofi Annan defend?
- Countries have to get together to solve world problems.
- Each country has to try to solve its problems on its own, with no help from other countries.
Resposta correta: Countries have to get together to solve world problems.
b) Do you agree with him? Why (not)?
Personal answers.
2. Discuss these questions with your classmates.
a) Do you think the UN helps to solve world problems?
b) Do you agree with Kofi Annan about the power of individuals to help solve the problems of the world?
c) What about you? Are you doing your part?
Personal answers.
THINK ABOUT IT
Read the lyrics from "What a Wonderful World" and reflect about its message. Then do the activities that follow.
Atenção professor: Oriente os alunos a prestar atenção à letra da música, à mensagem do poema, e não à melodia. Ou seja, a proposta da atividade é de compreensão escrita. No entanto, para complementar a atividade, sugere-se, se possível, a reprodução do vídeo de Louis Armstrong cantando a música, disponível em www.youtube.com/watch?v=E2VCwBzGdPM (acesso em: 20 out. 2015), e, uma vez que já trabalharam bem a letra, convide-os a cantar também. Fim da observação.
What a Wonderful World
Written by: George David Weiss/George Douglas, performed by: Louis Armstrong.
I see trees of green, red roses too.
I see them bloom for me and you.
And I think to myself,
What a wonderful world.
I see skies of blue and clouds of white,
The bright blessed day, the dark sacred night.
And I think to myself,
What a wonderful world.
The colors of the rainbow so pretty in the sky.
Are also on the faces of people going by.
I see friends shaking hands, saying: "How do you do?"
They're really saying: "I love you."
I hear babies cry, I watch them grow,
They'll learn much more than I'll ever know.
And I think to myself,
What a wonderful world.
Yes, I think to myself,
What a wonderful world.
FONTE: Available at: www.vagalume.com.br/louis-armstrong/what-a-wonderful-world.html. Accessed on: September 30, 2015. CRÉDITOS: HarryWarnecke/NY Daily News Archive/Getty Images
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1. The images below illustrate some parts of the lyrics. Use your notebook to transcribe the verses that are related to each image.
FONTE: Diego Cervo/Shutterstock
Resposta: I see friends shaking hands, saying: "How do you do?"
FONTE: Elenamiv/Shutterstock
Resposta: I see skies of blue and clouds of white.
FONTE: bogdan ionescu/Shutterstock
Resposta: The colors of the rainbow so pretty in the sky.
2. Discuss the following questions with a classmate.
a) What is the song's main message?
Possible answer: That the world where the author/poet/singer lives is a great place.
b) Do you think such a world is real or is it just a dream?
c) Is there anything you would like to change in the world, or simply in your community?
d) If so, what can you do about it?
Personal answers.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand a survey about global issues.
	b) understand and use question words.
	c) listen to and understand an interview about helping the UN.
	d) write a survey about school's priorities.
	e) interview people and conduct a survey about school's priorities.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with your teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Websites: United Nations: www.un.org/en/index.html; HeForShe Movement: www.heforshe.org. Accessed on: September 29, 2015.
Video: A NEW Sustainable Development Agenda. New York, 2015. Available at: www.youtube.com/watch?v=5_hLuEui6ww. Accessed on: September 19, 2015.
Videoclip: WHAT a Wonderful World. Grandpa Elliot with children's choir around the globe. California, 2012. Available at: https://vimeo.com/53624508. Accessed on: September 29, 2015.
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CHECK YOUR ENGLISH 1
Atenção professor: A cada quatro Unidades apresentamos o Check Your English, para o aluno rever o conteúdo estudado, pôr em prática as estratégias de leitura apresentadas e solucionar possíveis dúvidas. Fim da observação.
1. In your notebook, complete the study tips below using the verbs from the box in the Imperative.
Box:
listen - study (not) - test - write - find - try (not) - take
End of box.
Study Tips & Study Skills
- ____ to do all your studying the night before the test.
- ____ a comfortable and quiet place to study.
- ____ down a summary of the important ideas as you read through your study material.
- ____ short breaks frequently.
- ____ yourself or have someone test you on the material to find out what your weak and strong areas are.
- ____ to relaxing music such as classical or jazz on a low volume.
- ____ later than the time you usually go to sleep.
FONTE: Available at: http://www.testtakingtips.com/study/. Accessed on: March 29, 2016. (Fragment). CRÉDITOS: Reprodução/Test Taking Tips
Resposta: Don't try; Find; Write; Take; Test; Listen; Don't study
2. Answer the questions below about your study habits.
a) How often do you study the night before a test?
b) How often do you study in a quiet place?
c) How often do you write down summaries?
d) How often do you test yourself?
e) Based on your answers, do you think you have good study habits? Why (not)?
Personal answers.
3. Read some information about the Amazon Rainforest and use your notebook to complete the sentences using the verbs from the box in the correct form of the Simple Present or Present Continuous.
Box:
occur - be - have (5×) - cover - use
End of box.
a) The Amazon ____ the world's largest tropical rainforest. It ____ an incredibly rich ecosystem - there are around 40,000 plant species, 1,300 bird species, 3,000 types of fish, 430 mammals and a whopping 2.5 million different insects.
Available at: www.ngkids.co.uk/places/amazon-facts. Accessed on: September 29, 2015. (Fragment).
Resposta: is, has
b) The Amazon Rainforest is located in South America and ____ 2.1 million square miles of land. Brazil has 60%, Peru ____ 13%, and Colombia ____ 10% while other countries ____ very small parts of the rainforest within their borders.
Available at: www.softschools.com/facts/wonders_of_the_world/amazon_rainforest_facts/98/. Accessed on: September 29, 2015. (Fragment).
Resposta: covers, has, has, have
c) Many plants around the world ____ medicinal qualities. Of the plants known to have anticancer properties, 70% are found in the rainforest. Amazon natives ____ rainforest plants regularly but 90% of the ones they use have not been studied by modern science.
Available at: www.softschools.com/facts/wonders_of_the_world/amazon_rainforest_facts/98/. Accessed on: October 16, 2015. (Fragment).
Resposta: have, use
d) Deforestation in the Amazon Rainforest ____ most rapidly along a curve that hugs the southeastern edge of the forest that scientists and resource managers have come to call the "Arc of Deforestation." The land is cleared for cattle ranching, small-scale subsistence farming, logging, and, increasingly, soybean production for world markets.
Available at: http://earthobservatory.nasa.gov/IOTD/view.php?id=4385. Accessed on: October 15, 2015. (Fragment).
Resposta: is occurring
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4. Use your notebook to transcribe the questions below using question words, choosing from what, where, who, why. After that, match them to each answer.
a) ____ is the largest tropical forest in the world?
b) ____ is it located?
c) ____ area does it cover?
d) ____ uses rainforest plants regularly?
e) ____ is deforestation occurring most rapidly?
f) ____ do people destroy the rainforest?
1) In South America.
2) The Amazon Rainforest.
3) Amazon natives.
4) It covers 2.1 million square miles of land.
5) Along a curve that hugs the southeastern edge of the forest.
6) There are many reasons.
Resposta: a) What; b) Where; c) What; d) Who; e) Where; f) Why. a) 2); b) 1); c) 4); d) 3); e) 5); f) 6)
5. Now read the text below and do the following activities.
FONTE: NPeter/Shutterstock
What is Climate Change?
Climate is usually defined as the "average weather" in a place. It include/includes patterns of temperature, precipitation (rain or snow), humidity, wind and seasons. Climate patterns play/is playing a fundamental role in shaping natural ecosystems, and the human economies and cultures that depend on them. But the climate we've come to expect is not what it used to be, because the past is no longer a reliable predictor of the future. Our climate is rapidly changing/change with disruptive impacts, and that change is progressing/progress faster than any seen in the last 2,000 years.
Available at: www.ecy.wa.gov/climatechange/whatis.htm. Accessed on: March 29, 2016.
Words in bold: include/includes; play/is playing; changing/change; progressing/progress.
a) Choose the appropriate options from those in bold to complete the text.
Resposta: includes; play; changing; is progressing
b) Complete the questions below using the verbs in the appropriate form. Then ask those questions to a classmate.
- What ____ you ____ about climate change? (know)
Resposta: do, know; Personal answer. 
- What ____ to the world's climate? (happen)
Resposta: is happening; Possible answer: It's rapidly changing with disruptive impacts.
- ____ climate change ____ faster than in the past? (progress)
Resposta: is, progressing; Possible answer: Yes, itis.
6. Read the message below and, in your notebook, answer the questions about it.
"If you think positively, sound becomes music, movement becomes dance, smile becomes laughter, mind becomes meditation, and life becomes a celebration."
Available at: www.imaginequotes.com/life-quotes-if-you-think-positively.html. Accessed on: March 29, 2016.
a) What is the main idea of that message?
Resposta: The advantages of positive thinking./It is good to think positively.;
b) What does life become, if you think positively?
Resposta: (It becomes) A celebration.;
c) Find seven transparent words in that message.
Resposta: Positively, sound, music, movement, dance, meditation, celebration.
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7. Observe the image below, find at least ten transparent words and copy them in your notebook. Then choose the correct answer to each question.
Possible answer: Nature, saves, cancer, drugs, derived, coral, community, leaders, chance, future, protecting, preserving.
FONTE: From: Time Magazine, July 7-14, 2014. CRÉDITOS: Reprodução/The Nature Conservancy 2016
a) What does the picture show?
- Cancer-fighting drugs.
- 51% of a coral reef.
- Part of a coral reef inside a medicine bottle.
Resposta correta: Part of a coral reef inside a medicine bottle.
b) What is the visual message?
- More than half of cancer-fighting drugs come from the ocean.
- 51% of cancer-fighting drugs are derived from coral reefs.
- Preserving nature helps to preserve lives.
Resposta correta: Preserving nature helps to preserve lives.
c) What is the purpose of the text?
- To raise the readers' awareness of the necessity of protecting nature and preserving life.
- To convince readers that nature saves lives.
- To inform readers that coral reefs have a fighting chance to survive and thrive into the future.
Resposta correta: To raise the readers' awareness of the necessity of protecting nature and preserving life.
8. In your notebook mark T (True) or F (False) as to statements a to g about the quotations below.
FONTE: cenker atila/Shutterstock
"The roots of education are bitter, but the fruit is sweet."
Aristotle
Available at: www.quotehd.com/quotes/aristotle-education-quotes-the-roots-of-education-are-bitter-but-the-fruit-is. Accessed on: September 29, 2015.
FONTE: Apic/Getty Images
"He who opens a school door, closes a prison."
Victor Hugo
Available at: www.brainyquote.com/quotes/quotes/v/victorhugo104893.html. Accessed on: September 29, 2015.
FONTE: Stock Montage/Getty Images
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
Benjamin Franklin
Available at: www.quotehd.com/quotes/benjamin-franklin-politician-tell-me-and-i-forget-teach-me-and-i-remember-involve-me. Accessed on: September 29, 2015.
a) The power of education underlies the essence of the three quotations above.
Resposta: T
b) To Aristotle, studying does not require much effort.
Resposta: F
c) Victor Hugo suggests that prisons are in fact crime schools.
Resposta: F
d) Benjamin Franklin believes you can only acquire knowledge if you are directly involved in the process of learning.
Resposta: T
e) Education is a bitter fruit, according to Aristotle.
Resposta: F
f) Of the three quotations, that from Benjamin Franklin is the only one expressed in the Imperative.
Resposta: T
g) Bitter is the opposite of sweet, opens is the opposite of closes, forget is the opposite of remember.
Resposta: T
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Estratégias de leitura: scanning
A estratégia de leitura conhecida como scanning caracteriza-se por uma leitura rápida do texto para a localização de informações específicas. Quando buscamos encontrar, por exemplo, o nome de uma pessoa em uma longa lista, determinada data ou número, certo ingrediente em uma receita, usamos o scanning. Para aplicação dessa estratégia, devemos seguir estes passos:
- Ler o enunciado das questões propostas a respeito do texto antes mesmo de lê-lo. Nas provas do Enem, esse enunciado e as alternativas de múltipla escolha são apresentados em português e, com isso, antecipam informações que podem ser confirmadas em uma leitura atenta do texto. Se a questão visar uma informação específica, é adequado o uso de scanning.
- Ler o título do texto, o subtítulo, eventualmente o parágrafo de abertura e fazer previsões acerca do assunto.
- Fazer uma leitura rápida, em busca da informação específica.
- Voltar às questões propostas, definindo as alternativas que contêm as respostas às informações específicas.
- Fazer uma segunda leitura, ainda sem se preocupar com palavras desconhecidas, e confirmar as respostas.
1. Como exemplo de aplicação da estratégia de scanning, leia o texto abaixo e encontre as informações específicas.
Each of us is made up of roughly 60-70 percent of water. In fact, all life on Earth owes its existence to water, a molecule that consists of two atoms of hydrogen bound to one side of an atom of oxygen. Water is a polar molecule; the oxygen end of the molecule has a slightly negative charge and the hydrogen end has a slightly positive charge. This causes water molecules to be attracted to each other. It also causes the particles of many substances to separate from each other in water, a process that is called dissolving. Because of water's ability to dissolve so many substances, water is essential for our body's health.
KINDERSLEY, Dorling. The Science Book. London: 2010. p. 134.
2. Use a estratégia de scanning para encontrar as seguintes informações. Responda em seu caderno.
a) Porcentagem de água no corpo humano.
Resposta: Aproximadamente 60-70%.
b) Composição química da água.
Resposta: H2O - dois átomos de hidrogênio e um de oxigênio.
c) Razão de atração entre as moléculas de água.
Resposta: A molécula da água tem dois polos, um de carga levemente negativa (na parte de oxigênio) e outro de carga levemente positiva (na parte de hidrogênio).
d) Nome do processo de separação das partículas de muitas substâncias quando em contato com a água.
Resposta: Dissolução.
3. Leia este outro texto e depois, em seu caderno, dê as informações específicas.
Water Pollution
Water is essential to all aspects of human life, including community health, food production, economic vitality and ecosystem biodiversity. The quality of water is affected by human activities and is declining due to the rise of urbanization, population growth, industrial production, climate change and other factors. The resulting water pollution is a serious threat to the well-being of both the Earth and its population.
In many places around the world, industry is the largest source of water pollution, and nearly all sources of water have some level of contamination from industrial waste and chemicals. The waste includes heavy metals, solvents and radioactive materials that eventually enter underground supplies of water.
Available at: www.wno.org/water-pollution. Accessed on: March 29, 2016.
FONTE: guentermanaus/Shutterstock
a) Cite quatro fatores causados pela atividade do ser humano que contribuem para o declínio da qualidade da água no planeta.
Resposta: O aumento da urbanização, o aumento populacional, a produção industrial e as mudanças climáticas.
b) Cite três resíduos industriais que acabam contaminando a água.
Resposta: Metais pesados, solventes e materiais radioativos.
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DE OLHO NO ENEM
Outro bom exemplo da adequação de scanning é oferecido por uma questão do Enem 2010, na qual se mostra um painel com as Millennium Goals, as metas de desenvolvimento da ONU fixadas até 2015, que reproduzimos abaixo. O enunciado pede que se aponte o único item que contém dois pontos dessa lista de oito metas. Assim, é preciso ler cada alternativa atentamente (como, aliás, deve ser feito em todas as outras questões do exame) e retornar ao texto, examinando-o e aplicando a estratégia de scanning, na busca da informação específica: as metas mencionadas em cada alternativa. A leitura do texto visual é também muito importante, pois cada meta é acompanhada de um símbolo, mas é procurando no texto as palavras relacionadas aessas metas que chegaremos à resposta da questão.
FONTE: Adapted from: www.humanosphere.org/news-rounds/2015/07/news-in-the-humanosphere-un-issues-final-report-on-millennium-development-goals. Accessed on: September 29, 2015. CRÉDITOS: Reprodução/Millennium Development Goals
Indique em seu caderno a resposta correta. Definidas pelos países-membros da Organização das Nações Unidas (ONU) e por organizações internacionais, as metas de desenvolvimento do milênio envolvem oito objetivos a serem alcançados até 2015. Apesar da diversidade cultural, esses objetivos mostrados na imagem são comuns ao mundo todo, sendo dois deles:
a) O combate à Aids e a melhoria do ensino universitário.
b) A redução da mortalidade adulta e a criação de parcerias globais.
c) A promoção da igualdade de gêneros e a erradicação da pobreza.
d) A parceria global para o desenvolvimento e a valorização das crianças.
e) A garantia da sustentabilidade ambiental e o combate ao trabalho infantil.
Resposta correta: c.
Agora que você já realizou a questão do Enem, volte ao texto e indique o número das seguintes metas.
a) A criação de uma parceria global.
Resposta: 8
b) A garantia da sustentabilidade ambiental.
Resposta: 7
c) A redução da mortalidade infantil.
Resposta: 4
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PROJECT 1
Atenção professor: Este projeto visa gerar impactos na comunidade escolar e em seu entorno e está relacionado aos temas abordados nas Unidades 1, 2, 3 e 4. Por ser de natureza interdisciplinar, pode contar com a participação de professores de outras disciplinas, como Geografia, Biologia, Educação Física e Língua Portuguesa. Fim da observação.
Improving My School and the Neighborhood
Young people have great potential and enough energy to help the world. How about putting those assets into action?
FONTE: Sushil Kumar/Hindustan Times/Getty Images
FONTE: Steve Debenport/Getty Images
FONTE: João Prudente/Pulsar Imagens
FONTE: 501room/Shutterstock
Planning Your Project
1. Get together in small groups.
2. Think of a problem in your school or neighborhood that bothers you, such as
- a polluted river;
- not enough parks and public spaces to do physical activities or play sports;
- too many high-fat, high-sugar foods served at school;
- no access to clean water in some houses;
- no public library or lack of important books in the school library.
3. Take photos or find pictures in the newspapers, magazines or the Internet that you consider helpful to illustrate the problem.
4. Think of an action plan: How can you help solve that problem?
Presenting Your Project
Prepare a PowerPoint presentation or a poster to share your project with your classmates and your teacher. In your presentation you should
Atenção professor: Sugira aos alunos que levem rascunhos de suas apresentações para receberem o seu feedback (e o dos colegas) antes de elaborarem a versão final. Fim da observação.
- describe the problem you chose and explain why it bothers you;
- show some pictures that illustrate the problem;
- present your action plan;
- invite your classmates to take part in that action plan and explain why it is important to help.
Observação: Check out some tutorials and tips to prepare your PowerPoint presentation: www.techtudo.com.br/dicas-e-tutoriais/noticia/2012/03/como-criar-uma-apresentacao-no-powerpoint.html; http://revistaescola.abril.com.br/blogs/tecnologia-educacao/2013/10/29/dicas-para-uma-boa-apresentacao-de-slides/. Accessed on: September 29, 2015. Fim da observação.
Sharing Your Project
Atenção professor: Para que o projeto dos alunos tenha visibilidade, incentive-os a compartilhá-lo na internet. O SlideShare (www.slideshare.net, acesso em: 5 out. 2015) é um site gratuito de compartilhamento de apresentações em PowerPoint, mas a divulgação também pode ser feita por meio de outros recursos, a seu critério. Após a apresentação e o compartilhamento dos projetos, incentive os alunos a expor suas impressões em relação ao seu projeto e aos dos colegas. Pergunte o que puderam aprender com essa experiência e como eles acreditam que os projetos podem contribuir para a comunidade. Fim da observação.
Make your project available to the world. Your PowerPoint presentation can be published on the web and become an inspiration for other people.
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UNIT 5 - They Overcame Their Obstacles
Nesta Unidade você vai:
- Discutir e refletir a respeito da vida de pessoas com necessidades especiais;
- Compreender e usar o Simple Past;
- Explorar pequenas biografias;
- Relacionar os conteúdos à disciplina de Língua Portuguesa.
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FONTE: Helene Wiesenhaan/Getty Images
Observe the picture and discuss the questions with your classmates.
a) What are those athletes doing?
Resposta: They are running./They are participating in a running competition.
b) Do their disabilities seem to be an obstacle for them?
Resposta: No, they don't.
c) Do you know anyone who has any kind of disability?
Personal answer.
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LET'S START
1. Observe the pictures below. What do you know about these people? Why are they famous? What do they have in common?
FONTE: Marcello Dias/Futura Press
FONTE: SGranitz/WireImage/Getty Images
FONTE: Everett Historical/Shutterstock
FONTE: John Phillips/UK Press/Getty Images
Atenção professor: Faça essa discussão oral com toda a turma. Incentive os alunos a falar a respeito do que sabem das pessoas nas imagens. Elas são Fernando Fernandes, canoísta paralímpico brasileiro; Ray Charles, cantor e pianista norte-americano (tinha deficiência visual); Beethoven, compositor alemão (tinha deficiência auditiva); Stephen Hawking, físico inglês (tem uma doença degenerativa que paralisa os músculos do corpo). Todos eles são/foram pessoas talentosas que superaram suas deficiências. Fim da observação.
Personal answers.
2. The people in the pictures above are a Fernando Fernandes, b Ray Charles, c Ludwig van Beethoven and d Stephen Hawking. Read the sentences below and find out who they are referring to. Match the pictures to the sentences. There are three sentences about each person.
Atenção professor: Acompanhe os alunos na leitura das frases acerca das pessoas em destaque, orientando-os a se apoiar na identificação de cognatos, números, datas e palavras-chave (Professor of Mathematics, champion, paracanoe, German, American, soul music, car accident, São Paulo, etc.). Fim da observação.
1) He is a theoretical physicist; from 1979 to 2009 he held the post of Professor of Mathematics at the University of Cambridge, the chair held by Isaac Newton in 1663.
Resposta: d
2) He is a two-time Pan American champion, three-time South American champion and four-time world champion in paracanoe.
Resposta: a
3) He was a German composer, considered one of the most important figures in the history of music.
Resposta: c
4) He was an African American musician, widely admired as a singer, pianist and composer (writer of music).
Resposta: b
5) In 1963 he contracted motor neurone disease and was given two years to live.
Resposta: d
6) He combined elements of jazz, gospel, and rhythm-and-blues to create a new kind of African American music known as soul.
Resposta: b
7) He had a serious car accident in São Paulo.
Resposta: a
8) He wrote A Brief History of Time and is regarded as one of the most brilliant theoretical physicists since Einstein.
Resposta: d
9) A spine injury left him paraplegic, but he did not let being in a wheelchair limit his life.
Resposta: a
10) He began to lose his hearing during his early years in Vienna, and the condition gradually grew worse.
Resposta: c
11) He became totally blind at the age of seven, but he did not let that disability stop him from living a full life.
Resposta: b
12) He continued to compose even while losing his hearing and created some of his greatest works after becoming totally deaf.
Resposta: c
Available at: www.hawking.org.uk; www.rio2016.com.br/en/news/news/i-regained-my-freedom-through-paracanoe-says-former-model-fernando-fernandes; www.notablebiographies.com/Ba-Be/Beethoven-Ludwig-van.html;www.notablebiographies.com/Ch-Co/Charles-Ray.html. Accessed on: June 9, 2015. (Fragments).
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3. You learned that the talented people on the previous page have or had a certain type of disability. Now look at the symbols below that represent different types of disabilities and, in your notebook, complete the labels with the appropriate word.
Box:
Hearing - Visual - Learning - Physical
End of box.
a) ____ disability
Resposta: Physical 
b) ____ disability
Resposta: Visual
c) ____ disability
Resposta: Hearing 
FONTE DAS ILUSTRAÇÕES: Banco de imagens/Arquivo da editora
d) ____ disability
Resposta: Learning
4. Based on what you learned about those people, do you think a disability can stop a determined person from living a full life? Why (not)? Discuss with a classmate and share your ideas with the group.
Personal answers.
READING
BEFORE YOU READ
Observe the book cover below and read the title of the text. Then do the activities in your notebook.
FONTE: Reprodução/Yearling
1. The title of that book is Helen Keller: Crusader for the Blind and Deaf. What do you think a crusader is?
- A person who works hard to achieve fame and fortune.
- A person who works hard for a cause they believe is morally right.
Resposta correta: A person who works hard for a cause they believe is morally right.
2. Look carefully at the book cover again. Who do you think Helen Keller is in that illustration: the woman in a blue dress or the blond girl sitting next to her? Why do you think so?
Resposta: The blond girl sitting next to her. Possible answer: She seems to be blind. A postura da menina, seu olhar vago e o gesto da mulher ao seu lado podem ajudar os alunos a perceber quem é Helen Keller.
3. Helen Keller was a courageous young lady who had some physical disabilities. What kind of disabilities do you think she had?
- Visual and hearing disabilities.
- A walking disability. She was unable to walk.
Resposta correta: Visual and hearing disabilities.
4. Do you think Helen Keller overcame the obstacles in her life? Why was she called "Crusader for the Blind and Deaf"? Make your predictions.
Personal answers.
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AS YOU READ
Now read the text and check your predictions.
Helen Keller: Crusader for the Blind and Deaf
Annie Sullivan was Helen Keller's teacher. Whatever they did, Annie spelled letters into Helen's hand. When they petted the cat, Annie spelled "C-A-T". Helen quickly learned to copy the movements of Annie's fingers. But Helen needed to learn more.
Helen Keller was born in 1880. From the age of a year and a half, she could not hear. She could not see, and she did not speak. She lived in a dark and lonely world - until Annie Sullivan came to teach her. Annie spelled letters and words in Helen's hand and made Helen realize she could "talk" to people.
One morning while cold water poured over Helen's hand, Annie spelled the word "W-A-T-E-R" in the other hand. Suddenly Helen understood that this was a word. She had discovered language.
Helen and Annie were both excited. They ran to the house to find Mrs. Keller. When Helen threw herself into her mother's arms, Annie spelled "M-O-T-H-E-R" into her hand. When Helen nodded to show she understood there were tears of happiness in Mrs. Keller's eyes.
Helen threw herself into her studies. She decided to teach others about the special training deaf and blind children need. Helen traveled all over the world and raised money to start schools for deaf and blind children. Her courage and desire to help others overcome their problems earned her the respect and love of people all over the world.
FONTE: GRAFF, Polly Anne; GRAFF, Stewart. Helen Keller: Crusader for the Blind and Deaf. New York: Random House, Inc., 1991. Yearling Book. (Fragment).
General Comprehension
What's the main idea of the text?
- Helen Keller helped people who, like herself, could see and hear normally.
- Helen Keller was visually and acoustically impaired and she was never able to overcome those problems.
- Helen Keller could neither see nor hear, but that did not stop her from leading a full life and helping others overcome their obstacles.
Resposta correta: Helen Keller could neither see nor hear, but that did not stop her from leading a full life and helping others overcome their obstacles.
Detailed Comprehension
1. Use your notebook to answer these questions.
a) Who was Annie Sullivan?
Resposta: She was Helen Keller's teacher.
b) How did she teach Helen?
Resposta: She spelled words in Helen's hand.
c) Which paragraph describes the scene shown in the book cover?
Resposta: Paragraph three./The third paragraph.
d) What was the first word Helen spelled?
Resposta: W-A-T-E-R.
e) How did this experience change Helen's life?
Resposta: She decided to teach others about the special training deaf and blind children needed.
2. According to the text, what is true about Helen Keller? Use your notebook to transcribe the correct alternatives.
- She was unable to see, hear, or speak.
- She lived in a lonely world until Annie Sullivan came to her life.
- The first word Helen learned was "mother".
- She taught people how to train vision and hearing-impaired children.
- She overcame her problems and taught others how to achieve the same.
Respostas corretas: She was unable to see, hear, or speak; She lived in a lonely world until Annie Sullivan came to her life; She taught people how to train vision and hearing-impaired children; She overcame her problems and taught others how to achieve the same.
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AFTER YOU READ
In small groups, discuss the following questions.
a) Do you think Annie Sullivan changed Helen Keller's life? How did she do that?
b) Helen Keller decided to help other people with disabilities. Do you think her work was important? Why (not)?
c) Do you know anyone who also helps people with disabilities to overcome the obstacles in their lives?
Personal answers.
MORE FOOD FOR THOUGHT
1. Who's the woman in the picture below? Answer in your notebook.
FONTE: Available at: www.values.com/inspirational-sayings-billboards/20-hard-work. Accessed on: September 3, 2015. CRÉDITOS: Reprodução/www.values.com
Resposta: Whoopi Goldberg.
2. What does she do?
Resposta: She's an actress, a movie star.
3. She has dyslexia. Do you know what that is?
- A vision impairment.
- A physical disability.
- A difficulty with reading and writing, for not being able to distinguish some letter shapes.
Resposta correta: A difficulty with reading and writing, for not being able to distinguish some letter shapes.
4. Read the text and answer the following activities in your notebook.
Whoopi Goldberg Struggles with Dyslexia
Dyslexia is defined as a language-based disability that affects a person's "ability to read, write, spell and pronounce words".
Whoopi Goldberg is an example of someone who struggled with learning and was labeled as "dumb" and "retarded" as she was growing up. She didn't believe she was stupid, but the struggle with this learning disability caused her to drop out of school at age 17.
Fortunately for Goldberg, she had a mother who told her that she wasn't stupid and could grow up to be and do anything she wanted.
Goldberg has become one of the most successful female entertainers ever.
As for those who bullied her with disparaging comments as she was struggling in school to learn, she actually credits them with giving her the motivation to become the success that she is.
FONTE: Available at: www.thepowerofdyslexia.com/whoopi-goldberg-struggles-with-dyslexia. Accessed on: June 10, 2015. (Fragment).
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a) Decide if the following statements are True (T) or False (F):
Whoopi Goldberg had trouble in reading when she was at school.
She believed she was dumb.
She stopped studying when she was seventeen.
She didn't receive help from anybody to overcome dyslexia.
She overcame her learning disability.
Resposta: T; F; T; F; T
b) Now take a look at the sentence next to Whoopi's picture in the values.com billboard. The word overcame was not spelledcorrectly. How do you explain that?
- It was an unintentional misprint, but nobody noticed the mistake.
- It was done on purpose, to show how dyslexia affects a person's ability to read or write.
Resposta correta: It was done on purpose, to show how dyslexia affects a person's ability to read or write.
5. The values.com billboard shows Whoopi Goldberg as an example of
- courage and persistence.
- poor work.
Resposta correta: courage and persistence.
6. Discuss with a classmate: How can we help people overcome disabilities?
Personal answer.
WORD STUDY
Words in Context
Sometimes we don't know the meaning of a word, but by looking at the words around it we may be able to guess its meaning.
Look at the words around those in bold and use the context to guess their meaning. Transcribe the right option in your notebook.
a) "They overcame their obstacles."
Word in bold: overcame.
- didn't know about
- succeeded in dealing with
- escaped from
Resposta correta: succeeded in dealing with
b) "When Helen nodded to show she understood [...]."
Word in bold: nodded.
- moved her head in an affirmative gesture
- shook her head in a negative gesture
- suddenly closed her hand
Resposta correta: moved her head in an affirmative gesture
c) "Whoopi Goldberg struggles with dyslexia."
Words in bold: struggles with.
- ignores
- beats
- fights
Resposta correta: fights
d) "[...] the struggle with this learning disability caused her to drop out of school at age 17."
Words in bold: drop out of.
- graduate from
- abandon
- enroll at
Resposta correta: abandon
e) "Whoopi [...] was labeled as "dumb" and "retarded" as she was growing up."
Words in bold: growing up.
- becoming old
- becoming an adult
- becoming young
Resposta correta: becoming an adult
FONTE: Franck Boston/Shutterstock
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False Cognates
False cognates are words that look similar in two languages, but in fact have different meanings.
Pay close attention to the words in bold in the sentences below. Then choose the correct options for them.
"Annie spelled letters and words in Helen's hand and made Helen realize she could 'talk' to people."
Word in bold: realize.
"As for those who bullied her with disparaging comments as she was struggling in school to learn, she actually credits them with giving her the motivation to become the success that she is."
Word in bold: actually.
a) In the context of the first sentence, realize is the same as
- make something become true.
- understand, perceive.
- turn something imaginary into reality.
Resposta correta: understand, perceive.
b) In the context of the second sentence, actually is the same as
- at present.
- right now.
- in fact, in reality.
Resposta correta: in fact, in reality.
Observação: Na página 173 há uma lista com alguns falsos cognatos que aparecem neste volume. Vá até lá e interaja com uma atividade que deverá ser realizada ao longo do ano. Fim da observação.
Atenção professor: Oriente os alunos a transcrever a lista de falsos cognatos da página 173 para o caderno. Ao final de cada Unidade eles devem preencher a lista com os significados dos falsos cognatos registrados. Essa é uma tarefa a ser realizada ao longo do ano e servirá ao aluno como fonte de consulta. Fim da observação.
LANGUAGE STUDY
Possessive adjectives
1. Read some sentences about the people mentioned in the texts of this Unit. In your notebook, complete the statements about them.
a) They overcame their obstacles.
Their refers to they and modifies the noun ____.
Resposta: obstacles
b) When he was about thirty years old his hearing began to deteriorate and by the last decade of his life he was almost totally deaf.
His refers to ____ and modifies the nouns ____ and ____.
Resposta: he, hearing, life
c) Helen threw herself into her studies.
Her refers to ____ and modifies the noun ____.
Resposta: Helen, studies
2. Identify the best option to complete the statement below and write it down in your notebook.
Atenção professor: Lembre aos alunos que, ao contrário do que acontece em português, em inglês o adjetivo possessivo concorda com o sujeito ou possuidor, e não com o que é possuído, e vem depois do adjetivo possessivo. Dizemos em português: meu pai, minha mãe, meus irmãos, minhas irmãs (o adjetivo possessivo varia de acordo com o gênero e o número do substantivo que ele precede). Dizemos em inglês: my father, my mother, my brothers, my sisters. O adjetivo possessivo não varia, porque está concordando com o sujeito ou possuidor. Fim da observação.
Their, his and her are some of the Possessive Adjectives. They tell us who things belong to and are used before/after a noun.
Resposta: before
3. Read the fragment below and find the right words to replace a, b, c, d, and e. Use your notebook.
"Helen traveled all over the world and raised money to start schools for deaf and blind children. Her courage and desire to help others overcome their problems [...]."
Her refers to (a) and modifies the nouns (b) and (c) . Their refers to (d) and modifies the noun (e) .
Resposta: a) Helen; b) courage; c) desire; d) others; e) problems
4. Now, based on the previous activities, observe the table below and write the missing possessive adjectives in your notebook.
Tabela: equivalente textual a seguir.
	Personal Pronouns
	I
	you
	he
	she
	it
	we
	you
	they
	Possessive Adjectives
	my
	your
	____.
	____.
	its
	our
	your
	____.
Resposta: he/his; she/her; they/their
Observação: To learn more about Possessive Adjectives, go to page 163. Fim da observação.
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Reflexive Pronouns
Observe the word in bold in this sentence:
"Helen threw herself into her studies."
Word in bold: herself.
1. In the sentence above, the reflexive pronoun herself is referring to
- studies.
- Helen.
- Helen and Annie.
Resposta correta: Helen.
Atenção professor: Diga aos alunos que a frase abaixo foi dita por Bruce Jenner antes de sua adequação de gênero. Atualmente, ela é reconhecida como Caitlyn Jenner. Fim da observação.
2. Now read the texts below. Then do the activities in your notebook.
Text 1
THE BIGGEST PROBLEM
WITH DYSLEXIC KIDS
IS NOT THE
PERCEPTUAL PROBLEM,
IT IS THEIR
PERCEPTION OF THEMSELVES.
THAT WAS
MY BIGGEST PROBLEM.
BRUCE JENNER
Available at: http://quotes.lifehack.org/by-author/bruce-jenner. Accessed on: August 31, 2015.
Text 2
[...] he started to use the word "dyslexic" to describe himself to his peers [...] It went a long way in explaining why he sometimes left letters out of his own name or why his writing looked like a first grader's. The main point was that he wasn't stupid.
Kyle Redford
Available at: http://dyslexia.yale.edu/DyslexiaDiagnosis.html. Accessed on: June 11, 2015. (Fragment).
a) According to text 1, what is the biggest problem with dyslexic kids?
Resposta: It is their perception of themselves.
b) According to text 2, how did the boy describe himself to his friends?
Resposta: He described himself as a dyslexic person.
3. Herself, himself and themselves are some of the reflexive pronouns. Use your notebook to transcribe the correct option. We use a reflexive pronoun
- when the subject and object of a sentence are the same person or thing.
- when the subject and object of a sentence are different.
Resposta correta: when the subject and object of a sentence are the same person or thing.
Observação: To learn more about Reflexive Pronouns, go to page 163. Fim da observação.
4. Observe the table below and, in your notebook, write the appropriate personal or reflexive pronouns.
Tabela: equivalente textual a seguir.
	Personal Pronouns
	____.
	____.
	he
	she
	____.
	____.
	____.
	they
	Reflexive Pronouns
	myself
	yourself
	____.
	____.
	itself
	ourselves
	yourselves
	____.
Resposta: I/myself; you/yourself; he/himself; she/herself; it/itself; we/ourselves; you/yourselves; they/themselves
Could and Could not
Look again at these sentences from the text on page 90. Pay attention to the words in bold.
"From the age ofa year and a half, she could not hear. She could not see, and she did not speak. [...] Annie spelled letters and words in Helen's hand and made Helen realize she could 'talk' to people."
Words in bold: could not; could not; could.
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Now transcribe the correct options to complete the statements about them.
Atenção professor: Os Modal Verbs serão estudados em detalhe no volume 2 desta coleção. Fim da observação.
We use could and could not (or the contracted form couldn't) to talk about (a) ability/necessity in the (b) present/past. We use can and cannot (or the contracted form can't) to talk about (c) ability/necessity in the (d) present/future.
Resposta: a) ability; b) past; c) ability; d) present
Simple Past - Regular Verbs
1. Read the sentences below about Helen Keller from the text on page 90. Observe the verbs in bold in these sentences and then choose the correct options to complete alternatives a and b.
"Annie spelled letters into Helen's hand."
Verb in bold: spelled.
"Helen quickly learned to copy the movements of Annie's fingers."
Verb in bold: learned.
"But Helen needed to learn more."
Verb in bold: needed.
a) The sentences above are in the Simple Past. Write down the correct option in your notebook.
We use the Simple Past
- to talk about completed events in the past.
- to talk about events that happened in the past with a connection to the present time.
Resposta correta: to talk about completed events in the past.
b) The verbs in bold are examples of regular verbs. Complete the following statement in your notebook:
Regular verbs in the Simple Past basically end in ____.
Resposta: -ed
2. Go back to the text about Helen Keller and identify at least six regular verbs in the Simple Past Tense.
Possible answers: petted, lived, poured, nodded, decided, traveled, raised, earned.
Spelling Rules
1. Read the sentences below. Then complete the statement in your notebook.
"She lived in a dark and lonely world [...]."
"She decided to teach others about the special training deaf and blind children need."
To form the Simple Past Tense, when the base form of the verb ends in -e, we simply add ____.
Resposta: -d
2. Go back to the text and find another example of a verb that follows the same pattern. Write down the answer in your notebook.
Resposta: raise
Atenção professor: Peça aos alunos que pensem em outros verbos que seguem essa mesma regra. Exemplos: love, like, describe, move etc. Fim da observação.
3. Read the sentence below, paying attention to the word in bold. Then complete the statement.
"When they petted the cat, Annie spelled 'C-A-T'."
Word in bold: petted.
To form the Simple Past Tense, when a short (one-syllable) word ends in the sequence consonant-vowelconsonant (like to pet), we double ____ before adding -ed.
Resposta: the last consonant
4. Go back to the text and find another example of a verb that follows the same pattern.
Atenção professor: Peça aos alunos que pensem em outros verbos que seguem essa mesma regra. Exemplos: stop, spot, slip, plan, grab, hug etc. Fim da observação.
Resposta: nod
5. Read the fragment below from the text about Whoopi Goldberg, on page 91. Then complete the following statement.
Atenção professor: Peça aos alunos que pensem em outros verbos que seguem essa mesma regra. Exemplos: study, try, cry, carry, marry etc. Fim da observação.
"As for those who bullied her [...]."
To form the Simple Past Tense, when the base form of the verb ends in -y preceded by a consonant (like to bully), we remove -y and add ____.
Resposta: -ied
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Irregular Verbs
1. Observe the verbs in bold in the sentences below and then complete the statements in your notebook.
Atenção professor: Comente, se achar oportuno, que a locução verbal to be born corresponde, em português, ao verbo nascer, não existindo em inglês um verbo de uma única palavra com esse mesmo sentido. Usa-se to be (ser) born (particípio de to bear: "parir, dar à luz"). Fim da observação.
"Suddenly Helen understood that this was a word. She had discovered language."
Verbs in bold: understood; was.
"Helen and Annie were both excited. They ran to the house to find Mrs. Keller."
Verbs in bold: were; ran.
"When Helen threw herself into her mother's arms [...]."
Verb in bold: threw.
The verbs in bold are irregular. Each irregular verb has a specific Simple Past Tense form. The verb forms understood, was/were, ran and threw are the past form of the verbs understand, be, run, and throw, respectively.
For the past form of the verb be, we use (a) when the subject is I/he/she/it, and we use (b) when the subject is we/you/they.
Resposta: a) was; b) were
2. Go back to the texts about Helen Keller (page 90) and Whoopi Goldberg (page 91) and to the sentences about Fernando Fernandes, Ray Charles, Ludwig van Beethoven and Stephen Hawking (page 88). In your notebook, copy the table below and complete it with the Simple Past Tense of these irregular verbs:
Atenção professor: Se necessário, os alunos podem usar a lista de verbos irregulares, página 167, como referência. Fim da observação.
Tabela: equivalente textual a seguir.
	do
	come
	make
	have
	hold
	write
	leave
	begin
	____.
	____.
	____.
	____.
	____.
	____.
	____.
	____.
Resposta: did; came; made; had; held; wrote; left; began
3. Read the fragments below from the texts about Helen Keller and Whoopi
Goldberg. Use your notebook to complete the statements a, b, c and d with the correct verb forms.
"[...] and she did not speak."
"She didn't believe she was stupid [...]."
"[...] she had a mother who told her that she wasn't stupid [...]."
To make the negative form of verbs in the Simple Past Tense we use (a) (or the contracted form (b) ) before the base form of the verb.
To make the negative form of the verb be in the Simple Past Tense we use was not (or the contracted form (c) ) for I/he/she/it and were not (or the contracted form (d) ) for we/you/they.
Resposta: a) did not; b) didn't; c) wasn't; d) weren't
4. Read the following text. Then do the activity about it.
FONTE: Edler von Rabenstein/Shutterstock
Employing People with Disability
Did you know that people with disability make up 10 per cent of the total Australian workforce? When you're looking for employees, keep in mind that people with disability can bring a range of skills to the workplace. [...] People with disability work in all industries, in many different roles, and bring a range of skills, qualifications, talents and experience to business.
Available at: www.business.gov.au/business-topics/employing-people/diversity-in-the-workplace/Pages/employing-people-with-disability.aspx. Accessed on: September 1, 2015. (Fragment).
To form questions in the Simple Past Tense we use ____ before the subject + main verb.
Resposta: did
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5. Discuss the questions below with a classmate.
a) Did you know that people with disability can make up a significant part of a country's workforce?
Personal answer.
b) Is there a specific position or place for people with disability to work in Australia?
Resposta: No, they work in all industries, in many different roles.
c) Do you think it's easy for a person with disability to find a job in Brazil? Why (not)?
Personal answers.
Observação: To learn more about the Simple Past, go to page 164. Fim da observação.
Observação: To check the list of Irregular Verbs, go to page 167. Fim da observação.
6. Read the text below and try to identify the people mentioned in it.
Inspiring people who overcame their disabilities
Some people may see disabilities as a limitation. However, there are others who see these disabilities not as a limitation, but as an opportunity. Some of those brave men and women overcame their disabilities and became world famous. Can you identify them?
Box:
Franklin D. Roosevelt - Christopher Reeve - Albert Einstein - Stevie Wonder
End of box.
a) Famous for his role as Superman, he became a quadriplegic in 1995 after being thrown from a horse. He continued on with his career,however, and died in 2002 while co-directing Everyone's Hero.
Resposta: Christopher Reeve
b) His name is synonymous with intelligence, but he had a learning disability and didn't even speak until he was 3 years old.
Resposta: Albert Einstein
c) One of the most famous singers and musicians of the late 20th century, he was born blind.
Resposta: Stevie Wonder
d) He contracted polio early in life and therefore used a wheelchair in private, but he was president of the United States during World War II.
Resposta: Franklin D. Roosevelt
Available at: list25.com/25-inspiring-people-who-overcame-their-disabilities/2. Accessed on: February 8, 2015. (Fragment).
Atenção professor: Peça aos alunos que, ao ler as frases, identifiquem as formas verbais no passado, verifiquem quais são verbos regulares e quais são irregulares e indiquem sua baseform. As formas verbais no passado são: became, continued, died, had, didn't speak, was, was born, contracted e used. Os verbos regulares são: continued, died, contracted e used. As baseforms desses verbos são: continue, die, contract e use, respectivamente. Os verbos irregulares são: became, had, was. As base forms desses verbos são: become, have e be, respectivamente. Fim da observação.
Boxe complementar:
Pronunciation Tips
Atenção professor: Explique aos alunos como a terminação -ed é pronunciada: 1. /t/ quando o verbo terminar em consoante surda: /k/, /p/, /ʃ/, /s/. Exemplos de terminação em consoante surda: pushed, asked, ripped, crossed. 2. /d/ quando o verbo terminar em consoante sonora ou vogal: /l/, /m/, /n/, / ŋ/, /b/, /g/, /z/ como em measure, /r/, /v/, /z/, /ø/ como em think, /eI/ como em play. Exemplos de terminação em consoante sonora ou vogal: played, called, opened, closed. 3. /Id/ quando o verbo terminar em som de /d/ ou /t/; o -ed soa como uma sílaba em separado: retarded, created, executed, rented, wasted. O e final em create, execute, waste etc. é sempre mudo. Fim da observação.
We know that we add -ed or simply -d to the base form of regular verbs when making the affirmative of the Simple Past Tense. But how do we pronounce those verb forms?
1. The pronunciation of the -ed or -d ending depends on the sound that comes before it. There are three different ways of pronouncing the -ed or -d ending. Listen and notice the difference. Then repeat.
Tabela: equivalente textual a seguir.
	/t/
	/d/
	/Id/
	talked
	spelled
	petted
	helped
	learned
	needed
	watched
	lived
	decided
	kissed
	poured
	nodded
2. Observe the table above and use your notebook to add the regular verb past tense forms listed below. Classify them, writing them down on the right column, paying close attention to the sound of each ending: /t/, /d/ or /Id/, as a separate syllable. Then listen to those verb forms again, notice the difference in the way the -ed ending sounds and check your answers.
Box:
worked - earned - started - traveled - stopped - raised - wanted - caused - walked - visited - missed - aided
End of box.
Resposta: /t/ worked, stopped, walked, missed; /d/ earned, traveled, raised, caused; /Id/ started, wanted, visited, aided
Fim do complemento.
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LET'S PRACTICE
1. Look at the painting below and answer the questions in your notebook.
LEGENDA: Frida Kahlo, Self-Portrait with Thorn Necklace and Hummingbird, Nickolas Muray Collection, Harry Ransom Center, University of Texas at Austin.
FONTE: Erich Lessing/Album/Latinstock
a) Who painted it?
Resposta: Frida Kahlo.
b) What do you know about that painter?
Personal answer.
2. Frida Kahlo painted many self-portraits. Observe the painting again. What is a self-portrait?
- It's a representation of an artist made by herself/himself.
- It's a representation of nature in a painting.
Resposta correta: It's a representation of an artist made by herself/himself.
3. Read the painter's short biography and complete it with the Simple Past form of the verbs in the box. You can use the list of Irregular Verbs on page 167 for reference.
Box:
discover - (not) be (2x) - contract - go - collide - break - get - make
End of box.
Frida Kahlo Biography
Frida Kahlo's life (I) an easy one but she (II) the most of it and (III) on to become one of the most recognized artists of her time. Her art, like her life, is complex, fascinating and inspiring.
[...]
Frida Kahlo was born on July 6, 1907 near Mexico City. When she (IV) six, Kahlo (V) polio and had to spend nine months confined to her bed. Once she (VI) better, Frida Kahlo was more determined than ever to live life to the fullest.
[...]
In 1925, when Frida Kahlo was 18, the school bus she was riding in (VII) with a streetcar. She was impaled with a metal pole, which (VIII) her spinal column. It was during a long recovery from this accident that Kahlo (IX) her love of painting.
Available at: www.kidzworld.com/article/4985-frida-kahlo-biography. Accessed on: August 31, 2015. (Fragment).
Resposta: (I) wasn't; (II) made; (III) went; (IV) was; (V) contracted; (VI) got; (VII) collided; (VIII) broke; (IX) discovered
4. Based on the biography you just read, choose the correct alternatives (more than one) about that genre.
- It is a fictional story.
- It is a description of a person's life.
- Most of the verbs are in the Simple Past.
- Most of the verbs are in the Present Continuous.
Respostas corretas: It is a description of a person's life; Most of the verbs are in the Simple Past.
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5. Look at the profiles below. Who are these people? What do they do? Where are they from? Read the profiles, then complete the questions with the appropriate verb form in the Simple Past Tense. Use your notebook for that.
Atenção professor: Comente com os alunos que Jaipur foot é uma prótese de perna fabricada na Índia e que ITA corresponde a Indian Television Academy. Fim da observação.
FONTE: Dinodia/Easypix
Full Name: Sudha Chandran
Born: September 21, 1964
Profession: Dancer, Film Actress, Television Actress
She is a well known Indian actress and trained classical dancer. She completed her degree from Mithibai College, Mumbai. She lost her right leg in an accident that happened in 1981. Later she bought a Jaipur foot and fought against destiny, thus becoming a successful dancer. As an actress, she worked in many movies. She won ITA Awards for Best Actress in a negative role.
Available at: www.veethi.com/india-people/sudha_chandran-profile-922-17.htm. Accessed on: October 24, 2015. (Fragment).
FONTE: Kirstin Scholtz/Getty Images
Full Name: Bethany Meilani Hamilton
Residence: Hanalei, Kauai, Hawaii
Born: February 8, 1990
Husband: Adam Dirks (married on 8/18/13)
Parents: Thomas and Cherilyn Hamilton
Brothers: Noah (8 years older, married to Becky), Timothy (4 years older, married to Kyah)
Bethany Hamilton has become a source of inspiration to millions through her story of determination, faith and hope. During a surf session in 2003, Bethany was attacked by a shark, which bit off her left arm. Just one month after the attack, Bethany returned to the water and just over a year later won her first national title. In 2007, she realized her dream of surfing professionally.
Available at: http://bethanyhamilton.com/profile/. Accessed on: October 24, 2015. (Fragment).
FONTE: China Photos/Getty Images
Full Name: Chantal Petitclerc
Born: December 15, 1969
Birthplace: Quebec, Quebec, Canada
Residence: Montreal, Quebec, Canada
At the age of 13, she lost the use of her legs following an accident. Convincing her to take up swimming in order to develop her strength and stamina, her high school physical education teacher, Gaston Jacques, had a decisive impact on her life. For Chantal, that was her first contact with sport and training. Four years later, she discovered wheelchair athletics, paving the way for a long and very successful career.
Her career in numbers:
- Five Paralympic Games (Barcelona, Atlanta, Sydney, Athens, Beijing)
- 21 Paralympic medals (including 14 gold medals)
- 4 world records (100 m, 200 m, 400 m and 800 m)
- 5 Paralympicrecords (100 m, 200 m, 400 m, 800 m and 1.500 m)
- 1 Olympic gold medal in the 800 m (demonstration sport)
Available at: http://paralympic.ca/athletes/37757. Accessed on: October 24, 2015. (Fragment).
a) Where ____ Sudha Chandran born? (be)
Resposta: was
b) Where ____ she ____ ? (study)
Resposta: did, study
c) Which award ____ she ____ ? (win)
Resposta: did, win
d) When ____ Bethany Hamilton born? (be)
Resposta: was
e) When ____ she ____ married? (get)
Resposta: did, get
f) What kind of attack ____ Bethany ____ in 2003? (survive)
Resposta: did, survive
g) ____ Chantal Petitclerc ____ in a Paralympic Game? (participate)
Resposta: Did, participate
h) ____ she ____ any gold medal? (win)
Resposta: Did, win
6. Answer the questions from the previous activity. Then work with a classmate, ask those questions and compare your answers.
Resposta: a) She was born in India.; b) She studied at Mithibai College.; c) She won the ITA Award for Best Actress in a negative role.; d) She was born on February 8, 1990.; e) She got married on August 18, 2013.; f) She survived a shark attack; g) Yes, she did.; h) Yes, she did.
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LISTENING
BEFORE YOU LISTEN
1. Who is the man in the photo? What do you know about him? Go back to page 88 to check some information about him, if necessary.
FONTE: SZ Photo/Giribas Jose/Alamy/Glow Images
Personal answers.
2. Do you think his music career started early or late? Make your prediction and check it as you listen.
Resposta: His career started early.
Atenção professor: A verificação da atividade deve ser feita só depois de os alunos terem escutado o documentário e comprovado suas respostas. Fim da observação.
AS YOU LISTEN
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
Listen to part of a documentary about Ray Charles. Do the activities that follow in your notebook.
1. 
Answer the questions below, based on what you hear.
a) What was the singer's full name?
Resposta: (It was) Ray Charles Robinson.
b) When was Ray Charles born?
Resposta: He was born in 1930.
c) How old was Ray Charles when he became totally blind?
Resposta: He was seven years old.
d) What was the cause of his blindness?
Resposta: Glaucoma.
e) Who was a great help to Ray Charles and saved him from a lot of trouble?
Resposta: His mother/mom.
f) How old was Ray Charles when his mother passed away?
Resposta: He was fifteen/15.
g) Did Ray Charles go to a common school or to a school for the deaf and blind?
Resposta: He went to a deaf and blind school.
2. Choose the correct option to complete this statement.
Ray Charles had a unique style to play. He was described as a
- genius.
- loser.
- prodigy.
Resposta correta: genius.
3. Choose True (T) or False (F). Then correct the false statements.
a) He was born in the state of Colorado, in the United States.
Resposta: F. He was born in Georgia.
b) Music was natural to him since he was a child.
Resposta: T
c) His mother didn't help him overcome his disability.
Resposta: F. She helped him.
d) He studied music at a school for people with hearing and visual disabilities.
Resposta: T
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AFTER YOU LISTEN
Discuss the questions in small groups.
a) Do you think the support given by Ray's mother was important to him? Why (not)?
b) Do you think schools for people with disability are important? Why (not)?
Personal answers.
c) Ray Charles founded the Ray Charles Foundation in 1986. It financially supports institutions and organizations in the research of hearing disorders. Do you know of any other foundations or institutions that aim at helping people with disability?
Atenção professor: Um exemplo é a Apae (Associação de Pais e Amigos dos Excepcionais), que presta serviços de assistência social com o objetivo de melhorar a qualidade de vida de pessoas com necessidades especiais. Veja mais em: www.apaebrasil.org.br (acesso em: 4 set. 2015). Fim da observação.
FONTE: Reprodução/The Ray Charles Foundation
SPEAKING
Guess Who!
Let's play a game!
- Get together in small groups.
- Think about a famous person that you admire.
- Give some information about that person to your group, but don't mention her/his name.
- The group members have to try to find out who you are talking about. They can ask you yes/no questions as well as wh-questions about that person.
- After everybody has talked about the person they admire, the winner is the one who was right in most of the guesses.
FONTE: Arcady/Shutterstock
WRITING
A movie production company is planning to make a documentary about Brazilian people with disability who overcame obstacles and went on to live a full life. The company is receiving profiles about those people in order to choose some names to include in the documentary.
FONTE: NikolayPetrovich/Shutterstock
1. A profile is a short text that offers some information about a person's life. Observe the profiles on page 99 again. Then use your notebook to transcribe the appropriate alternatives.
A profile may include:
- the person's photo.
- the person's phone number.
- information about the person's date of birth, nationality, occupation, marital status, education, etc.
Resposta correta: the person's photo; information about the person's date of birth, nationality, occupation, marital status, education, etc.
2. What else do you think can be included in a profile?
Personal answer.
3. Produce a profile. Follow these steps:
Atenção professor: Diga aos alunos que a produção textual deverá ser feita separadamente em uma folha de papel. Comente com eles a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passar a limpo. Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
- Think about a person that fits the description for the documentary. It can be a famous person or a person from your own community.
- Do some research about that person.
- Write that person's profile.
- Ask a classmate to read your draft. Get some feedback.
- Rewrite your profile based on the feedback you had and make any improvements or necessary corrections.
- Proofread your work.
102
THINK ABOUT IT
1. Have you ever heard about a Brazilian artist known as Aleijadinho? Read the following text about him and, in your notebook, do the activities that follow.
One reason for the artistic unity of mineiro churches is the dominance of one baroque artisan - Antônio Francisco Lisboa (1730s-1814). The uneducated son of a Portuguese craftsman and a black slave woman, he became an individualistic sculptor and architect.
Struck by a crippling disease that left his hands paralyzed, he was known as Aleijadinho. Undaunted, however, he continued working by strapping a hammer and chisel to his wrists. Lisboa applied the principles of European baroque that he learned from books and missionaries. His greatest achievements are in Ouro Preto and Congonhas do Campo in eastern Minas Gerais, where he carved the 12 soapstone figures of the Old Testament Prophets and the 66 woodcarvings of the Stations of the Cross.
FONTE: Insight Guides Brazil. London: Apa, 2009. p. 203. CRÉDITOS: Reprodução/www.disabilityisnatural.com/
2. Scan the text and find the following information. Use your notebook to write it down.
a) The style of art which Aleijadinho excelled at.
Resposta: Baroque.
b) Aleijadinho's parents.
Resposta: His father was a Portuguese craftsman, his mother wasa black slave woman.
c) Aleijadinho's education.
Resposta: He was uneducated. He didn't have an education.
d) Two of Antônio Francisco Lisboa's occupations, besides being an artisan.
Resposta: He was a sculptor and an architect.
e) Consequence of a disease he suffered from.
Resposta: His hands were paralyzed.
f) The manner he used to continue working, despite his disability.
Resposta: By strapping a hammer and chisel to his wrists.
g) The source of knowledge of European baroque he had acquired.
Resposta: He learned it from books and missionaries.
h) Churches where Aleijadinho's works of art can be seen.
Resposta: The churches at Ouro Preto and Congonhas do Campo, in eastern Minas Gerais.
i) Specific works of art by Aleijadinho that can be seen there.
Resposta: The 12 soapstone figures of the Old Testament Prophets and the 66 woodcarvings of the Stations of the Cross.
j) The time Antônio Francisco Lisboa lived in.
Resposta: From the 1730s to 1814.
3. Among the works of art depicted in the images below, two of them are by Aleijadinho. Can you spot them? Use your notebook for that.
FONTE: Leo Caldas/Pulsar Imagens
FONTE: Marcos Amend/Pulsar Imagens
FONTE: Reprodução autorizada por João Candido Portinari/Imagem do acervo do Projeto Portinari
FONTE: Márcia Zoet/Folhapress
Resposta: Images b and d.
4. Read the following texts and discuss the questions in small groups.
Let's Put the Person First, Not the Disability!
Do the words used to describe you have an impact on your life? You bet! For too long, people who have conditions we call "disabilities" have been subjected to devaluation, marginalization, prejudice, and more. And the first way to devalue someone is through language, by using words or labels to identify a person/group as "less-than," as "the others-not like us" and so forth. Our language shapes our attitudes; our attitudes shape our language; they're intertwined. And our attitudes and language drive our actions!
FONTE: Available at: www.disabilityisnatural.com/explore/people-first-language. Accessed on: September 1, 2015. (Fragment). CRÉDITOS: Reprodução/www.disabilityisnatural.com
103
Accessibility is about giving equal access to everyone. Without being able to access the facilities and services found in the community, persons with disabilities will never be fully included. In most societies, however, there are innumerable obstacles and barriers that hinder persons with disabilities. These include such things as stairs, lack of information in accessible formats such as Braille and sign language, and community services provided in a form which persons with disabilities are not able to understand.
FONTE: Available at: www.un.org/esa/socdev/enable/disacc.htm. Accessed on: June 12, 2015. (Fragment). CRÉDITOS: Reprodução/www.un.org
a) Why do we need to pay attention to the language we use to describe someone?
Resposta: Because the words we use to describe someone have an impact on their life.
b) What kind of words should be avoided when referring to people with disabilities?
Resposta: Words that identify people as "less-than," as "the others-not like us", etc.
c) What are some words in Portuguese that are appropriate for referring to people with disabilities?
Atenção professor: Diga aos alunos que devemos usar, por exemplo, as expressões "pessoa com necessidades especiais", "pessoa com deficiência visual" etc. Não devemos usar, por exemplo, "incapaz", "inválido", "aleijado", pois são termos que passam ideias equivocadas a respeito do indivíduo (afinal, pessoas com deficiências são capazes de muitas coisas, como vimos ao longo da Unidade). Como tarefa para casa, peça aos alunos que visitem o site www.selursocial.org.br/terminologia.html (acesso em: 16 out. 2015), indicado na seção Keep Exploring, ou conversem com o professor de Língua Portuguesa a respeito do assunto. Fim da observação.
d) Do you agree that language shapes our attitudes? What are your attitudes toward people with disabilities?
e) What are some common obstacles for people with disabilities?
Resposta: Stairs, lack of information in accessible format, community services that people with disabilities cannot understand, etc.
f) Are these obstacles common in Brazil?
g) Do you think accessibility needs improvement in your neighborhood? What could be done?
h) What can you do to include people with disabilities in your school community?
Personal answers.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand short biographies.
	b) understand and use the Simple Past Tense.
	c) listen to and understand a documentary.
	d) write a profile.
	e) talk about a famous person I admire.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with your teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Book: ALBUQUERQUE, Lina de. Recomeços. São Paulo: Saraiva, 2009.
Movie: ICE Castles [Castelos de gelo]. Directed by Donald Wrye. Production: Howard Braunsteins, Michael Jaffe. United States: Columbia Pictures Corporation, 2010. 1 DVD.
Website: Sistema Integrado de Vagas e Currículos para Pessoas com Deficiência: www.selursocial.org.br/terminologia.html. Acesso em: 25 set. 2015.
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UNIT 6 - She Was Keeping a Diary to Stay Alive
Nesta Unidade você vai:
- Discutir e refletir a respeito de amizade;
- Compreender e usar o Past Continuous;
- Escrever relatos em diário pessoal;
- Relacionar os conteúdos com a disciplina de História.
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FONTE: Rawpixel.com/Shutterstock
Observe the picture below and discuss the following questions with your classmates.
a) What do you think this picture represents?
b) Are friends important to you? Why (not)?
c) Could you live without them?
Personal answers.
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LET'S START
1. Match the activities below to the corresponding pictures. Then, in your notebook, transcribe the activities you usually do with your friends.
Atenção professor: Para ampliar o vocabulário, pergunte aos alunos que outras atividades eles costumam fazer com os amigos. Vá anotando na lousa as respostas deles e faça, em conjunto, um breve levantamento das preferências da turma. Fim da observação.
a) Study for a test.
b) Share a snack.
c) Play games.
d) Tell secrets.
e) Go to school together.
f) Give advice.
g) Take selfies.
h) Watch movies.
FONTE: Moxie Productions/Glow Images
FONTE: Elena Elisseeva/Shutterstock
FONTE: Hero Images/Getty Images
FONTE: Richard Hutchings/Corbis/Latinstock
FONTE: Jaren Jai Wicklund/Shutterstock
FONTE: Serg Zastavkin/Shutterstock
FONTE: Monkey Business Images/Shutterstock
FONTE: Jason Stitt/Shutterstock
Personal answer.
Resposta: a) 3; b) 1; c) 4; d) 8; e) 5; f) 2; g) 7; h) 6
2. Read the quote below. Then discuss the questions with a friend.
a) Do you agree with Robert Louis Stevenson?
b) Do you have a best friend? How did you meet her/him?
c) There is an old saying that goes like this, "If you want to have a friend, be one." Do you agree? Do you usually listen to your friends problems or do you just want your friends to listen to your problems?
Available at: www.robert-louis-stevenson.org/richard-dury-archive/nonquotes.htm. Accessed on: September 2, 2015.
Personal answers.
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READING
BEFORE YOU READ
1. This picture shows an old diary. What is the best definition ofa diary?
Atenção professor: Se achar oportuno, depois que os alunos terminarem as questões de pré-leitura, diga a eles que esta é uma foto do diário de Anne Frank. Aproveite a oportunidade para perguntar se já ouviram algo a respeito da história dessa jovem. Caso a resposta seja sim, peça que partilhem o que sabem com a turma. Fim da observação.
FONTE: Available at: http://usatoday30.usatoday.com/life/lifestyle/2009-06-11-anne-frank-diaries_N.htm. Accessed on: October 16, 2015. CRÉDITOS: Evert Elzinga/AP Photo/Glow Images
- It's a record of personal experiences and thoughts with entries usually arranged by date.
- It's a draft of a fictional story that includes some pictures.
Resposta correta: It's a record of personal experiences and thoughts with entries usually arranged by date.
2. Do you keep a diary? Do you know anyone who does? What kind of information do people usually provide in a diary?
Personal answers.
Observação: A diary is not necessarily a private record. Nowadays there are some online diaries, that is, diaries that are published on the Internet and may be accessed by many people. Fim da observação.
3. Take a look at the text reference. Which book is it from? Who's the author of the book?
Resposta: It's from The Diary of a Young Girl, by Anne Frank.
4. Take a look at the dates in the text. In which period did Anne Frank write her diary?
- During World War I.
- During World War II.
- During the Cold War.
Resposta correta: During World War II.
5. You are going to read two excerpts from The Diary of a Young Girl. What do you think Anne Frank wrote about in her diary? Make your predictions.
Atenção professor: A verificação da atividade deve ser feita só depois de os alunos terem lido o texto e validado suas respostas. Fim da observação.
- Her feelings.
- Gossip about some friends.
- Her relationship with her boyfriend.
- The reason why she was writing a diary.
Resposta correta: Her feelings; The reason why she was writing a diary.
Possible answers.
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AS YOU READ
Observação: annexe (UK) = annex (USA). Fim da observação.
Now read the text and check your predictions.
The Diary of a Young Girl remains the single most poignant true-life story to emerge from the Second World War.
In July 1942 Anne Frank and her family, fleeing the horrors of Nazi occupation, hid in the back of an Amsterdam warehouse. Anne was thirteen when the family went into the secret annexe and, over the next two years, she vividly describes in her diary the frustrations of living in such confined quarters, the constant threat of discovery, the hunger and fear. Her diary ends abruptly when, in August 1944, she and her family were finally discovered by the Nazis.
Anne Frank died in March 1945, aged fifteen, in Bergen-Belsen concentration camp in Germany.
This book provides a deeply moving and unforgettable portrait of Anne Frank - an ordinary and yet an extraordinary teenage girl.
Saturday, 20 June 1942
Writing a diary is a really strange experience for someone like me. Not only because I've never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl. Oh well, it doesn't matter. I feel like writing, and I have an even greater need to get all kinds of things off my chest.
"Paper has more patience than people." I thought of this saying one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding. Yes, paper does have more patience, and since I'm not planning to let anyone else read this stiff-backed notebook grandly referred to as a "diary", unless I should ever find a real friend, it probably won't make a bit of difference.
Now I'm back to the point that prompted me to keep a diary in the first place: I don't have a friend.
FONTE: FRANK, Anne. The Diary of a Young Girl. London: Puffin Books/ Penguin Books, 2002. CRÉDITOS: Banco de imagens/Arquivo da editora
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General Comprehension
1. The introduction to the book briefly describes
- Anne's family.
- Anne's childhood in Germany.
- the period of Anne's life when she wrote her diary.
Resposta correta: the period of Anne's life when she wrote her diary.
2. The main idea of Anne Frank's diary entry is that
- she was feeling impatient.
- she was planning to go out.
- she was feeling the need of having a friend.
Resposta correta: she was feeling the need of having a friend.
Detailed Comprehension
The first excerpt of the text is an introduction to the book. The second excerpt is from one of Anne's diary entries. Go back to the first excerpt and do activities 1 to 3 in your notebook.
1. When did each event happen in Anne's life? Match the dates to the events and answer in your notebook.
a) June 1942.
b) July 1942.
c) August 1944.
d) March 1945.
1) Anne Frank started writing her diary.
2) Anne Frank died in a concentration camp.
3) The Nazis found out where Anne Frank and her family were hiding.
4) Anne Frank and her family were hiding from the Nazis in a warehouse.
Resposta: a) 1 - In June 1942, Anne Frank started writing her diary.; b) 4 - In July 1942, Anne Frank and her family were hiding from the Nazis in a warehouse.; c) 3 - In August 1944, the Nazis found out where Anne Frank and her family were hiding.; d) 2 - In March 1945, Anne Frank died in a concentration camp.
2. In your notebook, complete the sentences about Anne Frank, according to the text.
Anne started writing her diary at the age of (a) . She wrote it for (b) years. She died when she was (c) years old.
Resposta: (a) thirteen; (b) two; (c) fifteen
3. What did Anne Frank describe in her diary?
Read Anne's diary entry again. Then do activities 4 to 8 in your notebook.
Possible answer: She described the frustrations of living in such confined quarters, the constant threat of discovery, the hunger and fear.
4. How does she describe the experience of writing a diary?
Resposta: She says it is a strange experience.
5. What is true about Anne Frank? Choose the correct alternative.
- She used to write diaries when she was a kid.
- She thought nobody would be interested in reading her diary.
- She planned to publish her diary.
Resposta correta: She thought nobody would be interested in reading her diary.
6. Which adjective best describes Anne's feelings when she wrote her diary entry in June 20, 1942?
- angry
- afraid
- lonely
Resposta correta: lonely
7. Why did Anne decide to write a diary?
Resposta: Because she had no friends.
8. The following excerpt is from the first page of Anne Frank's book. Observe the words in bold. Who do you think she was addressing?
Atenção professor: Quando address (verbo) significa 'speak directly to someone who is with you', ele é usado sem preposição. Exemplo: He turned his head to address me (= to speak to me). No caso: Who do you think she was addressing? = Who do you think she was speaking to? Fim da observação.
"I hope I will be able to confide everything to you, as I have never been able to confide in anyone, and I hope you will be a great source of comfort and support."
Words in bold: you; you.
Resposta: She was addressing her diary.
110
AFTER YOU READ
Discuss the following questions in small groups.
a) Anne says "Paper has more patience than people." Why does she say that? Do you agree with her?
b) Anne Frank didn't plan to publish her diary when she was writing it. Why do you think it was published after her death?
c) Anne didn't have any friends. In your opinion, what are the possible disadvantages of having no friends?
Personal answers.
Boxe complementar:
Pronunciation Tips
1. The words below are from the text. Say them aloud and write what you think the stressed syllable is, as in the example: diary - Stressed syllable: di.
Box:
poignant - horrors - secret - vividly - confined - constant - discovery - fifteen - unforgettable - ordinary- extraordinary - experience - patience - referred - probably - difference
End of box.
Resposta: poignant - Stressed syllable: po; horrors - Stressed syllable: ho; secret - Stressed syllable: se; vividly - Stressed syllable: vi; confined - Stressed syllable: fi; constant - Stressed syllable: con; discovery - Stressed syllable: co; fifteen - Stressed syllable: teen; unforgettable - Stressed syllable: ge; ordinary - Stressed syllable: or; extraordinary - Stressed syllable: tra; experience - Stressed syllable: pe; patience - Stressed syllable: pa; referred - Stressed syllable: fer; probably - Stressed syllable: pro; difference - Stressed syllable: di
2. Now listen and check your answers.
Fim do complemento.
MORE FOOD FOR THOUGHT
Atenção professor: Mostre aos alunos que o texto abaixo foi escrito em 2015. Nesse ano, foi comemorado o 86º aniversário de Anne Frank. Peça aos alunos que calculem quantos anos Anne teria agora. (Basta diminuir 2015 do ano atual; em seguida somar esse resultado a 86. Se o ano for 2018, por exemplo: 2018 menos 2015 é igual a 3; 3 mais 86 é igual a 89. Anne Frank teria 89 anos.) Os alunos podem dar a resposta oralmente. Fim da observação.
Anne died when she was 15. If she were alive, how old would she be? Look at the date when the following text was published and do the math. Then read the text and discuss the questions with a classmate.
Happy 86th Birthday to Anne Frank: On Choosing Kindness
Noël Duan (Assistant Editor). June 12, 2015.
Exactly a year ago, I was in the city of Amsterdam in the Netherlands, waiting in line to visit the Anne Frank House, the house-turned-museum that once hid Second World War diarist Anne Frank's family from Nazi persecution. [...] Today would have been Frank's 86th birthday, and since her death, The Diary of Anne Frank has been published in over 60 languages and has inspired movies, plays, and generations of girls and boys for whom keeping a diary wasn't a cliché but a means to survival. [...]
While she was hiding in the secret annexe of the house in Amsterdam, she kept multiple diaries and notes written on scraps of paper that eventually became compiled together after her death. [...]
She still believed in goodness. In her diary, Frank wrote, "Everyone has inside of him a piece of good news. The good news is that you don't know how great you can be! How much you can love! What you can accomplish! And what your potential is!".
FONTE: Available at: www.yahoo.com/beauty/happy-86th-birthday-to-anne-frank-on-choosing-121291320318.html. Accessed on: October 14, 2015. (Fragment). (Fotografia) The Granger Collection/Glow Images
a) What is the Anne Frank house nowadays? Where is it located?
Resposta: It's a museum in Amsterdam, in the Netherlands.
b) What was the impact of Anne's diary?
Resposta: It was published in more than 60 languages and adapted into movies and plays. It also inspired many teenagers to keep a diary.
c) Why do you think Anne's keeping a diary was a "means to survival"?
d) Anne believed in a person's potential to be good. Do you share the same belief? Justify your answer.
e) Do you think Anne was an extraordinary girl? Why (not)?
Personal answers.
111
WORD STUDY
Emphatic Use of Do
1. Read this sentence from the text on page 108 again and observe the use and meaning of the verb in bold.
"Yes, paper does have more patience."
Verb in bold: does.
In your notebook, choose the best options to complete the statement below. Do, does (in the present) and did (in the past) may be used in affirmative sentences (a) before/after the main verb, to express (b) emphasis/doubt.
Resposta: (a) before; (b) emphasis
2. Now use do, does or did before the verbs in these affirmative sentences. Transcribe the complete sentences in your notebook.
a) The Diary of a Young Girl ____ give us a moving portrait of Anne Frank.
Resposta: does
b) Anne ____ feel the need of a real friend.
Resposta: did
c) True friends ____ mean a lot to all of us.
Resposta: do
Discourse Markers
1. Read the quotation below, paying attention to the discourse marker highlighted (twice) in bold. In your notebook, write down the correct option to complete the statement.
"Although I'm only fourteen, I know quite well what I want, I know who is right and who is wrong. I have my opinions, my own ideas and principles, and although it may sound pretty mad from an adolescent, I feel more of a person than a child, I feel quite independent of anyone."
Words in bold: Although; although.
FRANK, Anne. The Diary of Anne Frank [illustrated]. London: Puffin Books, 2002.
Although is used for introducing a statement that makes the main statement seem surprising, and it expresses
- doubt.
- contrast.
- cause.
Resposta correta: contrast.
2. Read the sentences below, observe the discourse markers in bold, and transcribe the idea expressed by each of them, choosing from the ideas in the box below.
Box:
comparison - condition - cause - double negation - doubt - contrast
End of box.
a) "[...] Anne Frank - an ordinary and yet an extraordinary teenage girl."
Word in bold: yet.
Resposta: contrast
b) "Writing a diary is a really strange experience for someone like me."
Word in bold: like.
Resposta: comparison
c) "[...] it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl."
Words in bold: neither; nor.
Resposta: double negation
d) "[...] wondering whether to stay in or go out."
Word in bold: whether.
Resposta: doubt
e) "[...] and since I'm not planning to let anyone else read [...]"
Word in bold: since.
Resposta: cause
f) "[...] unless I should ever find a real friend [...]"
Word in bold: unless.
Resposta: condition
3. Now complete the sentences with the discourse markers from activity 2, as appropriate. Write the answers in your notebook.
a) "Paper has more patience than people," Anne Frank wrote in her diary, ____ she felt some of the people she knew were rather impatient.
Resposta: since
b) Anne wasn't sure of what she should do. She didn't know ____ she should stay at home or go outside.
Resposta: whether
c) The Frank family would be safe in the secret annexe ____ the Nazis got information about their hiding place.
Resposta: unless
d) Anne Frank suffered the horrors of war and ____ she still believed in goodness.
Resposta: yet
e) ____ the threat of discovery ____ fear succeeded in bringing down the courage of that extraordinary young girl.
Resposta: Neither, nor
f) The Diary of a Young Girl is a true-life war story ____ no other.
Resposta: like
112
LANGUAGE STUDY
Past Continuous
1. Read this excerpt from The Diary of a Young Girl. Pay close attention to the verb forms in bold. Then transcribe the correct options about them.
"I thought of this saying one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, (and I was) wondering whether to stay in or go out."
Verb forms in bold: was feeling; was sitting; was wondering.
a) The verb forms in bold are examples of the Past Continuous Tense. We use the Past Continuous
- to describe an action in progress at or around a specific time in the past.
- to describe an action that started in the past and continues in the present.
- to describe an action in progress in the present.
Resposta correta: to describe an action in progress at or around a specific time in the past.
b) We form the Past Continuous with
- is or are + -ing form of the verb.
- was or were + -ing form of the verb.
- was or were + infinitive form of the verb.
Resposta correta: was or were + -ing form of the verb.
2. Now read this sentence from the text on page 110, paying attention to the verbs in bold. Then, in your notebook, complete the following statement writing Past Continuous or Simple Past.
"While she was hiding in the secret annexe of the house in Amsterdam, she kept multiple diaries and notes [...]."
Verbs in bold: was hiding; kept.
When we use the Past Continuous(as in was hiding) and the Simple Past (as in kept) in the same sentence, we use the (a) to talk about the longer background action and the (b) to talk about the shorter action that happened in the middle or interrupted it.
Resposta: (a) Past Continuous; (b) Simple Past
3. In your notebook, complete these sentences about Anne Frank with the Past Continuous or the Simple Past of the verbs in parentheses.
a) In June 1942, in the middle of the Second World War, the Nazis ____ (occupy) Amsterdam, the Netherlands.
Resposta: were occupying
b) At that time, Anne Frank and her family ____ (try) to flee the horrors of Nazi occupation.
Resposta: were trying
c) Anne Frank was a young girl, just thirteen when her family ____ (go) into the secret annexe.
Resposta: went
d) They ____ (hide) in what they called "the secret annexe," in the back of an Amsterdam warehouse.
Resposta: were hiding
e) Over the next two years, Anne ____ (describe) in her diary the frustrations she ____ (feel) of living in such conditions.
Resposta: described; was feeling
f) In August 1944, Anne's diary ____ (end) abruptly. The Nazis ____ (discover) them.
Resposta: ended, discovered
g) Anne Frank ____ (die) in March 1945, in Bergen-Belsen, a concentration camp in Germany.
Resposta: died
h) At that time, the Second World War ____ (come) to an end.
Resposta: was coming
i) One month later, on April 12, 1945, British troops ____ (liberate) that concentration camp.
Resposta: liberated
Observação: To learn more about the Past Continuous, go to page 165. Fim da observação.
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LET'S PRACTICE
1. Calvin, the little boy, and Hobbes, the tiger, are best friends. Read the comic strip below and complete the questions about it using the verbs in parentheses in the Past Continuous form.
FONTE: Available at: www.gocomics.com/calvinandhobbes/2016/01/10. Accessed on: February 23, 2016. CRÉDITOS: © 1986 Watterson/Dist. by Universal Uclick
a) In the first frame, ____ Calvin's mom ____ some objects off the floor? (pick up)
Resposta: was, picking up
b) In the third frame, what ____ Calvin ____ for? (look)
Resposta: was, looking
c) In the fourth frame, ____ Hobbes ____ Calvin? (hug)
Resposta: was, hugging
d) What ____ Hobbes ____ in the fourth frame? (do)
Resposta: was, doing
e) What ____ Calvin and Hobbes ____ in the fifth frame? (do)
Resposta: were, doing
f) ____ Hobbes ____ his tongue in the last frame? (stick out)
Resposta: was, sticking out
2. Now, in your notebook, answer the questions from the previous activity.
Resposta: a) Yes, she was.; b) He was looking for Hobbes.; c) No, he wasn't.; d) He was attacking Calvin.; e) They were fighting.; f) Yes, he was.
3. Answer the questions below with a classmate, according to the comic strip. Use your notebook to do that.
a) Where was Calvin before he got home?
b) Why was Calvin's mother angry with him?
c) How do Calvin and Hobbes look in the sixth frame?
d) According to Calvin, why was he fighting?
e) What does Calvin's mom advise him to do?
f) Why was Calvin angry in the last frame?
Atenção professor: Comente com os alunos que Hobbes, o tigre, é de pelúcia, mas ganha vida na imaginação de Calvin, que é um menino de 6 anos. Isso pode ser percebido quando, nos quadrinhos, aparece uma outra personagem (como a mãe do Calvin, nessa historinha) e então Hobbes vira um simples boneco. Fim da observação.
Possible answers: a) He was at school.; b) Because he was always dropping/leaving things on the floor.; c) They look scared/ surprised.; d) He was fighting for his survival.; e) To go do something quiet.; f) Because his mother shouted only at him, not at Hobbes.
114
4. Posting photos on social media websites is quite common today. Look at the photos that Brazilian teenagers usually post on social media websites and write sentences about what they were doing when each picture was taken.
FONTE: Sergey Nivens/Shutterstock
Resposta: He was dancing.
FONTE: Lucky Business/Shutterstock
Resposta: They were drinking orange juice.
FONTE: Radius Images/Corbis/Latinstock
Resposta: He was singing.
FONTE: Image Source/Getty Images
Resposta: She was studying.
FONTE: Betsie Van der Meer/Getty Images
Resposta: He was listening to music.
FONTE: Christopher Futcher/Getty Images
Resposta: They were playing soccer.
Observação: Social media are computer-mediated tools that allow people to create, share or exchange information, ideas, and pictures/videos in virtual communities and networks.
Available at: www.spectrumfriends.ca/about-us/social-media/. Accessed on: October 15, 2015. (Fragment). Fim da observação.
115
5. Read two entries from an online diary and complete them with the verbs in parentheses in the appropriate form - Simple Past or Past Continuous.
Fake friends
21 APRIL 2015, 02:51 AM. 1 love: blaqkn8. 3 comments: mzaprilmae, blaqkn8, jesstellsall
I have never met a person that is always there for me. I have those types of friends that are only there until they find out what happened. Then they leave... This one girl, I (a) (tell) her everything about my recent breakup and she (b) (say) that she (c) (be) sorry. The guy (d) (date) another girl and then something happened and they are not together anymore. He (e) (tell) her that he (f) (be) really sad and now she feels bad for him. I honestly don't understand...
Adapted from: http://diary.com/myterriblelife#5994195. Accessed on: October 15, 2015.
Resposta: Fake friends: (a) told; (b) said; (c) was; (d) was dating; (e) told; (f) was.
Music
4 OCTOBER 2013, 05:08 AM. 3 loves: imiksimik, killerslover6060, roughandrowdyways.
Music is my lover. I (a) (fall) in love with music when I (b) (be) a kid. Whenever I feel lonely or sad, I sing my heart out until I feel better. Yesterday I (c) (sing) when I (d) (realize) it distracts me from problem and stress. I want to become a good singer someday.
Adapted from: http://diary.com/Smile4mypr1de#5731578. Accessed on: October 15, 2015.
Resposta: Music: (a) fell; (b) was; (c) was singing; (d) realized.
6. Answer the questions according to the diary entries from the previous activity. In your notebook, write down Diarist 1 for the one who posted Fake friends and Diarist 2 for the one who posted Music.
a) Who feels disappointed?
Resposta: Diarist 1
b) Who has just ended a relationship?
Resposta: Diarist 1
c) Who is thinking about a career?
Resposta: Diarist 2
LISTENING
BEFORE YOU LISTEN
1. Do you have many friends?
Personal answer.
2. Do you have a best friend? Who is she/he?
Personal answers.
3. Where did you meet most of your friends? In your notebook, choose as many options as you want. You can also add other places.
a) school
b) neighborhood
c) social media website
d) family
e) church
f) party
g) others
Personal answer.
4. Do you think it's easier for teenagers to make friends than it is for adults? Why (not)? Make your predictions and check them as you listen.
Atenção professor: De acordo com o áudio, os adolescentes têm mais facilidade do que os adultos para fazer amizades (It's easier for teenagers to make friends. Adults are usually busy and they don't know where to meet people and how to find friends.). Após os alunos escutarem o áudio, pode-se pedir para que eles comparem a opinião deles com a do speaker. A verificação da atividade deve ser feita só depois de os alunos terem escutado o podcast e confirmado suas respostas. Fim da observação.
Possible answer: It's easier for teenagers to make friends. Adults are usually busy and they don't know where to meet people and how to find friends.
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AS YOU LISTEN
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
Listen to part of a podcast about friendship and choose the correct option to complete activities a, b and c.
Atenção professor: Pergunte aos alunos se eles sabem o que é um podcast e se eles têm o hábito de ouvir esse tipo de áudio. Fim da observação.
a) The man announces that the topic of discussion in that episode is
- howto help a friend in need.
- how to find friends and create friendships.
- what you can do to have fun with your friends.
- how to avoid conflicts with your best friend.
Resposta correta: how to find friends and create friendships.
b) It's easier to make friends when you are
- at work.
- at school.
- at a party.
- at the shopping mall.
Resposta correta: at school.
c) According to the male speaker, one way for teenagers to start a conversation with someone is
- to ask for directions.
- to talk about the weather.
- to say nice things about her/his clothes.
- to ask what time it is.
Resposta correta: to say nice things about her/his clothes.
Observação: A podcast is a digital medium consisting of an episodic series of audio that can be downloaded or streamed online to a computer or mobile device.
Available at: www.adrechsel.de/langfm/a-podcastabout-podcasts. Accessed on: October 14, 2015. (Adapted). Fim da observação.
AFTER YOU LISTEN
Discuss these questions with a classmate.
a) Is it easy for you to make friends?
b) What do you usually say when you want to start a conversation with someone?
c) Do you have friends who have moved to another city? If so, how do you get in touch with them?
d) Do you usually have conflicts with your friends? What are the reasons?
e) Would you like to make more friends?
f) Do you agree that it's easier to make friends when you are a teenager? Why (not)?
Personal answers.
SPEAKING
Moments in Your Life
Atenção professor: Avise aos alunos com antecedência a respeito da necessidade de trazer algumas fotos deles para a realização da atividade. Fim da observação.
Bring some of your photos to class.
Get together in small groups. Show your pictures to your classmates and tell them about those moments. Your classmates can also ask you some questions about them. The questions below can guide you.
FONTE: ghenadie/Shutterstock
a) Where were you?
b) When was that?
c) Who was with you?
d) What were you doing?
Personal answers.
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WRITING
1. Read the entry below from an online diary. Then transcribe the correct options about the diarist.
School
3 SEPTEMBER 2014, 04:30 PM. 2 loves: cristianafiliparodriguessousa, 1525454 comments
Yesterday, I had my first school day. My best friend and I aren't in the same class anymore. We only have one class together, so that's very sad. We're trying to get some more classes together. Today we went bowling after school and it was really fun, I didn't expect that. My other friends were very nice to me and we laughed a lot. My best friend is making new friends. I don't know how to feel about that. I like it that she is not going to be alone in her class, but I don't want her to leave me. I'm so insecure about everything.
Available at: http://diary.com/annelizabeth. Accessed on: June 15, 2015.
- She complains about life.
- She mentions what she is feeling.
- She makes predictions about her career.
- She describes her first day back to school.
Resposta correta: She mentions what she is feeling; She describes her first day back to school.
2. Now it's your turn to write an online diary entry. What do you want to write about? Your feelings, a recent experience you had, your day at school, some friends you have?
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, pode-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passá-lo a limpo. Lembre aos alunos de que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. A atividade deve ser entregue em uma folha separada. Se for conveniente, os alunos podem fazê-la on-line, criando seus próprios diários em sites gratuitos para essa finalidade, como o: Fim da observação.
- Choose a topic and write a draft. You can use the entry above and the entries on page 115 as a reference.
- Ask a classmate to read your draft. Get some feedback.
- Rewrite your entry based on the feedback you had and make any improvements or necessary corrections.
- Proofread your work.
THINK ABOUT IT
1. Read the definitions below and identify what they are about. Choose from the words in the box.
Box:
friend - acquaintance - best friend - friendship
End of box.
a) Someone you know casually but don't know as well as you know a friend.
Resposta: acquaintance
b) A person who you value above other friends you might have, someone you have fun with, someone you trust and confide in.
Resposta: best friend
c) A person you are fond of, someone you talk to and enjoy spending time with.
Resposta: friend
d) A relationship of mutual affection between two or more people.
Resposta: friendship
2. In pairs, take turns asking and answering the following questions.
a) Do you spend much time online?
b) Do you have many online friends?
c) How many of them are close friends?
d) How many of them are acquaintances?
e) Do you usually make new friends online?
f) Do you chat with your best friend online?
g) Do you prefer to talk to your friends online or face to face?
Personal answers.
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3. Now read the text and use your notebook to do the activities that follow.
Friending: The Changing Definition of Friendship in the Social Media Era
Posted on March 6, 2014 by Joyce Xinran Liu
Social media is a new platform for communication that expands and accelerates the way we connect and engage people, but the old rules of thumb for building relationships are still there. To understand what makes a friend a "friend" in social media, we'd better step back and think about the chemistry needed in true friendship. To make a true friend, we first need to get to know the person well, such that we understand what she likes and dislikes, what experiences have made her who she is today, and what her values are in life. In addition to knowing each other well, building friendships takes time; it's necessary for both sides to have some investment in the relationship.
Now let's get back to the world of social media and reconsider the process of making friends. Social media platforms have provided tons of personal information about people we want to know. A five-minute search on a social media platform can make us feel that we are old friends of the person we want to make friends with. But this is only one side of the story since the person we are searching into may not feel the same way as we do. This is often the case. A one-way connection without reciprocal engagement can never be thought of as a friendship, even on social media.
It's not social media's fault that it helps us develop a wide net of connections. We've created the myth of building strong relationships via social media. It's possible to build friendship online, but more often we need to integrate online engagement with offline interaction.
FONTE: Available at: www.vitaminimc.com/2014/03/friending-the-changing-definition-of-friendship-in-the-social-media-era-2/. Accessed on: February 24, 2016. (Fragment). (Fotografia) Garry Knight/Acervo do fotógrafo. CRÉDITOS: Reprodução/www.vitaminimc.com
Answer these questions in your notebook.
a) What is social media?
Resposta: It's a new platform for communication that expands and accelerates the way we connect and engage people.
b) Do you use social media websites? Why (not)?
c) What social media websites do you know of?
Personal answers.
4. Read the title of the text again. In that context, what does "friending" mean? Choose the appropriate option and write it down in your notebook.
- Being someone's best friend.
- Starting a relationshipwith a friend.
- Changing your real friends for virtual ones.
- Adding someone as a friend on a social media website.
Resposta correta: Adding someone as a friend on a social media website.
5. Read the statements below and decide whether they are True (T) or False (F), according to the text. Write down your answers in your notebook.
a) The first step to make a true friend is to know the person better.
Resposta: T
b) It's possible to find lots of information about someone on social media websites.
Resposta: T
c) It's possible to find a good friend in five minutes by searching for one on a social media website.
Resposta: F
d) Offline interaction is not necessary when you make friends online.
Resposta: F
e) Friendship demands reciprocal investment and engagement.
Resposta: T
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6. Get together in small groups. Read the sentences below and tell your classmates whether you agree or disagree with them. Justify your opinions.
a) Building friendships takes time.
b) To make a true friend, we need to get to know what the person's values are.
c) Social media websites help us develop a wide net of connections.
d) Building strong relationships via social media is not possible.
e) We need to have offline interactions with our friends.
Personal answers.
7. Read the text below and discuss the following questions in small groups.
The Problem With Over-friending Begins Early
When youth, and some adults, first begin social networking they frequently believe that the more friends they have on their social sites the greater their status among their peers will be. This leads to inviting everyone they know - and often people they don't know, or don't even particularly like - to be friends.
FONTE: Available at: http://ikeepsafe.org/be-a-pro/relationships/how-many-online-friends-do-you-have-really/. Accessed on: February 24, 2016. (Fragment).
a) Do you believe that it's important to have a large number of friends on social media websites? Why (not)?
b) Do you usually add people you don't know very well to your social network?
c) In your opinion, what are some possible consequences of adding too many people to your social network, even those you don't know or like?
Personal answers.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand diary entries.
	b) understand and use the Past Continuous.
	c) listen to and understand a podcast.
	d) write an online diary entry.
	e) talk about moments in my life.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with the teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Book: LISPECTOR, Clarice. De amor e amizade: crônicas para jovens. Rio de Janeiro: Rocco, 2010.
Movie: THE Perks of Being a Wallflower [As vantagens de ser invisível]. Directed by: Stephen Chbosky. Production: Mr. Mudd Productions. USA: Summit Entertainment, 2012. 1 DVD.
Website: Museu Anne Frank: www.annefrank.org/pt/. Acesso em: 21 out. 2015.
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UNIT 7 - The Old Man Had Gone Eighty-Four Days without Taking a Fish
Nesta Unidade você vai:
- Discutir e refletir a respeito de livros de ficção;
- Aprender a usar pronomes (pessoais e relativos) e o Past Perfect;
- Explorar livros de ficção e sinopses de livros;
- Relacionar os conteúdos à Literatura.
121
FONTE: connel/Shutterstock
Observe the image below. Then discuss the following questions with your classmates.
a) Do you have many books?
b) How often do you read?
c) When do you usually read?
Personal answers.
122
LET'S START
1. Observe the book covers below and answer: Have you read any of these books or seen any movies adapted from them? What are they about?
Atenção professor: A discussão pode ser feita oralmente, em inglês ou em português, a seu critério, com toda a turma ou em pequenos grupos. Fim da observação.
FONTE: Reprodução/Novellas
FONTE: Reprodução/Editora Scholastic
FONTE: Reprodução/Editora Penguin Books
FONTE: Reprodução/Luso-Brazilian Books
FONTE: Reprodução/Signet Classics
FONTE: Reprodução/Miramax
FONTE: Reprodução/Random House
FONTE: Reprodução/Modern Library
Personal answers.
2. The Old Man and the Sea, Alice in Wonderland, Memórias Póstumas de Brás Cubas, The Fault in Our Stars, Harry Potter and the Chamber of Secrets, Les Misérables, The Lightning Thief and The Picture of Dorian Gray are novels. What is the best definition of a novel?
Atenção professor: Após a verificação da atividade, comente com os alunos que novel é um falso cognato, cuja definição correta é a primeira das opções abaixo. A segunda é a definição de poem. A expressão que corresponde à terceira das opções, novela de TV ou de rádio, em inglês, é soap opera. Fim da observação.
- A long fictional prose narrative which describes characters and events, usually in the form of a sequential story.
- A composition in verse characterized by a highly developed artistic form and by the use of rhymes.
- A television or radio program that has continuing stories about the daily lives and problems of a group of people.
Resposta correta: A long fictional prose narrative which describes characters and events, usually in the form of a sequential story.
3. One of the novels shown here was originally written in French. Which one?
Resposta: Les Misérables
4. One of those novels tells the story of a young girl in a land of fantasy. Which one?
Resposta: Alice in Wonderland
5. One of those novels tells a story about a young wizard. Which one?
Resposta: Harry Potter and the Chamber of Secrets
6. What do you like reading? In your notebook, write down your favorites and add two other genres to the table. Then interview a classmate and transcribe her/his answers.
Personal answer.
123
Do You Like Reading...? What's Your Favorite...?
Tabela: equivalente textual a seguir.
	
	You
	Your Favorites
	Your Classmate
	Your Classmate's Favorites
	Poems
	____.
	____.
	____.
	____.
	Novels
	____.
	____.
	____.
	____.
	Comic books
	____.
	____.
	____.
	____.
	Magazines
	____.
	____.
	____.
	____.
	Self-help books
	____.
	____.
	____.
	____.
	Short stories
	____.
	____.
	____.
	____.
	Biographies
	____.
	____.
	____.
	____.
	Online newspapers
	____.
	____.
	____.
	____.
	Others
	____.
	____.
	____.
	____.
Personal answers. Others: Possible answers: online articles, blogs.
READING
BEFORE YOU READ
1. You are going to read two excerpts from the novel The Old Man and the Sea. Go back to page 122, observe that novel's book cover and answer the following questions.
a) What is the setting of the story? Where do you think the action takes place?
Resposta: The sea, At sea/In the boat of an old man. 
b) What is the main character's occupation, can you guess?
Resposta: He's a fisherman.
2. Look at the pictures below and choose those you think are related to the story you are about to read.
Atenção professor: A verificação da atividade deve ser feita só depois de os alunos terem lido o texto e confirmado as respostas. Fim da observação.
LEGENDA: skiff
FONTE: kimson/Shutterstock
LEGENDA: jet ski
FONTE: Cindy Haggerty/Shutterstock
LEGENDA: coiled lines
FONTE: Ron Buskirk/Alamy/Latinstock
LEGENDA: gaff and harpoon
FONTE: Gary Ombler/Getty Images
LEGENDA: wet suit
FONTE: OZaiachin/ShutterstockResposta correta: skiff; coiled lines; gaff and harpoon.
124
AS YOU READ
Read the text, check your predictions and do the following activities in your notebook.
The Old Man and the Sea
By Ernest Hemingway
He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. In the first forty days a boy had been with him. But after forty days without a fish the boy's parents had told him that the old man was now definitely and finally salao, which is the worst form of unlucky, and the boy had gone at their orders in another boat which caught three good fish in the first week. It made the boy sad to see the old man come in each day with his skiff empty and he always went down to help him carry either the coiled lines or the gaff and harpoon and the sail that was furled around the mast. The sail was patched with flour sacks and, furled, it looked like the flag of permanent defeat.
[...] "Santiago," the boy said to him as they climbed the bank from where the skiff was hauled up. "I could go with you again. We've made some money."
The old man had taught the boy to fish and the boy loved him.
"No," the old man said. "You're with a lucky boat. Stay with them."
"But remember how you went eighty-seven days without fish and then we caught big ones every day for three weeks."
"I remember," the old man said. "I know you did not leave me because you doubted."
"It was papa made me leave. I am a boy and I must obey him."
"I know," the old man said. "It is quite normal."
"He hasn't much faith."
"No," the old man said. "But we have. Haven't we?"
"Yes," the boy said. "Can I offer you a beer on the Terrace and then we'll take the stuff home." "Why not?" the old man said. "Between fishermen."
FONTE: HEMINGWAY, Ernest. The Old Man and the Sea. New York: Simon and Schuster, 1996.
General Comprehension
1. From the very beginning of the novel (the excerpt you've read is from the first paragraphs of the first chapter) we learn of an old fisherman's hopeless struggle. The old man
- had decided to quit.
- was still fighting against defeat.
- had told the boy to go to another boat.
Resposta correta: was still fighting against defeat.
2. The skiff sail was patched with flour sacks, which indicates that the old man was
- rich.
- empty.
- poor.
Resposta correta: poor.
Detailed Comprehension
1. Answer the following questions.
a) What's the old man's name?
Resposta: It's Santiago.
b) Where did the old man fish?
Resposta: In the Gulf Stream.
c) How long had he gone with no fish?
Resposta: Eighty-four days.
d) How long had the boy helped him in his boat?
Resposta: For forty days.
e) Was the old man lucky? Why (not)?
Resposta: No, he wasn't. Because he had gone eighty-four days without taking a fish.
f) Was the boy lucky? Why (not)?
Resposta: Yes, he was. Because he was in another boat when they caught three good fish.
125
2. Why did the boy stop fishing with the old man?
- Because he didn't like to fish.
- Because he didn't like the old man.
- Because it was an order from his parents.
Resposta correta: Because it was an order from his parents.
3. Choose the correct alternatives about the dialogue between the old man and the boy.
- The boy offered to go fishing with the old man again.
- The old man asked the boy for help.
- The old man accused the boy of abandoning him.
- The boy said he had to obey his parents.
- The old man believed his good luck would come again.
- The boy didn't believe the old man was going to catch any big fish again.
Resposta correta: The boy offered to go fishing with the old man again; The boy said he had to obey his parents; The old man believed his good luck would come again.
4. The author uses some Spanish words in the novel, like salao (which means 'very unlucky'), in that fragment. Why didn't he use the English word for that?
- Because he didn't know its meaning.
- To make the readers confused.
- To bring the novel some cultural traits related to the setting.
Resposta correta: To bring the novel some cultural traits related to the setting.
Atenção professor: Comente com os alunos que o início e o final da história se passam em uma pequena vila de pescadores em Cuba (país em que o autor viveu durante alguns anos de sua vida). A sequência de eventos que acontecem no mar se passa na Gulf Stream, corrente marítima do oceano Atlântico, com origem no golfo do México. Fim da observação.
AFTER YOU READ
Discuss the following questions with a classmate.
a) Do you think the old man was a persevering person? Do you think we should always persevere in something we believe in?
b) The boy wanted to help the old man to fish, even though he hadn't caught any fish for many days. Do you think the boy had the right attitude? Why (not)?
c) Would you like to read that novel? Why (not)?
Personal answers.
Boxe complementar:
Pronunciation Tips
1. Listen to the sentences below, paying close attention to the vowel sound of the words in bold.
"The old man had taught the boy to fish and the boy loved him."
Word in bold: taught.
"[...] and the boy had gone at their orders in another boat which caught three good fish in the first week."
Word in bold: caught.
2. Now listen to the words below. Identify those that rhyme with taught and caught.
Atenção professor: Comente com os alunos que todas essas palavras são formas de passado e particípio passado de verbos, à exceção de drought, que é um substantivo, significando "seca, estiagem". Fim da observação.
Box:
thought - fought - drought - bought - brought - ought - sought
End of box.
Resposta: thought; fought; bought; brought; ought, sought
3. Now listen to this sentence and notice the vowel sound of the word in bold.
"The sail was patched with flour sacks [...]"
Word in bold: flour.
4. Listen to these words and identify the one that sounds like flour.
Box:
floor - flower - flowed - four
End of box.
Resposta: flower
Fim do complemento.
126
MORE FOOD FOR THOUGHT
You've just read an excerpt from The Old Man and the Sea. The old man had gone a long time with no fish, but he didn't give up. Do you think he caught any fish after that? Read the text about the novel, check your predictions and discuss the following questions with a classmate.
Personal answers.
Hemingway's The Old Man and the Sea
The Old Man and the Sea was the last major work Ernest Hemingway published in his lifetime. The simple story is about an old man who catches a giant fish in the waters off Cuba, only to have it devoured by sharks. Defeated, he returns home with the fish's skeleton attached to the boat. Many consider this novel to be Hemingway's best work.
When The Old Man and the Sea was published in 1952, Hemingway hadn't written a significant literary work for over a decade. His last successful book, For Whom the Bell Tolls, came out in 1940. To make matters worse, his 1950 novel Across the River and into the Trees was panned by critics. People were saying that Hemingway was through as a writer. He began The Old Man and the Sea to prove that not only was he still in the writing game, he had yet to produce his best work.
FONTE: Available at: http://mentalfloss.com/article/64363/11-facts-about-hemingways-old-man-and-sea. Accessed on: September 16, 2015. (Fragment).
a) What happened to the big fish the old man had caught?
Resposta: It was devoured by sharks.;
b) Does the novel have a happy ending? Do you think it's a realistic story? Why (not)?
Resposta: No, it doesn't. Personal answers.
c) What do people think about that novel?
Resposta: Many people consider it one of Hemingway's best works.
d) Were Hemingway's works always praised by the critics?
Resposta: No, they weren't.
e) Do you think Hemingway can be considered persevering, just as the old man, his character in that novel?
Personal answer.
WORD STUDY
A False Cognate
1. There is a false cognate in the following sentence from the text. Can you spot it? What does it mean? Answer in your notebook.
"Butafter forty days without a fish the boy's parents had told him that [...]"
Resposta: Parents. It means "mother and father".
2. How do you say parentes in English?
- relatives
- parents
- parenthood
Resposta correta: relatives
Another Use of the -ing Form
Observe the use of the -ing form of the verb to take in this sentence:
"[...] and he had gone eighty-four days now without taking a fish."
Why do you think the verb is used in the -ing form?
- Because it comes after a preposition (without).
- Because it expresses an action in progress.
Resposta correta: Because it comes after a preposition (without).
Atenção professor: Comente com os alunos que após uma preposição (without, for, before, after, to, from, in, on, etc.) os verbos são usados na -ing form, em contraste com o uso em português, em que os verbos são usados no infinitivo (sem pegar um peixe). Fim da observação.
FONTE: anazabr/Shutterstock
127
LANGUAGE STUDY
Personal Pronouns (Subject and Object)
1. Observe the words in italics and in bold in these sentences. Then choose the best options to complete the statements about them. Transcribe the sentences as appropriate.
"He was an old man [...] and he had gone eighty-four days now [...]"
Words in italic: was; he.
"In the first forty days a boy had been with him."
Word in bold: him.
"[...] the boy's parents had told him that [...]"
Word in bold: him.
"It made the boy sad to see the old man come in each day with his skiff empty and he always went down to help him [...]"
Word in italic: he.
Word in bold: him.
"The old man had taught the boy to fish and the boy loved him."
Word in bold: him.
"You're with a lucky boat. Stay with them."
Word in italic: You.
Word in bold: them.
Atenção professor: Them refere-se aos componentes do lucky boat, onde, segundo o conselho de Santiago, o garoto deve ficar. Fim da observação.
"I know you did not leave me because you doubted."
Words in italic: you; you.
Word in bold: me.
"It was papa made me leave. I am a boy and I must obey him."
Words in italic: I; I.
Words in bold: me; him.
Observação: To learn more about Personal Pronouns (Subject and Object), go to page 163. Fim da observação.
a) The words in italics and in bold are personal pronouns. In the sentences above we use them to talk about people/things. Personal pronouns can be subject or object pronouns.
Resposta: people
b) We use subject pronouns (I, he, you) before/after the verb. We use object pronouns (me, him, them) before/after the verb or a preposition.
Resposta: before, after
2. Now, in your notebook, complete the table below with the missing pronouns.
Tabela: equivalente textual a seguir.
	Subject
	I
	____.
	he
	____.
	____.
	____.
	you
	they
	Object
	____.
	you
	____.
	her
	it
	us
	you
	____.
Resposta: I/me; you/you; he/him; she/her; it/it; we/us; you/you; they/them
Relative Pronouns: Who, Which, That
1. Read the excerpt from the text on page 124 and observe the words in bold. Then choose the best option to complete the statement about them. Write it down in your notebook.
"He was an old man who fished alone in a skiff in the Gulf Stream [...]"
Word in bold: who.
"[...] the boy had gone at their orders in another boat which caught three good fish the first week."
Word in bold: which.
Who and which are relative pronouns. We use them to avoid repetition/contrast in a sentence. For example, instead of saying "He was an old man. The old man fished alone in a skiff in the Gulf Stream." we can say "He was an old man who fished alone in a skiff in the Gulf Stream."
Resposta: repetition
2. Observe the sentences from the previous activity again. Then transcribe the correct alternatives in your notebook.
a) In that context, the relative pronoun who refers to
- the old man.
- the Gulf Stream.
Resposta correta: the old man.
b) The relative pronoun who is used in reference to
- people.
- things.
Resposta correta: people.
c) In that context, the relative pronoun which refers to
- the boy.
- another boat.
Resposta correta: another boat.
d) The relative pronoun which is used in reference to
- people.
- things.
Resposta correta: things.
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3. Read the book synopsis below. Then do the activities in your notebook.
Les Misérables
By Victor Hugo
Introducing one of the most famous characters in literature, Jean Valjean - the noble peasant imprisoned for stealing a loaf of bread. In Les Misérables Victor Hugo takes readers deep into the Parisian underworld, immerses them in a battle between good and evil, and carries them onto the barricades during the uprising of 1832. Within his dramatic story are themes that capture the intellect and the emotions [...].
Word in bold: that.
Available at: www.goodreads.com/book/show/24280.Les_Miserables. Accessed on: June 18, 2015. (Fragment).
a) Answer the questions.
- Who is the main character in Les Misérables?
Resposta: Jean Valjean.
- Why was he imprisoned?
Resposta: For stealing./Because he had stolen a loaf of bread.
- Where does the story take place?
Resposta: In Paris/the Parisian underworld.
b) Observe the word in bold in the book synopsis. In that context, the relative pronoun that refers to
- themes.
- emotions.
Resposta correta: themes.
c) The relative pronoun that can be used in reference to things or people. In the sentence from the book synopsis ("Within his dramatic story are themes that capture the intellect and the emotions"), that can be replaced by
- which.
- who.
Resposta correta: which.
Observação: To learn more about Relative Pronouns, go to page 165. Fim da observação.
Past Perfect
1. Read again these excerpts from the text on page 124. Observe the words in bold and answer the question in your notebook.
"He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish."
Words in bold: had gone.
"But after forty days without a fish the boy's parents had told him that the old man was now definitely and finally salao, which is the worst form of unlucky, and the boy had gone at their orders in another boat which caught three good fish in the first week."
Words in bold: had told; had gone.
"The old man had taught the boy to fish and the boy loved him."
Word in bold: had taught.
Did those four events happen before or after the dialogue between the old man and the boy?
Resposta: They happened before the dialogue.
2. Identify the best options to complete the statements about the Past Perfect, the tense used in the verbs in bold in the previous activity. Use your notebook.
a) We use the Past Perfect to talk about an event that occurred before/after another event in the present/past.
Resposta: before, past
b) To form the Past Perfect we use have/had + the verb in the Past Participle/ Infinitive without to.
Resposta: had, Past Participle
3. Now read this excerpt from the text on page 126 and answer the following question in your notebook.
"When The Old Man and the Sea was published in 1952, Hemingway hadn't written a significant literary work for over a decade."
According to that excerpt, Hemingway wrote The Old Man and the Sea and he hadn't written a significant literary work for a long time.
Both events happened in the past. Which one happened first? Complete the sequence of events. Use your notebook to do that.
1st event: ____
2nd event: ____
Resposta: 1st event - He hadn't written a significant literary work for over a decade; 2nd event - He wrote The Old Man and the Sea.
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4. Now identify the best options to complete the statements below, about the use of the Past Perfect.
a) When talking about two events in the past, we use the Past Perfect/Simple Past to refer to the event that occurred first and the Past Perfect/Simple Past to refer to the event that occurred after that.
Resposta: Past Perfect, Simple Past
b) To form negative sentences in the Past Perfect, we use have not/had not (or its contracted form hadn't) + the verb in the Past Participle.
Resposta: hadnot (or its contracted form hadn't)
Observação: To learn more about Past Perfect, go to page 165. Fim da observação.
LET'S PRACTICE
1. Read the book synopses below and choose the appropriate pronouns to complete them. Write down the pronouns in your notebook. Then answer the questions.
Alice in Wonderland
By Lewis Carroll, adapted by Mallory Loehr
Alice can't believe her eyes when a white rabbit wearing a waistcoat and carrying a pocket watch dashes by her/it. Her/She chases after he/him, down a rabbit hole to a strange land full of exotic creatures, like the Mad Hatter and March Hare, a smiling Cheshire cat, a philosophical caterpillar, and a temperamental croquet-playing queen.
Available at: www.goodreads.com/book/show/7532503-alice-in-wonderland?from_search=true&search_ version=service. Accessed on: June 19, 2015. (Fragment).
Resposta: her, She, him
a) Why was Alice surprised when she saw the rabbit?
Resposta: Because the rabbit was wearing a waistcoat and carrying a pocket watch.
b) What kind of creatures did Alice find in the rabbit hole?
Resposta: She found many exotic creatures.
The Old Man and the Sea
By Ernest Hemingway
It is the story of an old Cuban fisherman and his/its supreme ordeal: a relentless, agonizing battle with a giant marlin far out in the Gulf Stream. Using the simple, powerful language of a fable, Hemingway takes the timeless themes of courage in the face of defeat and personal triumph won from loss and transforms it/them into a magnificent twentieth-century classic.
Available at: www.goodreads.com/book/show/2165.The_Old_Man_and_the_Sea. Accessed on: February 14, 2016.
Resposta: his; them
a) What kind of fish did the fisherman fight with?
Resposta: A giant marlin.
b) What are the themes in Hemingway's The Old Man and the Sea?
Resposta: Courage in the face of defeat and personal triumph won from loss.
2. Read the following book synopses and complete them with the relative pronouns which, who or that.
Harry Potter and the Chamber of Secrets
By J. K. Rowling
All Harry Potter wants is to get away from the Dursleys and go back to Hogwarts School for Witchcraft and Wizardry. But just as he's packing his bags, Harry receives a warning from a strange, impish creature named Dobby - ____
says that if Harry Potter returns to Hogwarts, disaster will strike.
Available at: www.goodreads.com/book/show/15881.Harry_Potter_and_the_Chamber_of_Secrets. Accessed on: June 18, 2015. (Fragment).
Resposta: who/that
FONTE DAS IMAGENS: Banco de imagens/Arquivo da editora
The Fault in Our Stars
By John Green
Despite the tumor-shrinking medical miracle ____ has bought her a few years, Hazel has never been anything but terminal, her final chapter inscribed upon diagnosis. But when a gorgeous plot twist named Augustus Waters suddenly appears at Cancer Kid Support Group, Hazel's story is about to be completely rewritten.
Available at: www.goodreads.com/book/show/11870085-the-fault-in-our-stars. Accessed on: June 18, 2015. (Fragment).
Resposta: which/that
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The Picture of Dorian Gray
By Oscar Wilde
Written in his distinctively dazzling manner, Oscar Wilde's story of a fashionable young man ____ sells his soul for eternal youth and beauty is the author's most popular work.
Available at: www.goodreads.com/book/show/5297.The_Picture_of_Dorian_Gray. Accessed on: June 18, 2015. (Fragment).
Resposta: who/that
3. According to the five synopses you read in the previous activities, which novels are the following sentences about? Answer in your notebook.
a) The main character is very concerned about his appearance.
Resposta: The Picture of Dorian Gray
b) The main character has a health problem.
Resposta: The Fault in Our Stars
c) The main character is studying to be a wizard.
Resposta: Harry Potter and the Chamber of Secrets
d) The main character commits a petty crime.
Resposta: Les Misérables
e) The main character is from Cuba.
Resposta: The Old Man and the Sea
4. Read the book synopsis below and use your notebook to complete it, using the verbs in parentheses in the Simple Past or the Past Perfect. Then write True (T) or False (F).
Atenção professor: Chame a atenção dos alunos para o fato de o advérbio de frequência ficar entre o verbo auxiliar had e o verbo principal nas frases com o Past Perfect. Comente com os alunos que boarding school é um colégio interno, ou seja, os alunos passam o dia e dormem na escola. Fim da observação.
The Lightning Thief
By Rick Riordan
Percy Jackson was a good kid, but he couldn't focus on his schoolwork or control his temper. Being away at boarding school was only getting worse. When Percy's mom found out, she (a) (think) it was time to tell him the truth about where he (b) (come) from, and sent him to a place where he would be safe. She sent Percy to Camp Half-Blood, a summer camp for demigods, where he (c) (learn) that the father he (d) (never/know) was Poseidon, God of the Sea.
Available at: www.goodreads.com/book/show/28187.The_Lightning_Thief. Accessed on: June 19, 2015. (Adapted).
Resposta: (a) thought; (b) had come; (c) learned; (d) had never known
- Percy Jackson had problems at school.
Resposta: T
- Percy Jackson was a very calm boy.
Resposta: F
- Percy Jackson had been in a camp before he went to a boarding school.
Resposta: F
- Percy Jackson is a demigod.
Resposta: T
- Percy Jackson's father is a mythological creature.
Resposta: T
FONTE: Reprodução/Fox Filmes
5. Read the movie synopsis below and do the following activities in your notebook.
Based on the publishing phenomenon, PERCY JACKSON: SEA OF MONSTERS continues the young demigod's epic journey to fulfill his destiny. To save their world, Percy and his friends must find the fabled and magical Golden Fleece. Embarking on a treacherous odyssey into the uncharted waters of the Sea of Monsters (known to humans as the Bermuda Triangle), they battle terrifying creatures, an army of zombies, and the ultimate Evil.
Pronouns in bold: his; their; they.
Available at: www.percyjacksonthemovie.com/uk/#!/about. Accessed on: March 29, 2016.
a) What does each pronoun in bold in the text refer to?
Resposta: His refers to the young demigod, their refers to Percy and his friends and they also refers to Percy and his friends.
b) Identify the correct statements about the synopsis you read.
- The movie Percy Jackson: Sea of Monsters is based on a book.
- Percy Jackson: Sea of Monsters is the first of a book/film series.
- The story is about an adventure of a demigod and his friends, who fight evil creatures in order to save the world.
Resposta correta: The movie Percy Jackson: Sea of Monsters is based on a book; The story is about an adventure of a demigod and his friends, who fight evil creatures in order to save the world.
c) Which genre best caracterizes Percy Jackson: Sea of Monsters? Transcribe words, expressions or excerpts from the text that support your answer.
- Drama
- Fantasy
- Romance
Resposta correta: Fantasy
Possible answers: "the young demigod's epic journey"; "the fabled and magical Golden Fleece"; "a treacherous odyssey", "an army of zombies".
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LISTENING
BEFORE YOU LISTEN
1. Make a Top 5 list of your favorite novels or the ones you expect to read. Then compare your list with a classmate's. Any coincidences?
Personal answers.
2. You are about to listen to part of an audio from a video producer website about the Top 20th Century Novels. Which of the items below (more than one) do you think the website took into consideration in order to make this list?
Atenção professor: Neste momento os alunos apenas criam hipóteses a respeito do que vão ouvir. Verifique as respostas só depois de eles terem escutado o áudio e as validado. Fim da observação.
- price
- popularity
- theme relevance
- authors' nationalities
- language level
Resposta correta: popularity; theme relevance.
AS YOU LISTEN
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
Listen and do the followingactivities in your notebook.
Atenção professor: Reproduza o áudio algumas vezes para que os alunos consigam realizar todas as atividades. Fim da observação.
1. Which of the books below held the 10th position on the list?
1.
FONTE: Reprodução/Copper Canyon Press
2.
FONTE: Reprodução/Harper & Row
3.
FONTE: Reprodução/Boulevard Books
Resposta correta: 2.
2. Complete the sentences below with the missing words, according to what you listen.
To make the list, they looked at all novels published between the years 1 900 and (a). They have ranked them according to four aspects: their (b) merit, importance, popularity and ability to (c) the century in which they were written.
Resposta: a) 1999; b) artistic; c) reflect
3. Choose the correct option to complete each sentence.
a) The novel was published in 1967/1987.
Resposta: 1967
b) The novel belongs in a genre known as magical realism/romanticism.
Resposta: magical realism
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4. Choose the correct alternatives (more than one) about the novel.
- The author of that novel won a Nobel Prize.
- The author was dying when he wrote the novel.
- The novel is about seven generations of a Colombian family.
- More than 30 million copies were sold when the author was still alive.
- The story is about pessimism.
- It is considered the greatest Latin American novel.
Resposta correta: The author of that novel won a Nobel Prize; The novel is about seven generations of a Colombian family; More than 30 million copies were sold when the author was still alive; It is considered the greatest Latin American novel.
AFTER YOU LISTEN
Atenção professor: Peça aos alunos que observem, por exemplo, a terceira capa de livro da atividade 1 (The Jaguar) para responder às questões. O livro do autor brasileiro foi traduzido para o inglês. Sugira que observem também o livro Memórias Póstumas de Brás Cubas na atividade da seção Writing. Há uma sinopse em inglês para o livro. Isso indica que alguns autores brasileiros conseguiram alcançar um público internacional. Fim da observação.
Discuss the questions with a classmate.
a) In your opinion, what are the ingredients of a good novel?
b) Although the author of the novel was Latin American, his book was sold all over the world. Do you think Brazilian authors are also recognized worldwide? Why (not)?
c) Would you like to read the novel classified as number 10 by the website? Why (not)?
Personal answers.
SPEAKING
1. The movies below are adapted from the novels on pages 121 and 122. Which one(s) would you like to watch?
FONTE: Reprodução/Warner Bros
FONTE: Reprodução/Entertainment One
FONTE: NG Collection/Interfoto/Latinstock
FONTE: Reprodução/20th Century Fox
FONTE: Reprodução/20th Century Fox/Agence France-Presse
FONTE: Reprodução/Europa Filmes
FONTE: Reprodução/Paramount Pictures
FONTE: Reprodução/Europa Filmes
Personal answer.
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2. Invite a classmate to watch one of those movies with you. Don't forget to mention
- if it was a novel adaptation;
- a brief description of the story;
- why you would like to watch the movie;
- time and place to watch the movie.
Your classmate can also ask you some questions. The tips below might be useful for your conversation.
Tabela: equivalente textual a seguir.
	Inviting
	Accepting an Invitation
	Making Suggestions
	Would you like to watch a movie with me?
Do you want to...?
Let's...
	Sure. What time?
That sounds like a good idea.
I'd love to.
	How about watching it at my place?
Why don't we...?
WRITING
Atenção professor: Peça aos alunos que observem a capa do livro e pergunte quem é o autor, se eles já leram essa obra e o que sabem sobre a história contada no livro. Fim da observação.
FONTE: Reprodução/Luso-Brazilian Books
Read the book synopsis below. Then do the following activities in your notebook.
One of the greatest novels of Brazilian Literature, Memórias Póstumas de Brás Cubas is narrated by a dead man who recounts the amorous misadventures of his unheroic life and explains his half-hearted political ambitions.
Atenção professor: Se achar oportuno, comente com os alunos que nesse trecho aparecem dois exemplos de prefixos negativos: amorous misadventures ('desventuras amorosas') e unheroic life ('vida sem heroísmo, não heroica'). Fim da observação.
Available at: www.goodreads.com/book/show/87264.Mem_rias_P_stumas_de_Br_s_Cubas. Accessed on: June 19, 2015. (Fragment).
1. Choose the correct alternatives (more than one) about the story.
- The main character of the story is a real hero.
- The narrator of the story and the main character are the same person.
- The narrator had already died when he told the story.
- Brás Cubas died from a heart disease.
Resposta correta: The narrator of the story and the main character are the same person; The narrator had already died when he told the story.
2. You've read some book synopses throughout this Unit. Based on what you've read, which alternatives (more than one) are correct about this genre?
- A book synopsis gives us an idea of the story.
- A book synopsis describes all the characters in the story.
- A book synopsis can help us decide whether we want to read the book or not.
- A book synopsis can usually be found in bookstore websites.
- A book synopsis offers a detailed analysis of the story.
Resposta correta: A book synopsis gives us an idea of the story; A book synopsis can help us decide whether we want to read the book or not; book synopsis can usually be found in bookstore websites.
3. How about motivating students from all grades to read? Write a book synopsis about your favorite novel. Then display it on the library notice board. This way other students might get interested in reading the novels.
- Choose a novel that you have read and enjoyed.
- Write the draft of a brief synopsis about it. You can use the synopsis above and the ones on pages 128, 129 and 130 as a reference.
- Ask a classmate to read your draft. Get some feedback.
- Rewrite your synopsis using the feedback you had as a basis and make any improvements or necessary corrections.
- Proofread your work.
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescrita do texto, deve-se revisar o trabalho para evitar erros e, por fim, passá-lo a limpo. Lembre aos alunos que a troca de rascunhos e o retorno com as impressões deles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Converse com o/a bibliotecário/a da escola e veja se os alunos podem expor as sinopses em um mural na biblioteca. Caso não seja possível, verifique algum espaço na escola em que as sinopses fiquem acessíveis aos alunos de outras turmas. Fim da observação.
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THINK ABOUT IT
1. Do you think reading is important? Why (not)?
Personal answers.
2. Read the text below to find out some reasons why reading fiction is important. Then discuss the following questions with a classmate.
Reasons to Read Fiction
By TOMA, on Feb 28 2014
Never overlook the pleasure of reading a great work of fiction. Some people consider it a waste of time to read stories and novels and akin it to watching fictitious movies. There is no reason, they say, to let your mind wander off aimlessly in a fantasy land when there's so much to be learned about the real world.
The truth is whether you read fiction or non-fiction, the fact that you read books puts you ahead of the pack. Men who read develop their minds by not only educating themselves with new information but also learning how to think. The latter, I would argue is of much greater importance than the former.Anyone can receive a piece of information and recite it back, but what is important is how you interpret that piece of information - how you can manipulate the perspective and perceive it from different focal points and through various narratives.
Whereas non-fiction can present cold hard facts and enable a man to self-educate, fiction further opens up our minds to the creative process, enhances our vocabulary, influences our emotions, and strengthens our cognitive functions.
FONTE: Available at: http://ruggedfellowsguide.com/5-reasons-read-fiction. Accessed on: June 22, 2015. (Fragment). CRÉDITOS: Baloncici/Shutterstock
a) According to the text, reading helps people to discover new information and to learn how to think. But what does the author consider more important? Do you agree with him?
Resposta: He thinks learning how to think - how to interpret a piece of information - is more important. Personal answer.
b) Do all people consider reading a work of fiction as an important activity? Justify your answer.
Resposta: No, some people consider it a waste of time. They claim that there is no reason to let your mind wander off aimlessly in a fantasy land when there's so much to be learned about the real world.
c) According to the author, what are the benefits of reading fiction? Do you agree with him?
Resposta: It enables us to self-educate, it opens up our minds to the creative process, it enhances our vocabulary, it influences our emotions, and it strengthens our cognitive functions. Personal answer.
d) Can you add more benefits to the list?
Personal answer.
3. The text below is another part of the text you read in the previous activity. Read it and then discuss the following questions with a classmate.
Atenção professor: Klondike é uma região de Yukon, noroeste do Canadá, onde houve uma corrida do ouro, ou seja, período de migração súbita e em massa para uma área onde se fez uma descoberta espetacular de quantidades comerciais de ouro. Fim da observação.
Fiction is Culture
A great work of fiction is just as much a piece of artwork as an oil on canvas. Just as each painting tells a story, so does a novel - literally. Reading reveals different cultures and attitudes from a variety of people from various time periods and places. An epic poem like the Iliad by Homer can tell us a lot about conflict and war in fantasy-like classical Greece while a novel like The Call of the Wild by Jack London can illustrate life on the Yukon during the 1890s Klondike Gold Rush. Each great work of fiction is beautiful and an important piece of culture that shapes the different cultures which treasure it. [...]
Most fiction novels contain real settings and perhaps even real characters but tell a made-up story, or include fictitious elements into a real-life timeline. In this way, works of fiction contain truths about our culture and history as people, which complement non-fiction accounts.
FONTE: Available at: http://ruggedfellowsguide.com/5-reasons-read-fiction. Accessed on: February 14, 2016. (Fragment).
a) What is the argument the author uses to claim that fiction is culture?
Resposta: He says that we can learn about different cultures and attitudes from a variety of people from various time periods and places when we read a work of fiction.
b) Do you agree that fiction is culture? Justify.
c) Is there anything about culture you learned by reading a work of fiction?
Personal answers.
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4. You are going to read the opinions of some famous authors on the theme of reading and writing. Read them and use your notebook to do the activities that follow.
"I can shake off everything as I write; my sorrows disappear, my courage is reborn."
Anne Frank
"A person who won't read has no advantage over one who can't read"
Mark Twain
"To acquire the habit of reading is to construct for yourself a refuge from almost all the miseries of life."
Somerset Maugham
"If you want to be a writer, you must do two things above all others: read a lot and write a lot."
Stephen King
"A book is made from a tree. It is an assemblage of flat, flexible parts (still called "leaves") imprinted with dark pigment squiggles. One glance at it and you hear the voice of another person, perhaps someone dead for thousands of years. Across the millennia, the author is speaking, clearly and silently, inside your head, directly to you. Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew one another. Books break the shackles of time - proof that humans can work magic."
Carl Sagan
Available at: www.brainyquote.com/quotes/keywords/reading.html. Accessed on: February 13, 2016.
a) Who, among those authors, gives a bit of advice to future writers?
Resposta: Stephen King
b) Who, among them, believes reading can be very helpful in times of deep sadness?
Resposta: Somerset Maugham
c) Who, among those authors, suggests writing is the greatest of all inventions?
Resposta: Carl Sagan
d) Who, among those writers, compares people who don't like reading to illiterate people?
Resposta: Mark Twain
e) Who, among those authors, uses writing as a way of becoming alert and happy again?
Resposta: Anne Frank
Discuss with a classmate: Do you share the same opinions as the authors above? Justify your answer.
Personal answer.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand part of a novel and a novel synopsis.
	b) understand and use personal pronouns, relative pronouns and the Past Perfect.
	c) listen to and understand an audio from a video about the Top 20th Century Novels.
	d) invite a friend to watch a movie adapted from a novel.
	e) write a novel synopsis.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with the teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Book: COLASANTI, Marina. Como uma carta de amor. São Paulo: Global, 2015.
Song: ROBINSON, S.; WHITE, R. My Girl. Interpreter: Madness. In: One Step Beyond. Eden And TW Studios London, 1979. 1 CD.
Website: FUNDAÇÃO Nacional do Livro Infantil e Juvenil: www.fnlij.org.br. Acesso em: 17 set. 2015.
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UNIT 8 - I'm Going to Be a Scientist
Nesta Unidade você vai:
- Discutir e refletir a respeito de descobertas realizadas por jovens cientistas;
- Compreender e usar as estruturas verbais para expressar ações, situações ou eventos no futuro (com will e com be going to);
- Explorar artigos a respeito de descobertas científicas e projetos para feira de ciências;
- Relacionar os conteúdos com as disciplinas de Biologia, Física e Química.
137
FONTE: wavebreakmedia/Shutterstock
Observe the picture below and discuss the following questions with your classmates.
a) What are those young people doing?
Resposta: They are doing/conducting/carrying out an experiment.
b) Are you interested in science?
c) Is a science fair regularly held at your school? If so, do you usually participate in it? If not, would you like to take part in it?
Personal answers.
138
LET'S START
1. What's a science fair? Identify the definition of science fair using the words from the box. There is an extra word. Then discuss the questions with a classmate.
Box:
results - event - competitions - teachers - students - investigations
End of box.A science fair is an (a) where people, usually (b), present the (c) of their scientific (d). Science fairs often are (e), though they may be informational presentations.
Available at: http://chemistry.about.com/od/sciencefairprojects/a/What-Is-A-Science-Fair.htm. Accessed on: September 26, 2015. (Fragment).
Resposta: (a) event; (b) students; (c) results; (d) investigations; (e) competitions
a) Do you believe science fairs are good opportunities to learn? Why (not)?
Personal answers.
b) Are science fairs held only at schools?
Resposta: No, they aren't.
Atenção professor: Comente com os alunos que existem feiras de ciência e de tecnologia nacionais e internacionais promovidas por empresas e apoiadas pelo governo. Aqui no Brasil, por exemplo, existe o Prêmio Jovem Cientista. Disponível em: www Fim da observação.
2. "The Tree of Science" in the illustration below shows some of the fields of science. In your notebook, match the names of the fields to the pictures that represent them.
a) Zoology
b) Geology
c) Mathematics
d) Physics
e) Meteorology
f) Paleontology
g) Geography
h) Chemistry
i) Botany
j) Astronomy
k) Anthropology
l) Physiology
FONTE: [1] Banco de imagens/Arquivo da editora; [2] Graphiqa-Stock/Shutterstock; [3] Graphiqa-Stock/Shutterstock; [4] Banco de imagens/Arquivo da editora; [5] Macrovector/Shutterstock; [6] Graphiqa-Stock/Shutterstock; [7] Graphiqa-Stock/Shutterstock; [8] Macrovector/Shutterstock; [9] Graphiqa-Stock/Shutterstock; [10] Graphiqa-Stock/Shutterstock; [11] Graphiqa-Stock/Shutterstock; [12] miniwide/Shutterstock. CRÉDITOS: Hilch/Shutterstock
Resposta: a) 12; b) 1; c) 11; d) 10; e) 4; f) 8; g) 9; h) 3; i) 6; j) 7; k) 5; l) 2
3. Is there any scientific field that interests you?
Personal answer.
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READING
BEFORE YOU READ
1. The picture illustrating the text on this page shows a fruit. Do you like that fruit? It is used in several delicious desserts. Which do you like most?
- Banana pie
- Banana split
- Banana ice cream
- Fried banana
- Banana with açaí
- Banana chips
- Banana smoothie
- Others
Personal answers.
2. Choose what you usually do with banana peels. You can add your own ideas about that. Then compare your answer with a classmate's.
- I throw them away.
- I use them to feed animals.
- I use them as fertilizer.
- Others.
Personal answers.
3. The text tells us about a young student who became a finalist in the Google Science Fair 2013. How did that happen? Read the title of the text and make your predictions.
Personal answer.
Atenção professor: Comente com os alunos que Marie Curie (1867-1934) foi uma cientista polonesa/francesa laureada com o Prêmio Nobel de Física pelas suas descobertas no campo da radioatividade e com o Nobel de Química pela descoberta dos elementos químicos rádio e polônio. Thomas Edison (1847-1931), norte-americano, foi responsável por diversas invenções, entre elas o fonógrafo, a primeira câmera cinematográfica bem-sucedida, e a lâmpada elétrica incandescente. Finalmente, se achar conveniente, destaque aos alunos que antes de once (quarta linha de baixo pra cima) usa-se a e não an porque o que vale é o som e, apesar de once começar com a vogal o, o som é de /w/. Fim da observação.
AS YOU READ
Now read the text and check your predictions.
Sixteen-Year-Old Student Turns Banana Peels into Bioplastic
By Morgana Matus, 9/28/14.
As fruit, bananas are perfectly packaged - all the protection they need is provided by their flexible, resilient peels. As then-sixteen-year-old Turkish student Elif Bilgin discovered, the starches and cellulose contained in their outer layer can also be used to create materials that insulate wires and form medical protheses. Bilgin developed a chemical process that turns the peels into a non-decaying bioplastic that she hopes will help replace the need for petroleum and combat pollution. Bilgin's endeavors won her the top prize and $50,000 at the Scientific American Science in Action competition, as well as the honor of becoming a finalist in the Google Science Fair 2013.
With figures such as Marie Curie and Thomas Edison to inspire her work, Elif Bilgin spent two years refining her techniques to transform banana peels into plastic. Noticing that mango peels had been used elsewhere in the plastics industry, she surmised that banana peels could also be a potential source for feedstock. In Thailand, she noted, 200 tons of peels are discarded daily and could be put to a better use than filling garbage heaps.
Bilgin hopes to one day attend medical school and dreams of creating a greenhouse made entirely of waste. "Winning this competition will bring me one large step closer to my dream of attending Med School, since the prizes will help me fund my education as well as allowing me to have a once-in-a-lifetime experience. But more importantly, winning will show me that I am in the right path to my future, and science is my calling," she said of her selection as a finalist in the 2013 Fair.
FONTE: Available at: http://inhabitat.com/sixteen-year-old-student-from-turkey-turns-banana-peels-into-bioplastic. Accessed on: September 24, 2015. (Fragment). (Fotografia) Evlakhov Valeriy/Shutterstock
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General Comprehension
What's the main idea in the text?
- A sixteen-year-old Turkish student is going to be a successful fruit scientist.
- A young scientist won a prize in 2013 after having developed a way of transforming banana peels into plastic.
Resposta correta: A young scientist won a prize in 2013 after having developed a way of transforming banana peels into plastic.
Detailed comprehension
1. In your notebook, complete the girl's profile with the information from the text.
Name: ____.
Resposta: Elif Bilgin
Nationality: ____.
Resposta: Turkish
Competition that she won: ____.
Resposta: Scientific American Science in Action
Age when she won the competition: ____.
Resposta: 16
Scientists that inspired her work: ____.
Resposta: Marie Curie and Thomas Edison
FONTE: Reprodução/www.elif-bilgin.com/
2. In your notebook, write True (T) or False (F) and correct the false statements.
a) Her first experiments were done with mangoes and not with bananas.
Resposta: F. She noticed that mango peels had been used elsewhere in the plastics industry and decided to use banana peels because she thought they could be a good source for her invention.
b) She started studying Medicine at the university when she was 16 years old.
Resposta: F. She hopes to attend medical school one day.
c) She worked on her experiment for two years.
Resposta: T
3. Answer the following questions.
a) How will Bilgin's discovery help the planet?
Resposta: The bioplastic can help replace the need for petroleum and can also combat pollution.
b) What was the prize she won? What will she do with it?
Resposta: She won $50,000. The money will help her to pay for her education.
c) What are Bilgin's two dreams mentioned in the last paragraph?
Resposta: She wants to attend Med School and to create a greenhouse made entirely of waste.
AFTER YOU READ
Atenção professor: Informações a respeito de alguns jovens cientistas podem ser encontradas em: www.googlesciencefair.com/pt-BR/ (acesso em: 22 set. 2015). Fim da observação.
Discuss the following questions in small groups.
a) Do you think Bilgin's discovery is important? Why (not)?
b) Do you know of any other teenagers who have made some recent discoveries?
c) Are there any scientific competitions among teenagers in Brazil?
d) Do you think it's important to invest in that kind of competition? Why (not)?
Personal answers.
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MORE FOOD FOR THOUGHT
Let's learn about another young scientist: Daniel Burd.
1. Look at the picture and read the title of the article. What do you think he has invented?
Daniel Burd - Plastic Bag Composter
We all know that plastic bags are taking over the world. No matter how much we try, they just keep popping everywhere, filling our drawers, closets, and more importantly, our landfills and oceans. 16-year-old Daniel Burdfrom Waterloo, Ontario, was tired of having so many plastic bags around the house, and set out to find a combination of bacteria that will be so kind as to get rid of the stuff.
Bacteria can do many intriguing things, so why not eat plastic? Daniel found a combination of two kinds of bacteria that managed to degrade the plastic given to them by 43% in six weeks. This won him the top prize at the Canada-Wide Science Fair in Ottawa.
This discovery was made 3 years ago. Hopefully, the world will manage to use it to change history.
FONTE: Available at: www.makeuseof.com/tag/young-strike-big-5-amazing-discoveries-kids-teenagers-si. Accessed on: September 24, 2015. (Fragment). (Fotografia) Matt Carman/Acervo do fotógrafo
Resposta: A plastic bag composter.
2. Read the text and answer these questions in your notebook.
a) What do Daniel Burd and Elif Bilgin have in common?
Resposta: They are both teenagers who have made scientific discoveries and won prizes for that.
b) What was Burd's discovery?
Resposta: He found a combination of bacteria that degrades plastic bags.
c) What was his motivation for the experiment?
Resposta: He was tired of having so many plastic bags around the house.
d) Are Bilgin's and Burd's discoveries somehow related?
Resposta: Yes, they are. Both discoveries can combat pollution.
e) Do you think Daniel Burd's discovery is important? Why (not)?
Personal answers.
f) What other discoveries do you think would be important nowadays? In what fields of science?
Personal answers.
WORD STUDY
False Cognates and the -ing form
1. Observe the words in bold in the following sentences and choose the corresponding words in Portuguese.
"Bilgin hopes to one day attend medical school [...]"
Word in bold: attend.
"Winning this competition will bring me one large step closer to my dream of attending Med School [...]"
Words in bold: large; attending.
- atender; largo; atendendo
- atender; largo; frequentando
- cursar; grande; cursar
Resposta correta: cursar; grande; cursar
2. The verb attend in "my dream of attending Med School" is used in the -ing form because
Atenção professor: Comente com os alunos que essa regra (-ing form after a preposition) já foi vista na Unit 7. Fim da observação.
- it comes after a preposition.
- it refers to an action in progress at that exact moment.
Resposta correta: it comes after a preposition.
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In Other Words
The sentences below are from the text on page 139. Choose the synonyms for the words or phrases in bold.
a) "As fruit, bananas are perfectly packaged - all the protection they need is provided by their flexible, resilient peels."
Word in bold: resilient.
b) "Bilgin developed a chemical process that turns the peels into a non-decaying bioplastic that she hopes will help replace the need for petroleum and combat pollution."
Word in bold: replace.
c) "Bilgin's endeavors won her the top prize and $50,000 at the Scientific American Science in Action competition [...]"
Word in bold: endeavors.
d) "Noticing that mango peels had been used elsewhere in the plastics industry, she surmised that banana peels could also be a potential source for feedstock."
Words in bold: surmised; feedstock.
e) "In Thailand, she noted, 200 tons of peels are discarded daily and could be put to a better use than filling garbage heaps."
Words in bold: discarded; garbage heaps.
1. be a substitute for
2. resistant
3. thrown away
4. guessed
5. efforts, attempts
6. raw material for industry
7. trash landfills
Resposta: a) 2; b) 1; c) 5; d) 4, 6; e) 3, 7
A Compound Adjective
Observe the compound adjective in bold in this sentence and choose the correct option about it.
"As then-sixteen-year-old Turkish student Elif Bilgin discovered [...]"
Compund adjective in bold: then-sixteen-year-old.
- Elif Bilgin is sixteen years old at the moment.
- Elif Bilgin is going to be sixteen years old soon.
- Elif Bilgin was sixteen years old when she made her scientific discovery.
Resposta correta: Elif Bilgin was sixteen years old when she made her scientific discovery.
The word then refers to
- a specific time in the future.
- a vague period in the past.
- a certain time in the past.
Resposta correta: a certain time in the past.
Phrasal Verbs and Expressions
Use your notebook to write down the options that have the same meaning as those in bold. Notice that those phrasal verbs and expressions can all be found in the text on the previous page. Use the context to help you.
a) We all know that plastic bags are taking over the world.
Words in bold: taking over.
- taking control of
- taking place in
Resposta correta: taking control of
b) [...] they just keep popping everywhere [...]
Words in bold: keep going.
- stop coming
- continue to appear
Resposta correta: continue to appear
c) [...] and (he) set out to find
Words in bold: set out.
- started working
- desisted from working
Resposta correta: started working
d) [...] that will be so kind as to get rid of the stuff.
Words in bold: get rid of the stuff.
- make those things stay
- make those things disappear
Resposta correta: make those things disappear
e) [...] that managed to degrade the plastic [...]
Words in bold: managed to degrade.
- could not put an end to
- were able to separate the different substances of
Resposta correta: were able to separate the different substances of
f) [...] the world will manage to use it [...]
Words in bold: manage to use.
- decide not to use
- succeed in using
Resposta correta: succeed in using
FONTE: kowition/Shutterstock
143
Boxe complementar:
Pronunciation Tips
1. The letter i in fruit is not pronounced, it is a silent letter. Listen and repeat the words below. Then identify the one that rhymes with fruit.
- sweet
- suite
- route
Resposta correta: route
2. The letter h in honor is a silent letter. Listen and repeat the words below. Then choose the words where the letter h is silent.
- honor
- hour
- heaps
- hopes
- history
Resposta correta: honor; hour.
Fim do complemento.
LANGUAGE STUDY
Simple Future
1. Read the sentences from the texts on pages 139 and 141. Pay attention to the words in bold. Then write the correct option in your notebook.
"Winning this competition will bring me one large step closer to my dream of attending Med School [...]."
Word in bold: will.
"[...] a non-decaying bioplastic that she hopes will help replace the need for petroleum and combat pollution."
Word in bold: will.
"Hopefully, the world will manage to use it to change history."
Word in bold: will.
We use will to
- talk about things that are certain to happen or that we think are certain to happen in the future.
- make suggestions about the present or the future.
Resposta correta: talk about things that are certain to happen or that we think are certain to happen in the future.
2. Read the Calvin and Hobbes comic strip and do the following activities.
FONTE: WATTERSON, Bill. There's Treasure Everywhere. In: A Calvin and Hobbes Collection by Bill Watterson. Andrews and McMeel: Kansas, 1996. p. 135. CRÉDITOS: © 1993 Watterson/Dist. by Universal Uclick
a) Will Calvin study genetic engineering?
Resposta: Probably.
b) Say whether these statements are T (True) or F (False), according to the comic strip.
- Calvin won't be an astronomer when he becomes an adult.
Resposta: T
- Calvin will do research on how to reshape the Universe.
Resposta: F
- Calvin will ask God to help him with his career.
Resposta: F
- Calvin will not patent his discoveries on new life forms.
Resposta: F
- It looks like Calvin and Hobbes are going to have an accident.
Resposta: T
144
c) In your notebook, complete the sentences about the Future with will.
Atenção professor: Para realizar a atividade, peça aos alunos que observem as formas verbais na tirinha e nas frases das atividades a e b. Fim da observação.
- The contracted form of will is ____.
Resposta: 'll
- In negative sentences, we use will not or its contracted form ____ before the mainverb.
Resposta: won't
- In interrogative sentences, we use ____ before the subject.
Resposta: will
d) Pay close attention to the verb form in bold. Then choose the correct option about it.
"When I grow up, I'm going to be a scientist".
Verb form in bold: 'm going to.
We use be (am/are/is) going to + infinitive to
- talk about our future plans.
- give advice about the future.
Resposta correta: talk about our future plans.
3. Read another comic strip and do the following activities in your notebook.
FONTE: Available at: www.gocomics.com/calvinandhobbes/2013/04/26. Accessed on: September 22, 2015. CRÉDITOS: © 1993 Watterson/Dist. by Universal Uclick
a) Answer the following questions.
- Is Calvin going to do an experiment?
Resposta: Yes, he is.
- What is he going to do?
Resposta: He is going to see what happens when he inhales milk into his nose and then laughs.
- In your opinion, is it going to work?
Personal answer.
- Does Susan like Calvin's idea?
Resposta: No, she doesn't.
- Is she going to wait and see what happens?
Resposta: No, she isn't.
b) Say whether these statements are T (True) or F (False), according to the comic strip above.
- Curiosity is a source of motivation for scientific discoveries.
Resposta: T
- Calvin and Susan are going to do a project for a science fair.
Resposta: F
- Susan does not approve of Calvin's experiment.
Resposta: T
c) Complete the sentences about the Future with be going to + infinitive using after or before.
- In negative sentences, we use not ____ a form of the present of be and ____ going to.
Resposta: after, before
- In interrogative sentences, we use the verb am or are or is ____ the subject.
Resposta: before
d) Go back to the comic strip and find
- the sentence about the future in which Calvin expresses a plan.
Resposta: Well, I'm going to see what happens when I inhale milk into my nose and laugh.
- the sentence about the future in which Calvin makes a prediction.
Resposta: I'm guessing it will shoot out my ears.
Observação: To learn more about the Future with will and the Future with going to, go to page 166. Fim da observação.
145
LET'S PRACTICE
1. Read the following text about another teen scientist and use your notebook to complete it using the Simple Past or the Future with will of the verbs in the box below. Then answer the questions with a classmate.
Box:
continue - build - start - be - take - spend - find
End of box.
Teenage Scientist Builds DNA Machine to Find Out Why His Brother Has Ginger Hair
6 APR 2013 BY STEVE WHITE
FONTE: Reprodução/www.mirror.co.uk
A teenager has won a top science award after he (a) a DNA testing machine - to discover why his brother has red hair but he does not.
Fred Turner, 17, was determined to find a scientific explanation for the fact that his locks are straight and brown while 14-year-old Gus has ginger curls.
So he (b) almost a year building the complex equipment - called a Polymerase Chain Reaction machine - using bits and bobs he (c) around his home, including an old video recorder.
His ingenuity impressed scientists so much, he has now been crowned UK Young Engineer of the Year.
The young inventor was inspired by his parents - account manager mum Louise, 49, and businessman dad David, 50.
Fred said "They both (d) me to science museums when I was younger. They've always encouraged my interests."
His passion for science (e) at Oxford University, where he (f) studying biochemistry in September.
He said: "I'm not sure where I (g) in 10 years, but I'd like to run my own technology business."
Available at: www.mirror.co.uk/news/technology-science/science/teenage-scientist-builds-dna-machine-1814377. Accessed on: February 12, 2015. (Fragment).
Resposta: (a) built; (b) spent; (c) found; (d) took; (e) will continue; (f) will start/'ll start; (g) will be/'ll be
a) What did Fred Turner invent? What did he want to find out?
Resposta: He created a DNA testing machine. He wanted to find out why his brother has red hair but he does not.
b) What material did he use to create his DNA testing machine?
Resposta: Bits and bobs he found around his home, including an old video recorder.
c) How long did it take him to create it?
Resposta: Almost a year.
d) Did his parents encourage his passion for science?
Resposta: Yes, they did.
e) What are Turner's plans for the future?
Resposta: To continue studying at Oxford University, study Biochemistry and run his own technology business.
f) What questions would you like to ask Fred Turner? Write down three questions in your notebook. Use the Future with will or be going to + infinitive in at least one question.
Personal answer.
2. In the comic strip on page 143, Calvin mentions some of his future plans and makes his predictions. Now it's your turn. In your notebook, write five sentences about your future using some of the time expressions from the box.
Atenção professor: Depois que os alunos terminarem a atividade, sugira que conversem com alguns colegas a respeito de seus planos para o futuro e verifiquem o que têm em comum. Fim da observação.
Box:
next week - in two years - in five years - on my next vacation - when I finish school - tonight - when I am 50 years old
End of box.
Personal answer.
146
WRITING
Have you ever done an experiment? What was it like?
Read the following science fair project and do the activities in your notebook.
Corrosiveness of Soda
a) ____
How does a penny change when it's left in a container of soda overnight?
b) ____
- 2 cans of soda
- 5 old pennies
- Food storage container
- White piece of paper
- Camera
- Notebook and paper
c) ____
FONTE: Reprodução/www.education.com
Collect some old pennies for this experiment. Find a container that's large enough that you can lay the pennies side by side. What do you think will happen to the pennies when you leave them in soda bath overnight?
Take a picture of your pennies. Line them up in order according to the dates on the penny. Take a photo of them with a piece of white paper as the background.
Now your pennies are ready to take a bath. Line them up in the container, and pour the soda over them so that they're sitting in a soda bath. Before bed, come back to your experiment and flip the pennies over.
Good morning! Now it's time to take another look at your pennies. Take the pennies out of their bath and wash them off. Line them up in the same order you did before you bathed them, and take another photo.
d) ____
After a day in the soda bath, the pennies will be very shiny.
Available at: www.education.com/science-fair/article/corrosiveness-of-soda. Accessed on: September 18, 2015.
1. A science fair project description usually contains four steps. Take a look at them in the box below and write those four steps in the correct order as headings for the text "Corrosiveness of Soda".
Box:
Materials - Results - Problem - Procedure
End of box.
Resposta: a) Problem; b) Materials; c) Procedure; d) Results
FONTE: marimedi/Shutterstock
2. Answer these questions about the experiment.
a) What will happen when you leave the coins in soda bath for one night?
Resposta: They will be shiny.
b) Do you think this is a simple experiment?
Resposta: Personal answer.
c) What can you learn about soda?
Resposta: It's very corrosive and it can be used to clean some metals.
d) Would you like to do this experiment?
Personal answer.
147
3. Now it's your turn to write a science fair project. Your school is organizing a Science Fair and you have to submit a project to your Science teachers. The description of the project will also be available at the Science Fair for the audience.
Atenção professor: Comente com os alunos a importância de fazer um rascunho quando se escreve um texto. Nesse rascunho, podem-se inserir as ideias mais básicas e algumas palavras-chave que serão desenvolvidas futuramente. Diga-lhes que, depois de pronto, é interessante partilhar com os colegas e receber um retorno deles e do professor. Comente também que, após a reescritado texto, deve-se revisar o trabalho para evitar erros e, por fim, passar a limpo. A produção escrita deverá ser feita separadamente em uma folha de papel. Lembre aos alunos que a troca de rascunhos e o retorno com as impressões entre eles é uma oportunidade de colaboração, em que compartilham conhecimentos e um contribui para enriquecer o trabalho do outro. Dessa forma, eles passam a perceber que o professor não é a única pessoa a quem eles podem recorrer para pedir ajuda. Fim da observação.
- Think about what you would like to investigate.
- Do some research.
- Write the draft of your project.
- Ask a classmate to read your draft. Get some feedback.
- Rewrite your project based on the feedback you had and make any improvements or necessary corrections.
- Proofread your work.
LISTENING
BEFORE YOU LISTEN
1. Choose the fields of science from the box and, in your notebook, write down a, b, c or d, according to their respective definitions. There are three extra fields.
Box:
Genetic Engineering - Paleontology - Imaging Science - Computer Science - Astronomy - Botany
End of box.
(a) It is a multidisciplinary field concerned with the generation, collection, duplication, analysis, modification, and visualization of images, including imaging things that the human eye cannot detect.
Adapted from: http://ogena.net/Science/Methods-and-Techniques/Imaging-Science/index.php?pageNr=2. Accessed on: November 23, 2015.
(b) It is the scientific and practical approach to computation and its applications.
Adapted from: www.sce.org.in/admissions/SCE_Brochure_2015-16.pdf. Accessed on: November 23, 2015.
(c) It is the process of manually adding new DNA to an organism. The goal is to add one or more new traits that are not already found in that organism.
Available at: agbiosafety.unl.edu/basic_genetics.shtml. Accessed on: September 26, 2015. (Fragment).
Resposta: a) Imaging Science; b) Computer Science; c) Genetic Engineering
2. You are going to listen to part of an interview program produced by a website that is dedicated to teenagers. In this program, three teen scientists are interviewed. Which questions do you think the host will ask the teenagers? Make your predictions and check your answers after you listen.
Atenção professor: A verificação da atividade deve ser feita só depois de os alunos terem escutado o áudio e validado suas respostas. Fim da observação.
- What field of science are you into?
- Do you have a girlfriend/boyfriend?
- Who is your favorite teacher?
- What do you like most about that field?
- What don't you like about that field?
- Do you have a job?
- Where would you like to work?
- When are you going to finish college?
- Are you a good student?
Resposta correta: What field of science are you into?; What don't you like about that field?; What don't you like about that field?
148
AS YOU LISTEN
Listen and do the following activities.
Atenção professor: A transcrição do áudio está na seção Audio Scripts do Manual do Professor. Fim da observação.
1. Abraham Glasser, Madeline Wolters and Reagan Reed are the three teen scientists participating in the interview. Complete the sentences below writing Abraham, Madeline or Reagan. Use your notebook for that.
FONTE: Reprodução/http://talkback4teens.com
a) ____ is interested in Biology and Genetic Engineering.
Resposta: Reagan
b) ____ is interested in Computer Science.
Resposta: Abraham
c) ____ is interested in Imaging Science.
Resposta: Madeline
d) ____ likes it that people who are already in the field help newcomers.
Resposta: Madeline
e) ____ likes problem solving and innovation.
Resposta: Abraham
f) ____ likes the applications of the field in the real world.
Resposta: Reagan
2. The three teenagers have similar opinions when it comes to what they don't like about their fields. What is it?
- They have to study a lot.
- It is difficult to find a job in those areas.
- Sometimes things don't work as expected.
Resposta correta: Sometimes things don't work as expected.
3. Listen again to Madeline talking about what she doesn't like about her field and notice that she uses the word like many times. Then choose the best options to complete the statement about the discourse particle like. Write them down in your notebook.
It's often used by teenagers in (a) informal/formal situations and in (b) oral/written speech to (c) fill a pause/change the subject.
Resposta: (a) informal; (b) oral; (c) fill a pause
Atenção professor: Comente com os alunos que a palavra like pode ter vários significados, mudando segundo o contexto e a classe gramatical. Seu uso mais frequente é, basicamente, como verbo (Madeline likes Imaging Science) e como preposição (= como), ou em comparações que expressam semelhança (Abraham goes to a high school like Madeline and Reagan). Liketambém é usada como conjunção (= como), na linguagem informal, em substituição a as (Like Abraham said [...] sometimes there are bugs and sometimes things don't work like you want them to work [...]). Finalmente, like aparece na linguagem moderna, principalmente entre os jovens, para introduzir uma frase, preencher uma pausa, expressar incerteza ou intensificar ou neutralizar um adjetivo, correspondendo a "tipo assim". Por exemplo: Like, why didn't you write to me?/The music was, like, really great! Fim da observação.
AFTER YOU LISTEN
Discuss the questions with a classmate.
a) Which field of science do you consider the most interesting: Computer Science, Imaging Science or Biology? Why?
b) What other questions would you like to ask those teenagers?
Personal answers.
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SPEAKING
1. Get together with a classmate and ask each other the following questions about your future plans and predictions.
a) What will you do when you finish school?
b) Are you planning to go to university?
c) Will you study in another city? If so, where?
d) Are you planning to get a job? If so, in which area?
e) Are you going to take any course? If so, which one?
f) Will you study another language? If so, which one?
Personal answers.
FONTE: michaeljung/Shutterstock
FONTE: wavebreakmedia/Shutterstock
FONTE: PamelaJoeMcFarlane/Getty Images
FONTE: Ai825/Shutterstock
FONTE: Peter Muller/Getty Images
FONTE: Gary Conner/Getty Images
2. You and your friends were invited to participate in the interview program produced by the website TALKBACK4Teens.com. The topic of the interview is Teenagers' plans and predictions for the future. Get together in small groups. One of you will play the role of the host. The others will be the interviewees.
Host: Think of at least three questions to ask the interviewees. Start by introducing yourself and the topic of the program. Ask the interviewees to introduce themselves. Then ask them the questions you thought of. Finally, thank them for participating in the program.
Interviewees: Introduce yourselves and answer the questions the host will ask you.
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THINK ABOUT IT
Atenção professor: Comente com os alunos que 'em (em use 'em, don't lose 'em) é a abreviação do pronome them, próprio do registro informal. Fim da observação.
1. Elif Bilgin, the young Turkish scientist-to-be, developed a way to turn banana peels into bioplastic. But that's not the only way to use banana peels. There are some other simple ways we can use banana peels at home. Check them out!
PEELS
USE 'EM, DON'T LOSE 'EM
1. FERTILIZE TOMATO PLANTS
Wrap a banana peel around your tomato starts so they can absorb nutrients from it throughout the season.
2. FEED INDOOR PLANTS
Soak a banana peel in a large jar of water, then combine one part of the resulting banana peel water with five parts of regular water in a watering can to fertilize indoor plants.
3. USE IN COMPOST
Banana peels break down quickly and add lots of nutrients to the soil for vegetable and flower gardens.
4. RELIEVE RASHES AND ITCHES
Rub the peel over bug bites, poison ivy rashes or psoriasis patches to reduce itchiness and promote healing.
5. FEED ANIMALS
Add some ground dried banana peels to thefeed for chickens, pigs, rabbits, and livestock.
6. MAKE VINEGAR
Use the sour flavor of banana-peel vinegar on salads, to flavor water and tea, or in any recipe that calls for vinegar. Visit sustainableamerica.org/bananas for recipe.
7. TENDERIZE MEAT
Add a ripe banana peel to a roasting pan to keep boneless, skinless cuts of meat from toughening up and drying out during cooking.
8. EAT THE PEEL
Get even more nutrients, fiber and antioxidants from the fruit by boiling the peel for 10 minutes, putting it through a juicer, or blending it with other fruits. Be sure to clean the peel to remove any pesticides.
9. ATTRACT BUTTERFLIES AND BIRDS
Put peels from overripe bananas on a raised platform in the garden and watch them flock to the sweetness. Beware that bees and wasps may be attracted as well.
10. POLISH LEATHER AND SILVER
Rub the pithy side of a banana peel on leather shoes, jackets or furniture and buff with a soft cloth. Blend a peel with water and use the mixture to shine silver.
FONTE: Available at: www.sustainableamerica.org/blog/bananas. Accessed on: September 25, 2015. CRÉDITOS: Konstantin Remizov/Shutterstock
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2. Discuss the following questions in small groups.
a) Is there any idea mentioned in the text that you have already tried out with banana peels?
b) Which ideas do you think are the most interesting ones? Why?
c) Which ones are the most useful? Why?
d) Which ones are the simplest? Why?
e) What else can you do with banana peels?
Personal answers.
Boxe complementar:
Project
This activity's content could be useful for Project 2, on page 159. You may start taking notes and developing your ideas about it.
Fim do complemento.
Atenção professor: Comente com os alunos que eles já podem começar a pensar em ideias para o Project 2. Vá até a página 159 e explique-lhes brevemente o projeto. Fim da observação.
3. Now read the text below to learn more about the benefits of bananas to our body.
Then discuss the following questions in small groups.
Health Benefits of Bananas and Their Peels
Bananas are rich in vitamin B6, manganese, vitamin C, fiber, potassium, biotin, and copper. They have the power to prevent high blood pressure and protect against atherosclerosis. As a very low-fat food, it can also help keep blood cholesterol levels at healthy safe balances.
FONTE: Available at: www.medicaldaily.com/health-benefits-bananas-and-their-peels-10-unusual-ways-use-entire-fruit-296454. Accessed on: February 10, 2016. (Fragment).
a) What are some of the nutrients from bananas?
Resposta: Vitamin B6, manganese, vitamin C, fiber, potassium, biotin, and copper.
b) What are some of their benefits to our body?
Resposta: Bananas prevent high blood pressure, protect against atherosclerosis and they can also help keep blood cholesterol levels at healthy safe balances.
c) Do you know any other benefits of bananas?
d) What other fruit do you consider important for our health? Why? What are its benefits?
Personal answers.
SELF-ASSESSMENT
1. Evaluate your performance in this Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Atenção professor: Incentive os alunos a refletir a respeito de sua aprendizagem, da execução das atividades e do seu desempenho em aula. Fim da observação.
Quadro: equivalente textual a seguir.
	I can...
	a) read and understand an article about a discovery by a teenage scientist.
	b) understand and use the Simple Future with will and be going to + infinitive.
	c) listen to and understand an interview with teenage scientists about their fields of science.
	d) write a science fair project.
	e) participate in an interview about future plans and predictions.
1. poor
2. not so good
3. good
4. very good
5. excellent
2. Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate about what you can do to improve your performance. Then discuss that with the teacher.
Atenção professor: Ao discutir com os alunos o que pode ser feito para a melhoria do desempenho em aula, conscientize-os de que com a autoavaliação é possível obter um diagnóstico mais preciso em relação ao aproveitamento deles quanto ao conteúdo e às habilidades trabalhadas. Fim da observação.
KEEP EXPLORING
Book: WILSON, Edward O. Letters to a Young Scientist. New York: Liveright Publishing Corporation, 2013.
Video: E. O. Wilson: Advice to Young Scientists. Available at: www.youtube.com/watch?v=IzPcu0-ETTU. Accessed on: September 22, 2015.
Websites: Prêmio Jovem Cientista: www.jovemcientista.cnpq.br; About Education: http://chemistry.about.com/od/sciencefairprojects/a/What-Is-A-Science-Fair.htm. Accessed on: September 22, 2015.
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CHECK YOUR ENGLISH 2
1. The following quotations are all about one great theme: friendship. Read them carefully and then, in your notebook, transcribe the only correct statement about them.
"I would rather walk with a friend in the dark, than alone in the light."
(Helen Keller)
"What is a friend? A single soul dwelling in two bodies."
(Aristotle)
"Words are easy, like the wind; Faithful friends are hard to find."
(William Shakespeare)
"In prosperity our friends know us; in adversity we know our friends."
(John Churton Collins)
"Don't walk behind me; I may not lead. Don't walk in front of me; I may not follow. Just walk beside me and be my friend."
(Albert Camus)
- A real friend does not ignore you when you have a difficult period in your life.
- It's hard to walk in the dark, even when you have the company of a friend.
- Two bodies can never occupy the same space as a single soul.
- True friends are easy to find when you have faith in them.
- Walking behind a friend is the best way of becoming a leader.
Resposta correta: A real friend does not ignore you when you have a difficult period in your life.
2. Read the text and choose the appropriate relative pronouns (who, which, or that) to complete it.
Harry Potter Star Gives Dyspraxia Advice
By Geri Coleman Tucker Dec 16, 2014
Harry Potter is a hero to a generation of kids and their parents (a) are fans of the books. But actor Daniel Radcliffe, (b) plays the clever wizard in the Harry Potter movies, has also become a hero, of sorts. He's speaking out for kids with dyspraxia, a condition (c) makes it hard to plan and coordinate physical movement.
Resposta: (a) who; (b) who; (c) that/which
FONTE: Available at: www.understood.org/en/community-events/blogs/in-the-news/2014/12/16/harry-potter-star-gives-dyspraxia-advice. Accessed on: October 1, 2015. (Fragment). (Fotografia) Matteo Chinellato/Shutterstock
3. Now choose the correct option to complete each sentence.
a) The title means the actor who plays Harry Potter
- advises people to be clever wizards.
- campaigns for children with a serious health condition.
- has become a hero only for kids who suffer from dyspraxia.
Resposta correta: campaigns for children with a serious health condition.
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b) In the text, their parents means
- the kids' parents.
- Daniel Radcliffe's parents.
- Harry Potter's parents.
Resposta correta: the kids' parents.
c) In the text, the pronoun he in "He's speaking out for kids with dyspraxia" refers to
- the clever wizard.
- Daniel Radcliffe.
- Harry Potter.
Resposta correta: Daniel Radcliffe.
d) A kid with dyspraxia would probably find it difficult to
- understand a text.
- tie a shoelace.
- pronounce words correctly.
Resposta correta: tie a shoelace.
e) In "Daniel Radcliffe [...] has also become a hero, of sorts", the idiom of sorts means
- he is a lucky person.
- he has become one kind of hero, so to say.
- he has played all kinds of heroes.
Resposta correta: he has become one kind of hero, so to say.
4. Do you remember who Anne Sullivan was? Complete her biography using the Simple Past form of the verbs in the box. Use your notebook.
Box:
teach - work - help - be - show
End of box.
Anne Sullivan Biography
Educator (1866-1936)
Born on April 14, 1866, in Feeding Hills, Massachusetts,Anne Sullivan (a) a gifted teacher best known for her work with Helen Keller, a deaf, blind, and mute child she (b) to communicate. At only 21 years of age, Sullivan (c) great maturity and ingenuity in teaching Keller and (d) hard with her pupil, bringing both women much acclaim. Sullivan even (e) Keller write her autobiography.
Available at: www.biography.com/people/anne-sullivan-9498826. Accessed on: October 1, 2015. (Fragment).
Resposta: (a) was; (b) taught; (c) showed; (d) worked; (e) helped
FONTE: The Granger Collection/Glow Images
5. In your notebook, make some questions about Anne Sullivan using the cues below. Then answer the questions according to the text about her biography.
a) Where/Anne/be/born/?
Resposta: Where was Anne born? She was born in Feeding Hills, Massachusetts.
b) What/she/do/?
Resposta: What did she do? She was an educator/a teacher.
c) Who/she/teach/?
Resposta: Who did she teach? She taught Helen Keller.
d) How/she/help/Helen Keller/?
Resposta: How did she help Helen Keller? She taught Helen Keller to communicate and to write her autobiography.
e) When/she/die/?
Resposta: When did she die? She died in 1936.
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6. Do you know the difference between discovery and invention? Read the following excerpt, pay attention to the verbs in bold and find out. Then answer in your notebook.
Personal answer.
"How can math be so universal? First, human beings didn't invent math concepts; we discovered them. Also, the language of math is numbers [...]".
Verbs in bold: didn't invent; discovered.
Available at: www.learner.org/interactives/dailymath/. Accessed on: October 1, 2015. (Fragment).
a) According to the fragment above, math concepts
- are something natural; they existed in nature before the birth of human civilization.
- are something created by the human mind.
Resposta correta: are something natural; they existed in nature before the birth of human civilization.
b) Now, in your notebook, rewrite the definitions below with the words from the box and check your answer to item a above.
Box:
person - exist - before - thing - existence
End of box.
discover:
To be the first ____ to find something already in ____ but that was not known ____.
Resposta: person; existence; before
invent:
To make, put together or think of a new ____, something that did not ____ before.
Resposta: thing; exist
7. Some inventions and discoveries happened by chance. Read the following texts and transcribe them in your notebook, using the verbs in parentheses in the Simple Past or in the Past Continuous. Use the list of Irregular Verbs on page 167 for reference when necessary.
a) In 1943, Richard Jones, a naval engineer, ____ (try) to design a meter to monitor power on battleships. Jones ____ (work) with tension springs when one of them ____ (fall) to the ground. The spring ____ (keep) bouncing from place to place after it ____ (hit) the floor - the invention was born.
Resposta: was trying, was working, fell, kept, hit 
b) John Hopps, an electrical engineer, ____ (conduct) research on hypothermia and ____ (try) to use radio frequency heating to restore body temperature. During his experiment he ____ (realize) if a heart stopped beating due to cooling, it could be started again by artificial stimulation.
Resposta: was conducting, was trying, realized
c) George Crum, a chef at the Carey Moon Lake House in Saratoga Springs, New York, ____ (try) to serve a customer French fries in the summer of 1853. A diner ____ (keep) sending his French fries back, asking them to be thinner and crispier. Crum ____ (lose) his temper, ____ (slice) the potatoes insanely thin and ____ (fry) them until they ____ (be) hard as a rock. To the chef's surprise, the customer ____ (love) them.
Resposta: was trying, kept, lost, sliced, fried, were, loved
d) In 1946, Percy Spencer, an engineer, ____ (conduct) a radar-related research project with a new vacuum tube. While experimenting with the tube, a candy bar in Spencer's pocket ____ (start) to melt. He grabbed some unpopped popcorn kernels and held them by the device. Sure enough, they started to pop. Spencer ____ (know) he had a revolutionary device.
Resposta: was conducting, started, knew
Available at: www.businessinsider.com/accidental-inventions-that-changed-the-world-2014-5?op=1. Accessed on: October 1, 2015.
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8. Did you guess what the inventions in the previous activity were all about? In your notebook, write the letter of each invention next to its name.
LEGENDA: Potato chips
FONTE: bitt24/Shutterstock
LEGENDA: The pacemaker
FONTE: Swapan Photography/Shutterstock
LEGENDA: The slinky
FONTE: Trish Gant/Getty Images
LEGENDA: The microwave oven
FONTE: Reload Design/Shutterstock
Resposta: a) the slinky; b) the pacemaker; c) potato chips; d) the microwave oven
9. Radioactivity, too, was discovered by accident. Read the text below and, in your notebook, choose the correct option of each verb tense to complete it.
Radioactivity
The year was 1896 and physicist Henri Becquerel will try/was trying to get fluorescent materials to produce X-rays by being left in the sun. His experiment however, suffered/suffers a week of cloudy, overcast skies. After leaving all of his materials in a drawer he returned/was returning one week later only to find that the uranium rock he left/had left there wasmanaging/had managed to imprint its image on a nearby photographic plate without any exposure to light.
FONTE: Available at: http://list25.com/25-accidental-inventions-that-changed-the-world/2. Accessed on: October 1, 2015. CRÉDITOS: Banco de imagens/Arquivo da editora
Resposta: was trying; suffered; returned; had left; had managed
10. Now answer the following questions, according to Radioactivity, in your notebook.
a) The possessive adjective its in its image refers to
- a drawer.
- a photographic plate.
- the uranium rock.
Resposta correta: the uranium rock.
b) Henri Becquerel discovered that it was possible to produce X-rays
- in the dark.
- using a camera.
- with the sunlight.
Resposta correta: in the dark.
c) In the phrase "After leaving all of his materials in a drawer [...]" the verb leave was used in the -ing form because
- it comes after a preposition.
- it refers to an action that is happening now.
- it refers to an action in the past.
Resposta correta: it comes after a preposition.
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11. Making resolutions for the New Year is a very common tradition in some cultures. Read Garfield's comic strip and choose the correct option.
FONTE: Available at: http://garfield.com/comic/2011-12-28. Accessed on: October 1, 2015. CRÉDITOS: © 2011 Paws, Inc. All Rights Reserved / Dist. Universal Uclick
We can infer that Garfield
- has healthy habits.
- knows he lies a lot.
- often exercises.
Resposta correta: knows he lies a lot.
12. Read the New Year's resolutions below. Then do the following activities in your notebook.
1. I will count my blessings.
I will take time to notice and appreciate all that I have. I will be grateful. I will say, "I love you" often.
2. I will eat more greens.
I am going to restrain myself from saying the overdone and rarely achieved: "I will lose ten pounds". Instead I will focus on nourishing, caring for, and loving my amazing body.
3. I will read 12 books this year.
I am talking about good books - each month I am going to find and read a well-written book that uplifts, enlightens, and educates me.
Available at: www.thewritefuture.org/food-and-drink. Accessed on: October 1, 2015. (Fragment).
a) Does any of those resolutions apply to you? Which one? Why?
Personal answers.
b) The auxiliary verb will is used in all those examples of New Year's resolutions as it expresses
- an obligation.
- an ability.
- a promise.
- a permission.
Resposta correta: a promise.
c) Let's imagine the kind of person who has made those New Year's resolutions. Judging from what she/he promises to do in the future, that person
- hates books. She/He thinks reading is a waste of time.
- knows she/he has got to takecare of her/his health.
- does not love anyone, not even herself/himself.
- believes she/he doesnÕt have any blessings.
Resposta correta: knows she/he has got to take care of her/his health.
d) Now, in your notebook, write down your own New Year's resolutions.
Personal answer.
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13. Read the texts below and do the following activity.
Atenção professor: Como atividade para casa, os alunos podem pensar em uma história que já leram e descrever, em inglês, seus elementos (characters, setting, plot, conflict, theme), como viram nesta atividade. Eles podem partilhar suas descrições com os colegas de turma, a fim de instigar a leitura. Fim da observação.
FONTE: Earl Theisen/Getty Images
The legend is that some friends bet Hemingway that he couldn't write an entire short story in six words (some versions say that the challenge was for ten words or fewer). As the story goes, he came up with this six-word short story, considered the shortest complete short story ever: "For sale: Baby shoes. Never used."
Available at: http://berres.blogspot.com.br/2009/06/ernest-hemingway.html. Accessed on: July 5, 2015.
What makes that a "complete" short short-story? It contains all that a short story needs, though most of the elements are implied. The five important elements of a short story are: characters, setting, plot, conflict and theme. And these five elements are all represented here.
Characters: A woman and the man who got her pregnant.
Setting: This appears to be a newspaper ad, and a number of conclusions about the setting could be drawn by considering where and during what time period one would run a newspaper ad for a pair of baby shoes.
Plot: Obviously, the woman became pregnant. She began preparing for the baby's arrival, which is evident from the fact that she bought or was given some new baby shoes.
Conflict: The fact that the baby shoes were never used indicates that the baby died either before or during birth - quite a conflict for a young mother-to-be.
Theme: The theme of this story is dealing with loss - specifically the loss of a child. Are the baby shoes kept as a reminder of the loss or in the hope of having another child? Are they destroyed in a fit of anguished rage? No, they are put up for sale, giving us a glimpse of how the characters are dealing with the loss as well as some of the considerations that went into the decision to sell the shoes.
Available at: www.cliffsnotes.com/cliffsnotes/subjects/literature/in-which-hemingway-short-story-is-the-saying-quotchildrens-shoes-for-sale. Accessed on: October 5, 2015.
In your notebook, match the two columns below, summarizing the five elements that tell that short short-story.
First column:
a) Characters
b) Setting
c) Plot
d) Conflict
e) Theme
Second column:
1) The baby died.
2) A couple.
3) How to deal with the loss of a dear one.
4) A newspaper ad.
5) The woman was expecting a baby.
Resposta: a) 2); b) 4); c) 5); d) 1); e) 3)
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Atenção professor: Incentive os alunos a comentar como chegaram à compreensão da ideia central do texto (por exemplo, com auxílio de palavras transparentes, de palavras-chave, de seu conhecimento prévio a respeito do assunto etc.). Após compreenderem a ideia central do texto, peça a eles que identifiquem a ideia central de cada parágrafo (segundo parágrafo: a estrutura da estação não foi abalada; terceiro parágrafo: o incêndio demorou duas horas e meia para ser controlado; quarto parágrafo: não havia visitantes no museu no momento do incêndio). Para ir além, peça ainda aos alunos que leiam novamente o texto para identificar alguns detalhes que não foram levados em conta na leitura rápida (o Museu da Língua Portuguesa foi aberto em 2006; 20 mil pessoas passam diariamente pela Estação da Luz, em São Paulo; o teto do prédio havia sido restaurado no século passado; o museu não abre às segundas etc.). Fim da observação.
Estratégias de leitura: Skimming e Finding the Topic Sentence
Ao fazer uma leitura rápida de um texto a fim de compreender sua ideia geral, estamos utilizando a estratégia de skimming. Quando lemos com esse objetivo, rapidamente passamos os olhos pelo título, lemos os parágrafos, o nome do autor, a fonte etc. Ao aplicar essa estratégia, alguns detalhes, como palavras desconhecidas, por exemplo, não devem ser levados em conta. É importante fazer previsões e utilizar nosso conhecimento prévio para construir o sentido do texto.
Muitas vezes a ideia principal do texto está contida na chamada topic sentence ou main idea sentence. Na ideia central de um parágrafo podemos encontrar o ponto mais importante que o autor do texto faz sobre o assunto (topic) desse parágrafo, muitas vezes a respeito do assunto de todo o texto. A topic sentence é muitas vezes a que inicia o parágrafo. Quando se aplica a estratégia de skimming é, portanto, muito importante focar a atenção principalmente nas primeiras e últimas frases de cada parágrafo.
Leia o texto abaixo, aplicando as estratégias de leitura já estudadas e, em seguida, responda às perguntas.
Fire Damages Luz Station in São Paulo
12/22/2015 10h56
A fire destroyed part of the building that houses Luz railway and metro stations, a historic site in central São Paulo built 148 years ago. The fire devastated the Portuguese Language Museum, one of the most visited in the city since its opening in 2006. A civil firefighter who worked at the site was intoxicated with the smoke and died of cardiac arrest.
According to the Fire Department, the blaze destroyed the second and third floors of the building, but it did not affect the structure of the busy railway station, where 200,000 people pass through each day.
The fire started around 3:50 pm and was controlled two and a half hours later. A huge cloud of gray smoke spread through the city center, and the wooden roof of the building, restored in the last century, collapsed.
There were no visitors at the museum at the time, as the facility closes on Mondays. Employees reported that they left the building after hearing the fire alarm.
FONTE: Available at: www1.folha.uol.com.br/internacional/en/saopaulo/2015/12/1722018-fire-damages-luz-station-in-sao-paulo-portuguese-language-museum-is-wrecked-and-firefighter-dies.shtml. Accessed on: February 12, 2016. (Fragment).
a) Qual é a topic sentence do primeiro parágrafo?
Resposta: "A fire destroyed part of the building that houses Luz railway and metro stations [...]"
b) Qual é a ideia central do texto?
Resposta: Um incêndio em São Paulo atingiu uma estação de trem e metrô e o Museu da Língua Portuguesa.
DE OLHO NO ENEM
FONTE: Available at: http://download.inep.gov.br/educacao_basica/enem/provas/2012/caderno_enem2012_dom_amarelo.pdf. Accessed on: October 5, 2015. CRÉDITOS: ENEM/2012
Como exemplo de aplicação da estratégia de skimming, reproduzimos uma questão da prova do Enem 2012, feita a partir de uma citação de Jimi Hendrix. Leia o enunciado com atenção, pois ele fornece informações contextualizadas, e escolha a opção que o completa corretamente.
Aproveitando-se de seu status social e da possível influência sobre seus fãs, o famoso músico Jimi Hendrix associa, em seu texto, os termos love, power e peace para justificar sua opinião de que
a) a paz tem o poder de aumentar o amor entre os homens.
b) o amor pelo poder deve ser menor do que o poder do amor.
c) o poder deve ser compartilhado entre aqueles que se amam.
d) o amor pelo poder é capaz de desunir cada vez mais as pessoas.
e) a paz será alcançada quando a busca pelo poder deixar de existir.
Resposta correta: b.
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PROJECT 2
Reusing Food Scraps - Food Festival
1. Read the text below and discuss these questions with a classmate: Based on what you have read, do you think it is important to reuse food? Why (not)?
Most people don't realize how much food they throw away every day - from uneaten leftovers to spoiled produce. About 95 percent of the food we throw away ends up in landfills or combustion facilities. In 2013, we disposed more than 35 million tons of food waste. Once in landfills,food breaks down to produce methane, a potent greenhouse gas which contributes to climate change.
Available at: www2.epa.gov/recycle/reducing-wasted-food-basics. Accessed on: October 5, 2015. (Fragment).
Personal answers. Suggested answer: Yes, because reusing food can reduce the emission of greenhouse gases.
2. How about learning to reuse food scraps? Read the recipe below. Would you follow it at home?
Personal answers.
Roasted Pumpkin Seeds
- Clean the seeds.
- Boil for 10 minutes in salt water.
- Drain the seeds in a colander and dry lightly with a paper towel or tea towel.
- Spread seeds onto a baking sheet and drizzle with extra virgin olive oil.
- Roast seeds at 325F for 10 minutes.
- EAT!
Available at: http://ohsheglows.com/2012/09/17/how-to-roast-perfect-pumpkin-seeds-easy-crunchyaddictive. Accessed on: October 5, 2015. (Fragment).
Atenção professor: Comente com os alunos que, para converter graus Fahrenheit em graus Celsius, é preciso diminuir 32 e dividir o resultado por 1,8. Assim, 325 °F = 162 °C. Fim da observação.
FONTE: Reprodução/http://ohsheglows.com
3. Now it's your turn to use your creativity to reuse food that would become waste and organize a Food Festival at school.
Atenção professor: Este projeto busca gerar impactos na comunidade escolar e em seu entorno e está relacionado ao tema abordado na Unidade 8. Por ser de natureza interdisciplinar, pode contar com a participação de professores de outras disciplinas, como Biologia e Química. Fim da observação.
Planning Your Project
- Come up with a recipe made with food scraps. You can do some research on the Internet, talk to someone who can cook or create your own recipe.
Atenção professor: Sugira aos alunos que levem rascunhos de suas apresentações para trocar impressões com os colegas antes de elaborarem a versão final. Fim da observação.
- Write down your recipe. You can use the recipe above as a reference. Share it with a classmate and your teacher and get their feedback. Rewrite your recipe making the necessary improvements.
- Prepare that recipe at home.
Presenting Your Project
- Bring the food you prepared together with its recipe to the English class.
- Display the recipe next to the food.
- Invite your classmates to taste your food. Tell them how you made it.
- Taste the dishes your classmates brought. Give your opinion about them.
Atenção professor: Após a apresentação das receitas, incentive os alunos a comentar a respeito de suas impressões em relação aos seus projetos e aos dos colegas. Pergunte o que puderam aprender com essa experiência e como eles acreditam que os projetos podem contribuir para a comunidade. Fim da observação.
Sharing Your Project
Atenção professor: Para que o projeto dos alunos tenha visibilidade, incentive-os a compartilhá-lo na internet, se possível, por meio de um blog de toda a turma. Algumas ferramentas gratuitas de criação de blog estão listadas a seguir. Mas a divulgação também pode ser feita de outras maneiras, a seu critério. Fim da observação.
- Make your project available to the world. You can create a blog for the class, publish your recipes and help other people to reuse food scraps.
Observação: Check the links below and find out how to create a blog:
www.webnode.com.br/website-pessoal; https://br.wordpress.com; http://pt.wix.com.
Check out an example of a blog with some recipes:
http://receitasdereaproveitamento.blogspot.com.br.
Accessed on: July 2015. Fim da observação.
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Grammar Reference
Os tópicos gramaticais trabalhados ao longo das Unidades são aqui explicados em português, de modo a esclarecer eventuais dúvidas dos alunos e servir como material de estudo em casa.
Imperatives
O modo imperativo, em inglês, tem a mesma forma do infinitivo do verbo, sem to. Para formar o imperativo, não se usa you antes do verbo.
Come here.
Please come here.
Come here, please.
Para formar o imperativo negativo, usa-se don't (ou do not, na linguagem formal) antes do verbo principal.
Don't do that.
Do not do that.
Please don't do that.
Don't do that, please.
Usos do imperativo
Usamos o imperativo para dar ordens, instruções, conselhos, fazer sugestões, pedidos, ofertas ou convites, advertências etc.
Come in! And close the door.
If you're going to the beach, don't forget to wear a hat.
Take a walk every morning. It's good for you.
Please help me with those bags.
I've made some coffee. Have a cup!
This road is dangerous. Don't drive so fast!
Uma outra forma, mais suave e polida, de fazer sugestões a respeito de ações ou atividades que incluem a pessoa que fala é usar let's + infinitivo do verbo sem to.
Let's walk to school.
Quando sugerimos não fazer uma certa ação, usa-se let's not + infinitivo do verbo, sem to.
Let's not stay here.
Present Continuous
Quadro: equivalente textual a seguir.
	Forma Afirmativa
	Sujeito + am/are/is + verbo na forma -ing
	Beyoncé is singing now. We are listening to her.
	Forma Negativa
	Sujeito + am/are/is + not + verbo na forma -ing
	She is not singing a Brazilian song.
	Forma Interrogativa
	Am/are/is + sujeito + verbo na forma - ing
	Is she singing "Baby Boy"?
Usos do Present Continuous (ou Present Progressive)
Usamos o Present Continuous para falar de ações ou situações que estão acontecendo no momento da fala.
I am writing now.
Também usamos esse tempo verbal para falar de ações ou situações temporárias, que estão acontecendo na atualidade, mas não necessariamente no momento da fala.
I am taking a course on climate change effects.
Além de falar de ações no presente, o Present Continuous também pode ser usado em frases que falam de ações pessoais planejadas para o futuro, em geral mencionadas explicitamente.
What are you doing on Saturday?
I'm seeing Kate in the morning, but I'm not doing anything special in the afternoon.
Simple Present
Forma afirmativa
Sujeito (I/you/we/you/they) + verbo principal na forma básica (infinitivo sem to);
Sujeito (he/she/it) + verbo principal na forma básica, flexionado para s ou es.
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Quadro: equivalente textual a seguir.
Quadro: equivalente textual a seguir.
	Forma Negativa
	Forma Interrogativa
	Sujeito + don't* / doesn't** + verbo principal
	Do/does + sujeito + verbo principal
	I do not (don't) know.
	Do I know?
	You do not (don't) know.
	Do you know?
	He does not (doesn't) know.
	Does he know?
	She does not (doesn't) know.
	Does she know?
	It does not (doesn't) know.
	Does it know?
	We do not (don't) know.
	Do we know?
	You do not (don't) know.
	Do you know?
	They do not (don't) know.
	Do they know?
* Don't (contração da forma enfática do not)
** Doesn't (contração da forma enfática does not)
Usos do Simple Present (ou Present Simple)
Usamos o Simple Present para falar de ações, situações ou atividades permanentes.
Pope Francis speaks several languages fluently.
Também usamos esse tempo verbal para falar de fatos em geral, científicos, da natureza, ou de verdades universais.
Plants absorb carbon from the air.
Usamos o Simple Present ainda para falar de ações habituais, repetidas no presente.
Jane works out at the gym three times a week.
Adverbs of Frequency
Para expressar a frequência com que certas ações são praticadas, usam-se advérbios de frequência. Por exemplo:
Always, frequently, often, usually, generally, sometimes, rarely, seldom, almost never, hardly ever, never
Esses advérbios, em geral, acompanham as formas simples dos verbos, como o Simple Present, e costumam vir antes do verbo.
I never eat junk food seldom drink a glass of soda.
Mas, com as formas verbais am, are, is, was ou were, esses advérbios são usados depois delas.
They are never good for your health.
Alguns desses advérbios, principalmente sometimes, podem, para efeito de ênfase, ocupar outras posições na frase, como no início.
Sometimes I read about the ill effects of junk food and soda.
Question Words
Quadro: equivalente textual a seguir.
	What?
	O quê?
	Where?
	Onde?
	When?
	Quando?
	Why?