Way To English - 7

Prévia do material em texto

WAY
ENGLISH
T
O
for Brazilian Learners 7
7º- ano – Ensino Fundamental – Anos Finais – Língua Estrangeira Moderna – Inglês
ENGLISH
for Brazilian Learners 77
Claudio Franco • Kátia Tavares
WTE_Ingles_7ano_PNLD2017_Capa_AL_PR.indd 2 6/9/15 5:32 PM
WAY
ENGLISH
T
O
for Brazilian Learners 7
Claudio de Paiva Franco
Doutor em Estudos Linguísticos (Linguística Aplicada) 
pela UFMG.
Mestre em Linguística Aplicada pela UFRJ.
Professor de Língua Inglesa da Faculdade de Letras da UFRJ.
Proficiente em Inglês pela Universidade de Cambridge 
(CPE), Inglaterra.
Foi professor de Educação Básica das redes estadual 
(Ensino Médio) e federal (Ensino Fundamental e Médio).
Autor de livros didáticos de Inglês.
Kátia Cristina do Amaral Tavares
Doutora em Linguística Aplicada e Estudos da Linguagem 
pela PUC-SP.
Mestre em Letras Anglo-Germânicas pela UFRJ.
Professora de Língua Inglesa da Faculdade de Letras da UFRJ.
Foi professora de Educação Básica das redes estadual 
(Ensino Médio) e federal (Ensino Fundamental e Médio) 
e de Ensino Superior na PUC-Rio.
Autora de livros didáticos de Inglês.
7¼- ano Ð Ensino Fundamental Ð Anos Finais Ð L’ngua Estrangeira Moderna Ð Ingl•s
1a edição | São Paulo | 2015
WTE_Ingles_Vol7_PNLD2017_001a002_Inic.indd 1 6/9/15 12:11 PM
2
Diretoria de conteúdo e inovação pedagógica
Mário Ghio Júnior
Diretoria editorial
Lidiane Vivaldini Olo
Gerência editorial
Luiz Tonolli
Editoria de Língua Estrangeira e Arte
Mirian Senra
Edição
Carmela Ferrante, Danuza Dias Gonçalves e 
Barbara Manholeti (estag.)
Arte
Ricardo de Gan Braga (superv.), 
Andréa Dellamagna (coord. de criação), Erik TS (program. visual), 
Leandro Hiroshi Kanno (editor de arte),
Luiza Massucato (assist. de arte) e 
Tangente Design (diagram.)
Revisão
Hélia de Jesus Gonsaga (ger.), Rosângela Muricy (coord.), 
Ana Paula Chabaribery Malfa, Luís Maurício Boa Nova e 
Brenda Morais (estag.)
Iconografia
Sílvio Kligin (superv.), Claudia Bertolazzi (pesquisa), 
Cesar Wolf e Fernanda Crevin (tratamento de imagem)
Ilustrações
Galvão Bertazzi
Cartografia
Eric Fuzii, Marcelo Seiji Hirata, 
Márcio Santos de Souza e Robson Rosendo da Rocha
Fotos da capa
Ópera de Sydney – Cultura Travel/Gary John Norman/ 
Getty Images
Monte Rushmore – Jeremy Woodhouse/Getty Images
Elevador Lacerda – Filipe Frazao/Shutterstock/Glow Images
Canguru – MyLoupe/UIG/Getty Images
Ônibus inglês – Songquan Deng/Shutterstock/Glow Images
Protótipos
Magali Prado
Título original da obra: Way to English for 
Brazilian Learners – 7o ano 
Copyright © Claudio de Paiva Franco e 
Kátia Cristina do Amaral Tavares
Direitos desta edição cedidos à Editora Ática S.A.
Avenida das Nações Unidas, 7221, 3o andar, Setor C
Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061
www.atica.com.br / editora@atica.com.br
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Franco, Claudio de Paiva
Way to English for Brazilian Learners : língua 
estrangeira moderna : inglês : ensino fundamental II / 
Claudio de Paiva Franco, Kátia Cristina do Amaral Tavares. 
-- 1. ed. -- São Paulo : Ática, 2015.
Obra em 4 v. para alunos do 6o ao 9o ano.
1. Inglês (Ensino fundamental) I. Tavares, Kátia 
Cristina do Amaral. II. Título.
15-03092 CDD-372.652
Índice para catálogo sistemático:
1. Inglês : Ensino fundamental 372.652
2015
ISBN 978 85 08 17341 9 (AL) 
ISBN 978 85 08 17342 6 (PR)
Cód. da obra CL 713390
CAE 543 641 (AL) / 543 642 (PR)
1a edição
1a impressão
Impressão e acabamento
WTE_Ingles_Vol7_PNLD2017_001a002_Inic.indd 2 6/9/15 12:11 PM
Apresentação
Caro aluno
Você já deve ter percebido a presença da língua inglesa em 
seu dia a dia – em filmes, músicas, jogos eletrônicos, sites etc. 
Na Internet, o inglês é bastante utilizado para a divulgação de 
conteúdos para pessoas do mundo inteiro. Na comunicação 
entre indivíduos de diferentes países, seja a distância, seja 
presencialmente, a língua inglesa também é muito usada. 
Assim, aprender inglês é importante para ter acesso a tudo 
isso e poder participar de interações nesse idioma de forma 
ativa e crítica.
Esta coleção foi planejada pensando em contribuir para sua 
formação como indivíduo que utiliza a linguagem em diversas 
práticas sociais. Dessa forma, as atividades foram elaboradas a 
partir de situações de uso da língua inglesa para que você seja 
capaz de desenvolver, de forma integrada, as habilidades de 
ler, ouvir, falar e escrever em inglês. Além disso, a diversidade 
cultural e a riqueza da variedade linguística são valorizadas.
Ao longo dos quatro volumes, você encontra uma grande 
variedade de gêneros textuais e de temas de relevância para 
você e a sociedade como um todo. Ao aprender a língua 
inglesa, você descobre novas formas de pensar, sentir e agir 
no mundo. Nesta coleção, o ensino da língua não acontece 
de maneira isolada, é sempre articulado com as demais 
disciplinas do currículo, convidando você a refletir criticamente 
sobre diversas questões e a participar mais ativamente da 
sua comunidade.
Como buscamos valorizar seu papel na construção coletiva 
do conhecimento ao longo de toda a obra, esperamos que, ao 
utilizar a coleção, você se sinta sempre convidado a se engajar 
com entusiasmo, junto com seus colegas e seu professor, 
em um processo de aprendizagem colaborativo, prazeroso e 
enriquecedor.
Os Autores
3
Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 3 12/05/15 17:39
Conheça seu livro
Conheça as seções que fazem parte deste livro.
Esta seção, além de retomar algumas estratégias de aprendizagem e de 
leitura estudadas no volume anterior, apresenta novas estratégias que vão 
ajudar você a se sentir mais confiante para realizar as atividades propostas ao 
longo do livro.
 Leia o texto abaixo para responder às questões 1-5.
From: GRAIMES, Nicola. KidsÕ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 8.
1 Identifique, no texto acima, palavras parecidas com o português, como fruits 
(frutas). 
2 Extraia fragmentos do texto equivalentes às expressões abaixo.
a. compostos naturais de plantas 
b. benef’cios ˆ saœde 
c. cor, sabor e cheiro 
3 Segundo o texto, por que frutas e legumes fazem bem para as pessoas? 
4 Assinale os itens abaixo que estão corretos em relação aos fitoquímicos.
 Os fitoqu’micos são nutrientes provenientes de frutas e legumes.
 Ainda não conhecemos os efeitos benŽficos dos fitoqu’micos na saœde.
 Os fitoqu’micos são respons‡veis pela cor, sabor e cheiro de frutas e legumes.
Why are fruits and vegetables good for you?
Fruits and vegetables are good for you because they 
provide important vitamins, minerals, fiber, and natural 
plant compounds known as phytochemicals. As well as 
their health benefits, these phytochemicals are responsible 
for the color, taste and smell of a fruit or vegetable.
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8 
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 8 12/05/15 17:38
Using the
Dictionary
Além do glossário deste livro (página 176), você tem o hábito de usar 
dicionários para consultar palavras em inglês? Você já utilizou algum dicionário 
na Internet ou no celular?
Ao fazer os exercícios desta seção, você vai aprender a usar dicionários de 
diferentes tipos para ajudar na sua aprendizagem de inglês.
 Leia o trecho abaixo para responder às questões 1-4.
 
Antes de 
recorrer ao 
dicionário, 
busque inferir 
o significado 
de palavras 
desconhecidas 
a partir da 
observação do 
contexto em 
que elas são 
utilizadas.
tip
Available at: 5,000 Awesome Facts (About everything!). National Geographic Kids. 
washington, D.C.: National Geographic, 2012. p. 131. (Fragment).
1 Você pode deduzir que o trecho acima é parte integrante de qual texto?
 “35 Amazing Facts About Africa”
 “50 winning Facts About the olympics”
 “25 money Facts That will make You say Ka-ching!”
2 O texto se refere a cédulas de qual material?
 Plastic. Paper.3 No texto, quais palavras são utilizadas para caracterizar esse tipo de cédula?
 “colored”, “bills”. “colored”, “tough”.
4 Observe o contexto de uso da palavra tough no texto acima. Em seguida, 
consulte o Dicionário 1, na página seguinte, e assinale o melhor termo 
equivalente em português para tough no texto em questão.
 Forte. Difícil.
Nearly two dozen 
countries – from 
Australia to Nigeria to 
Mexico – print money 
on SHEETS OF PLASTIC 
instead of paper. These 
brightly colored bills 
are so tough they can 
be washed with soap 
and water.
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16
Warming Up!
 Who are these people? What do they do?
Music 
Matters
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 32 12/05/15 11:51
Unit 592
Alan Oliveira
What is your ultimate sporting ambition?
I want to be the most popular athlete in the 
world and to be the best in all races. I also want 
to compete in the Olympics.
What do you like doing outside of your sport?
I like to play video games, to go to the movies, 
to do some radical sports and skating.
When you have time to see your friends, what 
do you like to do?
I like to have fun and talk. I try to forget a little 
bit about athletics.
www.ossur.com/corporate/team-ossur/alan-oliveira
Taking it Further
 Read the text below and do exercises 1-4.
Available at: <www.ossur.com/corporate/team-ossur/alan-oliveira>. Accessed in: October 2014. (Fragment.)
1 The text above is in the section
 “Facts and Highlights”. “Q&A” (Questions and Answers).
2 According to Alan’s quote, what is really important?
 What you dream. To have a dream and make it come true.
3 Mark the correct statements about Alan.
a. He is a Brazilian Paralympic athlete.
b. He wants to be the most popular athlete in the world.
c. He never forgets about athletics.
d. He likes to have fun and talk to his friends.
4 What does Alan like doing? Choose the pictures below that refer to his 
favorite activities.
 
Identifique se 
o texto Ž um 
anœncio, p™ster, 
entrevista 
etc. para, com 
base no que 
voc• j‡ sabe 
sobre esse 
g•nero textual, 
compreender 
melhor o texto, 
seus objetivos e 
sua estrutura.
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It doesnÕt matter what you dream, 
what matters is to dream and make it come true.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 92 12/05/15 11:54
Unit 6102
Before Reading
1 In your opinion, is it important to be fashionable? Why (not)?
2 Take a look at the layout, the structure and the source of the following text. 
Then, mark the correct item that completes each sentence below.
a. Debate.org is an online
 community. newspaper.
b. The text is composed of
 a debate topic (“Is fashion harmful to society?”) and two online forum posts.
 an opinion poll (“Is fashion harmful to society?”) and four online forum posts.
c. The online forum posts on the right (“Fashion is art.” / “Fashion shows a 
person’s creativity.”) shows
 positive views on fashion. negative views on fashion.
3 What do you expect to read in the text below?
Reading
 Now read the text below to check your predictions.
Use o que você 
já sabe sobre 
o assunto e 
o gênero do 
texto para 
estabelecer 
hipóteses 
sobre o que 
você vai ler.
tip
Is fashion harmful to society?
 51% say Yes 49% say No 
Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014.
YES NOor
I feel that fashion is harmful to society, because 
it promotes a culture that is based solely on 
appearance. The fashion industry encourages an 
unrealistic outlook for men and women in regards 
to their bodies and their looks. [...]
Posted by: MilitaryGregorio28
Fashion is definitely harmful to society, because 
it inspires people to make potentially harmful 
lifestyle choices. Societal problems, such as 
anorexia and teen violence, are exemplary as to 
why fashion can actually be harmful. The media 
pushes the idea of beauty, as it is associated with 
apparently emaciated super models and punks 
wearing baggy pants and chains. [...]
Posted by: UtterDusty75
Fashion shows a person’s creativity. Fashion 
shows what type of person someone is, and 
without that kids are the same as everyone 
else. [...]
Fashion is art. “Fashion is the most powerful 
art there is. It shows the world who we are 
and who we’d like to be.” It’s movement, 
design and architecture all in one. [...] 
Summing it up, fashion is a daily way to 
embrace art and express who you are or who 
you want to be.Like Reply
Like Reply
Like Reply
Report Post 
Report Post 
Report Post 
Report Post 
6 2
64 3
Like Reply
5 1
2 5
www.debate.org/opinions/is-fashion-harmful-to-society
+ CREATE NEW TOPIC
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 102 12/05/15 11:55
Unit 590
Vocabulary Study
Sports
114 Listen to the recording and repeat the words from the box below. Then, use 
them to complete the following gaps as in the example.
beach volleyball  •  gymnastics  •  horseback riding 
basketball  •  judo  •  running  •  sailing  •  soccer  •  swimming  •  tennis
Athlete: 
Daniel Dias
PlAce of birth: 
Campinas, São Paulo
SPort:
swimming
Athlete: 
Sarah Menezes
PlAce of birth: 
Teresina, Piauí
SPort:
Athlete: 
Thomaz Bellucci
PlAce of birth: 
Tietê, São Paulo
SPort:
Athlete: 
Marta
PlAce of birth: 
Dois Riachos, Alagoas
SPort:
Athlete: 
Emanuel Rego
PlAce of birth: 
Curitiba, Paraná
SPort:
Athlete: 
Robert Scheidt
PlAce of birth: 
São Paulo, São Paulo
SPort:
Athlete: 
Tiago Splitter
PlAce of birth: 
Joinville, Santa Catarina
SPort:
Athlete: 
Luiza Almeida
PlAce of birth 
São Paulo, São Paulo
SPort:
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 90 12/05/15 11:54
Tips into Practice
Apresenta dicas para você colocar em 
prática diversas estratégias de leitura e 
aprendizagem.
Reading
Prepare-se para ler o texto principal 
da unidade, fazer atividades de 
compreensão e refletir criticamente 
sobre o texto que acabou de ler.
Using the Dictionary
Apresenta exercícios e dicas de uso 
de diferentes tipos de dicionários 
bilíngues e monolíngues.
Vocabulary Study
Estude o vocabulário de forma 
sistemática e contextualizada.
Warming Up
Explore o título da unidade e as 
imagens de abertura para levantar 
hipóteses relacionadas ao tema.
Taking it Further
Amplie seus conhecimentos sobre o 
tema da unidade.
4
Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 4 12/05/15 17:40
A Tour Around Brazil 127
Language in Use
Question Words
1 Read the following fragments from page 122 and mark the correct item that 
completes each sentence below.
 I. “How do I get there?”
 II. “Where can I stay near there?”
III. “Do they have parking facilities?”
IV. “... where can I store my luggage?”
a. Which fragment is a yes/no question (the expected answer is either “yes” or “no”)?
 Fragment I. Fragment III.
b. Which fragments are Wh-questions (the questions start with a question word)?
 Fragments I, II and IV. Fragments II, III and IV.
c. Which question word refers to places?“How” (Fragment I). “Where” (Fragments II and IV).
d. Which question word refers to manner?
 “How” (Fragment I). “Where” (Fragments II and IV).
2 What tourist attraction is the text below about? Read it quickly and answer 
the questions on the following page as in the example.
How to Get to the Top of Corcovado?
There are a few viable ways:
Bus + Train From Copacabana and 
Ipanema you can catch local bus 583 and 
from Largo do Machado 422, 569 or 498 – 
they go to Cosme Velho where the train 
leaves from. You can also get a subway 
+ bus integrated ticket that drops you at 
the same stop. The train departs every 
30 minutes 8:30h/19:00h everyday.
Taxi + Train Same thing as the 
bus, but a bit more expensive and in 
compensation a lot faster if you live in 
Copacabana, Ipanema or Leblon.
Van From the subway station Largo do 
Machado you can take a van all the way 
to the top and back, the same service you 
have from Praça do Lido in Copacabana. 
Tickets are sold at a desk at the subway 
station that is open everyday 8:00h/17:00h.
Adapted from: <www.gringo-rio.com/sights-in-rio/rio-de-janeiro-attractions/corcovado>. Accessed in: December 2014.
Christ The Redeemer on Corcovado mountain as seen from a 
small plane.
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 127 12/05/15 12:03
Unit 6112
Writing
In this unit you have read some online forum posts on pages 102, 107 and 108. 
Basically, a forum is a place online where forum members can interact and 
discuss various topics. An initial post opens the forum and presents one or more 
topics for discussion. Then, forum members post messages with their views on 
the subject and to reply to previous ones. They can share personal opinions 
and a lot of information.
1 Write a reply to the opening post from the forum on page 102 (“Is fashion 
harmful to society?”).
Step by Step
1. Write down your ideas and experiences concerning the question presented in 
the post that opens the forum.
2. If necessary, talk to other people and/or do research on the Internet to get 
more information on the topic.
3. Write a first draft of the post. Include one or two arguments to support your 
opinion.
4. Exchange posts with a classmate and discuss both texts.
5. Make the necessary corrections.
6. Write the final version of the post.
 
Ao revisar 
os textos, 
 considere, 
por exemplo:
•	objetivo: 
As infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
•	conteúdo: 
Há pelo 
menos um 
argumento 
para 
justificar 
a opinião 
 expressa? 
Ele está 
claro e 
coerente?
•	 linguagem: 
A resposta 
está 
redigida de 
maneira 
clara e 
objetiva?
•	ortografia: 
As palavras 
estão 
escritas 
correta-
mente?
Reescreva 
seu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
Writing Context
 Before writing your text, match the columns below to identify the 
elements of the writing context.
a. Writer:
b. Readers:
c. Genre:
d. Objective:
e. Style:
f. Media:
 classmates and other people
 classroom board/Internet
 you
 informal tone
 online forum post
 discuss if fashion is harmful to 
society
2 It’s time to share your post with your 
classmates. You can organize all the 
posts on a classroom board or create 
a real online forum. Then read your 
classmates’ posts and choose one (or 
more) to reply to.
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 112 12/05/15 11:56
Time for Fun!
 It’s time to play a board game with your classmates.
INSTRUCTIONS
You need: • Comece o jogo na casa START.
• Jogue o dado para mover sua peça.
• Faça o que se pede em cada casa.
• Ganha o jogo quem chegar primeiro à 
casa FINISH.
a die a counter
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Review 3 117
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 117 12/05/15 11:59
Traditional Clothing around the World (First Part)
Na unidade 6, você falou sobre roupas. Observe como as imagens abaixo mostram 
roupas tradicionais de regiões do Brasil e do mundo e leia a tarefa a seguir para fazer 
a primeira parte do Project 2, Traditional Clothing around the World.
TASK: In small groups, search for pictures of clothing that have characterized different regions 
in Brazil and around the world for a number of generations. Write down the name of each 
piece of traditional clothing, the region or country where people usually wear it and, if 
possible, its cultural and/or historical meaning.
2A
Go to page 
153 for the 
second part of 
this project.
In this part of the project, it is only necessary to select pictures of 
tradicional clothing and write down some basic information to identify 
each piece of clothing. Later, you are going to display the pictures on a 
thematic map.
Brazilian ÒbombachaÓ
(baggy riding pants)
Indian sari
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Hawaiian Muumuu dress Japanese kimono
Project 2A 119
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 119 12/05/15 12:00
Fashion: in or out? 113
Looking Ahead
 Read the following texts. Then, talk to a classmate and answer the questions below.
Apoie-se 
nas imagens 
e no seu 
conhecimento 
de mundo 
para inferir 
o significado 
de termos 
desconhecidos 
e compreender 
melhor o texto.
tip
Available at: <www.thesun.co.uk/sol/
homepage/news/4399544/School-boots-
out-four-year-old-because-of-Beckham-
hair.html>. Accessed in: October 2014.
Available at: <www.dailymail.co.uk/news/
article-2516925/Vanessa-Van-Dyke-12-threatened-
expulsion-refusing-cut-afro-hair-welcomed-school.
html>. Accessed in: January 2015.
Extra Reading
 <www.theguardian.com/sustainable-business/sustainable-fashion-blog>
 <www.huffingtonpost.com/2013/11/26/vanessa-vandyke-expelled_n_4345326.html>
Extra Video
 <http://video.teenvogue.com/series/global-threads>
a. O que as notícias dos dois jornais têm em comum?
b. Você já foi vítima de preconceito por adotar algum corte de cabelo ou penteado?
c. Na sua opinião, as escolas agiram corretamente? Por quê (não)?
Read the following quote by Coco Chanel (1883-1971), a famous French fashion 
designer. Do you agree with it? Talk to a classma te and discuss your ideas about it.
School boots out
four-year-old because 
of ÔBeckhamÕ hair
Bullied 12-year-old girl who was 
threatened with expulsion from school 
for refusing to cut her natural afro hair 
is welcomed back without having to 
cut a single strand
Fashion is not something that exists in dresses only. 
Fashion is in the sky, in the street, fashion has to do 
with ideias, the way we live, what is happening.
Coco Chanel.
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Email address Password
Let's Celebrate! 63
Listening and Speaking
1 What holidays are celebrated in your school? How do you usually celebrate them?
29 Listen to a ten-year-old boy talk about his favorite holiday. The recording is part 
of an online project that invites children to share podcasts about celebrations 
all over the world. Choose the picture that best illustrates his favorite holiday.
 
Podcast é um 
arquivo digital 
de áudio que 
está disponível 
na Internet. 
Os conteúdos 
podem variar 
bastante, mas é 
comum haver 
depoimentos, 
entrevistas, 
dicas, 
instruções e/ou 
comentários 
em geral.
tip
 
Antes de ouvir 
o áudio, leia 
os itens do 
exercício para 
conhecer as 
informaçõessolicitadas. 
Você deverá 
prestar 
atenção a 
elas durante 
a escuta. 
Faça isso 
em todos os 
exercícios de 
compreensão 
oral.
tip
Language 
Note
We use 
at before 
celebrations: at 
Christmas, at 
Easter.
We use on 
before dates and 
special holidays: 
on Easter 
Sunday, on my 
birthday.
39 Listen to the recording once more and mark the correct item that answers 
each question below.
a. Where is the boy from?
 China. Turkey.
b. When is Çocuk Bayrami celebrated?
 April 21st. April 23rd.
c. What do people do each year?
 They wear different costumes, sing songs and dance.
 They perform plays and exchange expensive presents.
49 Listen to the recording again and check your answers to exercise 3.
5 Interview your classmates to find out about their experiences concerning 
different holidays. Complete the chart below with your classmates’ names 
when their answer is affirmative. Take turns as in the following example.
Find someone who... ClassmatesÕ names
visits the family at Christmas.
spends New Year’s Eve with friends.
eats chocolate eggs on Easter Sunday.
Student A: Do you visit the family at Christmas?
Student B: Sure! How about you?
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 63 12/05/15 11:52
Ao final do livro, a se•‹o Vocabulary Corner organiza o vocabul‡rio aprendido. A se•‹o Language 
Reference in Context resume conteœdos lingu’sticos de forma contextualizada e apresenta novos 
exerc’cios para voc• estudar. O Glossary traz o significado das palavras que aparecem no livro.
Language in Use
Aprimore seus 
conhecimentos 
gramaticais a partir 
de situa•›es de uso 
da l’ngua.
Listening and 
Speaking
Participe de 
atividades de ouvir e 
falar ingl•s, com uso 
de ‡udio e com seus 
colegas.
Review, Time 
for Fun!, Thinking 
about Learning
Reveja os conteœdos 
trabalhados, divir - 
ta-se com jogos 
e avalie sua 
aprendizagem a cada 
duas unidades.
Project
Planeje, desenvolva 
e apresente projetos 
interdisciplinares em 
grupo.
Looking Ahead
Debata com seus 
colegas quest›es 
relevantes sobre o 
tema da unidade.
Writing
Escreva um texto a 
partir da observa•‹o 
de textos que voc• 
explorou na unidade.
5
Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 5 12/05/15 17:40
Contents
Conhe•a seu livro ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 4
Tips into Practice ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 8
Using the Dictionary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 16
Review 2 ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 80
Time for Fun! ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 83
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 84
Project 1B ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 85
Review 1 ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 46
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 49
Thinking about Learning ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 50
Project 1A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 51
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 18
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 20
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22
Internet Slang ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 24
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 25
Review: verb to be, there is/there are, can, imperative ̊ ˚ ˚ ˚ ˚ ˚ 25
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 28
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 30
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 31
• Exploring cartoons
• Establishing connections with Portuguese, Maths and Arts
Digital 
World
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 52
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 54
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56
Holidays ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56
Action Verbs ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 57
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 58
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59
Present Simple (I/ You/ We/ They) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59
Adverbs of Frequency ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 61
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 63
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 64
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 65
LetÕs 
Celebrate!
• Exploring fact files
• Establishing connections with History and Geography
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 32
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 34
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36
Kinds of Music ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36
Musical Instruments ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 38
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39
Present Continuous ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 42
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 44
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 45
• Exploring lyrics and parodies
• Establishing connections with Science and Arts
Music 
Matters
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 66
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 68
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
The Body ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 72
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Present Simple (He/She/It) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 77
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 78
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 79
We Are All 
Human
• Exploring quizzes
• Establishing connections with Science, Portuguese and Arts
Il
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‹
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 B
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A
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Celebrate!
Geography
6
Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 6 12/05/15 17:40
Review 3 ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 114
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 117
Thinking about Learning ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 118
Project 2A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 119
Review 4 ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 148
Time for Fun! ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 151
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 152
Project 2B ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 153
Vocabulary Corner ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 154
Language Reference in Context ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 165
Glossary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 176
Index ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 183
Bibliography ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 184
Empowerment 
through Sport
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 86
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 88
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90
Sports ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 92
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93
Review: Present Simple ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93
Object Pronouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 95
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 96
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 98
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 99
• Exploring opinion polls
• Establishing connections with Physical Education and Arts
A Tour Around 
Brazil
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 120
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 122
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124
Tourist Attractions ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124
Means of Transportation ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 125
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 126
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127
Question Words ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 130
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 132
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 133
• Exploring maps
• Establishing connections with Geography an d Arts
Eat a 
Rainbow
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 134
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 136
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138
Food ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 140
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141
Countable and Uncountable Nouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141
Expressions of Quantity ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 143
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 144
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 146
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 147
• Exploring recipes
• Establishing connections with Science
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 100
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 102
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104
Clothes ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 106
Language in Use ̊ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107
Present Simple or Present Continuous? ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 110
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 112
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 113
• Exploring online forum posts
• Establishing connections with Arts, History, Geography 
and Science
Fashion: 
in or out?
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Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 7 12/05/15 17:40
Esta seção, além de retomar algumas estratégias de aprendizagem e de 
leitura estudadas no volume anterior, apresenta novas estratégias que vão 
ajudar você a se sentir mais confiante para realizar as atividades propostas ao 
longo do livro.
 Leia o texto abaixo para responder às questões 1-5.
From: GRAIMES, Nicola. KidsÕ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 8.
1 Identifique, no texto acima, palavras parecidas com o português, como fruits 
(frutas). 
2 Extraia fragmentos do texto equivalentes às expressões abaixo.
a. compostos naturais de plantas 
b. benefícios à saúde 
c. cor,sabor e cheiro 
3 Segundo o texto, por que frutas e legumes fazem bem para as pessoas? 
4 Assinale os itens abaixo que estão corretos em relação aos fitoquímicos.
 Os fitoquímicos são nutrientes provenientes de frutas e legumes.
 Ainda não conhecemos os efeitos benéficos dos fitoquímicos na saúde.
 Os fitoquímicos são responsáveis pela cor, sabor e cheiro de frutas e legumes.
Why are fruits and vegetables good for you?
Fruits and vegetables are good for you because they 
provide important vitamins, minerals, fiber, and natural 
plant compounds known as phytochemicals. As well as 
their health benefits, these phytochemicals are responsible 
for the color, taste and smell of a fruit or vegetable.
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Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 8 5/12/15 6:22 PM
5 Muitas vezes, algumas estratégias de leitura, como observar palavras 
parecidas com o português e o uso de imagens, nos ajudam a compreender 
um texto. O que ajudou você a compreender o texto?
 Leia o texto abaixo para responder às questões 6-9.
Available at: <www.panda.org>. Accessed in: April 2015.
6 Qual o objetivo do pôster (campaign poster) acima?
 Explicar que os leopardos não falam.
 Incentivar a preservação de certas espécies de animais.
7 Explique, com suas próprias palavras, a relação entre o objetivo da 
campanha e o trecho “turn conservation into conversation”.
8 Assinale as estratégias utilizadas no texto para chamar a atenção do leitor.
a. The use of difficult words.
b. The use of an unusual image of a tiger.
c. The use of the imperative (“visit”, “donate”, “join”).
d. The use of a catchy phrase (“Because they can't speak for themselves”).
9 O que ajudou você a compreender o texto?
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that's where we come in. because conservation can't live in silence. to turn conservation into 
conversation, visit us at www. panda.org. donate your voice. JOIN US TODAY. FOR FREE.
Tips into Practice 9
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 9 5/12/15 6:22 PM
Nesta seção, pense nas estratégias de aprendizagem e de leitura que você 
já usa e aprenda outras. Antes de fazer os exercícios sobre o texto abaixo, 
conheça algumas dicas de estratégias que são importantes antes, durante e/ou 
depois da leitura do texto.
Faça previsões 
sobre o texto a 
partir do título e 
das palavras-
-chave.
B
tip
Busque 
relacionar a 
legenda tanto à 
imagem quanto 
às ideias do 
texto.
C
tip
Apoie-se no 
vocabulário já 
conhecido e 
em palavras 
parecidas com 
o português 
para ajudá-lo na 
compreensão 
do texto.
D
tip
Não se 
preocupe com 
as palavras 
desconhecidas, 
pois nem 
sempre é 
necessário 
saber o 
significado de 
cada palavra 
para atingir 
o objetivo de 
leitura.
E
tip
Busque inferir 
o significado 
de palavras 
desconhecidas 
a partir da 
observação do 
contexto em 
que elas são 
utilizadas.
F
tip
Identifique a 
fonte do texto 
para ajudá-lo a 
criar hipóteses 
sobre o que 
será lido.
G
tip
Know me before 
you judge me
Even though I have Down syndrome, my life is a lot like yours. 
I read books and watch TV. I listen to music with my friends. I’m on 
the swim team and in chorus at school. And I get along with my 
sisters – except when they take my CDs without asking!
Some of my classes are with typical kids, and some are with kids with 
learning disabilities. I have an aide who goes with me to my harder 
classes, like Math and Biology. She helps me take notes and gives me 
tips on how I should study for tests.
Having Down syndrome is what makes me “me.” And I’m proud 
of who I am. I’m a hard worker, a good person, and I care about my 
friends.
Adapted from: NATIONAL GEOGRAPHIC KIDS, 
December 2006/ January 2007, p. 34-35.
I have Down syndrome. But IÕm a normal teenager.
Ative seu conhecimento prévio sobre o tema do texto 
para favorecer o estabelecimento de hipóteses sobre 
o que será lido.
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I HAVE DOWN 
 SYNDROME
10 
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 10 5/12/15 6:23 PM
Para fazer as atividades a seguir, utilize as dicas de estratégias de leitura 
sugeridas.
1 What do you know about Down syndrome? Mark the items below that are 
correct about this syndrome.
 Down syndrome is a genetic disorder.
 It causes learning disabilities in children. 
 It occurs when an individual has an extra chromosome.
 All people with Down syndrome have the same personality and abilities.
2 Before reading the text on page 10, take a look at the title, picture and 
source. Then, mark the correct item that completes each sentence below.
a. The text is about
 people with Down syndrome. a teenager with Down syndrome.
b. The text is from a
 magazine. website.
c. The publication is for
 adults. children and teenagers.
 Now read the text on page 10 and do exercises 3-7.
3 Is the girl’s perspective on her condition positive or negative? 
4 Mark the activities below that are part of the girl’s life.
can help you!
A
tip
can help you!
B
tip
can help you!
G
tip
can help you!
C
tip
can help you!
D
tip
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Tips into Practice 11
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 11 5/12/15 6:23 PM
5 Based on the text, mark the correct statements below.
 In the girl’s opinion, her life is very different from the lives of other kids.
 Math and Biology are difficult school subjects for her.
 There is a person who helps the girl at school.
 All her classes are with typical kids.
6 How can we say “And I’m proud of who I am.” in Portuguese?
“E eu me orgulho de quem eu sou.”
 “E eu me envergonho de quem eu sou.”
7 A jovem que aparece no texto da página 10 se chama Melissa Riggio. A partir 
da leitura desse texto, complete o texto abaixo, retirado do site de Melissa.
can help you!
F
tip
Estabeleça 
relações entre 
diferentes 
textos em língua 
inglesa.
H
tip
Ao aprender 
novas palavras, 
busque 
aprender 
também como 
pronunciá-las. 
Por exemplo, ao 
pronunciarmos 
a palavra chorus, 
notamos mais 
facilmente sua 
semelhança 
com “coro” em 
português.
I
tip
Available at: <www.riggio.net>. Accessed in: September 2014.
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My name is Melissa Riggio. I’m eighteen years old 
and I am graduating from high school this June. I have 
 but is a lot like 
yours. I sing in my school , I am on the 
 team and I work at our local YMCA.
www.riggio.net
12 
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 12 5/12/15 6:23 PM
 Read the following text and do exercises 8-12. Learn new tips!
From: NEWSWEEK, July 24, 2013.
8 Mark the correct item that completes each sentence below.
a. The text is a
 magazine cover. motivational poster.
b. The name of the publication is
 Newsweek. You can live forever.
9 Identifique, no texto acima, palavras parecidas com o portugu•s. De quais 
outras palavras voc• j‡ conhece o significado?
Identifique se 
o texto é um 
anúncio, cartum, 
pôster etc. 
para, com base 
no que você já 
sabe sobre esse 
gênero textual, 
compreender 
melhor o texto, 
seus objetivos e 
sua estrutura.
J
tip
Busque sempre 
identificar a 
que elemento 
o pronome se 
refere para 
compreender 
como as ideias 
se relacionam 
em um texto.
N
tip
Note que os 
subtítulos 
ampliam/
detalham a ideia 
apresentada no 
título.
M
tip
Observe as 
relações entre 
os elementos 
verbais 
(palavras) e 
não verbais 
(imagens, 
cores, tipos e 
tamanhos de 
fonte etc.). 
K
tip
Note que o título 
apresenta a 
ideia geral do 
texto.
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Tips into Practice 13
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 13 5/12/15 6:23 PM
10 Quala relação entre a imagem e o título do texto?
11 No subtítulo “Is immortality plausible? Or is it quack science?”, a que 
palavra o pronome “it” se refere? 
12 Ao observar o contexto de uso da expressão “quack science”, podemos 
inferir qual significado?
 ciência plausível, aceitável. ciência fraudulenta, mentirosa.
 Read the following text and do exercises 13-17. 
Available at: <http://visual.ly/dining-etiquette-around-world-0>. Accessed in: September 2014.
13 What is the main objective of the text above?
 To provide examples of good and bad restaurants in India.
 To explain the do’s and don’ts (rules) of Indian eating etiquette.
Do
be sure to finish your 
meal as wasting food is 
considered extremely 
disrespectful.
Don't
eat too quickly or too 
slowly, a medium pace 
is important.
Don't
eat with your left hand, it's 
considered unclean. Use the 
right hand instead, cutlery 
is rarely provided.
Do
wash your hands both 
before and after eating, 
pay close attention to 
the fingernails.
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Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 14 5/12/15 6:23 PM
14 Based on the text, mark the correct statements below.
a. It is important to eat slowly.
b. It is a sign of disrespect to leave food on your plate.
c. It is important to wash your hands before and after eating.
d. In India, it is not a problem to eat with your left or right hand.
15 The imperative is used in the text to
wish things.
 give instructions.
16 Match the opposites below.
a. after (as in Òafter eatingÓ) start
b. disrespectful (as in Òextremely disrespectfulÓ) respectful
c. finish (as in Òfinish your mealÓ) clean
d. left (as in Òeat with your left handÓ) slowly
e. quickly (as in Òeat too quicklyÓ) before
f. unclean (as in ÒitÕs considered uncleanÓ) right
17 Get to know other eating customs from different countries! Complete the 
following texts with items from exercise 16.
Busque associar 
as palavras 
aos seus 
antônimos como 
uma forma 
de ampliar 
e estudar o 
vocabulário.
O
tip
Japan
DO:
It is polite to say how grateful you are for receiving the meal 
eating and to say thanks after finishing it.
Saudi Arabia
DONÕT:
If using your hands to eat, only use your hand as the left 
is considered unclean.
Thailand
DO:
Eat – Thais like to spend a lot of time over meals, 
exchanging conversation with families and friends. Mealtime is a leisure time.
Available at: <www.foodnculture.com/food-etiquette-around-the-world-rtr/>. 
Accessed in: January 2015.
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Tips into Practice 15
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 15 5/12/15 6:23 PM
Using the
Dictionary
Além do glossário deste livro (página 176), você tem o hábito de usar 
dicionários para consultar palavras em inglês? Você já utilizou algum dicionário 
na Internet ou no celular?
Ao fazer os exercícios desta seção, você vai aprender a usar dicionários de 
diferentes tipos para ajudar na sua aprendizagem de inglês.
 Leia o trecho abaixo para responder às questões 1-4.
 
Antes de 
recorrer ao 
dicionário, 
busque inferir 
o significado 
de palavras 
desconhecidas 
a partir da 
observação do 
contexto em 
que elas são 
utilizadas.
tip
Available at: 5,000 AWESOME Facts (About Everything!). National Geographic Kids. 
Washington, D.C.: National Geographic, 2012. p. 131. (Fragment).
1 Você pode deduzir que o trecho acima é parte integrante de qual texto?
 “35 Amazing Facts About Africa”
 “50 Winning Facts About the Olympics”
 “25 Money Facts That Will Make You Say Ka-ching!”
2 O texto se refere a cédulas de qual material?
 Plastic. Paper.
3 No texto, quais palavras são utilizadas para caracterizar esse tipo de cédula?
 “colored”, “bills”. “colored”, “tough”.
4 Observe o contexto de uso da palavra tough no texto acima. Em seguida, 
consulte o Dicionário 1, na página seguinte, e assinale o melhor termo 
equivalente em português para tough no texto em questão.
 Forte. Difícil.
Nearly two dozen 
countries – from 
Australia to Nigeria to 
Mexico – print money 
on SHEETS OF PLASTIC 
instead of paper. These 
brightly colored bills 
are so tough they can 
be washed with soap 
and water.
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Apple_Ingles_Vol7_PNLD2017_016a017_Using the Dictionary.indd 16 5/13/15 9:22 AM
Ao consultar 
uma palavra 
no dicionário, 
é necessário 
compreender 
seu contexto 
de uso.
tip
 Observe, a seguir, o verbete referente à palavra tough em quatro 
dicionários diferentes para responder às questões 5 e 6.
Dicionário 1
tough /tʌf/ adj (tougher, -est) 1 duro 2 forte, sólido 3 (medida) rígido 4 (carne) duro 
5 (decisão, etc.) difícil: to have a tough time passar por uma situação difícil 6 (coloq): 
Tough (luck)! Azar o seu! LOC (as) tough as nails / old boots (coloq) duro na queda ◆ 
be/get tough (with sb) ser rigoroso (com alguém) toughen vt, vi ~(sth/sb) (up) tornar algo/
alguém, tornar-se mais rígido/forte/difícil toughness s 1 dureza, resistência 2 firmeza
From: DICIONÁRIO OXFORD ESCOLAR: para estudantes 
brasileiros de inglês. Oxford: Oxford University Press, 2007. p. 703.
Dicionário 3
tough /tʌf/ adj
1 difficult: Starting a new job can be tough.
2 not easily damaged, cut etc: Children’s shoes have to be tough.
3 strong and not afraid of violence: a tough guy
From: CAMBRIDGE ESSENTIAL ENGLISH DICTIONARY: The best start to 
learning English. Cambridge: Cambridge University Press, 2004. p. 334.
5 Correlacione as colunas abaixo.
Dicionário 1 Dicionário monolíngue online.
Dicionário 2 Dicionário bilíngue impresso.
Dicionário 3 Dicionário monolíngue impresso.
Dicionário 4 Dicionário monolíngue para celular.
6 Assinale qual(is) dicionário(s) apresenta(m) as seguintes informações sobre o 
verbete tough.
a. classe gramatical (adjetivo)
b. flexão de grau do adjetivo (comparativo e superlativo)
c. transcrição fonética
d. áudio com a pronúncia
e. expressões idiomáticas com a palavra
f. exemplos de uso em frases
Dicionário 4
tough /tʌf/ adjective
tougher; toughest
Learner’s definition of TOUGH
1 a: very difficult to do or deal with
• a tough [=hard] assignment/problem
• tough choices
• She had a tough time in college.
• It’s been a tough year for our family. = This 
year has been tough on [=hard on] our family.
b: often followed by to + verb
• It was tough to quit smoking.
• The problem was tough to solve.
2 a: physically and emotionally strong: able to do 
hard work, to deal with harsh conditions etc.
• tough soldiers
• Are you tough enough for the job?
b: physically strong and violent
•tough criminals
• He’s been hanging around with a brunch of 
tough guys.
3 a: strong and not easily broken or demaged
• tough fibers
• The rug is made of tough material.
b: difficult to cut or chew
• tough meat
Available at: <www.learnersdictionary.com/
definition/tough>. Accessed in: December 2014.
www.learnersdictionary.com
Dicionário 2
tough 
tuhf
adjective, tough-er, tough-est.
1. strong and durable, not easily broken or cut.
2. not brittle or tender.
3. difficult to masticate, as food: a tough steak.
4. of viscous consistency, as liquid or semiliquid matter: tough molasses.
5. capable of great endurance; sturdy; hardy: tough troops.
6. not easily influenced, as a person; unyielding; stubborn: a tough man 
to work for.
Definitions Synonyms Learners Orig
Available at: <Dictionary.com> (App)
1 2 3 4
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Apple_Ingles_Vol7_PNLD2017_016a017_Using the Dictionary.indd 17 5/13/15 9:22 AM
Digital 
World
Warming Up! 
 The photos show teenagers using digital devices in different situations. What are these 
digital devices? What activities do you do with technology? 
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18 
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 18 12/05/15 10:05
• to talk about the effects of technology on our lives
• to review the verb to be, there is / there are, can and the imperative
• to explore cartoons
• to establish connections with Portuguese, Maths and Arts
Learning Objectives
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 19
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 19 12/05/15 10:05
Before Reading 
1 Circle the items from the box below that stand for positive effects of the 
Internet on our lives.
cyberbullying • easy access to information • effective means of communication
interaction in online communities • Internet addiction
2 Take a look at the layout, the title, the picture and the source of the following 
text. Then, mark the correct item that completes each sentence below. 
a. The audience of the poster is
 high school students. elementary school students.
b. The text presents five important actions that people take
 in the digital world. in the school classroom.
c. The text establishes connections between the picture and
 the actions of digital citizens. the clothes of digital citizens.
Reading
 Now read the text below to check your predictions.
Observe o 
leiaute, o título, 
a imagem e 
a fonte do 
texto. Isso 
ajudará você a 
compreendê-lo.
tip
Note que os 
textos são 
escritos em 
função do seu 
público-alvo 
(audience), 
ou seja, dos 
leitores (em 
potencial).
tip
Available at: 
<www.commonsensemedia.org/
educators/elementary_poster>. 
Accessed in: September 2014.
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Unit 120
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 20 12/05/15 10:05
Reading for General Comprehension 
 Mark the main objective of the text.
 To show students the negative effects of the digital world in our lives.
 To help students make safe and important decisions in the digital world.
Reading for Detailed Comprehension 
1 Mark the correct statements about the text.
a. All digital citizens spend long hours using technology.
b. All digital citizens respect people in online communities.
c. All digital citizens share personal information on the Internet.
d. All digital citizens reject cyberbullying when they see it happening.
2 Complete the following sentences with the words and expressions from the 
box below.
“all digital citizens” • “other digital citizens” 
“listening to their instincts” • “cyberbullying”
a. In “STAND UP TO CYBERBULLYING when they see it happening”, they refers to 
 and it refers to .
b. In “RESPECT THEMSELVES AND OTHERS in online communities”, others refers 
to .
c. The expression “listening to their gut feelings” is equivalent to 
.
Reading for Critical Thinking 
 Discuss the questions below with your classmates.
a. O texto descreve o que os cidadãos digitais fazem. Na sua opinião, o que é 
cidadania? O que um cidadão deve fazer? E como um cidadão digital deve agir? 
b. No pôster, cada ação dos cidadãos digitais está relacionada a uma parte 
do corpo ou do vestuário da menina. Por exemplo, o boné, que protege a 
cabeça, está relacionado à proteção das informações privadas. Que relações 
podem ser estabelecidas entre as outras ações dos cidadãos digitais citadas 
no pôster e as partes do corpo ou do vestuário da menina a que estão 
ligadas? 
c. Considerando as ações descritas no pôster, você e seus colegas costumam agir 
como verdadeiros cidadãos digitais? O que pode ajudar vocês a exercer melhor 
sua cidadania digital?
 
Observe o 
contexto 
para inferir 
o significado 
de palavras 
e expressões 
desconhecidas.
tip
 
Procure ter 
uma postura 
crítica diante 
dos textos, 
considerando 
novas 
perspectivas 
sobre o tema e 
relacionando-o 
com a 
realidade a sua 
volta.
tip
Digital World 21
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 21 12/05/15 10:05
Vocabulary Study
Internet Slang
 Read the cartoon below and do exercises 1 and 2. 
Ao ler cartuns, 
observe as 
relações entre 
os elementos 
verbais e não 
verbais.
tip
  Think about it! 
No cartum acima, por que a menina diz que sua professora não é capacitada 
para ensinar a escrever? Você concorda com ela? Para a menina, como se 
deve escrever a palavra “you”? 
1 Who uses Internet slang (abbreviations and acronyms)?
 The girl. The girl’s teacher.
2 Match the columns below.
a. U means 
b. BRB means 
c. BFN means 
 “bye for now”.
 “be right back”.
 “you”.
3 ItÕs time to learn new Internet slang. Complete the gaps below with the 
words and expressions from the box.
before • please • today • great • your • thanks • hugs and kisses 
forever • laughing out loud • best friends forever • you too • I love you
a. 2DAY 
b. 4EVER 
c. B4 
d. BFF 
e. GR8 
f. ILU 
g. LOL 
h. PLS 
i. THX / THKS 
j. U2 
k. UR 
l. XOXO 
©
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GLASBERGEN, 
Randy. Available at: 
<www.glasbergen.
com/>. Accessed in: 
September 2014.
Unit 122
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 22 12/05/15 10:05
12:35
Thx 4 the present. 
ILU!
12:35
Miss U2. Come 
here 2day, pls!=D
12:35
Of course u r my 
BFF! xoxo
4 Translate the following text messages as in the example below.
Le@rning on the Web
Para conhecer outras gírias da Internet (abreviações e acrônimos), visite: <www.internetslang.com/> (acesso 
em: abril de 2015) 
Now 
complete the 
Vocabulary 
Corner on 
page 154 with 
what you have 
learned.
>> How Cyberbullying Victims Feel
  Think about it!
Em mensagens de celular, e-mail, chats, blogs e redes sociais, são comuns o uso 
de abreviações para tornar a digitação mais rápida e o uso de emoticons para 
expressar sentimentos. Você costuma usar abreviações e emoticons? Em que 
situações? Quais abreviações, em inglês ou em português, você mais costuma 
usar? Na sua opinião, o uso dessas abreviações é adequado ou deve ser evitado? 
Por quê? 
5 and are examples of emoticons. Do you use emoticons in your text 
messages? Complete the gaps below with sad, angry or scared.
Thanks for the present. 
I love you!
}=( =/ =( =S =0 =l
Frustrated Embarrassed Not Bothered
Available at: <www.safetyweb.com/poster>. Accessed in: September 2014. (fragment)
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Digital World 23
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 23 12/05/15 10:05
Taking it Further
1 Read the following cartoon and mark the correct item that completes each 
sentence below.
 
Para melhor 
compreender 
o humor 
nos cartuns, 
observe os 
elementos não 
verbais, como 
a expressão 
facial dos 
personagens, 
e sua relação 
com os 
elementos 
verbais.
tip
GLASBERGEN, Randy. Available at: <www.glasbergen.com/>. 
Accessed in: September 2014.
a. The characters are in
 a library.
 a school classroom.
b. The little boy feels
 scared. confused.
c. The little boy is
 good at modern technology.
 bad at modern technology.
2 Mark the items below that are examples of tools that can be used in education. 
3 What educational tools are there in your school? 
  Think about it! 
Na situação retratada no cartum, o menino parece estar acostumado a 
tecnologias digitais, nas quais há ícones para clicar, e estranha o quadro de giz. 
A professora, que parece conhecer os diferentes tipos de tecnologias, busca 
esclarecer a situação para o aluno. Você acredita que uma geração pode 
aprender com a outra sobre as novas e as antigas tecnologias? Por quê (não)? 
 a book a CD an e-book reader
 a cell phone a chalk board 
(blackboard)
 an interactive 
whiteboard
 a computera tablet
©
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Unit 124
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 24 12/05/15 10:05
Language in Use
Review: verb to be, there is / there are, can, imperative
1 Go back to page 24 and read the cartoon again. Then, mark the correct item 
that completes each sentence below.
a. The sentence “There aren’t any icons to click.” is equivalent to
 “There are no icons to click.”
 “There are a lot of icons to click.”
b. In “It’s a chalk board.”, Õs
 expresses possession.
 is the contracted form of is.
2 Complete the following sentences with the correct form of the verb to be as 
in the example below. 
a. Computers and tablets are examples of modern technology.
b. your best friend good at modern technology?
c. A good digital citizen a person who uses technology in a 
responsible way.
d. Good digital citizens rude online. They always 
respectful to others.
e. Good digital citizens always safe online.
f. you a good digital citizen?
3 Complete the following sentences about the cartoon on page 24. Use 
there is, there isnÕt, there are or there arenÕt as in the example below.
a. There is a chalk board in the classroom.
b. an interactive whiteboard.
c. a poster on the wall.
d. a chair for the teacher.
e. computers for the students.
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Digital World 25
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 25 12/05/15 10:05
4 Read the following cartoon and mark the correct item that completes each 
sentence below.
a. The cartoon shows a conversation between a book and
 a tablet.
 an e-book reader.
b. The question “Are you able to do the splits?” is equivalent to
 “Can you do the splits?”
 “Are you good at the splits?”
5 In each item below, put the words into the correct order to make sentences.
a. paper / books? / Can / e-books / replace
b. stay / on / Can / Internet? / the / you / safe
c. use / you / Can / in / cell / the / classroom? / phones
d. e-books / tablet? / you / a / Can / read / on
6 Go back to exercise 5 and, in pairs, ask and answer the questions.
©
 2
0
1
2
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DELIGNE, Frederick. Available at: <www.caglecartoons.com/>. 
Accessed in: September 2014.
Unit 126
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 26 12/05/15 10:05
7 Complete each gap in the poster below with a verb from the following box. 
Notice that the verbs are in the imperative.
be • connect • don’t be • don’t share • keep • think
  Think about it! 
O pôster “Safebook” traz recomendações para o leitor usar as redes sociais de 
forma segura e faz sugestões de como reagir ao cyberbullying. Você adota as 
medidas recomendadas no pôster para se proteger na Internet? Quais outras 
medidas você costuma adotar? No pôster, “tell, unfriend, block, report” resumem 
as atitudes que devem ser tomadas diante do cyberbullying. Você concorda com 
elas? Na sua opinião, como o cyberbullying pode ser evitado?
Go to 
Language 
Reference 
in Context on 
page 165.
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Adapted from: <www.fuzion.ie/index.cfm/page/cyberbullying>. Accessed in: September 2014.
Digital World 27
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 27 12/05/15 10:05
Não se 
preocupe em 
entender todas 
as palavras 
e todas as 
informações 
do áudio. 
O objetivo do 
exercício 2 
é identificar 
o tema do 
anúncio de 
utilidade pública 
que está sendo 
veiculado.
tip
Antes de ouvir 
o áudio, leia 
os itens do 
exercício para 
conhecer as 
informações 
solicitadas. 
Você deverá 
prestar 
atenção a 
elas durante 
a escuta. 
Faça isso 
em todos os 
exercícios de 
compreensão 
oral.
tip
Listening and Speaking
1 What can you use the Internet for? Complete the diagram below. Then, 
compare your answers with those of a classmate. 
I can use the 
internet to
2
2
 Listen to a radio commercial recorded by Wichita Northwest High School. 
What is the recording about?
 Fighting against cyberbullying.
 Finding information on the Internet.
3
2
 Listen to the recording again and complete the recommendations for 
staying safe online.
a. Control . Make it stop.
b. Alter the issue. Don’t be .
c. Delete . Realize its history and move forward.
4
2
 Listen to the recording once more and check your answers to exercise 3.
5 Mark the cyberbullying statistics mentioned in the recording.
 42% of kids have been bullied while online.
 10% of kids do not tell an adult when they’ve been the victims of cyberbullying.
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Unit 128
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 28 12/05/15 10:05
6 It is time to create your own radio commercial about preventing 
cyberbullying or staying safe online! In small groups, prepare a short speech 
and present it to the whole class. You can also record and share it with other 
people. Before you start, read the suggestions below.
 You can include:
 a. Cyberbullying statistics (see statistics below);
 b. Tips to help kids stay safe online (see tips below).
 Use the imperative. Examples:
 Stop cyberbullying. / Realize its history and move forward.
Facts about cyberbullying
1 70% of students report seeing 
frequent bullying online.
2 Over 80% of teens use a cell 
phone regularly, making it the 
most common medium for 
cyberbullying.
3 68% of teens agree that 
cyberbullying is a serious problem.
4 Girls are about twice as likely as 
boys to be victims of cyberbullying.
www.dosomething.org/facts/11-facts-about-cyber-bullying
staying saFe online
1 Don’t post any personal information online – like your address, email 
address or mobile number.
2 Think carefully before posting pictures or videos of yourself.
3 Never give out your passwords.
4 Don’t befriend people you don’t know.
5 Remember that not everyone online is who they say they are.
6 Think carefully about what you say before you post something online.
www.safetynetkids.ork.uk/personal-safety/staying-safe-online
Source: <www.dosomething.org/facts/11-facts-about-cyber-bullying>. 
Accessed in: January 2015.
Source: <www.safetynetkids.org.uk/personal-safety/staying-safe-online>. 
Accessed in: January 2015.
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Digital World 29
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 29 12/05/15 10:05
Writing
In this unit you can find cartoons on pages 22, 24 and 26. The three cartoons 
you have read in this unit are about the effects of technology on education and 
communication. Cartoons are frequently published in magazines and newspapers. 
The combination of visual and verbal elements is what makes them funny.
1 In pairs, create a cartoon about the effects of technology on our lives. 
Exercise your creativity and sharpen your ability to see and create humor.
2 ItÕs time to share the cartoon with your classmates and other people. What 
about running a cartoon contest and inviting the school community to vote?
 
Ao revisar 
os textos, 
considere, por 
exemplo:
• objetivo: O 
texto est‡ 
adequado ao 
seu objetivo? 
H‡ humor no 
cartum?
• linguagem 
verbo-visual:As imagens 
e o texto 
est‹o bem 
integrados? 
A linguagem 
Ž usada de 
forma 
criativa?
• ortografia: 
As palavras 
est‹o escri-
tas correta-
mente?
Reescreva seu 
texto com base 
na revis‹o feita 
por voc• e seus 
colegas.
tip
Writing Context
 Before writing your text, complete the gaps below to identify the 
elements of the writing context.
a. Writer: you and 
b. Readers: classmates and other people
c. Genre: 
Step by Step
1. With a classmate, think of a funny situation about the effects of technology on 
our lives and create a drawing to describe it.
2. Add captions or speech bubbles to your cartoon. Eliminate all unnecessary 
words. Remember that humor is often produced by the unexpected.
3. Exchange cartoons with classmates and discuss them.
4. Make the necessary corrections.
5. Work to create the final version of your cartoon.
d. Objective: create humor
e. Style: tone
f. Media: school board / Internet
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Unit 130
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 30 12/05/15 10:05
Looking Ahead 
 In this unit you have talked about the digital world and some important actions that 
good digital citizens take. Read the pie chart below about the time people spend 
online. Then, talk to a classmate and answer the questions below.
a. De acordo com o gráfico, as pessoas gastam seu tempo na Internet fazendo duas coisas: 
Ògetting distracted” e “getting things done”. Em qual delas as pessoas gastam mais 
tempo? 
b. Segundo o gráfico, quais atividades são exemplos de distrações na Internet? Quais você 
costuma realizar? 
c. Você concorda com o gráfico acima? Por quê (não)? 
d. Na sua opinião, o gráfico se aplica a um bom cidadão digital? Por quê (não)?
Extra Reading
 <www.safetyweb.com/stop-cyber-bullying>
 <stopcyberbullying.org/kids/index.html>
Extra Videos
 <www.stopbullying.gov/cyberbullying/what-is-it/>
 <www.nsteens.org/Videos/Cyberbullying>
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Source: <www.googlygooeys.com/time-spent-online-a-pie-chart-why-are-you-online/>. 
Accessed in: September 2014.
Digital World 31
Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 31 12/05/15 10:05
Warming Up!
 Who are these people? What do they do?
Music 
Matters
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 32 5/12/15 4:58 PM
 33
• to talk about music
• to learn how to use the Present Continuous tense
• to explore lyrics and parodies
• to establish connections with Science and Arts
Learning Objectives
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 33 5/12/15 4:58 PM
Unit 234
Before Reading 
1 How important is music in your life? Why?
2 Take a look at the structure, the title and the picture of the following text. 
Then, mark the correct item that completes each sentence below.
a. The text is
 a speech by Gene Kelly. the lyrics of a song called “Singin’ in 
the Rain”.
b. “Singin’ in the Rain” is the name of
 a song and a musical film. a speech and a documentary.
c. Gene Kelly is responsible for
 the lyrics of "Singin’ in the Rain." the performance of "Singin’ in the Rain."
3 In your opinion, is “Singin’ in the Rain” a happy or a sad song? Why?
Reading
 Now read the text below to check your predictions.
 
Ative seu conhe-
cimento prévio 
sobre o tema 
do texto para 
favorecer o 
estabelecimento 
de hipóteses 
sobre o que 
será lido.
tip
Language Note
singin’ = singing
dancin’= dancing
SinginÕ in the Rain*
I’m singing in the rain
Just singin’ in the rain
What a glorious feeling
I’m happy again
I’m laughing at clouds
So dark up above
The sun’s in my heart
And I’m ready for love
Let the stormy clouds chase
Everyone from the place
Come on with the rain
I have a smile on my face
I walk down the lane
With a happy refrain
Just Singin’, singin’ in the rain
Dancing in the rain
I’m happy again
I’m singin’ and dancin’ in the rain
I’m dancin’ and singin’ in the rain
*Lyrics by Arthur Freed / Music by Nacio Herb Brown
Available at: <http://letras.mus.br/gene-kelly/20939/>. 
Accessed in: December 2014.
Gene Kelly performing the song in the 1952 musical 
film Singin’ in the Rain
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 34 5/12/15 4:58 PM
Music Matters 35
Reading for General Comprehension
 Mark the correct statement about “Singin’ in the Rain”.
 It is a happy song about a person who is in love.
 It is a sad song about a person who is feeling depressed.
Reading for Detailed Comprehension
1 Choose two lines from the lyrics that support each statement below.
a. The song expresses a person’s feelings.
 “I’m happy again”.
 “What a glorious feeling”.
 “Let the stormy clouds chase”.
b. There is no light in the sky.
 “So dark up above”.
 “I walk down the lane”.
 “Let the stormy clouds chase”.
c. The person is in love.
 “The sun’s in my heart”.
 “And I’m ready for love”.
 “Everyone from the place”.
2 Mark the correct statements about the song.
a. It contains a lot of repetition (e.g. repetition of the expressions singinÕ in the 
rain and dancinÕ in the rain; repetition of the line IÕm happy again).
b. It contains rhymes (e.g. rain, again, chase, place, face, lane, refrain).
c. It contains contracted forms.
d. The tone of the text is formal.
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. A canção fala de alguém que está feliz, cantando na chuva. Na sua opinião, a 
música pode ajudar a alegrar as pessoas? Isso costuma acontecer com você?
b. Na letra da canção, a chuva e a escuridão no céu (“So dark up above”) 
contrastam com o estado de espírito de quem tem o sol no coração (“The sunÕs 
in my heart”). Na sua opinião, é possível sentir-se feliz mesmo quando a situação 
externa é (ou parece) desfavorável? Por quê? Você conhece alguma história 
sobre isso para compartilhar?
 
Note que, 
em letras 
de música, a 
linguagem é 
usada de forma 
poética.
tip
 
Ao ler um 
texto, procure 
considerar 
novas 
perspectivas 
sobre o tema 
e relacione-o 
com a 
realidade a sua 
volta.
tip
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 35 5/12/15 4:58 PM
Unit 236
Vocabulary Study
Kinds of Music
1 What are your favorite kinds of music?
 Blues. Heavy metal. Reggae.
 Bossa Nova. Hip-hop. Rock.
 Classical. Indie. Other:
 Country. Pop. 
 Dance. R&B. I like all kinds of music.
2
3
 Listen to the recording and repeat the words from exercise 1.
34 Listen to the recording and write down the kind of music being played as in 
the example below. Compare your answers with those of a classmate.
a. R&B
b. 
c. 
d. 
e. 
f. 
g. 
h. 
i. 
j. 
k. 
l. 
4 In pairs, ask and answer the following questions.
a. Who is your favorite singer or group?
b. What is your favorite song? Why?
c. In your opinion, what makes a song popular, its lyrics or melody?
Musical Instruments
5 Can you play a musical instrument? If so, what do you play?
 
Agrupar as 
palavras por 
assunto é uma 
boa forma 
de aprender 
e fixar 
vocabul‡rio 
novo.
tip
Language 
Note
R&B - rhythm 
and blues
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 36 5/12/15 4:58 PM
Music Matters 37
1
23
4
6 7
5
8
65 Listen to the recording and repeat the words from the box below. Then, use 
them to complete the crossword puzzle.
accordion • drums • electric guitar • flute • guitar • piano • saxophone • violin
76 What sound does each musical instrument from exercise 6 make? Listen to 
the recording and write down the name of the musical instrument as in the 
example below. Compare your answers with those of a classmate.
a. electric guitar
b. 
c. 
d. 
e. 
f. 
g. 
h. 
Now 
complete the 
Vocabulary 
Corner on 
page 155 with 
what you have 
learned.
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 37 5/12/15 4:58 PM
Unit 238
Taking it Further
Apoie-se em 
palavras 
parecidas com 
o português, 
como benefits e 
hormones, para 
ajudar você a 
compreender o 
texto.
tip
Language 
Note
preposition + 
verb in -ing:
Health 
benefits of 
singing.
Are you good 
at singing?
Source: <http://visual.ly/health-benefits-
singing>. Accessed in: December 2014.
  Think about it!
O texto acima é um infográfico que apresenta, com a ajuda de recursos 
visuais, dados sobre os efeitos que cantar tem no corpo humano. Na sua 
opinião, as informações estão claras e bem organizadas? As imagens estão 
adequadas? Por quê? Dos benefícios físicos e psicológicos mencionados no 
texto, qual/quais você já conhecia? Qual deles está mais relacionado à letra da 
canção da página 34? 
1 Are you good at singing?
2 Before reading the text on the left, 
take a look at its structure, pictures 
and title. What do you expect to 
read in the text?
3 Now read the text and mark the 
correct statements about singing. 
If necessary, use the Glossary.
a. It has physical and mental 
benefits.
b. It is an anaerobic activity.
c. It makes your body produce “feel 
good” hormones.
d. It can be bad for your posture.
e. It is good for your immune system.
4 According to the text, what makes 
people feel increased sense of 
community?
5 In each fragment below, there is a 
verb in bold. Two of them have 
a similar meaning. Which ones? 
Make inferences.
 “Increases lung capacity”.
 “Boosts immunity”.
 “Lowers blood pressure”.
6 How do you feel when you sing or 
listen to music?
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Health benefits
of
SINGINGSINGING
KEEP CALM AND SING FOR JOY
Não se 
preocupe com 
as palavras 
desconhecidas, 
pois nem 
sempre é 
necessário 
saber o 
significado de 
cada palavra 
para atingir 
seus objetivos 
de leitura.
tip
The health benefits of singing are 
both physical and psychological.
Singing has physical 
benefits because it 
is an aerobic activity 
that increases 
oxygenation in the 
blood stream and 
exercises major 
muscle groups in 
the upper body, 
even while sitting.
Your body produces 
‘feel good’ 
hormones called 
Endorphins, which 
rush around your 
body when you 
sing, which is linked 
to our sense of 
emotional 
well-being.
When people sing together 
they feel increased Sense 
of Community, Belonging 
and Shared Endeavour.
Increases lung capacity, improves 
posture.
Clears respiratory tubes and sinuses.
Increases mental alertness through 
greater oxygenation.
Boosts Immunity by promoting 
healthy lymphatic system.
Lowers Blood Pressure.
WTE_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 38 21/04/16 12:08
Music Matters 39
Language in Use
Present Continuous
 Read the lines below from “SinginÕ in the Rain” on page 34 and do exercises 1 - 3.
ÒIÕm singing in the rainÓ
ÒIÕm laughing at cloudsÓ
ÒIÕm dancinÕ and singinÕ in the rainÓ
1 Circle the action(s) the person is performing in each line.
2 What do the lines above have in common?
 They describe actions that always happen (permanent events).
 They describe actions happening around the time of speaking (temporary events).
3 What is the structure of the verb tense used in the lines above (Present 
Continuous)?
 Main verb in the -ing form.
 Verb to be (am / is / are) + main verb in the -ing form.
 Read the comic strip below and do exercises 4-6.
 
A partir da 
observa•‹o 
dos exemplos, 
fa•a 
infer•ncias 
para 
compreender 
regras de 
uso da l’ngua 
inglesa.
tip
SCOTT, Jerry; BORGMAN, Jim. August, 2014. Available at: <http://zitscomics.com/comics/august-26-2014>. 
Accessed in: December 2014.
4 Mark the correct statements about the comic strip.
 The boy is listening to music.
 He is using his cell phone.
 He isnÕt using the computer.
 He isnÕt playing the electric guitar.
 He is looking at his mother.
 He and his mother arenÕt singing.
5 In your opinion, is the boy listening to his mother?
 Yes, he is. No, he isnÕt.
Language Note
Negative form in the Present Continuous tense
 He isnÕt (= is not) using the computer.
He and his mother arenÕt (= are not) singing.
 
 verb to be + not + main verb in 
 (am/is/are) the -ing form
 ©
 2
0
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 39 5/12/15 4:59 PM
Unit 240
6 In each item below, put the words into the correct order to make questions 
about the boy. Then, answer the questions.
a. to his mother? / the boy / talking / Is
Is the boy talking to his mother? Yes, he is.
b. he / on a chair? / Is / sitting
c. to loud music? / listening / Is / he
HAMBROCK, John. December, 2012. 
Available at: <http://edisonleecomic.com/comics/december-11-2012/>. 
Accessed in: October 2014.
7 What is Edison Lee, the character with glasses, doing?
 He is playing a game, 
8 What is ÒmultitaskingÓ?
 The ability to play difficult games.
 The ability to do several activities at the same time.
Language Note
Interrogative form in the Present Continuous tense
 Is the boy listening to his mother?
 Are you studying English now?
 
 verb to be + subject + main verb in
 (am/is/are) the -ing form
Short answers in the Present Continuous tense = Short answers with the verb to be in 
the Present:
 
Yes, I am. No, IÕm not.
Yes, he/she/it is. No, he/she/it isnÕt 
Yes, you/we/they are. No, you/we/they arenÕt.
 Read another comic strip and do exercises 7 - 9.
©
 2
0
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 40 5/12/15 4:59 PM
Music Matters 41
  Think about it! 
No último quadrinho, Edison Lee pede desculpas ao amigo e pergunta se ele 
disse alguma coisa. O que isso demonstra? Você já passou por alguma situação 
semelhante à de Edison Lee? Na sua opinião, quando fazemos várias atividades 
ao mesmo tempo, é possível manter a concentração em todas elas? 
Spelling rules for verbs in the -ing form Examples
Most verbs:
verb + ing
sing singing
do 
eat 
listen 
play 
watch 
Verbs ending in e:
verb - e + ing
dance dancing
smile smiling
use using
* Verbs ending in consonant + vowel + 
consonant:
verb + last consonant + ing
get getting
run running
swim 
Verbs ending in ie:
verb - ie + + ing
die dying
lie lying
10 Read the comic strips again and focus on the verbs in the Present 
Continuous tense. Then, complete the box below.
* We do not double the final consonant when the stress is on the first syllable. For example, listening, 
happening, offering.
11 These people are multitasking. What are they doing? Use the Present 
Continuous tense.
a. 
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9 What do this comic strip and the one on page 39 have in common?
 Both characters are multitasking.
 Both characters are doing their homework.
Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 41 5/12/15 4:59 PM
Unit 242
Kinds of music How I feel when I listen to it… How people feel, according to the recording...
Samba
Classical music
Ative seu 
conhecimento 
prévio sobre 
o tema do 
texto oral para 
favorecer o 
estabelecimen-
to de hipóteses 
sobre o que 
será ouvido.
tipb. 
c. 
12 Do you multitask? If so, what do you usually do?
Listening and Speaking
1 In your opinion, can music affect our emotions? In small groups, try to think 
of examples to support your answer.
2 You are going to listen to a news program on the radio about how music 
makes you feel. Before listening to it, complete the column “How I feel 
when I listen to it…”.
Go to 
Language 
Reference 
in Context on 
page 166.
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37 Now listen to the news program and complete the column “How people 
feel, according to the recording...” in exercise 2.
Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 42 5/12/15 4:59 PM
Music Matters 43
47 Listen to the recording again and mark the correct statements about what 
scientists are doing.
 They are asking what people think about when they listen to music.
 They are helping people change their feelings when they listen to music.
 They are measuring the heart beat of people as they listen to different kinds 
of music.
 They are asking people to think of a special person or a special time as they 
listen to different kinds of music.
57 Listen to the recording once more and check your answers to exercise 4.
6 What do scientists want to discover?
 Why we have different feelings.
 What we feel when we listen to hip-hop.
7 Interview three classmates to find out what kind of music they listen to in 
different situations. Complete the chart below.
What kind of music 
do you listen…
Classmate 1: Classmate 2: Classmate 3:
to relax?
to cheer you up?
when you feel sad?
when you feel happy? 
when you want to 
dance?
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 43 5/12/15 4:59 PM
Unit 244
Writing
In this unit you have read the lyrics of the song “Singin’ in the Rain” on page 34. 
Now, it is time to make a parody of this song. A parody is a song that has the 
words changed in it to create a funny song. Parody lyrics should be easy to sing.
1 In small groups (of 4 our 5), use all your creativity to create a parody of the 
song “Singin’ in the Rain”. Remember that a good song parody should be 
as easy to sing as the original song lyrics.
Step by Step
1. Read the lyrics of “Singin’ in the Rain” again on page 34.
2. Find a topic that you want the parody to be about. Start by answering the 
question: “What are you doing in the rain?”.
3. Develop the parody. You can make as many parodies as you want, but choose 
one to put down on paper and perform.
4. Exchange parodies with other classmates and discuss both texts.
5. Make the necessary corrections.
6. Write the final version of the song parody.
Writing Context
 Before writing your text, complete the following paragraph describing 
the elements of the writing context.
 You and three or four classmates are going to make a of 
the song in order to create a version of it. 
You are going to use a humorous tone. Your song parody can be performed 
so that other classmates and school members can watch your performance.
 
Ao revisar 
os textos, 
considere, 
por exemplo:
• objetivo: 
As mudanças 
feitas na letra 
da música 
atendem ao 
objetivo do 
texto? Há 
humor na 
paródia?
• linguagem: 
A letra da 
paródia 
elaborada 
está tão fácil 
quanto a letra 
original da 
música?
• ritmo: A letra 
da paródia 
permite que 
se mantenha 
o ritmo 
original da 
canção?
• ortografia: 
As palavras 
estão 
escritas 
corre-
tamente?
Reescreva seu 
texto com base 
na revisão feita 
por você e seus 
colegas.
tip
2 It’s time to perform your song parody. You and your classmates can organize 
a musical event at your school to share the performances of the parodies. 
Invite teachers, family members, friends, and other people from your 
community to watch the performances.
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 44 5/12/15 4:59 PM
Music Matters 45
Looking Ahead
 In your opinion, how can music help people?
 Do you know some of the benefits of music? Read the text below to find out 20 
benefits of music. Then, talk to a classmate and answer the questions below.
Observe o 
contexto 
e use seu 
conhecimento 
prévio para 
inferir o 
significado 
de palavras 
desconhecidas. 
Apoie-se em 
palavras 
parecidas com 
o português.
tip
a. In your opinion, what are the top 5 benefits of music (based on the text)?
b. How does music usually help you (physically and mentally)?
c. What other benefits of music can you think of?
d. Can you live without music? Why (not)?
Extra Reading
 <http://elearninginfographics.com/tag/music-education-infographic/>
 <www.vh1savethemusic.org/why-music/benefits-to-the-brain>
Extra Video
 <http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins>
20 surprising, science-backed health benefits of music
Research suggests that music not only helps us cope with pain — it can also 
benefit our physical and mental health in numerous other ways.
Help Physically:
1. Ease pain.
2. Motivate people to bike harder.
3. Improve running motivation and 
performance.
4. Increase workout endurance.
5. Speed up post-workout recovery.
6. Improve sleep quality.
7. Help people eat less.
8. Enhance blood vessel function.
Help Mentally:
9. Reduce stress.
10. Induce a meditative state.
11. Relieve symptoms of depression.
12. Elevate mood.
13. Improve cognitive performance.
14. Help people perform better in 
high-pressure situations.
15. Reduce anxiety as much as a 
massage.
16. Relax patients before surgery.
17. Ease stress after surgery.
18. Elevate mood while driving.
19. Help cancer patients manage 
stress and anxiety.
20. Ease recovery in stroke patients.
Available at: <www.usatoday.com/story/news/health/2013/12/17/health-benefits-music/4053401/>. 
Accessed in: December 2014.
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Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 45 5/12/15 4:59 PM
Reading
1 Are you a digital person?
2 Before reading the cartoon below, take a look at the picture. In your opinion, is it a 
romantic dinner? Why (not)?
 Now read the text below and do exercises 3 and 4.
GLASBERGEN, Randy. Available at: <www.glasbergen.com/>. Accessed in: January 2015.
3 What are the characters doing? Mark the correct statement about the text.
 They are having breakfast.
 They are texting each other.
 They are chatting with other people.
4 Is it the first time they meet each other in person?
5 How about you? Do you chat with people you do not know in person? In your 
opinion, is it safe?
©
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Units 1 & 246
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 46 12/05/15 10:09
Language in Use
Review: verb to be, there is/there are, can, imperative
1 Complete the following text with the items in the box below.
can  •  don’t talk  •  is  •  are  •  there are
Tips for safe surfing
many precautions you can take as a child, teen or young 
adult while surfing the Internet.
First, ALWAYS remember that you should NEVER give ANY personal information out 
about yourself unless you are with an adult, and they approve. While not all sites or 
individuals that collect information from children are illegal, it is better to be safe than 
sorry. It also illegal to collect any personal information about children 
under the age of 13. This is called COPPA, the Children’s Online Privacy Protection Act 
of 1998.
Perhaps one of the best pieces of advice that you’ve probably heard over and over, 
“ to strangers” is good to remember when you on the 
Internet. The only problem is, pretty much everyone is a ‘stranger’ online, when you think 
about it. (...)
Availableat: <www.safesurfingkids.com/tips_for_kids.htm>. Accessed in: January 2015.
Present Continuous
2 What are they doing? Use the Present Continuous tense as in the example below.
a. She’s texting. b. 
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Review 1 47
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 47 12/05/15 10:09
3 In each item below, put the words into the correct order to make sentences.
a. English. / studying / He / is
b. phone? / the / Are / on / talking / you
c. today. / her / isn’t / shoes / red / She / wearing
d. games. / We / playing / are / computer
c. 
e. 
d. 
f. 
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Units 1 & 248
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 48 12/05/15 10:09
 5 differences
•  
•  
•  
•  
• 
Time for Fun!
 It’s time to play “Spot the differences!” with a classmate.
INSTRUCTIONS
•   Preste bastante atenção nas duas imagens e encontre cinco diferenças entre elas.
•   No quadro “5 differences”, descreva o que está acontecendo na “Picture B” que é 
diferente da “Picture A”.
•   O vencedor do jogo é aquele que completar o quadro “5 differences” primeiro.
G
a
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PICTURE B
PICTURE A
Review 1 49
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 49 12/05/15 10:09
Thinking about Learning
What can I do now?
Talk about the effects of technology on our lives...
Talk about music...
Use the verb to be, there is/there are, can and the 
imperative...
Use the Present Continuous tense...
Explore cartoons...
Explore lyrics and parodies...
What words/expressions have I learned in units 1 and 2?
Words/Expressions Words/Expressions in use
What learning resources have I used in units 1 and 2?
 Dictionaries Glossary Language Reference in Context
 Extra reading Extra videos Vocabulary Corner 
 Internet Other: 
What do I need to do in order to improve my learning?
with 
confidence
well
with some 
difficulty
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Units 1 & 250
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 50 12/05/15 10:09
1A
Singing and Celebrating (First Part)
Na unidade 2, voc• falou sobre mœsica. Agora, leia a tarefa abaixo para fazer a 
primeira parte do Project 1, Singing and Celebrating.
TASK: In small groups, make a list of your favorite songs in English and search for their lyrics. 
It is important that the lyrics share the same topic/theme (friendship, love, peace, 
freedom etc.). Try to include different kinds of music (rock, jazz, pop, classical, country, 
hip-hop etc.). Organize a collection of 5-10 song lyrics.
In this part of the project, it is only necessary to select your favorite 
songs (about the same topic/theme) and make a collection of lyrics. Later, 
you are going to review the list of songs and organize a sing-along event, in 
which people sing songs together.
Go to page 85 
for the second 
part of this 
project.
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Project 1A 51
Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 51 12/05/15 10:10
52 
Warming Up!
 The photos show different celebrations around the world. Which ones? What is your 
favorite celebration?
LetÕs 
Celebrate!
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 52 5/12/15 5:03 PM
 53
• to talk about celebrations around the world
• to learn how to use the Present Simple tense (I/You/We/They)
• to learn how to use adverbs of frequency
• to explore fact files
• to establish connections with History and Geography
Learning Objectives
In
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 53 5/12/15 5:03 PM
Unit 354
Carnival
One of the world’s most spectacular Carnival takes place in Rio de Janeiro, Brazil. 
Twelve-year-old Janaina is queen of the drummers in the Carnival’s samba school parade.
“My name is Janaina. I belong to the Mangueira do Amanhã samba school. I live close by, 
in a favela (shanty-town). My favorite part of the Carnival is when I am dancing down the 
avenue. I feel more than happy, I feel amazed that the Carnival is so big. When it is all over, 
I just have to think that next year there’s another one.”
Adapted from: KINDERSLEY, Barnabas; KINDERSLEY, Anabel. Children Just Like Me: 
Celebrations! New York: DK Children, 1997, pp. 10-11.
Before Reading
1 What do you know about Carnival? Label the following pictures with the 
items from the box below. Use the Glossary if necessary.
Carnival costume • drummers • frevo dancer • samba school parade
2 Take a look at the title and the picture of the following text. Then, answer 
the questions below.
a. Which celebration is the text about? 
b. How does the girl feel? 
3 Mark the words and expressions you expect to find in the text below.
 Brazil
 New Year
 frevo
 Carnival costume
 Carnival’s samba 
school parade
Reading
 Now read the text below to check your predictions.
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“There are so many samba songs that I don’t have a favorite.”
“We have rehearsals for our part in the parade every Monday.”
“I don’t usually see my Carnival costume until the day before.”
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 54 5/12/15 5:03 PM
Let's Celebrate! 55
Reading for General Comprehension
 What do readers learn from the text? Complete the following statement.
 Readers get to know a Brazilian and learn about the significance 
of in her life.
Reading for Detailed Comprehension
1 Complete the following box with information about the girl.
Name: 
Age: 
State / Country: 
Samba school: 
Position in the samba school: 
2 Mark the correct statements about the text.
a. Mangueira do Amanhã is a samba school for children and teenagers.
b. Janaina’s home is in a shanty-town in Rio.
c. She has a favorite samba song.
d. Her favorite part of the Carnival is dancing down the avenue.
e. The practice for her part in the parade is every Sunday.
3 What is the function of the quotation marks (“ “) in the text?
 To repeat Janaina’s exact words.
 To show a different usage of a phrase.
4 In the fragment “I don’t usually see my Carnival costume until the day 
before.”, how do we say the word in bold in Portuguese?
 Costume. Fantasia.
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. Na sua opinião, o que o Carnaval representa na vida de Janaína? Você também 
participa de alguma comemoração popular? Qual? Como?
b. Mangueira do Amanhã é uma escola de samba para crianças e adolescentes 
e é um dos projetos que compõem o Programa Social da Mangueira, escola 
tradicional do Rio de Janeiro. Na sua opinião, qual a importância de uma escola 
de samba mirim?
c. Na sua cidade, há iniciativas semelhantes à Mangueira do Amanhã? Qual/ Quais? 
Que outras iniciativas voltadas para a participação de crianças e adolescentes em 
atividades culturais poderiam ser criadas na sua escola ou comunidade? 
 
Observe o 
contexto para 
identificar 
palavras 
parecidas com 
o português, 
mas com 
significado 
diferente (false 
friends) e faça 
inferências 
sobre seu 
verdadeiro 
significado.
tip
 
Observe a 
função dos 
sinais de 
pontuação no 
texto.
tip
Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd55 5/12/15 5:03 PM
Unit 356
Vocabulary Study
Holidays
1 Read the comic strip below and answer the following questions.
  Think about it! 
Considerando o primeiro quadrinho da tirinha, podemos deduzir que, para Jon, 
Liz e Odie, o Natal é um momento especial para quê? E para Garfield? E para 
você, como o Natal deve ser celebrado?
2 Label the following pictures with the items from the box below.
DAVIS, Jim. December, 2013. Available at: <http://garfield.com/comic/2013-12-25>. 
Accessed in: September 2014.
a. What holiday are the characters celebrating?
b. What expression do they use to wish a happy Christmas?
38 Listen to the recording and check your answers to exercise 2. Then, listen to 
the recording again and repeat the words and expressions.
4 What is your favorite holiday? 
Carnival • Children’s Day • Christmas • Easter • Independence Day in Brazil • New Year’s Day
©
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 56 5/12/15 5:03 PM
Let's Celebrate! 57
Action Verbs
Read the comic strip below and do exercises 5 - 8.
 
Ao ler tirinhas, 
observe as 
relações entre 
os elementos 
verbais e não 
verbais.
tip
DAVIS, Jim. October, 2013. Available at: <http://garfield.com/comic/2013-10-20>. Accessed in: September 2014.
5 Mark the correct statement about the comic strip above.
 It shows the daily routine of Garfield. It shows Garfield’s morning activities.
6 In each panel of the comic strip, Garfield performs a different action. Label 
the following panels with the items from the box below as in the example.
dance ¥ have breakfast ¥ go to bed ¥ play with the dog
sleep ¥ watch tv ¥ wake up
wake up
©
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 57 5/12/15 5:03 PM
Unit 358
1 Complete the following sentences about the Chinese New Year celebration. 
Use words/expressions from the text.
a. Chinese New Year usually starts in .
b. Before the Chinese New Year celebrations, Chinese families clean their 
.
c. Red is the principal color for and on New Year.
  Think about it!
A tirinha mostra as atividades de Garfield ao longo do dia. Observe que, em cada 
quadrinho, aparece um ícone de bateria de aparelho celular e, no último, o balão 
de pensamento “Time to recharge”. O que o ícone de bateria indica? O que a 
expressão “Time to recharge” significa? Na sua opinião, as atividades de Garfield 
são variadas e produtivas? Por quê (não)? E você, como gasta sua energia ao 
longo do dia?
7 Write sentences about yourself as in the following example. Use action 
verbs from exercise 6 and expressions from the box below.
in the morning • in the afternoon • in the evening • every day • on the weekends
a.  I watch TV every day.
b. 
c. 
Taking it Further
 Read the text below and do exercises 1 and 2.
Now 
complete the 
Vocabulary 
Corner on 
page 156 with 
what you have 
learned.
Chinese New Year 
Chinese New Year starts on the first day of 
the Chinese calendar, usually in February. For many 
families, it is a time for feasting and visiting relatives 
and friends, but in the heart of the city, a spectacular procession takes 
place. Chinese families clean their houses to rid them of last year’s 
bad luck before the celebrations begin.
Man Po is nine years old 
and lives in Hong Kong.
“My family and I visit our grandparents on New Year, and we 
take sticky rice cakes called Nian Gao with us.
“My outfit is very traditional. It is made of silk and it is very, 
very beautiful.” 
“Red is the main color for clothes and decorations at New Year 
because it is associated with joy and happiness.”
Adapted from: KINDERSLEY, Barnabas; KINDERSLEY, Anabel. Children Just Like Me: 
Celebrations! New York: DK Children, 1997, pp. 8-9.
families, it is a time for feasting and visiting relatives 
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Chinese New Year 
Chinese New Year starts on the first day of 
the Chinese calendar, usually in February. For many 
families, it is a time for feasting and visiting relatives 
and friends, but in the heart of the city, a spectacular procession takes 
place. Chinese families clean their houses to rid them of last year’s 
E
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 58 5/12/15 5:03 PM
Let's Celebrate! 59
  Think about it! 
Como você costuma comemorar o Ano Novo? O que as pessoas da sua cidade 
geralmente fazem? Quais as principais diferenças entre as formas de celebrar 
o Ano Novo na China e no Brasil? Você conhece outras formas de celebrar o 
Ano Novo em outras culturas?
2 What do Man Po and her family do on New Year?
Language in Use
Present Simple (I/You/We/They)
 Read the following fragments from the text on page 54 and do exercises 1 and 2.
I. “I live close by, in a favela (shanty-town).”
II. “We have rehearsals for our part in the parade every Monday.”
III. “I don’t usually see my Carnival costume until the day before.
1 Complete the sentences below with I, II or III.
a. Fragments and contain examples of words and expressions that 
describe the frequency of activities (every day, every Friday, never, frequently 
etc.).
b. The Present Simple tense is used to talk about a habit, routine in fragments 
 and .
c. The Present Simple tense is used to talk about facts in fragment .
d. Fragments and are examples of affirmative sentences in the Present 
Simple tense.
e. Fragment is an example of negative sentence in the Present Simple tense.
2 Go back to the text on page 54 and find another negative sentence in the 
Present Simple tense.
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 59 5/12/15 5:03 PM
Unit 360
FACT FILE
• Before the Chinese New Year 
celebration, people buy new 
clothes, and their homes. 
People do this to say goodbye to the 
old year and start the new year fresh.
• People their homes with 
flowers, trays of candy, and good luck 
poems written on red paper. Red is the 
color for good luck.
• During the holiday, families and friends 
 each other gifts such as 
oranges and tangerines. These fruits 
 good luck and wealth.
Available at: <www.fodors.com/community/
asia/hong-kong-for-chinese-new-year-2015.
cfm>. Accessed in: September 2014.
3 To form negative sentences in the Present Simple tense (when the subject is 
I / you / we / they), we use
 donÕt + main verb in the infinitive. main verb in the infinitive. + donÕt.
4 Complete the following sentences about Carnival with the verbs from the 
box below as in the example.
celebrate • don’t open • play • start • vary
a. Celebrations for Carnival vary throughout the world.
b. People Carnival in a variety of styles throughout Brazil.
c. In Olinda, musicians “frevo” and turn the entire town into a party.
d. The preparations for the samba school competitions months 
before the event.
e. Some Brazilian offices and companies for the week of Carnival.
5 Go back to exercise 4 and read the sentences again. Why are they in the 
Present Simple tense?
 To talk about facts. To talk about preferences.
6 Complete the following textswith the verbs from the boxes below as in the 
examples.
Language 
Note
don’t = 
do not
Text 1 Text 2
“Thanksgiving 
is when we 
give thanks for 
everything we have. 
I like it that 
my cousins come. 
We 
presents, we just 
play. We always 
 our Thanksgiving meal in 
the evening. I meat, so I 
don’t eat the turkey.” – Luke
Adapted from: KINDERSLEY, Barnabas; 
KINDERSLEY, Anabel. Children Just Like Me: 
Celebrations! New York: 
DK Children, 1997, pp. 46-47.
Luke is six years 
old and lives in 
Bronxville, New York.
buy • give • clean
symbolize • decorate
like • eat
don’t like • don’t get
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Let's Celebrate! 61
Language 
Note
To form 
interrogative 
sentences in the 
Present Simple 
tense when the 
subject is I/you/
we/they/, we use 
Do + subject + 
main verb in the 
infinitive.
 Read the texts from exercise 6 again and do exercises 7 and 8.
7 Answer the following questions about the texts on page 60.
a. What celebrations are the texts about?
b. Do people clean their homes before the Chinese New Year celebration?
 Yes, they do.
 No, they don’t.
c. Do oranges and tangerines bring bad luck to people?
 Yes, they do.
 No, they don’t.
d. Why is the Present Simple tense used in text 1?
 To talk about facts.
 To talk about habits, routines.
8 Match the following fragments from text 2 to the uses of the Present Simple 
tense.
a. We use the Present Simple tense to talk about a habit.
b. We use the Present Simple tense to talk about a preference.
 “I don’t like meat.”
 “During the holiday, families and friends give each other gifts.”
 “I like it that my cousins come.”
 “We always eat our Thanksgiving meal in the evening.”
Adverbs of Frequency
9 Read the following fragment from the text on page 54. Then, mark the 
correct item that completes each sentence below.
“I don’t usually see my Carnival costume until the day before.”
a. The fragment above is equivalent to
 “I never see my Carnival costume until the day before.”
 “I rarely see my Carnival costume until the day before.”
b. Usually, never and rarely are examples of adverbs of frequency. We use them
 before the main verb.
 after the main verb.
Language 
Note
Short answers 
in the Present 
Simple tense 
when the subject 
is I/you/we/they:
 Yes, I/you/
we/they do.
 No, I/you/
we/they 
don’t.
Language 
Note
Adverbs of 
frequency are 
used after the 
verb to be.
Jon is usually 
scared of 
ghosts.
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Unit 362
KWANZAA FACT FILE
Date: December 26th to January 1st
Origin: Black Power Movement of the ‘60s
type: Cultural and ethnic, not religious
pOpularity: US (mainly), Canada, France, 
UK, Jamaica, Brazil
Significance: African-American holiday to 
celebrate family, community, and culture
celeBratiOnS: African dances, Karamu 
(dinner), drums, storytelling, and poetry
Based on: WILSON, Sule Greg. Kwanzaa! Africa lives in a New World ceremony. 
New York: The Rosen Publishing Group Inc., 1999, p. 29.
10 Complete the chart below with usually, never and rarely. Learn new 
adverbs of frequency.
Adverbs of frequency
Always ✓ ✓ ✓ ✓ ✓ ✓ ✓ 100%
✓ ✓ ✓ ✓ ✓
Often/frequently ✓ ✓ ✓ ✓
Sometimes ✓ ✓
✓
0%
11 Write sentences about yourself as in the example below. Use adverbs of 
frequency from exercise 10.
a. I always visit my grandmother on Christmas Day.
b. 
c. 
12 Read the following fact file. Then, in each item below, put the words into the 
correct order to make sentences about Kwanzaa, an African-American holiday.
Go to 
Language 
Reference in 
Context page 
168.
a. always / for seven days / Kwanzaa celebrations / last
b. usually / Families / for a dinner called Karamu / get together
c. often / include / Kwanzaa celebrations / African dances and poetry
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 62 5/12/15 5:03 PM
Let's Celebrate! 63
Listening and Speaking
1 What holidays are celebrated in your school? How do you usually celebrate them?
29 Listen to a ten-year-old boy talk about his favorite holiday. The recording is part 
of an online project that invites children to share podcasts about celebrations 
all over the world. Choose the picture that best illustrates his favorite holiday.
 
Podcast é um 
arquivo digital 
de áudio que 
está disponível 
na Internet. 
Os conteúdos 
podem variar 
bastante, mas é 
comum haver 
depoimentos, 
entrevistas, 
dicas, 
instruções e/ou 
comentários 
em geral.
tip
 
Antes de ouvir 
o áudio, leia 
os itens do 
exercício para 
conhecer as 
informações 
solicitadas. 
Você deverá 
prestar 
atenção a 
elas durante 
a escuta. 
Faça isso 
em todos os 
exercícios de 
compreensão 
oral.
tip
Language 
Note
We use 
at before 
celebrations: at 
Christmas, at 
Easter.
We use on 
before dates and 
special holidays: 
on Easter 
Sunday, on my 
birthday.
39 Listen to the recording once more and mark the correct item that answers 
each question below.
a. Where is the boy from?
 China. Turkey.
b. When is ‚ocuk Bayrami celebrated?
 April 21st. April 23rd.
c. What do people do each year?
 They wear different costumes, sing songs and dance.
 They perform plays and exchange expensive presents.
49 Listen to the recording again and check your answers to exercise 3.
5 Interview your classmates to find out about their experiences concerning 
different holidays. Complete the chart below with your classmates’ names 
when their answer is affirmative. Take turns as in the following example.
Find someone who... ClassmatesÕ names
visits the family at Christmas.
spends New YearÕs Eve with friends.
eats chocolate eggs on Easter Sunday.
Student A: Do you visit the family at Christmas?
Student B: Sure! How about you?
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 63 5/12/15 5:03 PM
Unit 364
Writing
In this unit you have read fact files about two celebrations Ð Chinese New 
Year on page 60 and Kwanzaa on page 62. Fact files are collections of facts 
related to a specific topic. They are used to present information in a direct and 
objective way.
1 In groups of three, write a fact file about a celebration or a holiday.
Step by Step
1. Choose a celebration or a holiday.
2. Do research to gather information about it. Look for reliable sources.
3. Check all the information you get and organize it in topics.
4. Write a first draft of the fact file. Use short sentences.
5. Include one or more pictures to illustrate your text. You can also use other 
visual and graphic elements, such as tables, words in bold and different sizes 
of font.
6. Exchange fact files with a classmate and discuss both texts. Try to make some 
suggestions to your classmate about his/her work.
7. Make the necessary corrections.
8. Work to create the final version of your fact file.
Writing Context
 Before writing your text, complete the gaps below to identify the 
elements of the writing context.
a. Writer: you and 
b. Readers: classmates and other people
c. Genre: 
d. Objective: to present facts about 
e. Style: informative tone
f. Media: school board/Internet
 
Ao revisar 
os textos, 
considere, 
por exemplo:
• objetivo: 
As infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
• conteúdo: 
As infor-
mações 
foram 
verificadas 
e estão 
 corretas?
• leiaute: 
A organi-
zação visual 
facilita a 
rápida com-
preensão 
das infor-
mações?
• ortografia: 
As palavras 
estão escri-
tas correta-
mente?
• imagens: 
As figuras 
tornam 
o texto 
mais claro 
e interes-
sante?
Reescrevaseu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
2 ItÕs time to share your fact file with your classmates and other people. You can 
organize all the fact files on a classroom board or publish them on the 
schoolÕs website, for example.
Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 64 5/12/15 5:03 PM
Let's Celebrate! 65
Extra Reading
 <www.brazil.org.uk/resources/documents/bs-primary08.pdf>
 <www.topics-mag.com/internatl/holidays/festivals.htm>
Extra Video
 <www.sesamestreet.org/play#media/video_024ed30f-1550-11dd-8ea8-a3d2ac25b65b (Kwanzaa)>
Looking Ahead
 In this unit you have talked about holidays and festivals celebrated in different 
parts of the world such as Carnival, Chinese New Year, Thanksgiving, and Kwanzaa. 
They are special occasions that offer people the chance to celebrate together.
 What are the main celebrations in your city/town?
 In your opinion, why are holidays important? Choose the items below that describe 
the significance of holidays to your life.
 It is a time to relax.
 It is a time to have fun.
 It is a chance to make new friends.
 It reinforces special family traditions.
 It provides a break from the normal daily routine.
 It is a time to get together with family and friends.
 It is an opportunity to learn about culture and customs.
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Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 65 5/12/15 5:03 PM
Warming Up!
 Everyone is different. In your opinion, do the differences between people make life 
interesting? Why (not)?
We Are All 
Human
66 
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 66 5/13/15 9:23 AM
• to talk about the human body
• to learn how to describe people
• to learn how to use the Present Simple tense (He/She/It)
• to explore quizzes
• to establish connections with Science, Portuguese and Arts
Learning Objectives
 67
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 67 5/13/15 9:23 AM
Unit 468
Before Reading 
1 Complete the following table with the items from the box below as in the 
examples. Use the Glossary if necessary.
brain • brown hair • green eyes • hand • head • heart • leg • stomach • tall
Parts of the body Organs of the human body Physical characteristics
leg brain tall
2 Take a look at the structure, the title and the source of the following text. 
Then, mark the correct item that completes each sentence below.
a. The text is a
 true or false quiz. multiple-choice quiz.
b. The text contains questions about
 one subject (subject-specific quiz). different subjects (general 
knowledge quiz).
c. The text is about
 the human body. plant anatomy.
3 Which words and expressions do you expect to find in the text below? 
Reading
 Now read the text below to check your predictions. Then, take the quiz and 
check the answers with your teacher.
Use o que 
você já sabe 
sobre o gênero 
do texto 
para melhor 
compreendê-lo.
tip
Use o que você 
já sabe sobre 
o assunto e 
o gênero do 
texto para 
estabelecer 
hipóteses sobre 
o que você 
vai ler.
tip
Your Body Inside and Out
by Beth Rowen
How much do you know about your body? Take this quiz to find out.
Question 1:
Which of the following is 
NOT one of the five senses?
 sight
 taste
 hearing
 crying
Question 2:
How many teeth 
do kids have?
 20
 32
 18
 10
Question 3:
Approximately what percent 
of your body is water?
 95
 70
 50
 30
Your Body Inside and OutQuiz: 
of your body is water?
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 68 5/13/15 9:23 AM
We Are All Human 69
Language 
Note
We use How 
many...? to 
ask about 
the number 
of things 
or people 
(quantity).
How many 
friends do 
you have? I 
have about 
10 friends.
Reading for General Comprehension 
 What is the main objective of the text?
 To test what you know about health problems.
 To test what you know about the human body.
Reading for Detailed Comprehension 
1 The following pictures are related to the human body. Which question from 
the quiz is each picture below related to?
Question: Question: Question: Question: 
2 The statements below are about the human body. Mark only the statements 
that are mentioned in the text.
a. Adults have 32 teeth.
b. Over 50% of your body is made up of water.
c. There are 230 joints and over 650 muscles in the body.
d. The five senses are sight, hearing, taste, smell, and touch.
e. The circulatory system permits blood to circulate in the body.
Adapted from: <www.factmonster.com/quizzes/your-body-inside-out/1.html>. 
Accessed in: October 2014.
Question 4:
How many joints 
are there in the 
human body?
 230
 175
 550
 59
Question 5:
How many times does 
your heart beat each 
day?
 1,000,000 times
 50,000 times
 100,000 times
 5,000 times
Question 6:
Which of your body’s systems 
is responsible for transporting 
blood throughout the body?
 the nervous system
 the endocrine system
 the circulatory system
 the respiratory system
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 69 5/13/15 9:23 AM
Unit 470
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. O quiz da p‡gina anterior convida o leitor a testar seus conhecimentos sobre o 
corpo humano. Na sua opini‹o, quem pode se interessar por responder a esse quiz? 
b. Voc• acredita que esse quiz Ž um bom instrumento para avaliar o que uma 
pessoa sabe sobre o funcionamento do corpo humano? Por qu• (n‹o)?
c. Voc• j‡ respondeu a algum outro quiz em ingl•s ou em portugu•s? Sobre o que 
era o quiz? Onde ele foi publicado?
d. Na sua opini‹o, um quiz pode ser um instrumento adequado para testar os 
conhecimentos de alguŽm sobre qualquer assunto? Por qu• (n‹o)?
Vocabulary Study
The Body
110 Listen to the recording and repeat the words below.
head
neck
shoulder
chest
arm
hand
finger
leg
foot / plural: feet
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 70 5/13/15 9:23 AM
We Are All Human 71
311 Listen to the recording again and repeat the tongue twister.
412 Listen to the recording and repeat the words below.
TONGUE TWISTER:
Her whole right really hurts.
5 What does the girl look like? Mark the correct item below. Use the following 
box to help you.
Le@rning on 
the Web
Para 
conhecer 
outros trava-
-línguas 
em inglês 
(tongue 
twisters), 
visite: <www.
ueberset-
zung.at/
twister/
en.htm> 
(acesso em: 
abril de 
2015).
 She has black, curly hair and brown eyes.
 She has black, straight hair and brown eyes.
6 And you? What do you look like?
 I have , hair and eyes.
hair
eyes
nose
mouth
lips
ears
teeth
Blend Images/Shutterstock/Glow Images
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Galvão Bertazzi/Arquivo da editora
211 Listen to the recording and complete the tongue twister below. 
Use a word from exercise 1.
brown black blonde ginger curly straight wavy
brown green blue
HAIR
EYES
Now 
complete the 
Vocabulary 
Corner on 
page 158 with 
what you have 
learned.
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 71 5/13/15 9:23 AM
Unit 472
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Busque inferir 
o significado 
de palavras 
desconhecidas 
a partir da 
observação do 
contexto em 
que elas são 
utilizadas.
tip
Based on: <www.europosters.eu/posters/underneath-we-are-all-the-same-v18240>.Accessed in: December 2014.
1 The pictures in the text show
 the muscles of a human body.
 the bones of a human body (skeleton).
2 In ÒUnderneath we are all the sameÓ, underneath means
 debaixo. de longe.
3 Complete the poster above. You can use words from the box below to help 
you. 
Asian • elderly • indigenous • man • obese • skinny • woman
4 What is the main idea of the text?
 It shows people that it is important to treat each human being in a different way.
 It shows people that we have different physical characteristics, but we are all 
human.
  Think about it! 
De acordo com o pôster, o que as pessoas têm em comum? E de diferente? 
Você concorda com isso? Na sua opinião, as imagens do pôster ajudam a 
chamar a atenção do leitor? Por quê (não)? Como as imagens se relacionam 
com o que está escrito?
Taking it Further
 Read the text below and do exercises 1-4.
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 72 5/13/15 9:23 AM
We Are All Human 73
Language in Use
Present Simple (He/She/It)
 Read the following fragments from the text on pages 68 and 69 and do 
exercises 1-3.
I. How many teeth do kids have?
II. How many times does your heart beat each day?
1 Answer the first question above (fragment I ) by completing the sentence 
below. If necessary, go back to the quiz on page 68.
I. How many teeth do kids have?
 They have teeth.
2 Answer the second question above (fragment II ) by completing the 
sentence below. If necessary, go back to the quiz on page 69.
II. How many times does your heart beat each day?
 It beats times a day.
3 Mark the correct item that completes each sentence below.
a. Fragments I and II are in the Present Simple tense to talk about
 facts. habits.
b. In “It beats... times a day.”, the subject is
 a day. It.
c. In “It beats ... times a day”, we add s to the main verb because the subject is in the
 3rd person singular.
 3rd person plural.
4 Underline the correct verb form in the Present Simple tense that completes 
each item below.
 Your eyes see /sees the 
pictures, then your brain tell / 
tells you what they are.
From: GANERI, Anita; OXLADE, Chris. DK 
First Encyclopedia. New York: DK Publishing, 
Inc., 2002. p. 25.
Language 
Note
“Your eyes” 
= they (3rd 
person 
plural)
“your 
brain” = it 
(3rd person 
singular)
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 73 5/13/15 9:23 AM
Unit 474
5 Complete the following text with the correct verb form of the verbs in 
parentheses. Use the Present Simple tense as in the examples.
BODY MAP
Your body is made of many different parts. 
Each part has an important job to do. The 
parts work (work) together to 
keep you alive and healthy.
Skeleton
Your skeleton has more than 200 
bones. It helps (help) you 
move around and (hold) your 
body in shape. Your bones also 
(protect) other body parts.
Your blood
Your blood carries food and oxygen to all parts 
of your body.
Your brain 
 (control) 
your whole body. It 
 (send) 
messages along tracks, 
called nerves.
Your two lungs 
 (take) 
oxygen from the air so 
that you can breathe.
A partir da 
observação 
dos exemplos, 
faça 
inferências 
para 
compreender 
regras de 
uso da língua 
inglesa.
tip From: First Children's Encyclopedia. London: DK, 2010, p. 23.
6 Why is the Present Simple tense used in the text from exercise 5?
 To talk about facts.
 To talk about preferences.
7 Read the text from exercise 5 again and focus on the verbs in the Present 
Simple tense. Then, complete the box below.
PRESENT SIMPLE TENSE
Spelling rules for verbs in the 3rd person 
singular
Examples
Most verbs:
verb + s
control 
help 
send 
work 
take takes
protect protects
Verbs ending in o, s, z, x, sh, ch:
verb + es
do does
go goes
kiss kisses
buzz buzzes
mix mixes
finish finishes 
watch watches
Verbs ending in consonant + y:
verb - + 
carry 
cry cries
study studies
try tries
Exception: have 
BODY MAP
Your body is made of many different parts. 
Each part has an important job to do. The 
parts 
keep you alive and healthy.
bones. It 
move around and 
body in shape. Your bones also 
(protect) other body parts.
Your blood
Your blood carries food and oxygen to all parts 
of your body.
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 74 5/13/15 9:23 AM
We Are All Human 75
8 Complete the text below with the correct verb form of the verbs in 
parentheses. Use the Present Simple tense. Use the Glossary if necessary.
AMAZING BODY FACTS
• The heart your blood 
through your body about 1,000 times each 
day. (circulate)
• Your blood the same amount of 
salt in it as the ocean . (have/do)
• A sneeze air out of your nose at 
100 miles per hour. (blow)
• Food up to 6 hours in the 
stomach being digested. (spend)
Available at: <www.sciencebob.com/research/facts.php>. 
Accessed in: October 2014.
THAVES, Bob; THAVES, Tom. February 13, 1985. Available at: <www.frankandernest.com/>. 
Accessed in: August 2014.
a. The cartoon shows a conversation between
 two computers.
 a computer and a scientist.
b. According to the computer, the scientist is interested in its
 brain. graphics.
c. In “he just loves me for my graphics!”, the Present Simple tense is used to talk 
about
 a fact. a preference.
d. To form negative sentences in the Present Simple tense (when the subject is 
he/she/it), we use
 doesn’t + main verb in the infinitive.
 main verb in the infinitive + doesn’t.
Language 
Note
doesn’t = 
does not
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9 Read the following cartoon and mark the correct item that completes each 
sentence below.
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 75 5/13/15 9:23 AM
Unit 476
10 How does the body work? Based on the facts from the box below, answer 
the following questions as in the examples.
Language 
Note
Short 
answers in 
the Present 
Simple tense 
when the 
subject is he/
she/it:
Yes, he/
she/it does.
No, 
he/she/it 
doesn’t.
Available at: <www.sciencekids.co.nz/sciencefacts/humanbody.html>. Accessed in: October 2014.
a. Does the human brain store our memory?
Yes, it does.
b. Does your heart beat 10,000 times a day?
No, it doesn’t. It beats about 100,000 times a day.
c. Does the body take about 12 hours to completely digest food?
d. Does the human tongue have ten muscles?
11 To form interrogative sentences in the Present Simple tense (when the 
subject is he/she/it), we use
 Does + subject + main verb in the infinitive.
 Does + main verb in the infinitive + subject.
12 Complete the following questions and short answers about the human body 
with do, does, don’t or doesn’t.
a. ears and nose stop growing? No, they .
b. your body produce new cells each second? Yes, it . It produces 
25 million new cells each second.
c. people have unique tongue prints? Yes, they .
d. crying create stress? No, it . It alleviates stress and helps 
humans reduce feelings of anger and sadness.
Go to 
Language 
Reference 
in Context on 
page 169.
Human Body Facts
• The human brain is like a computer 
that stores our memory.
• Your heart beats about 100,000 times a day.
• The body takes about 12 hours 
to completely digest food.
• The human tongue has eight muscles.
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Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 76 5/13/15 9:23 AM
We Are All Human 77
 
Considere o que 
você já sabe 
sobre o assunto 
em questão (no 
caso, higiene 
bucal) para 
favorecer o 
estabelecimento 
de hipóteses 
sobre o que 
será ouvido.
tip
 
Não se 
preocupe 
em entender 
todo o áudio. 
Concentre-se 
nas previsões 
que deseja 
verificar e 
preste atenção 
nas palavras- 
-chave.
tip
Listening and Speaking
1 Whenare you supposed to brush your teeth? And for how long? 
2 Use the words from the box below to complete the following gaps.
Asier Romero/Shutterstock/Glow Images
3 You are going to listen to part of a radio interview with a Mexican dentist. 
What recommendations about taking care of your teeth and gums do you 
expect to hear? Complete the column “What I expect to hear…” 
Recommendations
What I expect to
hearÉ
What the dentist
really saysÉ
Visit the dentist to check your teeth.
Brush your teeth for two minutes to keep them clean.
DonÕt brush more than three times a day.
Brush your teeth before breakfast and before 
bedtime.
Get a new toothbrush every three or four months.
DonÕt have too many fizzy drinks and sweets. They 
are bad for us.
413 Now listen to the interview and check your predictions. Go back to exercise 
3 and complete the column “What the dentist really says…”.
513 Listen to the recording again and check your answers to exercise 4.
6 What do you do in order to have a nice smile? 
7 Go back to exercise 3 and, in pairs, check if you and your classmate follow 
the recommendations from the list. Ask and answer questions as in the 
example below. 
Student A: Do you visit the dentist to check your teeth?
Student B: Not really. And you?
Student A: I go to the dentist twice a year to check my teeth.
Student B: Do you brush your teeth for two minutes to keep them clean?
gum ¥ lip ¥ teeth ¥ tongue
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 77 5/13/15 9:24 AM
Unit 478
Writing
In this unit you have read a quiz on page 68. A quiz is a set of quick 
questions designed to test knowledge. It can be used as a game, a competition 
or a short test given to students. Quizzes may be held on a variety of subjects 
(general knowledge quizzes) or be subject-specific (a quiz on Science, History 
etc.). The format of the quiz can also vary widely. Visit <www.sciencekids.co.nz/
quizzes.html> to find examples of quizzes on several different subjects.
1 In small groups (of three or four students), write a quiz on the human body 
to challenge your friends. You can make questions about the brain, the 
muscles, the bones, the respiratory system etc.
Step by Step
1. With your classmates, decide how many questions you are going to ask.
2. Brainstorm questions about the topic. You can use different types of questions: 
multiple choice, yes or no, true or false.
3. Be creative. Write interesting and challenging questions that are not too easy 
to answer.
4. In the case of multiple choice questions, write down answer options for each 
question.
5. Write a first draft of the quiz and choose a title for it. Don’t forget to prepare a 
key with the correct answers.
6. Exchange quizzes with another group and discuss both texts.
7. Make the necessary corrections.
8. Work to create the final version of the quiz.
 
Ao revisar 
os textos, 
 considere, 
por exemplo:
• objetivo: 
As infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
• linguagem: 
As pergun-
tas e as 
respostas 
estão 
redigidas 
de maneira 
clara e 
objetiva?
• conteúdo: 
As infor-
mações 
foram 
verificadas 
e estão 
corretas? 
É preciso 
alterar 
alguma 
opção de 
resposta no 
quiz?
• leiaute: 
A orga-
nização 
visual 
 facilita 
a rápida 
compreen-
são das 
infor-
mações?
• ortografia: 
As palavras 
estão 
escritas 
correta-
mente?
Reescreva 
seu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
Writing Context
 Before writing your text, complete the gaps below to identify the 
elements of the writing context.
a. Writer: you and 
b. Readers: classmates and other 
people 
c. Genre: 
d. Objective: to test your 
classmates’ knowledge on 
e. Style: informative tone
f. Media: school board / Internet
2 It’s time to share your quiz and challenge your classmates and other people. 
You can print copies of your quiz or publish it on the Internet. To create an 
online quiz, you may use one of the services below:
• <quizzes.cc>
• <quizyourfriends.com>
• <www.quizbox.com/builder/>
• <www.gotoquiz.com/create.html>
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 78 5/13/15 9:24 AM
We Are All Human 79
Looking Ahead 
 Read the following inspiring quotes. Then, talk to a classmate and answer the 
questions below.
Extra Reading
 <http://kidshealth.org/kid/htbw/#cat20019>
 <www.factslides.com/s-Your-Body>
Extra Videos
 <http://video.nationalgeographic.com/video/101-videos/human-body-sci>
 <http://kidshealth.org/kid/closet/movies/how_the_body_works_interim.html#cat20913>
a. Do you agree with the quotes above? Why (not)?
b. In your opinion, what makes people unique? And what makes them all the same? Go back 
to the text on page 72 and think about it.
c. What is the relationship between the quotes above and the title of this unit (“We Are 
All Human”)?
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Available at: <www.brainyquote.com>. Accessed in: May 2015.
Apple_Ingles_Vol7_PNLD2017_066a079_Unit4.indd 79 5/13/15 9:24 AM
Reading
1 What do you know about the human brain? If necessary, go back to unit 4 and check 
what you have learned about it.
2 Before reading the text below, take a look at its structure and title. What do you 
expect to read about?
 Now read the text below and do exercises 3 and 4.
Interesting facts about the human brain
• Do you know that your brain has around 
100 billion nerve cells?
• It also has 1,000 billion other cells, 
which cover the nerve cells and 
the parts of the nerve cells which 
form the links between one cell 
and another, feed them and keep 
them healthy.
• Your brain keeps on growing until you 
are about 20 years old. (...)
• The left side of your brain is usually better at 
problem solving, maths and writing.
• The right side of the brain is creative and helps you be good 
at art or music.
• The brain stores all sorts of things in the memory including facts and figures and 
all the smells, tastes and things you have seen, heard or touched.
• Your brain can also find things that you have remembered – like how to spell 
ce-re-bell-um.
• The adult brain weighs about 1.5 kg.
From: <www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1528>. 
Accessed in: January 2015.
3 & 4
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Units 3 & 480
Apple_Ingles_Vol7_PNLD2017_080a085_Review2.indd 80 12/05/15 10:21
3 Write T (True) or F (False). Then, correct the false statements.
a. The human brain has about 100 billion nerve cells.
b. Your brain grows until you are about twelve years old.
c. The right side of the brain helps you be good at maths and writing.
4 According to the text, what can your brain do?
Language in Use
Present Simple
1 Go back to the text “Interesting facts about the human brain”. Circle the verbs in the 
3rd person singular.
2 Answer the following questions about the same text. Use short answers.
a. Does the brain have about 100 billion nerve cells? 
b. Does the right side of the brain help you solve problems? 
c. Does the left side of the brain help you be good at music? 
d. Does the adult brain weigh about 1.5 kg? 
3 Learn more facts about the human brain! Complete the sentences below with the 
correct verb form of the verbs in parentheses. Use the Present Simple tense.
a. Your brain (generate) enough electricity to power a lightbulb.
b. Believe it or not, the activity in your brain never (stop).
c. Your neurons (create) and (send) more messages than 
all the phones in the entire world.
d. The structure of your brain (change) every time you learn.
e. Exercising your brain (help) make you smarter.
From: <http://kids.nationalgeographic.com/explore/science/your-amazing-brain/>. Accessed in: January 2015.
Review 2 81
Apple_Ingles_Vol7_PNLD2017_080a085_Review2.indd 81 12/05/15 10:22
4 Read the following comic strip andmark the correct item that completes each 
sentence below.
DAVIS, Jim. November, 2013. Available at: <http://garfield.com/comic/2013-11-01>. Accessed in: March 2015.
a. In the second panel, Jon is
 scared. calm.
b. According to Garfield, Jon
 is afraid of the dark. isn't afraid of the dark.
c. To form interrogative sentences in the Present Simple tense (when the subject is I/you/we/
they), we use
 Do + subject + main verb in the infinitive. Do + main verb in the infinitive + subject.
  Think about it! 
Na sua opinião, Jon foi sincero ao responder à pergunta "Do you believe in ghosts?"? 
Como você chegou a essa conclusão? Na opinião de Garfield, qual deveria ser a resposta 
de Jon à pergunta de Liz? Por quê?
Adverbs of Frequency
5 According to the facts presented in exercise 3, how often does the activity in your 
brain stop?
6 In each item below, put the words into the correct order to make sentences.
a. their body hair / swimmers / shave / before competitions. / usually
b. her teeth / always / she / after meals. / brushes
c. often / my brother / a ring / on his left hand ring finger. / wears
©
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Units 3 & 482
Apple_Ingles_Vol7_PNLD2017_080a085_Review2.indd 82 12/05/15 10:22
Time for Fun!
 It’s time to play “Associations” with your classmates.
INSTRUCTIONS
• Cada grupo tem três minutos para formar frases plausíveis com as palavras de sua cartela.
• Cada frase deve conter duas palavras da cartela. Cada palavra só pode ser usada em 
até duas frases.
• O grupo vencedor do jogo é aquele que formar mais frases em três minutos.
GROUP A
play • talk • listen • watch • dog
games • morning • breakfast
friends • wake up • don’t play
use • take • have • computer • never
dinner • shower • evening • lunch
GROUP B
watch • don’t have • listen • eat
music • TV • morning • breakfast
always • sleep • play • use • go
take • bed • usually • dinner
evening • shower • friends
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Review 2 83
Apple_Ingles_Vol7_PNLD2017_080a085_Review2.indd 83 12/05/15 10:22
Thinking about Learning
What can I do now?
Talk about celebrations around the world...
Talk about the human body...
Describe people...
Use the Present Simple tense...
Use adverbs of frequency...
Explore fact files...
Explore quizzes...
What words/expressions have I learned in units 3 and 4?
Words/Expressions Words/Expressions in use
What learning resources have I used in units 3 and 4?
 Dictionaries Glossary Language Reference in Context
 Extra reading Extra videos Vocabulary Corner 
 Internet Other: 
What do I need to do in order to improve my learning?
with 
confidence
well
with some 
difficulty
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Units 3 & 484
Apple_Ingles_Vol7_PNLD2017_080a085_Review2.indd 84 12/05/15 10:22
1B
Singing and Celebrating (Second Part)
Na unidade 3, voc• falou sobre diferentes tipos de comemora•›es. Leia a tarefa abaixo 
e siga as instru•›es para fazer a segunda parte do Project 1, Singing and Celebrating.
TASK: After having selected a collection of song lyrics in English about the same topic/theme, 
it is time to organize a sing-along event and celebrate with your school community!
1. Produce it! In groups, review the list of songs you selected in the first part of the 
project. Show your groupÕs list of songs to the other groups. With the whole class, 
choose the classÕs favorite song lyrics and make a booklet with them. The lyrics should 
be grouped by topic/theme. You can print it out or publish it on the school website.
2. Share it locally! Organize a sing-along event at your school with the selected songs 
and share the booklet you created with everybody. Invite teachers, family members, 
friends, and other people from your community to sing along, express their feelings 
and celebrate this experience together.
3. Share it globally! Use the Internet to share your collection of lyrics with people all over the 
world. You can also publish pictures, audio or video recordings of the sing-along event.
  Think about it!
Reflita sobre o desenvolvimento do projeto a partir das questões a seguir. 
 Foi difícil selecionar as músicas e encontrar suas respectivas letras?
 O que você aprendeu ao ler as letras das músicas selecionadas?
  Como foi a experiência de cantar em inglês e em grupo? Como as pessoas reagiram 
ao evento?
 Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?
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Project 1B 85
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Empowerment 
through Sport
Warming Up!
 Take a look at the two people in the photo. Where are they from? What are they doing?
86 
Terezinha Guilhermina and her guide Guilherme Santana.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 86 5/13/15 9:24 AM
• to talk about sports
• to review the Present Simple tense
• to learn how to use object pronouns
• to explore opinion polls
• to establish connections with Physical Education and Arts
Learning Objectives
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 87
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 87 5/13/15 9:24 AM
Unit 588
www.specialolympics.org/mission.aspx
Before Reading
1 Answer the questions below. 
a. Do you play any sports?
b. What sports are you good at?
c. What is your favorite sport?
d. Which do you prefer, playing sports or computer games?
2 Take a look at the layout, the title and the picture of the following text. 
Then, mark the correct item that completes each sentence below.
a. The photo shows
 a skiing competitor. a snowboarding competitor.
b. The text is in the section
 “What we do”. “Who we are”.
c. Special Olympics is 
 a sports organization. an environmentalist organization.
3 What do you expect to read about Special Olympics? 
Reading
 Now read the text below to check your predictions.
 
Apoie-se em 
palavras 
parecidas com 
o portugu•s 
para fazer 
previs›es 
sobre o texto e 
compreend•-lo.
tip
The mission of Special Olympics is to provide year-round sports training and athletic 
competition in a variety of Olympic-type sports for children and adults with intellectual 
disabilities, giving them continuing opportunities to develop physical fitness, 
demonstrate courage, experience joy and participate in a sharing of gifts, skills and 
friendship with their families, other Special Olympics athletes and the community.
Special Olympics Mission
The power of sport to change 
lives is clear in the joy visible on 
the face of Matthias Puetz of 
Germany after his snowboarding 
performance during the 2013 
World Winter Games in Korea. 
Photo by Diego Azubel
Available at: <www.specialolympics.org/mission.aspx>. Accessed in: October 2014.
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Special Olympics Search
What We Do Who We Are Stories & EventsSports & Games Gert Involved Donate
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 88 5/13/15 9:24 AM
Empowerment through Sport 89
Reading for General Comprehension
 What is the mission of Special Olympics?
 To promote winter games among Olympic athletes and the community.
 To help people with intellectual disabilities become respected members of 
society through sports training.
Reading for Detailed Comprehension
1 Mark the correct statements about Special Olympics.
a. Special Olympics athletes overcome disability challenges through sports.
b. Special Olympics is an organization exclusively dedicated to helping children 
with specialneeds.
c. It offers year-round sports training and competition to people with 
intellectual disabilities.
d. The Special Olympics movement does not provide acceptance and inclusion 
for all people.
2 For each item below, choose a fragment from the text equivalent in meaning 
as in the example that follows.
a. Special Olympics offers various Olympic-style sports.
 Special Olympics offers “ a variety of Olympic-type sports ”.
b. Special Olympics uses sports training to help individuals with learning disabilities.
 Special Olympics uses sports training to help “ ”. 
c. Special Olympics athletes can become physically healthy and strong.
 Special Olympics athletes can “ ”.
3 In “opportunities to ... experience joy”, joy means
 depression. great happiness.
Reading for Critical Thinking
 Discuss the questions below with your 
classmates.
a. Na sua opinião, o esporte pode ajudar a 
mudar a vida das pessoas? Como? Você 
conhece pessoas que tiveram suas vidas 
transformadas pelo esporte? 
b. A partir do que você já conhece sobre 
a organização Special Olympics e da 
imagem ao lado, qual a relação entre a 
prática de esportes e o desenvolvimento 
de pessoas com necessidades especiais?
By Chris Fruitrich and Sam Ward, USA TODAY
Source: Special Olympics
59 %
33%
8%
Available at: <http://usatoday30.usatoday.com/news/snapshots/ 
25anniversary/specialolympics.htm>. Accessed in: October 2014.
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 89 5/13/15 9:24 AM
Unit 590
Vocabulary Study
Sports
114 Listen to the recording and repeat the words from the box below. Then, use 
them to complete the following gaps as in the example.
beach volleyball • gymnastics • horseback riding 
basketball • judo • running • sailing • soccer • swimming • tennis
Athlete: 
Daniel Dias
PlAce of birth: 
Campinas, São Paulo
SPort:
swimming
Athlete: 
Sarah Menezes
PlAce of birth: 
Teresina, Piauí
SPort:
Athlete: 
Thomaz Bellucci
PlAce of birth: 
Tietê, São Paulo
SPort:
Athlete: 
Marta
PlAce of birth: 
Dois Riachos, Alagoas
SPort:
Athlete: 
Emanuel Rego
PlAce of birth: 
Curitiba, Paraná
SPort:
Athlete: 
Robert Scheidt
PlAce of birth: 
São Paulo, São Paulo
SPort:
Athlete: 
Tiago Splitter
PlAce of birth: 
Joinville, Santa Catarina
SPort:
Athlete: 
Luiza Almeida
PlAce of birth 
São Paulo, São Paulo
SPort:
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 90 5/13/15 9:24 AM
Empowerment through Sport 91
2 What do the athletes in the photos have in common?
3 What’s your favorite sport? How often do you play it?
4 Complete the following diagrams with the sports from exercise 1 as in the 
examples below.
PLAY
soccer
running
DO
gymnastics
GO
Language Note
PLAY + ball sports or 
team sports
DO + non-team sports
GO + sports that end 
in -ing
5 Complete the following sentences about the athletes from exercise 1. 
Use play, do or go as in the example below. Use the verbs in the Present 
Simple tense.
a. Marta plays football very well.
b. Terezinha Guilhermina with her guide Guilherme Santana.
c. Sarah Menezes . She is in the women's under 48 kg weight 
category.
d. Tiago Splitter for the San Antonio Spurs in the NBA.
 
Athlete: 
Arthur Zanetti
PlAce of birth: 
São Caetano do Sul, 
São Paulo
SPort:
Athlete: 
Terezinha Guilhermina
PlAce of birth: 
Betim, Minas Gerais
SPort:
Now 
complete the 
Vocabulary 
Corner on 
page 159 with 
what you have 
learned.
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 91 5/13/15 9:24 AM
Unit 592
Alan Oliveira
What is your ultimate sporting ambition?
I want to be the most popular athlete in the 
world and to be the best in all races. I also want 
to compete in the Olympics.
What do you like doing outside of your sport?
I like to play video games, to go to the movies, 
to do some radical sports and skating.
When you have time to see your friends, what 
do you like to do?
I like to have fun and talk. I try to forget a little 
bit about athletics.
www.ossur.com/corporate/team-ossur/alan-oliveira
Taking it Further
 Read the text below and do exercises 1-4.
Available at: <www.ossur.com/corporate/team-ossur/alan-oliveira>. Accessed in: October 2014. (Fragment.)
1 The text above is in the section
 “Facts and Highlights”. “Q&A” (Questions and Answers).
2 According to AlanÕs quote, what is really important?
 What you dream. To have a dream and make it come true.
3 Mark the correct statements about Alan.
a. He is a Brazilian Paralympic athlete.
b. He wants to be the most popular athlete in the world.
c. He never forgets about athletics.
d. He likes to have fun and talk to his friends.
4 What does Alan like doing? Choose the pictures below that refer to his 
favorite activities.
 
Identifique se 
o texto é um 
anúncio, pôster, 
entrevista 
etc. para, com 
base no que 
você já sabe 
sobre esse 
gênero textual, 
compreender 
melhor o texto, 
seus objetivos e 
sua estrutura.
tip
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It doesnÕt matter what you dream, 
what matters is to dream and make it come true.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 92 5/13/15 9:24 AM
Empowerment through Sport 93
Language in Use
Review: Present Simple
1 Read the following fragments from the text on page 92. Then, complete the 
sentences below with I or II.
 I. It doesn’t matter what you dream…
II. I like to play video games, to go to the movies…
a. The Present Simple tense is used to talk about Alan’s preferences in fragment .
b. The Present Simple tense is used to talk about Alan’s opinion in fragment .
c. Fragment is an example of negative sentence in the Present Simple tense.
d. Fragment is an example of affirmative sentence in the Present Simple tense.
2 Complete the following sentences about Alan Oliveira with the correct 
form of the verbs in parentheses. If necessary, go to Language Reference in 
Context on page 165 to review the Present Simple tense.
a. He (want) to compete in the Olympics.
b. He (like) some radical sports and skating.
c. In his free time, Alan (have) fun with his friends. He also 
(try) to forget a little bit about athletics.
 Read the following opinion poll and do exercises 3-6.
  Think about it! 
As pessoas podem ter sonhos diferentes, mas todos podem lutar para torná-los 
realidade. Na sua opinião, é importante ter um sonho e buscar realizá-lo? Por 
quê? Como a história de vida de Alan pode inspirar você a lutar pelos seus sonhos?
 
Opinion polls são 
pesquisas de 
opinião. Onde 
você costuma 
encontrar esse 
tipo de texto?
tip
Available at: <www.usatoday.
com/picture-gallery/
news/2014/03/12/usa-today-
snapshots/6340793/>. 
Accessed in: October 2014.
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 93 5/13/15 9:24 AM
Unit 594
3 Mark the correct item that completes each sentence below.
a. The total number of participants in the poll is
 60. 1,015.
b. The participants are from
 the United States. the United Kingdom.
c. Most Americans
 exercise on vacation. don’t exercise on vacation.
4 Identify the words that express frequency in the text. 
5 Based on the text, complete the following sentenceswith the correct form 
of the verbs in parentheses. Use the Present Simple tense.
a. 23% of Americans rarely on vacation. (work out)
b. 12% of Americans or go on vacation. (exercise)
6 What about you? How often do you exercise on vacation? 
 Read another opinion poll and do exercises 7-9.
7 What is the main objective of the text?
 To encourage kids to spend time on outdoor activities.
 To show the number of hours a week that kids spend on outdoor activities.
8 Mark the correct statement about the opinion poll above.
a. The total number of participants in the poll is 801.
b. The participants in the poll are kids between 3 and 18 years old.
c. According to the poll, kids spend about 8 hours a week visiting natural areas.
Available at: <www.usatoday.
com/picture-gallery/
news/2014/03/12/usa-today-
snapshots/6340793/>. 
Accessed in: October 2014.
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 94 5/13/15 9:24 AM
Empowerment through Sport 95
9 In each item below, put the words into the correct order to make sentences 
about the opinion poll on the previous page.
a. spend / playing in backyards. / Kids / about 12 hours a week
Kids spend about 12 hours a week playing in backyards.
b. about 10 hours a week / spend / studying. / Kids
c. at local parks. / Kids / spend / about 4 hours a week
Object Pronouns
 Read the following quotes and do exercises 10-12. If necessary, use the 
Glossary on page 176.
Apoie-se em 
palavras 
parecidas com 
o português, 
como sports e 
character, para 
ajudar você a 
compreender 
os textos.
tip
“What we think 
determines what 
happens to us, 
so if we want to 
change our lives, 
we need to stretch 
our minds”
Wayne Dyer
10 Complete each gap below with a word from the quotes as in the following 
examples.
Sports do not build character. They reveal it.
subject 
pronoun
sports
object 
pronoun
What we think determines what happens to us.
object 
pronoun
Winners donÕt wait for chances, they take them.
subject 
pronoun
winners
object 
pronoun
Ao encontrar 
um pronome 
como me, you, 
it, him, her, us 
e them numa 
frase, busque 
identificar a 
que termo esse 
pronome se 
refere.
tip
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Sports do not
build character.
They reveal it
Heywood Broun, American 
sports journalist (1888-1939)
Winners don’t 
wait for 
chances, 
they 
take them
Available at: <www.brainyquote.com>. Accessed in: May 2015.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 95 5/13/15 9:24 AM
Unit 596
11 The pronouns they, it, them and us are used to
 avoid repetition. emphasize an element.
12 Which quotes are about sports? Do you agree with them? Why (not)? 
13 Now complete the table below. Use object pronouns from exercise 10.
Subject Pronouns I you he she it we they
Object Pronouns me you him her
14 Complete each sentence below with the correct object pronoun as in the 
following example.
a. Marta is a famous Brazilian soccer player. People call her “Pelé with skirts”.
b. Football is the most popular sport in the world. Billions of people play 
worldwide.
c. Daniel Dias and César Cielo are Brazilian swimmers. Their determination makes 
 successful athletes.
d. Alan Oliveira is a talented Paralympic sprinter from Brazil. Competing in the 
Olympics is very important to .
e. Sarah Menezes is a talented Brazilian judoka. Judo is what matters to .
Listening and Speaking
1 Do you watch sports on TV? What sports do you like to watch on TV?
215 Listen to the broadcast of a Paralympic swimming competition. Who was the 
winner?
Sebastian Rodriguez (Spain) Daniel Dias (Brazil) Roy Perkins (USA) 
Go to 
Language 
Reference 
in Context on 
page 171.
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 96 5/13/15 9:24 AM
Empowerment through Sport 97
315 Listen to the recording again and mark the correct item that completes each 
sentence below.
a. The Brazilian swimmers are in lanes
 two and five. four and seven.
b. The Spanish swimmer in lane three is
 Sebastian Rodriguez. Jordi Gordillo.
c. There are
 seven swimmers in the competition.
 eight swimmers in the competition.
415 Listen to the recording once more and check your answers to exercise 3.
5 Where are the swimmers from?
 
Antes de ouvir 
o ‡udio, leia 
os itens do 
exerc’cio para 
conhecer as 
informa•›es 
solicitadas. 
Voc• dever‡ 
prestar 
aten•‹o a 
elas durante 
a escuta. 
Fa•a isso 
em todos os 
exerc’cios de 
compreens‹o 
oral.
tip
Ukraine USA 
Brazil England France New Zealand 
Russia Spain 
6 In pairs, talk about sports. Use expressions from the boxes below to ask 
questions as in the following example.
• What’s/Who’s your favorite …?
• What sports are …?
• Are you good at …?
• How old is he/she?
• How often do you ...?
swimming / cycling / soccer / etc.
soccer team / swimmer / team sport / etc.
dangerous / popular / easy / difficult / etc.
skateboarding / running / tennis / etc.
watch sports on TV / exercise / play volleyball
Student A: Are you good at swimming?
Student B: Not really. Are you?
Student A: Sure. ItÕs my favorite sport.
Student B: And whoÕs your favorite swimmer?
Student A: Daniel Dias and CŽsar Cielo. They are awesome!
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Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 97 5/13/15 9:24 AM
Unit 598
Writing
In this unit you have read opinion polls on pages 93 and 94. A poll allows 
you to ask a group of people a multiple choice question in order to get 
information about their opinions on a subject. Online polls have become very 
popular. They allow Internet users to express themselves and also find out the 
results of the poll.
1 Create an opinion poll about sports. You can ask people about their favorite 
sport, favorite athlete, how often they play sports etc.
Step by Step
1. Think about your poll question.
2. Write at least five possible answers. Make them short and clear. You can add an 
Other field to allow a voter to enter his/her own answer.
3. Write a first draft of the poll. You can allow the voter to select just one answer or 
allow him/her to choose multiple answers.
4. Ask a classmate to answer your poll. This is a good way to check if the question 
and the answer options are clear enough.
5. Answer your classmate’s poll and discuss with him/her both polls.
6. Make the necessary corrections.
7. Write the final version of the opinion poll.
 
Ao revisar 
os textos, 
 considere, 
por exemplo:
• objetivo: 
as infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
• conteúdo: 
as infor-
mações 
foram 
verificadas 
e estão 
 corretas?
• linguagem: 
a pergunta 
e as respos-
tas estão 
redigidas 
de maneira 
clara e 
objetiva?
• leiaute: a 
organização 
visual 
facilita a 
rápida com-
preensão 
das infor-
mações?
Reescreva 
seu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
Writing Context
 Before writing your text, complete the gaps below to identify the 
elements of the writing context.
a. Writer: you
b. Readers: classmates and other people
c. Genre: 
d. Objective: to get information about people’s opinion on 
e. Style: informal
f. Media: school board / Internet
2 It’s time to share your opinion poll or publish it online. To publish free online 
polls, you can use different online services such as:
• <www.easypolls.net/>
• <https://flisti.com/>
• <http://pollcode.com/>
• <www.acepoll.com/create>
 Finally, invite people to answer your poll and share the results. Your friends 
are curious, just like you.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd98 5/13/15 9:24 AM
Empowerment through Sport 99
Looking Ahead 
 Read the following billboard. Then, talk to a classmate and answer the questions below.
a. Quem deve ser Marlon Shirley?
b. O que “Lost leg, not heart.” significa?
c. Qual valor ou princípio está sendo promovido no texto?
d. Na sua opinião, qual o objetivo de textos como o desta página?
e. Qual a relação entre o título da unidade (“Empowerment through Sport”) e o texto acima?
Extra Reading
 <www.olympic.org/>
 <http://specialolympics.org.br/>
 <www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sport_and_children?open>
Extra Video 
 <http://paralympics.channel4.com/video>
Marlon Shirley leads the pack in the 200 m amputee.
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Available at: <www.values.com/inspirational-sayings-billboards/34-overcoming>. 
Accessed in: October 2014.
Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 99 5/13/15 9:24 AM
100 
Warming Up!
 What is fashion? Do you consider yourself a fashionable person?
Fashion: 
in or out?
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 100 5/13/15 9:24 AM
 101
• to talk about fashion
• to learn the differences between the Present Simple and the Present Continuous tenses
• to explore online forum posts
• to establish connections with Arts, History, Geography and Science
Learning Objectives
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 101 5/13/15 9:24 AM
Unit 6102
Before Reading
1 In your opinion, is it important to be fashionable? Why (not)?
2 Take a look at the layout, the structure and the source of the following text. 
Then, mark the correct item that completes each sentence below.
a. Debate.org is an online
 community. newspaper.
b. The text is composed of
 a debate topic (“Is fashion harmful to society?”) and two online forum posts.
 an opinion poll (“Is fashion harmful to society?”) and four online forum posts.
c. The online forum posts on the right (“Fashion is art.” / “Fashion shows a 
person’s creativity.”) shows
 positive views on fashion. negative views on fashion.
3 What do you expect to read in the text below?
Reading
 Now read the text below to check your predictions.
Use o que você 
já sabe sobre 
o assunto e 
o gênero do 
texto para 
estabelecer 
hipóteses 
sobre o que 
você vai ler.
tip
Is fashion harmful to society?
 51% say Yes 49% say No 
Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014.
YES NOor
I feel that fashion is harmful to society, because 
it promotes a culture that is based solely on 
appearance. The fashion industry encourages an 
unrealistic outlook for men and women in regards 
to their bodies and their looks. [...]
Posted by: MilitaryGregorio28
Fashion is definitely harmful to society, because 
it inspires people to make potentially harmful 
lifestyle choices. Societal problems, such as 
anorexia and teen violence, are exemplary as to 
why fashion can actually be harmful. The media 
pushes the idea of beauty, as it is associated with 
apparently emaciated super models and punks 
wearing baggy pants and chains. [...]
Posted by: UtterDusty75
Fashion shows a person’s creativity. Fashion 
shows what type of person someone is, and 
without that kids are the same as everyone 
else. [...]
Fashion is art. “Fashion is the most powerful 
art there is. It shows the world who we are 
and who we’d like to be.” It’s movement, 
design and architecture all in one. [...] 
Summing it up, fashion is a daily way to 
embrace art and express who you are or who 
you want to be.Like Reply
Like Reply
Like Reply
Report Post 
Report Post 
Report Post 
Report Post 
6 2
64 3
Like Reply
5 1
2 5
www.debate.org/opinions/is-fashion-harmful-to-society
+ CREATE NEW TOPIC
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 102 5/13/15 9:24 AM
Fashion: in or out? 103
Reading for General Comprehension
 The following paragraph is about the text on page 102. Complete each gap 
below with the correct item in parentheses.
In the online forum from <www.debate.org>, people can express their 
opinion about (art/fashion) and discuss if it poses a real 
risk to (animals/society). The online forum also gives 
users the opportunity to learn how (people in general/
celebrities) feel about fashion.
Reading for Detailed Comprehension
1 Mark what online users can do at <www.debate.org/opinions/is-fashion-
harmful-to-society> (source of the text).
 They can create a new topic.
 They can delete a user’s post.
 They can like other users’ posts.
 They can reply to other users’ posts.
  Think about it! 
Na Internet, os leitores navegam pelos sites clicando em links. Palavras-chave 
e ícones costumam ser usados para indicar esses links. No texto reproduzido 
do site <www.debate.org>, “Create new topic”, “Like”, “Reply” e “Report post” 
indicam links. Os desenhos de uma pequena bandeira vermelha e de balões 
de fala também. Na sua opinião, qual desses links deve ser clicado para 
denunciar uma mensagem inadequada? E para ler os comentários sobre as 
respostas postadas?
2 Each item below refers to one or two online forum posts from the text 
above. Write:
(1) if the item refers to the 1st YES post (“I feel that fashion is harmful…”);
(2) if the item refers to the 2nd YES post (“Fashion is definitely harmful...”);
(3) if the item refers to the 1st NO post (“Fashion is art.”);
(4) if the item refers to the 2nd NO post (“Fashion shows a person’s creativity.”).
a. Some people get eating disorders just to look like thin models.
b. The fashion world decides what beautiful women and men look like.
c. Fashion can show that every child is unique.
d. Fashion is a way to express yourself.
Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 103 5/13/15 9:24 AM
Unit 6104
3 Go back to the 2nd YES post and mark the correct item that completes each 
sentence below.
a. Two examples of societal problems are
 anorexia. fashion. teen violence.
b. Two pieces of clothing that punks wear are
 baggy pants. black shoes. chains. 
c. In “apparently emaciated super models”, emaciated means
 healthy. extremely thin.
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. Na sua opinião, as respostas dadas à pergunta “Is fashion harmful to society?” 
apresentam bons argumentos? Por quê? Com qual das respostas você mais se 
identifica? Como você responderia a essa pergunta?
b. O texto da página 102 foi retirado do site de uma comunidade on-line que discute 
vários temas. Na sua opinião, é possível promover debates na Internet de forma 
produtiva e responsável? O que se deve fazer para que isso aconteça?
Vocabulary Study
Clothes
1 Mark the picture below that illustrates the pieces of clothing mentioned in 
“punks wearing baggy pants and chains.” (from the text on page 102).
 
Observe o 
contexto 
para inferir 
o significado 
de palavras 
e expressões 
desconhecidas.
tip
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 104 5/13/15 9:24 AM
Fashion: in or out? 105
2 What are they wearing? Match the following pictures to the sentences from 
the box below.
a. She’s wearing a black skirt. 
b. She’s wearing a long dress.
c. He’s wearing a white T-shirt.
Language Note
When you wear your clothes, 
shoes,glasses, perfume etc. 
you have them on your body.
She’s wearing a beautiful dress 
with matching red lipstick.
Complete the 
Vocabulary 
Corner on 
page 160 with 
what you have 
learned.
316 Listen to the recording and check your answers to exercise 2.
417 Listen to the recording and repeat the words in bold from exercise 2.
5 In pairs, ask and answer the following questions.
a. What is your favorite piece of clothing?
b. What is your favorite color for clothes?
c. What kind of clothes do you usually wear?
d. What kind of clothes are in fashion now?
d. They’re wearing jeans.
e. She’s wearing red sneakers.
f. They’re wearing flip flops.
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 105 5/13/15 9:25 AM
Unit 6106
Available at: <www.amazon.com/Shes-Wearing-Dead-Bird-Head/product-reviews/0786811641/ref=cm_cr_dp_
see_all_btm?ie=UTF8&showViewpoints=1&sortBy=bySubmissionDateDescending>. Accessed in: October 2014.
2 In your opinion, is SheÕs Wearing a Dead Bird on Her Head! about fashion? 
Why (not)?
3 Now read the text above and mark the correct statements about it.
a. Chris Heater and Sweet teacher have positive views on SheÕs Wearing a Dead 
Bird on Her Head!.
b. There are eight 5-star reviews of the book.
c. Chris Heater mentions the high quality of the illustrations of the book.
d. According to Chris Heater, the book deals with the importance of respecting birds.
 
Ao ler um texto 
na Internet, 
busque 
imaginar os 
links dispon’veis 
e a que tipo de 
informa•‹o 
esses links 
podem 
conduzir o 
leitor. No texto 
reproduzido da 
Internet nesta 
p‡gina, onde 
se deveria 
clicar para 
saber mais 
sobre o livro? 
E para ler as 
oito resenhas 
escritas por 
consumidores?
tip
 www.amazon.com
4 of 4 people found the following review helpful.
★★★★★
The Founding of the Audobon Society Takes 
Flight!, January 15, 2001
By Chris Heater (Indianapolis, Indiana)
This review is from: She's Wearing a Dead Bird 
on Her Head! (Paperback)
"She's Wearing a Dead Bird on Her Head!" is 
an absolutely wonderful book to illustrate how 
we need to be kind to our feathered friends! […]
★★★★
Great for teaching Everglades birds and 
women's right to vote, March 7, 2013
By Sweet teacher 
This review is from: She's Wearing a Dead Bird 
on Her Head! (Paperback)
My students loved the style of the illustrations. 
We are studying the Everglades right now, and 
they enjoyed finding the birds in the pictures.
Customer Reviews
She's Wearing a Dead Bird on Her Head!
8 Reviews
5 star: 5
4 star: 2
3 star: 1
2 star: 0
1 star: 0
Average Customer Review
★★★★ (8 customer reviews)
Create your own review Share your thoughts with other customers
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Taking it Further
1 Before reading the following text, take a look at its picture and structure. 
Then, match the columns below.
a. The text is about
b. The text presents two
c. The text is from the website of
d. The audience of the book is
 an electronic commerce company.
 a book by Kathryn Lasky.
 kids in general.
 book reviews of SheÕs Wearing a 
Dead Bird on her Head!.
 
Observe os 
elementos 
n‹o verbais, 
como imagens, 
tipos e cores 
de fontes, e 
a disposi•‹o 
gr‡fica das 
informa•›es 
nos textos 
para melhor 
compreend• -los.
tip
Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 106 5/13/15 9:25 AM
Fashion: in or out? 107
Language in Use
Present Simple or Present Continuous?
 Read the following fragments and do exercises 1-3.
I. Fashion shows a person’s creativity. (page 102)
II. We are studying the Everglades right now... (page 106)
1 Complete the table below.
  Think about it! 
SheÕs Wearing a Dead Bird on Her Head! é uma história baseada em fatos reais sobre 
duas primas, Harriet Hemenway e Minna Hall, que lutaram contra uma tendência 
de moda de sua época, segundo a qual as mulheres decoravam seus chapéus 
com partes de pássaros. Elas ajudaram a criar a sociedade de conservação 
da natureza “The Massachusetts Audubon Society”. Quais outras organizações 
ambientais que combatem o uso de animais na moda você conhece? Você usa 
ou usaria peças de origem animal para seguir a moda? Justifique sua resposta.
Questions Fragment I Fragment II
Verb tense Present Continuous Present Continuous
 Present Simple Present Simple
Use to describe an action happening 
around the time of speaking
 to describe an action happening 
around the time of speaking
 to talk about a fact to talk about a fact
2 Which time expression is used in fragment II? 
3 Mark the item below that is equivalent to the time expression in fragment II.
 Always. Every day. At the moment.
4 Read two other online forum posts in response to “Is fashion harmful to society?” 
(page 102). Use the Present Simple tense to complete the following gaps.
Fashion is not harmful to society. I (not believe) 
that fashion is harmful to society. I think that fashion 
(increase) and (benefit) society. (...)
Posted by: barbiegirll
Like Reply
Report Post 
5 3
Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 107 5/13/15 9:25 AM
Unit 6108
5 Go back to exercise 4 and read the online forum posts again. Who has a 
positive view on fashion?
 Only barbiegirll.
 Only FiveGlen35.
 Both barbiegirll and FiveGlen35.
I believe fashion is harmful to society. As the mother of a thirteen-year-old girl 
I can tell you that many things that are considered fashionable are ruining society. (...)
Posted by: lacedjeans
Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014.
a. What is the view of lacedjeans on fashion?
 Positive. Negative.
b. Why is the Present Simple tense used in ÒI believeÓ?
 To talk about a fact. To express an opinion.
c. Why is the Present Continuous tense used in Òmany things (...) are ruining societyÓ?
 To describe actions that always happen (permanent events).
 To express a current tendency (changes happening around now).
d. What is the structure of the Present Continuous tense?
 Verb be (am/is/are) + main verb in the -ing form.
 Main verb in the -ing form.
Fashion is showing people new ideas and, as such, cannot be dangerous to 
society. Fashion is something new and, thus, (bring) new 
and creative idea to people’s lives. It (enrich) them, and 
 (make) their lives more interesting. (...)
Posted by: FiveGlen35
Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014.
6 Read another online forum post in response to ÒIs fashion harmful to society?Ó 
(page 102). Then, mark the correct item that answers each question below.
Like Reply
Report Post 
Like Reply
Report Post 
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 108 5/13/15 9:25 AM
Fashion: in or out? 109
7 Read the comic strip below and answer the following questions.
Go to 
Language 
Reference 
in Context on 
page 172.
©
 2
01
5 
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ea
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s 
S
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GROOVE, Tina’s. October, 2014. Available at: <http://tinasgroove.com/comics/october-15-2014>. 
Accessed in: January 2015.
a. What is Monica wearing?
b. What does “accessorize” mean?
c. The word “excessorize” creates humor in the comic strip. What does it mean?
8 The sentences below are about eco fashion. Use the Present Simple or the 
Present Continuous tense tocomplete them.
a. Eco or green fashion (use) 
eco-labeled or recycled materials.
b. Green fashion (cause) little or no 
environmental impact.
c. Today, more and more fashion designers 
 (start) to make recycled clothes.
d. Many people (wear) eco-friendly 
outfits these days.
9 When your clothes donÕt fit you anymore but are still in good condition, 
do you donate them? What about recycling them? Think about these 
possibilities and go green!
Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 109 5/13/15 9:25 AM
Unit 6110
Listening and Speaking
1 How can you restyle an old pair of jeans? Choose the ideas below that you 
want to put into practice.
Tutorial Ž um 
texto, ‡udio 
ou v’deo que 
ensina o passo 
a passo para a 
realiza•‹o de 
uma tarefa.
tip
N‹o se 
preocupe 
em entender 
tudo o que 
ouvir. Isso 
nem sempre 
Ž necess‡rio 
para 
atingir seus 
objetivos de 
compreens‹o. 
Concentre-
-se nas 
informa•›es 
que deseja e 
preste aten•‹o 
a palavras-
-chave.
tip
218 Listen to a tutorial recorded by a fashionable young woman. What is the 
tutorial all about? 
3
18
 Listen to the recording again and number the steps (1-8) according to the 
order you hear. Numbers 3, 4 and 6 are given to help you.
 4 Cut open side seam.
 Measure the length.
 Turn right side-out, wear.
 Cut off the legs.
 3 Cut along in seam.
 Trim the two pieces to fit the open space.
 Turn inside-out and hem.
 6 Pin pieces in place, then stitch.
 Rip your jeans to give them a 
completely different look.
 Add zippers, buttons, ribbons, or 
other embellishments.
 Cut your jeans wider or make skinny 
jeans.
 Make cut-off shorts out of old jeans.
hem
seam
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 110 5/13/15 9:25 AM
Fashion: in or out? 111
High schoolers trade clothes for a day to challenge stereotypes
November 11, 2014
FUJIYOSHIDA, Yamanashi Prefecture – Bucking 
social norms, male students in skirts and female 
students in pants showed up to class at a public 
high school here on Nov. 11. The uniform-swapping 
event was organized to give students a different look 
at themselves and society by seeing past common 
social generalizations such as “manliness” and 
“girlishness.” By walking in the shoes of the opposite 
gender, students were encouraged to reconsider 
preconceptions about themselves or others, instead 
of blindly accepting social standards about what 
is normal.
By HIROSHI KAWAI/Staff Writer
Adapted from: <http://ajw.asahi.com/article/behind_news/social_affairs/AJ201411110050>. 
Accessed in: January 2015.
418 Listen to the recording once more and check your answers to exercise 3.
5 Do you restyle your old clothes? If so, what kind of pieces of clothing?
6 It is time to create your tutorial and teach people how to turn an old piece 
of clothing into something beautiful. In small groups, write down a short 
tutorial and present it to the whole class. You can also record and share it 
with other people.
7 Before reading the following text, take a look at its picture. Who are these 
people, where are they from and what are they wearing? 
8 Now read the text above and discuss the questions below with your 
classmates. Use expressions from the Language Note box to help you.
a. What is the objective of the Òuniform-swapping eventÓ? 
b. The school event is a different way to teach stereotypes to students. What do 
you think of it? Why? 
c. In your opinion, are you what you wear? Why (not)? 
d. Do you have preconceptions about people because of what they wear? 
What events can schools in our country promote to help people reconsider 
stereotypes and respect others? 
Language Note
Asking for an opinion: What do you think? / Do you agree? / How do you feel about that?
Expressing an opinion: In my opinion... / I believe that... / From my point of view...
Agreeing: I agree with you. / I guess youÕre right. / Absolutely. / Tell me about it!
Disagreeing: I donÕt agree with you. / I totally disagree. / IÕm afraid thatÕs not true. / No way.
Male students dress in skirts before class at Fuji 
Hokuryo High School in Fujiyoshida, Yamanashi 
Prefecture, on Nov. 11. (Hiroshi Kawai)
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 111 5/13/15 9:25 AM
Unit 6112
Writing
In this unit you have read some online forum posts on pages 102, 107 and 108. 
Basically, a forum is a place online where forum members can interact and 
discuss various topics. An initial post opens the forum and presents one or more 
topics for discussion. Then, forum members post messages with their views on 
the subject and to reply to previous ones. They can share personal opinions 
and a lot of information.
1 Write a reply to the opening post from the forum on page 102 (“Is fashion 
harmful to society?”).
Step by Step
1. Write down your ideas and experiences concerning the question presented in 
the post that opens the forum.
2. If necessary, talk to other people and/or do research on the Internet to get 
more information on the topic.
3. Write a first draft of the post. Include one or two arguments to support your 
opinion.
4. Exchange posts with a classmate and discuss both texts.
5. Make the necessary corrections.
6. Write the final version of the post.
 
Ao revisar 
os textos, 
 considere, 
por exemplo:
¥ objetivo: 
As infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
¥ conteúdo: 
Há pelo 
menos um 
argumento 
para 
justificar 
a opinião 
 expressa? 
Ele está 
claro e 
coerente?
¥ linguagem: 
A resposta 
está 
redigida de 
maneira 
clara e 
objetiva?
¥ ortografia: 
As palavras 
estão 
escritas 
correta-
mente?
Reescreva 
seu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
Writing Context
 Before writing your text, match the columns below to identify the 
elements of the writing context.
a. Writer:
b. Readers:
c. Genre:
d. Objective:
e. Style:
f. Media:
 classmates and other people
 classroom board/Internet
 you
 informal tone
 online forum post
 discuss if fashion is harmful to 
society
2 It’s time to share your post with your 
classmates. You can organize all the 
posts on a classroom board or create 
a real online forum. Then read your 
classmates’ posts and choose one (or 
more) to reply to.
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Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 112 5/13/15 9:25 AM
Fashion: in or out? 113
Looking Ahead
 Read the following texts. Then, talk to a classmate and answer the questions below.
Apoie-se 
nas imagens 
e no seu 
conhecimento 
de mundo 
para inferir 
o significado 
de termos 
desconhecidos 
e compreender 
melhor o texto.
tip
Available at: <www.thesun.co.uk/sol/
homepage/news/4399544/School-boots-
out-four-year-old-because-of-Beckham-
hair.html>. Accessed in: October 2014.
Available at: <www.dailymail.co.uk/news/
article-2516925/Vanessa-Van-Dyke-12-threatened-
expulsion-refusing-cut-afro-hair-welcomed-school.
html>. Accessed in: January 2015.
Extra Reading
 <www.theguardian.com/sustainable-business/sustainable-fashion-blog>
 <www.huffingtonpost.com/2013/11/26/vanessa-vandyke-expelled_n_4345326.html>
Extra Video
 <http://video.teenvogue.com/series/global-threads>
a. O que as notícias dos dois jornais têm em comum?
b. Você já foi vítima de preconceito por adotar algum corte de cabelo ou penteado?
c. Na sua opinião, as escolas agiram corretamente? Por quê (não)?
Read the following quote by Coco Chanel (1883-1971), a famousFrench fashion 
designer. Do you agree with it? Talk to a classma te and discuss your ideas about it.
School boots out
four-year-old because 
of ‘Beckham’ hair
Bullied 12-year-old girl who was 
threatened with expulsion from school 
for refusing to cut her natural afro hair 
is welcomed back without having to 
cut a single strand
Fashion is not something that exists in dresses only. 
Fashion is in the sky, in the street, fashion has to do 
with ideias, the way we live, what is happening.
Coco Chanel.
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Email address Password
Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 113 5/13/15 9:25 AM
Reading
1 Do you like sports? If so, which one(s)? 
2 Before reading the text below, take a look at its pictures. In your opinion, does 
Garfield like sports? 
3 Read the comic strip below and mark the correct item that answers each question below.
DAVIS, Jim. April, 2014. Available at: <http://garfield.com/comic/2014-04-02>. Accessed in: January 2015.
a. How is Jon feeling?
 Excited. Sleepy.
b. Who is taking a rest?
 Jon. Garfield.
c. What’s Jon inviting Garfield to do?
 To go for a run. To go to a stand-up comedy show.
4 Why is the Present Continuous tense used in the text above?
 To talk about activities that Jon is doing at a specific present time.
 To talk about activities that Jon does every day, on a regular basis.
  Think about it!
No último quadrinho, Garfield diz que Jon está fazendo um tipo de show de comédia. 
Por que Garfield considera engraçado o que Jon diz? 
5 & 6
©
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Units 5 & 6114
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 114 5/12/15 5:05 PM
Available at: Asian Geographic Junior, n. 25, Issue 4, 2013, p. 9.
1 Write true sentences about Lee Xin Yi as in the example below.
a. She doesn’t go to St. Martin’s School.
She goes to St. Anthony’s Primary School.
b. She doesn’t sing very well.
c. She doesn’t specialise in tap dance.
d. She doesn’t want to be an actress.
Lee Xin Yi is from Singapore, 11 years old 
and goes to St. Anthony’s Primary School. 
She is a very sporty girl who especially likes 
soccer and can also dance very well. She 
specialises in Classical Ballet, Chinese dance 
and Modern dance, and hopes to be able to 
go to the Anne Frank House in Amsterdam 
one day and write a report about her trip 
there as a journalist.
Language in Use
Present Simple
 Read the text below and do exercises 1 and 2.
Language Note
specialise (BrE) = specialize (AmE)
organise (BrE) = organize (AmE)
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Review 3 115
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 115 5/12/15 5:05 PM
2 Answer the following questions about Lee Xin Yi. Use short answers as in the example 
below.
a. Does she live in Amsterdam? No, she doesn’t. 
b. Does she take Classical Ballet lessons? 
c. Does she hate sports? 
d. Does she play soccer? 
e. Does she want to visit the Anne Frank House one day? 
3 Where do you want to travel one day? 
Object Pronouns
4 Complete each sentence below with the correct object pronoun.
a. Daniel Dias and Cesar Cielo are Brazilian swimmers. Do you know ?
b. Marta is a talented Brazilian soccer player. People know as “Pelé with skirts”.
c. Regular physical activity is good for your health. Do every day.
d. He can’t swim. Help !
Present Simple or Present Continuous?
5 Read the comic strip below and complete the sentences about it. Use the Present 
Simple or the Present Continuous tense.
SCHULZ, Charles. July, 2013. Available at: <www.peanuts.com>. Accessed in: September 2014.
a. Snoopy (like) going to the beach.
b. He (surf).
c. He (wear) swim trunks.
d. He (swim) with short quick movements every time that he falls from a 
surfboard.
©
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Units 5 & 6116
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 116 5/12/15 5:05 PM
Time for Fun!
 It’s time to play a board game with your classmates.
INSTRUCTIONS
You need: • Comece o jogo na casa START.
• Jogue o dado para mover sua peça.
• Faça o que se pede em cada casa.
• Ganha o jogo quem chegar primeiro à 
casa FINISH.
a die a counter
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Review 3 117
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 117 5/12/15 5:05 PM
Thinking about Learning
What can I do now?
Talk about sports...
Talk about fashion...
Use the Present Simple tense...
Use object pronouns...
Explore opinion polls...
Explore online forum posts...
What words/expressions have I learned in units 5 and 6?
Words/Expressions Words/Expressions in use
What learning resources have I used in units 5 and 6?
 Dictionaries Glossary Language Reference in Context
 Extra reading Extra videos Vocabulary Corner 
 Internet Other: 
What do I need to do in order to improve my learning?
with 
confidence
well
with some 
difficulty
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Units 5 & 6118
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 118 5/12/15 5:06 PM
Traditional Clothing around the World (First Part)
Na unidade 6, você falou sobre roupas. Observe como as imagens abaixo mostram 
roupas tradicionais de regiões do Brasil e do mundo e leia a tarefa a seguir para fazer 
a primeira parte do Project 2, Traditional Clothing around the World.
TASK: In small groups, search for pictures of clothing that have characterized different regions 
in Brazil and around the world for a number of generations. Write down the name of each 
piece of traditional clothing, the region or country where people usually wear it and, if 
possible, its cultural and/or historical meaning.
2A
Go to page 
153 for the 
second part of 
this project.
In this part of the project, it is only necessary to select pictures of 
tradicional clothing and write down some basic information to identify 
each piece of clothing. Later, you are going to display the pictures on a 
thematic map.
Brazilian “bombacha”
(baggy riding pants)
Indian sari
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Hawaiian Muumuu dress Japanese kimono
Project 2A 119
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 119 5/12/15 5:06 PM
A Tour 
Around Brazil
Warming Up!
 The photos show different tourist attractions in our country. Where are they located?
120 
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 120 5/12/15 6:47 PM
 121
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• to talk about tourism in Brazil
• to learn how to use question words
• to explore maps
• to establish connections with Geography and Arts
Learning Objectives
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 121 5/12/15 6:47 PM
Unit 7122
Tips to visit Inhotim
How do I get there? Is it possible to visit 
the whole Park in one single day? Where 
can I stay near there? Do they have 
parking facilities? I’m going straightfrom 
the airport, where can I store my luggage?
The first step is to know how to 
get there
Inhotim is located in Brumadinho (MG), 
about 60 km from Belo Horizonte. To 
calculate the best route for your trip, just 
click here (http://www.inhotim.org.br/
visite/como-chegar). If you are in Belo Horizonte, on average, it will take you 90 minutes to 
drive to Inhotim. The parking lot at the park is free of charge and Inhotim has lockers for 
your handbags and luggage. You can also get there by bus.
Where to stay
Okay, now that you already know how to get there, you need to decide if you are going to 
stay in Brumadinho or in Belo Horizonte. Inhotim has 110 hectares of visitation area, which 
means you won’t be able to visit the entire park in just one day.
And now what?
There are some tips that can make your visit there even better. Besides being a 
Contemporary Art Center, Inhotim is also a Botanical Garden. Art galleries are surrounded 
by palm trees, flowers, lakes and plenty of wooden benches. Yes, art in the middle of 
nature. That’s why walking is an important part of the visit. To save some time, a good tip 
is to buy your ticket in advance. Another great tip is to navigate through the park before 
going there. The interactive map helps you decide routes and learn about the galleries.
Inhotim is an unforgettable place. Enjoy!
Inhotim Visit Calendar Join Contact Blog
Themes Authors
INHOTIMINHOTIM
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Before Reading
1 What are the tourist attractions in your town? Which one is your favorite? Why? 
2 Take a look at the title, the picture and the layout of the following text. 
Then, answer the questions below.
a. What tourist attraction is the text about? 
b. Which section of the website is the text from? 
3 What do you expect to read in the text below? 
Reading
 Now read the text below to check your predictions.
 
Ao navegar 
na Internet, 
observe o 
endereço do 
site visitado 
e veja se o 
domínio é 
comercial 
(.com), 
educacional 
(.edu), 
acadêmico 
(.ac), de uma 
organização 
não 
governamental 
(.org) etc. 
Diferentes 
domínios 
costumam 
apresentar 
diferentes tipos 
de informação. 
De que tipo de 
domínio é o site 
do texto ao 
lado?
tip
Le@rning on 
the Web
Para fazer 
uma visita 
virtual pelos 
jardins e 
galerias de 
Inhotim, 
visite: <www.
inhotim.org.
br/visite/
tour-virtual> 
(acesso em: 
dezembro de 
2014).
Adapted from: <www.inhotim.org.br/en/blog/tips-to-visit-inhotim>. Accessed in: December 2014.
www.inhotim.org.br/en/blog/tips-to-visit-inhotim
Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 122 5/12/15 6:47 PM
A Tour Around Brazil 123
Reading for General Comprehension
 Mark the correct statement about Inhotim.
 It is an art gallery located in Minas Gerais with famous paintings and sculptures.
 It is a Contemporary Art Center with art galleries surrounded by palm trees, 
flowers and lakes.
Reading for Detailed Comprehension
1 The text starts with different questions about Inhotim. Mark the correct item 
that answers each question below.
a. “How do I get there?”
 Only by car. By bus or car.
b. “Is it possible to visit the whole Park in one single day?”
 Yes, it is. No, it isn’t.
c. “Where can I stay near there?”
 You can stay in Brumadinho or in Belo Horizonte.
 You can stay at one of the hotels located in Inhotim.
d. “Do they have parking facilities?”
 Yes, but they are very expensive. Yes. The parking lot is free of charge.
e. “I’m going straight from the airport, where can I store my luggage?”
 Inhotim has lockers for your handbags and luggage.
 Unfortunately, there's nowhere in Inhotim to store your luggage.
2 Write T (True) or F (False). Then, correct the false statements.
a. You can find the best route for your trip to Inhotim through a link provided.
b. It takes about 60 minutes, on average, from Belo Horizonte to Inhotim by car.
c. Walking is an important part of the visit to Inhotim.
d. A good tip is to buy your ticket at the time of your arrival in Inhotim.
e. The website offers an interactive map to help you plan your route.
 
Ao ler um texto 
na Internet, 
observe os 
links disponíveis 
e busque 
identificar a 
que tipo de 
informação 
esses links 
podem conduzir 
o leitor. No texto 
reproduzido 
da Internet na 
página anterior, 
onde se 
deveria clicar 
para saber 
mais sobre a 
cidade onde 
fica Inhotim? 
E para se ter 
acesso ao mapa 
interativo do 
parque?
tip
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 123 5/12/15 6:47 PM
Unit 7124
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. O texto fala sobre um parque que reœne arte e natureza. Para voc•, expor 
trabalhos art’sticos em um jardim pode estimular as pessoas a se interessarem 
mais pela arte? Por qu•? 
b. Parques e galerias de arte s‹o atra•›es tur’sticas que normalmente despertam 
seu interesse? Que tipos de atra•›es tur’sticas voc• prefere? 
c. Voc• gostaria de visitar Inhotim? Na sua opini‹o, o texto que voc• leu d‡ boas 
dicas para o visitante? Por qu•? 
Vocabulary Study
Tourist Attractions
1 Let’s get to know other tourist attractions in our country! Write a-f under 
each photo to match it to its subtitle. Then, compare your answers with 
those of a classmate.
Attraction 1 Attraction 2 Attraction 3 
Attraction 4 Attraction 5 Attraction 6 
a. Teatro Amazonas, an opera house in Manaus (Amazonas).
b. Saltos do Rio Preto, a waterfall in the Chapada dos Veadeiros (Goi‡s).
c. A palm-fringed beach in Macei— (Alagoas).
d. The Botanical Garden of Curitiba (Paran‡).
e. The Niter—i Contemporary Art Museum (Rio de Janeiro).
f. Ibirapuera Park (S‹o Paulo).
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 124 5/12/15 6:47 PM
A Tour Around Brazil 125
219 Listen to the recording and check your answers to exercise 1. Then, listen to 
the recording again and repeat the words in bold.
3 In pairs, ask and answer the following questions.
a. Do you prefer indoor (opera houses, museums) or outdoor attractions 
(waterfalls, beaches)?
b. Which tourist attractions from exercise 1 do you want to visit someday? Why?
c. Which other places in your country do you want to visit?
Means of Transportation
4 How do you usually go to school? Choose the photo below that answers the 
question. Then, label the pictures with the words in the following box.
bike • bus • car • foot • subway • train
Language 
Note
by + bike, 
bus, car etc.
on + foot
Now 
complete the 
Vocabulary 
Corner on 
page 161 with 
what you have 
learned.
520 Listen to the recording and check your answers to exercise 4. Then, listen to 
the recording again and repeat the words from the box.
By By 
By 
By 
By 
On 
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 125 5/12/15 6:47 PM
BAHIA
SalvadorSalvador
Luís Eduardo
MagalhãesMagalhães
InternationalInternational
AirportAirport
EstádioEstádioEstádioEstádio
Fonte NovaFonte NovaFonte NovaFonte Nova
A
v.
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Av. P
arale
la
Av. P
arale
la
Av. P
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laPq. Pq. Pq. Pq. 
ZoobotânicoZoobotânicoZoobotânicoZoobotânicoZoobotânicoZoobotânicoZoobotânicoZoobotânico
HortoHortoHortoHortoHorto
FlorestalFlorestalFlorestalFlorestalFlorestalFlorestalFlorestalFlorestalFlorestal
RodoviáriaRodoviáriaRodoviáriaRodoviáriaRodoviáriaRodoviáriaRodoviária
Pq. da CidadePq. da CidadePq. da CidadePq. da Cidade
Pq. MetropolitanoPq. MetropolitanoPq. Metropolitano
de Pituaçude Pituaçude Pituaçu
Feira de
Santana/Santana/
BR-116BR-116
Baía de Baía de Baía de 
Aratu
Camaçari/
BR-101BR-101
Lauro de
FreitasFreitas
Praia do Forte/
Linha Verde
Lagoa do Lagoa do 
AbaetéAbaetéAbaeté
PIATÃPIATÃ
ONDINAONDINAONDINAONDINAONDINAONDINAONDINA
BARRA
PELOURINHOPELOURINHOPELOURINHOPELOURINHOPELOURINHOPELOURINHOPELOURINHOPELOURINHOPELOURINHO
BONFIMBONFIMBONFIMBONFIMBONFIM
324
BR
526
BA
AleluiaAleluia
FlamengoFlamengo
CatussabaCatussaba
Stella Stella 
MarisItapuãItapuãPiatãPiatã
JaguaribeJaguaribe
PituaçuPituaçu
ATLANTIC
OCEAN
Todos 
os Santos
Bay
Boca do RioBoca do Rio
ArmaçãoArmação
Jardim de AláJardim de Alá
Jardim dosJardim dos
NamoradosPitubaPituba
AmaralinaAmaralina
OndinaOndinaFarol da Barra
Porto da
Barra Rio Rio 
VermelhoVermelho
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Barra/Ondina Circuit
Batatinha Circuit
TRIOS ELƒTRICOS ROUTESTRIOS ELƒTRICOS
SALVADOR’S NEIGHBORHOODS
AND BEACHES
BONFIM
The outside steps of the 
Church of Bonfm are the 
site of the famous 
stair-washing ceremony 
known as Lavagem do 
Bonfm. On the third 
Thursday in January 
hundreds of local women, 
know as baianas, put on 
traditional white dresses 
and perform the ritual of 
religious syncretism, 
which blends Catholic and 
African traditions. Over 
ten thousand spectators 
gather to watch the 
ceremony, dance, eat,
and enjoy musical 
performances.
PELOURINHO
Cultural heart of the city and Cultural heart of the city and 
host to many musical host to many musical host to many musical 
performances, performances, performances, capoeira capoeira 
demonstrations, and demonstrations, and demonstrations, and demonstrations, and demonstrations, and trios trios 
elétricoselétricos (large trucks with (large trucks with (large trucks with elétricos (large trucks with (large trucks with elétricos
huge amplifers and stages). huge amplifers and stages). huge amplifers and stages). huge amplifers and stages). 
Pelourinho even has its own Pelourinho even has its own Pelourinho even has its own Pelourinho even has its own 
neighborhood trio elétricotrio elétricotrio elétrico
called Batatinha.called Batatinha.
PIATÃ
A palm-fringed 
beach with calm 
waters. The Placafor 
stretch is popular 
for water sports.
BARRA
The most popular, lively tourist spot on 
the coast. Visitors come to enjoy and 
explore the beach, fort, lighthouse, and 
shopping mall. During Carnival, Barra 
serves as the starting point for the trio 
elétrico that the famous Bahian musician elétrico that the famous Bahian musician that the famous Bahian musician elétrico
Dodô performs on.
1 cm – 1,69 km
1 inch – 2,67 mi
Unit 7126
Taking it Further
1 What do you know about Bahia? What are the main tourist attractions there? 
Talk to a classmate about them. 
2 In pairs, explore the map below and answer the questions after the text.
Não se 
preocupe em 
compreender 
todo o texto. 
Concentre-se 
nas informações 
que deseja e 
apoie-se nos 
nomes próprios 
e palavras 
parecidas com o 
português.
tip
Adapted from: Northeast Brazil Guides Unibanco. BEI Editora, 2006, pp. 62-63.
a. What city is shown on the map? 
b. What is the name of the cityÕs football stadium? 
c. What is the name of the cityÕs airport? 
d. Where is the cityÕs zoo? 
e. Which ocean is shown on the map? 
3 Now read the entire text quickly and find out about SalvadorÕs 
neighborhoods and beaches. Then, match the columns below.
a. Barra
b. Bonfim
c. Pelourinho
d. Piat‹
 A palm-fringed beach with calm waters.
 The most popular, lively tourist spot on the coast.
 Where the ceremony Lavagem do Bonfim happens.
 The cultural heart of the city.
  Think about it!
Em mapas, é comum encontrar legendas, escalas, siglas, símbolos, pequenos 
mapas e outros recursos visuais como cores e desenhos. Para compreender bem 
um mapa, é necessário compreender o significado desses recursos e as relações 
entre a linguagem verbal e a não verbal. No mapa desta página, que símbolo é 
usado para indicar as praias? E o aeroporto? Qual a função do mapa menor? 
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 126 5/12/15 6:47 PM
A Tour Around Brazil 127
Language in Use
Question Words
1 Read the following fragments from page 122 and mark the correct item that 
completes each sentence below.
 I. ÒHow do I get there?Ó
 II. ÒWhere can I stay near there?Ó
III. ÒDo they have parking facilities?Ó
IV. Ò... where can I store my luggage?Ó
a. Which fragment is a yes/no question (the expected answer is either ÒyesÓ or ÒnoÓ)?
 Fragment I. Fragment III.
b. Which fragments are Wh-questions (the questions start with a question word)?
 Fragments I, II and IV. Fragments II, III and IV.
c. Which question word refers to places?
 ÒHowÓ (Fragment I). ÒWhereÓ (Fragments II and IV).
d. Which question word refers to manner?
 ÒHowÓ (Fragment I). ÒWhereÓ (Fragments II and IV).
2 What tourist attraction is the text below about? Read it quickly and answer 
the questions on the following page as in the example.
How to Get to the Top of Corcovado?
There are a few viable ways:
Bus + Train From Copacabana and 
Ipanema you can catch local bus 583 and 
from Largo do Machado 422, 569 or 498 – 
they go to Cosme Velho where the train 
leaves from. You can also get a subway 
+ bus integrated ticket that drops you at 
the same stop. The train departs every 
30 minutes 8:30h/19:00h everyday.
Taxi + Train Same thing as the 
bus, but a bit more expensive and in 
compensation a lot faster if you live in 
Copacabana, Ipanema or Leblon.
Van From the subway station Largo do 
Machado you can take a van all the way 
to the top and back, the same service you 
have from Praça do Lido in Copacabana. 
Tickets are sold at a desk at the subway 
station that is open everyday 8:00h/17:00h.
Adapted from: <www.gringo-rio.com/sights-in-rio/rio-de-janeiro-attractions/corcovado>. Accessed in: December 2014.
Christ The Redeemer on Corcovado mountain as seen from a 
small plane.
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 127 5/12/15 6:47 PM
Unit 7128
a. How do I get to the top of Corcovado?
By bus and train, by taxi and train or by van.
b. Where can I catch the train?
c. What time does the first train leave? 
d. How often does the train depart?
e. Where can I take a van all the way to the top and back?
f. Where can I buy tickets for the van?
3 Go back to exercise 2 and circle the question words used.
4 Complete the following chart with the questions from exercise 2 as in the 
example below. Notice the position of each element in the questions.
Localize 
números e 
nomes próprios 
para identificar 
informações 
específicas mais 
rapidamente.
tip
Question word Auxiliary verb Subject Main verb Complement
a. How do I get to the top of Corcovado?
b. can I catch the train?
c. does the first train //////////////////////////
d. depart? //////////////////////////
e. a van all the way to the top and back?
f.
5 In each item below, put the words into the correct order to make questions.
a. you / live? / Where / do 
b. What / tourist / town? / main / in / is / your / attraction / the 
c. get / do / How / there? / you 
6 Go back toexercise 5 and answer the questions. 
Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 128 5/12/15 6:47 PM
304
BR
406
BR
110
BR
101
BR
129
RN
023
RN
064
RN
Mossor—ossor—ossor—
GrossosGrossosGrossosGrossosGrossosGrossos
TibauTibau
Carnaubais
Ponta do MelPonta do MelPonta do Mel
Areia
Branca
LajesLajesLajes
MaxaranguapeMaxaranguapeMaxaranguapeMaxaranguape
Genipabu
Pirangi 
do Norte
Redinha
São MiguelSão MiguelSão Miguel
do Gostosodo Gostosodo Gostoso
TourinhosTourinhosTourinhosGalinhosGalinhosGalinhosGalinhos
São Bento
do Nortedo Norte
GuamaréGuamaré
Porto do
Mangue
Assu
MMacauacau
TourosTouros
Jo‹o C‰mara
Natal
CEARÁ
RIO GRANDE DO NORTE
João Pessoa
FortalezaFortaleza
Touros
São Miguel do Gostoso
Tourinhos
do Marco
Galinhos
Ponta do Mel (Farol)
de São Cristóvão
Tibau
R
io
A
ss
u
ATLANTIC OCEAN
Touros
A fshing village with a quiet beach and calm seas,
protected by reef barriers and a view of Farol do
Calcanhar lighthouse.
S‹o Miguel do Gostoso
Nearly deserted, this beach offers calm seas
and a promenade dotted with straw-thatch kiosks.
Tourinhos
Lovely, brown cliffs and unique, sea-sculpted rock
formations that resemble old tree trunks provide
interesting scenery.
Praia do Marco
A straight, deserted stretch of beach where turtles
emerge from calm waters to lay their eggs.
Accessible only from one of the neighboring beaches.
GalinhosGalinhos
Low dunes, a river and sea that’s good for swimming.
Ponta do Mel
An unspoiled beach in a lovely cove surrounded by red 
cliffs and dunes, with calm seas that make for ideal 
swimming.
Tibau
On the border with Ceará and frequented by summer
vacationers from Mossoró. Dunes, coconut groves, 
cliffs, and calm, shallow waters make up the view. 
Barracas open on weekends and in the high season.
PB
CE
Natal
RN
1 cm – 25 km
1 inch – 39 mi
THE NORTH COAST
A Tour Around Brazil 129
7 Explore the map of the North Coast of Rio Grande do Norte below and 
answer the following questions about it.
N‹o se 
preocupe em 
compreender 
todas as 
palavras do 
texto. Apoie-se 
nos nomes 
pr—prios e no 
mapa para 
localizar as 
informa•›es 
solicitadas no 
exerc’cio.
tip
Ao ler mapas, 
busque 
compreender 
o significado 
de legendas, 
siglas, escalas, 
pequenos 
mapas e 
s’mbolos 
utilizados.
tip
From: Northeast Brazil Guides Unibanco. BEI Editora, 2006, pp. 277.
a. Where is Tourinhos located? 
b. Where can you find dunes? 
c. Where can you find red cliffs? 
8 Write questions about the North Coast of Rio Grande do Norte as in the 
example below.
a. Where can I go swimming? 
You can swim in Galinhos or Ponta do Mel.
b. 
You can find a fishing village with a quiet beach in Touros.
c. 
Turtles lay their eggs in Praia do Marco.
d. 
Summer vacationers from Mossoró go to Tibau.
Go to 
Language 
Reference 
in Context on 
page 173.
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 129 5/12/15 6:47 PM
Unit 7130
Listening and Speaking
1 The photos below show different works of art on display in Inhotim. In pairs, 
describe them and say how you feel about each of them. Use the Language 
Note box to help you.
Language Note
The artwork is large / small / geometric / contemporary / traditional.
It is made of concrete / wood / glass.
The artist uses vibrant / pale colors.
It looks like a broken wall / building blocks.
I feel amazed/surprised at the artistÕs innovative use of color.
I feel enchanted/delighted with the geometric shapes of the artwork.
Inven•‹o da cor, Penetr‡vel Magic Square #5, De Luxe. 1977. Hélio Oiticica.
Linda do Ros‡rio. 2004. Adriana Varej‹o.
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 130 5/12/15 6:47 PM
A Tour Around Brazil 131
 
Observe a 
entona•‹o 
usada pelo 
falante para 
perceber 
melhor como a 
pessoa se sente 
ou pensa.
tip
221 Listen to Anish Kapoor, an Indian sculptor, talk about Inhotim. 
How does he feel about the place? 
321 Listen to the recording again and mark the correct statements 
about it.
 It is Kapoor’s first time in Inhotim.
 He believes the natural world and art have the same pace.
 According to his opinion, the relationship between landscape, garden and art 
can change people’s sense of time.
421 Listen to the recording once more and check your answers to exercise 3.
5 Do you agree with KapoorÕs views on the relationship between landscape, 
garden and art? Why (not)? 
6 Interview two classmates as in the following example to find out about their 
tastes and experiences concerning art. Complete the chart below and add 
two more questions. 
Questions Classmate 1 Classmate 2
1. Do you like modern art? 
2. How often do you go to art museums? 
3.
What famous artists do you know? What are they 
famous for? 
4.
Who are some of the famous artists in your town? 
What kind of art do they do? 
5. In your opinion, why is art important? 
6. 
7. 
Student A: Do you like modern art?
Student B: Yes.
Student A: How about you?
Student C: Well, it depends. I prefer other styles of art.
Student B: Really? Like what?
Student C: Like graffiti.
Student A: But isn’t graffiti modern art?
7 Go back to exercise 6. Based on your classmatesÔ answers, are they art 
lovers? Why (not)? 
Anish Kapoor
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Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 131 5/12/15 6:47 PM
Unit 7132
Writing
In this unit you have read maps of two areas in Brazil, a map of Salvador (BA) 
on page 126 and a map of the North Coast (CE, RN, PB) on page 129. A map 
is a symbolic representation of a place or part of the world. Maps present 
information about a place in a simple, visual way. Guide books usually bring 
maps with information about tourist attractions (beaches, parks, zoos, botanical 
gardens etc.).
1 In small groups (of 4 or 5), design a map of your region (state, city/town, 
neighborhood) containing information about its main tourist attractions.
Step by Step
1. Decide if you are going to write about your state, city/town or neighborhood.
2. Look for a map of your region. You can find maps in guide books, atlases or on 
the Internet.
3. Think of the main tourist attractions in your region. You can write about five 
different places (beaches, museums, parks etc.). You can include symbols on the 
map to help readers find the places.
4. Make the first version of your map. Try to use a simple, short description for 
each tourist attraction. Don’t forget to include a title for your map.
5. Exchange maps with other classmates and discuss both texts.
6. Make the necessary corrections.
7. Write the final version of the map by hand or use a computer to design it.
Writing Context
 Before writing your text, complete the following paragraph describing the 
elements of the writing context.
 You and three or four classmates are going to design a of your 
region in order to present the main of your state, city/town or 
neighborhood. You are going to use an objective tone. Your text can be 
published on a traditional school or on the Internet so that other 
classmates and school members can read it.
2 It’s time to share the map of your region with your classmates and other 
people. You and your classmates can organize the maps of the whole class 
and collaboratively create an online pinboard at <www.pinterest.com>. 
You can organize the maps by region (state, city/town or neighborhood). 
You can also arrange the maps on a traditional school board.
 
Ao revisar 
os mapas, 
considere, 
por exemplo:
• objetivo: 
As infor-
mações 
sobre as 
atrações 
turísticas 
estão 
adequadas 
ao objetivo 
do texto?
• mapa e 
 símbolos: 
O tipo 
de mapa 
 escolhido 
está 
 adequado às 
descrições 
elaboradas 
para a sua 
região? 
Os símbo-
los estãolegíveis e 
tornam o 
mapa mais 
atraente?
• conteúdo: 
Você 
incluiu in-
formações 
básicas 
sobre cada 
atração?
• linguagem: 
O texto 
elaborado 
para cada 
atração 
está 
redigido de 
maneira 
clara e 
objetiva?
 Refaça 
seu mapa 
com base 
na revisão 
feita por 
você e seus 
colegas.
tip
Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 132 5/12/15 6:47 PM
A Tour Around Brazil 133
Looking Ahead
 Read the texts below and get to know the tourist attractions of two regions in Brazil. 
Then, talk to a classmate and answer the following questions.
a. O que Fortaleza e outras cidades nordestinas têm em comum com as cidades gaúchas?
b. Em Fortaleza, os preços do artesanato podem parecer muito baixos para os turistas 
estrangeiros. Quanto, geralmente, custa uma peça que leva dias para ser feita? 
c. Na sua opinião, qual a importância do artesanato local para diversas regiões do país? 
d. A sua região é conhecida por possuir atrativos turísticos relacionados a manifestações 
artísticas como, por exemplo, espaços de artesanato? Em caso afirmativo, o que os 
artesãos locais costumam produzir? 
Extra Reading
 <http://gobrazil.about.com>
 <www.lonelyplanet.com/brazil>
 <http://kids.nationalgeographic.com/explore/countries/brazil>
 <www.brazil.org.uk/resources/documents/brazilforkids.pdf>
Extra Video
 <www.braziltour360.com/>
Fortaleza, Ceará
Fortaleza and other cities in 
Northeastern Brazilian are known for 
the production of handicraft. Talented 
artists produce stuff in clothes, leather, 
wood, glass, coconuts, sand and more. 
Prices may seem outrageously low for 
foreigners: pieces which take days to 
complete are often sold for less than 
R$ 100. [...]
Available at: <www.visitfortaleza.com/travel/handicraft-
market.html>. Accessed in: December 2014.
Artesanato como atração turística 
Estudo aponta soluções para ampliar o potencial turístico nas cidades gaúchas, 
inserindo o artesanato local nas rotas.
Um estudo inédito feito pelo Ministério do Turismo, em parceria com o 
Instituto Tecnológico Latino-Americano de Pesquisa e Desenvolvimento, destaca 
o artesanato como uma das formas para incrementar o turismo no Rio Grande 
do Sul. [...] A ideia é promover o artesanato como um “motivo” a mais para a 
permanência de turistas no Rio Grande do Sul. “Queremos que o turista venha 
para cá atraído pelas belezas e fique um dia a mais para conhecer o artesanato, as 
peculiaridades de cada cidade e, com isso, movimente toda uma cadeia produtiva”, 
destaca Maria Ester. [...]
Available at: <www.informativo.com.br/site/noticia/visualizar/id/2054/?Artesanato-como-atracao-turistica.html>.
Accessed in: December 2014.
A
le
x
 U
c
h
™
a
/O
p
•
‹
o
 B
ra
s
il
 I
m
a
g
e
n
s
Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 133 5/12/15 6:47 PM
Warming Up!
 Do you eat fruit and vegetables every day? Do you eat fruit and vegetables of all colors?
Eat a 
Rainbow
134 
R
o
b
 L
e
w
in
e
/T
e
tr
a
 I
m
a
g
e
s
/C
o
rb
is
/L
a
ti
n
s
to
c
k
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 134 12/05/15 10:43
 135
• to talk about food
• to learn how to use countable and uncountable nouns
• to learn how to use expressions of quantity
• to explore recipes
• to establish connections with Science
Learning Objectives
D
a
v
id
 D
e
a
s
/D
K
 S
to
c
k
/C
o
rb
is
/L
a
ti
n
s
to
c
k
M
o
n
k
e
y
 B
u
s
in
e
s
s
 I
m
a
g
e
s
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
G
o
ld
e
n
 P
ix
e
ls
 L
L
C
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
R
a
s
u
lo
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 135 12/05/15 10:43
Unit 8136
Before Reading
1 Do you have a colorful, balanced diet? How often do you go to fast food 
restaurants?
2 Take a look at the title, the picture and the subheadings of the following 
text. Then, answer the questions below.
a. You can find different color foods in the text. What colors are they?
b. Which food groups are mentioned in the text? 
3 What do you expect to read in the text below?
Reading
 Now read the text below to check your predictions.
Observe a 
relação entre 
o título e os 
subtítulos para 
compreender 
melhor como 
as informa-
ções são 
organizadas 
no texto.
tip
Use o que você 
já sabe sobre 
o assunto do 
texto para 
estabelecer 
hipóteses 
sobre o que 
você vai ler.
tip
Language 
Note
colour (BrE) = 
color (AmE)
fibre (BrE) = 
fiber (AmE)
█ GREENS
From kiwi to okra, broccoli to cabbage, there is a vast range of green foods. 
They contain carotenoids, which help maintain healthy eyesight and can 
also reduce the risk of heart disease and some cancers.
BROCCOLI is a superfood, rich in folate, beta-carotene, vitamin C, 
f bre, and cancer-f ghting phytonutrients.
█ YELLOWS
Yellow and orange fruit and vegetables such as sweetcorn, 
grapefruit, swede, carrots, and sweet potatoes contain high 
levels of beta-carotene. This nutrient has a wide range of 
benef ts such as promoting good eyesight, healthy skin, and 
healthy digestive and immune systems.
BANANAS are rich in complex carbs and in vitamin B6,
folate, potassium, and soluble f bre.
█ REDS
Red fruit and vegetables such as tomatoes, strawberries,
watermelon, and red onions contain the carotenoid lycopene, 
which can help to promote a healthy heart, protect the skin 
against UV rays, and reduce the risk of some cancers.
RED PEPPERS have three times as much vitamin C as any 
citrus fruit.
█ PURPLES
Fruit and vegetables such as blackberries, plums, beetroot, and 
aubergines contain anthocyanins, a f avonoid that is good for the heart 
and eyes.
BLUEBERRIES are rich in antioxidants and help prevent urinary tract infections.
Adapted from: CLARKE, Jane. Complete Family Nutrition. London: DK Publishing, 2014, pp. 34-35.
Eat a Rainbow
Fruit and vegetables are appealing on the plate and crucial to health. Eat a wide 
range of colours and types each day and treat your plate like an artist’s palette. 
Each colour gives different nutrients.
M
IN E R A L S • P
H
Y
T
O
N
U
T
R
I E
N
T
S
 
•
 
T
A
S
T
Y
 
•
 
S
A
T
I S
F
Y
I
N
G
 
•
 
H
I
G
H
 
I
N
 
F
IB
R
E
 
•
 
W
A
T
E
R
 
•
 
A
N
T
I
O
X
ID
A
N
T
S
 
•
 
V
IT
A
M
IN
S
 •
 M
O
S
T
L
Y
 V
ER
Y LO
W
 FAT
D
K
 L
im
it
e
d
/C
o
r
b
is
/L
a
ti
n
s
to
c
k
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 136 12/05/15 10:43
Eat a Rainbow 137
Reading for General Comprehension 
 Mark the main idea of the text.
 It is important to eat fresh, organic fruit and vegetables because they contain 
more antioxidants.
 Color variety is very important when eating fruit and vegetables because 
each color provides different nutrients.
Reading for Detailed Comprehension
1 Complete the chart below with information from the text.
Color Contain Good for Examples
carotenoid eyes and heart
kiwi, okra, broccoli
cabbage
Yellows and oranges
eyes, skin, digestive 
and immune systems
sweetcorn, grapefruit, 
swede, carrots, sweet 
potatoes, banana
Reds
carotenoid lycopene heart and 
anthocyanins 
(a flavonoid)
blackberries, plums, 
beetroot, aubergines, 
blueberries
2 Match the columns below according to the text.
a. Bananas are rich in antioxidants.
b. Blueberries are rich in vitamin C.
c. Broccoli are rich in fibre.
d. Red peppers are rich in complex carbohydrates.
Il
u
s
tr
a
•
›
e
s
: 
G
a
lv
‹
o
 B
e
rt
a
zz
i/
A
rq
u
iv
o
 d
a
 e
d
it
o
ra
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 137 12/05/15 10:43
Unit 8138
DAIRY
3 Read the following fragment and mark the correct item that completes each 
sentence below.
“This nutrient has a wide range of benefits such as promoting good eyesight, 
healthy skin, and healthy digestive and immune systems.”
a. “This nutrient” refers to
 carotenoid. beta-carotene.
b. The expression “a wide range of” is equivalent to
 “a great varietyof”. “a limited variety of”.
c. The term “such as” introduces
 a comparison. an example.
Reading for Critical Thinking
 Discuss the questions below with your classmates.
a. No texto da página 136, uma alimentação colorida é comparada a um arco-íris e 
à paleta de um artista. Você acredita que essas comparações podem incentivar 
as pessoas a consumir pratos coloridos? Por quê?
b. Em sua opinião, o texto apresenta para a população em geral informações de caráter 
científico sobre alimentação saudável de um modo simples e claro? Por quê?
c. Para você, qual a importância de se divulgar informações científicas para 
a população em geral? E qual a importância de se buscar promover uma 
alimentação saudável?
Vocabulary Study
Food
1 The five main food groups are: dairy, fruit, vegetables, grains, and meat and 
beans. Use the words from the box below to complete the following grid.
banana • black beans • broccoli • cereal • fish
mango • papaya • tomato • red pepper • spinach • yogurt
 
Agrupar as 
palavras por 
temas é uma 
estratégia 
que ajuda a 
aprender 
e fixar 
vocabulário 
novo.
tip
Language 
Note
Possible 
spellings: 
yogurt, 
yoghurt or 
yoghourt
[1
] 
A
le
x
a
n
d
r 
V
la
s
s
y
u
k
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
S
o
m
m
a
i/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[3
] 
m
e
x
ri
x
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
milkcheese
[1]
[2]
[3]
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 138 12/05/15 10:43
Eat a Rainbow 139
222 Listen to the recording and check your answers to exercise 1. Then, listen to 
the recording again and repeat the words.
FRUIT
VEGETABLES
GRAINS
MEAT AND BEANS
apple blueberries
grapes strawberries orange watermelon
aubergine beetroot sweet potato
carrot lettuce
okra
swede sweetcorn
bread rice pasta
chicken egg
[1]
[2]
[3]
[4]
[5]
[10]
[11]
[15]
[18]
[19]
[20]
[21]
[22]
[26] [27] [28]
[29]
[23] [24] [25]
[16]
[17]
[12]
[13]
[14]
[9]
[8]
[7]
[6]
[1
] 
D
io
n
is
v
e
ra
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
J
o
h
n
 S
m
it
h
 D
e
s
ig
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[3
] 
s
v
e
to
k
3
0
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[4
] 
A
le
x
 S
ta
ro
s
e
lt
s
e
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[5
] 
m
a
m
a
_
m
ia
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[6
] 
T
im
 U
R
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[7
] 
A
d
is
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[8
] 
E
g
o
r 
R
o
d
y
n
c
h
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[9
] 
V
a
le
n
ty
n
 V
o
lk
o
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
0
] 
G
e
o
rg
e
_
C
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
1
] 
A
fr
ic
a
 S
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
2
] 
A
n
n
a
 K
u
c
h
e
ro
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
3
] 
F
a
ts
e
y
e
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
4
] 
J
ia
n
 H
o
n
g
y
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
5
] 
V
a
le
n
ti
n
a
 R
a
zu
m
o
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
6
] 
G
a
v
ra
n
3
3
3
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
7
] 
P
o
rt
o
g
a
s
 D
 A
c
e
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
8
] 
D
m
it
ry
d
e
s
ig
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
9
] 
x
p
ix
e
l/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
0
] 
A
fr
ic
a
 S
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
1
] 
M
a
k
s
 N
a
ro
d
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
2
] 
Z
u
rb
a
g
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
3
] 
A
s
ie
r 
R
o
m
e
ro
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
4
] 
P
a
n
S
to
c
k
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
5
] 
In
g
a
 N
ie
ls
e
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
6
] 
ro
b
y
n
le
ig
h
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
7
] 
D
a
n
n
y
 S
m
y
th
e
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
8
] 
D
a
n
 K
o
s
m
a
y
e
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
9
] 
K
o
n
d
o
r8
3
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
WTE_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 139 5/14/15 11:37 AM
Unit 8140
423 Listen to the recording and check your answers to exercise 3. Then, listen to 
the recording again and repeat the words.
5 Talk to a classmate about the following questions: What do you usually have 
for breakfast? And for lunch?
Taking it Further
1 Before reading the text below, take a look at the picture and title. What do 
you expect to read in the text? 
  Think about it!
É comum os nomes de comidas variarem de acordo com o país e/ou a região. 
Alguns exemplos dessa variação em inglês são dados no quadro acima. Você 
conhece exemplos de nomes de comidas em português que também variam de 
acordo com o lugar?
Now 
complete the 
Vocabulary 
Corner on 
page 162 
with what 
you have 
learned.
Language 
Note
too much = 
an excessive 
amount
ItÕs not healthy 
to eat too 
much sugar.
unaware = 
not aware = 
not conscious
tsp = 
teaspoon
From: CLARKE, Jane. Complete Family Nutrition. London: DK Publishing, 2014, pp. 92-93.
British English American English Other Englishes
eggplant ////////////////////////////////
beet ////////////////////////////////
chicken chook (in Australia and New Zealand)
okra
bhindi (in India), ladies’ fingers (in many English-
speaking countries)
swede rutabaga turnip (in Ireland), neep (in Scotland)
corn maize (in India)
3 Complete the table below with words from exercise 1. If necessary, use the 
Glossary.
R
o
b
y
n
 M
a
c
k
e
n
zi
e
/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Sugar:
Time to Cut Back
Many people are unaware of how 
much sugar theyÕre eating Ð not just 
the amount they add to a bowl of 
cereal or a hot drink but also the 
astonishing quantities hidden in 
processed foods and drinks. From 
tooth decay to obesity, the health risks 
are huge. ItÕs time to pay attention.
How much is too much?
 The World Health Organization 
says added sugar (including honey 
and fruit juice) should not exceed 
10% of our daily calories.
 US scientists estimate that we 
swallow 22 teaspoons of added 
sugar per day.
 The recommended maximum 
is about 12 tsp (50 g) per day for 
women, 17 tsp (70 g) for men, and 
8 tsp (30 g) for children.
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 140 12/05/15 10:44
Eat a Rainbow 141
2 Now read the text and mark the correct statements about it. If necessary, 
use the Glossary.
a. Many people don’t know the amount of sugar they are eating.
b. There is a lot of hidden sugar in processed foods and drinks.
c. According to the World Health Organization, the maximum amount of sugar 
a person can eat is 22% of the daily calories.
d. The recommended maximum sugar for children is 12 tsp (50 g) per day.
3 Find in the text a health risk of eating too much sugar.
4 How about you? How much sugar do you eat a day?
 Too much. Not much. Almost none.
Language in Use
Countable and Uncountable Nouns
 Read the fragments below and do exercises 1 and 2.
I. Broccoli is a superfood, rich in folate... (page 136)
II. Red peppers have three times as much vitamin C as any citrus fruit. (page 136)
III. Bananas are rich in complex carbs... (page 136)
IV. ... we swallow 22 teaspoons of added sugar per day. (page 140)
1 Mark the correct item(s) that answer(s) each question below.
a. Which fragments are about vegetables?
 Fragments I and II. Fragments III and IV.
b. Which words below can have a singular and a pluralform?
 Broccoli.
 Pepper.
 Banana.
 Sugar.
2 Complete the statements below with broccoli or banana.
a. Countable nouns refer to things you can count. They have a singular and a plural 
form. For example: pepper(s), (s).
b. Uncountable nouns refer to things you can’t count. They only have a singular 
form. For example: sugar, .
 
Para ajudar 
você a 
compreender o 
texto, apoie-se 
em palavras 
parecidas com 
o português 
e observe 
o contexto 
para inferir 
o significado 
de palavras 
e expressões 
desconhecidas.
tip
 
A partir da 
observação 
dos exemplos, 
faça 
inferências 
para 
compreender 
regras de 
uso da língua 
inglesa.
tip
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 141 12/05/15 10:44
Unit 8142
Ingredients
•	4	apples
•	3	carrots
Equipment
•	small	sharp	knife
•	cutting	board
•	juicer
Ingredients
•	3/4 cup of fresh or frozen blueberries
•	3 bananas (sliced)
•	2 cups of thick plain yogurt
•	1 cup of milk
1.	Scrub	the	carrots	
and	cut	each	one	
into	2	or	3	pieces.
1. Peel the bananas and 
then roughly chop them into 
small slices. Put them into 
the blender and add the 
blueberries, yogurt, and milk.
2.	Put	the	apples	and	
the	carrots	through	the	
juicer.	Throw	away	the	
pulp	and	pour	the	juice	
into	two	glasses.
2. Whiz the blender 
until the mixture is 
smooth, thick, and 
creamy.
Adapted from: GRAIMES, Nicola. Kids’ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 18.
Adapted from: GRAIMES, Nicola. Kids’ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 19.
 
Não se 
preocupe em 
compreender 
todas as 
palavras dos 
textos. Apoie- 
-se nas 
imagens, em 
palavras já 
conhecidas 
e no seu 
conhecimento 
prévio sobre 
o assunto do 
texto.
tip
3 Read the recipes for two delicious drinks below. Then, complete the 
following table with the words in bold in the texts.
A
fr
ic
a
 S
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
P
io
tr
 A
d
a
m
o
w
ic
z/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Carrot and Apple Juice
For	maximum	goodness,	drink	the	juice	immediately.
Preparation 5 mins Cooking none Serves 2
Preparation 5 mins Cooking none Serves 4
Fruit Smoothie
Equipment
•	small sharp knife
•	cutting board
•	blender
Piotr Adam
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Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 142 12/05/15 10:44
Eat a Rainbow 143
Expressions of Quantity
4 Read the following fragments from page 140 and mark the correct item that 
completes each sentence below. If necessary, go back to the text on page 140.
I. Many people are unaware of how much sugar they’re eating...
II. How much is too much?
a. According to the text, how much sugar are people eating?
 Too much. Not much.
b. In fragment I, “many” refers to
 sugar. people.
c. In fragments I and II, “how much” refers to
 sugar. people.
5 Now complete the table below with countable or uncountable.
6 Complete the sentences below with How much or How many.
a. meals do you have a day?
b. water do you drink a day?
c. milk do you usually drink a day?
d. glasses of fruit smoothie do you drink a week?
e. servings of fruit do you eat a day?
With , plural 
nouns, use:
With nouns, 
use:
many, how many, not many and too many much, how much, not much and too much
Examples:
There are many carrots in your juice.
How many oranges are there?
Not many.
Examples:
There is too much water in your juice.
How much sugar is there?
Not much.
too much water in your juice.
 sugar is there?
Language Note
water (uncountable); glass 
(countable)
I drink eight glasses of water a 
day.
fruit (uncountable); serving 
(countable)
I eat four servings of fruit a day.
Ro
by
n M
ack
en
zie
/Sh
utt
ers
toc
k/
Glo
w I
ma
ge
s
Countable nouns Uncountable nouns
bananas,
Maks Narodenko/
Shutterstock/Glow Images
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 143 12/05/15 10:44
Unit 8144
7 In pairs, ask and answer the questions from exercise 6 as in the example 
below. Take turns.
Student A: How many meals do you have a day?
Student B:  I have five meals a day. How about you?
Student A:  Not many. I only have three meals: breakfast, lunch 
and dinner. How much water do you drink a day?
Student B:  I don’t know. Not many glasses. Maybe five.
 
Não se 
preocupe em 
entender todas 
as palavras 
e todas as 
informações 
do áudio. 
O objetivo do 
exercício 2 
é identificar 
o tema do 
anúncio de 
utilidade pública 
que está sendo 
veiculado.
tip
Listening and Speaking
1 Choose the picture below that shows a healthy breakfast. Can you describe it?
Language Note
COUNTABLE
not many = a few
UNCOUNTABLE
not much = a little 
Go to 
Language 
Reference in 
Context on 
page 174.
2
24
 Listen to a public service announcement (PSA) sponsored by the U.S. 
Department of Agriculture. What is the recording about?
 Breakfast myths.
 School breakfast.
3
24
 Listen to the recording again and mark the items below that are mentioned 
in the PSA.
 Eating breakfast every day keeps you thin.
 Todd Staples is the Agriculture Commissioner.
 A healthy breakfast consists of milk, fruits, and cereal.
 A good breakfast at school makes strong bodies and strong minds.
 A nutritious breakfast makes children learn and perform better at school.
4
24
 Listen to the recording once more and check your answers to exercise 3.
5 Do you have breakfast every day? Is it healthy? What do you usually have for 
breakfast?
 
Ao ouvir 
o áudio, 
concentre-
-se nas 
informações 
que deseja e 
preste atenção 
nas palavras- 
-chave.
tip
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Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 144 12/05/15 10:44
Eat a Rainbow 145
Questions Classmate 1 Classmate 2
1. Do you eat fruit every day? How many servings of 
fruit do you have a day?
2. Do you eat vegetables every day? How many 
servings of vegetables do you have a day?
3. How much water do you drink a day?
4. How often do you eat junk food?
5. What is your favorite snack? How often do you eat it?
6. What is you favorite dessert? How often do you eat it?
7. 
8. 
6 Get to know about your classmatesÕ eating habits. Interview two classmates as 
in the following example to complete the chart below. Ask extra questions.
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Student A: Do you eat fruit every day, Carol?
Student B: Yep, a lot!
Student A: How many servings of fruit do you have a day?
Student B: Three or four, I guess.
Student A: How about you, Douglas?
Student C:  I don’t eat fruit every day. I think I have five 
portions a week.
7 Go back to exercise 6. Based on your classmatesÕ answers, do they have 
healthy eating habits? Why (not)?
[1
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[1]
[2]
[3]
[4]
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 145 12/05/15 10:44
Unit 8146
Writing
In this unit you have read two recipes for delicious drinks Ð a carrot and 
apple juice and a fruit smoothie Ð on page 142. A recipe contains a list of 
ingredients, equipment and instructions that tell you how to prepare something. 
You can find thousands of recipes at <www.food.com> and <allrecipes.com>.
1 Put your favorite recipe down on paper! You can share your favorite juice 
recipe, smoothie recipe, salad recipe etc.
Step by Step
1. Choose one of your favorite recipes to share.Think of all the ingredients and 
equipment required to make your recipe.
2. Make the recipe the way you want your readers to make it. Take notes on what 
you’re doing. Don’t forget to write down measurements for each ingredient. 
You can also take a photo of each step and of the finished recipe.
3. Write a first draft of the recipe. Start with the ingredient list. For each item, write how 
much you usually use. Use abbreviations for measurements (e.g. tsp. for teaspoon).
4. Describe the equipment needed.
5. Write clear, easy-to-read descriptions of the process. Use the Imperative for 
each step (e.g. “peel the bananas”, “put them into the blender”).
6. Include the preparation time and the number of servings.
7. Exchange recipes with a classmate and discuss both texts.
8. Make the necessary corrections.
9. Write the final version of the recipe. Include the photo(s) of each step and/or of 
the finished recipe.
 
Ao revisar 
os textos, 
considere, 
por exemplo:
• objetivo: 
As infor-
mações 
estão 
adequadas 
ao objetivo 
do texto?
• conteúdo: 
Você incluiu 
todos os 
ingredientes 
e material 
necessário 
para a 
elaboração 
da receita?
• linguagem: 
O modo de 
preparo 
está 
redigido de 
maneira 
clara e 
objetiva?
• imagens: 
As imagens 
ajudam o 
leitor 
a com-
preender 
a receita? 
• ortografia: 
As palavras 
e as abre-
via ções 
estão 
escritas 
correta-
mente?
Reescreva 
seu texto 
com base na 
revisão feita 
por você e 
seus colegas.
tip
Writing Context
 Before writing your text, match the columns below to identify the 
elements of the writing context.
a. Writer:
b. Readers:
c. Genre:
d. Objective:
e. Style:
f. Media:
 classmates and other people
 classroom board / Internet
 you
 objective tone
 recipe
 share your favorite recipe
2 It’s time to share your favorite recipe with your classmates and other people. 
You and your classmates can organize the texts to create posters on specific 
recipes (juices, salads, sandwiches etc.). You can also create an online wall at 
<www.padlet.com> to publish your recipes on the Internet and share them 
with other students, your teachers, your families and people everywhere.
Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 146 12/05/15 10:44
Eat a Rainbow 147
Looking Ahead
 How much water do you need a day? What about vegetables? Read the 
text below and find out what a healthy eating plate looks like. Then, talk 
to a classmate and answer the questions after the text.
Extra Reading
	 <http://kidshealth.org/kid/recipes/>
	 <www.todayiatearainbow.com/>
	 <www.health.harvard.edu/plate/healthy-eating-plate>
Extra Video
	 <www.choosemyplate.gov/videos.html>
Apoie-se em 
palavras 
parecidas com 
o português, 
como limit e 
active, para 
ajudar você na 
compreensão 
de textos e 
lembre-se 
de que não 
é preciso 
conhecer 
todas as 
palavras de 
um texto para 
atingir seu 
objetivo de 
leitura.
tip
Available at: <www.health.harvard.edu/plate/healthy-eating-plate>. Accessed in: December 2014.
a. De acordo com as recomendações de Harvard para uma alimentação 
saudável, quais alimentos devem ser consumidos com moderação? E quais 
devem ser evitados?
b. O que os especialistas em nutrição de Harvard dizem sobre atividade física?
c. O que não conta como porção de legumes que devem ser consumidos em 
boa quantidade?
d. Você segue alguma dessas recomendações? O seu prato é parecido com o 
da figura acima? Qual grupo alimentar você prioriza na sua alimentação?
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Apple_Ingles_Vol7_PNLD2017_134a147_Unit8.indd 147 12/05/15 10:44
Reading
1 Before reading the following text, take a look at its title, picture and structure. 
Then, mark what you expect to read about in the text.
 Eight popular cities in Paraná.
 Eight interesting tourist attractions in Paraná.
 Now read the text below and do exercises 2 and 3.
Umuarama
Cruzeiro
dÕOeste
Cianorte
Cascavel
Maring‡
Apucarana
Londrina
AvarŽ
Ourinhos
Itapeva
Apia’
CananŽia
Antonina
Paranagu‡
Guaratuba
Joinville
Mafra
Guarapuava
Laranjeiras
do Sul
Pato
Branco
Francisco
Beltr‹o
Bernardo
de Irigoyen
Lagoa
de Itaipu
Represa
de Foz da
Areia
Se
rra
 de
 
Pa
ra
na
pia
ca
ba
Represa
Capivara
Parque
Nacional
do Iguaçu
Parque 
Estadual
Marumbi
Parque 
Nacional do 
Superagui
Vila VelhaItaipu
Dam
Garganta do
Diabo
Iguaçu
Falls
Curitiba
Ilha
do Mel
SANTA CATARINA
SÌO 
PAULO
ARGENTINA
PARAGUAY
MATO
GROSSO
DO SUL
Ponta
Grossa
Cap‹o
Bonito
Itapetininga
Campo
Mour‹o
Porto
S‹o JosŽ
Paranava’
Gua’ra
Foz do 
Iguaçu
R
io
 Piquiri
Rio Negro
R
io
 Ita
v
a
ré
R
io
 T
ib
a
g
i
Rio Iguaçu
Rio Ivai
Rio
 P
a
ra
n
á
2
3 4
5
6 7
8
BR
277 BR
277
BR
369
BR
369 BR
270
BR
151
BR
151
BR
376
BR
376
BR
116
BR
476
BR
70
RP
17
RN
101
RN
12
BR
092
1
Ilha de São
Francisco
Paraná Highlights
1 Experience Mother Nature’s heart-stopping and thunderous roar from above and below Garganta do Diabo 
(p. 281) at Iguaçu Falls.
2 Drench yourself under one of world’s most magnificent waterfalls on an Iguaçu Falls (p. 281) riverboat trip.
3 Ride the rails on the Serra Verde Express (p. 268) to Morretes, one of Brazil’s last great train rides.
4 Laze about the wild beaches and sandy trails of car-free Ilha do Mel (p. 270).
5 Marvel at the ancient ‘stone city’ of Vila Velha (p. 267).
6 Appreciate art and eye-popping architecture at Curitiba’s Museu Oscar Niemeyer (p. 262).
7 Indulge in a Michellin-level meal for a fraction of the price at Curitiba’s Manu (p. 263), the South’s hottest 
new restaurant.
8 Marvel at the jaw-dropping engineering feat of Itaipu Dam (p. 283).
7 & 8
From: LONELY PLANET BRASIL. 9th Edition, November 2013, p. 261.
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Units 7 & 8148
Apple_Ingles_Vol7_PNLD2017_148a153_Review4.indd 148 5/13/15 9:25 AM
2 According to the text on the previous page, answer the following questions.
a. What is one of the worldÕs most magnificent waterfalls? 
b. Where can you appreciate art and architecture? 
c. Which city is known as the old Ôstone cityÕ? 
3 Mark the correct statement about Ilha do Mel.
 It is acessible by car. It offers wild beaches and coastal walks.
Language in Use
Question Words
1 The following text presents some interesting facts about Brazil. Read it and mark the 
correct statement.
Country Facts
¥ The name Brazil comes from a tree named brazilwood.
¥ Brazil is the only country in South America that speaks Portuguese.
¥ The capital city is Brasilia, while the largest city is Sao Paulo.
¥ Brazil shares a border with all South American countries except for Chile and Ecuador.
¥ Brazil covers 3 time zones.
¥ Around 60% of the Amazon Rainforest is located in Brazil.
¥ The climate in the majority of Brazil is tropical.
¥ There are around 2500 airports in Brazil.
Available at: <www.sciencekids.co.nz/sciencefacts/countries/brazil.html>. Accessed in: December 2014. (Fragment).
 Brasilia is the largest city in Brazil.
 Brazil shares a border with Chile and Ecuador.
 Only Brazil speaks Portuguese in South America.
2 Go back to the text in exercise 1 and write questions about Brazil as in the example 
below. Use the question words from the following box.
Where ¥ What ¥ How much ¥ How many ¥ How many
a. Where does the name Brazil come from?
 ÒThe name Brazil comes from a tree named brazilwood.Ó
b. 
 ÒBrazil covers 3 time zones.Ó
Review 4 149
Apple_Ingles_Vol7_PNLD2017_148a153_Review4.indd 149 5/13/15 9:26 AM
c. 
 “Around 60% of the Amazon Rainforest is located in Brazil.”
d. 
 “The climate in the majority of Brazil is tropical.”
e. 
 “There are around 2500 airports in Brazil.”
3 In each item below, put the words into the correct order to make sentences.
a. live? / do / Where/ you 
b. is / population / town? / your / of / What / the 
c. What / tourist / town? / main / in / are / your / attractions / the 
4 Go back to exercise 3 and answer the questions.
Countable and Uncountable Nouns
. 5 Do you like acarajŽ? Read the ingredients of this traditional Brazilian food. Then, circle 
the uncountable items.
Expressions of Quantity
. 6 Complete the sentences below with How much or How many.
a. states are there in Brazil?
b. fruit juice do you drink a week?
c. time do you spend cooking?
d. languages can you speak?
Available at: <http://southamericanfood.about.com>. Accessed in: December 2014.
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Traditional AcarajŽ
Ingredients
 ✔ 2 cups of dried black beans
 ✔ 1 small onion
 ✔ 2 cloves of garlic
 ✔ several dried shrimps
 ✔ 1 teaspoon of salt 
(or to taste)
 ✔black pepper
 ✔ oil for frying
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Units 7 & 8150
Apple_Ingles_Vol7_PNLD2017_148a153_Review4.indd 150 5/13/15 9:26 AM
Time for Fun!
 It’s time to play “5 Things” with your classmates.
INSTRUCTIONS
• Em cada rodada, complete os itens de acordo com o que se pede. Em cada rodada, 
há sempre cinco itens. Com seus colegas, escolha as categorias das rodadas 4, 5 e 6.
• O vencedor de cada rodada é aquele que completar os cinco itens primeiro.
Round 1
Name five fruits
1 
2 
3 
4 
5 
Round 3
Name five green fruits or vegetables
1 
2 
3 
4 
5 
Round 5
Name five 
1 
2 
3 
4 
5 
Round 2
Name five vegetables
1 
2 
3 
4 
5 
Round 4
Name five 
1 
2 
3 
4 
5 
Round 6
Name five 
1 
2 
3 
4 
5 
Review 4 151
Apple_Ingles_Vol7_PNLD2017_148a153_Review4.indd 151 5/13/15 9:26 AM
Thinking about Learning
What can I do now?
Talk about tourism in Brazil...
Talk about food...
Use question words...
Use countable and uncountable nouns...
Use expressions of quantity...
Explore maps...
Explore recipes...
What words/expressions have I learned in units 7 and 8?
Words/Expressions Words/Expressions in use
What learning resources have I used in units 7 and 8?
 Dictionaries Glossary Language Reference in Context
 Extra reading Extra videos Vocabulary Corner 
 Internet Other: 
What do I need to do in order to improve my learning?
with 
confidence
well
with some 
difficulty
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Units 7 & 8152
Apple_Ingles_Vol7_PNLD2017_148a153_Review4.indd 152 5/13/15 9:26 AM
Traditional Clothing around the World (Second Part)
Na unidade 7, você criou um mapa turístico. Leia a tarefa abaixo e siga as instruções 
para fazer um mapa temático de roupas tradicionais na segunda parte do Project 2, 
Traditional Clothing around the World.
TASK: After having selected pictures of different items of traditional clothing from Brazil and 
other countries, it is time to display them on a map according to their place of origin. 
Include some basic information to identify each piece of clothing and show the thematic 
map to your school community and the world.
1. Produce it! In groups, organize the pictures of traditional clothing you selected in 
the first part of the project and review the basic information you wrote about each 
item (name, origin, historical and/or cultural aspects etc.). Search for a map on the 
Internet which shows the place of origin of each selected item of clothing and display 
the pictures on the map. Below each picture, write down the name of each item and, 
if possible, other interesting pieces of information about it (see example below). 
You can make a collage or a digital map.
2. Share it locally! Use the school board or the school website to share your map with 
other members of the school community.
3. Share it globally! Use the Internet to share your map with people from all over 
the world.
2B
  Think about it! 
Reflita sobre o desenvolvimento do projeto a partir das questões a seguir. 
 Como você se sentiu ao pesquisar roupas tradicionais do Brasil e do mundo?
 O que você aprendeu sobre diferentes culturas com essa pesquisa?
 Como foi a exposição do mapa na escola? Como as pessoas reagiram ao mapa?
 Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?
Scottish kilt
• Originated in the 16th Century
• Usually worn on formal 
occasions and at sports events
• Adapted as an item of 
fashionable informal male 
clothing in recent years
SCOTLAND
Belfast
Glasgow Edinburgh
Prestopans
Newcastle
upon Tyne
Gretna
Green
Aberdeen
Perth
Stirling
Falkirk
Ferness
GRAMPIAN
TAYSIDE
HIGHLANDS
ENGLAND
NORTHERN
IRELAND
North Sea
Orkney
Islands
Hebrides
5¼ W
55¼ N
Shetland
Islands
ATLANTIC
OCEAN
North Ch
an
n
el
0 110 km
N
Michal Durinik/
Shu
tte
rst
oc
k/
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Project 2B 153
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154
Internet Slang
2DAY 
4EVER 
B4 
BFF 
B4N bye for now
CYA see ya / see you
FYI for your information
GR8 
IDK I don’t know
ILU 
IMO in my opinion
IMHO in my humble opinion
K OK
LOL 
PLS 
SRY sorry
THX / THKS 
TXT text
U2 
UR 
XOXO 
Y why
ZZZ sleeping
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Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 154 12/05/15 10:58
155Vocabulary Corner
Musical Instruments
keyboard
trumpet
bagpipe
harp
My favorite musical instrument is .
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156
Holidays
Valentine's Day 
Labor Day
My favorite holiday is .
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k
/G
lo
w
 I
m
a
g
e
s
V
o
lt
 C
o
ll
e
c
ti
o
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
A
le
x
a
n
d
re
 T
o
k
it
a
k
a
/P
u
ls
a
r 
Im
a
g
e
n
s
T
ip
ly
a
s
h
in
a
 E
v
g
e
n
iy
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 156 12/05/15 10:58
157Vocabulary Corner
Action Verbs
have lunch
do homework 
have dinner
go to school
take a shower
I usually at . 
A
le
k
s
a
n
d
r 
M
a
rk
in
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
b
ik
e
ri
d
e
rl
o
n
d
o
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
P
a
th
D
o
c
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
S
te
v
e
 D
e
b
e
n
p
o
rt
/E
+
/G
e
tt
y
 I
m
a
g
e
s
R
o
n
n
ie
 K
a
u
fm
a
n
, 
L
a
rr
y
 H
ir
s
h
o
w
it
z/
B
ra
n
d
 X
/G
e
tt
y
 I
m
a
g
e
s
L
ju
p
c
o
 S
m
o
k
o
v
s
k
i/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
D
e
b
b
ie
 O
e
tg
e
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
M
J
T
H
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
E
ld
a
d
 C
a
ri
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
D
o
u
g
 M
a
rt
in
/S
c
ie
n
c
e
 S
o
u
rc
e
/G
e
tt
y
 I
m
a
g
e
s
P
a
v
e
l 
S
e
m
e
n
o
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
D
e
b
b
ie
 O
e
tg
e
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 157 12/05/15 10:58
158
The Body
I have hair and eyes. 
nose
shoulder
mouth
thigh
knee
toes
/plural:
P
io
tr
 M
a
rc
in
s
k
i/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 158 12/05/15 10:58
159Vocabulary Corner
Sports
skateboarding
cycling
My favorite sport is .
fs
to
ck
fo
to
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
S
u
za
n
n
e
 T
u
c
k
e
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
N
e
a
le
 C
o
u
s
la
n
d
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
M
o
n
k
e
y
 B
u
s
in
e
s
s
 I
m
a
g
e
s
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
w
d
e
o
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
M
o
n
k
e
y
 B
u
s
in
e
s
s
 I
m
a
g
e
s
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
S
e
rg
e
y
 G
o
lo
tv
in
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
p
ir
it
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
P
h
o
to
S
to
c
k
1
0
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
A
b
e
l 
T
u
m
ik
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
S
a
in
th
o
ra
n
t 
D
a
n
ie
l/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
H
u
g
o
 F
e
li
x
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 159 12/05/15 10:58
160
Clothes
a cap
a shirt
socks
a hat
shortsshoes
glasses
a jacket
underwear
I’m wearing right now. 
[1
] 
u
re
m
a
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
 T
a
rz
h
a
n
o
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[3
] 
p
b
o
m
b
a
e
rt
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[4
] 
 S
te
v
e
 C
o
ll
e
n
d
e
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[5
] 
C
o
p
ri
d
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[6
] 
R
o
b
 W
il
s
o
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[7
] 
s
a
g
ir
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[8
] 
K
a
rk
a
s
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[9
] 
M
in
d
s
c
a
p
e
 s
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
0
] 
K
u
tl
a
y
e
v
 D
m
it
ry
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[1
1
] 
P
h
o
to
N
A
N
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
2
] 
k
e
d
ro
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
3
] 
E
v
ik
k
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
4
] 
m
a
m
a
_
m
ia
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
5
] 
G
e
m
e
n
a
c
o
m
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
6
] 
s
a
g
ir
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
.
[1]
[2] [3]
[4]
[5]
[6]
[9]
[13]
[14]
[15]
[16]
[10]
[11]
[12]
[7] [8]
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 160 12/05/15 10:59
161Vocabulary Corner
Tourist Attractions
forest
zoo
bridge
monument
square
The main tourist attraction in my town is .
 Is
m
a
r 
In
g
b
e
r/
P
u
ls
a
r 
Im
a
g
e
n
s
F
a
b
io
 C
o
lo
m
b
in
i/
A
c
e
rv
o
 d
o
 f
o
tó
g
ra
fo
 c
if
o
ta
rt
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
 T
h
ia
g
o
 L
e
it
e
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
R
u
b
e
n
s
 C
h
a
v
e
s
/P
u
ls
a
r 
Im
a
g
e
n
s
 F
il
ip
e
 F
ra
za
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
In
a
c
io
 T
e
ix
e
ir
a
/P
u
ls
a
r 
Im
a
g
e
n
s
 P
a
u
lo
 N
a
b
a
s
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
E
d
 V
ig
g
ia
n
i/
P
u
ls
a
r 
Im
a
g
e
n
s
P
a
lê
 Z
u
p
p
a
n
i/
P
u
ls
a
r 
Im
a
g
e
n
s
o
s
ti
ll
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 161 12/05/15 10:59
162
Food
Dairy 
Fruit
butter
grapefruit
melon
blackberries
kiwi
blueberries 
[1
] 
Ig
o
r 
K
o
v
a
lc
h
u
k
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
A
le
x
a
n
d
r 
V
la
s
s
y
u
k
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[3
] 
S
o
m
m
a
i/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[4
] 
m
e
x
ri
x
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[5
] 
D
io
n
is
v
e
ra
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[6
] 
J
o
h
n
 S
m
it
h
 D
e
s
ig
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[7
] 
u
n
v
e
rd
o
rb
e
n
 j
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[8
] 
A
le
x
 S
ta
ro
s
e
lt
s
e
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[9
] 
M
a
k
s
 N
a
ro
d
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
0
] 
T
im
 U
R
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
1
] 
J
u
li
a
 I
v
a
n
ts
o
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
2
] 
s
v
e
to
k
3
0
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[1
3
] 
V
ik
ta
r 
M
a
ly
s
h
c
h
y
ts
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
4
] 
V
a
le
n
ty
n
 V
o
lk
o
v
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
5
] 
m
a
m
a
_
m
ia
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
6
] 
A
n
n
a
 K
u
c
h
e
ro
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
. 
[1]
[2]
3]
[4]
[5]
[9]
[10]
[13]
[14]
[15]
[16]
[11]
[12]
[6]
[7]
[8]
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 162 12/05/15 10:59
163Vocabulary Corner
Vegetables
sweetcorn/corn/maize
plums
cauliflower
potato
beetroot/beeteggplant/aubergine
onion
swede/rutabaga/turnip
okra/lady‘s fingers
cabbage
[1
] 
V
a
le
n
ti
n
a
 P
ro
s
k
u
ri
n
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
M
a
k
s
 N
a
ro
d
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[3
] 
A
le
k
s
e
y
 T
ro
s
h
in
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[4
] 
E
g
o
r 
R
o
d
y
n
c
h
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[5
] 
G
e
o
rg
e
_
C
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[6
] 
A
fr
ic
a
 S
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[7
] 
A
n
n
a
 K
u
c
h
e
ro
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[8
] 
F
a
ts
e
y
e
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[9
] 
V
ik
ta
r 
M
a
ly
s
h
c
h
y
ts
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
0
] 
V
a
le
n
ti
n
a
 R
a
zu
m
o
v
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
1
] 
E
g
o
r 
R
o
d
y
n
c
h
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
2
] 
G
a
v
ra
n
3
3
3
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
3
] 
P
o
rt
o
g
a
s
 D
 A
c
e
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
4
] 
H
o
n
g
 V
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
5
] 
J
ia
n
g
 H
o
n
g
y
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
6
] 
D
m
it
ry
d
e
s
ig
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
7
] 
A
fr
ic
a
 S
tu
d
io
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
8
] 
x
p
ix
e
l/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
9
] 
J
ia
n
 H
o
n
g
y
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
0
] 
M
a
k
s
 N
a
ro
d
e
n
k
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
.
[2] [3]
[4]
[5]
[8]
[7]
[6]
[9]
[10]
[11]
[12]
[13]
[17]
[18]
[19]
[20]
[14]
[15]
[16]
[1]
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 163 12/05/15 10:59
164
Grains
Meat and Beans
pork
black beans
ham
beef
pasta
My favorite food is . 
crackers
[1
] 
Z
u
rb
a
g
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
2
] 
A
s
ie
r 
R
o
m
e
ro
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
3
] 
; 
n
it
o
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[4
] 
In
g
a
 N
ie
ls
e
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
5
] 
P
a
n
S
to
c
k
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
6
] 
B
ri
a
n
 K
in
n
e
y
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[7
] 
ro
b
y
n
le
ig
h
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;[8
] 
D
a
n
n
y
 S
m
y
th
e
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
9
] 
D
a
n
 K
o
s
m
a
y
e
r/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
;
[1
0
] 
K
o
n
d
o
r8
3
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[1
1
] 
g
o
s
p
h
o
to
d
e
s
ig
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
 [
1
2
] 
J
u
a
n
 G
. 
A
u
n
io
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
.
[1]
[3]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[4] [5]
[2]
Em inglês, 
existem 
palavras 
diferentes para 
denominar 
os animais e 
a carne que 
deles se obtém: 
do porco, 
obtém-se pork; 
do boi, beef.
tip
Apple_Ingles_Vol7_PNLD2017_154a164_Vocabulary Corner.indd 164 12/05/15 11:00
Language Reference in Context
Review: verb to be, can, imperative
Leia o texto a seguir e observe o uso do verb to be, do verbo modal can e do 
imperative.
Available at: <http://stopcyberbullying.org/take_action/take_a_stand_against_cyberbullying.html>. 
Accessed in: December 2014. (fragment)
No texto, o verb to be é usado na forma afirmativa (is) e na forma negativa 
(is not).
•	 Usamos o verb to be para expressar ser ou estar.
“The first place to begin an education campaign is with the kids ...”
“silence [...] is not acceptable.”
No texto, o verbo modal can, em “words can hurt you”, se refere à capacidade 
que as palavras têm de machucar as pessoas.
•	 Podemos usar o verbo modal can para indicar:
– capacidade.
“Education can help considerably in preventing [...] cyberbullying.”
She can swim very well.
– permissão.
Can I go to the toilet, please?
Can I ask a question?
Take a stand against cyberbullying
Education can help considerably in preventing and dealing with the 
consequences of cyberbullying. The first place to begin an education 
campaign is with the kids and teens themselves. [...]
If we can help kids understand how much bullying hurts, how in many cases 
(unlike the children’s chant) words can hurt you, fewer may cooperate with the 
cyberbullies. [...]
We need to teach our children that silence, when others are being hurt, is not 
acceptable. [...]
http://stopcyberbullying.org
R
e
p
ro
d
u
•
‹
o
/<
w
w
w
.s
to
p
c
y
b
e
rb
u
ll
y
in
g
.o
rg
>
165
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No texto, o imperative é usado em “Take a stand against cyberbullying” 
para incentivar as pessoas a combaterem o cyberbullying.
•	 Podemos usar o imperative para dar dicas, conselhos, alertas, ordens e 
instruções. Em frases negativas no imperativo, usamos don’t ou do not antes 
do verbo principal.
Stop cyberbullying.
Don’t suffer in silence. Speak up!
 Extra Practice
Complete the following sentences with the words in the box below.
can	 •	 can	 •	 is	 •	 are	 •	 block	 •	 report
a. Cyberbullying a serious problem.
b. Cyberbullying occur anywhere (at home, school etc.).
c. In the US, cyberbullying have very serious legal consequences.
d. Often, people who are victims also bullies.
e. incidents of cyberbullying.
f. the cyberbully’s email address or cell phone number.
Available at: <www.helpguide.org/articles/abuse/cyberbullying.htm>. Accessed in: December 2014.
Present Continuous
Leia o texto a seguir e observe o uso do Present Continuous.
THAVES, Bob; THAVES, Tom. July 27, 2007. Available at: <www.gocomics.com/frankandernest/2007/07/27>. 
Accessed in: December 2014.
No cartum, as falas dos personagens estão no Present Continuous para 
perguntar (“What are you doing, Ernie?”) e descrever (“I’m trying to make 
every dollar count!”) o que Ernie está fazendo no momento da fala.
•	 Usamos o Present Continuous para:
– falar de ações que ocorrem no momento da fala/escrita.
He is teaching Math right now.
They are talking about money.
©
 2
0
0
7
 T
h
a
v
e
s
/D
is
t.
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y
 U
n
iv
e
rs
a
l 
U
c
li
c
k
 f
o
r 
U
F
S
166
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Language Reference in Context
– expressar mudanças que ocorrem momentaneamente (tendências atuais).
Green fashion is becoming more and more popular.
Many people are wearing eco-friendly clothes these days.
Forma afirmativa
I am
becoming popular.He / She / It is
You / We / They are
– Em frases negativas, usamos not depois do verb to be (am / is / are) e 
antes do verbo principal.
I'm not wearing my school uniform today.
She isn't working now.
Forma negativa
I am
not becoming popular.He / She / It is
You / We / They are
(am not = ’m not ; is not = isn’t ; are not = aren’t)
 – Em frases interrogativas, usamos o verb to be (am / is / are) antes do sujeito.
Are you wearing your school uniform today? No, I’m not.
Is he working now? No, he isn’t.
Forma interrogativa
Am I
becoming popular?Is he / she / it
Are you / we / they
Respostas curtas
Afirmativa Negativa
Yes,
I am.
No,
I ‘m not.
he / she / it is. he / she / it isn’t.
you / we / they are. you / we / they aren’t.
Veja, no quadro a seguir, as regras ortográficas para verbos terminados em -ing.
Regras ortográficas para verbos terminados em -ing Exemplos
A maioria dos verbos:
verbo + ing
do doing
try trying
Verbos terminados em e:
verbo – e + ing
come coming
become becoming
Verbos terminados em consoante + vogal + consoante:
verbo + última consoante + ing
stop stopping
swim swimming
Verbos terminados em ie:
verbo – ie + y + ing
die dying
lie lying
167
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Present Simple (I / you / we / they)
Leia a seguir dois fatos sobre animais e observe o uso do Present Simple.
 Extra Practice
In each item below, put the words into the correct order to make 
sentences.
a. English. / studying / He / is 
b. phone? / the / Are / on / talking / you 
c. today. / her / isn’t / shoes / red / She / wearing 
d. games. / We / playing / are / computer 
Male lions sleep for twenty hours a day. Hippos use their sweat as sunscreen.
Available at: <www.lolme.org/gifs/12-awesome-animal-facts/>. Accessed in: December 2014.
As duas frases acima apresentam fatos sobre dois animais: leões e 
hipopótamos. Nelas, encontramos os verbos to sleep e to use na 3a pessoa do 
plural do Present Simple (sleep e use).
•	 Usamos o Present Simple para:
– falar de fatos e generalizações.
Hippos typically live for around 45 years.
Hippos eat mostly grass.
– falar de rotinas, hábitos, ações do dia a dia.
They always drink water.
They have breakfast every morning.
Forma afirmativa 
I / You / We / They live in Brazil.
•	 Em frases negativas com I / You / We / They, usamos don't (= do not) antes 
do verbo principal. Note que o verbo principal está em sua forma básica.
Hippos don't swim.
Giant pandas don't hibernate.
Forma negativa
I / You / We / They don’t swim.
Il
u
s
tr
a
•
›
e
s
: 
G
a
lv
‹
o
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e
rt
a
zz
i/
A
rq
u
iv
o
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a
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d
it
o
ra
168
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Language Reference in Context
•	 Em frases interrogativas com I / You / We / They, usamos Do antes do 
sujeito. Note que o verbo principal está em sua forma básica.
Do hippos give birth in water? Yes, they do.
Do giant pandas hibernate? No, they don't.
Forma interrogativa
Do I / you / we / they swim?
Respostas curtas
Afirmativa Negativa
Yes, I / you / we / they do. No, I / you / we / they don’t.
 Extra Practice
Complete the following sentences with the correct form of the verbs in 
parentheses. Use the Present Simple tense.
a. Snakes their tongues to help them smell. 
(use)
b. Parrots vocal cords. (not have)
c. A hamster’s teeth never growing. (stop)
d. Western Hognose snakes dead when they 
feel threatened. (play)
e. Dogs often when they are nervous or excited. (yawn)
Available at: NATIONAL GEOGRAPHIC KIDS. 5,000 Awesome Facts (About Everything!). Washington, 
D.C.: National Geographic, 2012. pp. 202-203.
Present Simple (He / She / It)
Leia o texto a seguire observe o uso do Present Simple.
DAVIS, Jim. Garfield. Available at: <http://garfield.com/comic/2013-10-31>. Accessed in: December 2014.
Nos dois primeiros quadrinhos da tirinha, encontramos o verbo to sleep na 
3a pessoa do singular do Present Simple (sleeps). Note que esse tempo verbal 
é utilizado no texto acima para descrever 
que o gato vampiro dorme durante todo 
o dia (e noite).
Forma afirmativa 
He / She / It sleeps all day.
©
 2
0
1
3
 P
a
w
s
, 
In
c
. 
A
ll
 R
ig
h
ts
 R
e
s
e
rv
e
d
/
D
is
t.
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n
iv
e
rs
a
l 
U
c
li
c
k
s
to
c
k
_
s
h
o
t/
S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
169
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Respostas curtas
Afirmativa Negativa
Yes, he / she / it does. No, he / she / it doesn’t.
Veja, no quadro a seguir, as regras ortográficas para verbos na 3a pessoa do 
singular do Present Simple.
Regras ortográficas para verbos na 3a pessoa do singular Exemplos
A maioria dos verbos:
verbo + s
sleep sleeps
buy buys
eat eats
drink drinks
Verbos terminados em o, s, z, x, sh, ch:
verbo + es
do does
miss misses
buzz buzzes
fix fixes
wash washes 
catch catches
Verbos terminados em consoante + y:
verbo – y + ies
study studies 
cry cries
Exceção have has
 Extra Practice
Complete the following sentences with the correct form of the verbs in 
parentheses. Use the Present Simple tense.
a. A cat 230 bones in its body. A human 206. (have)
b. Adult cats 30 teeth. (have)
c. A cat almost never at another cat. (meow)
d. On average, a cat for about 12 to 15 
years. (live)
e. A cat about 100 different sounds. (make)
f. Cats about 14 hours a day. (sleep)
g. A cat against people to mark out its 
territory. (rub)
Available at: <http://facts.randomhistory.com/interesting-facts-about-cats.html>. Accessed in: December 2014.
•	 Em frases negativas com He / She 
/ It, usamos doesn't (= does not) 
antes do verbo principal. Note 
que o verbo principal está em sua 
forma básica.
Garfield doesn't sleep all day.
The vampire cat doesn't attack 
people.
Forma negativa 
He / She / It doesn’t sleep all day.
•	 Em frases interrogativas com He / 
She / It, usamos Does antes do 
sujeito. Note que o verbo principal 
está em sua forma básica.
Does the vampire cat sleep all 
day? Yes, he does.
Does Garfield sleep all day? No, 
he doesn't.
Forma interrogativa 
Does he / she / it sleep all day?
R
e
n
a
ta
 A
p
a
n
a
v
ic
ie
n
e
/S
h
u
tt
e
rs
to
c
k
/ 
G
lo
w
 I
m
a
g
e
s
170
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Language Reference in Context
Object Pronouns
Leia o cartaz a seguir e observe o uso do object pronoun it.
Available at: <http://fitnessaustralia.groupsite.com/post/talking-to-the-
public-about-their-health-and-fitness>. Accessed in: December 2014.
No cartaz, it se refere à palavra exercise.
Os object pronouns correspondem, em português, aos pronomes pessoais 
do caso oblíquo. Costuma-se usá-los para evitar repetição.
•	 Usamos esses pronomes para fazer referência a um termo anterior.
– My brother is a talented swimmer. I admire him very much.
– Marta is a famous soccer player. People call her “Pelé with skirts”.
Veja, no quadro a seguir, os object pronouns.
Subject 
Pronouns
I you he she it we you they
Object 
Pronouns
me you him her it us you them
object pronoun
my brother (= he)
object pronoun
Marta (= she)
R
e
p
ro
d
u
•
‹
o
/F
it
n
e
s
s
 A
u
s
tr
a
li
a
171
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Present Simple or Present Continuous?
Leia o texto a seguir e observe o uso do Present Simple e do Present 
Continuous.
DAVIS, Jim. Garfield. Available at: <http://garfield.com/comic/2013-11-26>. Accessed in: December 2014.
Na tirinha, Jon utiliza o Present Simple para falar de ações e estados 
permanentes como o fato de ter um gato e de ele ser grande e laranja. 
Já o Present Continuous é utilizado para Jon descrever o que Garfield 
está vestindo naquele momento específico.
•	 Usamos, geralmente, o Present Simple para ações permanentes como fatos, 
hábitos e ações do dia a dia.
“Yes, I have a cat.” “Yes, heÕs big and orange.” “this signifies a rite of passage”
•	 Usamos, geralmente, o Present Continuous para ações temporárias como 
mudanças e ações em desenvolvimento no presente.
“Yes, heÕs wearing a necklace.”
 Extra Practice
Complete each sentence below with the correct object pronoun.
a. Exercise is good for your physical and mental health. Do regularly.
b. Sarah Menezes is a Brazilian judoka. Do you know ?
c. They can’t swim. Help !
d. Usain Bolt is a Jamaican sprinter. People know as “Lightning Bolt”.
 Extra Practice
Complete the following sentences about the comic strip above with the 
correct form of the verbs in parentheses. Use the Present Simple or the 
Present Continuous tense.
a. Garfield and Jon together. (live)
b. Jon on the phone at the moment. (talk)
c. Garfield always jokes. (make)
d. Jon a blue shirt. (wear)
©
 2
0
1
3
 P
a
w
s
, 
In
c
. 
A
ll
 R
ig
h
ts
 R
e
s
e
rv
e
d
/
D
is
t.
 U
n
iv
e
rs
a
l 
U
c
li
c
k
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Language Reference in Context
Question Words
Leia as piadas a seguir e observe o uso de question words How e What.
Q. How do bees get to school?
A. On the school buzz.
Q. What do planets read?
A. Comet books.
From: NATIONAL GEOGRAPHIC KIDS. Just Joking: 300 Hilarious Jokes, Tricky Tongue Twisters, and 
Ridiculous riddles. Washington D.C.: National Geographic Society, 2012. pp. 32, 43.
Na primeira piada, o pronome interrogativo how é usado para perguntar 
como as abelhas vão para a escola. Na segunda piada, what é usado para 
perguntar o que os planetas leem.
Veja, no quadro a seguir, a ordem dos elementos em perguntas com questions 
words.
Question 
word
Verbo 
auxiliar
Sujeito
Verbo 
principal
Complemento
How do bees get to school?
What do planets read? /////////////////////////////////////
How often does she watch television?
Where can I catch the train?
 Extra Practice
In each item below, put the words into the correct order to make 
sentences.
a. do / know / bees / What / you / about / ?
b. Where / I / buy / to / can / tickets / Corcovado / ?
c. bike / her / How often / does / school / ride / to / she / ?
Il
u
s
tr
a
•
›
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s
: 
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lv
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o
 B
e
rt
a
zz
i/
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rq
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o
 d
a
 e
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o
ra
173
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Sugary foods
Like fat, sugar is a concentrated source of 
energy. It is found in foods such as jam, 
sweets, cakes, chocolate, and cookies. 
The psychological benefits of eating 
these foods are obvious – they taste 
lovely! However, too much sugar 
causes tooth decay, obesity, and 
mood swings so it is important to 
limit your intake.
From: GRAIMES, Nicola. Kids’ Fun & Healthy Cookbook.
New York: DK Publishing, 2007. p. 15.
Countable and Uncountable Nouns
Leia o texto a seguir e observe o uso do substantivo sugar.
No texto, a palavra sugar aparece em “sugar is a concentrated source 
of energy” e em “too much sugar causes tooth decay”. Note que sugar 
é um substantivo incontável (uncountable), sendo utilizado no singular 
(no caso, acompanhado pelo verbo is) e com expressões incontáveis (no caso, 
acompanhado da expressão de quantidade too much).
•	 Os substantivos podem ser classificados em countable (contáveis) ou 
uncountable (incontáveis). Os substantivos contáveis têm singular e plural. 
Os incontáveis são usados apenas no singular.
Veja, no quadro a seguir, alguns substantivos contáveis e incontáveis do texto.
Countable nouns Uncountable nouns
sweets
cakes
cookies
sugar
jam
chocolate
[1
] 
J
o
h
n
 K
a
s
a
w
a
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
; 
[2
] 
Iv
a
s
c
h
e
n
k
o
 R
o
m
a
n
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
ag
e
s
; 
[3
] 
E
v
d
o
k
im
o
v
 M
a
x
im
/S
h
u
tt
e
rs
to
c
k
/G
lo
w
 I
m
a
g
e
s
limit your intake.
Juice[1] Jam[2]
Lollipops
[3]
174
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Language Reference in Context
Expressions of Quantity
Leia o texto anterior e observe o uso da expressão “too much sugar”.
No texto, a expressão too much acompanha o substantivo incontável sugar e 
expressa ideia de excesso, exagero. No caso, se refere ao consumo de açúcar 
em excesso.
• As expressões com much (como too much, not much e how much) são 
utilizadas com substantivos incontáveis. As expressões com many (como too 
many, not many e how many) são utilizadas com substantivos contáveis.
Veja, no quadro a seguir, algumas expressions of quantity.
Expressions of quantity + countable nouns Expressions of quantity + uncountable nouns
too many = an excessive number/quantity
not many = a few
How many...?
too much = an excessive amount
not much = a little
How much...?
 Extra Practice
1 Mark the sentence that contains an uncountable noun.
a. Broccoli is rich in vitamin C.
b. It’s important to eat vegetables every day.
c. Eat an apple a day and keep the doctor away.
2 Complete the sentences below with much or many.
a. How water do you drink a day?
b. Don’t eat too salt. It’s bad for your health.
c. How servings of fruit do you eat a day? Not .
G
a
lv
ã
o
 B
e
rt
a
zz
i/
A
rq
u
iv
o
 d
a
 e
d
it
o
ra
175
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Este glossário apresenta uma seleção de palavras e expressões utilizadas no livro, 
acompanhadas do sentido com que são utilizadas nele. Algumas dessas palavras podem ser 
utilizadas em mais de um sentido.
A
achieve: atingir, alcançar
add: adicionar, acrescentar
⇨ add up to: totalizar
addiction: vício
afraid: temeroso, com medo
agree: concordar
aide: ajudante, assistente
allow: permitir
alongside: ao lado (de)
already: já
amazed: admirado(a)
amount: quantidade; quantia
ancient: antigo(a)
anger: raiva
angry: zangado(a)
appealing: atraente
arrange: arrumar; organizar
astonishing: assombroso(a)
attend: comparecer a
avenue: avenida
average: média; médio
avoid: evitar
B
backyard: quintal
baggy: largo(a)
barrier: barreira
beat: batimento; bater
befriend: fazer amizade com
behave: comportar-se
bench: banco
blender: liquidificador
blind: cego(a)
blood: sangue
⇨ blood pressure: pressão arterial
⇨ blood stream: corrente sanguínea
⇨ blood vessel: vaso sanguíneo
board game: jogo de tabuleiro
bone: osso
booklet: folheto
boost: aumentar
boot: chutar
⇨ boot out: mandar embora
bothered: incomodado(a)
⇨ I’m not bothered (BrE): para mim tanto faz
bowl: tigela
breathe: respirar
bright: brilhante 
broadcast: transmissão; programa
buck the trend: ir contra a corrente
busy: ocupado, atarefado
buzz: zumbir
Glossary176
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C
candy: doce
care: cuidado
careful: cuidadoso(a), atento(a)
carefully: cuidadosamente, atentamente
carry: carregar, transportar
⇨ carry on: continuar; seguir em frente
catchy: que pega fácil; fácil de memorizar
cell: célula
chain: corrente
chalk: giz
⇨ chalk board: quadro-negro
challenge: desafio; desafiar
chant: canção
chase: perseguir
cheer up: animar-se
chop: picar
chorus: coro, em coro
citizen: cidadão
cliff: penhasco
climb: subir; escalar
close: perto, próximo; fechar(-se)
⇨ close by: perto
coast: costa
college: faculdade
commissioner: comissário(a); encarregado(a) de um 
departamento
communal: comum
contest: concurso; disputa
cope (with something/someone): dar conta (de 
algo); enfrentar algo/alguém
costume: fantasia; traje típico
cove: enseada
cover: capa; coberta; cobrir; tapar
cross: atravessar; cruzar
current: atual
customer: cliente
cut: cortar
⇨ cut back: fazer cortes; reduzir
cutlery: talheres
D
dairy: laticínio
decay: cárie
decrease: diminuir
deep: fundo, profundo; muito profundo
delighted: encantado(a)
design: desenhar; criar
device: aparelho; dispositivo
dirt: sujeira; terra
disease: doença
dish: prato
disorder: desordem; distúrbio
display: exibir; expor
draft: rascunho, esboço
drench: ensopar
drop: soltar; largar; abandonar
drummer: baterista
dry: seco(a)
dune: duna
E
ease: aliviar
edge: borda; margem
either: qualquer um dos dois
emaciated: definhado(a), caquético(a)
embarass: constranger, envergonhar
embarassing: constrangedor(a)
embellish: embelezar
Glossary 177
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empowerment: empoderamento
endeavor: empenho; empenhar-se
endurance: resist•ncia
enhance: aumentar; melhorar; real•ar
entry: entrada
even though: apesar de
exchange: trocar
eyesight: vis‹o
F
fall: cair
⇨ fall apart: desfazer-se; fazer-se em peda•os
feast: banquete; fazer um banquete
feat: proeza, fa•anha
feather: pena
feed: alimentar
fiber: fibra
fill in: completar
fingernail: unha da m‹o
fit: caber, servir
fitness: boa forma (f’sica)
fizzy drink: refrigerante
folate: ‡cido f—lico
foreign: estrangeiro(a)
former: antigo, anterior
forward: para frente; jogador atacante
⇨ look forward to: aguardar, esperar (ansiosamente)
fringe: margem; franja
frozen: congelado(a)
G
gadget: aparelho, dispositivo
gather: juntar
get: receber; obter; conseguir
⇨ get along with someone: dar-se bem (com 
alguŽm)
give: dar
⇨ give out: distribuir
go: ir
⇨ go on: continuar, seguir em frente
⇨ go out: sair; apagar-se
goal: objetivo
goodness: valor nutritivo
grain: cereais
grove: arvoredo
grow: crescer; cultivar
⇨ grow up: crescer
guest: convidado; h—spede
gum: gengiva; chiclete
gut: intestino
⇨ gut feeling: intui•‹o
H
handicraft: artesanato
handy: h‡bil
hard: duro
harm: prejudicar
harmful: prejudicial, nocivo
height: altura
hem: bainha (da cal•a)
hibernate: hibernar
highlight: destaque
household: domŽstico
hug: abra•o; abra•ar
huge: enorme
hurt: doer, machucar
hurtful: ofensivo, cruel
Glossary178
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I
improve: melhorar
increase: aumentar; subir
indulge: dar-se ao luxo/capricho (de algo)
instead: em vez disso
⇨ instead of: em vez de, em lugar de
issue: questão
J
jam: geleia
jams: pijama
jaw-dropping: de cair o queixo
joint: articulação, junta
joke: piada
joy: alegria
K
keep: manter
key: chave; fundamental
kind: gentil, cordial
knowledge: conhecimento
L
label: rotular
landscape: paisagem
lane: pista, faixa
lately: ultimamente
laugh: rir
laze about/around: ficar à toa
leisure: lazer
length: comprimento
lightbulb: lâmpada
lighthouse: farol
lipstick: batom
lively: alegre, animado
lock: trancar
locker: guarda-volumes; armário
lower: baixar
luck: sorte
lung: pulmão
M
major: principal
manage: gerenciar
marvel: maravilhar-se (com algo)
match: relacionar, correlacionar
matter: questão, assunto; importar
meal: refeição
measure: medir; calcular
media: meios de comunicação
medium: médio(a); meio
might: pode (ser que)
move: mover(-se); mudar(-se) de local
⇨ move forward: avançar
muscle: músculo
N
non-profit: sem fins lucrativos
northeastern: nordeste
0
office: escritório
olive oil: azeite
outfit: roupa, traje
outlook: perspectiva
outrageous: abusivo(a)
overall: geral, total
Glossary 179
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overcoming: superação
own: próprio(a); possuir, ter
ownership: propriedade
P
pace: ritmo
paddle: remo; remar
pain: dor
pale: pálido(a); claro(a)
parade: desfile
park: parque; estacionar
parking (lot): estacionamento
pass by: passar (por)
peanut: amendoim
peel: pele; descascar
perform: desempenhar; executar
perhaps: talvez
pin: alfinete; prender, segurar
plain: liso(a); puro(a)
pleased: contente, feliz
plenty: bastante
poetry: poesia
polite: educado, gentil
poll: pesquisa; votaçãopose: causar (problema, dificuldade)
pour: despejar
power: poder; luz, eletricidade
print: impresso; imprimir
promenade: calçadão (da orla marítima)
proud: orgulhoso(a)
provide: oferecer
pulp: polpa (de fruta)
purpose: propósito, objetivo
push: apertar, pressionar; promover
Q
quack: fraudulento, charlatão
queen: rainha
quick: rápido(a)
R
rail: ferrovia; trilho
rainbow: arco-íris
raise: criar
range: gama
reach: alcançar
realize: dar-se conta (de), perceber
recipe: receita
recording: gravação
refuse: negar-se (a fazer algo); recusar, rejeitar
rehearsal: ensaio
relative: relativo; parente
reliable: seguro, confiável
relieve: aliviar
replace: substituir
report: relatar; denunciar
rescue: resgatar, salvar
resemble: parecer(-se) com
resource: recurso
rest: resto; descansar
reveal: revelar
rhyme: rima; rimar
ribbon: fita
rid: eliminar algo de algo
ride: andar de; montar a
rip: rasgar
roar: estrondo; barulho; rugido; rugir
role: papel
Glossary180
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row: linha, fileira
⇨ in a row: enfileirado
rush: correr
S
sand: areia
scared: assustado(a)
school board: mural escolar
scratch: arranhar(-se)
⇨ from scratch: (começar) do zero
screen: tela
scrub: esfregar
seam: costura
self-esteem: autoestima
sensitive: sensível
serving: porção
setting: configuração (informática)
several: vários(as)
shallow: raso(a); superficial
shanty-town: favela
share: compartilhar
sharp: afiado(a)
shave: barbear(-se); depilar(-se)
shelter: abrigo, refúgio
show: mostrar, exibir
⇨ show up: aparecer, dar as caras
sight: visão
silk: seda
slang: gíria
slice: fatia
smooth: suave; uniforme; sem caroços
smoothie: vitamina (bebida)
snack: lanche
sneeze: espirro; espirrar
soap: sabão, sabonete
soap opera: novela
solely: unicamente
solve: resolver
sort: classificar
source: fonte
speech: fala; discurso
spell: soletrar
sponsor: patrocinador(a); patrocinar
spot: marca; lugar
spread: espalhar
sprinter: velocista
stand: permanecer
⇨ stand up to someone: fazer frente a alguém
standard: padrão
step: passo; pisar
stitch: ponto; costurar
store: armazenar, guardar; loja
stormy: tempestuoso(a)
straight: reto(a); em linha reta
strand: fio
strength: força, ponto forte
stretch: estender(-se); esticar(-se)
stroke: derrame
sum: soma, total
⇨ sum something up: resumir (algo)
support: apoiar; sustentar
surround: cercar, rodear
swallow: engolir
swap: troca; trocar
sweet: meigo, gentil; doce
T
tap: bater levemente
tap dance: sapateado
taste: sabor
Glossary 181
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tasty: saboroso(a)
teamwork: trabalho em equipe
tease: provocar, importunar
teaspoon: colher de chá
thick: grosso; denso
thought: pensamento
threat: ameaça
threaten: ameaçar
through: atravŽs de, por
throughout: por todo, durante todo
throw: atirar; jogar
⇨ throw away: jogar fora
thunderous: estrondoso(a)
tongue twister: trava-língua
tool: ferramenta
toothbrush: escova de dentes
tough: duro(a); resistente; firme; difícil
trac: trato
trade: trocar
tray: bandeja
trim: aparar; podar
trip: viagem
turkey: peru
U
(be) unaware (of something): desconhecer algo
unforgettable: inesquecível
unspoiled: intacto(a); não destruído(a)
upper: superior
V
vacationer: pessoa que está de fŽrias, turista
value: valorizar; valor
viable: viável
W
warning: advert•ncia
wealth: riqueza
weigh: pesar
weight: peso
well-being: bem-estar
whenever: sempre que
whether: se
whistle: assobiar
whiz: bater o liquidificador na velocidade máxima
whole: todo, inteiro; integral
wide: amplo(a)
wild: selvagem
wipe: esfregar; enxugar
⇨ wipe out: perder o controle
wish: desejo; desejar
wood: madeira
wooden: de madeira
worldwide: pelo mundo todo
workout: ginástica, treino
Y
yet: ainda; contudo
Glossary182
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Este índice remissivo aponta os tópicos gramaticais trabalhados nos quatro livros da coleção. 
Os tópicos trabalhados neste livro são indicados pelo número da página. Os tópicos trabalhados 
nos livros do 6o, 8o e 9o anos remetem apenas a esses livros.
adverbs of frequency 61
comparatives 8o
 spelling rules for comparative adjectives 8o
conditional sentences 9o
 first conditional 9o
 second conditional 9o
countable and uncountable nouns 141
expressions of quantity 143
Future with will 8o
genitive case 6o 
Imperative 6o; 25 
modal verbs 6o; 26; 9o
 can 6o; 26
 must, have to, should 9o
passive voice 9o
Past Continuous 8o
Past Simple 8o; 9o
 to be (was/were) 8o; 9o
 regular verbs 8o; 9o
 irregular verbs 8o; 9o
 and Past Continuous 8o
 and Present Perfect 9o
plurals 6o
prepositions of place 6o
Present Continuous 39
 spelling rules for verbs in the -ing form 41
Present Perfect 9o
 and Past Simple 9o
 irregular verbs 9o
 since/for 9o
Present Simple 59, 73, 93, 107; 8o
 and Present Continuous 107; 8o
 spelling rules for verbs in the 3rd person 
singular 74
pronouns 6o; 95; 8o
 object pronouns 95
 possessive adjectives 6o
 reflexive pronouns 9o
 relative pronouns 9o
 subject pronouns 6o
question words 6o; 127
superlatives 8o
 spelling rules for superlative adjectives 8o
there is/there are 6o; 25
verb to be 6o; 25
 affirmative form 6o
 interrogative form 6o
 negative form 6o
183Index
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University Press, 1999.
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Ensino de Inglês: O Corpus nas “Receitas”. São Paulo: Macmillan, 2012.
SWAN, M. Practical English Usage. 3rd ed. Oxford: Oxford University Press, 2009.
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______. Pensamento e linguagem. São Paulo: Martins Fontes, 1993.
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