ENSINO FUNDAMENTAL 9º ANO_INGLÊS_VOLUME 03 (PROFESSOR)

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Livro do professor
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9o. ano
Volume 3
A better tomorrow 186
You are what you eat 25
Língua 
Inglesa
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ARCIMBOLDO, Giuseppe. Vertumnus. [c. 1590-1591]. 
Habo, Skokloster Castle. 
Encaminhamento metodológico.1
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You are what you eat
1. How much do your 
eating habits reveal 
about you?
2. Is food fuel or pleasure 
for you?
3. Do you like to eat out? 
Where do you usually go 
out to eat?
3
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Goals
Are you hungry? If you’re not, you’ll be when you check out this chapter! You are going to 
analyze and create menus, practice how to order food, and discuss how eating habits influence our 
lives. Let’s find out how much your food can tell about you!
1. Look at the diagram, based on the Australian Guide to Healthy Eating, and name the food groups.
Encaminhamento metodológico.2Check it out
Source: THE FIVE FOOD GROUPS. Available at: <https://www.eatforhealth.gov.au/food-essentials/five-food-groups>. Accessed on: 30 Aug. 2018.
 2. Now, label some of the items in each group with the following words. Which ones do you like? Share with 
your classmates.
• Fruit: peach, watermelon, pineapple.
• Vegetables: carrot, eggplant.
• Grains (cereal): bread, crackers.
• Dairy: cheese.
• Protein: poultry, beef/meat.
dairy
fruit 
grains (cereal)
protein
vegetables
 protein dairy 
 fruit 
 grains (cereal) vegetables 
 cheese 
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 beef/meat 
 3. Look back at the eating guide on page 3 and discuss with your classmates: What items could represent 
the Brazilian diet in each food group? Would they be different or similar to the Australian items?
 4. Crack the code to name the most usual meals. 
A B C D E F H I K L N R S T U
a) : breakfast 
b) : snack 
c) : lunch 
d) : brunch 
e) : dinner 
 5. Food and drink give your body energy to do all your activities. So what’s your diet like? Think of what 
you eat on a typical day. Then, complete the chart according to your daily meals. Compare with your 
classmates. Answers will vary.
Meal Food I usually eat
 1. Interview a classmate using the following questions:
a) How often do you eat out?
( ) every day 
( ) once a week 
( ) once a month
( ) other: 
c) Where do you usually eat out? 
( ) restaurant
( ) café
( ) street vendor
( ) other: 
b) What meal(s) do you usually eat out? 
( ) breakfast 
( ) lunch
( ) dinner
( ) other: 
d) What’s your favorite place to eat? Why?
Answers will vary.
 2. Go to the supplementary material and follow your teacher’s instructions to play the food race game.
Caso seja interessante, é possível, neste momento, realizar a atividade 1 da seção Challenge yourself, ao final deste capítulo.
Let’s talk 3 Encaminhamento metodológico e orientações para uso do material de apoio.
9o. ano – Volume 34
 1. What do we usually find in a menu? Discuss with your classmates.
( ) restaurant history
( ) prices
( ) list of dishes
( ) payment info
( ) photos
( ) ingredients 
 2. Read the first two paragraphs of the following article and answer these questions:
a) How powerful can a menu be? It can show the identity, personality and value of a brand. 
b) What features are part of a good menu? The right tone, language, design and appeal. 
 3. Now, read and match the tips with their descriptions.
4 Encaminhamento metodológico e sugestão de atividades.
Reading time
MUSSELLE, Morgan. 10 things to consider when designing your menu. Available at: <https://www.bighospitality.co.uk/Article/2017/02/20/10-things-
to-consider-when-designing-your-menu>. Accessed on: 20 Aug. 2018.
Do you know?
Look at the following restaurant vocabulary and match the expressions which mean the same.
Am. English
 drinks
 starters
 check
 main courses
Br. English
 main dishes
 beverages
 bill
 appetizers
[...] THINGS TO CONSIDER WHEN DESIGNING YOUR MENU
On a basic level, a menu shows a customer what food is on offer and at what price, but this is barely 
scratching the surface of what it can do. A menu holds much more power than that. It is the gateway into 
the identity, personality and value of a brand. 
By getting the menu right in tone, language, design and appeal, it can be [...] the reason someone tries 
your offer or decides not to. [...]
a) The ‘box’ 
b) Food photography
c) Great descriptions
d) Engaging language
( b ) Good food photography is an excellent way of showing off how fantastic a dish looks, 
especially if it’s exotic or creative. [...]
( c ) [...] Consider a limited menu of a few dishes. Instead of crafting superfluous eye-candy, why 
not invent uniqueness and add value by creatively copywriting dish names and descriptions?
( a ) Draw attention to certain choices by boxing them up, whether it’s because they’re new, 
local or high margin. [...]
( d ) [...] Use a tone of voice suited to the overall brand and dining experience to create engaging 
personality. [...]
 Língua Inglesa 5
starters 
Fries ................................................... $6
Hand-cut fries with cheese dip
Nachos............................................... $8
House-made nachos with spicy dip
BLT sandwich................................... $10
Smoked bacon, lettuce, tomato and mayo
main courses 
Cheesy fettuccine............................. $14
House-made cheese sauce and pasta
Thai chicken........................................ $18
Roasted chicken with ginger and chili
New York steak .................................. $20
Choice cut steak with rosemary butter
drinks and desserts 
Artisanal soda........................................ $4
Ginger, orange, grape, cola
Coffee....................................................... $4
Espresso or latte
Ice cream ................................................ $5
House-made mango, grape or vanilla gelato 
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 4. Take a look at the following menu and name the different sections using words from the box.
main courses drinks and desserts starters
 5. Which tips from the article on page 5 were followed in this menu?
Food photography/images, great description.
 6. If you were at this restaurant, what would you order? Share with your classmates.
9o. ano – Volume 36
Listen up Encaminhamento metodológico e script de áudio.5
Encaminhamento metodológico.6
To order means to ask for 
food or drink.
To order at a restaurant, we can use several polite structures, such as I would like (’d like), I will 
start with or I will have .
Check it out
Ordering food
 1. Read the following excerpts from the Listen up section and complete the text on how to order at a restaurant.
Track 9
 1. Label the missing menu sections with expressions from the previous pages.
Starters 
Carpaccio $10
Cucumber soup $8
Main courses 
Cajun catfish $25
Pasta $30 
Grilled prawns $35
Snacks & sides
Chicken and cheese sandwich $15
Thai chicken pizza $15
Side salad $5
Side fries $8
Drinks 
Juice $3.50
Soda $4
Water $2.50
Desserts
Ice cream $8
Apple pie $8
Cheesecake $10
Kid friendly
Smiley fries $10
Kids’ pasta $15 
Pancakes $15
RE
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NT2. Listen to a group of six friends ordering food at a restaurant. Look at the 
menu and take notes on what they order.
1 2 3 4 5 6
Carpaccio
Grilled prawns
Carpaccio
Grilled prawns
Thai chicken pizza Side salad Cucumber soup Cajun catfish
 3. Listen again and answer. What are the friends 3, 4 and 5 worried about when ordering?
They are worried about the price. They order cheap things. 
Caso seja interessante, é possível, neste momento, realizar a atividade 2 da seção Challenge yourself, ao final deste capítulo.
• I will start with the carpaccio, and then I’ll have the grilled prawns.
• I’ll have the Thai chicken pizza.
 Língua Inglesa 7
 2. Reorder the sentences into a restaurant conversation.
( 4 ) Customer: Absolutely. Thanks.
( 2 ) Customer: Yes, I’d like the chicken and 
cheese sandwich, please.
( 6 ) Customer: Yes, I’ll have an orange juice. 
( 8 ) Customer: Hmm. Can I have some extra 
mayo in the sandwich?
( 3 ) Server: Will you have the side fries too?
( 1 ) Server: Excuse me, are you ready to order?
( 5 ) Server: Anything to drink?
( 7 ) Server: Anything else?
( 9 ) Server: Of course. Please, make yourself 
comfortable.
 3. Go back to the conversation in activity 2 and check which expressions are usually said by the server or by 
the customer. Then, complete them in the chart below.
Server Customer
Are you ready to order ?
Well, when you’re ready, just let me know.
 Anything to drink?
Will you have... too ?
I haven’t even looked at the menu yet.
Yes, I would like...
I’ll have ...
 Can I have...? 
 Match the columns to create sentences.
a) Will you...
b) Sorry, but I haven’t...
c) I’d like...
d) Excuse me sir, are you...
e) May I have...
( c ) the chicken with grilled tomatoes.
( a ) have the side salad or the side chips?
( d ) ready to order?
( e ) a bottle of sparkling water?
( b ) looked at the menu yet.
Your turn
Ideas factory
 1. It’s time to create your own menu! Follow the tips on page 5 and these steps: 
• Think about the food you would like to serve. Remember to keep it simple.
• Write short descriptions of the dishes. Make your customer feel like eating.
• Will you include pictures? Photographs or drawings? 
 2. Show the menu to the class and hold a contest to choose the three most interesting ones.
 3. Create a conversation between a customer and a server (waiter/waitress). Use the menus you created. 
Caso seja interessante, é possível, neste momento, realizar as atividades 3 e 4 da seção Challenge yourself, ao final deste capítulo.
Encaminhamento metodológico.7
Sparkling water is effervescent, 
fizzy. Its opposite is still water.
You can also make polite requests using the structures Can/May I have...? May is a bit more polite and 
formal than can.
9o. ano – Volume 38
 1. Answer the questions individually. Then, compare with a classmate.
a) Who/What influences your eating habits the most?
( ) celebrities 
( ) doctors and dieticians 
( ) advertisements 
( ) family 
( ) friends 
( ) the latest trends 
b) What are your eating habits? Think about what you eat and grade how much you take the following 
items into consideration (1 meaning “not at all” and 5 meaning “a lot”):
( ) convenience 
( ) environment 
( ) taste
( ) sustainability
( ) uniqueness
( ) nutrition facts
( ) presentation
( ) price
( ) my cravings
c) How different are your eating habits from your parents’ eating habits when they were your age?
 2. Read the article below and highlight its main information. Then, answer the following questions.
ROSENBLOOM, Cara. 9 ways millennials are changing the way we eat. Available at: <https://www.washingtonpost.com/lifestyle/wellness/9-
ways-millennials-are-changing-the-way-we-eat/2018/02/20/6bb2fe60-11eb-11e8-8ea1-c1d91fcec3fe_story.html?noredirect=on&utm_
term=.1fb537ed8b02>. Accessed on: 21 Aug. 2018.
Encaminhamento metodológico.8Reading time
[...] MILLENNIALS ARE CHANGING THE WAY WE EAT
By Cara Rosenbloom
If you’ve noticed a positive change in food trends over the last 10 years, 
thank a millennial. Loosely defined as people born from the early 1980s until 
about 2004, millennials are the largest U.S. age demographic, and as such 
they are key tastemakers. Their food preferences are helping determine 
what you’ll find in grocery stores and restaurants across the country.
[...] Here’s how this generation is influencing the way we eat. (These are 
generalizations based on statistics, and not necessarily true for every 
millennial you know.)
• They want the truth from food manufacturers. [...] 
• They love customization. Millennials don’t want the same sad burger that everyone else is eating. They want to 
custom-design the flavor and personalize their meal. [...]
• They want easy. [...] Millennials are the drivers behind meal kits, grocery delivery services, food trucks, online ordering 
and the growth of heat-and-eat options at grocery stores.
• They are redefining “healthy.” [...] According to statistics, they may tell you it’s food that’s natural, organic, locally 
sourced or sustainable. [...]
While there are many positive changes in food and nutrition because of millennials, there is one troublesome statistic to note. 
According to IFIC, about 40 percent of millennials say that friends and family are a top source of their nutrition information 
(only 21 percent of boomers give that answer — they trust doctors and dietitians more). [...] Plus, millennials rely heavily on 
websites, bloggers and social media fitness professionals for health information. This can spread nutrition myths [...].
File Edit History Tools Help 
https://www.washingtonpost.com/lifestyle/wellness/9-ways-millennials-are-changing-the-way-we-eat/2018/02/20/6bb2fe60-11eb-11e8-8ea1-c1d91f Go Links
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a) Who are the millennials? How big is their influence in the US? 
People born from the early 1980s until about 2004. Their food preferences are helping determine what you’ll find in grocery
stores and restaurants across the country.
b) What does healthy eating mean for them? Does it mean the same for you?
For millennials, healthy eating means food that’s natural, organic, locally sourced or sustainable.
3. Who are the millennials you know? Do you feel these changes in your daily life as well? Discuss with 
your classmates.
Connections
 1. Read some information about two teens’ eating habits and match them to the sum-up sentences. 
Encaminhamento metodológico.9
File Edit History Tools Help 
Go Linkshttps://www.theguardian.com/lifeandstyle/2011/apr/17/teens-adolescents-food-eating-cooking
HIND, John. Teens and food. Available at: <https://www.theguardian.com/lifeandstyle/2011/apr/17/teens-adolescents-food-eating-cooking>. 
Accessed on: 21 Aug. 2018.
• Matthew : this teen chooses to venture in the kitchen rather than waiting for his/her 
parents to cook.
• Tree : this teen prefers to be vegan because of his/her health and the environment.
 2. What about you? What’s your attitude to food? Write a short profile, like the ones above, and share with 
your classmates.
TEENS AND FOOD
Matthew Charlton 
Age: 11 Where: Ormskirk, West Lancashire
Food attitude: Cooks for his parents
Matthew lives with his mother Vicky and father Charlie. [...] “Some nights I’ll just make scampi and chips for Dad 
and meatballs for me, or pizzas, but I prefer to be more adventurous. I want to make salmon en croute stuffed with 
artichokes and wild rice.” [...] 
Does he ever go to McDonald’s? “Only for special occasions, as a treat, when I get a good school report.”
Tree Marshall 
Age: 13 Where: Puckington, Somerset
Food attitude: Vegan
Tree lives with her mother Amanda, who raised her as a vegetarian. [...] At 13 she decided to become vegan, and 
persuaded hermother to join her. “I used to eat dairy products – tons of cheese, especially. And then I realised the 
cruelty to cows that being vegetarian involved.” [...] “I trawl the internet for recipes,” Tree continues. “What veganism’s 
done is make me feel healthier and mentally healthier [...]”.
9o. ano – Volume 310
Preferences: prefer and rather
 1. Pay attention to the following examples from the previous activities and circle the words that indicate 
preference.
Check it out Encaminhamento metodológico.10
• I’ll just make scampi and chips for Dad and meatballs for me, or pizzas, but I prefer to be more 
adventurous.
• Matthew chooses to venture in the kitchen rather than waiting for his parents to cook.
• Tree prefers to be vegan because of her health and the environment.
 2. Complete the sentences with prefer or rather.
• We often use than after rather .
• We use to + verb or a noun after prefer .
 1. Choose the correct option to complete the sentences about different eating habits.
a) Japanese dishes usually ask for rice rather than / prefer to pasta.
b) Many American teens rather than / prefer to have burgers for dinner.
c) My French cousin rather than / prefers to eat croissants for breakfast.
d) Brazilians usually eat rice and beans rather than / prefer to mac and cheese.
e) Fred rather / prefers to have coffee at breakfast, while Mike would rather / prefers to have tea.
f) Would you rather / prefer have a late breakfast or an early lunch today?
 2. What do you prefer? Check out the following items and discuss in pairs, giving reasons for your choices.
a) Sweets: Cake or cookies? Candy or chocolate? Fruit or jello?
Answers will vary. 
b) Drinks: Soda or juice? Sparkling or still water? Tea or coffee?
c) Snacks: Burgers or hot dogs? Chips or popcorn? Sandwiches or pizza?
d) Healthy eating: Salad or steamed veggies? Grilled chicken or fish? Wholegrain bread or wholegrain pasta?
 
Your turn
Use rather (than) to say you choose a certain way over another. 
Matthew would rather cook at home than go out to eat.
Caso seja interessante, é possível, neste momento, realizar as atividades 5 e 6 da seção Challenge yourself, ao final deste capítulo.
 Língua Inglesa 11
Do you know?
There are many different types of diets. Check out some of them in the following infographic. 
Do you know anyone who follows one of these diets?
Encaminhamento metodológico e sugestão de atividades.11
Sources: ROGERS, Monica K. Macrobiotic diet. Available at: <https://www.webmd.com/diet/a-z/macrobiotic-diet>. Accessed on: 21 Aug. 2018. / 
NORDQVIST, Christian. The raw food diet: should I try it? Available at: <https://www.medicalnewstoday.com/articles/7381.php>. Accessed on: 21 
Aug. 2018. / VEGETARIAN diet: how to get the best nutrition. Available at: <https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-
eating/in-depth/vegetarian-diet/art-20046446>. Accessed on: 21 Aug. 2018. / PALEO diet: what is it and why is it so popular? Available at: <https://
www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/paleo-diet/art-20111182>. Accessed on: 21 Aug. 2018.
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9o. ano – Volume 312
 1. Discuss these questions in pairs:
a) What are your eating habits related to school?
b) Do you think the way or what you eat affects your school productivity? Why?
c) Which food items do you believe can help your brain work better? 
( ) candy 
( ) fruit 
( ) juice 
( ) soda 
( ) snacks 
( ) coffee 
( ) cereal 
( ) other: 
 
 2. Read the following text and circle what is already part of your diet. Do you feel these food items actually 
make your brain work better? Share with your classmates.
Reading time
Encaminhamento metodológico.12
INCLUDE THESE BRAIN FOODS IN YOUR MENU
Avocados are great for cognitive function, and broccoli helps keep your 
memory sharp. Eggplant enhances communication between the brain cells 
and messenger molecules. And dress your salads with extra virgin olive oil; 
it has loads of brain-strengthening properties. [...]
For snacks, there are plenty of brainpower-boosting options. Walnuts improve 
mental alertness, and almonds are a great energy booster. Dark chocolate 
improves blood flow to the brain. (If you want to reap these benefits, make 
sure to get milk-free chocolate with a high cocoa percentage, like 70 percent.)
File Edit History Tools Help 
Go Linkshttps://www.inc.com/ari-zoldan/6-eating-habits-that-can-boost-your-productivity.html
ZOLDAN, Ari. 6 eating habits that can boost your productivity. Available at: <https://www.inc.com/ari-zoldan/6-eating-habits-that-can-boost-your-
productivity.html>. Accessed on: 21 Aug. 2018.
 3. Here is a list of some brain foods. Use words from the box to label the photos.
avocados beets broccoli celery coconut oil
dark chocolate eggs extra virgin olive oil salmon walnuts
broccoli
dark chocolate
walnuts
beets
avocados
eggs
salmon
celery
extra virgin olive oil
coconut oil
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 Língua Inglesa 13
WHAT IS AN EATING disorder? Available at: <https://keltyeatingdisorders.ca/generalinformation/stories/amys-story/>. Accessed on: 30 Aug. 2018.
Enjoy!
Encaminhamento metodológico.14
Do you know?
What is an Eating Disorder?
Amy’s story
Life with an eating disorder, if you can call 
it life, is similar to a puppet show. You are the 
dancing, smiling puppet, and your disorder is 
the puppeteer. It calls the shots and pulls the 
strings. It tells you when you’re going to eat 
and how much. [...]
It started out so simple; in high school 
with the desire to be thin, and ended up as a 
powerful, inner, self-loathing endless mental 
battle. [...] Anorexia had 100% control of me 
and my life. [...]
One thing I had to remember was that this 
eating disorder required so much of my will 
power and discipline to get into, I KNEW I had 
that same power and strength to get out. [...]
At first, recovery felt like making a path 
through untamed woods. I had to keep going 
over and over the same original path to forge 
a trail and shift my thinking. It has taken years, 
but slowly I’ve been able to reconnect with 
myself and push the eating disorder aside.
Ideas factory Encaminhamento metodológico.13
Based on what you learned so far, get into small groups and plan a realistic healthy eating plan for 
teenagers in your age range. First, decide how many times a day they should eat. Then, think of 
what kind of food they should choose. Finally, create a presentation to explain your choices to your 
classmates. Use images and charts to get your ideas across.
Caso seja interessante, é possível, neste momento, realizar a atividade 7 da seção Challenge yourself, ao final deste capítulo.
©
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EVANS, Greg. [Luann]. 2009. 
9o. ano – Volume 314
 1. Check the list of some warning signs and symptoms that are common in people with eating disorders. In 
pairs, think of behaviors that can exemplify each one. 
( 1 ) Food rituals
( 3 ) Unhealthy exercise habits
( 2 ) Obsessing over appearance
( 4 ) Dangerous dieting or clean eating
 2. Now, listen to more information about these warning signs, provided by the National Eating Disorders 
Association, and number them according to the order people mention them. 
 3. Listen again and checkthe behaviors mentioned to exemplify each symptom.
a) Food rituals:
( X ) cutting food into very small pieces 
( ) eating very fast, with no chewing
b) Unhealthy exercise habits:
( ) exercising more than once a day
( X ) exercising even when you’re injured 
c) Dangerous dieting or clean eating, for example:
( X ) eliminating entire food groups
( ) binge eating carbs and dairy
d) Large quantities of disappearing food:
( X ) hiding empty containers out of shame
( ) hoarding full containers of food
 4. Discuss with a partner:
a) How do you think people can fight eating disorders?
b) In your opinion, what can help you feel good with your self-image?
Listen up Encaminhamento metodológico e script de áudio.15
Track 10
Connections
Encaminhamento metodológico.16
[...] STARS WHO BATTLED EATING DISORDERS – 
AND CAME OUT STRONGER
ZAYN MALIK
Malik said the intensity of his jam-packed schedule at the height of One Direction’s popularity 
led him to skip multiple meals in a row, sometimes for multiple days. [...] “I’d just go for days — 
sometimes two or three days straight — without eating anything at all. It got quite serious, 
although at the time I didn’t recognize it for what it was.”
PEARL, Diana. 21 stars who battled eating disorders – and came out stronger. Available at: <https://people.com/health/celebrities-who-had-eating-
disorders/>. Accessed on: 22 Aug. 2018.
Track 10
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 Língua Inglesa 15
Challenge yourself 
 1. Match each food item to its corresponding group.
a) Fruit b) Grains (cereal) c) Dairy d) Vegetables e) Protein
Encaminhamento metodológico.17
Bean soup $5
Tomato salad $6
Salmon and potatoes $30
Bolognese pasta $25
Small burger $10
Kids’ pasta $8
Chicken burger $15
French fries $8
Key lime pie $7
Ice cream $4
Juice $2.50
Soft drink $3
Still/Sparkling water $1.50RE
ST
AU
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 3. Choose the correct option to complete the following conversation.
Starters Snacks 
Main courses Desserts 
Kid friendly Drinks 
Waiter: Excuse me, are you ready to order / ask?
Customer: Sorry, I haven’t even looked / seen at the menu yet.
...
Customer: Waiter, please!
Server: Will / Would you like to order?
Customer: Yes, please. I will have / like a mozzarella pizza.
Server: Something / Anything else?
Customer: I’d / ’ll like a soda. That’s all.
 4. Reorder the sentences in the restaurant conversation.
( 9 ) Bob: The same for me. Two bottles, please.
( 2 ) Bob: Thanks. We’re ready to order. 
( 4 ) Bob: I’ll have the chicken salad and then the 
broccoli risotto. 
( 6 ) Nina: I’d like the spring salad and the cheese 
pasta, please. 
( 8 ) Nina: Can I have a bottle of sparkling water?
( 1 ) Waiter: Hello, welcome to Alfredo’s. Here 
are the menus.
( 5 ) Waiter: All right. And for you, madam?
( 10 ) Waiter: OK. I’ll be back in a minute. 
( 3 ) Waiter: Great. What would you like, sir?
( 7 ) Waiter: Sure. Anything to drink?
( b ) bread
( d ) carrot
( c ) cheese
( b ) cornflakes
( b ) crackers
( d ) cucumber
( e ) egg
( d ) eggplant
( e ) fish
( e ) meat
( c ) milk
( b ) pasta
( a ) papaya
( a ) peach
( a ) pineapple
( d ) potato
( e ) poultry
( b ) rice
( a ) watermelon
( c ) yogurt
 2. Label the menu parts.
16
 5. Complete the sentences using prefer to or rather (than).
a) Rather than drinking regular milk, Sophia usually has soy milk or almond milk.
b) We prefer to eat dairy products in the morning.
c) Sonia prefers to skip her afternoon break to have time for a nice dinner.
d) Antony eats seafood rather than meat because he follows a Japanese diet.
e) I’d rather order food than go to a restaurant tonight.
 6. Check the information in the chart about a family’s meals. Then, complete the sentences about what 
they like better using prefer or rather.
Likes So-so Dislikes
big breakfast X
morning snack break X
brunch X
lunch X
afternoon snack break X
dinner X
a) The family prefers to have a big breakfast in the morning.
b) Rather than having brunch, the family always has lunch together.
c) The family prefers to have a snack break in the morning.
d) The family would rather have three or four meals than snack several times a day.
 7. Look for ten brain foods in the word search.
O I D A R K C H O C O L A T E
C R A C J H O L A N T I E R D
Y S T R O P R Y N A H O E B W
R O O B R O C C O L I T G A O
E G G E O L I V M K C U E B D
L E R E C O N U L A K N C A A
E N T T T U N L A W E O O N C
C Y H S E S O L S O N C L A O
E W Q A W O P C H I V O L U V
R O L I V E O I L S W C I Y A
17
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1. Do you ever worry about the future of the planet? Why?
2. In your opinion, what will human life be like in 10 years? What about in 100 years? 
3. What can you personally do to contribute to a better tomorrow?
A better tomorrow
6
Encaminhamento metodológico.1
18
Goals
Do you think about your future? What about the future of the planet? In this chapter, 
we are going to discuss about the weather and the impact of climate change on the 
environment and on social development. You are also going to learn how to talk about 
predictions. It’s time to think about what we can do to contribute to a better tomorrow.
 1. Brainstorm with a classmate different types of weather. How many can you remember in a minute or two?
Answers will vary. Suggested answers: sunny, cloudy, rainy, windy, cold, hot, freezing, etc.
 2. How about extreme weather and natural disasters? Unscramble the letters to label each photo. 
AQUERTHEKA
 earthquake 
DOLOF
 flood 
NHURARECI
 hurricane 
ZARZIBDL
 blizzard 
MROST
 storm 
 3. Answer the following questions in pairs:
a) What’s the typical weather in your city in each season?
b) Do you know if the weather patterns in your region have changed over time?
c) Have you ever witnessed any natural disaster? Are they usual in your area?
 4. Check the following map and complete the name of some extreme events with the missing vowels.
Source: NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION. Available at: <http://www.noaa.gov/media-release/new-report-
finds-human-caused-climate-change-increased-severity-of-many-extreme-events>. Accessed on: 27 Aug. 2018. Adapted. 
Check it out Encaminhamento metodológico.2
DR O U GHT H E A T F I R E H E A VY R A I N
C O LD SN O W TR O P I C A L CYCL O N E 
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 5. Answer the questions in pairs:
a) What are the most common extreme events shown in the map? 
Drought and heat. 
b) Do you know why that is? 
Answers will vary. Suggested answer: Because global warming has caused a gradual heating of Earth’s surface.
c) What extreme weather event is indicated over Brazil? 
Drought.
d) Do you remember any news about other extreme weather events in the country? List them.
Answers will vary.
Reading time
 1. What do the following expressions mean? How are they connected? Discuss in pairs.
a) climate change 
b) global warming 
c) human emissions 
d) greenhouse effect 
e) carbon footprint
f) deforestation
 2. Now, label the following diagram with some of the expressions from activity 1.
Encaminhamento metodológico.3
global warming
greenhouse effect
human emissions/carbon footprint
deforestation
global warmingg g
greenhouse effectguman emissions/carbon footprintp
deforestation
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9o. ano – Volume 320
Part 2
c) How much trouble are we in? 
d) How much will the seas rise? 
Big trouble.
[...] Longer term, if emissions rise unchecked, 
scientists fear climate effects so severe 
that they might destabilize governments, 
produce waves of refugees, precipitate the 
sixth mass extinction of plants and animals 
in the Earth’s history, and melt the polar ice 
caps, causing the seas to rise high enough to 
flood most of the world’s coastal cities. [...]
The real question is how fast.
The ocean has accelerated and is now rising at a rate of about a foot per century, forcing 
governments and property owners to spend tens of billions of dollars fighting coastal erosion. But 
if that rate continued, it would probably be manageable, experts say. The risk is that the rate will 
increase still more. [...]
 3. Read the FAQ about climate change and match the two questions 
in each section with the corresponding answers.
FAQ (frequently asked questions) 
is a list of questions and answers 
related to a particular subject.
Climate Change Is Complex. We’ve Got Answers to Your Questions.
Part 1
a) Climate change? Global warming? What 
do we call it?
b) Could natural factors be the cause of the 
warming?
Nope.
In theory, they could be. If the sun were 
to start putting out more radiation, for 
instance, that would definitely warm the 
Earth. [...] The warming is extremely rapid 
on the geologic time scale, and no other 
factor can explain it as well as human 
emissions of greenhouse gases. [...] 
Both are accurate, but they mean different things.
You can think of global warming as one type of climate change. The broader term covers changes 
beyond warmer temperatures, such as shifting rainfall patterns. [...]
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What is happening? 
What could happen? 
b
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 Língua Inglesa 21
Part 3
e) Does clean energy help or hurt the economy?
f) What can I personally do about it?
Start by sharing this with 50 of your friends.
Experts say the problem can only be solved by large-scale, collective action. [...]
You can also take direct personal action 
to reduce your carbon footprint in 
simple ways that will save you money. 
You can plug leaks in your home 
insulation to save power, install a smart 
thermostat, switch to more efficient 
light bulbs, turn off unused lights, drive 
fewer miles by consolidating trips or 
taking public transit, waste less food, 
and eat less meat.
[...] You can pay attention to company 
policies, support the companies taking 
the lead, and let the others know you 
expect them to do better.
[...] In fact, discussing this issue with your friends and family is one of the most meaningful things 
you can do.
Job growth in renewable energy is strong.
[...] The transition to cleaner energy certainly produces losers, like coal companies, but it also 
creates jobs. The solar industry in the United States now employs more than twice as many 
people as coal mining. [...]
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GILLIS, Justin. Climate change is complex. We’ve got answers to your questions. Available at: <https://www.nytimes.com/interactive/2017/climate/
what-is-climate-change.html>. Accessed on: 27 Aug. 2018.
 4. The questions are organized in three different sections. Can you match each part with its own heading?
What could happen? What can we do? What is happening?
 1. In small groups, discuss the following questions: 
• What are you and your family doing for a better tomorrow? 
• How do you deal with garbage? Do you separate and recycle? 
• How do you save water/energy? 
• What is your carbon footprint?
 2. How are countries around the world dealing with environmental issues? Research on important 
documents, such as the Paris Agreement, and check how much has been done to prevent or stop 
climate change. Follow your teacher’s instructions and create a fact sheet to share with your classmates.
Caso seja interessante, é possível, neste momento, realizar a atividade 1 da seção Challenge yourself, ao final deste capítulo.
Encaminhamento metodológico.4
What can we do? 
Let’s talk
f
e
9o. ano – Volume 322
Second conditional
 1. Reread this sentence from the Reading time section and complete the rules about the second conditional.
Check it out Encaminhamento metodológico.5
If the sun were to start putting out more radiation, 
for instance, that would definitely warm the Earth.
If-clause (condition), main clause (result)
If + verb ( simple past ), would (’d)/wouldn’t + verb (base form)
 2. After analyzing the example in activity 1, choose the best option to complete the following sentences 
about the use of the second conditional. 
a) We often use it to mention the result of a realistic / an unreal action (it is possible / impossible or 
very difficult to happen). 
b) We use it to talk about possible future actions which are likely / unlikely to happen.
First/Real conditional Second/Unreal conditional
Used for possible situations which are likely to happen.
If I recycle, I’ll help the environment.
(condition in the simple present, result in the future) 
Used for impossible situations which are unlikely to happen.
If everyone recycled, we would save a lot of energy.
(condition in the simple past, result with would)
 3. Match the columns to create conditional sentences. Then, indicate if each one is in the first conditional 
(FC) or in the second conditional (SC).
( FC ) If this drought lasts any longer, 
( SC ) If there were strong earthquakes in Brazil, 
( SC ) Even if we stopped using fossil fuels today,
( FC ) Unless we reduce CO2 emissions, 
• we would need sturdier buildings.
• global warming wouldn’t end immediately.
• it will be very hard to avoid global warming.
• many farmers will be affected.
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Enjoy!
When the verb be is in the if-clause of a sentence in the second conditional, we often use the verb form 
were, regardless of the subject.
If I were a scientist, I would create a green fuel to replace fossil fuels.
 Língua Inglesa 23
Ideas factory
What would happen if the weather changed 
drastically? How about if population growth 
suddenly really dropped or spiked? Would 
there be any social or cultural impact? 
Think of these and other concerns related 
to environmental changes and social issues 
and write a short opinion article about your 
predictions. 
You can use the first and the second 
conditional, according to how probable you 
think each situation is. 
Carry out research on the subjects you choose so you can defend your point of view by adding 
quotes and evidences. Remember to analyze and choose reliable sources. Later, exchange texts with a 
classmate and review his/her article.
 1. Match the columns to make predictions.
a) If people ate less meat, 
b) If all companies offered returnable packaging, 
c) If everyone walked to school or work, 
d) If the oceans rose very fast, 
( b ) we would produce less trash.
( d ) many coastal cities would be flooded.
( a ) CO2 emissions could be lower.
( c ) we wouldn’t use so much fuel.
Your turn
Orientação para o uso do material de apoio e sugestão de atividades.6
We usually describe results in the second conditional with would, but other modals that indicate possibility can be used as 
well, such as could and might. 
If Gabi were here, she could teach you about climate change.
 2. Complete these second conditional sentences with the verbs in parentheses in the correct form.
a) If people lived (live) near their workplaces, they would walk (walk) more. 
b) If my family had (have)lunch at home, we would eat (eat) greener.
c) Industries would pollute (pollute) less if environmental laws were (be) tougher.
d) The weather wouldn’t be (not be) so unstable if we didn’t pollute (not pollute) 
the environment so much.
e) If people weren’t (not be) interested in the future, they wouldn’t make (not 
make) so many predictions about it.
 3. In pairs, go to the supplementary material to play a game about hypothetical situations. 
Encaminhamento metodológico.7
Caso seja interessante, é possível, neste momento, realizar as atividades 2 e 3 da seção Challenge yourself, ao final deste capítulo.
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9o. ano – Volume 324
Adverbs of certainty
 1. Check out the following sentences from the Reading time section and identify the words that indicate 
how probable each fact is.
Check it out Encaminhamento metodológico.8
 2. Based on these examples, choose the best option to complete the rules about using adverbs of certainty.
a) If there are two verbs, the adverb is usually placed after / between the auxiliary verb and the main 
verb in affirmative sentences.
b) The adverb comes before / between most verbs, except be.
Rewrite the following sentences adding an adverb of certainty that matches the level of probability 
indicated in parentheses. Answers may vary. Suggested answers:
a) Winters will be hotter due to global warming. (very likely)
Winters will definitely be hotter due to global warming. 
b) It’ll stop snowing during our roadtrip. (less likely)
Maybe it’ll stop snowing during our roadtrip.
c) Weather forecasts won’t be accurate. (somewhat likely)
Weather forecasts probably won’t be accurate.
d) Countries would reduce their emissions if they started profiting with it. (very likely)
Countries would surely reduce their emissions if they started profiting with it.
probably, likely
surely, certainly, definitelyperhaps, maybe
less certain more certain
Your turn
Adverbs of certainty are used to indicate how certain the speaker is of something. As you’ve noticed, we place adverbs after 
the auxiliary verb in affirmative sentences. However, we place them before the auxiliary verb in negative sentences: 
It will probably rain tomorrow, but the temperature definitely won’t drop.
The adverbs maybe and perhaps are usually placed at the beginning of a sentence.
Maybe clean energy will become more accessible in the near future.
Caso seja interessante, é possível, neste momento, realizar as atividades de 4 a 6 da seção Challenge yourself, ao final deste 
capítulo.
• If the sun were to start putting out more radiation, for instance, that would definitely warm the 
Earth.
• But if that rate continued, it would probably be manageable, experts say.
• The transition to cleaner energy certainly produces losers, like coal companies, but it also creates 
jobs.
 Língua Inglesa 25
How green are you?
Enjoy! Encaminhamento metodológico.9
It’s time to get up.
 1. I have...
a) a long shower.
b) a long bath.
c) a quick wash.
d) a quick bath.
 2. I use...
a) regular soap. 
b) soap that is not tested on animals.
c) bath salts or bubbles.
... and we’re back home.
 7. In my free time, I often
a) text my friends while watching TV.
b) play sports or go to the park.
c) play computer games or surf the net. 
d) read books and hang out with friends.
 8. When I’m relaxing, I usually have ___ electrical 
appliances on (lights, cell phone, computer/tablet, 
air conditioning, TV, radio/speakers, etc.).
a) 1 or 2 b) 3 or 4 c) 5 or more
©Shutterstock/Garetsworkshop
©Shutterstock/Little Noom
V, radio/speakers, etc.).
) 3 or 4 c) 5 or more
©Shutterstock/Naruedom Yaempongsa
10. I brush my teeth
a) almost every night.
b) every night, and I let the tap running.
c) every night, and I turn the tap off.
Time for a break.
 5. I usually eat...
a) chocolate or chips.
b) pre-packaged biscuits or sandwiches. 
c) fresh fruit or homemade snacks. 
 6. After I eat, I throw my garbage...
a) on the floor. 
b) in the nearest trash can.
c) in the correct recycling bin.
School time!
 3. I usually...
a) go by car.
b) ride my bike.
c) walk.
d) take public 
transportation.
 4. When I take notes on a piece of 
paper, I...
a) write on both sides. 
b) finish it off making a paper 
airplane.
c) write on one side of the paper, 
then ask for more.
Time to sleep! 
9. Before going to bed, I
a) turn off the computer.
b) leave the computer on standby mode.
c) pause my game and leave the computer on.
Check the answer key in the supplementary material!
9o. ano – Volume 326
 3. Discuss with a partner:
a) In your opinion, how does climate change impact people’s daily lives? 
b) What health problems can be related to environmental changes? What parts of the body do they 
affect? Think of examples for:
• extreme heat • floods • droughts 
 1. How many body parts do you know in English? Try to list as many as possible in 1 minute!
Answers will vary.
 2. Now, label the following body parts using words from the box.
Listen up
Encaminhamento metodológico e script de áudio.10
ear
eye 
head 
heart 
kidney 
liver 
lung 
mouth
neck (throat)
nose
stomach 
 neck (throat) 
 heart liver 
 kidney stomach 
 lung 
 nose 
 mouth 
 head 
 eye 
 ear 
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 4. Listen to some information by the World Health Organization about how climate change will impact 
health and choose the correct option to complete the following sentences.
a) From 2030 to 2050, _______ additional deaths related to climate change are expected.
( X ) 250 000 ( ) 2 500
b) _______ diseases are related to extremely high temperatures.
( X ) Cardiovascular and respiratory ( ) Diarrhoea and cardiovascular
c) A lack of fresh water can increase the risk of _______.
( ) floods and water-borne diseases ( X ) diarrhoea, drought and famine
d) _______ will be most vulnerable to health risks related to climate change.
( X ) Children in poor countries ( ) All populations
Caso seja interessante, é possível, neste momento, realizar as atividades 7 e 8 da seção Challenge yourself, ao final deste capítulo.
Track 11
Organize your ideas 
Take a look at the following text and think of how social and economic development are connected to the 
environment. Organize the ideas into the diagram below.
Encaminhamento metodológico.11
IMPACTS ON SOCIETY
Impacts related to climate change are evident across regions and in many sectors important to society—such as human 
health, agriculture and food security, water supply, transportation, energy, ecosystems, and others—and are expected 
to become increasingly disruptive throughout this century and beyond. [...] 
In some regions, prolonged periods of high temperatures associated with droughts contribute to conditions that lead 
to larger wildfires and longer fire seasons. For coastal communities, sea level rise, combined with coastal storms, has 
increased the risk of erosion, storm surge damage, and flooding. Extreme heat, sea level rise, and heavy downpours 
are affecting infrastructure like roads, rail lines, airports, port facilities, energy infrastructure, and military bases. [...] The 
rising temperature and changing chemistry of ocean water is combining with other stresses, such as overfishing and 
pollution, to alter marine-based food production and harm fishing communities. 
File Edit History Tools Help 
Go Linkshttps://www.globalchange.gov/climate-change/impacts-societyIMPACTS on society. Available at: <https://www.globalchange.gov/climate-change/impacts-society>. Accessed on: 28 Aug. 2018.
infrastructure damage 
harm to fishing communities 
 
health problems 
issues with food security, 
transportation and energy 
wildfires 
sea level rise 
floods and erosion Environmental
Economic Social
9o. ano – Volume 328
Challenge yourself 
 1. Label the following natural phenomena.
 2. Match the sentence halves to make predictions about the unlikely future situations.
a) If we didn’t study science,
b) Governments wouldn’t reduce carbon 
emissions
c) People would use clean energy
d) If public transport were better,
e) If I were the president,
( e ) polluting industries would be heavily taxed.
( b ) if the situation weren’t so alarming.
( a ) we wouldn’t know how hurricanes happen.
( d ) people wouldn’t drive their cars 
everywhere.
( c ) if it were cheaper.
 3. Complete these hypothetical sentences using the verbs in parentheses in the second conditional.
a) What would you do if there weren’t any buses? (do/not there be)
b) If the traffic weren’t so bad, I would ride my bike everywhere. (not be/ride)
c) People would reduce their carbon footprint if they were aware of its amount 
per year. (reduce/be)
d) Would you turn your gadgets off if you weren’t so dependent on 
them? (turn off/be)
e) If companies invested in clean fuels, emissions would be greener. (invest/be)
 4. Unscramble the sentences to write predictions.
a) will – this – certainly – it – winter – snow 
It will certainly snow this winter.
b) probably – weekend – next – will – cloudy – be
Next weekend will probably be cloudy.
 flood 
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c) maybe – devastate – hurricanes – the – this – coast – won’t – year
Maybe hurricanes won’t devastate the coast this year.
d) summer – warmer – will – this – definitely – be – than – the – one – last
This summer will definitely be warmer than the last one.
e) year – my hometown – won’t – face – probably – droughts – this
My hometown probably won’t face droughts this year.
 5. Rewrite the following sentences to include an adverb of certainty.
a) Global warming / keep increasing if people don’t reduce their emissions. (very likely)
Global warming will certainly keep increasing if people don’t reduce their emissions.
b) Governments / not change their views very fast. (somewhat likely)
Governments probably won’t change their views very fast.
c) Industries / realize they have to improve their sustainable development. (less likely)
Maybe industries will realize they have to improve their sustainable development.
6. Complete the sentences with words from the box.
be perhaps probably will would
a) Greenhouse gases probably will not leave the Earth fast.
b) Perhaps we will be better prepared for natural disasters in the near future. 
c) If electric cars were cheaper, more people would probably buy them.
d) This summer will be sunny and warm in the west coast.
e) I’m not sure, but I will probably study climate change at college.
 7. What are the missing vowels of these parts of the body?
a) m o u th
b) e a rs
c) st o m a ch
d) thr o a t
e) l u ng
f) n o s e 
g) k i dn e y
h) e y e s
i) h e a rt
 8. Cross the odd one out.
a) neck stomach kidney liver
b) sunny storm rainy cloudy
c) carbon footprint greenhouse gases blizzard human emissions
d) eyes ears nose lung
e) hurricane blizzard warm earthquake
Answers will vary. Suggested answers:
30
9o. ano – Volume 3
Supplementary material
Page 4 – Food race
Fat, oil, and 
sugar
Dairy Protein Vegetables Fruit Grains 
(cereal)
peanuts soda spaghetti
bananas salmon tomatoes
orange juice mozzarella cheese apple juice
crackers soybeans cookies
apples lettuce pizza
chocolate cake butter strawberry yogurt
cornflakes carrots hot dogs
fried eggs roast beef pork chops
broccoli grapes fried chicken
wholegrain bread vegetable soup Parmesan cheese
Page 26 – How green are you? – Answer key
 1. C + 1
 2. B + 1
 3. B, C or D + 1
 4. A + 1
 5. C + 1
 6. C + 1
 7. B or D + 1
 8. A + 1
 9. A + 1
10. C + 1
Score
8-10 points: You’re a green champion!
4-7 points: You’ve made a good start!
0-3 points: Green? What color is that?
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9o. ano – Volume 3
Supplementary material
Page 24 – Hypothetical situations
It rains for a whole month. You meet a celebrity. The moon disappears.
You can get any pet 
you want.
All cell phones 
stop working.
You meet your 
favorite singer.
It snows all over Brazil.
You get 1 000 reais to spend 
by yourself.
A volcano erupts in 
Rio de Janeiro.
You are lost in a jungle. All birds disappear. You can’t sleep anymore.
Everybody in your city falls 
asleep at once.
You wake up in a 
desert island.
There are no 
buses anymore.
You get three wishes 
from a genie.
It’s summer all the time. You are the president.
 Língua Inglesa 3