On Stage - Volume 3 - PROFESSOR PDF

MANUAL DO PROFESSOR
Apresentao
sta obra adota uma viso sociointeracional e interdisciplinar para
E o estudo da lngua inglesa no Ensino Mdio. Ao longo das unidades

didticas que compem a coleo so trabalhadas, de maneira
integrada, sistemtica e progressiva, as quatro habilidades lingusticas:
compreenso escrita, produo escrita, compreenso auditiva e
produo oral.
Ser capaz de compreender o que l e o que ouve, em ingls, alm de
escrever e falar, so pr-requisitos para o aluno ampliar seu conhecimento
de mundo, por meio de pesquisas em livros, jornais, revistas e da interao
com pessoas de outros pases, principalmente pela Internet. Essas prticas
lingusticas visam ao desenvolvimento de competncias e habilidades
exigidas no Enem e nos demais exames de acesso universidade ou no
mundo do trabalho.
Alm dos contedos lingusticos e discursivos, a coleo valoriza a
oportunidade de abordar contedos de relevncia sociocultural, como cidadania,
solidariedade, tica, diversidade cultural, sustentabilidade, sade, cincia e
tecnologia, destacando valores importantes para a educao.
A escolha dos temas abordados nas unidades didticas desta coleo reflete
uma clara atitude interdisciplinar, ao estabelecer um constante dilogo entre o
ensino de ingls e as outras disciplinas do currculo, visando integrao do
conhecimento, reflexo, ao debate e ao posicionamento crtico. Esses temas
devem tambm despertar no aluno o esprito de solidariedade e de participao
comunitria, assim como o interesse pela busca de solues para os problemas
que preocupam a todos ns, ajudando-nos a fazer deste pas e do nosso planeta
um lugar melhor para viver.
Ao longo dos trs volumes desta coleo, aparecem muitos homens
e mulheres, atores que se apresentaram no grande palco do mundo em
diversos momentos da histria da humanidade. Vamos saber de suas
entradas e sadas de cena, seus sucessos e fracassos, cada um desses
atores representando diversos papis, interagindo com a natureza e o
meio ambiente, comunicando-se, descobrindo, inventando, fazendo cincia,
produzindo arte e tecnologia, lutando pela liberdade, enfim, atuando no
espao que compartilhamos.
O mundo inteiro um palco e nele somos todos meros atores. Mas isso
que nos anima. No somos espectadores. Somos atores. Podemos atuar, ter
voz, tomar outra direo quando necessrio. Seguindo as sbias palavras
de Gandhi, podemos ser a mudana que queremos ver no mundo, fazer a
nossa parte.
Visando educao para a cidadania, esta coleo foi escrita com esse
esprito de envolvimento, responsabilidade, participao, com todo o cuidado
e no limite do nosso conhecimento. a nossa parte, o papel que nos cabe
desempenhar.
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Contents
UNIT 4
Language Review 6
Contradictions in a
UNIT 1 Genius 55
The Body Is the Hero 9
Vocabulary: Good News or
Vocabulary: Synonyms and Bad News?; In Other Words;
Antonyms; In Other Words; Function Words; Looking for
Words in Context; Looking for Reference Reference
Structure: Passive Voice Structure: Conditional Sentences III Unreal Past

Conditions, Impossible Results; Could Past
Listening: Health Check Speaking: Health Tips Ability
Writing: A Formal E-mail
Listening: A Lecture on Scientific Genius Writing
Curriculum Links: Biology & Listening: Summary of a Genius Speaking:
Talking about Geniuses
UNIT 2 Curriculum Links: Math; Physics; History

My Will 23
Vocabulary: Odd Word Out; Noun UNIT 5

Phrases; In Other Words; Words in
Calvin and Hobbes 69
Context; Word Formation Suffixes
Structure: The Pattern Verb + Object Pronoun (or Vocabulary: Words in Context
Noun) + Infinitive With to; Future Time Clauses;
Conditional Sentences I Real Conditions, Structure: Say, Tell, Speak, and Talk;
Possible Results Indirect Speech I Statements
Listening & Speaking: A Matter for Debate Listening: In the Kitchen; On the Phone Speaking:
Writing: Its About Life My Favorite Cartoon Characters Writing: The
Fun of Comic Strips
Curriculum Links: Biology; Philosophy
Curriculum Links: Art; Philosophy
UNIT 3
Hero of Our Time 37 UNIT 6
A Slice of Life 81
Vocabulary: Words in Context;
In Other Words; Word Vocabulary: In Other Words; Noun
Formation Suffixes; Noun Phrases Phrases
Structure: Enough; Conditional Sentences II Structure: Indirect Speech II Imperatives; Indirect
Unreal Conditionals Speech III Questions
Reading & Speaking: Who's Colored, Paleface? Listening: What Did They Say? Speaking: My
Writing: Heroes and Sheroes of Our Time Favorite Movie Reading & Writing: Storylines
Listening & Speaking: Cape Town Calling
Curriculum Links: Art
Curriculum Links: History; Sociology
Check Your English 1 51 Check Your English 2 93
UNIT 7 UNIT 10
The Teen Years 97 Exploring a Bit More 139
1 On Stage 2 Gandhi 3 Hgar the

Vocabulary: Words in Context; Horrible 4 Deforestation, Climate
In Other Words; Discourse Change, and Food Security 5 A Perfect
Markers Imitation 6 The Meaning of Sincere 7 The
Structure: Used to; So and Such; Still, No Longer, Clock Man 8 Words to Honor 9 Same Questions
10 Useful Equations
Anymore; Like, Alike
Listening: Debating Human Rights How to Read
Listening: Teen Problems and Values Listening &
Equations Speaking: A Woman President
Speaking: Teens Have a Voice Writing: Whats
Writing: You Are What You Wear
Your View?
Curriculum Links: History; Biology;
Curriculum Links: Philosophy; Sociology Geography; Philosophy; Math
UNIT 11
UNIT 8 Exploring a Bit More 153
Who Was Galileo? 109 1 Cyclones Around the World 2 The Power
of Unity 3 Where the Rainbow Ends
Vocabulary: Words in Context; In 4 The Miracle of Language 5 Everybody Has a Gift
Other Words 6 How Do We Say @? 7 Like a River 8 They All Love New
York 9 Spanglish 10 How to End a Deadly Urban War
Structure: Relative Clauses I Defining Clauses;
The Relative Pronoun Whose; The Relative Listening: A Perfect Weekend in Manhattan
Pronouns What and Which; Relative Clauses II Speaking: Traveling in Brazil Writing: From
Non-Defining Clauses New York, with Love
Curriculum Links: Geography; Philosophy;
Listening: On the Shoulders of Giants Writing: A Sociology; Literature; Spanish; History
Nice Sunny Day Speaking: Whos Who?
Curriculum Links: Math; Physics; History UNIT 12
Exploring a Bit More 167
1 The Best of Times? 2 A World Without
UNIT 9 Nuclear Weapons 3 A Second Opinion 4 You
Whale Evolution 121 Are Here 5 What Really Matters 6 The Seven
Ages of Man
Vocabulary: Transparent Words; Listening: The Seven Ages of Man Speaking: All
Word Webs; Noun Phrases; the Worlds a Stage Writing: A Minibiography
Words in Context Curriculum Links: History; Sociology; Biology;
Structure: Prepositions; The -ing Form after a Philosophy; Literature
Preposition
As imagens utilizadas neste sumrio
nas pginas ao longo do livro.

aparecem com os respectivos crditos
Listening: From Land to Sea Listening & Check Your English 4 181
Speaking: Having a Whale of a Time Writing:
Minigrammar 189 Objetos
The Theory of Evolution Educacionais
Vocabulary 225
Curriculum Links: Biology; Geography; History Digitais
Index 235
Bibliography 238
Check Your English 3 133 Contedo do CD de udio 240
Contents 5
Language Review
Here are some of the topics and grammar points from Book 1 and Book 2, for a quick review.
Read them and choose the correct answers. 4. you walk down the same street every day?
your friend go with you?
1. Global warming, the increase in world
a. Do; Do
temperatures due to a greenhouse effect
from the burning of fossil fuels, is not a b. Does; Do
problem for the future. It now. c. Do; Does
a. happens 5. Alberto Santos-Dumont in Paris where he
b. happening his name as a pioneer of aviation.
c. is happening
a. lived; made
PSD photography/Shutterstock/Glow Images
b. lives; makes
c. is living; is making
6. Mozart changed the world with his eternal

music, but he a happy life.
a. doesnt live
b. dont live
c. didnt live
7. Mozart was a genius, his life was short and

unhappy.
a. But
b. Although
c. Yet
8. With the Internet, planet Earth is now a really

2. Emperor penguins live in Antarctica.
small world. you live without it?
They their entire lives on Antarctic ice
and its waters. a. Does
a. are spending b. Are

b. spend c. Can
c. spends 9. Domestic robots become quite common in
3. Trees the air. On the contrary, they it. the future.
a. pollute; clean a. will

b. do not pollute; clean b. are going
c. pollute; do not clean c. are
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10. A friend is a present you give . 14. Bananas be the reason monkeys are so
(Robert Louis Stevenson) happy all the time!
a. yourself a. must
b. myself b. can
c. himself
c. will
11. Making Mars a colony of our planet is a
concept born in science-fiction stories, but it 15. You lose weight. Everybody . You are
work. Its possible to do it. perfectly capable of doing it.
a. wont a. can; can

b. may b. may; may
c. can c. must; must
Corepics/Shutterstock/Glow Images
16. You starve yourself to lose weight. Thats

not necessary.
a. must not
b. will not
c. dont have to
17. One of the paradoxes of modern life is that

we have houses but families.
12. Too much eating is not healthy. You eat to a. bigger; smaller
live. You live to eat. b. biggest; smallest
a. must; must not c. as big; as small
b. must not; must
18. The man in a Chinese town many years
c. may; can
ago was old and ill.
a. richer
Skyline/Shutterstock/Glow Images
b. richest
c. poorer
19. You are my son, but you are the cleverest.

The reward is .
a. younger; your
b. older; his
c. youngest; yours
20. Jaci, the silver moon, by the Amazon

13. That book tells you what you do to lead a
happy life. Forest when she to meet the golden Sun.
a. ought a. wandered; happened

b. wont b. wanders; happens
c. should c. was wandering; happened
Language Review 7
21. Amyr Klink from one of his solitary sea 26. Look! The boss the document. Here it is.
adventures, when a reporter asked him about
a. was signing
the meaning of loneliness.
b. has signed
a. had arrived
c. signs
b. is arriving
c. arrived 27. Archimedes, the Father of Mathematics, said,
Give me a place to stand and I the Earth.
22. With Mathematics we can build computers
a. will move
and transfer across the globe.
b. have moved
a. time
c. am moving
b. informations
c. information 28. In 1900, over one hundred years ago, Sigmund
Freud The Interpretation of Dreams.
23. A magnet is a metal that can pull pieces of
a. publishes
iron toward and make them cling to it.
b. has published
a. himself
c. published
b. yourself
c. itself Imagno/Getty Images
24. You be a scientist to know that the proper way

to eat freshly baked bread is with plenty of lipids
and fructose. In other words, butter and jam!
a. dont have to
b. ought
c. may
Beto Chagas/Shutterstock/Glow Images
29. Since then, people that dreams can lead us

to a better understanding of human nature.
25. NASA has successfully developed a water a. are learning

regeneration system, intended to be used at b. learned
the International Space Station. It is just as c. have learned
refreshing as other kind of water, a NASA
official said. Ive got in my fridge. It tastes 30. Today we laugh at how little we yesterday.
like fresh water to me. Tomorrow we at how little we know today.
a. no; every a. know; know

b. any; some b. knew; will laugh
c. none; any c. have known; have laughed
8 Language Review
The Body Is the Hero
For a billion years, nature has
02
been developing a system of protection

so complex that even now we are still
learning how it works, a group of
microbe killers so quick and vicious
in our defense that despite our size and
our blunders, we still somehow survive.
More than any other feature of man, the
immune system is what keeps us alive.
Medi-Mation/SPL/Latinstock
Making predictions
Look at the picture, read the title and the introduction. The body is the hero. Why? What type
of text do you expect to read, which genre is it a narrative, a poem, a news story, a webpage,
an inspirational story, an interview, a review, an excerpt from a scientific e-book? What system
of protection do you think the text is about? How important is it? Why? Make some predictions
about the text, read it and check if they were correct. No Manual do Professor, no tpico Cultural Notes, Language
in Use and Exploring the Theme, h uma srie de informaes de carter cultural e lingustico, alm de sugestes de atividades, leituras e
documentrios relacionados aos temas de cada unidade. No deixe de consult-lo regularmente para enriquecer suas aulas.
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READING
Before You Read Activating background knowledge
Fill in the blanks with words from the box, as appropriate. Please note
that there are 3 extra words in the box, they will not be necessary.
connections jobs research parasites drugs bacteria cells invaders
Our immune system is made up of cells and proteins that have

different jobs to do in fighting foreign invaders like bacteria ,
viruses, and other parasites .
Skimming oriente os alunos a fazer primeiro uma leitura superficial,
sem se preocupar com a compreenso de detalhes. O objetivo dessa
leitura descobrir a ideia principal do texto. Para obter informaes
Time to Read sobre esse trabalho, consulte o tpico Estratgias de leitura, no Manual do
Professor.
Now read the text quickly (dont stop at words you dont know) to
understand the main idea and check your predictions.
L_amica/Shutterstock/Glow Images
The total blood volume in our body circulates once every 13 seconds. 60
quarts* of blood pass to the brain and the kidneys per hour, and return to the
heart at the same rate. Those tremendous volumes give us the ability to run, to
keep enough oxygen and sugar moving to our legs and arms so that our muscles
can move even after hours of continuous effort. But the price we have to pay
for all this quickness and power is a severe one. A bacterium from a cut in your
finger can reach your brain in a little over four seconds. A pneumococcus in
your lungs can reach the bones of your arms in three seconds.
With a circulatory system such as we have, we certainly need protection.
And it is there: a group of chemical protectors and microbial killers so quick and
so powerful that, in spite of our size, our circulatory system, and all our human
mistakes, we survive.
This remarkable system of protection is within us. It is provided by the antibodies
that patrol our circulation, by the white cells and lymphocytes that guard our
tissues, by all the other elements that make up our bodys immune system.
To cure a disease you must help the body to do it itself. The work is done by
the body, not by science, not by antibiotics. Antibiotics only buy time. They fight
microbes, they retard their growth, they may even kill a few; but in the end it is
the body itself that must clean up the battlefield, find and destroy that last resistant
microbe. All the drugs and technical achievements in infectious diseases have done
nothing more than help the bodys own immune system. They give us time, the
precious time to mount a defense, but nothing more. The body is the hero.
* A quart is a unit for measuring liquids, corresponding to 0,95 in the United States and 1,4 in the
United Kingdom.
5%
(Adapted from: GLASSER, Ronald J. The Body Is the Hero (Kindle edition). Glasser Group, 2012.)
As palavras destacadas no udio so comentadas no tpico Pronunciation
and Stress, no Manual do Professor.
10 UNIT 1 The Body Is the Hero
General Comprehension
Finding the Main Idea Skimming
What part of the human body is especially important for our protection against microbes?
Our circulatory system. Our lungs. Our brain. x Our immune system.
Word Study
Synonyms and Antonyms Using grammar for vocabulary expansion
Many of the following pairs of words are from The Body Is the Hero. If they are synonyms,
circle S. If they are antonyms, circle A.
a. hero coward S A g. make up constitute, form S A

b. ability capacity S A h. retard slow down, delay S A
c. enough sufficient S A i. a few some S A
d. reach arrive at S A j. defense attack S A
e. survive die S A k. blunder careless mistake S A
f. within inside S A l. feature characteristic S A
In Other Words Getting meaning from context
Find the words or phrases in the text that have the same meaning as those in bold:
so quick and extremely violent vicious
in spite of the fact that we are so big, we still somehow survive despite our size
Introduction our size and our careless mistakes blunders
we still somehow stay alive survive
more than any other characteristic feature
return to the heart at 60 quarts (of blood) an hour the same rate
Paragraph 1
in a little more than four seconds over
Paragraph 2 such as ours we have
Paragraph 3 This extraordinary system remarkable
they retard their development growth

Paragraph 4
All the drugs and technical conquests achievements
The Body Is the Hero UNIT 1 11
Words in Context
Choose the correct word to complete each sentence.
a. Malaria is a tropical .
x disease sugar drug growth battlefield
b. Antibiotics are drugs against infections caused by bacteria.
infectious x powerful resistant own last
c. The pulmonary artery comes out of the .
bones arms kidneys x lungs muscles
d. advances in science, many people still from infectious diseases,
especially in developing countries.
Even; provide Within; make up x In spite of; die
So that; kill Such as; clean up
e. The is the center of the nervous system.
leg blood tissue x brain heart
f. There was an epidemic and the animals were dying at a of ten a day.
price size x rate effort power
g. After hours of continuous , he likes to practise meditation.
defense x effort mistake quickness achievement
PhotoSky/Shutterstock/Glow Images
Looking for Reference Reference words
In each of the sentences below find the alternative that shows what the
words in bold refer to in the text.
a. With a circulatory system such as we have, we certainly need protection.

And it is there.
we x protection circulatory system
b. But the price we have to pay for all this quickness and power is a severe one.
x price quickness power
c. This remarkable system of protection is within us. It is provided by the
antibodies that patrol our circulation []
our circulation x system of protection antibodies
d. To cure a disease you must help the body to do it itself.
disease body x cure a disease
e. Antibiotics only buy time. They fight microbes, they retard their growth,
they may even kill a few.
microbes; only growth; time x antibiotics; microbes
Detailed Comprehension
Scanning comente com os alunos que o scanning se trata de uma leitura
rpida, mas com o objetivo de buscar palavras ou informaes especficas.
True or False? Para obter informaes sobre esse trabalho, consulte o tpico Estratgias de
leitura, no Manual do Professor.
Write T (for True) or F (for False) before each statement. Correct the false
statements.
a. ( T ) One quart of blood passes to the brain and the kidneys per minute.
b. ( F ) A bacterium from a cut in your finger can reach your arm in a little
more than four seconds. brain
c. ( T ) A pneumococcus can move from your lungs to the bones of your arms
in a very short time.
d. ( F ) Antibiotics do not cure a disease, they only fight time. buy
e. ( F ) White cells and lymphocytes guard our drugs. tissues
f. ( T ) Antibiotics have helped us in important ways.
Which One? Using grammar for vocabulary expansion
Observe the context and choose the right word to complete the sentences.
a. Our circulatory system is and powerful. (quick quickness quickly)

b. Life as we know it would not be without our bodys immune system.
(possibility possibly possible)
c. Some microbes die as an effect of antibiotics.
(possibility possible possibly)
d. Oxygen and sugar are for the work of our muscles.
(need needed needless)
A Question of Emphasis
Choose the correct translation of the following sentences.

To cure a disease you must help the body to do it itself.
Para curar uma doena voc precisa ajudar o corpo a curar voc.
x Para curar uma doena voc precisa ajudar o corpo a fazer isso por si mesmo.
It is the body itself that must clean up the battlefield.

x o prprio corpo que tem de limpar o campo de batalha.
o corpo que tem de se limpar no campo de batalha.
STRUCTURE
Passive Voice
Observe a estrutura desta frase:
The work is done by the body.
Ela est na voz passiva, uma estrutura que, em ingls, simplesmente igual
voz passiva em portugus. Quando se quer destacar a ao em si e no quem a
praticou, constri-se a frase na voz passiva. Ela muito frequente na linguagem
escrita, formal.
Veja como se faz a passagem da voz ativa para a passiva, considerando as
formas verbais e a mudana de posio dos elementos nas duas frases.
The body does the work. voz ativa

sujeito verbo objeto
The work is done by the body. voz passiva

sujeito verbo agente
O que acontece quando passamos a frase da voz ativa para a passiva?
1. O objeto da voz ativa passa a sujeito da voz passiva.

2. O verbo to be (obrigatrio na voz passiva) usado no mesmo tempo
do verbo principal da voz ativa e sempre seguido do particpio passado
daquele verbo. Assim, preciso:
a. reconhecer em que tempo (Simple Present, Present Continuous, Simple
Past etc.) est o verbo principal na voz ativa, para usar o verbo to be nesse
mesmo tempo;
b. conhecer a forma de particpio passado desse verbo principal
(terminao -ed ou -d no caso dos verbos regulares; no caso dos irregulares,
consultar a lista de verbos irregulares na pgina 190).
3. Na voz passiva, o autor da ao s mencionado se for necessrio, por
motivos de clareza. Quando o agente for bvio, indefinido ou sem importncia,
no aparecer na voz passiva. Por isso, no se usa by them, by people, by
someone etc. em frases na voz passiva.
Veja:
People speak English everywhere. voz ativa
English is spoken by people everywhere. voz passiva
agente
English is spoken everywhere um bom exemplo de quando a passiva prefervel ativa. O que importa
a a ao em si (o ingls falado, fala-se ingls) e no quem faz a ao, por isso o agente (people) no
expresso na passiva.
Estdio 1+2/Arquivo da editora

Observe as mudanas nos tempos verbais:
Active Passive
Simple Present They make cars every day. Cars are made every day.
Present
They are making cars now. Cars are being made now.
Continuous
Simple Past They made cars last year. Cars were made last year.
Past Continuous They were making a car when A car was being made when
Present Perfect They have made cars. Cars have been made.
Past Perfect They had made cars before. Cars had been made before.
will will
would would
can can
could could
make be
Modal Verbs They may Cars may
cars. made.
might might
should should
ought to ought to
must must
1. Turn the following sentences into the passive voice. All the verbs
included in the exercise, except see and throw, are regular verbs. You may
check the past participle forms of see and throw on the list of irregular
verbs on page 190.
a. They hold the Olympic Games every four years.

The Olympic Games are held every four years.
b. They are destroying the forest.

The forest is being destroyed.
c. They do not allow dogs in the restaurant.

Dogs are not allowed in the restaurant.
d. They will serve dinner in a moment.

Dinner will be served in a moment.
e. People must not throw garbage in the ocean.

Garbage must not be thrown in the ocean.
f. Someone is writing a new law against corruption.

A new law against corruption is being written.
g. People can see microbes under a microscope.

Microbes can be seen under a microscope.
h. They are researching the genetic composition of viruses.

The genetic composition of viruses is being researched.
2. Scan the text below and

underline the sentences written
in the passive voice.
We are guilty of many errors
and many faults but our worst
crime is abandoning the children,
neglecting the fountain of life.
Many of the things we need can
wait. The child cannot. Right now
is the time his bones are being
Nancy Brown/Bass Ackwards/The Image Bank/Getty Images
formed, his blood is being made,

and his senses are being developed.
To him we cannot answer
Tomorrow. His name is Today.
(Gabriela Mistral)
3. Now choose the best answer to complete the sentences, according to the text.
a. The poets message is that . b. The childs name is Today, .
x children are the fountain of life and he cannot answer tomorrow
children are guilty of many errors and x because he needs our attention
many faults right now
children can wait but his time is tomorrow
Quando o sujeito na voz ativa for claro, definido, e sua meno for importante, ele aparecer como
agente na voz passiva, precedido da preposio by.
4. Turn the following sentences into the passive voice. All the verbs included in the exercise,
except do and win, are regular verbs. You may check the past participle forms of do and win
on the list of irregular verbs on page 190.
a. Gabriela Mistral won the Nobel Prize in Literature in 1945.
The Nobel Prize in Literature in 1945 was won by Gabriela Mistral.
b. Lcio Costa and Oscar Niemeyer designed Braslia.

Braslia was designed by Lcio Costa and Oscar Niemeyer.
c. The Panama Canal links the Atlantic and Pacific oceans.

The Atlantic and Pacific oceans are linked by the Panama Canal.
d. Man-made chemicals are destroying the ozone layer.

The ozone layer is being destroyed by man-made chemicals.
e. Antibiotics do not do the work.

The work is not done by antibiotics.
f. Scientists have developed a new vaccine for meningitis.

A new vaccine for meningitis has been developed by scientists.
g. Wind farms may cause climate change.

Climate change may be caused by wind farms.
h. Lymphocytes identify virally infected cells.

Virally infected cells are identified by lymphocytes.
Certos verbos, como give, show, tell, teach, offer, promise etc., podem ser usados com dois
objetos: direto e indireto. Na voz ativa, o objeto indireto (que em geral designa uma pessoa) aparece
antes do objeto direto (em geral uma coisa).
They gave me a chance. voz ativa
sujeito verbo objeto objeto
indireto direto
I was given a chance. voz passiva

direto
Na voz passiva, o objeto indireto (o que designa a pessoa) passa a sujeito da passiva. No caso de
pronomes, o pronome oblquo (me, no exemplo) substitudo pelo pronome reto (I, no exemplo).
As construes na voz passiva com esses verbos resultam estranhas para ns, j que elas no
existem em portugus. Ningum diz: Eu fui dado uma chance. Na verdade, I was given a chance
corresponde a Deram-me uma chance.
5. Turn the following sentences into the passive voice. The verbs tell,
show, give and teach have irregular past participle forms. You may check
them on the list of irregular verbs on page 190.
a. They told us a different story.

We were told a different story.
b. We must show the teacher our new project.

The teacher must be shown our new project.
c. You should give them another chance.

They should be given another chance.
d. They have offered Neymar a new contract.

Neymar has been offered a new contract.
e. Someone asked me to wait.

I was asked to wait.
f. They taught us a different method.

We were taught a different method.
g. Someone has promised her a raise in salary.

She has been promised a raise in salary.
6. Match the beginnings with the endings of the sentences. They are all in
the passive.
a. Braslia was founded ( c ) every four years.
b. Soccer is played ( i ) in Australia.
c. The president is elected ( e ) in Angola.
d. Hamlet was written ( h ) from grapes.
e. Portuguese is spoken ( j ) by a maniac.
f. Macaroni was invented ( d ) by Shakespeare.
g. The Twin Towers were destroyed ( f ) by the Chinese.
h. Wine is made ( a ) in 1960.
To learn more
about this topic, go to i. Kangaroos can be found ( g ) by terrorists.
MINIGRAMMAR 22. j. John Lennon was shot ( b ) with a ball.
LISTENING
A transcrio do udio destas atividades encontra-se no tpico Audio Scripts, no Manual do Professor.
Os alunos devem ouvir a gravao trs vezes: na primeira vez, apenas escutam;
na segunda, eles fazem o exerccio; e na terceira eles verificam suas respostas.
Health Check Lembre aos alunos que eles no devem se preocupar com as palavras ou expresses
desconhecidas, mas devem se concentrar em compreender a ideia geral e identificar
as informaes especficas relacionadas ao que se pede no exerccio.
03Your Health Five Tips a Day is a very popular online resource for
health advice. Listen to Aretha Cox, senior editor of that show and check
the columns True or False? according to what you hear.
Piotr Marcinski/Shutterstock/Glow Images
True False
a. Flu vaccines are not effective

against the common cold.
b. Tip number 1 tells you to wash

your hair as often as you can.
c. Tip number 2 tells you to rest

for a while.
d. Tip number 3 is: eat foods with

plenty of proteins.
e. People who exercise regularly

do not get colds.
f. Drinking a lot of water helps

you get over a cold.
SPEAKING
Health Tips
1. Match the two columns to find out the reasons why these tips can help you stay healthy.
The first one is done for you.
a. Eat a diet high in fruits, ( b ) It helps to keep your stress level hormones under control,
vegetables, and whole grains, control your weight, strengthen your bones and muscles,
and low in saturated fat. improve your physical functioning and increase your
energy.
b. Exercise regularly. ( f ) It helps to increase the level of self-esteem, which in
turn can increase your self-confidence and also helps in
c. Keep an eye on what you eat keeping you healthier.
and on the scale. ( d ) It helps you stay naturally energized.
( a ) It guarantees that your body is receiving all the nutrients
d. Get adequate sleep.
it needs.
e. Wash your hands frequently. ( c ) It helps you avoid certain health problems associated with
excess or inadequate weight.
f. Think positively. ( e ) It can help you avoid infection.
2. Now take turns with a classmate and ask and answer about the tips above or any other tips
you know to stay healthy.
I think that exercising regularly can help us stay healthy.
Yes, thats true! It helps to keep your stress level hormones under control, control your
weight, strengthen your bones and muscles, improve your physical functioning and
increase your energy.
WRITING
Oriente os alunos a A Formal E-mail

observarem frases, palavras
e expresses comuns em
cartas formais de pedido de
1.
Observe the structure and style of Estelas e-mail.
informao, tais como Dear
Sirs (como cumprimento Estela Guimares is a sixteen-year-old high school student who is very
inicial), I am... I want to... I serious about her studies and has high hopes for the future. She is one of the
intend to... (para apresentao
pessoal, incluindo indicao best students in her class, has very good grades in all subjects, especially
de interesses futuros), July Biology and English. One of her dreams is to be a doctor of medicine. She
next year (uso de expresses
de tempo), to further to has applied for a scholarship to further her English studies, as she knows a
prepare for (uso de to +
verbo para indicar finalidade),
good knowledge of the English language will be a boost in her career as a
I would like to have information doctor. She has written an e-mail to a language school in England. Lets have
on (para pedir informao),
Thank you very much for your a look at it.
attention (para agradecer formalmente), I am looking forward to receiving your reply (para indicar expectativa de resposta),
Banco de imagens/Arquivo da editora

E-MAIL SEND SAVE DISCARD
Inbox
(5) From:
estelag@coolmail.com
Sent
To:
Drafts evolvingenglish@ll.com
Trash Subject:
Career builder course
Dear Sirs,
I am a student in second grade and I go to Clarice Lispector High School in Rio

de Janeiro, Brazil. I want to be a doctor of Medicine someday (at least that is
one of my dreams), and I intend to spend a month in England, probably July
next year, to further my studies in English and to prepare for a proficiency
exam. I have applied for a scholarship at the British Council in Braslia and I
hope I will win it.
Your school was highly recommended to me, and I would like to have
information on your English courses for foreigners, including tuition fees and
accommodation with a host family.
Thank you very much for your attention. I am looking forward to receiving
your reply.
Sincerely yours,
Estela Guimares
Sincerely yours (para

despedida formal). Destaque
tambm frases e expresses 2. Now imagine that you are planning to take an English course in
especficas da situao: England and want further information from a school. Observe how Estela
Your school was highly
recommended to me; English begins her e-mail, how she organizes it, and how she ends it. Dont forget
courses for foreigners, tuition to include your plans and hopes for the future.
fees, accommodation with a
host family.
Another Look at...
The Immune System
Test your knowledge of the immune system by taking this quiz.

Quizzes Blog Follow us
a. The purpose of the immune system is to fight off

bacteria viruses microbes x all of them
b. The immune system is made up of

tissues organs cells x all of them
c. As part of the immune system, white blood cells fight

germs. Another name for white blood cells is
lymphocytes glands nodes x leukocytes
d. Leukocytes are found in lots of places, including an organ

that filters blood and helps fight infections, known as the
heart x spleen kidneys brain
e. Lymph nodes are found in the

neck armpits groin x all of them
Juan Gaertner/Shutterstock/Glow Images
Learn more!
THINK
Q
uando falamos em heris, geralmente pensamos
em certas pessoas que se destacam por
qualidades que admiramos. A viso dos heris
e do herosmo pode ser muito diversa, cada um de ns
tem o seu heri ou os seus heris, em geral pessoas que
ABOUT IT admiramos pela coragem, pelos feitos notveis, pelo
carter, pela dignidade. tica. Dignidade. Respeito pelo
outro (e por si mesmo). Felizmente h muitos heris. Nesta
Unit falamos de um heri inusitado, ao qual muitas vezes no
damos o devido valor: o nosso corpo, a maravilha que essa mquina. E do
sistema imunolgico, que nos mantm vivos. The body is the hero. Que outros
heris voc destacaria? Para voc, seus colegas e professores, que outros heris
podem ser destacados?
Oliveromg/Shutterstock/Glow Images
Discuss this issue with your classmates and teachers, especially

your Biology teacher.
Exploring Other Sources
HUMAN Body: A Visual Encyclopedia. USA: DK Publishing, 2012.

ZORZI, Rafael Luiz de Andrade. Corpo humano: rgos, sistemas e funcionamento. So Paulo: Senac, 2010.
VIAGEM fantstica pelo corpo humano (Documentrio). Produo: Discovery Channel, 2005.
IMMUNE System. Available at: <http://kidshealth.org/parent/general/body_basics/immune.html>. Access:
Apr. 8, 2013.
SISTEMA imunolgico. Available at: <www.infoescola.com/biologia/sistema-imunologico/>. Access: Apr. 8,
2013.
My Will
04 One day a doctor will
determine that my brain has
ceased to function and that,
for all intents and purposes,
my life has stopped. When
that happens, I want you to
read my will.
James Baigrie/Getty Images
Making predictions
Observe the photo, the title and the introduction. What genre, what kind of text do you expect
to read a news story, a movie review, a scientific article, a passage from an autobiography, an
inspirational essay? What do you think it is about? What has happened to the narrator? What
is the important fact determined by the doctor? What connection is there between that fact and
the title of the text? Make some predictions, read the text and check if they were correct.
23
READING
Some words in English can be used both as verbs and nouns, with
different meanings. Will is one of them. Read the following sentences
paying close attention to the word will and match the columns according
to its use in the sentences.
a. Mr. Jones was an old man ( c ) Will is a modal verb, used for talking
and he knew he should about future actions, states or events.
make a will. ( ) Will is a noun, used to express
b
someones determination to do what
b. He didnt want to write
they want to do.
a testament. He did it
As palavras ( a ) Will is a noun, used to describe a
against his will.
destacadas no legal document that explains what
udio so
comentadas
c. Mr. Jones will always you want to happen to your money
no tpico be remembered as a and possessions after you die. This is
Pronunciation and
Stress, no Manual stubborn mean person. formally called a last will and testament,
do Professor.
or, simply, a will.
Time to Read Skimming
Now read the text quickly to understand the main idea and check your
predictions.
hen that happens, do not attempt to instill her window. Burn what is left of me, and scatter the
W artificial life into my body by the use of a

machine. And dont call this my deathbed.
I want you to call it the bed of life, I want my body to
ashes to the winds to help the flowers grow.
If you must bury something, let it be my faults, my
weaknesses and all prejudice against my fellow man.
be taken from it to help others lead fuller lives. Give my sins to the devil. Give my soul to God. If, by
Give my sight to the man who has never seen chance, you wish to remember me, do it with a kind
a sunrise, a babys face or love in the eyes of a deed or word to someone who needs it. If you do all I
woman. Give my heart to a person whose own heart have asked, I will live forever.
has caused nothing but endless days of pain. Give Robert N. Test
my blood to the teenager who was pulled from the
wreckage of his car, so that he might live to see
s
ge
his grandchildren play. Give my kidneys to one who

Ima
r s t o c k /Gl ow
depends on a machine to exist from week to week.

Take my bones, every muscle, every fiber and
nerve in my body, and find a way to make a crippled
hu t te
child walk. Explore every corner of my brain. Take my

z /S
os
M
cells, if necessary, and let them grow so that, some

ei
day, a speechless boy will shout at the crack of a bat*

and a deaf girl will hear the sound of rain against * the crack of the bat: the sound of a baseball bat hitting the ball
(Adapted from: TEST, Robert N. To Remember me. Available at: <www.agrainofwheat.org/

inspiration/>. Access: Apr. 8, 2013.)
24 UNIT 2 My Will
Reading Between the Lines Making Inferences
Read the text quickly and answer the following questions. Incentive os alunos a pensar em outras
qualidades da atitude descrita pelo autor.
a. What type of text have you just read a news story, a scientific article, an excerpt from an
autobiography, an inspirational essay? An inspirational essay.
b. As it is written in the first person, what tone does the text have - argumentative, impersonal,
pessimistic, hesitant, fantastic, or dramatic? Dramatic.
c. Which verb tense is mostly used in the text past, present, or future? Future.
d. From the words listed below, choose three that you think best describe the authors attitude:
indifference, cruelty, truth, generosity, despair, solidarity, hope, anger, joy, love.
Generosity, solidarity, love.
Word Study
Odd Word Out Scanning
In each column, find the word that does not belong to the group.
Transplant Feelings and

People Nature Spirituality Human Body
Surgery Features
kidney pain woman sky sin face
brain prejudice child sunrise ashes eye
heart fault teenager wind devil bone
nerve love bat rain soul cell
muscle machine fellow man flower God blood
wreckage weakness grandchildren pain faith deed
Noun Phrases Scanning
Scan the text to find the adjectives or nouns that complete the following phrases:
a. artificial life vida artificial
b. the sound of rain o som da chuva
c. a crippled child uma criana com deficincia fsica
d. a kind deed uma boa ao
e. the eyes of a woman os olhos de uma mulher
f. days of pain dias de dor
g. the wreckage of a car os destroos de um carro
h. a speechless boy um garoto mudo
i. for all intents and purposes para todos os efeitos
j. a deaf girl uma garota surda
My Will UNIT 2 25
Scan the text to find the words or phrases that have the same meaning as
those in bold.
my brain has stopped functioning has ceased to function

Introduction
and that, practically, I have died for all intents and purposes, my life has stopped
Paragraph 1 do not try to introduce attempt to instill
a person with a heart that whose own heart
has caused only nothing but
Paragraph 2
infinite pain endless days of
the teenager who was removed

pulled from the wreckage of his car
from his car after a bad accident
a boy will shout at the sound of a
crack of a bat
baseball bat hitting the ball
Set fire to what remains of my
Paragraph 3 Burn what is left of me
body
and spread the ashes over a large
scatter the ashes to the winds
area
If you wish to remember me, do
do it with a kind deed
something gentle
Paragraph 4
I will never die live forever
Words in Context
Choose the right word to complete each sentence.
a. The paramedics the man from the wreckage of his car.

x pulled attempted shouted designed scattered
b. Neil Armstrongs were scattered into the Atlantic Ocean.
weaknesses sins faults x ashes winds
c. The crowd was wildly as their team had scored a goal.
x shouting burning burying wishing exploring
d. Prejudice against your fellow man is ignorance and stupidity.
x nothing but never forever someday so that
e. Patients kidneys have ceased to function can sometimes be saved by
having a transplant operation.
what which who x whose when
26 UNIT 2 My Will
f. A speechless boy cannot , a deaf girl cannot , and a crippled child
cannot .
talk; grow; see shout; score; live x speak; hear; walk
attempt; find; come see; hear; speak
g. Plants need water so that they can .
score scatter x grow attempt pull
Word Formation Suffixes Using grammar for vocabulary expansion
Observe the meaning of the suffix -less in these adjectives.

() endless days of pain seeming to have no end
() a speechless boy without the ability to speak
We add the suffix -less to some nouns when we want to form adjectives
meaning without, not having:
a careless driver
a useless instrument
This is not to be confused with the suffix -ness, which is added to some
adjectives to form abstract nouns, showing a state or a condition:
() my weaknesses and all my prejudice.
weak points
When you faint, you lose consciousness.
the state of being conscious
Diabetes is a serious illness.
the state of being in poor health
Use the words from the box to complete these sentences.
hopeless happiness sugarless darkness kindness leafless
a. Perfect happiness is hard to find.
b. If you are on a diet, you should try that sugarless jam.
c. There was no electricity in the old house. We were all in total

darkness .
d. Blood donation is an act of love and

kindness .
e. Its wintertime now. The trees are leafless .
f. The other team was much stronger and the

situation was really hopeless .
nikkytok/Shutterstock/Glow Images
My Will UNIT 2 27
Reading for Specific Information Scanning
Match the columns finding the recipient of each organ or part to be

donated, according to My Will.
Potential organ or part to be donated Recipient
a. brain cells ( c ) God
( g ) a man who depends on a
b. blood
machine to go on living
c. soul ( e ) a blind man
d. body ashes ( b ) a young man who has had a car
e. sight accident
( h ) the devil
f. bones, muscles, fibers and nerves
( i ) a cardiac patient
g. kidneys
( a ) a speechless boy and a deaf girl
h. sins ( d ) flowers
i. heart ( f ) a crippled child
Multiple-Choice Comprehension Questions
Scan the text to find the best completion of each statement.
a. The narrator of My Will .
will determine when his brain has ceased to function

doesnt want to continue living
x doesnt want his life to be prolonged artificially
b. It is the narrators wish that .

x his body should be burned after his organs and parts have been donated
his ashes should be buried
his body should be covered with flowers
c. The narrator wants the doctors to .
leave parts of his brain in a corner

explore his brain in a corner
x examine his brain carefully and completely
d. The narrator admits that .
he has nothing but sins

x some of the actions in his life have been wrong
he doesnt believe in the devil
28 UNIT 2 My Will
One More Question
How would you define the narrators attitude as to the way he wants
the parts of his body to be disposed of? Would you consider that attitude
materialistic, uninterested, selfish, altruistic, or simply desperate? Why?
Resposta pessoal.
STRUCTURE
The Pattern Verb + Object Pronoun (or Noun)

+ Infinitive With to
Observe a estrutura da seguinte frase:
I want you to read my will.
Veja mais exemplos:
I want you to call it (Eu quero que voc chame)

I want it to be taken (Eu quero que ele seja levado)
verbo pronome verbo no
oblquo infinitivo
com to
Como vemos, a estrutura da frase em ingls, usando o

infinitivo, bem mais simples do que a correspondente em
portugus, em que se usa o subjuntivo. Em ingls, usa-se o
verbo + pronome oblquo (ou substantivo) + infinitivo com
to (ou not to, quando a ideia for negativa). Want um dos
New Idea/Shutterstock/Glow Images

verbos mais usados com essa estrutura, mas no o nico.
Os mais comuns esto relacionados abaixo:
want; wish They want me to help them.

expect She expects him to marry her.
ask; beg I ask you not to go there.
like I would like them to come early.
tell He told us to wait here.
teach She taught me not to complain.
warn He warned us not to do that again.
Complete these sentences:

a. She asked him to go with her. (que fosse go)
b. I warned the boys not to run on the street. (que no
corressem run)
My Will UNIT 2 29
c. He told her to wait for a moment. (que esperasse wait)
d. The teacher wants the students to repeat after her. (que
repitam repeat)
e. She expects me not to do that again. (que no faa do)
f. I want you to understand my position. (que voc entenda
understand)
g. She begged me not to accept a fight. (que no aceitasse accept)
Future Time Clauses

Observe estas oraes:
When that happens,

When my hour comes,
Em oraes temporais subordinadas iniciadas por when, falando sobre o

futuro, o verbo usado no Simple Present e no no futuro com will. Essa uma
estrutura mais simples do que a usada em portugus, em que o verbo fica no
Futuro do Subjuntivo. Alm de when, outras palavras relacionadas com time,
como before, after, until, as soon as, e duas que exprimem condition if e unless
so usadas no Simple Present nesse tipo de estrutura. Veja:
If you really want to bury something Se voc realmente quiser enterrar

alguma coisa
If you wish to remember me Se voc desejar lembrar-se de mim
To learn more Complete the following sentences with the correct form of the verbs in
about this topic, go to parentheses.
MINIGRAMMAR 16.
a. We must wait here until he comes . (come)
b. They wont behave unless you shout at them. (shout)
c. If anything goes wrong, call me immediately. (go)
d. She will send us an e-mail as soon as she gets to New York. (get)
e. Mother will get mad when she hears about this. (hear)
Conditional Sentences Real Conditions, Possible Results

Observe as formas verbais em destaque nestas frases:
If you wish to remember me, do it with a kind deed or word []

If you really want to bury something, let it be my faults []
Nas estruturas condicionais com if, h vrias sequncias de tempo

possveis. Nos exemplos acima, o tempo da orao condicional, iniciada com if,
Arka38/Shutterstock/Glow Images
o Simple Present.
Como nos dois exemplos a finalidade dar uma ordem ou instruo, o verbo
da orao principal aparece no Imperative. Agora observe as formas verbais
destacadas nas duas oraes da frase abaixo:
If you do all I have asked, I will live forever.
30 UNIT 2 My Will
Essas duas oraes apresentam uma das mais importantes sequncias
de tempos das estruturas condicionais. O verbo da orao condicional (a que
contm if) est no Simple Present, enquanto o verbo da orao principal est no
futuro com will.
Nessa sequncia de tempos, a orao com if expressa uma condio que, se
for cumprida, tornar possvel o resultado expresso na orao principal.
Condio no presente Resultado no futuro
If you do all I have asked, I will live forever.
(Se voc fizer tudo o que pedi, eu viverei para sempre.)
Agora observe a sequncia de tempos nas duas oraes desta frase:
If a machine breaks down, it ceases to function.
O Simple Present usado nas duas oraes para expressar uma condio
atemporal, algo que sempre acontece, como consequncia natural. Para
expressar essa ideia, de resultado imutvel, usa-se o verbo da orao principal
no Simple Present e no no futuro. Veja outro exemplo:
If you pour oil on water, it floats.
Match the columns so as to form conditional sentences, as appropriate.
a. If it rains tomorrow, ( b ) the police will arrest you.

b. If you steal a car, ( c ) dont forget to call us.
c. If you come to Rio, ( g ) you wont learn.
d. If they visit Ouro Preto, ( e ) keep it. I have another.
e. If you like the map, ( a ) we will stay at home.
f. If you feel tired, ( d ) they will love it.
g. If you dont study, ( f ) go to bed.
A orao condicional pode vir no princpio ou no fim da frase. Quando vem

primeiro, seguida de vrgula:
If Jane studies, she will pass.
Jane will pass if she studies.
Oil floats if you pour it on water.
Chame a ateno
Unless (a menos que, a no ser que) equivale a if not: dos alunos para a
estrutura da orao
If Jane doesnt study, she wont pass. com unless: o
verbo usado sem
Unless Jane studies, she wont pass. negao.
1. Complete the following sentences with the correct form of the verbs in
parentheses.
a. If you give me a minute, I will go with you. (go)
b. If you dont have a dictionary, buy one! (buy)
c. If they dont stop shouting, I will leave the room. (leave)
My Will UNIT 2 31
d. We will go to the beach if the weather is nice. (be)
e. If I have time, I will call them tomorrow. (have)
f. Unless he works hard, he will never be successful. (work)
2. Now complete each conditional sentence with the correct clause,

choosing from those in the box. Please note that two of those clauses will
not be necessary.
unless it rains if it rains we will never find true happiness

if you donate blood if the secretary comes you get fat it freezes it melts
a. If you eat too much, you get fat .
b. If you leave ice cream in the sun, it melts .
c. Unless it rains , we will have a barbecue party next Saturday.
d. You will help a lot of people if you donate blood .
To learn more e. Unless we learn how to share, we will never find true happiness .
about this topic, go to
MINIGRAMMAR 21. f. If the secretary comes , tell her to see me.
LISTENING & SPEAKING

Reuters/Latinstock
32 UNIT 2 My Will
A Matter for Debate
05 1. A Matter For Debate is a very popular show on British TV channel Os alunos devem
ouvir a gravao
41. The matter that is being debated today is Organ Donation. Two trs vezes: na
famous personalities take part in the debate, each giving their opinion primeira vez, eles
apenas escutam;
on the matter, one for it, the other against. Listen to the CD and identify na segunda, fazem
o exerccio; na
those people, according to what you hear. Check the columns with the terceira, verificam
names of the participants in the debate, including the presenter. suas respostas.
Jane Wells Kate Crawford Ted Wilkins

is a fashion designer.
is strongly in favor of organ
donation.
thinks the American writer is
against organ donation.
thinks organ donation is really
a matter for debate.
believes our bodies are nothing
but houses for our souls.
believes automatic donation
might be a gross violation of a
persons rights.
says that some organs are taken
from living people.
is against the buying and
selling of human organs.
2. Some of the positions held by the participants in A Matter for Debate

are given below. In pairs, discuss those statements with a classmate.
Comment on them, add your comments, state your views on the matter.
You may use the expressions on the table below for reference.
For: Against:
I am an organ donor. I am not an organ donor.
I am totally for organ donation. I am against organ donation.
When I die, I want my organs to Theres a world market for human
be donated. organs.
Our bodies are only a house for I cannot agree with buying and
our souls. selling organs.
Expressing your opinion (agreement and disagreement):
Thats true. I disagree.
I agree. I think its wrong.
I believe so, too. In my opinion
Ok, I agree, but I dont share that opinion.
I dont think so. From my viewpoint
My Will UNIT 2 33
WRITING
Its About Life

1. Read the following message about an organization called Donate Life
America:
Donate Life America is an organization devoted to increasing public
awareness about organ donation. There are now more than 100 million
registered organ donors across the United States roughly 42 percent of
the adult population. Our ultimate goal is to see that all Americans become
registered donors, said Secretary of State Jesse White.
You can find out more on Donate Life America at: <www.donatelife.net>.
Access: Apr. 9, 2013.
Arka38/Shutterstock/Glow Images
Organ and tissue transplants offer patients a new chance of healthy, productive, normal
lives and return them to their families, friends and communities. You have the power to
change someone's world by being a donor. It's about living. It's about life.
2. In pairs or in groups of three write a similar message for an organ

donation campaign in your school and community. The following steps
Para um maior may help you:
aproveitamento e
debate do tema, Get to know more about the subject by doing some research on the
pode-se organizar
uma campanha de Internet, in books, magazines, etc.
doao de rgos
na escola e na
Brainstorm your campaign: think of the target audience, the medium (a
comunidade, com as leaflet, a poster, a text message campaign, etc.), if you are going to use an
demais disciplinas.
Os alunos podem image, etc.
expor seus Don't forget to proofread your text and exchange it with a classmate,
trabalhos.
asking him or her to proofread it.
34 UNIT 2 My Will
Another Look at...
Organ Donation
In 2012 the Brazilian Ministry of Health launched a public awareness campaign to
encourage organ donation. Read the text in the poster and fill in the blanks with the
correct words, according to it.
Ministrio da Sade/Divulgao
Be an organ donor. Donate life.
Give your vision to the man who has never seen a sunrise . Give your
heart to the woman who lives to make her son s heart happy. Set an
example. And, above all, let your family know that you are willing to be an organ
donor . He who gives of his best lets life go on.
My Will UNIT 2 35
tema desta Unit polmico, envolve delicadas
THINK
O
questes ticas, religiosas e legais. Discuta com
seus colegas e professores as possibilidades e os
riscos. Pesquise, na sua sala e na sua famlia, quantas
pessoas so contra e quantas so a favor da doao de
ABOUT IT rgos. Procure conhecer melhor a lei que est em vigor no
Brasil e saber como ela aplicada.
Milhares de pessoas no mundo sofrem de insuficincia
renal crnica, de insuficincia cardaca e de insuficincia
heptica. Esse quadro leva demanda por um grande nmero de transplantes de
rim, corao e fgado. Somando-se a isso as dificuldades dos sistemas de sade e a
falta de conscientizao
Tino Soriano/Corbis/Latinstock
das pessoas, esse
problema torna-se
ainda mais grave. Mais
uma vez, o desafio
encontrar a melhor
forma de participar,
ajudar a construir uma
sociedade mais solidria
e mais fraterna, em que
os potenciais doadores
de rgos possam
merecer ser vistos como
verdadeiros heris.

your Biology and Philosophy teachers.
SEIXAS, Lcia. Procura-se um corao. So Paulo: FTD, 2010.

MARCOVITZ, Hal. Organ And Body Donation. Minnesota: ABDO Publishing (Adobe PDF Ebook), 2010.
UM ATO de coragem. Direo: Nick Cassavetes. Produo: Mark Burg. Distribuio: Warner, 2001.
DOAO de rgos 2012: filme oficial. Available at: <http://portal.saude.gov.br/saude/campanha/video_
doacao_2012_60_seg.mpg>. Access: Apr. 9, 2013.
FLINT, Guila. Doao de rgos de palestino a israelenses inspira reabertura de cinema. BBC Brasil.
Available at: <http://www.bbc.co.uk/portuguese/noticias/2010/08/100802_cinemacisjordania_gf.shtml>.
ORGANDONOR.ORG. Available at: <http://www.organdonor.gov/index.html>. Access: Apr. 9, 2013.
36 UNIT 2 My Will
Hero of
Our Time
06Rolihlahla Mandela
was born in 1918 in
Mvezo, a town in
southeast South Africa,
the son of a prominent
adviser to the king of the
Thembu tribe. Growing
up in South Africa under
the apartheid system of
government meant he
had to face injustice,
conflict, human-rights
violations, and 27 years
in prison, a lifelong
struggle for freedom.
The extraordinary story
of Mandelas life is an
epic of struggle, setback,
renewed hope,and
ultimate triumph.
Robert Borea/AP PHOTO
Making predictions
In South Africa, the man in the picture is often called by his clan name,
Madiba or tata = father. Did you know about his African name? What
is his Western name? How did he get that name, do you know? Why is he
famous? What else do you know about him? Read the text and get to know
more about that statesman of historic proportions, revered everywhere.
Hero of Our Time UNIT 3 37
READING
The apartheid system was established by the government in South Africa and
ruled the country from 1948 to 1994. Apartheid was an official policy of
multhiethnic society. military dictatorship. x racial segregation.
predictions.
In South Africa under the apartheid
Zen Icknow/Corbis/Latinstock
system of government if a black
person drank out of the wrong water
fountain they would throw him or
5 her into jail. If you were black and
had the very same job as your white
neighbor, you would get paid less
in a year than the other man made
in a week. If you advocated equal
10 rights for black people in the white-
dominated society of South Africa,
the government would arrest you.
But Mandela was a fighter. Instead
of bowing down to this unjust system
15 of government, he became a lifelong Anti-Apartheid Movement rally held in London,
warrior in the battle to free South England, 1990.
Africa. In Long Walk to Freedom, Mandelas autobiography, he recalls his first day of school,
when his teacher, Miss Mdingane, told him his new name was Nelson. That was the custom
among Africans in those days. Africans of his generation and even today have both a
20 Western and an African name. There was no such thing as African culture.
Nelson Mandela started out as a leader of an underground political movement against the
apartheid regime. In 1956, Mandela was arrested with 150 others and accused of treason. The trial,
which took several years, ended in acquittal for everyone. But in 1962, he was arrested again and
accused of sabotage and plotting to overthrow the government. He was sentenced to life in prison.
25 But imprisonment was not enough to silence Mandela. Even while in jail, he continued to
be a beacon of hope for his people to carry on the struggle against apartheid in his absence.
In 1985 the government offered him conditional freedom. If he renounced the armed struggle
for black resistance, they would set him free. He said no. International pressure for his
release continued to increase and in 1990, after 27 years in prison, Mandela was freed.
30 His release marked the beginning of the end for apartheid. In less than five years after his
release, Mandela was awarded the Nobel Peace Prize and elected president of South Africa
in the nations first free elections.
(Adapted from: TRUSSELL, Jeff. Freedom Hero: Nelson Mandela. Available at: <www.myhero.com/
As palavras destacadas no adio so comentadas no go/hero.asp?hero=nelsonMandela>. Access: Apr. 9, 2013.)
tpico Pronunciation and Stress, no Manual do Professor.
38 UNIT 3 Hero of Our Time
General Comprehension Skimming
Finding the Main Idea

Match each paragraph with its main idea.
Title and introduction (p. 37) Freedom at last

Paragraph 4
Paragraph 1 Mandela is given a Western name
Paragraph 2
Paragraph 2 South Africa has a free elected President
Paragraph 5
Paragraph 3 Name, date of birth, and place of birth of a hero of our time
Title and introduction
Paragraph 4 Life imprisonment
Paragraph 3
Paragraph 5 Consequences of going against the law under the apartheid regime
Paragraph 1
Word Study
Words in Context Getting meaning from context
Choose the right words to complete each sentence.
a. In 1956, Mandela was and accused of .

Chris Steele-Perkins/MAGNUM
sentenced; hope
offered; freedom
x arrested; treason
released; pressure
b. He was found not guilty of that crime.
The ended in his .
x trial; acquittal
jail; imprisonment
beacon; struggle
battle; underground
c. Personal courage did not let him to his
powerful enemies.
carry on
x bow down
grow up
start out
d. The against apartheid ended in the
ultimate triumph of justice.
warrior
setback
x struggle
release 1979, South Africa: segregated toilets.
In Other Words
Read the text again to find the words or phrases that have the same
meaning as those in bold:
a. (introduction, lines 7/8) becoming an adult in South Africa

growing up
b. (introduction, lines 13/15) 27 years in jail, all his life fighting to be free
in prison, a lifelong struggle for freedom
c. (introduction, lines 18/20) setback, new hope and final victory

renewed hope, and ultimate triumph
d. (line 7) you would receive payment

get paid
e. (line 23) The trial ended in everyone being declared not guilty of that
crime
acquittal for everyone
f. (line 24) sabotage and conspiring to force the government out of power
plotting to overthrow the government
g. (line 25) Even during the time he was in prison

while in jail
h. (line 28) they would release him from prison

set him free
i. (line 28) He rejected that offer

said "no"
j. (line 31) they gave Mandela the Nobel Peace Prize

Mandela was awarded
Using grammar for vocabulary development

Word Formation Suffixes
The suffix -er (or simply -r in verbs ending in -e) is added to some verbs to form
nouns that show that the person does that specific action.
read reader
write writer
The suffix -ment is added to some verbs to form abstract nouns.
develop development
improve improvement
Read each paragraph and find the nouns that correspond to the following:
(Introduction) conselheiro adviser

(Introduction) governo government
(Paragraph 2) lutador fighter
professora teacher
(Paragraph 3) lder leader
movimento movement
(Paragraph 4) aprisionamento, priso imprisonment
Noun Phrases
Scan the text and find the noun phrases that correspond to:
a. violaes aos direitos humanos

human-rights violations
Fred Chartrand/AP PHOTO

b. luta pela liberdade
struggle for freedom
c. bebedouro
water fountain
d. seu vizinho branco
your white neighbor
e. um guerreiro por toda a vida
a lifelong warrior
f. sabotagem e conspirao
sabotage and plotting
g. um farol de esperana
a beacon of hope
h. Prmio da Paz
Peace Prize
i. um movimento poltico clandestino
an underground political movement
j. priso perptua
life in prison
The Nobel Peace Prize 1993 was

Detailed Comprehension awarded to Nelson Mandela.
Finding Specific Information Scanning
Scan the text to select the alternative that best completes each statement.
a. Mandelas father .
was the king of the Thembu tribe was born in 1918
x was an adviser to the king of their tribe
b. Under the apartheid regime in South Africa, .
everybody in the country had an equal opportunity
x black people did not have equal rights
the white-dominated society struggled against the government
c. Mandelas Western name was given to him .

by his father
x on his first day of school
by Miss Mdinganes teacher
d. In 1962, Mandela .
was arrested with 150 others
was arrested for the first time
x was sentenced to life in prison
e. The struggle against apartheid .

x continued even while Mandela was in jail
ended when Mandela was arrested
ended when they offered him conditional freedom
f. Mandela was elected president of South Africa .

x less than five years after he was released from prison
in 1990
less than five years after the end of apartheid
Ian Berry/Magnum Photos/Latinstock
Sign indicating different areas for white and coloured campers in Muizenberg, South Africa, 1984.
READING & SPEAKING
Whos Colored, Paleface?

Look at the picture and read the poem. Work with a classmate and discuss
these questions.
Jamie Grill/Blend Images/Getty Images

My dear white fellow... When Im born Im black, when I grow up Im black,
when I go in the Sun Im black, when I feel cold Im black, when Im scared Im
black, when Im sick Im black, when I die Im still black
But you When you are born youre pink, when you grow up youre white,
when you go in the Sun youre red, when you feel cold youre blue, when youre
scared youre yellow, when youre sick youre green, when you die youre gray
Now tell me why you call me colored!!!
(PINKER, Steven. The Stuff of Thought: Language as a Window Into Human Nature (after A Mon Frre Blanc,
a poem originally written in French by Lopold Senghor, Senegalese poet). Available at: <www.goodreads.
com/quotes/368608-dear-white-fella-when-i-am-born-i-m-black-when>. Access: Apr. 9, 2013.)
a. Who is speaking, a white person or a black one?

A black person.
b. What color is he, when he is born?
He is black.
c. And when he grows up?
He is black.
d. And when he goes out in the sun/feels cold/is scared/is sick?
He is black.
e. And when he dies?
He is still black.
f. What about the other one, what color is he when he is born?
He is pink.
g. And when he grows up?
He is white.
h. And when he goes out in the sun/feels cold/is scared/is sick?
He is red/blue/yellow/green.
i. And when he dies?
He is gray.
j. If we follow that line of argument who should be called colored, after all?
The white person.
STRUCTURE
Enough
Observe a palavra em destaque nesta frase:
But imprisonment was not enough to silence Mandela.
Nessa frase enough um pronome que significa bastante, suficiente.
Enough pode aparecer tambm como um adjetivo, antes de um substantivo

(no contvel ou contvel, nesse caso no plural), com o significado de suficiente(s).
We dont have enough time.
Are there enough chairs for everybody?
Enough pode ainda ser usado como advrbio; nesse caso vem depois de um
adjetivo, outro advrbio ou um verbo e significa suficientemente, o suficiente.
That child is not old enough to vote.
They dont work hard enough to be successful.
Complete these sentences with enough and the words (nouns, adjectives,
adverbs) in parentheses, in the correct position, as appropriate.
a. They dont have enough money to develop that project. (money)
b. I am working fast, but not fast enough to finish the job on

time. (fast)
c. Inflation: when nobody has enough money , because everybody

has too much. (money)
d. The cake is not bad, but there isnt enough sugar in it. (sugar)
e. Jupiter is large enough to contain all the other planets in our

solar system. (large)
f. When it is dark enough , you can see the stars. (dark)
Conditional Sentences II Unreal Conditionals

Observe as estruturas condicionais em destaque nestas frases:
If I vote for a hero of our time, Nelson Mandela will be one of my choices.
If I voted for a hero of our time, Nelson Mandela would be one of my choices.
No primeiro exemplo, estamos falando de uma situao real, aberta para o

futuro, em que o resultado perfeitamente possvel de acontecer: se eu votar...
ele ser... Esse tipo de estrutura condicional j foi visto na unidade anterior.
Nesse caso, o verbo da orao condicional (a que contm o if) usado no Simple Present, enquanto o
da orao principal precedido de will.
No segundo exemplo, a estrutura condicional diferente. uma situao imaginria, uma hiptese
sobre o que aconteceria, qual seria o resultado se essa ao fosse mesmo praticada. Estamos tambm
falando do futuro, mas de um ngulo hipottico, de resultado improvvel: se eu votasse ele seria.
Nesse caso, o verbo da orao com if usado no Simple Past e o da orao principal precedido de
would.
Quando o verbo da orao condicional for to be, usa-se were para todas as pessoas (mesmo I e he/
she/it), em lugar de was:
If Mandela were here now, we would pay him a tribute.
1. Scan the text on page 38 once again and fill in the blanks with the correct forms of the verbs
in parentheses.
a. If a black person drank out of the wrong water fountain, they would throw him or
her into jail. (throw)
b. If you were black and had the very same job as your white neighbor, you would get
paid less in a year than the other man made in a week. (be)
c. If you advocated equal rights for black people in the white-dominated society of South Africa, the
government would arrest you. (arrest)
d. If he renounced the armed struggle for black resistance, they would set him free.
(renounce)
2. Now complete these sentences with the right verb forms.
Bettmann/Corbis
a. If I were a king, you
would be my queen. (be)
b. What would you do if you
found a frog in your
room? (find)
c. Life would be easier if we all really
loved each other. (love)
d. If I knew the secret
of happiness, I wouldnt keep it a
secret. (know)
e. What would you
do if you won a lot of
money in the lottery? (do)
f. If they had a map,
they wouldnt be lost now. (have)
g. I would help you if I had
time. But I dont. (help)
A man drinking water from a segregated fountain
To learn more about this in a streetcar terminal in Oklahoma City, USA, 1939.
topic, go to MINIGRAMMAR 21. Racial prejudice was then a serious problem not only in
South Africa, but in the United States as well.
WRITING
* Informe aos alunos que, embora no conste dos dicionrios, o termo she-ro ou shero um trocadilho que
corresponde a heroine. Ele foi criado por Maya Angelou, poetisa e ativista norte-americana pelos direitos civis,
autora de I Know Why the Caged Bird Sings, entre muitos outros livros.
Heroes and Sheroes* of Our Time
1. Read the text on page 38 and complete the profile below.
System of government in South Africa at the time:

apartheid
Hardships he had to face in his battle to free South Africa:

injustice, conflict, human-rights violations, 27 years in prison,
a lifelong struggle for freedom
Year he was imprisoned for the first time:

1956
Year he was imprisoned for the second time:

1962
Sentence:
es
Dave Hogan/Ge tty Imag
life in prison
Year he was freed:

1990
Number of years he spent in prison:

27 years
African name: Consequence of Mandelas release from prison:

Rolihlahla Mandela the beginning of the end for apartheid
Western name: Prize he was awarded five years after his release:
Nelson Nobel Peace Prize
Born in (year) Result of South Africas first free elections:

1918 Mandela was elected President
in (place) Title of Mandelas autobiography:

Mvezo, (southeast) South Africa Long Walk to Freedom
2. Now choose a hero or a shero of our time and write a similar profile about him or her.
Think of a person of our country or of your community or family and the qualities that make
him or her a hero or a shero. Some qualities of a hero/shero should be: dignity; integrity;
courage; character; honesty; generosity; ethical standards; intelligence; support of justice;
struggle for freedom; fight for a better world; spiritual strength etc.
Think of the sources of information that might be useful while doing some research: Internet,
books, personal documents, letters, interviews etc.
Brainstorm the key data.
Feel free to include a photo.
Cape Town Calling

1. What do you know about rugby? Yes, we do have rugby in Brazil, it is
one of the Olympic sports. In pairs, answer the quiz about that sport.
Reproduo/CBRU
Reproduo/All Blacks
Reproduo/FFR
Brazil New Zealand France
a. Where was rugby originated?

Rugby, United States of America x Rugby, England Rugby, Australia
b. Rugby was initially considered a variation of another sport. Which one?

Golf Baseball x Football/soccer
c. How many players are there on a rugby team?

x Fifteen Ten Eleven
d. The players use their to play the game.

hands x hands and feet feet
e. won the Rugby World Cup in 2011.

England France x New Zealand
Reproduo/Springbok
Reproduo/England Rugby
Reproduo/Wallabies
South Africa England Australia
072. South Africa is a country of remarkable cultural diversity. It has
eleven official languages, and lots of unofficial ones. English is the most
commonly spoken language in official and commercial public life and there
are many radio stations that broadcast programs in English.
Listen to part of a program and check the sentences in the columns True
or False, according to what you hear.
Os alunos devem
ouvir a gravao True False
trs vezes: na
primeira vez, a. That program is being broadcast from Cape Town,
apenas escutam; x
na segunda, eles South Africa.
fazem o exerccio; na
terceira, verificam b. Martin van Bock is a famous South African soccer player. x
suas respostas.
Lembre aos alunos
que, em um c. Hero of Our Time is a weekly radio program. x
programa de rdio, o
locutor-apresentador d. Martin van Bocks hero was born in 1918. x
costuma mencionar
o nome da rdio,
o local de onde e. Martin van Bocks hero spent his whole life in prison. x
est falando, seu
prprio nome e o f. The person Martin is talking about was born in x
nome do programa
para situar seu
Cape Town.
ouvinte. Ao receber
um convidado, g. That person had been sentenced to life in prison. x
apresenta-o
dizendo seu nome e h. He was released from prison and left South Africa x
profisso, e o sada.
Estar atento a essa for good.
estrutura ajuda o
aluno a acompanhar i. Martins hero was eventually elected president of x
o udio.
the country.
j. David Mashamba knew who Martin van Bock was x
talking about.
3. Take turns with a classmate asking and answering about other male
and female heroes.
If you could vote for Hero of Our Time, who would you choose?
Who would you vote for? Why?
If I could vote for a hero, I would prefer to vote for a woman,
a she-ro, instead of a he-ro. And my Shero of Our Time would be
Why?
Because of her
You can talk about the hero or shero you have chosen in the writing activity
or you can choose another one. The names in the box below may help you:
Comente com os
alunos que os nomes Heroes and Sheroes of Our Time
dos candidatos
ao ttulo de Hero
Nelson Mandela Dr. Zilda Arns* Mohandas (Mahatma) Gandhi Irm Dulce
of Our Time, Albert Einstein Che Guevara Pope John Paul II Indira Gandhi
sugeridos no quadro
a seguir, podero Madame Curie the Dalai Lama Winston Churchill Franklin D. Roosevelt
ser substitudos Eleanor Roosevelt Anita Garibaldi Martin Luther King, Jr.
por outros da
preferncia deles. * Dr. Zilda Arns was the Brazilian founder of the Pastoral da Criana charity. She died in 2010, in Haiti; one of the thousands of victims of the
Haitian earthquake.
Another Look at...
A Hero of Our Time
Nelson Mandelas book Long Walk to Freedom tells the story of his life. Read an
excerpt from that autobiography and answer the questions on it.
Peter Turnley/Corbis/Latinstock
I have walked that long road to freedom. I

have tried not to falter; I have made missteps
along the way. But I have discovered the secret
that after climbing a great hill, one only finds
that there are many more hills to climb. I have
taken a moment here to rest, to steal a view of
the glorious vista that surrounds me, to look
back on the distance I have come. But I can
rest only for a moment, for with freedom come
responsibilities, and I dare not linger, for my
long walk is not yet ended.
(MANDELA, Nelson. Long Walk to Freedom. Available at: <www.goodreads.com

/author/quotes/367338.Nelson_Mandela>. Access: Apr. 9, 2013.)
A Little Help
falter: be hesitant I dare not linger: I must not rest longer than necessary
for my long walk: because my long walk missteps: false steps, errors
for with freedom: because with freedom steal a view: look at something quickly
Se achar conveniente, discuta com os alunos a questo da luta pela liberdade perguntando-lhes se conhecem outros
exemplos de erros e acertos, seja de familiares ou amigos, seja de pessoas famosas que persistem nessa busca.
a. Na sua longa caminhada para a liberdade, Mandela admite ter dado passos em falso.
Transcreva a frase em que ele diz isso.
I have made missteps along the way.
b. Depois de escalar uma montanha, o que a pessoa descobre?

Que h muitas outras montanhas para escalar.
c. Ele diz que s pode descansar por um momento, porque com a liberdade vem tambm o
qu? Transcreva o trecho.
Responsabilidades. / For with freedom come responsibilities.
d. Por que ele no ousa deixar-se ficar, por que ele tem de continuar? D a resposta em ingls.
For his long walk was not yet ended.
THINK
E m 1o de julho de 2012 Nelson Mandela fez 94 anos, e o mundo
inteiro celebrou. Para Bill Clinton, Bono Vox, Muhammad Ali,
Tony Blair, Kofi Annan, todos eles grandes figuras do cenrio
mundial, Madiba (o apelido carinhoso de Mandela) o heri, the
single most admired, most respected figure in the entire world. E
ABOUT IT quem ser o heri de Mandela? Mahatma Gandhi, a quem Mandela
chama de The Sacred Warrior numa matria escrita para a revista
Time, em 2000, a respeito dos cem maiores heris do sculo. uma
escolha coerente, uma vez que Gandhi, o libertador da ndia, bem antes
de Mandela, libertador da frica do Sul, j tinha mostrado o caminho,
ensinando e provando que as palavras so mais poderosas do que as armas.
E para voc e a turma, quem a pessoa mais importante do sculo XX? Vamos propor uma
rpida eleio, deixando j sugeridos alguns nomes.
Leaders and Revolutionaries Jean Piaget
Omikron/Photoresearchers/Latinstock
Mohandas (Mahatma) Maria Montessori
Gandhi Carlos Chagas
Nelson Mandela
Martin Luther King, Jr. Heroes & Icons
Che Guevara Muhammad Ali
Olga Benrio Prestes Anne Frank
Abraham Lincoln Maria da Penha
Mother Teresa
Builders & Titans Pel
Walt Disney Princess Diana
Henry Ford Irm Dulce
Coco Chanel
Bill Gates Artists & Entertainers
Oscar Niemeyer Cndido Portinari
Alberto Santos-Dumont Chiquinha Gonzaga
Thomas Edison Charles Chaplin
Pablo Picasso
Scientists & Thinkers Antnio Carlos Jobim Mahatma Gandhi (1869-1948)
Albert Einstein Heitor Villa-Lobos foi o idealizador e o fundador do
Paulo Freire Steven Spielberg moderno estado indiano e o maior
Sigmund Freud defensor do movimento Satyagraha,
princpio da no agresso, uma
forma no violenta de resistncia.
Discuss this issue with your classmates and teachers,

especially your History and Sociology teachers.

HART, Carl W. Nelson Mandela. So Paulo: Macmillan do Brasil, 2009.
MANDELA, Nelson. Long Walk to Freedom: The Autobiography of Nelson Mandela. USA: Bach Bay
Books, 1995.
INVICTUS. Direo: Clint Eastwood. Produo: Morgan Freeman. Distribuio: Warner Bros, 2010.
MANDELA: luta pela liberdade. Direo: Billie August. Produo: Ilann Gerard. Distribuio: Cannes
Produes, 2007.
MAHATMA Gandhi. Available at: <http://www.mkgandhi.org/>. Access: Apr. 9, 2013.
THE MANDELA Page. Available at: <www.anc.org.za/list_by.php?by=Nelson%20Mandela>. Access:
Apr. 9, 2013.
Check Your English 1
1. Mark the correct answers to these questions. e. Cupuau by
a. What does the doctor mean when he says that indigenous peoples in the Amazon Forest for
The body is the hero? centuries. (has cultivated has been cultivated)
x Our bodys immune system is the most f. Every year, thousands of tourists
important factor in finding and destroying the Rio for the Carnival. (visit are visited)
germs that cause infectious diseases. g. Braslia in 1960.
Antibiotics are considered heroes because (inaugurated was inaugurated)
they can fight diseases.
h. The 2016 Olympic Games in
The body gives us time for drugs to cure a disease.
Rio de Janeiro. (will hold will be held)
b. What is the immune system?
i. Our planet of its forests
It is a technical achievement responsible for
at an alarming rate. (is stripping is being stripped)
fighting and destroying microbes.
x It is a network of cells and organs that work j. Ketchup from tomatoes.
together to defend the body against attacks by (makes is made)
foreign invaders. 0.1 point each /1
It is a group of chemical protectors and
microbial killers that can fight drugs. 3. Complete the sentences with the clauses in the
c. What happens to a person when his brain ceases box, as adequate.
to function?
you wont know the rules of the game I would take
x That persons life stops.
you home she wont pass her exams hell be
He writes his will.
happy they would get to the airport on time you
He lives forever.
would need some really warm clothes I would take
d. What kind of political system was apartheid? a trip around the world we will go to the beach
x Only white people had political rights and power. hell get sick the whole world would celebrate
Only white people had the right to freedom.
Only black people went to jail. a. If the weather is good tomorrow,
e. Where did apartheid exist as a political system? we will go to the beach.
In some African countries. b. If they took a taxi,
In Africa and America. they would get to the airport on time.
x In South Africa.
c. If Carol doesnt study harder,
0.2 point each /1 she wont pass her exams.
2. Complete the sentences with the correct form: d. If Morris eats all that chocolate,
hell get sick.
active voice or passive voice.
a. In the future, much of our housework e. If I had a car,
I would take you home.
by robots. (will do will be done)
b. Nelson Mandela the Nobel f. If John sees his sweetheart tonight,
hell be happy.
Peace Prize in 1993. (won was won)
c. In 1994, Mandela g. If they found a cure for cancer,
the whole world would celebrate.
President of South Africa. (elected was elected)
d. Soccer in h. If you dont read the instructions,
England. (invented was invented) you wont know the rules of the game.
Esta seo tem o objetivo de avaliar o que o aluno j aprendeu e identificar aspectos que eventualmente devero ser mais trabalhados.
Ela apresenta uma sntese do contedo lingustico apresentado nas trs units que a antecedem, seguida de questes com base em textos
novos em que os alunos devero fazer uso das estratgias de leitura praticadas desde a Unit 1. A pontuao sugerida para cada teste 51
apenas um recurso para que o prprio aluno avalie seu desempenho. Alm do resultado neste teste, considere a execuo de trabalhos, a
participao e o interesse do aluno na aula, de modo a mant-lo sempre motivado a melhorar.
2QB6WDJHB,QJOHVBDQRB31/'BDB&<(LQGG $0
i. If I won the lottery, a. The Twenty-Seventh Man o ttulo de que evento
I would take a trip around the world. cultural?
Uma pea de teatro.
j. If you lived in Alaska,
you would need some really warm clothes. b. At quando estar disponvel ao pblico?
16 de dezembro.
0.1 point each /1
c. Onde?
4. Vamos imaginar que voc assinante da No Public Theater.
newsletter TicketWatch do The New York Times.
d. Qual o preo dos ingressos para quem usar o
Observe a imagem, leia o texto e responda
cdigo Times?
s questes a seguir em portugus.
55 dlares.
e. Quem Nathan Englander?

o autor da pea.
f. E quem Barry Edelstein?

O diretor.
g. Onde e quando a ao se passa?

Na Rssia/Em uma priso sovitica, em 1952.
h. Qual a profisso das pessoas envolvidas na

situao em foco?
Escritores.
i. Quantos eram e o que lhes aconteceu?

Eram 26 (escritores), foram presos pela polcia secreta
de Stalin e aguardam julgamento.
j. Qual a projeo das pessoas em questo?

Nathan Englanders voice is distinctly his own- So gigantes da literatura diche na Rssia.
daring, funny and exuberant, keenly attuned to
both the absurdities of life and its undertow of
sadness and disappointment. 0.1 point each /1
The New York Times
5. Use some of the words in the box to complete
THE TWENTY-SEVENTH MAN the sentences below.
By Nathan Englander
Directed by Barry Edelstein
Featuring Happy Anderson, Byron Jennings, Daniel if more enough when unless
Oreskes, Ron Rifkin, Noah Robbins, Chip Zien
EXTENDED! Now thru December 16 a. Unless the governments agree to

A Soviet prison, 1952. Stalins secret police have rounded reduce the emission of polluting gases, the global
up twenty-six writers, the giants of Yiddish literature in
Russia. As judgment looms, the cellmates wrestle with the warming problem will get worse.
mysteries of party loyalty and politics, culture and identity,
and with what it means to write in troubled times. b. There isnt enough time. We must
Use code TIMES for $55 tickets! hurry. Its an urgent issue and it must be solved.
To order, CLICK HERE, call 212-967-7555 (daily noon-
8 pm), or visit the Public Theater Box Office at 425 c. After climbing a great hill, one only finds that there
Lafayette Street (Sun & Mon 1-6 pm; Tue-Sat 1-7:30 pm). are many more hills to climb, said Mandela.
Conditions: Offer good for performances thru 12/16. Regular
priced tickets $75-$85. Offer subject to availability and prior d. Alice will be able to drive only when
sale; cannot be combined with other discounts or promotions. she turns 18.
Not valid on previously purchased tickets. This offer may be
revoked at any time. No refunds or exchanges. Phone/online
orders subject to standard service fees.
e. If you were a black person and lived
Photo by Joan Marcus. in South Africa under the apartheid system of
government, you would probably be in trouble.
(Available at: <www.newsletterunlimited.com/
newsletter/287254/englanders-the-twenty-seventh- 0.2 point each /1
man-at-the-public/>. Access: Feb. 25, 2013.)
52 Check Your English 1
6. This is the first line of Jane Austens novel Pride In 2011, the American Medical Association, the
and Prejudice. Read it and then mark the only most respected group of medical professionals in
quote about marriage that is not in accordance the U.S., took a public stance against the way media
with Jane Austens opening line: corrects photographs of humans, arguing that it is
a leading cause of anorexia, the third most common
It is a truth universally acknowledged, that a single mental chronic disorder in adolescents. Its bad
man in possession of a good fortune, must be in want enough that most models are part of a gene pool and
of a wife. Jane Austen, Pride and Prejudice (1813) age group that encompasses a very small percentage
of the population. But now, they are photographing
Reproduo/J. M. Dent e E. P. Dutton Company
these folks and manipulating their skin, their

weight, and proportions to make them into perfect
alien life forms that exist only in a computer.
(Adapted from: <http://darlingmagazine.org/
photoshopping-our-souls-away/>. Access: Apr. 18, 2013.)
a. O que fez a American Medical Association em 2011

e por qu?
Ela se posicionou publicamente contra o modo como
a mdia corrige as fotos de seres humanos, porque
isso a principal causa da anorexia, o terceiro maior
distrbio mental crnico em adolescentes.
b. Justifique o ttulo do texto.

O ato de corrigir nossas imagens com o programa
Photoshop, como afirma o ttulo do texto, nos destitui
a. Love is often the fruit of marriage. (Molire) de nossas almas, pois nos transforma em seres
b. Love is blind and marriage is the institution for perfeitos e irreais, que s existem nos computadores.
the blind. (James Graham)
1 point each /2
c. x It is most unwise for people in love to marry.
(George Bernard Shaw) 8. (Unicamp-SP 2013)
d. Love is blind, but marriage restores eyesight. How to feed a hungry world
(Georg C. Lichtenberg) With the worlds population expected to
e. Love is an ideal thing, marriage a real thing. grow from 6.8 billion today to 9.1 billion by 2050,
a certain Malthusian alarmism has set in: how
(Goethe)
will all these extra mouths be fed? The worlds
1 point /1 population more than doubled from 3 billion
between 1961 and 2007, yet agricultural output
7. (Unicamp-SP 2013) kept pace and current projections suggest it
Photoshopping Our Souls Away will continue to do so. Producing enough food
By Sarey Martin McIvor for the worlds population in 2050 will require a
wholesale realignment of priorities in agricultural
research. There is an urgent need for new seed
varieties that offer higher yields but use less
water, fertilizers or other inputs and are more
resistant to drought, heat and pests. Equally
crucial is lower-tech research into basics such as
crop rotation, soil management and curbing waste
between one-quarter and one-third of the food
produced worldwide is lost or spoiled.
(Adapted from: Nature, n. 466, p. 531532, Jul. 2010.)
Check Your English 1 53
a. No perodo de 1961 a 2007, qual foi, segundo o Now I can
texto, a relao entre o crescimento da populao
( ) use the different reading strategies to be able to
e a produo agrcola?
A populao mais do que dobrou nesse perodo understand a text in English.
e a produo agrcola se manteve inalterada.
( ) guess the meanings of new words from context.
b. Alm de investigaes sobre novas variedades
de sementes, que outras pesquisas seriam ( ) understand the formation and use of the Passive
necessrias, segundo o texto, para garantir uma Voice.
produo suficiente de alimentos em 2050?
( ) understand the pattern: verb + object pronoun
necessrio pesquisar novas variedades de sementes
que usem menos gua, fertilizantes e outros insumos e (or noun) + infinitive with to.
sejam mais resistentes seca, ao calor e s pestes.
( ) identify and use the Simple Present Tense in
So tambm fundamentais as pesquisas de baixa
Future Time clauses.
tecnologia sobre aes elementares como rotao de
cultura, gerenciamento do solo e reduo do desperdcio, ( ) learn about conditionals, distinguishing between
uma vez que se perde ou se joga fora entre um quarto
hypothetically possible and improbable actions.
e um tero da produo mundial de alimentos.
( ) identify the meaning and use of enough as an
1 point each /2
adjective, a pronoun, and an adverb.
Oriente o aluno a avaliar o seu desempenho no teste e
tambm quanto aos objetivos de ensino deste bimestre. ( ) listen to TV programs.
SELF-EVALUATION (UNITS 1, 2 AND 3)
( ) talk about people I admire.
How did you do? What was your score?
Can ( ) write a message for an organ donation
Excellent Good OK
do better campaign.
Test total:
10-9 8-7 6-5 less than 5
out of 10 ( ) take part in a debate about organ donation.
How do you evaluate your own progress? Check
( ) for Yes, (x) for No, or (R) for Review Units 1, ( ) reflect and debate about heroes people,
2 and 3 after each of the topics below. animals, and things that really make a difference.
Contradictions
in a Genius
08I am not only
a pacifist but a
militant pacifist. I
am willing to fight
for peace. Nothing
will end war
unless the people
themselves refuse
to go to war.
Albert Einstein
Andy Warhol Foundation/Corbis
Making predictions
Look at the portrait, read the title and the quotation. You certainly have heard of that
person. But what exactly did he do, do you know? Was he for or against war? Why did he
say people should refuse to fight in wars? What else do you know about that man? Why
is he considered a genius? Make some predictions and check them as you read the text.
Contradictions in a Genius UNIT 4 55
READING
Read the quotation below and complete the sentence.
I am not only a pacifist, but a

militant: (adj.) using extreme
militant pacifist. and sometimes violent
(Albert Einstein) methods to achieve political
or social change
In Einsteins statement, the two words in pacifist: (noun) someone who
bold are in direct to each other. believes that violence is
reaction fight wrong and refuses to fight
x
in wars
war contradiction
predictions.
Album/akg-images/Latinstock
* Existem outras verses sobre a

(Adapted from: PRINGLE, Patrick G. Great Discoveries in Modern Science. London: Ulverscrift, 1965.)
hipottica profisso alternativa,
entre elas a de plumber. As palavras destacadas no udio so comentadas no tpico
Pronunciation and Stress, no Manual do Professor.
56 UNIT 4 Contradictions in a Genius
Choose the Best Answer Skimming
Of all the contradictions mentioned in the text, which is the most important?
Einstein was a pacifist, but he was willing to fight for peace.
Einstein was a genius, but when he was a child he was not a bright student.
He let a salesman sell him an elevator for his two-storey house.
x He was a pacifist, but he signed a letter to the U.S. president about the
building of an atomic bomb.
He used a $ 1,500 check as a bookmark.
Words of Wisdom
Once we accept our limits, we go beyond them.
(Albert Einstein)
Einstein apresenta, de propsito, uma contradio nesta frase. Qual ?

x Se vamos alm dos nossos limites, eles deixam de ser limites.
impossvel ultrapassar os nossos limites.
Word Study
Good News or Bad News? Scanning
Some words or phrases have a positive meaning. Others have a negative

meaning. Choose N for negative meaning or P for positive meaning.
( N ) dislike
Jean Guichard/Corbis/Latinstock
( P ) genius
( P ) peace
( N ) war
( N ) bitter
( N ) worried
( P ) bright
( N ) weak
( P ) brilliant
( P ) willing
( P ) succeed
( N ) destruction
( N ) terrible
( N ) weapon
Campaign for Nuclear Disarmament protest organized in the streets of London, 1983.
Read the text to find the word or phrase that has the same meaning as the
following:
1. I am willing
to fight for I want to try hard to achieve peace 1
Introduction
2. unless the
if the people themselves do not accept 2
people
themselves when he was a child 3
refuse
3. as It took him such a long time to learn to talk 4
4. He was so late
in learning Paragraph 1 He did not like school 5
5. He disliked that information can be acquired when you read books
6. they can be
got out of 6
7. I just couldnt
say no
Paragraph 2 I simply accepted it 7
8. Yet But he signed the letter 8
9. succeed in
constructing the Germans would not be able to construct 9
Paragraph 3
10. I would never
have lifted a
I would not have done anything about it 10
finger
Words of Wisdom
Imagination is more important than knowledge.
Knowledge is limited. Imagination encircles the world.
(Albert Einstein)
a. Para Einstein, qual dos dois no tem limites: o conhecimento ou a

imaginao? A imaginao.
b. O que ele/ela cerca e envolve? O mundo.
Function Words Using grammar for vocabulary expansion
1. Match each word or phrase listed below with its counterpart in Portuguese.
a. only ( g ) tanto
Introduction
b. unless ( d ) quase
c. so + adjective ( a ) s, apenas
d. almost ( f ) j
Paragraph 1
e. everything else ( c ) to + adjetivo
f. already ( b ) a no ser que, a menos que
g. so much ( j ) se pelo menos
Paragraph 2
h. just ( h ) simplesmente
Paragraph 3 i. yet ( e ) tudo mais
Paragraph 4 j. if only ( i ) no entanto
2. Now complete the sentences using a function word, as adequate.
Science Source/Photo Researchers, Inc./Latinstock

a. Unless they study hard for the test, they
wont pass it.
b. Its 11:55 now. Its almost midnight.
c. Its raining hard. If only I had brought

my umbrella!
d. I know I should not eat so much chocolate,

but I just cant resist temptation.
e. Einstein was a genius. Yet as a child

he was not a bright student.
Looking for Reference Reference words
In the sentences below find the alternative that

shows what the words in bold refer to in the text.
a. Stuffing young minds with facts and figures is not education. You dont
need to go to school to learn these they can be got out of books.
books young minds x facts and figures
b. If I had known that the Germans would not succeed in constructing the atom
bomb, I would never have lifted a finger. It is an enormous contradiction and
a bitter irony that it was this great pacifist who started the chain reaction of
events that led to the making of the most terrible weapon in history.
chain reaction of events the Germans x the atom bomb
Words of Wisdom
Learn from yesterday, live for today, hope for tomorrow.
The important thing is not to stop questioning.
(Albert Einstein)
O que Einstein prope? Um incentivo curiosidade intelectual ou a

aceitao de que j aprendemos tudo? Um incentivo curiosidade intectual.
1. Choose the alternative that best completes each sentence, according to

Contradictions in a Genius.
a. When Albert Einstein was very young .

he was already a genius as anyone could see
x there were no signs of genius in him
his extraordinary ability was already evident
b. Young Albert was not happy at school. That was probably because .
x he didnt like to memorize facts and figures
he didnt like to use the educational machines
he disliked books of any kind
c. Einstein once gave an interesting answer when he was asked: .
Whose is the speed of sound?
How is the speed of sound?
x What is the speed of sound?
d. There were many contradictions in the life of Albert Einstein. That means
that many of the things he did were his nature and character.
consistent with
x opposite to
in agreement with
e. Einstein lived in a two-storey house, but he let a salesman sell him an
elevator for the house. Another way of saying this is: he lived in a two-
storey house, Einstein let a salesman sell him an elevator.
x Although
Yet
Because
f. In Yet he signed a letter to President Franklin D. Roosevelt Yet could be
replaced with:
Already
x But
Since
g. The atomic bomb .
x began to be developed after Einstein signed the letter to the President
had already been developed when Einstein signed the letter to the
President
was developed by Einstein
h. The letter signed by Einstein and sent to President Roosevelt .
was written after the development of the atomic bomb
x was eventually responsible for the making of a terrible weapon
was part of the pacifist movement at the time
Words of Wisdom
The most important motive for work in school
and in life is pleasure in work, pleasure in its results,
and the knowledge of the value of its results to the community.
(Albert Einstein)
Segundo Einstein, a maior motivao para o trabalho na escola e na vida

deve ser o prazer de aprender para depois .
x servir comunidade
ter sucesso pessoal e individual
ter conhecimento desse valor
STRUCTURE
Conditional Sentences III Unreal Past Conditions,

Impossible Results
Observe a estrutura e a sequncia de tempos verbais das duas oraes nestas
frases condicionais:
Anonymous/Ap Photo/Usaf
If I had known that the
Germans would not succeed in
constructing the atom bomb,
I would never have lifted a finger.
If only I had known about
it, I would have become a
watchmaker.
Nesses exemplos, Einstein fala,
de forma hipottica e arrependida,
de situaes j passadas. Ele diz o
que teria acontecido se a realidade
tivesse sido outra. Se, no passado,
ele tivesse sabido que os alemes
no conseguiriam construir a
bomba atmica, ele nunca teria
levantado um dedo para participar
de aes que levaram construo
da bomba, pelos aliados.
E continua, arrependido, mas
irnico, dizendo que se ele soubesse
o que aconteceria, teria sido
relojoeiro (em vez de cientista).
Esse tipo de frase condicional
fala de um acontecimento j passado, descreve uma condio por isso mesmo
contrria realidade, e um resultado impossvel de reverter.
Nesse tipo de frase condicional, a combinao dos tempos verbais : o verbo da
orao com if usado no Past Perfect e o verbo da orao principal, que expressa
o seu resultado, vem no Conditional Perfect (would have + particpio passado do
verbo principal).
Read the following text and then complete the conditional sentences
using the verbs in parentheses.
Reality: In 1939 Albert Einstein signed a letter to President Franklin D.

Roosevelt about the construction of an atomic bomb. The scientist did
not directly participate in the invention of the bomb, but he took full
responsibility for its consequences, calling it the greatest mistake of
his life. In 1945 the United States dropped an atomic bomb on Hiroshima
and its 350,000 inhabitants, razing it to the ground.
a. If Einstein had not signed that letter, the Americans
would not have built the bomb. (negative build)
b. If Einstein had been a real pacifist, he would not have signed
that letter. That was another of his contradictions. (be)
c. If Einstein had directly participated in the invention of
the bomb, his mistake would have been greater. (participate)
d. If Einstein had not taken full responsibility of the consequences
of the atomic bomb, he would have been a coward. (negative take)
e. If the United States had not built an atomic bomb, they would
not have dropped it on Hiroshima. (negative build)
Words of Wisdom
Technological progress is like an axe
in the hands of a pathological criminal.
(Albert Einstein)
Para Einstein, o progresso tecnolgico pode ser para a humanidade.

sempre um benefcio
x uma sria ameaa
igual a um machado
Vamos agora sintetizar os trs tipos bsicos de frases condicionais:
CONDITIONAL SENTENCES
tempo verbal da tempo verbal da

acontecimento resultado
orao subordinada orao principal
situaes Simple Present Future: will Presente ou

Possvel
reais If I have time, Ill go to the gym. futuro
Simple Past Conditional: would Presente ou
Improvvel
If I had time, Id go to the gym. futuro
situaes
irreais Conditional Perfect
Past Perfect
Id have gone to Passado Impossvel
If I had had time,
the gym.
Choose the correct alternative to complete each sentence. This activity

reviews the three types of Conditional Sentences. Be careful!
a. Ins is very ill, but if she takes that medicine, she well.
x will get would get would have got
b. If she took that medicine, she well. But she refuses to take it.
will get x would get would have got
c. If she had taken that medicine, she well. Now its too late. Ins is dead.
will get would get x would have got
d. They the examination if they had studied harder.

will pass would pass x would have passed
e. If you the president, what would you do?
are x were had been
f. If he the speed limit, the police will stop him.
x exceeds exceeded had exceeded
g. If I it was her birthday, I would have bought her a special present.
know knew x had known
h. If you received a large inheritance, how the money?

will you spend x would you spend would you have spent
i. If I your invitation, I would certainly have come to the party.
get got x had got
j. Irma would never have married George if she him better.

knows knew x had known
Words of Wisdom
The devil has put a penalty on all things we enjoy in life.
Either we suffer in health or we suffer in soul or we get fat.
(Albert Einstein) To learn more
Segundo Einstein, as coisas agradveis da vida ou fazem mal sade ou MINIGRAMMAR 21.
alma. Qual , ainda, a terceira possibilidade?
Essas coisas engordam.
Could Past Ability

Observe o verbo em destaque nestas frases:
He could conceive brilliant scientific theories []
Ayrton Senna could drive incredibly fast.
Could um verbo modal usado para expressar capacidade
geral no passado, equivalendo em portugus a podia, sabia.
Mas quando nos referimos a uma determinada ocasio no
passado, na qual a ao equivale a pde, foi capaz de, conseguiu
(naquela ocasio), no se usa could. Em seu lugar, usa-se was able to
ou, para acentuar a dificuldade da ao realizada, managed to ou
succeeded in (este ltimo seguido de -ing form).
Compare:
Mozart was a genius. He could write capacidade geral: podia/era

a symphony when he was nine. capaz de
Once he managed to write / capacidade posta em
succeeded in writing a symphony prtica numa ocasio:
in four days. pde/conseguiu Gary Brown/SPL/Latinstock
A restrio ao uso de could quando falamos de uma ao feita em ocasio

especfica, em que a capacidade posta em prtica, vale s para frases
positivas. Quando a frase negativa e, portanto, falamos de uma ao que no
se conseguiu realizar, usa-se a forma negativa de could: could not (ou couldnt).
Veja o exemplo do texto:
I liked the man so much, said Einstein, that I just couldnt say no.
Choose the right alternative to complete each sentence.
a. Leonardo da Vinci was a genius. He write with one hand and paint with
the other at the same time. (could couldnt)
b. On one specific occasion he finish a painting in less than two days.
(could managed to)
c. When John was young he climb any tree in the forest. (could couldnt)
d. Once he climb a tall pine tree, but he slipped and almost fell down!
(could was able to)
e. Because of the traffic, we get to work on time yesterday. (could couldnt)
f. In spite of the traffic, we get to work on time yesterday. We were lucky.
(could managed to)
Words of Wisdom
Try not to become a man of success but rather to become a man of value.
(Albert Einstein)
Para Einstein, em vez de visar ao sucesso, o que um homem deve fazer?

Tornar-se um homem de valor.
LISTENING
A Lecture on Scientific Genius
Pause o udio 09 1. Its Science Week at Susan and Michaels school and they are
depois da introduo
da palestra, ou attending a lecture on scientific genius. Listen to the introduction to the
seja, depois que lecture and check () the name of the scientists who will be talked about.
o palestrante diz
"Marie Curie" pela x
primeira vez.
Marie Curie Stephen Hawking Galileo Galilei
Charles Darwin x Albert Einstein x Isaac Newton.
Antes de ouvir a
gravao, oriente os
alunos a ler todas as
frases e alternativas 2. Now listen to the lecture and choose the correct alternative to complete
da atividade. Os each sentence.
alunos devem ouvir
o udio completo,
pelo menos duas a. The lecture on Scientific Genius is being presented by Dr. Bradford
vezes.
Johnson, Head of Department at the University of Southern .
Biology; Texas x Engineering; California Astronomy; Carolina
b. described laws which are considered the basis for modern engineering.
Albert Einstein Stephen Hawking x Isaac Newton
c. developed a technique that is still used today to fight cancer.

Alexander Fleming x Marie Curie Isaac Newton
d. was awarded two Nobel Prizes, one for Physics, another for Chemistry.
x Marie Curie Albert Einstein Stephen Hawking
e. None of these 3 scientists was born in the United States and only lived
there.
Isaac Newton Marie Curie x Albert Einstein
f. was a humanist.
x Albert Einstein Isaac Newton Marie Curie
3. Listen again and match each quotation with its author.
a. To myself I am only a child playing ( c ) Albert Einstein

on the beach, while vast oceans of
truth lie undiscovered before me.
b. One never notices what has ( a ) Isaac Newton
been done; one can only see what
remains to be done.
c. A man should look for what ( b ) Marie Curie
is, and not for what he thinks
should be.
Patryk Kosmider/Shutterstock/Glow Images
WRITING & LISTENING
Summary of a Genius
1. Read the following summary about Charles Darwin and fill in the gaps
with the words from the box.
is called came to be accepted by managed to demonstrate

while established forms
Charles Darwin (1809-1882) was an English naturalist and biologist.
Achievement:
He managed to demonstrate that all species of life have evolved over time.
This process is called natural selection.
Evolution:
The fact that evolution occurs became accepted by the
scientific community and the general public in his lifetime, while
his theory of natural selection came to be widely seen as
the primary explanation of the process of evolution in the 1930s, and now
forms the basis of modern evolutionary theory.
On the Origin of Species:
His 1859 book On the Origin of Species established evolution by
common descent as the dominant scientific explanation of diversification in nature.
Oriente os alunos 092. Now listen to the CD again and choose a scientist among the ones
a escrever um
breve texto that were mentioned. Then write a brief summary about him or her:
sobre o cientista
escolhido, focando take some notes while listening;
principalmente
nas suas maiores
do some extra research, using books and websites, and talk to your
descobertas. Physics, Biology, Math and Chemistry teachers to complement your text;
Incentive-os a usar
could e managed to. read the text about Darwin again to see how it is organized; note the use of
subtitles; they help to organize the text in topics;
dont forget to proofread your text and exchange it with a classmate,
asking him or her to proofread it as well.
SPEAKING
Talking about Geniuses

1. Discuss the following questions with a classmate.
a. Have you ever been to a lecture? If yes, what was it about? Was it in English
or in Portuguese? Was it motivating, fun, too difficult to follow, boring?
b. Do you think lectures are an interesting way to spread knowledge?
c. If you could choose a lecture to attend, what would that lecture be about
(a famous person, a school subject, ways to protect the environment,
career plans etc.)?
d. In the Listenig activity you listened to part of a lecture. What was it about?
2. Now choose a great scientist and talk about him or her with a classmate
but dont say his/her name. Your classmate is supposed to guess who
you are talking about. Then, your classmate talks about a genius and you
have to guess who he or she is. You can talk about the scientists presented
in this unit or any other scientist you may admire. Do some research on
Brazilian scientists like Carlos Chagas, Oswaldo Cruz, Vital Brazil, Miguel
Nicolelis, Gilberto Freyre, Cesar Lattes etc.
My genius scientist was born in England. He developed a theory

that is used in modern engineering. Can you guess who my
scientist is?
Is it Albert Einstein?
No, its not! He was great at a lot of different sciences: Physics,

Mathematics, Astronomy, Natural Philosophy...
I know! Its Isaac Newton.
Another Look at...
Lessons from a Genius
A human being is part of a whole, called by us

the Universe, a part limited in time and space. He
experiences himself, his thoughts and feelings
as something separated from the rest a kind of
optical delusion of consciousness.
This delusion is a kind of prison for us, restricting

us to our personal desires and to affection for a
few persons nearest to us. Our task must be to
free ourselves from this prison by widening our
circle of compassion to embrace all living creatures
and the whole of nature in its beauty.
Albert Einstein
Mark each statement T (for true) or F (for false), according to the text. Correct the
statements when they are false.
a. ( T ) All human beings belong to the Universe.

b. ( F ) There are no limits to the human beings. There are
c. ( T ) People give their individuality much more relevance than to their sense of
belonging to society.
d. ( T ) That is some sort of optical delusion of consciousness.
e. ( F ) That delusion is a kind of freedom for us. prison
f. ( T ) That delusion restricts our movements to the fulfillment of our desires.
g. ( T ) We should try to move beyond our small circle of compassion.
h. ( F ) We should narrow our circle of compassion. widen
ela Internet temos acesso a um grande nmero
THINK
P
de sites que contm listas de pensamentos,
mximas, insights, descobertas e inspiraes
de Albert Einstein, a maioria sria e profunda,
algumas divertidas e irnicas. Uma lista imensa,
ABOUT IT impraticvel neste nosso espao. Mas vale a pena
essa pesquisa,
Corbis/Latinstock
so frases curtas,
de linguagem acessvel
e que encerram grandes verdades.
Um dos exemplos esta frase, que
se encontrava em uma espcie de
aviso na sala do Professor Einstein, na
Universidade de Princeton:
"Not everything that can be counted
counts, and not everything that counts
can be counted."
Concorda? Food for thought!
Mas, antes de encerrar, uma frase
mais leve e divertida do gnio:
"When a man sits with a pretty girl
for an hour, it seems like a minute.
But let him sit on a hot stove for a
minute and its longer than any hour.
Thats relativity."
Can you find a better way of
explaining relativity?

your Math, Physics and History teachers.

KAKU, Michio. O cosmo de Einstein: como a viso de Albert Einstein transformou nossa compreenso de
espao e tempo. So Paulo: Companhia das Letras (Ebook), 2012.
MOURO, Ronaldo Rogrio de Freitas. Explicando a teoria da relatividade. Rio de Janeiro: Ediouro, 2005.
EINSTEIN: A grande ideia (v. 2). DVD Scientific American Brasil. Duetto Editorial, 2010.
EINSTEIN Archives Online. Available at: <www.alberteinstein.info/>. Access: Apr. 10, 2013.
Calvin and Hobbes
10Calvin and Hobbes is certainly one of the most popular comic strips
of all time. The imaginative world of a boy and his real-only-to-him tiger
has charmed readers for about thirty years.
Bill Watterson 1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Making predictions
Do you like comic strips? Are you a fan of Calvin and Hobbes? How about reading
another one? What do you think it will be about?
69
READING
The prefix mis- is added to some verbs or nouns to form new verbs or
nouns indicating that something
has not been done.

has been done well.
x has been done badly or wrongly.
has been done perfectly.
Now read the comic strip quickly to understand the main idea and check
your predictions.
As palavras destacadas no udio so comentadas no tpico Pronunciation and Stress, no Manual do Professor.
2005 Watterson/Dist. by Atlantic Syndication/

Universal Press Syndicate
General Comprehension Making inferences
Reading Between the Lines

Read the comic strip on page 69 and the text below, then choose the best
answer to each question.
Bill Waterson, the cartoonist who created Calvin and Hobbes, produced
3,160 comic strips with those characters, which appeared in newspapers all over
the world from 1985 to 1995 and still appear in some newspapers. The last one
was published on the last day of 1995. That comic strip ended the album Its a
Magical World and has been reproduced on page 69. It shows the two friends
in the snow-covered woods, feeling happy about nature and the prospects of
having exciting new adventures in what they call a magical world.
70 UNIT 5 Calvin and Hobbes
a. Among the sentences below, only one is NOT linked to the idea of renewal, the main idea in
that comic strip. Which one?
A day full of possibilities!
The world looks brand-new!
x It really snowed last night!
Its like having a big white sheet of paper to draw on!
A new year... a fresh, clean start!
b. Bill Waterson decided it was time for retirement for Calvin and Hobbes and ended the series
with that story. What message do you think is suggested in that specific story?
A New Year is always welcome, especially if you have a true friend.
Exploring the magical world requires a lot of courage.
If you are afraid of the unknown, you should stay where you are and keep safe.
x Renewal is a good thing, stagnation is to be avoided, when there is no progress or improvement
its time to go and explore the world.
A brand-new magical world can be scary.
Finding the Main Idea

Read the comic strip on page 70 and choose the correct answer to this question:
Who considers Calvin a genius?
The whole world.
Only his true friends, including Hobbes.
x Only himself.
Nobody.
Not even himself.
Word Study
by Atlantic Syndication/
Universal Press Syndicate
Choose the correct alternative to complete each sentence. 1990 Watterson / Dist.
a. Calvin has a toboggan. It has never been used.

fresh clean magical scary x brand-new
b. Another word for friend is .
genius x buddy Hobbes unknown renewal
c. Bill Waterson is able to create pictures by making lines with a pen
or pencil on a of paper.
x sheet snow prospect improvement possibility
d. He is a gifted artist. He can very well.
charm x draw publish explore avoid
Calvin and Hobbes UNIT 5 71
True or False? Scanning
1. Read the comic strip on page 69 again and write T (for True) or F (for False) after each of the
statements below. Correct the false statements.
a. Calvin and Hobbes were happy because it had snowed the whole day.
F / night before
b. Everything familiar to them had appeared under the snow. F / disappeared
c. The New Year offered them the possibility of starting all over again. T
d. Hobbes compared that situation to that of an artist before getting to work on a new project. T
e. Calvin agreed with Hobbes and added it was a year full of possibilities.
F / day
f. They finally decided to go and explore that magical world. T
2. Now scan the comic strip on page 70 and continue doing the exercise.
a. Calvin considers himself much more intelligent than other people. T

b. The boy is sure that people recognize him as a genius. F / do not recognize
c. Hobbes does not know what is misunderstood about Calvin. T
d. Calvins attitude clearly shows that humility is one of his good qualities.
F / is not
STRUCTURE
* O nosso risco de erro na escolha desses verbos em ingls grande pelo fato de que em
Say, Tell, Speak, and Talk portugus, a no ser nas normas urbanas de prestgio, o uso dos verbos correspondentes,
principalmente falar e dizer, no to definido quanto em ingls.
Esses quatro verbos, todos usados para expresso oral, tm usos bem definidos.
Este ponto abordado de forma mais eficiente quando comparamos os exemplos nas duas lnguas.
Assim, comeamos por speak e talk, os mais simples:
How many languages does Pel speak? Quantas lnguas Pel fala?
I dont want to speak/talk. Im just going to listen. Eu no quero falar/conversar. S vou escutar.
Man is the only animal that speaks. O homem o nico animal que fala.
Can I speak to Jane? Posso falar com a Jane?
(on the phone) Whos speaking? Quem est falando?
Turn off the TV. Lets talk. Desliga a TV. Vamos conversar.
Que verbo usado em cada situao? Observe as frases acima e conclua:
a. falar, usar palavras oralmente ou falar um certo idioma: speak

b. conversar, falar com/para uma ou mais pessoas: talk
Nem speak nem talk so usados para introduzir fala no discurso direto (quando relatamos as exatas
palavras que algum disse).
[] And then she said, I love you. [...] A ela disse/falou: Eu te amo.
Nesse caso, como vemos, usa-se say (passado: said).
Agora vamos ver say e tell (passado: told), sempre comparando com o portugus:
What did you say? O que foi que voc disse/falou?
What did you tell me? O que foi que voc me disse/falou? Falou...
I want to say something. Quero dizer uma coisa.
I want to tell you something. Quero te dizer/falar/contar uma coisa.
e disse!
She said, Go home. Ela disse/falou: Vai para casa.
She told me to go home. Ela me disse/falou para ir para casa.
Concluso:
a. dizer/falar (algo). geralmente seguido de objeto direto (o que se diz/

fala): say
b. dizer, falar, contar a algum alguma coisa nesta ordem. sempre

seguido (sem a preposio to) de objeto indireto (a quem se diz/fala/
conta alguma coisa): tell
C om
s to
ck Im
She told me to come. Ela me mandou vir. Ela me disse/falou para vir.
age
s /Ju
pite
I told you to sit down. Eu te mandei sentar. Eu te disse/falei para sentar.
rim
age
s
Concluso:
o verbo tell tambm usado para introduzir ordens.
Veja tambm o uso de say e tell em expresses:
SAY TELL
tell the truth/a lie: falar/dizer a verdade/uma
say hello/goodbye: cumprimentar/despedir-se mentira
tell a joke/a story: contar uma piada/uma histria
say a prayer: fazer uma orao
tell a secret: contar um segredo
say a few words: dizer umas palavras, discursar tell time (EUA)/the time (GB): dizer as horas
tell the difference: notar a diferena
Nessas expresses tell no necessariamente seguido de a quem. Podemos, por exemplo, dizer
You must always tell the truth. Deve-se sempre dizer a verdade. No h, no caso das expresses, a
necessidade de tell vir seguido de me, you, him, her, John, Jane etc.
Escolha a forma correta de dizer:
a. Como se diz isso em ingls?

x How do you say that in English? How do you speak that in English?
b. Eu te falei/disse!
x I told you so. I said you so.
c. Ela fala francs.
She talks French. x She speaks French.
d. Ele disse/falou Estou feliz.
x He said Im happy. He spoke Im happy.
e. Ele me disse que estava feliz.
He said me he was happy. x He told me he was happy.
f. Precisamos conversar.
x We must talk. We must speak.
g. Manda a Jane me ligar.
Say Jane to call me. x Tell Jane to call me.
h. Preciso te contar uma coisa.
I need to talk something. x I must tell you something.
i. Como se diz tchau! em japons?
x How do you say goodbye in Japanese? How do you tell goodbye in Japanese?
j. Eu s escutei. Eu no falei, eu no disse uma palavra.
x I just listened. I didnt speak, I didnt say a word.
I just listened. I didnt talk, I didnt speak a word.
Indirect Speech* I Statements

* or Reported Speech
Observe as duas frases abaixo, com especial ateno s palavras em destaque:
discurso direto (palavras de Calvin):
Im a genius.
Nobody thinks Im a genius
discurso indireto (palavras nossas, hoje, relatando o que ele disse):
Calvin said that he was a genius.
Calvin said that nobody thought he was a genius.
Pode-se concluir que, ao relatar o que outra pessoa diz, no chamado discurso indireto, algumas
alteraes lgicas tm de ser feitas em relao frase ou s palavras ditas. Assim, ao relatarmos (na
escrita sem o uso de aspas) as palavras ditas por Calvin:
1. O tempo verbal muda
m (Simple Present) was (Simple Past)
thinks (Simple Present) thought (Simple Past)
2. Os advrbios de lugar ou de tempo mudam tambm, refletindo um maior distanciamento. Assim,
last night d lugar a the night before, last year d lugar a the year before, yesterday d lugar a the
day before, here d lugar a there, this place d lugar a that place etc.
Calvin: It really snowed last night!
Calvin said that it had really snowed the night before.
3. Quando, no discurso direto, aparece um pronome (pessoal, demonstrativo, possessivo, reflexivo),
ele tambm mudar, logicamente, no discurso indireto. Veja:
discurso direto (palavras da me de Calvin, chamando-o):
Im not going to call you again!
discurso indireto (palavras nossas, hoje, relatando o que ela disse):
Calvins mother said that she was not going to call him again.
Caractersticas do indirect speech
1. Quando o verbo da primeira orao, que introduz o relato (basicamente say [passado: said]), estiver
no passado, o tempo do verbo da frase relatada indiretamente mudar, dando um passo atrs no tempo:
Calvin: It really snowed last night! Calvin said that it had really snowed the night before.
Simple Past Past Perfect
2. Em linguagem informal, a conjuno that (que, obrigatria em portugus) pode ser omitida
depois dos verbos say, think e tell (este ltimo sempre seguido de objeto indireto).
Calvin said (that) it had really snowed the night before.
3. Quando se menciona expressamente o objeto indireto (a quem se diz algo), no relato indireto
substitui-se say to (passado: said to) por tell (passado told) + objeto indireto.
discurso direto Calvin said to Hobbes, It really snowed last night!

discurso indireto Calvin told Hobbes (that) it had really snowed the night before.
4. Se o verbo que introduz o relato indireto estiver no presente (caso menos comum), no haver
mudana no tempo do verbo da frase relatada.
discurso direto Calvin: It really snowed last night!

discurso indireto Calvin says (that) it really snowed last night.
5. Quando a afirmao no discurso direto for sobre um fato ou uma situao que no mudou, que
continua vlido no momento do relato, o tempo do verbo no discurso indireto poder mudar ou no.
discurso direto Its a magical world, said Calvin.

discurso indireto Calvin said (that) its (ou it was) a magical world.
Complete the following sentences using indirect speech. (Two possibilities!)
a. Rio is a wonderful city, the tourists said.

The tourists said (that) Rio is (or was) a wonderful city.
b. I always have a cup of coffee after dinner, Sue said.
Sue said (that) she always has (or had) a cup of coffee after dinner.
c. The President lives in the White House, said the guide.
The guide said (that) the President lives (or lived) in the White House.
d. Everyone wants to be happy, said the lecturer.
The lecturer said that everyone wants (or wanted) to be happy.
e. Gorillas are vegetarians, the teacher said.
The teacher said (that) gorillas are (or were) vegetarians.
Observe o quadro das mudanas no tempo dos verbos:
Direct Speech Indirect Speech

I live here, he said. (Simple Present) He said he lived there. (Simple Past)
I lived here, he said. (Simple Past) He said he had lived there. (Past Perfect)
I have lived here, he said. (Present Perfect) He said he had lived there. (Past Perfect)
I had lived here, he said. (Past Perfect) He said he had lived there. (Past Perfect)
I am living here, he said. (Present Progressive) He said he was living there. (Past Progressive)
I will live here, he said. (Will) He said he would live there. (Would)
I can live here, he said. (Can) He said he could live there. (Could)
I may live here, he said. (May) He said he might live there. (Might)
I must live here, he said. (Must) He said he had to live there. (Had to)
Observaes
1. O Past Perfect o tempo verbal que mais aparece no discurso indireto;
ele usado quando o verbo da orao principal est no Simple Past, Present
Perfect ou no prprio Past Perfect.
2. Os verbos auxiliares modais should, could, would, might e ought to
no mudam, permanecem na mesma forma no discurso indireto.
3. Pronomes e advrbios tambm mudam no discurso indireto para se
ajustarem a um contexto mais remoto de tempo ou de espao. Assim:
pronomes advrbios
I he/she today that day
my his/her tomorrow the next day
this that yesterday the day before
here there tonight that night
now then last week the week before
To learn more
Complete the following sentences using indirect speech.
MINIGRAMMAR 23. a. I have finished my work, Sam said.
Sam said (that) he had finished his work.
b. Your test will be tomorrow, the teacher said to us.
The teacher told us (that) our test would be the next day.
c. She saw me near my office last week, Bill said.
Bill said (that) she had seen him near his office the week before.
d. The secretary said to me, Your wife called you an hour ago.
The secretary told me (that) my wife had called me an hour before.
e. The taxi-driver said to us, Im sorry I cant take you, Im going home now.
The taxi-driver told us (that) he was sorry he couldnt take us, he was going home then.
A Strange Coincidence
A histria em quadrinhos pode transmitir uma mensagem com efeito de humor. A presena
desse efeito no dilogo entre os dois personagens acontece porque .
a moa sabe quanto o namorado ganha
o pai da moa no sabe quem Robert
x existe uma coincidncia entre a pergunta do namorado e a do pai da moa
tanto para o namorado quanto para o pai da moa a questo financeira irrelevante
h uma coincidncia entre a situao financeira do namorado e a do pai da moa
LISTENING
Os alunos devem ouvir a gravao trs vezes: na

In the Kitchen primeira vez, apenas escutam; na segunda, fazem o
exerccio; na terceira, eles verificam suas respostas.
11 Non-verbal communication is a main feature of comic
Bill Watterson. 1987 Dist. by Atlantic Syndication/Universal Press Syndicate

strips, Calvin and Hobbes is a good example of that. Listen to the
recording of a dialogue between Calvin and another person and
then answer the questions about that dialogue.
a. Who is Calvin talking to?

His mother.
b. What does he want to do?

He wants to go out for hamburgers.
c. What kind of answer does he get?

A negative answer. / Not that night.
d. Does he accept that answer or question it?

He questions it. He wants to know why not.
e. What is the other person doing?

She is (already) fixing something for dinner.
f. What does Calvins last comment show?

That was exactly why he wanted to go out for hamburgers/He didnt want
to have the dinner his mother was fixing.
On the Phone
12 Calvin and Susie are classmates and neighbors, but they are not exactly friends. We are
going to listen to a conversation where that is really evident. Listen to the CD and complete
the dialogue with the missing words.
Hello Susie, this is Calvin I lost our homework assignment.
Can you tell me what we were supposed to read for tomorrow ?
Are you sure youre not calling for some other reason?
Why else would I call you?
Maybe you missed the melodious sound of my voice?
What? Are you crazy? All I want is that stupid assignment.
First say you missed the melodious sound of my voice .
... THIS IS BLACKMAIL!
SPEAKING
My Favorite Cartoon Characters

Working with a classmate, ask and answer about your favorite cartoon
characters. Use the questions below for reference.
Whats your favorite cartoon character?
Its Garfield. I love to read the comic strips...
I like Garfield too! Its very funny! But I prefer Hgar the Horrible...
Its hilarious.
Yes, thats true.
Adjectives
Positive Idea Negative Idea
great funny not good / bad boring
cool hilarious awful childish
awesome terrific terrible silly
fun* foolish
* Fun: divertido; funny: engraado.
WRITING
Se desejar, pea aos alunos que faam uma pesquisa sobre sua
tirinha favorita antes de escrever. Incentive-os a trocar os textos
com os colegas, de modo que possam ler sobre outro quadrinho
The Fun of Comic Strips ou personagem e revisar os textos. Esta atividade pode ser feita
em duplas de alunos com interesses semelhantes.
Se achar conveniente, promova uma exposio dos trabalhos
Choose one of the following activities: na sala.
a. Write a paragraph about your favorite comic b. Create your own comic strip:
strip: imagine some characters based on your
choose a comic strip or character: Calvin reality, some interesting people (think about
and Hobbes, Mafalda, Mnicas Gang, etc.; the friends you hang out with) or animals
do some research about it: when and where (your pet might be a good choice) you know;
did it first appear?, who is its creator?, why brainstorm some funny situations (real or
is it so interesting, fun, funny?, etc.; imaginary) involving those characters. You
the list of adjectives from the Speaking could write about them, what they are like,
activity may help you; what they do, their habits, their manias,
dont forget to use discourse markers to their special characteristics, etc.;
show cohesion; write down the lines that the characters
the example below may help you: would say in your story;
on a separate piece of paper, draw a rough
My favorite comic strip is The main characters
of your comic strip including, of course, the
are and They are good friends, but sometimes
speech balloons;
they just dont understand each other;
proofread your story, show it to a classmate
dont forget to proofread your text and and make improvements in your drawings,
exchange it with a classmate. if needed.
Another Look at...
Calvin and Hobbes
Bill Watterson/1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Responda em portugus.
1. Um carto Get well enviado com carinho quando as pessoas esto doentes.
Quem est doente?
A me de Calvin.
2. O que est escrito na frente desse carto?

Fique boa logo.
3. O egosmo do garoto fica evidente no terceiro quadrinho. Por qu?

Ele escreveu que quer que a me fique boa logo porque a cama dele no est arrumada, as roupas
precisam ser guardadas e ele est com fome.
4. O tigre tambm quer assinar o carto? Por qu?

Sim. Porque ele tambm est com fome.
5. Voc acha a tirinha engraada? Por qu?

Respostas pessoais.
alvin and Hobbes (Calvin e Haroldo, na verso
THINK
C
brasileira), histria em quadrinhos escrita
e ilustrada pelo artista norte-americano Bill
Watterson, foi publicada nos jornais do mundo inteiro
entre 1985 e 1995. Calvin (nome inspirado em John Calvin,
ABOUT IT pregador protestante e reformador da Igreja) um garoto
de seis anos, cheio de personalidade e imaginao, a quem
o gnio inventivo de Bill Watterson delega o poder de viver
num mundo mgico de fantasias e aventuras, ao mesmo tempo
que nos oferece divertidos painis da natureza humana. Hobbes (nome inspirado
em Thomas Hobbes, filsofo ingls para quem o homem essencialmente egosta,
egocntrico e inseguro Man is the wolf of man) o tigrinho de pelcia de
Calvin, a quem a imaginao do menino d vida quando os dois esto a ss. A
dupla nos mostra que, nessas tirinhas, possvel aprender mais sobre alguns
aspectos do mundo moderno e
2005 Watterson/Dist. by Atlantic Syndication/Universal Press Syndicate

as sutilezas da natureza humana
do que na TV ou em algum
desses sisudos e empoeirados
tratados de metafsica. Voc j
conhecia o Calvin e seu amigo
Hobbes? Gosta dessas histrias
em quadrinhos ou tem outra
preferncia?
Bill Watterson abandonou
a criao dessas histrias h
mais de uma dcada, mas como
acontece com os grandes valores
clssicos, essa dupla, como os
Beatles, is 4ever. Quem sabe eles
esto apenas dando um tempo.
Hope so!

your Art and Philosophy teachers.
ANDRADE, Carlos; ALEXANDRE, Silvio. Prtica de escrita: histrias em quadrinhos. So Paulo: Terracota,
2009.
WATTERSON, Bill. Calvin and Hobbes: Sunday Pages 1985-1995. Kansas: Andrews McMeel, 2001.
DEPSITO do Calvin. Available at: <http://depositodocalvin.blogspot.com/>. Access: Apr. 10, 2013.
GO Comics. Available at: <www.gocomics.com/calvinandhobbes/>. Access: Apr. 10, 2013.
A Slice of Life
13 If a book, a play, or a movie shows a slice of life, it shows life as it really
is. In the history of cinema, there are literally hundreds and hundreds of
memorable moments and scenes from a wide range of movies of all genres,
including those that have come to be known as slice of life movies.
Fotos: Divulga/Arquivo da editora

vetkit/Shutterstock/Glow Images
Making predictions
What type of movie do you prefer, whats your favorite genre? Action, adventure, comedy,
horror, science fiction, animation, romance, drama, slice of life? Everybody has a favorite
movie, or a favorite movie scene. Whats yours? Do you think it will be mentioned in this
Unit? Make some predictions, read the text and find out if you were right.
81
READING
* Comente com os alunos que a piece of cake pode ser entendido com dois sentidos:
ress e
1. para falar de algo doce e agradvel ao paladar; 2. quando nos referimos a algo
muito fcil de fazer. Hitchcock usou a expresso de forma irnica.
Agncia Fran ce-P
For me, the cinema is not a slice of

life, but a piece of cake.
Kobal Collection/
(Alfred Hitchcock)
Paramount /The
Alfred Hitchcock was an English-born film director

known as the master of suspense. What do you think he
meant when he said that for him the cinema was a piece
of cake?*
a. Something sweet.
b. Something to avoid if you are on a diet.
c. x Something very easy to do.
As palavras destacadas
no udio so
comentadas no tpico
Pronunciation and Stress,
no Manual do Professor. Now read the texts quickly to understand the main idea and check your
predictions.
* Aqui reproduzida a fala do personagem. Na seo Structure, p. 87,

esta frase foi reformulada segundo a norma culta da lngua inglesa.
About a Boy (2002)
Based on British writer Nick Hornbys novel, way tries to get invited, together with his mom, to
About a Boy is a 2002 movie about an immature spend some time together with Will.
man (Hugh Grant) who is taught how to act like Will: Well, listen, dont beat about the bush*,
a grown-up by a little boy. Will Freeman (Hugh Marcus.
Grant) is a thirty-six-old rich bachelor who lives in Marcus: Why should I? Were poor. Youre rich.
comfort and luxury, has never had to work a day in You pay. You can bring your little boy if you
his life, but is in fact cynical, selfish and unhappy. like. I dont mind.
In my opinion, all men are islands, he says. And Will: Thats really big of you.
whats more, now is the time to be one. This is an Marcus: Fine. Come at half past twelve or
island age. something. Remember* where we live? Flat 2,
Marcus (Nicholas Hault) is twelve and a little bit 31 Craysfield Road, Islington, London, N12SF.
nerdish: he has problems at school, where he Will: England, the world, the universe.
suffers bullying, and his single mother is severely Growing up has nothing to do with age. The title
depressed. Although Marcus is just a kid he can About a Boy is a deceiving one. The movie is
teach Will one big lesson: how to care about more actually about two boys one who grew up too
than just himself. One of the movie funny scenes quickly and one who just never grew up. Maybe
is a telephone conversation when the boy in a they can help each other and start to act their age.
* beat about (or around) the bush: spend a long time getting to the main point of what you want to say, especially because you have no courage to say it.
82 UNIT 6 A Slice of Life
Driving Miss Daisy (1989) Four Weddings and a Funeral (1994)
Driving Miss Daisy is a comedy-drama The movie follows the fortunes of Charles (Hugh
set in the American South about an Grant) and his friends as they wonder if they
old Jewish ex-schoolteacher called will ever find true love and marry. Charles thinks
Daisy Werthan (Jessica Tandy), and hes found the perfect woman in Carrie (Andie
her African-American chauffeur Hoke MacDowell), an American. Weve selected two
Colburn (Morgan Freeman). They have memorable moments from that movie: the scene
a relationship in which friendship when Fiona (Kristin Scott Thomas) asks Matthew
overcomes prejudice, as it grows and (John Hannah): Wheres Gareth? and Matthew
improves with years. One great scene doesnt know what has happened to his friend.
from the movie is when Miss Daisy, after Another great scene is when Charles finally declares
having a mental dislocation, tells her his true love for Carrie in the rain. She says Is it
dedicated chauffeur: Hoke youre still raining? I hadnt noticed, and although Charles
my best friend no, really you are, doesnt actually ask for her hand in marriage, he
and takes his hand in hers. In another asks awkwardly, Do you? and she says I do.
unforgettable scene Hoke is trailing A memorable scene accompanied by a kiss and
Daisy in the car as she walks to the a lightning bolt in the sky. And finally Matthews
supermarket. She asks him, What are poignant reading of W. H. Audens Funeral Blues
you doing? He answers, Im trying to at the funeral of Gareth (Simon Callow), following his
drive you to the store. sudden heart attack.
(Adapted from: Um grande garoto, Conduzindo Miss Daisy e Quatro casamentos e um funeral. Available at: <www.imdb.com/
title/tt0276751>, <www.imdb.com/title/tt0097239>, <www.imdb.com/title/tt0109831>. Access: Jan. 28, 2013.)
* Chame a ateno dos alunos para a diferena entre as palavras
wedding (cerimnia de casamento) e marriage (instituio), ambas
com a mesma correspondncia em portugus: casamento.
**Veja o poema na pgina 91.
Whats the Main Theme?

Check the correct column according to the themes mentioned in each of the three movie
reviews. There may be more than one option, check all that apply.
Friendship Love Marriage Maturity Prejudice Selflessness*

About a Boy x x x
Driving Miss Daisy x x
Four Weddings
x x
and a Funeral
* Explique aos alunos que a palavra selflessness
significa altrusmo, o oposto de egosmo
Word Study (selfishness). um exemplo de substantivo
composto com os sufixos -less e -ness. O sufixo
-less expressa ausncia (careless: descuidado, sem
cuidado; noiseless: silencioso, sem barulho etc.)
e usado para a formao de adjetivos; o sufixo
-ness forma substantivos abstratos a partir de
Choose the correct alternative to complete each sentence. adjetivos (sad: triste -sadness: tristeza; happy: feliz
-happiness: felicidade etc.).
a. Will Freeman was thirty-six but he had never been married. He was .
cynical an island x a bachelor depressed a grown-up
b. Charles smiled as he tried to declare his for Carrie.
actually; pain really; hand finally; flat x awkwardly; love suddenly; choice
A Slice of Life UNIT 6 83
c. Will did not care about the others. He cared only about himself, he was .
deceiving poor poignant nerdish x selfish
d. Charles had already been to four , he was still single.

x Although; weddings But; marriages If; funerals Still; fortunes Then; stores
e. Dont beat about the , Marcus. What exactly do you want?
rain lightning bolt bullying x bush luxury
f. Love and friendship can prejudice.
x overcome follow grow improve wonder
g. Youre not a kid anymore. Why dont you act your ?
relationship reading x age hand lesson
Scan the texts to find the adjectives or nouns that complete these phrases.
a. a slice of life uma fatia de vida

b. a piece of cake um pedao de bolo
c. a life of luxury uma vida de luxo
d. an immature man um homem imaturo
e. an island age uma era insular
f. a single mother uma me solteira
g. a lightning bolt um relmpago
h. a heart attack um ataque cardaco
i. a deceiving title um ttulo enganador
j. a depressing grown-up um adulto deprimido
Scan the texts to select the alternative that best completes each statement.
a. Will Freeman lives a comfortable life but .

he suffers from severe depression x he needs to grow up
b. When Will says, In my opinion, all men are islands, he shows that .
he cares more about the others than himself x he is rather selfish
c. Daisy Werthan .
still worked as a teacher at the local school x had retired after having been a schoolteacher
d. Hoke Colburn had been hired .
to help Miss Daisy do the shopping at the supermarket x as Miss Daisys private driver
e. With time, Daisy Werthan and Hoke Colburn became good friends their cultural and social
differences.
although x in spite of
f. Charles had fallen in love with Carrie, .
x and had finally decided to get married thats why it suddenly started to rain
g. Charles proposed marriage to Carrie in his own awkward way, .
x but she accepted his proposal at once and she told him to do it the right way
h. Matthew read a poem at the funeral of .
x Gareth Fiona
i. The British poet W. H. Auden .
x was the author of the poem Funeral Blues wrote the poem Funeral Blues at a funeral
STRUCTURE
Indirect Speech II Imperatives c. Seize the day, boys. Make your lives
extraordinary, Mr. Keating said to his
Observe estes exemplos:
students. (Dead Poets Society, 1989)
discurso
Will to Marcus: Listen. Mr. Keating told his students to seize the day and to
direto:
make their lives extraordinary.
discurso
Will told Marcus to listen.
indireto: d. Run, Forrest, run!, Jenny said to Forrest.
(Forrest Gump, 1994)
discurso Marcus to Will: Bring your little
Jenny told Forrest to run.
direto: boy.
discurso Marcus told Will to bring his e. Please dont do that, Lionel Logue said to
indireto: little boy. the king. (The Kings Speech, 2010)
Para relatar ordens ou pedidos no discurso Lionel Logue asked the king not to do that.
indireto, usa-se tell (dizer a, mandar) ou ask
+ objeto indireto (a quem a ordem ou pedido
2. Now put the words in order and write the
dirigido) + verbo no infinitivo com to. Pergunte aos alunos sentences using direct speech.
qual o passado de tell e de ask. Se eles no se lembrarem, esclarea
que tell irregular (passado: told) e que ask regular (passado: asked). a. away take children both!, the Nazi officer
Quando o sentido for de negao, usa-se o said to the soldier. (Sophies Choice, 1982)
infinitivo com not to:
The Nazi officer told the soldier to take both children
discurso Will: Dont beat about the bush,
away. Take away both children!
direto: Marcus.
discurso Will told Marcus not to beat b. business about, Kay me dont my ask
indireto: about the bush. Michael said to Kay. (The Godfather II, 1972)
Michael told Kay not to ask him about his business.
1. The following memorable lines come from
Dont ask me about my business, Kay.
some great movies. They are examples of
orders and requests in direct speech. Rewrite c. book me please tell your about, Adriana
them using indirect speech: said to Gil. (Midnight in Paris, 2011)
a. Play it again, Sam, Rick said to Sam. Adriana asked Gil to tell her about his book. Please
(Casablanca, 1942) tell me about your book.
Rick told Sam to play it again.
b. Dont come back, Alfredo said to Toto. Indirect Speech III Questions
(Cinema Paradiso, 1988) Observe a pergunta abaixo:
Alfredo told Toto not to come back. Miss Daisy: What are you doing?
Essa pergunta est no discurso direto, em que as exatas palavras de quem faz a pergunta so dadas
entre aspas. Agora, observe a mesma pergunta no discurso indireto (nossas palavras relatando, hoje,
essa pergunta):
Miss Daisy asked Hoke what he was doing.
question word subject verb

Conclumos que quando usamos o Indirect Speech para relatar uma pergunta,
o verbo que introduz a pergunta ask (perguntar);
a palavra interrogativa (what, who, where, when etc.) usada ligando as duas oraes; depois
de ask + objeto indireto (a quem se pergunta) segue-se sujeito + verbo.
a pergunta, quando relatada no discurso indireto, tem a mesma estrutura de uma afirmao: sujeito
+ verbo (e no verbo + sujeito). Esse aspecto muito importante e requer ateno.
Veja outro exemplo:
discurso direto: Fionna to Matthew: Wheres Gareth?

Fiona asked Matthew where Gareth was.
discurso indireto:
question word subject verb
1. These questions come from memorable movie dialogues. Turn them into indirect speech.
a. What can you do, David? the interviewer said to David. (Prometheus, 2012)
The interviewer asked David what he could do.
b. What time did you get in last night? Inez said to Gil. (Midnight in Paris, 2011)
Inez asked Gil what time he had got in the night before.
c. Why didnt you just kill me? Bruce Wayne said to Bane. (The Dark Knight Rises, 2012)
Bruce Wayne asked Bane why he hadnt just killed him.
d. How old are you? Bella said to Edward. (Twilight, 2008)

Bella asked Edward how old he was.
e. How long have you been seventeen? Bella said to Edward. (Twilight, 2008)
Bella asked Edward how long he had been seventeen.
2. Now look at the sentences in direct speech and match the two parts of the sentences in
indirect speech.
Wheres your grandpa right now? the pageant MC said to Olive. (Little Miss Sunshine, 2006)
What do you want to know about rockets? Quentin said to Homer. (October Sky, 1999)
How do I look? Chiles Santon said to Beau Hutton. (Country Strong, 2010)
What do you see, Richard Parker? Pi Patel said to Richard Parker. (Life of Pi, 2012)
What will your contribution be? Mr. Hundert said to his students. (The Emperors Club, 2002)
a. Pi Patel wanted to know ( e ) what he wanted to know about rockets.
b. Mr. Hundert asked his students ( a ) what Richard Parker saw.
c. The pageant MC asked Olive ( b ) what their contribution would be.
d. Chiles Stanton asked ( c ) where her grandpa was right then.
e. Quention asked Homer ( d ) how he looked.
3. Look at this cartoon:

Now report the dialogue as you complete the following sentences: * Darling um sobrenome anglo-saxo antigo.
a. The lady asked Charles what his name was.
b. He said that it was Charles.

c. The lady said that she always addressed her chauffeurs by their last name.
d. Then she asked Charles what it was / his last name was.
e. He said that it was Darling.
f. The lady told Charles to drive on.
Agora observe este outro tipo de pergunta:

Do you remember where we live?*Marcus asked Will. * Veja o comentrio sobre esta
frase no texto principal, p. 82.
Is it still raining? Carrie asked Charles.
Essas perguntas so feitas no discurso direto, em que as palavras exatas de quem fala so dadas
entre aspas. fcil observar que essas perguntas so de um tipo diferente do que vimos anteriormente.
Nesse caso, as perguntas no so iniciadas com question words (What, Where, When, Why etc.) e sim por
um verbo auxiliar (be, do, have etc.). So perguntas que requerem resposta do tipo Yes ou No. Nesse
caso a palavra que liga as duas oraes no discurso indireto if (ou whether, na linguagem formal).
Marcus asked Will if/whether he remembered where they lived.
Carrie asked Charles if/whether it was still raining.
1. These questions come from some other memorable movie dialogues. Turn them into
indirect speech.
a. Do you think our love can take us away together? Allie said to Noah. (The Notebook, 2004)
Allie asked Noah if he thought their love could take them away together.
b. Do you know any jokes? Lionel Logue said to King George VI. (The Kings Speech, 2010)
Lionel Logue asked King George VI if he knew any jokes.
c. Do you eat ice cream? Olive said to Miss California. (Little Miss Sunshine, 2008)
Olive asked Miss California if she ate ice cream.
d. Are you going to tell me how you stopped the van? Bella said to Edward. (Twilight, 2008)
Bella asked Edward if he was going to tell her how he had stopped the van.
e. Did they kill him? John Blake said to Selina Kyle (The Dark Knight Rises, 2012)
John Blake asked Selina Kyle if they had killed him.
2. Now look at this cartoon:

Relate the dialogue as you complete the following sentences:
a. The little boy asked his mother if God used their bathroom.
b. The mother said no and then asked the little boy why he asked.
c. The little boy answered that every morning his father banged on the door and shouted to
God if God/He was still in there/in the bathroom. To learn more about this
topic, go to MINIGRAMMAR 23.
LISTENING
A transcrio do udio destas atividades encontra-se no tpico Audio Scripts no Manual do Professor.
What Did They Say?
14 Some lines of movie dialogues are so well-known and popular that they have become
catchprases, we all use them at one time or another. Some of those lines were said by actors in
great movies. Listen to the CD, pay close attention to what the actors say and then answer the
questions on them. D uma pausa no udio, de modo que os alunos tenham algum tempo para responder pergunta.
Imterscope/Album/Album Cinema/Latinstock
1. What is life like, according to Forrests mother?

Life is like a box of chocolates.
2. What did the Terminator say?

He said Ill be back. / He said (that) he would be back.
3. What is the girl asking the boy?

She is (just) asking him to love her.
4. What did Jack Dawson say?

He said Im the king of the world! / He said (that) he was the king of the world.
5. What did the astronaut tell Houston?

He told Houston We have a problem. / (that) they had a problem.
Olympia Dukakis as
6. What is Don Corleone going to do? Principal Jacobs and Richard
Dreyfuss as Mr. Holland, in
Hes going to make him/someone an offer he cant refuse. Mr. Holland's Opus, 1995.
7. What does Samwise Gangee think will come?
A new day. / He thinks a new day will come.
8. According to Principal Jacobs, how many jobs does a teacher have?

Two. / A teacher has two jobs.
SPEAKING
My Favorite Movie
1. These pictures show some memorable scenes from a famous movie. Do you know what
movie it is? Working with a classmate, choose one of the scenes below and describe it. Then
tell your opinion about it and about the movie, if you have seen it.
The words and phrases in the box may help you.

Fotos: Divulgao/Arquivo da editora
DESCRIPTION OPINIONS
Its a moving story about the true Thats a great movie Thats my favorite
meaning of friendship Flying on a scene That scene is really great/cool/
bicycle across the face of the moon awesome I dont like that movie Its
Learning about life on Earth Learning boring Its for kids Its an old movie
about the value of friendship The boys That scene is OK, but I prefer the part
sister screaming hysterically when... I dont like that movie, I prefer...
2. And you? Do you have a favorite scene, a moment from a movie you simply cannot forget?
Working with another classmate, describe it, and tell him or her why it is important for you.
READING & WRITING
Storylines
1. Read the storylines of the movies below and fill in the blanks with
words from the box.
good problem liberation important love control

Album/Album Cinema/Latinstock/United Internacional Pictures
Apollo 13 (1995)
Astronaut Jim Lovell (Tom Hanks) makes a
call to NASAs mission control
room after an oxygen tank explodes aboard.
His words have become famous, Houston,
we have a problem .
Album/Album Cinema/Latinstock/United Internacional Pictures
Forrest Gump (1994)

Forrest is a man who proved that
determination, courage, and love are
more important than ability.
He is a simple man with low IQ but
good intentions. Forrest may
not be a smart man but he does know what
love is.
Divulgao/Arquivo da Editora
Fried Green Tomatoes (1991)

A moving story of womens
liberation , racism, love, humor,
triumph, and tragedy.
2. Now its your turn. Write a storyline of a movie of your own choice.
Do some research about that movie. Exchange your storyline with a
classmate for comments and possible corrections about grammar and
spelling. Rewrite it accordingly. H muitos sites sobre filmes disponveis na Internet.
Another Look at...
Funeral Blues
Towards the end of Four Weddings and a Funeral, Gareth, one of Charless friends,
dies. Matthew, Gareths closest friend and partner, speaks at his funeral. These are
some of the words Matthew says about his dead friend.
As for me, you may ask how Ill
Divulgao/Arquivo da editora
remember him, what I thought of
him. Unfortunately there I dont have
words. Perhaps you will forgive me
if I turn from my own feelings to the
words of another splendid bugger:
W. H. Auden. This is actually what I
want to say:
Stop all the clocks, cut off the telephone,

Prevent the dog from barking with a juicy bone,
Silence the pianos and with muffled drum
Bring out the coffin, let the mourners come.
Let aeroplanes circle moaning overhead

Scribbling on the sky the message He Is Dead,
Put crpe bows round the white necks of the public doves,
Let the traffic policemen wear black cotton gloves.
He was my North, my South, my East and West,

My working week and my Sunday rest,
My noon, my midnight, my talk, my song;
I thought that love would last forever: I was wrong.
The stars are not wanted now: put out every one;
Pack up the moon and dismantle the sun;
Pour away the ocean and sweep up the wood.
For nothing now can ever come to any good.
(AUDEN, W. H. Selected Poems. Edited by Edward Mendelson. London: Faber and Faber, 2010.)
Whats the main idea in the poem?
Love is eternal.
Death is not stronger than Hope.
Tomorrow is another day.
x Life is meaningless when love is gone.
The loss of a beloved friend is not to be remembered. Life must go on.
ducar ou fazer sonhar? Instruir ou divertir? Ensinar
THINK
E
ou recrear? E por que no tudo isso? A educao
e o cinema podem caminhar juntos, de forma
integrada, e nos fazer aprender lies para a vida. No
so s os chamados filmes educativos que oferecem
ABOUT IT food for thought, muitos dos filmes comerciais de
diversos gneros nos mostram a slice of life e nos fazem
refletir sobre valores, princpios, atitudes. Muitos desses
filmes esto disponveis, o difcil escolher. Como sempre,
preciso saber escolher, separar o que vale a pena ser visto. Nem todos os filmes
disponveis merecem a nossa ateno, muitos, ao contrrio, so uma verdadeira
waste of time. Mas o saldo positivo. A lista de bons filmes, recomendveis por
vrios motivos, parece no ter fim. Muitos desses filmes merecem ser vistos e
foram apresentados, com mais ou menos destaque, ao longo desta Unit. Quais
os seus favoritos? Por qu? Que lies tirar desses filmes? You tell us!
Imagesource/Other Images
Discuss the themes in those movies with your classmates and

teachers, especially your Art teacher.
Exploring
Exploring Other
Other Sources
Sources
Laurent, Jullier. Lendo as imagens do cinema. So Paulo: Senac, 2009.

CINEMA Paradiso. Direo: Giuseppe Tornatore. Produo: Gabriella Carosio, 1988.
O ARTISTA. Direo: Michel Hazanavicius. Produo: Jeremy Burdek e outros, 2011.
ALL movie. Available at: <www.allmovie.com>. Access: Apr. 10, 2013.
THE GREATEST Films. Available at: <www.filmsite.org>. Access: Apr. 10, 2013.
1
1. Mark the correct answers to these questions. 2. Complete the sentences in indirect speech.
a. Einstein said, If I had known that the Germans a. Im a militant pacifist, Einstein said.
would not succeed in constructing the atom he was a militant pacifist.
Einstein said
bomb, I would never have lifted a finger.
What did he mean by that? b. It really snowed last night, Calvin told Hobbes.
He was happy about the use of the atomic bomb. Calvin told Hobbes it had really snowed the night before.
x He felt sorry about having contributed to the
c. Everything familiar has disappeared, Hobbes
development of the atomic bomb.
He was sorry about having constructed the told Calvin.
atomic bomb. Hobbes told Calvin everything familiar had disappeared.
b. Driving Miss Daisy is a movie in which an old d. Get up, Calvin! the boys mother told him.
Jewish woman and her African-American Calvins mother told the boy to get up.
chauffeur have a friendly relationship that
x grows and improves over the years. e. Sit down, Calvins teacher told the boy.
becomes a problem for both. Calvins teacher told the boy to sit down.
comes to an end.
0.1 point each /0.5
c. In E.T.: The Extra-Terrestrial, a lonely little boy has a
secret friendship with 3. Choose the correct alternatives to complete
x an alien. these sentences.
outer space children.
a. If I . that the Germans would not
a horrible creature from outer space.
succeed in constructing the atom bomb, I would
d. Calvin and Hobbes is still a very popular comic
never have lifted a finger, said Einstein. (know
strip. Who is Hobbes?
knew had known)
Hes a very imaginative boy.
x Its Calvins favorite toy, a stuffed tiger that is real b. If you dont get out of bed immediately, you
only to him. the bus, the boys mother told
Its Calvins best friend, a real tiger. him. (will miss would miss would have missed)
c. If you the answer, sit down, the

(1998) Bill Watterson/Dist. By Atlantic Syndication/Universal Uclick
teacher told the boy. (dont know didnt know

hadnt known)
d. If E.T.s pals hadnt left him behind, the little boy

him. (wouldnt have met
wouldnt meet wont meet)
e. If Einstein had become a watchmaker, he

to the development of the atomic
bomb. (wont contribute wouldnt contribute
wouldnt have contributed)
0.25 point each /1 0.2 point each /1
93
4. Put the questions in direct speech into indirect b. Still according to Arthur C. Clarke, people who
speech. have been able to learn and love
a. Where does the old woman live? the teacher x have also found happiness.
asked Lucy. never actually die.

The teacher asked Lucy where the old woman lived.
feel happy because their life is over.
b. Where are you going? Miss Daisy asked her have no reason to be happy about their achievement.
chauffeur.
c. Things of priceless worth
Miss Daisy asked her chauffeur where he was going.
can always be bought.
c. When did the Americans drop an atomic bomb
have no lasting value.
on Hiroshima? the students asked the teacher.
The students asked the teacher when the Americans x are too valuable for money to buy.
had dropped a bomb on Hiroshima. cannot possibly be achieved.
d. Are you a pacifist? the reporter asked me. d. When your life is over means
The reporter asked me if I was a pacifist. x it has come to an end.
e. Was Einstein a genius as a child? Jack asked the you can finally say you have learned.
teacher. everything else has lasting value.
Jack asked the teacher if Einstein had been
you will also be able to say you have been happy.
a genius as a child.
0.25 point each /1
0.2 point each /1
6. Observe o tempo verbal usado nos trechos
5. Arthur C. Clarke (1917-2008) was an English abaixo:
science-fiction writer, author of 2001: A Space I have found..., I have learned, I have
Odyssey, and many other books of science and loved, I have been happy.
science fiction. Sanka Vidanagama/Agncia France-Presse O autor usou o Present Perfect em todas essas
In my life I have frases, porque se referem a aes que ocorreram
found two things of
a. em um passado remoto e definido.
priceless worth
learning and loving. b. x ao longo da vida, com reflexos no presente.
Nothing else not c. em um passado recente, com reflexos no
fame, not power, not presente.
achievement for its own d. ao longo da vida, sem reflexos no presente.
sake can possibly have
the same lasting value. 1 point /1
For when your life is
7. O trecho que reproduzimos abaixo a abertura
over, if you can say I
have learned and I do romance The Origin of the Brunists, escrito
have loved, you will por Robert Coover, em 1969. Leia o texto e
also be able to say I responda s perguntas, em portugus.
have been happy. Hiram Clegg, together with his wife Emma
Arthur C. Clarke (Rama II) and four friends of the faith from Randolph
(Available at: <www.goodreads.com/work/
Junction, were summoned by the Spirit and Mrs.
quotes/1907786-rama-ii>. Access: Apr. 17, 2013.) Clara Collins, widow of the beloved Nazarene
a. According to the author, the most important preacher Ely Collins, to West Condon on the
things in life are weekend of the eighteenth and nineteenth of
April, there to await the End of the World.
learning and the creation of wealth.
fame and power. a. Das pessoas mencionadas, quantas foram chamadas
x the search for knowledge and love. a West Condon? 6
learning to love. b. Quando? No fim de semana de 18 e 19 de abril.
c. Para qu? Para aguardar o fim do mundo. b. Que relao existe entre a linguagem e os nossos
relacionamentos?
d. Quem as chamou? O esprito e a Sra. Clara Collins.
Ela est conosco para nos ajudar a fazer e
e. Quem a Sra. Collins? a viva do pastor nazareno a desfazer relacionamentos.
Elly Collins.
0.2 point each /1 c. Por que as palavras so to valiosas quanto as
imagens?
8. Leia o texto e responda s questes. Porque voc precisa de palavras para falar
About Language sobre as imagens.
Language is different from every other subject
0.5 point each /1.5
youll ever study, because language is a part of
everything youll ever study. Its there outside (Uerj-2013) Leia o texto e responda s questes 9
school too, forming a part of everything you do.
a 12.
Even if you have an experience which doesnt
involve language such as listening to music at a
A Few Notes about Humour
concert or looking at a painting youll want to Charlie Chaplin said it best: A day without laughter
talk about it afterwards. is a day wasted. Money might be what makes
Language never leaves you alone. Its there in the world go round, but humour is what
your head, helping you to think. Its there to help makes the journey tolerable. What better way to
you to make relationships and to break them. 5 acknowledge something than to consume it in jest?
Its there to remind you who you are and where Humor is the spice of life. Fun and laughter
you come from. Its there to cheer you up and help reduce stress, and also help to keep you
to cheer others up, if theyre feeling low. happy and healthy. Everybody loves a good
Language doesnt do everything. Sometimes laugh, and everybody needs a good reason to
there are no words for what we want to say. 10 laugh once in a while. I have always enjoyed
Sometimes its better just to give someone a listening to people tell jokes, and enjoyed telling
jokes too. There are many ways in which comedy
hug. People sometimes say: A picture is worth
can be used in life, but my personal favourite is
a thousand words. Thats true. But language is
undoubtedly observational humour.
never far away. To talk about the picture, you
15 Observational humour is the sort where
may need a thousand words.
people make fun of life in general, turning the
(CRYSTAL, David. A Little Book of Language. New Haven
run-of-the-mill day into something people
and London: Yale University Press, 2010. p. 253.)
can laugh about. It takes a good amount of
story-telling skill to turn a mundane, silly
Julian Wasser/Time Life Pictures/Getty Images
20 instance into a funny and witty1 remark. Some

of the comedians who have this skill are Mitch
Hedberg, Dylan Moran, Louis C. K., George
Carlin, Ed Byrne, and the list goes on.
Many people can manage to get out a laugh or
25 two about aspects of life that pertain to a specific
audience for example, an in-joke that only
locals will understand. But it takes something
else to execute a brilliantly funny story about
people in general, something that manages to
30 creep past the clich bin, which is why I have a
good deal of respect for those comedians.
A sub-section of observational humor is when
comedians, or regular folk, poke fun at current
a. Cite duas atividades mencionadas no texto para affairs, generally serious current affairs, and turn
as quais no h necessidade do uso imediato 35 them into something satirical. This is significantly
das palavras. easier than compiling a whole show, and only
Escutar msica em um concerto ou olhar requires you to follow current affairs and have
para uma pintura. a bit of wit about you. Besides this, with some
skilled wordplay and a good performance, many 12. No 5o pargrafo, o autor menciona quatro
40 a situation can be turned into a joke. The more requisitos necessrios para transformar
grave the actual situation, the funnier and darker quaisquer situaes, at mesmo as srias, em
the spin-off story can be, if pun permits.
piadas. Identifique esses quatro requisitos.
Twitter is one of the current hang-outs for the
Estar informado a respeito dos assuntos da atualidade;
exchanges of these situational comics, and word
ser espirituoso; ser habilidoso com as palavras;
45 plays spread like wildfire 2 once theyre out like
they did during the rescue of the Chilean miners, in ter um bom desempenho.
October, 2010, for instance. Many of the jokes come
from dedicated comedy spots (such as Sickipedia or 0.5 point each /2
Uncyclopedia), but the point is that there are many Oriente o aluno a avaliar o seu desempenho no teste e
50 healthy communities and opportunities for people tambm quanto aos objetivos de ensino deste bimestre.
SELF-EVALUATION (UNITS 4, 5 AND 6)
to express their farce take on things.
After a while, your mind is always ready to How did you do? What was your score?
come up with a quirky statement about anything;
Can
it actually becomes habitual which could be Excellent Good OK
do better
55 detrimental to your reputation if youre not careful.
Test total:
Its also really fun as it keeps you on your toes. 10-9 8-7 6-5 less than 5
out of 10
theamateurobserver.wordpress.com
1
witty espirituoso(a)
spread like wildfire alastrar-se
( ) for Yes, (x) for No, or (R) for Review Units 4, 5
2
9. O processo de intertextualidade consiste na and 6 after each of the topics below.

incorporao de um texto por outro, por meio,
por exemplo, de citao ou de aluses a ditos Now I can
populares. Traduza do 1o pargrafo:
( ) use the different reading strategies to be able to
a. a citao:
understand a text in English.
Um dia sem riso um dia perdido.
b. a frase que faz referncia ao ditado money makes ( ) guess the meaning of new words from context.
the world go round: ( ) identify the meaning and function of discourse
O dinheiro pode ser o que faz o mundo girar, mas
markers.
o humor que torna a nossa vida suportvel e melhor.
10. O texto trata da preferncia de seu autor pelo ( ) understand and practice the use of the modal
humor observacional e tambm se refere a verb to express past ability: could.
uma habilidade imprescindvel para faz-lo ( ) distinguish between the meaning and use of say,
com sucesso. Com base no 3o pargrafo,
tell, speak, and talk.
defina humor observacional e o que preciso
para sua criao. ( ) use statements, commands, requests, and
O humor observacional aquele por meio do qual as questions in indirect speech.
pessoas brincam com a vida em geral, transformando
( ) listen to lectures, dialogues.
o dia comum em algo de que podemos rir. preciso ter
muita habilidade de contar histrias. ( ) talk about my favorite movie.
11. No 4o pargrafo, apresenta-se uma diferena ( ) tell a classmate about someone elses words,
entre o modo como as pessoas comuns
using indirect speech.
provocam o riso e como os comediantes o
fazem. Explicite essa diferena. ( ) write a sumary.
As pessoas comuns conseguem fazer piada a partir
( ) write about my favorite comic strip.
de aspectos da vida de um pblico especfico;
os comediantes tm a capacidade de construir ( ) reflect and debate about what makes this a
uma histria realmente engraada sobre pessoas magical word fantasy and fiction can teach
em geral, fugindo do clich. you a lesson.
The Teen Years
15 Mr. and Mrs. Brown dont know what to
do about Jenny, their teenage daughter. They
are frustrated and confused by her attitude.
And yet she used to be such a good girl. She
used to be so obedient, so easy to deal with
Making predictions
Look at the picture and the text above.
Whos Jenny? Whats wrong with her?
Does she have a family? Is she a typical
teenager? Are there any problems?
What attitude do you think she has?
How do her parents react to that? What
kind of text do you think we are going
to read? An article dealing with cultural
Brand Pictures/Jupiterimages
diversity, environmental problems,

university life, old age, teenage
troubles? Make some predictions, read
the text and check if you were correct.
The Teen Years UNIT 7 97
READING
Each stage of life is identified by a specific abstract noun. Put these stages
of life in the correct order, numbering them from 1 to 8.
(4) adolescence (7) old age
(3) childhood (8) death
(5) adulthood (6) middle age
As palavras (1) birth (2) infancy
destacadas no udio
so comentadas no
tpico Pronunciation
and Stress, no
Manual do Professor.
predictions.

Methods of discipline that used to work well when Jenny was a child no longer have an effect. She
used to read a lot but she does not even look at a book anymore. She says she doesnt need books
anymore, since her computer gives her all the information she needs. Jennys parents dont have time
to talk to her about those things, and they are worried about the choices their teen is making.
The most difficult challenges many parents face, according to the American Psychological
Association, come during their childrens teenage years. Teenagers, dealing with a complex world and
hormonal changes, may feel that no one can understand their feelings, least of all their parents. Teens
and parents alike, like the Browns, may be left feeling angry, frustrated and confused. The APA
says methods of discipline that worked well in earlier years no longer seem
to be effective. As a result, the teen years are ripe for producing conflict
in the family. Typical areas of conflict may include: s
age
t ion S o ur c e /G e t t y I m
Disputes over curfew

Choice of friends
Spending time with family instead of friends
lu s tr a
School and work performance

c k Il
Cars and driving privileges

Sto
Dating and sexuality

Clothing, hair styles and makeup
The teen years are tough, but most families seem to be successful
at helping their children accomplish their developmental goals: reducing
dependence on parents while becoming increasingly responsible and independent. But thats not an easy
task. Mr. and Mrs. Brown are not happy about their daughters behavior. Perhaps they should look in the
mirror to see the root of their daughters problems.
(Adapted from: PARENTING: The Teen Years. Available at: <www.apa.org/helpcenter/teen-years.aspx>. Access: Apr. 10, 2013.)
98 UNIT 7 The Teen Years
Whats the Main Idea?

Match each paragraph with its main idea.
a. Parent-teen conflict can be caused by several different

Introduction
reasons. Paragraph 2
b. The developmental goals of the teen years must be less
Paragraph 1
dependence and more responsibility. Paragraph 3
c. Jenny is not a child anymore and that is the big
Paragraph 2
challenge her parents face. Introduction
d. Jenny and her parents dont talk with each other about
Paragraph 3
those problems. Paragraph 1
Word Study
Choose the correct alternative to complete each sentence.
a. Teenagers can be strongly influenced by the pressure of their .

challenges x peers parents disputes goals
b. Bella and Ted have known each other for a long time, theyve decided they are for marriage.
x ripe main responsible difficult obedient
c. Ann is a good teacher. She knows how to children.
include produce x deal with reduce pose
d. Poor Mary is 18 years old but she has never had a date. Her parents do not allow .
clothing x dating privilege relationship mirror
e. All of the adjectives below express a negative idea, except .
frustrated confused worried x happy self-destructive
f. Mom said I must be home by 10 p.m. Thats my .
choice behavior performance root x curfew
Read the text to find the phrases that have the same meaning as those below.
a. but when Jenny was a child, she

Introduction and yet Jenny used to be such a good girl
was so good
b. are not efficient anymore no longer have an effect
Paragraph 1 c. books are not essential for her now she doesnt need books anymore
d. the people or things that their

the choices their teen is making
teenage daughter is choosing
e. how good or bad a students

school performance
work is
Paragraph 2
f. serious disagreements as to what
disputes over the teens curfew
time the teen must get home
g. reach the objective of their

accomplish their developmental goals
development
h. at the same time they become
Paragraph 3 while becoming increasingly responsible
more and more responsible
i. not an easy thing to do a task
Discourse Markers Scanning
Scan the text and find the discourse markers used to express the ideas below. Then find their
counterparts in Portuguese.
Discourse marker Portuguese
a. used to show contrast yet ( e ) como resultado de,

Introduction
b. used to express intensity so
consequentemente
but
( d ) desde que, porque
c. used to express contrast
Paragraph 1 d. used to express cause, the ( f ) enquanto, ao mesmo
since
reason why tempo que
e. used to express ( g ) talvez
Paragraph 2 as a result
consequence
( c ) mas, porm
f. used to refer to things that while
happen at the same time ( a ) no entanto
Paragraph 3
g. used to indicate
perhaps
possibility ( b ) to
Reading Between the Lines Making Inferences
Read the following sentences about The Teen Years and find:
a. The sentence that leads us to infer that Jennys parents are partly
responsible for her problems, caused by lack of dialogue.
b. The sentence in which the author hints that Jennys parents are the origin
of her problems.
( ) Mr. and Mrs. Brown dont know what to do about Jenny, their teenage
daughter.
( a ) Jennys parents dont have time to talk to her about those things.
( ) They are worried about the choices their teen is making.
( ) Like many other parents, Mr. and Mrs. Brown are not happy about their
daughters behavior.
( b ) Perhaps they should look in the mirror to see the root of their daughters
problems.
Conflict Zone
1. The text points out seven typical areas of conflict between teenagers
and their parents (school performance, the teens choice of friends etc.).
Read the sentences below and imagine the situation when they could have
been said. Scan the text and identify each of those seven areas of conflict.
Write them down next to each sentence.
a. But mom! Not even a little bit of lipstick?!
Clothing, hair styles and makeup
b. You know I dont want you to hang out with those guys! Theyre bad news!.
Choice of friends
c. Mommy! Todays Saturday, why cant I get home after 10? Please!
Disputes over curfew
d. No way, young lady. You cannot have the car tonight. Not until
youre old enough to have a drivers license.
Cars and driving privileges
e. I know, times have changed. When I was your age, my older sister was
my chaperone*, do you know what the word means?
Dating and sexuality
w Im c k /
f. Three C grades and a D. Please tell me, Jessica Alexandra Smith, what
s
age
Glo t ter s to
grades are these?

u
/Sh
s un
School performance
A sly
g. I cant believe youre going out. Its Christmas Eve, remember?

Spending time with family instead of friends
2. What other areas of conflict do you think can be added to those

mentioned in the text?Personal answer.
* chaperone: in the past, an older woman who went with a young woman who was not married to a social event to
make sure that she behaved well.
STRUCTURE
Used to
Observe as formas verbais em destaque nestas frases:
Jenny used to be such a good girl. b
She used to be so obedient. b
Methods of discipline that used to work well when she was a child no longer
have an effect. a
She used to read a lot but she does not even look at a book anymore. c
A estrutura formada por used to + infinitivo do verbo principal usada para
expressar um hbito, um estado ou uma situao que havia no passado, mas que
no mais ocorre no presente. Essa construo refere-se apenas ao passado e
traduz-se por costumava + infinitivo do verbo principal, podendo corresponder,
em portugus, ao pretrito imperfeito.
1. Volte s frases acima e traduza as formas verbais em destaque,

escolhendo entre:
a. costumavam funcionar / funcionavam
b. costumava ser / era
c. costumava ler / lia
2. Complete the following sentences with used to + one of the verbs in the
box, as appropriate.
think play be live believe work sell
a. Rio used to be the capital of Brazil.

b. People used to think that the Earth was flat.
c. Pel used to play soccer very well, but hes retired now.
d. Madonna used to work as a waitress before she became famous.
e. Ronaldo used to live in Europe, but now he lives in Brazil.
f. Nicolas Cage used to sell popcorn at movie theaters before
he became popular as an actor.
g. I used to believe in Santa Claus when I was a boy. Now I am Santa Claus!
Careful! Used to refere-se apenas ao passado e no deve ser confundido com be

used to (estar acostumado a), que indica hbito no presente, nem com get used to
(acostumar-se a). Enquanto used to, como j vimos, seguido do infinitivo do verbo
principal, as expresses be used to e get used to so seguidas de gerndio. Compare:
I used to live with my parents, but now I live alone.
I am used to living alone, and I like it.
I got used to living alone some years ago.
Complete these sentences with used to, be used to, or get used to + the
correct form of the verbs in parentheses, as appropriate.
a. Grandfather used to tell us stories of his youth. I miss

my grandfather and his stories. (tell)
b. If you are going to live in London, you will have to
get used to driving on the left. (drive)
c. Tomatoes used to be considered poisonous until about
1830. (be)
d. I am used to getting up early. I really dont mind it, but Sargent
Hardrock, its four a.m! (get up)
e. People used to believe in witches and fairies. Some still do.
To learn more
(believe) about this topic, go to
MINIGRAMMAR 13.
f. Kao Lin, you are living in Brazil now, so you have to
get used to eating with a knife and fork. While in Rome, do as
the Romans do. (eat)
g. We used to say there are nine planets in our solar
system, but Pluto is no longer considered one of them. (say) Littleny/Shutterstock/Glow Images
So and Such
Observe as palavras em destaque nestes trechos:
Jenny used to be so obedient, so easy to deal with...
She used to be such a good girl.
Tanto so quanto such podem significar to.
So vem antes de adjetivo ou advrbio:
Sarah Brightman is so beautiful and she sings so well!
Such vem antes de substantivo, geralmente adjetivado:
She has such a beautiful voice!
1. Complete the sentences with so or such.
a. Adolescence is so difficult! It is such a difficult

challenge that many families need professional help.
b. That movie was so interesting! It was such a
good movie that we went to see it twice.
c. Marta is such a great soccer player! She plays
so well!
d. Angelina is so nice. Shes such a nice person.
e. I just couldnt believe such a fantastic story. It was
so crazy!
2. Choose the correct alternative to complete each sentence.
a. It was a good party and we were all happy that we didnt even notice
the storm.
such; such so; such x such; so such
b. Im a great fan of Carl Sagan. He is a brilliant writer.
x such such as neither so
c. There were thousands of people in the park. Id never seen people there.
so little x so many so few so much
d. Its nice and cool here. I dont want to leave.
x so neither such as such
To learn more
about this topic, go to e. David lived in Cear for a couple of years. He speaks Portuguese well!
MINIGRAMMAR 18. x so such such a neither
Still, No Longer, Anymore
Observe as palavras em destaque nas frases abaixo:
Does Jenny still like reading?

No, she doesnt. She used to read a lot but she does not even look at a book
anymore/any longer.
She says she doesnt need books anymore/any longer.
Methods of discipline that used to work well when she was a child no longer
have an effect.
Notes
still ainda (em perguntas e afirmaes)

anymore = any longer no mais (no final da orao negativa, com not)
no longer no mais (antes do verbo, em orao de sentido negativo,
mas sem not)
Complete the sentences using still, no longer or anymore.
a. Is Bill Clinton still the President of the United States? No, he is

no longer in office.
b. Some people say analogue TV will no longer exist by 2020.
c. The Rolling Stones are still on the road, but the Beatles dont
play together anymore .
d. John and George are no longer alive, but the Beatles are
still famous.
To learn more
about this topic, go to e. Sean Connery doesnt play James Bond anymore .
MINIGRAMMAR 14. f. Love is still the answer to humanitys problems.
Like, Alike To learn more
Observe as palavras em destaque nesta frase: MINIGRAMMAR 27.
Teens and parents alike, like the Browns, may be left feeling angry...
like: como. uma preposio, usada antes de um substantivo, para "Our hair looks
introduzir um exemplo. sinnimo de such as: tais como. different, but
our glasses
alike: da mesma forma, do mesmo jeito. um advrbio usado no final da look just
orao, referindo-se de forma abrangente a pessoas ou coisas. alike."
Complete the sentences with like or alike.
a. They talked about teenage troubles, like school

performance and choice of friends.
b. They talked about their plans and problems alike .
c. The Lord of the Rings is such a great movie that it appeals to
teenagers and adults alike .
d. I like phantasy movies like Avatar and The Lord
of the Rings.
Creatista/Shutterstock/Glow Images
LISTENING
Os alunos devem ouvir a gravao trs vezes: na primeira

Teen Problems and Values vez, apenas escutam; na segunda, fazem o exerccio; na
terceira, verificam suas respostas. Lembre sempre aos
alunos que eles no
16 Listen and check the correct column according to what you hear. devem se preocupar
com palavras
Dianes Show is a (fictitious) talk show that attracts a large audience among ou expresses
desconhecidas.
young people, especially girls. Diane Banks, the talk show host, has invited O objetivo desta
four teenagers to come to the studio and express their opinions about a topic atividade
compreender o
of great relevance to them: The Teen Years. Listen to the CD and identify who texto como um todo
said what about that topic. e as informaes
especficas
necessrias para
Carolyn George Jennie Peter fazer o exerccio.
a. Life directions
b. How and when to say no.
c. I want to choose what to wear.
d. Sex education
e. I really dont know what to do.
f. Independence
g. Sex education should be an open
ongoing discussion.
h. Say no to risky activities.
Teens Have a Voice

A atividade pode
ser desenvolvida em
16Listen to Dianes Show once again. Working with a classmate,
grupos, como um discuss the main questions:
chain game, em que
A pergunta a B, que What is most important in adolescent development? Why?
responde e pergunta
a C, e assim
sucessivamente. You may use the expressions in the box as a reference when giving your
Os exemplos a
seguir podem ser opinion about that topic.
substitudos ou
acrescentados
pelos alunos,
In my opinion I think I agree I think so, too No, I dont think so
escolha. Incentive a I disagree I have a different opinion about that
criatividade deles,
mas oriente-os a se
expressar dentro dos What is most important in adolescent development? Why?
limites da language
aprendida.
Life directions. I dont know where I am going after high school.
What should I do with my life? How about you, Fernanda?
Sex education. For me, sex education is the most important issue.
Teenagers learn about sex from every media, but many parents
do not talk about sex with their children or teenagers. Thats bad.
What do you think, Carlos?
I think so, too. But for me the most important thing is to be able to
say no to drugs, alcohol or any other kind of risky activities. How
about you, Marlia?
WRITING
Whats Your View?

Comente com os
alunos que, como
eles sabem, as You have the chance to express your view and take part in Dianes Show.
mensagens de SMS,
apesar de escritas,
Simply write an SMS message with your opinion about that issue. You can
tm algumas marcas agree or disagree with any of the participants or you can add any other
orais e emocionais
(uso de emoticons, comment related to the questions: What is most important in adolescent
ou onomatopeias, development? Why?
como hahaha).
Tambm muito Dont forget that text messages
comum o uso
de acrnimos e are usually written short texts in
abreviaes. No
entanto, quando
which some oral and emotional
escrevemos para markers occur (for example,
um programa,
por exemplo,
hahahaha representing laughs)
importante que and emoticons. You can also use
os acrnimos
usados sejam bem some abbreviations or acronyms
conhecidos para (for example, u instead of you,
que a mensagem
seja compreendida w/e instead of weekend, xoxo
pela maioria dos instead of hugs and kisses).
espectadores. Rangizzz/Shutterstock/Glow Images
Another Look at...
Teen Life

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What Teens Worry About

Everyone has their stress points, and teens are no exception. Heres what they
report makes them worry:
What people think of them. Teens are very concerned they select the right
identity. They dont want to be viewed in a negative light (as a dork, for example).
Grades. Good grades are a sign of well-being and achievement, and even
though teacher approval may not be as cool as peer approval, it does count.
Lack of time. Teens, like you and I, dont have enough time to do everything
they want. Life holds so many options, but teens must learn to set priorities and
concentrate on a few at a time.
Family difficulties. Some teens seem to be indifferent to their families, but thats
not what they really feel. If theres trouble at home (whether its emotional or
financial) the teenager worries about it.
The future. From getting into college to finding a job, teens know they will need
to make a place for themselves in the world and the competition that theyll meet
in trying to get there.
Teens must be assured that there will be a place for them, though what it is and
where may come as a surprise. They must be encouraged to be open to many
possibilities; sometimes the path to the future may not be predictable, but it can
still be filled with wonderful opportunities.
(Adapted from: FAMILY Education. Available at: <http://life.familyeducation.com/teen/parenting/48429.

html?detoured=1>. Access: Apr. 10, 2013.)
Do you agree with the opinions contained

in the text above? The stress points highlighted Hill Street Studios/Blend/Glow Images
in the text refer to another culture, another

society. Do you think those stress points also
apply to the Brazilian society?
Number those stress points from 1 to 5, according

to the importance they have for you. Are there
any other stress points you worry about?
( ) What people think of me.
( ) Grades.
( ) Lack of time.
( ) Family difficulties.
( ) The future.
falta de dilogo entre pais e filhos um dos
THINK
A
temas abordados nesta Unit. Essa dificuldade
de comunicao quase sempre gera problemas,
na infncia, como nos mostra a tirinha do Calvin, mas
principalmente na adolescncia. Voc costuma conversar
ABOUT IT com seus pais sobre os seus problemas? Promova um
debate em sala de aula sobre esse assunto, trocando
experincias e buscando encontrar solues que ajudem a
resolver eventuais problemas. Communication skills are very
important. Dont keep your problems only to yourself. Open up!
Bill Watterson1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Discuss this issue with your classmates and teachers,

especially your Philosophy and Sociology teachers.
AMADO, Jorge. Capites de areia. So Paulo: Companhia das Letras, 2008.

RAPPAPORT, Clara Regina. Encarando a adolescncia. So Paulo: tica, 2006.
JUNO. Direo: Jason Reitman. Produo: Joe Drake, 2007.
SEXTA-FEIRA muito louca. Direo: Mark S. Waters. Produo: Andrew Gunn. Distribuio:
Buena Vista, 2003.
TEENAGERS. Available at: <bbc.co.uk/health/physical_health/child_development/tween_teen_
index.shtml>. Access: Apr. 10, 2013.
TEENS Health. Available at: <http://kidshealth.org/teen/>. Access: Apr. 10, 2013.
Who Was Galileo?
17Susan, Mark, and Michael are school
friends. Michael wants to be a scientist
and knows a lot about Galileo, Astronomy
and all that. Besides his interest in science,
Michael is a young talented poet, and he
loves writing rap songs.
Look at the picture, read the title and the cartoon. Who are the young friends talking
about? What do you know about that man? Why is he famous? Of the three characters
in the picture who seems to know more about that man? Why? Make some predictions,
read the text and check if you were correct.
109
READING
Match the two columns and find the correct information about the scientists on the left.
a. Isaac Newton ( c ) (was born in 1564 died in 1642) Italian physicist, mathematician and
b. Nicolaus astronomer, discovered the four largest moons of Jupiter.
Copernicus ( ) (was born in 1570 died in 1619) Dutch lens maker, invented the telescope.
d
( a ) (was born in 1642 died in 1727) English physicist, mathematician and
c. Galileo Galilei astronomer, described universal gravitation and the three laws of motion.
d. Hans Lippershey ( b ) (was born in 1473 died in 1543) Polish mathematician and astronomer,
proposed the heliocentric system.
Skimming
Time to Read
A Tribute to Galileo Galilei More than sixty years before

Galileo made his telescope and But they said he was mad!
pretty soon But to Galileo there could be no doubt:
He was trying to find the man in The Sun was the king, the planets were
5 the Moon. 30 out!
Galileo looked and looked at our satellite, The Sun was the center, the planets
His eyes on the telescope by day and by around,
night. With his new telescope, thats what he
And he saw what no man had ever seen had found.
Hi, I'm Michael. 10 before: 35 And the science of astronomy got a new
I love science,
especially Physics Mountains and craters, and a lot, bright light:
and Astronomy. I'm lot more. The Sun is the center. Copernicus
sure I'm going to be
an astronomer. But I The Milky Way, which you can was right.
also love poetry and see at night, But the Copernican theory had a
music and once in a
while I try my hand
15 Millions and millions of stars, so bright! 40 dangerous effect,
at writing rap songs. Of Jupiter's moons he found only four, In 1633 it was politically incorrect
Can I show you one of
them? Have a look!
Now we know that there are So Galileo was soon called to Rome,
many more. And sentenced to prison in his
Archives
January (3)
The phases of Venus, orbiting the Sun, own home.
February (2) 20 He made these discoveries, 45 Cut off from the world, he spent his last
March (2)
April (1)
one by one. years,
May (2) And little by little, one by one, Knowing the truth, his eyes full of tears,
June (1)
July (3)
He concluded the planets go round And as he was dying, he told someone,
August (2) the Sun. Yet the Earth does move around
8/4
20/4
25 That's what Copernicus had said 50 the Sun.*
*Eppur si muove. = And yet it does move. Supe-se terem sido essas as palavras que Galileu disse
aps ter sido forado pela Igreja Catlica Romana a renunciar ao sistema heliocntrico de Coprnico.
110 UNIT 8 Who Was Galileo? As palavras destacadas no udio so comentadas no tpico Pronunciation and Stress, no
Manual do Professor.
SEARCH Login | Subscribe
Galileo
Galileo, in full Galileo Galilei (born February 15, 1564, Pisa
Album/akg-images/Orsi Battaglini/akg-Images/Latinstock
[Italy] died January 8, 1642, Arcetri, near Florence]. Italian
natural philosopher, astronomer, and mathematician who
made fundamental contributions to the science of motion,
5 astronomy, and strength of materials and to the development
of the scientific method. His formulation of (circular) inertia,
the law of falling bodies, and parabolic trajectories marked
the beginning of a fundamental change in the study of
motion. His insistence that the book of nature was written
10 in the language of mathematics changed natural philosophy
from a verbal, qualitative account to a mathematical one in
which experimentation became a recognized method for TABLE OF CONTENTS Expand
discovering the facts of nature. Finally, his discoveries with Top of article
Early life and career
the telescope revolutionized astronomy and paved the way for Telescopic discoveries
15 the acceptance of the Copernican heliocentric system, but his Galileos Copernicanism
Bibliography
advocacy of that system eventually resulted in an Inquisition Suplemental Information
Websites
process against him.
(GALILEO. Available at: <www.britannica.com/EBchecked/topic/224058/Galileo>. Access: Apr. 11, 2013.)
Skimming
Galileos discoveries with the telescope
x convinced him that Copernicus was right in his heliocentric theory.
led to his formulation of the law of falling bodies.
made him insist that the book of nature was written in the language of mathematics.
eventually got him in trouble with other astronomers.
Word Study
Choose the alternative that completes each sentence.
a. Galileo Galilei and Isaac Newton were great .

phases x physicists kings craters lens makers
b. Galileo was a professor of astronomy at the University of Pisa, the city where he .
x was born died sentenced convinced led
c. Galileo used a telescope to make important astronomical .
x discoveries inventions laws tears bodies
d. Galileo looked through the telescope and he saw our satellite, .
the Sun the Milky Way Venus x the Moon Jupiter
Who Was Galileo? UNIT 8 111
e. Copernicuss theory was that the Earth and all the other planets revolved
the Sun.
through before out under x around
f. Galileos observations with the telescope the way to his acceptance of

Copernicuss theory.
x paved resulted changed cut off proposed
g. Engineers know how to test the of materials.
truth doubt motion trouble x strength
Read the text to find the words or phrases that have the same meaning as
those in bold.
line 22 a. And gradually, separately and in order little by little, one by one
politically
line 41 b. it was considered unacceptable by the authorities incorrect
sentenced to prison
lines 43/44 c. And officially ordered to stay under house arrest in his own home
Michaels
line 45 d. Isolated from the world Cut off
rap song
line 47 e. Knowing it was true, crying his eyes full of tears
line 48 f. And when his life was coming to an end as he was dying
line 49 g. But our planet really revolves around the Sun. Yet the Earth does move
line 11 h. a verbal qualitative detailed description account

Galileos
lines 14/15 i. and created a situation that made it easier to accept
biography paved the way for the acceptance
lines 16 j. but his strong public support of that system at the end caused
advocacy / eventually resulted in
True or False? Scanning
Mark each sentence T (for True) or F (for False). Correct the false
statements.
a. ( F ) In 1609 Galileo learned of the invention of the telescope in Italy. Holland

b. ( F ) Galileo Galilei was born in 1642, the same year Isaac Newton was born. died
c. ( T ) Galileos mathematical approach led to the development of the
scientific method, based on experimentation.
d. ( F ) Galileo found the sixteen moons of Jupiter. four
e. ( T ) Nicolaus Copernicus was the first scientist to propose the sun-
centered theory.
f. ( T ) The Copernican theory went against the accepted theory of that time.
112 UNIT 8 Who Was Galileo?
g. ( F ) Galileos observations using the telescope convinced
Wikimedia Commons/Arquivo da editora

him that Copernicus was wrong. right
h. ( T ) The Inquisition forced Galileo to withdraw his
support of Copernicuss theory.
i. ( T ) The Roman Catholic Church sentenced Galileo to
imprisonment for the rest of his life.
j. ( T ) Galileo spent the last nine years of his life under
house arrest.
STRUCTURE
Relative Clauses I Defining Clauses

Observe as oraes em destaque nestas frases:
Galileo was the Italian scientist who/that used the telescope in astronomy.
orao principal orao subordinada adjetiva restritiva
The telescope is the instrument which/that scientists use to explore the universe.
orao principal orao subordinada adjetiva restritiva
As Relative Defining Clauses (oraes subordinadas adjetivas restritivas) definem claramente um

termo da orao principal (o antecedente) e so essenciais para o sentido da frase.
Nos exemplos acima, a orao subordinada adjetiva restritiva define, identifica claramente
o antecedente de quem ou de que estamos falando. Ela essencial para definir, identificar o
antecedente quem foi Galileu, o que o telescpio. Esse tipo de orao no vem entre vrgulas e
introduzida pelos pronomes relativos que vamos estudar a seguir.
Trs pronomes relativos em ingls who, which e that correspondem a um nico pronome relativo
em portugus: que. Seu uso vai depender da funo que exercem (sujeito ou objeto) e do tipo de
antecedente (pessoa, coisa ou animal).
Funo de sujeito
Quando o antecedente :
pessoa objeto / animal
who / that which / that
1. Quando funcionam como sujeito, para se referir a pessoas, pode-se usar who ou (informalmente) that:
Susan said that Galileo was the guy who/that invented the telescope.
subject
2. Quando funcionam como sujeito, para se referir a coisas ou animais, pode-se optar entre which
ou (informalmente) that:
Michael said that the telescope is an instrument which/that is used in astronomy.
subject
Replace that with who or which, as suitable.
a. Galileo was the scientist that discovered the phases of Venus. who
b. A telescope is an instrument that makes distant objects seem nearer. which
c. The Sun is the star that is very important to us. which
d. The Moon is the body that moves around the Earth. which
e. Astronomers are the scientists that study the Sun, the Moon, the planets, using telescopes. who
f. Copernicus was the scientist that first said the Earth revolves around the Sun. who
Agora veja o uso do pronome relativo quando exerce a funo de objeto.
Funo de objeto
Quando o antecedente :
pessoa objeto / animal

whom / who / that which / that
Galileo Galilei is one of the scientists (whom/who/that) we all admire.
object
The telescope is one of the instruments (which/that) modern astronomy depends on.
object
3. Na funo de objeto, os pronomes whom, who, that e which, sempre correspondendo a que,
so usados do seguinte modo:
whom pessoas (s na linguagem formal)
who pessoas (s em linguagem informal)
that pessoas, coisas, animais
which coisas ou animais
Em geral o uso desses pronomes na funo de objeto opcional. A omisso do pronome relativo,
nesse caso, possvel e muito comum, principalmente na linguagem falada.
Observe os pronomes relativos em destaque nos exemplos:
The man that/whom/who
The movie which/that we saw on TV is famous.
The animal which/that
Ou, mais comum na linguagem informal:
The man
The movie we saw on TV is famous.
The animal
Quando o verbo for acompanhado de preposio, ela poder preceder whom (para pessoas) ou
which (para coisas ou animais), mas nunca vir antes de who ou that. A construo preposio +
whom/which formal.
The man about whom
The movie about which we talked is famous.
The animal about which
Em linguagem informal, a preposio vai depois do verbo e o pronome relativo pode ser omitido:
The man (that/whom/who)
The movie (that/which) we talked about is famous.
The animal (that/which)
A construo sem pronome relativo a mais comum em linguagem informal.
1. Replace that with whom or which. Chame a ateno

para a palavra
a. The telescope that Galileo constructed was not the first one. which que vem depois do
pronome relativo;
b. Galileo was the astronomer that the Inquisition convicted of heresy. whom se for um verbo, o
pronome tem funo
c. The lunar craters that he saw on the Moon had never been seen before. which de sujeito e no
pode ser omitido;
se for um nome ou
d. The sun-centered theory that Copernicus had proposed was absolutely right. pronome, o pronome
which relativo tem funo
e. Nicolaus Copernicus was the scientist that they considered mad. whom de objeto e
opcional.
2. Mark the sentences where the relative pronoun could have been left out. Remember that in
defining clauses it is possible to leave out a relative pronoun when it is the object in its clause.
a. The Moon is the body that moves around the Earth.

b. x The sun-centered theory which Copernicus had proposed was absolutely right.
c. x Galileo was forced to withdraw the support that he had given to Copernicuss theory.
d. x The telescope which Galileo constructed helped him to make a series of discoveries.
e. Hans Lippershey was the man who made the first telescope.
f. A satellite is an object in space that moves around a larger object.
g. x Galileo Galilei is the Italian astronomer whom we have been reading about.
The Relative Pronoun Whose To learn more

MINIGRAMMAR 24. One of the
The man first drawings
The movie whose name is in the papers is famous. ever made of
The animal the Moon, by
Galileo.
Usamos whose (cujo(s), cuja(s)) para nos referir quilo que
O mik
pertence a uma pessoa, coisa ou animal. Whose seguido de substantivo r on
/ Ph
oto
Re
se
e nunca pode ser omitido. ar
ch
er
s,
In
c.
Complete the sentences with who or whose, as adequate.

a. Nicolaus Copernicus was the Polish mathematician
who had said The Earth goes around the Sun.
b. Copernicus was the man whose theory caused a
scientific revolution.
c. Venus is the planet whose phases are similar to those
of the Earths moon.
d. The Sun is the star whose light and heat is so
important to us.
The Relative Pronouns What and Which
What e which*podem ser usados como pronomes relativos, ambos correspondendo a o que, mas
com usos diferentes. Veja: * Relembre os alunos do sentido de what e which como pronomes interrogativos: what (que; o que;
qual): What is your name? ; which (qual): Which color do you like better, red or blue?
[...] And he saw what no man had ever seen before: mountains and craters, and a lot, lot more.
what: o que; tudo aquilo que. Introduz uma orao referindo-se a uma determinada coisa. No tem
antecedente e no precedido de vrgula.
Compare com which:
The heliocentric theory went against the accepted theory of that time, which was dangerous.
which: o que; isso. usado aps uma vrgula, referindo-se ao fato apresentado na orao anterior,
que o antecedente.
To learn more
Complete the sentences with what or which, as suitable. MINIGRAMMAR 24.
a. Astronomers can study the evolution of the cosmos, which is a great advantage over
other people.
b. I want to know exactly what happened.
c. Galileo said exactly what Copernicus had said sixty-six years before.
d. The truth is that the Earth does move around the Sun, which is the basis of the
heliocentric theory.
e. Michael told his friends what he knew about Galileo.
Relative Clauses II Non-Defining Clauses

As Relative Non-Defining Clauses (oraes subordinadas adjetivas explicativas) so as que do uma
informao extra, no essencial, sobre uma pessoa, objeto ou animal, que j est claramente definida.
Nessas oraes, prprias da linguagem escrita e colocadas entre vrgulas, nunca se usa that e a
omisso do pronome relativo (who, whom ou which) no possvel. Essas oraes esto destacadas,
nestas frases:
who was an astronomer,
Galileo, made important discoveries
whom we all admire,
The Earth, which is our planet, is not the center of the solar system.
Os pronomes relativos usados nas non-defining clauses so:

who pessoas (com funo de sujeito)
whom pessoas (com funo de objeto)
which coisas ou animais (com funo de sujeito ou objeto)
1. Complete the sentences with who, whom, or which, as adequate.
a. The sun-centered theory, which says the Earth moves around the Sun, was
proposed by Copernicus in 1543.
b. Galileo Galilei, who believed that the Earth rotates around the Sun, was convicted
on a charge of heresy by the Inquisition.
c. The Inquisition, which was a Roman Catholic organization in former times, was
responsible for a dark period in History.
d. Hans Lippershey, who was born in Holland, invented the telescope in 1608.
e. Isaac Newton, whom we all admire, was one of the greatest scientists of all time.
2. Check your knowledge on Newton's laws To learn more

Nicku/Shutterstock/Glow Images
by completing the sentences below: about this topic, go to

MINIGRAMMAR 25.
Newtons three laws of motion
1. An object in motion stays in motion until acted upon by an
outside force.
2. The force acting on a body is directly proportional in its
acceleration.
3. For every action there is an equal but opposite reaction .
LISTENING
A transcrio do udio destas atividades encontra-se no
Pea aos alunos que prestem ateno aos detalhes
tpico Audio Scripts, no Manual do Professor.
do udio, j que, s vezes, apenas uma das palavras
de cada frase est em desacordo com o que se ouve.
18 On the Shoulders of Giants* Oriente-os a assinalar apenas se a frase confirmar o
que ouviram.
Listen to the rap song Michael wrote as a tribute to some great scientists and check the
information you hear.
Susan, Mark, and Michael are American teenagers and they go to a high school in San Diego,
California. Susan and Mark are average students, but her grades are better than his, as he is more
interested in riding waves than surfing the Internet as an information source for school reports. Mark
is Susans boyfriend. Michael is an excellent student, very interested in science. He likes sports, music,
reading good books, writing rap songs and hanging out with his friends.
a. was the first mathematician to claim a sun-centered system.
x Copernicus Galileo Newton Kepler
b. said the same thing about sixty years after .
Copernicus / Galileo x Galileo / Copernicus Newton / Copernicus Galileo / Kepler
c. Then came and his laws of planetary motion.
Nicolau Copernicus Galileo Galilei x Johanes Kepler Isaac Newton
d. laws were confirmed by theory of universal gravitation.
x Keplers / Newtons Galileos / Copernicuss
Keplers / Galileos Copernicuss / Newtons
e. All those scientific discoveries occurred . * standing on the shoulders
of giants uma expresso
in 1600 in the same century x long ago in the recent past provavelmente usada por
Isaac Newton quando
f. All those scientific giants built their work upon the work of their . ele se referiu s suas
descobertas: If I have seen
x predecessors ancestors descendants parents farther it is by standing on
the shoulders of giants,
g. Albert Einstein is considered the most influential scientist of the century. que significa que ele se
twenty-first x twentieth nineteenth eighteenth apoiou nas descobertas
dos grandes cientistas que
viveram antes dele.
WRITING
A Nice Sunny Day

Read the comic strip on page 119. Use your notebook to report that story,
the conversation involving Susan, Mark, and Michael.
you may start by turning the characters lines into indirect speech;
describe the scenes, following the sequence of the story;
dont forget to use discourse markers to show cohesion;
the example below may help you:
Mark asked who Galileo was, and/but Susan was mad at her boyfriend
because/as she considered that a silly question. Then Michael explained that
Galileo made a telescope but
proofread your text and exchange it with a classmate.
SPEAKING
Whos Who?
The topic is historical figures and why they are famous. Taking turns
with a classmate, ask and answer about historical figures, starting with
the title of this Unit, Who was Galileo? You may add your own choice of
Incentive os alunos
a fazer perguntas e famous people, past and present, if you wish.
oferecer respostas
sobre outras Who was Galileo?
personalidades do
passado. He was the Italian astronomer who constructed a telescope and
made a series of discoveries.
Nelson Mandela: South African political leader / fought against the apartheid
system and won the battle for freedom; became President of his country
Mohandas (Mahatma) Gandhi: Hindu political, social and spiritual leader /
fought against colonial Britain and won the battle for independence for India
Hans Lippershey: Dutch lens maker/ invented the telescope
Marie Curie: French physician and chemist, born in Poland / discovered
radium / won two Nobel Prizes, one for chemistry and another for physics
Wolfgang Amadeus Mozart: Austrian composer / wrote 41 symphonies and
more than 600 compositions in all
Oscar Niemeyer: Brazilian architect / he and Lucio Costa built Brasilia / he
designed a great number of spectacular buildings across the world
Leonardo da Vinci: Italian artist/ painted the Mona Lisa
Christiaan Barnard: South African doctor/ made the first heart transplant
Fernando Pessoa: Portuguese author/ wrote great poetry
Another Look at...
A Nice Sunny Day
Ilustraes: Estdio 1+2/Arquivo da editora
Responda em portugus.
a. Susan, a menina que usa a camiseta com a imagem de Galileu, namorada de Mark.
No primeiro quadrinho, por que ela chama a ateno dele?
Porque ele faz uma pergunta boba./Porque ele no sabe o que um telescpio.
b. Galileu foi o inventor do telescpio? O que Michael diz sobre isso?

No. Michael diz que ele foi o astrnomo que olhou atravs do telescpio para a Lua, os planetas, o Sol etc.
c. O que Michael esperava que Mark fizesse?

Mais perguntas./Que lhe perguntasse sobre o Sol.
d. Sobre o que Mark sabe tudo?

Sobre o Sol, as ondas
e. O que Mark deseja aos amigos?

Que eles tenham um timo dia de sol.
m 1611, Galileu comea a ser perseguido pela
THINK
E
Inquisio por afirmar que a Terra gira em torno
do Sol. Em 1633, o cientista italiano interrogado
pela Inquisio e, para fugir da morte, renuncia teoria
que defendia. sentenciado a permanecer em priso
ABOUT IT domiciliar at sua morte, em 1642.
Eram tempos de conhecimento limitado, muito
fanatismo e muita intolerncia. Galileu foi declarado
culpado de heresia por
afirmar que a Terra gira em torno do Sol,
Iryna1/Shutterstock/Glow Images
mas a priso domiciliar no o impediu de
continuar escrevendo. E a histria no
acabou assim. Veja:
On October 31, 1992, 350 years after
Galileos death, Pope John Paul II gave an
address on behalf of the Catholic Church in
which he admitted that errors had been made
by the theological advisors in the case of
Galileo. He declared the Galileo case closed.
Procure saber mais sobre Galileu.
Existe uma grande quantidade de
informao na Internet sobre o cientista e
em diversas fontes como livros, filmes e at
peas teatrais.
Suas palavras ficaram na Histria:
Eppur si muove (And yet it does move).
Pesquise mais sobre essa frase: o que significa em portugus? Em que
circunstncias e quando Galileu a disse? E para finalizar, mais food for thought:
A verdade filha do tempo, no da autoridade. (Galileu Galilei)

your Math, Physics, and History teachers.
MOTTA, Laura Teixeira. Galileu Galilei: O primeiro fsico. So Paulo: Companhia das Letras, 2008.
STRATHERN, Paul. Galileu e o Sistema Solar em 90 minutos. Rio de Janeiro, 1999.
GRANDES personagens da histria: Galileu Galilei e Marie Curie. DVD. Diretor: Jason Connery, 2010.
GALILEO Galilei. Available at: <www-history.mcs.st-and.ac.uk/Mathematicians/Galileo.html>.
Whale Evolution
19An Egyptian desert, once
an ocean, holds the secret to one
of evolutions most remarkable
transformations. Imagine this dry
expanse underwater, with whales
hunting and diving. Today visitors
to Wadi Hitan (Valley of the Whales)
walk a path to see rocks that hold the
fossils of the long-gone sea creatures.
Insights/Stock Photos/Glow Image
Making predictions
Observe the title and the image, read the caption and answer: Where was that photo taken? In
which country does that valley lie? What is it now, a desert or a sea? What was it in the remote
past? What do you know about whale evolution? What kind of information do you expect to
find in the text? Make some predictions, read the text and check if you were correct.
Whale Evolution UNIT 9 121
READING
Look at the image and complete the caption with the

words from the box below, as appropriate.
ago epoch cetacean King million was
Basilosaurus (King Lizard)

was a prehistoric cetacean
that lived 40 to 34 million
years ago in the late Eocene
epoch .
Reproduo/Arquivo da Editora
Time to Read Scanning
predictions. As palavras destacadas no udio so comentadas no tpico
Pronunciation and Stress, no Manual do Professor.
Home Video Photography Animals Environment Travel Adventure Television Search Sign in | Join
Whale Evolution Published: August 2010

By Tom Mueller
Thirty-seven million years ago, in the waters of the a whales leg, he said, lifting the bone reverently in
prehistoric Tethys Ocean, a sinuous, 50-foot-long beast both hands.
died and sank to the seafloor. Basilosaurus was indeed a whale, but one with two 25
Over thousands of millennia a mantle of sediment delicate hind legs a crucial clue to understanding how
5 accumulated over its bones. The sea receded, and the modern whales, supremely adapted swimming machines,
former seabed became a desert. Slowly the world changed. descended from land mammals that once walked on all
Shifts in the Earths crust pushed India into Asia, lifting fours. Their bodies adjusted to their exclusively aquatic
up the Himalaya. In Africa, the first human ancestors lifestyle. Yet their hind legs remained, complete with tiny 30
stood up on their hind legs to walk. The pharaohs built knees, feet, ankles, and toes, useless now for walking.
10 their pyramids. Rome rose, Rome fell. Then one day Philip Whale evolution has been well documented by a sequence
Gingerich arrived at the desert to finish the job. of fossils in which there is clear evidence of a progressive
At sunset one evening last November, Gingerich, a adaptation to the aquatic environment. The final transition
vertebrate paleontologist at the University of Michigan, from basilosaurids to modern whales began 34 million 35
was beside the spinal column of the creature, called years ago, during the sudden phase of cooling climate that
15 Basilosaurus, at a place in the Egyptian desert known ended the Eocene epoch. A drop in water temperatures
as Wadi Hitan, literally Valley of the Whales. When near the Poles, shifts in ocean currents, and an increase
I look at this desert, Gingerich said, I see the ocean. of nutrient-rich seawater along the western coasts of
He moved down the spine toward the tail, touching Africa and Europe attracted whales into entirely new 40
around each vertebra with the handle of his brush. Then environmental niches.
20 he stopped and set down the tool. Here it is, he said. Thanks in large part to scientists like Philip Gingerich,
Clearing the sand delicately with his fingers, he showed the fossil record of whales now offers one of the most
a small piece of bone. It isnt every day that you see stunning demonstrations of Darwinian evolution.
(Adapted from: MUELLER, Tom. Valley of the Whales. Available at:

<http://ngm.nationalgeographic.com/2010/08/whale-evolution/mueller-text>. Access: Apr. 12, 2013.)
122 UNIT 9 Whale Evolution

Mark the alternative that sums up the main idea in the text.
a. x The fact that modern whales are descended from land mammals that
once walked on all fours is one of the most stunning demonstrations of
Darwinian evolution.
b. The fact that a place in an Egyptian desert known as Valley of the
Whales was once an ocean where whales used to hunt and dive is clear
evidence of Darwinian evolution.
c. The fact that paleontologist Philip Gingerich found a whales leg at a
place in the Egyptian desert clearly proves that modern whales used to
hunt and dive in those waters.
evolution, valley,
Word Study Scanning Egyptian, desert,
ocean, secret,
transformations,
million,
Transparent Words prehistoric,
sinuous,
In Whale Evolution, as in many science-related articles, it is possible sediment, India,
Asia, Himalaya,
to find a great number of cognate words, the so-called transparent Africa, human,
words, which are similar in form and meaning to words in Portuguese, pharaoh, pyramid,
vertebrate,
like evolution and evoluo. Scan the text and find at least 30 paleontologist,
University,
transparent words. creature,
vertebra, delicate,
crucial, modern,
Word Webs Distinguishing meaning of words from different areas supremely,
adapted, aquatic,
documented,
Complete the diagrams with the words from the box. sequence,
fossils, evidence,
progressive,
ankle seafloor/seabed Poles tail valley sea knee ocean foot/feet adaptation, final,
transition, phase,
bone spine/spinal column coast desert toe hand Earths crust Eocene, epoch,
temperatures,
finger ocean current leg currents, coasts,
Europe, attracted,
niches, part,
scientists,
finger demonstrations
Earth's crust
leg hand
valley ocean
current
knee
ankle
sea desert
ANATOMY GEOGRAPHY
foot/feet
toe
ocean seafloor/
seabed
bone tail
spine/ Poles coast
spinal column
Scan the text to find the adjectives or nouns that complete these phrases.
a. environmental niches nichos ambientais/ecolgicos
b. human ancestors ancestrais humanos
c. a crucial clue uma pista crucial/muito importante
d. land mammals mamferos terrestres
e. hind legs patas traseiras
f. western coasts costas ocidentais
g. long-gone sea creatures seres marinhos h muito desaparecidos
h. a remarkable transformation uma transformao notvel
i. the late Eocene epoch o final da poca eocena
j. dry expanse uma grande rea de terra seca
k. swimming machines mquinas de nadar
l. a 50-foot-long beast um animal com 50 ps de comprimento*
The boat is 20 feet long. How much is that in meters? 6,09 m.

We had over two feet of snow last night. How many centimeters? About 60.
Oscar Schmidt is 6 feet 8 inches tall. How tall is he, in meters? He is 2,05 m.
Complete the sentences with the correct words or phrases, as appropriate.

a. Basilosaurus is a sea creature.
cooling tiny x long-gone nutrient-rich dry
b. When a baby crawls around it puts its hands, knees, and feet on the ground.
over its bones x on all fours on its hind legs in both hands with tiny knees
c. A in water temperatures near the caused the water to become colder.
x drop; Poles phase; coasts clue; bodies climate; machine mantle; seabed
d. Modern whales and dolphins live in the sea. they are not fish.
Then Both Once x Yet Ago
e. and dolphins are not fish, they are mammals, you and me.
Beasts; how x Whales; like Ancestors; as Tools; toward Stones; by
f. When the Basilosaurus died, it to the seafloor.
remained receded pushed lifted x sank
g. Wadi Hatan, in Egypt, now a desert, was an ocean.
slowly supremely x once entirely literally
h. The sea receded and the seabed became a desert.
useless sinuous stunning x former sudden
i. A in the Earths crust caused a change in .
x shift; continents mammal; hind legs record; environment
path; sea creatures job; lifestyle
* foot (plural: feet): a unit for measuring length, containing 12 inches and equal to 30.48 centimeters.
Scan the text to select the alternative that best completes each statement.
Visitors to Wadi
a. hold the fossils of modern whales.
Hitan (Valley of the
Introduction b. lie on the seafloor that used to be a desert.
Whales) can see
c. x hold the fossils of extinct sea creatures.
rocks that
a. x died and sank to the seafloor.
A 50-foot-long b. lived in the waters of the prehistoric Tethys Ocean
Paragraph 1
Basilosaurus thirty-seven million years ago.
c. can be seen in a rock in the Valley of the Whales.
a. x the sea receded and the former seabed became a desert.
Over thousands of
b. seawater covered the whole dry expanse.
millennia
c. the desert became a prehistoric ocean.
a. x Africa.
The first human
Paragraph 2 b. India.
ancestors came from
c. Asia.
According to Whale a. walked upright.
Evolution, the first b. x walked on all fours.
human ancestors c. stood up on their front legs to walk.
Philip Gingerich,
a paleontologist
a. x a long-gone sea creature.
at the University
Paragraph 3 b. a 50-foot-long modern whale.
of Michigan, was
c. an ancestor of land mammals.
examining the fossil
of a Basilosaurus,
a. a piece of stone.
The paleontologist
b. his brush.
had just found
c. x a whales leg.
Paragraph 4 Those sea creatures
a. and had lost their legs, useless now for walking.
had adapted to their
b. x yet their hind legs had remained.
exclusive aquatic
c. and still lived on land.
lifestyle,
The progressive a. x at the end of the Eocene epoch.
adaptation of whales b. although there is no evidence that transition really
to the aquatic happened.
environment began c. just a few million years ago.
Paragraph 5 Among the reasons
why modern whales a. there was not enough food for them on land.
were attracted to life b. the water near the Poles was not as cold as before.
in the water was the c. x there was more food for them in the seawater.
fact that
Looking Back in History Scanning
Scan the text again, especially the second paragraph. Write down (in English) the sentences where
the author mentions the following historic events:
a. ascenso e queda do Imprio Romano

Rome rose, Rome fell.
b. lenta mudana do mundo

Slowly the world changed.
c. mudanas na crosta terrestre e consequentes mudanas continentais

Shifts in the Earths crust pushed India into Asia.
d. elevao de uma cordilheira

Lifting up the Himalaya.
e. mudana na postura dos primeiros ancestrais dos seres humanos

In Africa, the first human ancestors stood up on their hind legs to walk.
f. no Egito, recuo do mar e desertificao do seu leito

The sea receded, and the former seabed became a desert.
g. construo das pirmides no Egito

The pharaohs built their pyramids.
STRUCTURE
Prepositions
As preposies so usadas para ligar os substantivos ou pronomes aos demais elementos de uma
frase, formando expresses. No texto Whale Evolution, encontramos um grande nmero de preposies
com diversos sentidos.
1. Read the text again and complete the following table with the counterparts of those
prepositions in Portuguese.
line: 39 along ao longo de
line: 19 around em volta de
line: 16 as como
lines: 11, 12, 13, 15, 17 at a/ao; em; (com the) no(s)/na(s)
line: 14 beside ao lado de
line: 32 by por
line: 36 during durante
line: 31 for para; por
lines: 28, 35 from de
lines: 1, 8, 15, 37, 38, 42 in em; (com the) no(s)/na(s)
lines: 7, 40 into para dentro de
line: 42 like como
line: 38 near perto de
lines: 1, 4, 13, 14, 19, 33, 36,

of de; (com the) do(s)/da(s)
39, 43
lines: 9, 28 on em: (com the) no(s)/na(s)
line: 4 over 1. sobre, em cima de; 2. mais de
lines: 3, 9, 11, 26, 29, 34, 35, 42 to para
line: 18 toward para, na direo de
lines: 19, 21, 25, 30 with com
2. Read the sentences and fill in the blanks with the missing prepositions. Then do the crossword.
To learn more
10. 11.
about this topic, go to L T
MINIGRAMMAR 26. 13. 14.
9. 1. I N T O B F
T K 12. 2. N E A R
3. O V E R A S O
8. W L I M
O 4. A S 5. A R O U N D
6. F O R N E
7. D U R I N G
TsuneoMP/Shutterstock/Glow Images
Across Down
1. Several factors attracted whales into 8. The Valley of the Whales is located
new environmental niches. in Egypt.
2. Wadi Hitan is near Cairo, Egypt. 9. He came in our direction. He walked
3. With time, sand, stones and dirt toward us.
accumulated over the bones of those
10. Land mammals like pigs and
animals.
hippopotamuses are related to the whales.
4. The Valley of the Whales is known
as
11. Modern whales are perfectly adapted
Wadi Hitan, in Arabic.
to the aquatic environment.
5. Around the World in 80 Days is a
famous novel by Jules Verne. 12. They were sailing along the coast of
Africa.
6. The pharaohs built their pyramids
for their own glory. 13. We had a photo taken beside the fossil.
7. Those long-gone creatures lived during 14. The first human ancestors came from
the late Eocene epoch. Africa.
The -ing Form after a Preposition
Observe as palavras em destaque nestes trechos:
[...] a critical clue to understanding how modern whales [...]
[...] complete with tiny knees, feet, ankles, and toes, useless now for walking [...]
Como sabemos, em ingls, o verbo que segue uma preposio usado no gerndio, a forma
terminada em -ing. Isso contrasta com o uso em portugus, em que se emprega o infinitivo.
1. Vamos voltar aos exemplos acima. Complete a traduo das frases.
a. [...] uma pista crucial para entender/compreender como as baleias modernas [...]
b. [...] completas com minsculos joelhos, ps, tornozelos e dedos dos ps, agora inteis para
andar/caminhar .
2. Complete the following sentences using the correct form infinitive or gerund of the
verbs in parentheses. Remember that a preposition must be followed by the gerund.
a. Visitors to Wadi Hitan come to see rocks that hold the fossils of long-gone sea
creatures. (to see seeing)
b. After discovering the fossils at Wadi Hitan, Philip Gingerich was able to clearly
demonstrate whale evolution. (to discover discovering)
c. The body of a modern whale is adjusted for swimming and diving . (to swim;
to dive swimming; diving)
d. The paleontologist came to Egypt to finish the job. (to finish finishing)
LISTENING
A transcrio do udio destas atividades encontra-se no
tpico Audio Scripts, no Manual do Professor.
From Land to Sea
Professor Alan Walker, head of the Discovery Centre of the Australian Museum, at
20
Melbourne, Australia is explaining some of the key moments in whale evolution.
Listen to part of his lecture and check the columns True or False in the table below according
to what you hear.
True False
Modern whales superficially look like fish.
Whales evolved from mammals that lived in the sea.
There was more food for those animals on land than in the sea.
48 million years ago whales lived exclusively in the sea.
Ambulocetus is the scientific name for swimming whale.
Ambulocetus is the scientific name of an early amphibious whale.
Modern whales and dolphins are perfectly adapted for life in the water.
Having a Whale of a Time* * Having a lot of fun
20 Listen to the recording again. In pairs, ask and answer questions

about the points presented by Professor Walker in his lecture. The
following topics may help you. Use the following questions for reference.
Are whales fish? Of course not!/No, theyre not.
What are they, then? Theyre mammals.
Why did whales come to live in the sea? Because of food.
When were whales adapted for life in the water? Forty-eight million years ago.
What ability did whales and dolphins eventually evolve? The ability to mate, give birth and
suckle their young underwater.
Did the skeleton of whales evolve? Yes, it did.
What did they become? (They became) The super swimmers of the sea.
WRITING
The Theory of Evolution
1. Complete the summary of the theory of evolution by natural selection

as you fill in the blanks with the verbs in the box.
janprchal/Shutterstock/Glow Images
will disappear survive belonging noted made giving birth realised*

saw carried was breeding based do not survive survive evolves
become proposed found did not understand suggested had studied
The theory of evolution by natural selection was proposed

simultaneously by two different people: Charles Darwin and Alfred
Wallace. Both men had studied the natural world extensively
and made a number of observations that were critical to the
development of the theory.
Wallace and Darwin noted that organisms produced
far more offspring than could ever possibly survive . Whether
they were looking at tiny insects laying hundreds of eggs or cats
giving birth to six kittens they realised creatures were
regularly losing a large number of their offspring to disease, predators,
and starvation.
They also noticed that not all the individuals belonging to a
specific group of organisms (called a species) were identical. While one
lion or canary is just the same as any other to the untrained observer,
Darwin and Wallace saw there were subtle differences.
* realised (BrE) = realized (AmE)
Finally, they realised that some of the variations
found in a species were inherited by offspring from
their parents. Darwin specifically saw this with domestic pigeons
that he was breeding at home. While Darwin and Wallace
did not understand how this inheritance worked, we now know these
variations are based on different genes carried by
the organisms.
From these observations, Wallace and Darwin simultaneously
suggested that since most offspring do not survive the
harsh realities of the natural world, organisms must have to struggle for
survival. They stated that only those organisms that do survive
long enough to reproduce are then able to pass on their characteristics
to their offspring. Thus, in time, characteristics that allow organisms to
survive and reproduce become more common. Those that dont
will disappear . And so the population evolves .
(THE THEORY. Available at: <www.nhm.ac.uk/nature-online/evolution/what-is-evolution/the-
theory/index.html>. Access: Apr. 12, 2013.)
Reproduo/Carl Buell
Ambulocetus natans
2. Choose a plant or an animal, do some research about its evolution and

write a short paragraph or make a poster about it.
l You may research in books or on the Internet. The following sites may help
you: <www.nhm.ac.uk>, <www.amnh.org>, <http://nature.ca/en/home>
(access: Apr. 12, 2013).
l Take some notes about the key facts about the evolution of that animal or
plant.
l If needed, ask your Biology teacher for help.
l Dont forget to proofread your text, exchange it with a classmate and
include some photos or drawings if you like.
l If you choose to make a poster, you may refer to the section Another
Look At..., on page 131, to see how a poster about whale evolution may be
organized.
Another Look at...
Whale Evolution
Reproduo/Arquivo da Editora
Elomeryx, top, was a land animal related to modern-day goats, pigs

and hippos. Pakicetus was clearly a water creature, but it spent some of its
life on land and had the feet of a land mammal. Rodhocetuss feet worked
for both walking and swimming. Dorudon is striking for its resemblance to
modern whales (note the front flippers and horizontal flukes) but it still
sported tiny back feet.
(Whales of the desert. Available at: <http://michigantoday.umich.edu/2011/06/whales.php>. Access: Apr. 12, 2013.)
Observe as imagens, leia o texto e complete as frases abaixo com os nomes

cientficos dos animais ligados histria evolutiva da baleia.
Rodhocetus tinha 3 m de comprimento, usava os ps tanto para caminhar
quanto para nadar.
Pakicetus , mesmo sendo claramente um animal aqutico, passava parte da
vida em terra e tinha patas como um mamfero terrestre.
Dorudon parecia-se muito com as baleias de hoje, mas ainda tinha
minsculas patas traseiras.
Elomeryx era um animal terrestre aparentado com os bodes, porcos e
hipoptamos de hoje.
evoluo das baleias interessante, para alguns
THINK
A
possivelmente at surpreendente, por serem to
diferentes de seus ancestrais.
Uma srie de fsseis nos ajuda a compreender
a histria evolutiva das baleias a partir de mamferos
ABOUT IT terrestres, que viviam no litoral e se alimentavam de
peixes. Ao longo de milhes de anos, esses mamferos
tornaram-se adaptados vida aqutica.
Nessa srie de fsseis podemos ver, por exemplo,
mamferos com o corpo semelhante ao das baleias e com os membros
dianteiros transformados em nadadeiras, mas com pequenos membros traseiros
semelhantes a pernas. E o interessante que no corpo de algumas espcies de
baleias h ossos em tamanho reduzido que se parecem com os ossos das pernas
dos mamferos terrestres.
A descoberta de novos fsseis tem trazido novas luzes que explicam a
origem e a evoluo desses majestosos animais.
Rieger Bertrand/Agncia France-Presse

your Biology, Geography and History teachers.
RODRIGUES, Mirian Palazzo. SOS Baleias: a histria do maior movimento de defesa ambiental de
todos os tempos. Porto Alegre: Armazm Digital, 2011.
SIELBERT, Charles. The Secret World of Whales. San Francisco: NRDC, 2011.
ENCANTADORA de baleias. Direo: Nick Caro. Produo: Frank Hubner/John Barnett/Tim Sanders.
DVD, 2002.
MELBOURE Museum. Available at: <http://museumvictoria.com.au/melbournemuseum/
discoverycentre/600-million-years/>. Access: Apr. 12, 2013.
WHALES. Available at: <http://collections.tepapa.govt.nz/theme.aspx?irn=2362>. Access: Apr. 12, 2013.
1. Mark the correct answers to these questions. e. Who first proposed the theory that Earth and all
a. Why was Galileo sentenced to prison in his own the planets revolve around the Sun?
home? Hans Lippershey.
Because he had constructed his own telescope to x Nicolaus Copernicus.
look at the sky. Galileo Galilei.
Because he made a series of discoveries that
0.2 point each /1
proved that the Earth was the center of the Solar
System.
2. Match the columns finding the right comment
x Because he believed that Copernicus was right
for each sentence.
in his theory that the Earth and all the planets
revolved around the Sun. a. Rio used to be the capital of Brazil.
b. People used to believe tomatoes were poisonous.
b. What are two of the most common areas of
c. Angola used to be a colony of Portugal.
conflict between parents and their children?
d. My children used to believe in Santa Claus.
x School performance and the childs choice of
friends. e. Joo Gilberto used to live in Bahia.
Sports and entertainment. ( d ) They are too old for that now.
Contradictions and irony. ( e ) He lives in New York now.
( a ) Its not anymore, but its still a marvelous city.
c. Who invented the telescope?
( b ) Theres no salad without them now.
Galileo Galilei.
( c ) Its an independent nation now.
Nicolaus Copernicus.
x Hans Lippershey. 0.2 point each /1
d. How can whale evolution be proved?

3. Complete the sentences with the correct word.
By the fossil records of some land mammals.
a. The telescope that Galileo constructed
x By a sequence of fossils that show a progressive
was not the first one. (who where that)
adaptation to the aquatic environment.
b. Galileo looked through the telescope and saw
By a drop in water temperatures near the Poles what no man had ever seen before. (who
and shifts in ocean currents. that what)
Heribert Proepper/AP Photo
c. The Milky Way, which we see at night, is also

visible through the telescope. (who that which)
d. Nicolaus Copernicus was the Polish
mathematician who proposed the
heliocentric theory: Earth and all the other planets
revolve around the Sun. (who what which)
e. Galileo supported the heliocentric theory,
which was dangerous in those times of
religious intolerance. (which what that)
0.2 point each /1
133
On_Stage_Ingles_3ano_PNLD2015_133a138_CYE3.indd 133 6/4/13 10:47 AM

4. Match the parts of the sentences to complete A resposta dada a Felipe II da Macednia pelos
the definitions. lderes de Esparta
a. An astronomer is someone who a. causou irritao ao rei pelo tom obstinado e
b. A telescope is something that desrespeitoso.
c. A computer is something that b. fez com que ele desse ordens imediatas a
seu exrcito para cumprir a ameaa porque
d. A paleontologist is someone who
a conquista de Esparta era muito importante
e. A hero is someone who para sua campanha militar.
( c ) stores programs and information in electronic c. x demonstrou no apenas a conciso de
form. linguagem dos espartanos, mas tambm sua
( e ) has done something brave. coragem.
( a ) studies the stars and planets. d. mostrou por que Esparta era a principal
( b ) you look through to make distant objects appear cidade-Estado da regio da Lacnia.
closer and larger. e. causou admirao ao soberano da Macednia
( d ) studies the history of the Earth using fossils. pela audcia da desobedincia.
0.2 point each /1
Jlio Dian/Arquivo da editora

Black Sea
5. Read the text and answer the question on it.

In a Word Mount
Olympus
40 N
Troy
Athens and Sparta are two of the best known GREECE Aegean
Sea ASIA
city-states of Ancient Greece. Athens dominated Ionian
Sea
MINOR
the intellectual life of the world, but its great rival Athens
was Sparta, a military state. The Spartans were N
admired by all the Greek world for their powerful W E Sparta

army, their rigorous discipline, their absolute Rhodes
bravery. They were also famous for their art of S
Mediterranean Sea
being laconic that is, putting their thoughts
Crete
into the fewest possible words. The very word Greek areas
laconic comes from the fact that the district of Other lands 0 111 223 miles
25 E
which Sparta was the central city was Laconia.
Source: World history atlas - Mapping the human
The most condensed laconism in history was journey. London: Dorling Kindersley, 2005.
produced in the 4th century B.C. when Philip II
of Macedon (Alexander the Greats father) was 1 point /1
reducing all the Greek cities to obedience. The
last holdout was Sparta, which remained in Read the poem and answer questions 6 and 7.
stubborn isolation. Philip didnt really need it
for his future plans, but the Spartans obstinacy A Womans Lesson
annoyed him. He therefore sent the Spartans a
message that went: Submit without delay. If I A womans lesson is a simple lesson:
march my army into your land, I will ravage your Whatever life asks, answer with love.
farms, kill your men, and destroy your city.
The Spartan leaders turned Philips anger to A womans lesson is a wise lesson:
admiration with their reaction. Philip was so Whenever conflict threatens, go forth in
amused that he decided to leave them alone after harmony.
all. What did the Spartans do? They sent back a
one-word answer:If! A womans lesson is an enduring lesson:
(ASIMOV, Isaac. Isaac Asimovs Treasury of Humor. Whatever is taken from you, give back in
Boston: Houghton Mifflin Company, 1971.) generosity.

A womans lesson is a gradual lesson: Read the text and answer the questions that
Whenever there is a storm, remain a calm center. follow.
A womans lesson is a courageous lesson: Te Sugar Lady

Whenever there is despair, sow the seed of hope. There is an old lady who lives down the hall,
Wrinkled and gray and toothless and small.
A womans lesson is a practical lesson: At seven already shes up,
Wherever there is dryness, go and get the rain. Going from door to door with a cup.
(WOOD, Nancy. Spirit Walker. New York: Do you have any sugar? she asks,
Doubleday, 1993.) Although shes got more than you.
6. Simple, wise, enduring, gradual, courageous, Do you have any sugar? she asks,
Hoping youll talk for a minute or two.
practical are adjectives that describe good
qualities. Mark the alternative that contains (ASCH, Frank. The Random House Book of Poetry for
Children. New York: Random House, 1983.)
the right sequence of their opposites.
a. x complicated, foolish, brief, sudden, cowardly,
LeventeGyori/Shutterstock/Glow Images
impractical
b. sophisticated, careless, short, fast, timid,
fantastic
c. difficult, stupid, eternal, comprehensive, weak,
impossible
d. advanced, nonsensical, ephemeral, swift,
nervous, hard
7. Love, harmony, generosity, calm, and hope are

nouns that express a positive idea. Mark the
alternative that contains the right sequence of
their opposites.
a. sympathy, conflict, avarice, anger, madness
b. x hate, disharmony, meanness, anxiety, despair
c. hatred, war, poverty, hurry, disbelief
d. envy, peace, wealth, nervousness, sorrow
8. A senhora idosa e mora
haveseen/Shutterstock/Glow Images
a. x no fim do corredor.
b. no andar de baixo.
c. no prdio em frente ao salo.
d. muito longe dali.
e. debaixo do salo.
9. Entre as caractersticas da personagem, a

nica NO mencionada :
a. desdentada.
b. pequena.
c. enrugada.
d. de cabelo grisalho.
0.5 point each /1
e. x obesa.

10. Ela vai de porta em porta perguntando aos
Read, read, read. Read everything trash, classics,
vizinhos se eles tm acar
good and bad, and see how they do it. Just like a
a. mas ela s precisa de uma xcara. carpenter who works as an apprentice and studies
b. porque ela no o tem em casa. the master. Read! Youll absorb it. Then write. If its
good, youll find out. If its not, throw it out of the
c. x embora ela tenha mais acar do que os
window. William Faulkner
outros.
d. porque ela no tem suficiente para fazer um
reading reflection reading and writing
bolo.
reader writing
e. embora ela nem goste de doces.
11. A idosa sofre de a. Both Stephen King and William Faulkner believe
reading and writing are essential for
a. falta de acar.
those who want to be writers.
b. falta de educao.
b. Carlos Ruiz Zafn said what you read in a book is a
c. x solido.
reflection of your own feelings.
d. falta de exerccio fsico.
c. Truman Capote thinks reading is a
e. ms companhias.
healthy mental activity.
0.25 point each /1 d. Alan Bennett says a book enables the
reader to identify some of his or her own
12. You are going to read five quotes from five feelings and thoughts with those of the author.
different authors. Read the quotes and then e. William Faulkner is absolutely sure that future
complete the sentences about them with the writers should practice intensive and extensive
words in the box. Some of those words may be reading before they try their hand at
used more than once. writing .
Photoresearchers/ Photoresearchers/Latinstock
Reading is to the mind what exercise is to the body.
Truman Capote
Books are mirrors: you only see in them what you

already have inside of you. Carlos Ruiz Zafn, in
The Shadow of the Wind
The best moments in reading are when you come

across something a thought, a feeling, a way of
looking at things which you had thought special
and particular to you. And now, here it is, set down
by someone else, a person you have never met,
0.2 point each /1
someone even who is long dead. And it is as if a
hand has come out, and taken yours. Alan Bennett,
(UFPB-2013) Read the text below and answer
in The History Boys: The Film
questions 13 to 17, according to it.
Te Road to Resilience
If you want to be a writer, you must do two things,
How do people deal with difficult events that
above all others: read a lot and write a lot.
change their lives? The death of a loved one,
Stephen King
loss of a job, serious illness, terrorist attacks and

other traumatic events: these are all examples of 14. According to the text, in the road to resilience
5 very challenging life experiences. Many people a person
a. faces no type of distress.
react to such circumstances with a flood of
b. retains traumatic thoughts.

strong emotions and a sense of uncertainty.
Yet people generally adapt well over time to
life-changing situations and stressful conditions. c. x makes an effort to reconstruct life.
d. builds a sense of uncertainty.
10 What enables them to do so? It involves
e. develops aggressive behaviour.

resilience, an ongoing process that requires time
and effort and engages people in taking a number
of steps. 15. According to the text, many factors support
Resilience is the process of adapting well in
a persons resilience, but the principal one is
having
15 the face of adversity, trauma, tragedy, threats,
a. personal care.
or even significant sources of stress such as
family and relationship problems, serious health
problems, or workplace and financial stressors. b. self-confidence.
c. financial success.
It means bouncing back from difficult
d. x caring relationships.
20 experiences.
Research has shown that resilience is
ordinary, not extraordinary. People commonly e. professional encouragement.
16. In the sentence It involves behaviours,
demonstrate resilience. One example is the
thoughts, and actions that can be learned and

response of many Americans to the September 11,
developed in anyone (l. 35-37), the modal

25 2001 terrorist attacks and individuals efforts to
verb can indicates

rebuild their lives.
Being resilient does not mean that a person
doesnt experience difficulty or distress. a. ability.
b. x possibility.
Emotional pain and sadness are common in
c. advisability.
30 people who have suffered major adversity
or trauma in their lives. In fact, the road to
resilience is likely to involve considerable d. necessity.
e. predictability.
emotional distress.
Resilience is not a trait that people either
35 have or do not have. It involves behaviours, 17. In the sentence Yet people generally adapt
thoughts, and actions that can be learned and well over time to life-changing situations and
developed in anyone. stressful conditions (l. 8-10), the word yet
A combination of factors contributes to expresses the idea of
a. x contrast.
resilience. Many studies show that the primary
b. addition.
40 factor in resilience is having caring and
supportive relationships within and outside the
family. Relationships that create love and trust, c. conclusion.
d. comparison.
provide role models, and other encouragement
e. consequence.
and reassurance help support a persons
45 resilience.
0.2 point each /1

Disponvel em: <http://apa.org/helpcenter/road-
resilience.aspx.>. Acesso em: 26 mar. 2012.
(Texto adaptado).
13. According to the text, resilience means (Fuvest-SP 2013) Texto para as questes 18 e 19:
a. treating serious diseases.

Missing Out: In Praise of the Unlived Life is
b. engaging in stressful situations.

Adam Phillipss 17th book and is a characteristic
blend of literary criticism and philosophical
c. showing an attitude of resignation. reflection packaged around a central idea. The
d. x dealing with all sorts of problems.

theme here is missed opportunities, roads not
e. going on a process of financial difficulties.

taken, alternative versions of our lives and
ourselves, all of which, Phillips argues, exert a
On_Stage_Ingles_3ano_PNLD2015_133a138_CYE3.indd 137 06/06/2013 16:15

Oriente o aluno a avaliar o seu desempenho no teste e tambm
quanto aos objetivos de ensino deste bimestre.
powerful hold over our imaginations. Using a SElf-EvaluatioN (uNitS 7, 8 aND 9)

series of examples and close readings of authors
including Philip Larkin and Shakespeare, the
How did you do? What was your score?
book suggests that a broader understanding of
lifes inevitable disappointments and thwarted Can do
desires can enable us to live fuller, richer lives. Excellent Good oK
better
Good things come to those who wait. test total:
Does he see himself as a champion of 10-9 8-7 6-5 less than 5
frustration? Im not on the side of frustration out of 10
exactly, so much as the idea that one has to be

able to bear frustration in order for satisfaction
to be realistic. Im interested in how the culture
( ) for Yes, (x) for No, or (R) for Review Units 7, 8
of consumer capitalism depends on the idea and 9 after each of the topics below.
that we cant bear frustration, so that every
time we feel a bit restless or bored or irritable, Now i can
we eat, or we shop.
(Adapted from: <www.guardian.co.uk/books/2012/ ( ) use the different reading strategies to be able to
jun/01/adam-phillips-life-in-writing>. understand a text in English.
Access: Feb. 4, 2013.)
( ) guess the meaning of new words from context.
18. Segundo o texto, o livro Missing Out: In Praise
of the Unlived Life sugere que ( ) identify the meaning and function of discourse
a. a fantasia deve se sobrepor a nossos planos markers.
de vida.
( ) identify the meaning and function of nouns used
b. uma compreenso maior das decepes e dos in noun phrases.
desejos no realizados pode nos ajudar a viver
melhor. ( ) understand and practice used to to express
c. os relatos de vida dos escritores no nos servem habit in the past.
de exemplo. ( ) distinguish between the meaning and use of so
d. um controle maior de nossa imaginao and such.
importante para lidarmos com nossas
frustraes. ( ) understand and use adverbs of time: still, no
longer, anymore.
e. as oportunidades perdidas devem ser
recuperadas para uma vida satisfatria. ( ) distinguish between relative clauses: defining
and non-defining clauses.
19. No texto, em resposta pergunta Does he
see himself as a champion of frustration?, o ( ) identify the meaning and use of relative
autor do livro argumenta ser necessrio que pronouns: who, whom, whose, which, that.
as pessoas
( ) identify the meaning of prepositions and the use
a. tenham experincias satisfatrias para
of the gerund after them.
compreender a frustrao.
b. entendam cada vez mais a cultura capitalista ( ) listen to a TV talk show, a lecture, and a rap song.
de consumo. ( ) talk about some important historic personalities.
c. se distraiam fazendo compras quando esto
irritadas.
( ) write an SMS message.
d. lidem com as frustraes para que suas ( ) reflect and debate about the teen years
satisfaes sejam realistas. the challenges adolescent development
e. percebam o que as deixa frustradas no dia a dia. poses to many families, and how important
communication is in dealing with those
0.5 point each /1
problems.

Exploring a Bit More
Amanaimages/Corbis/Latinstock
1 On Stage 21
Oli Scarff/Getty Images

All the worlds a stage,
And all the men and women merely players:
They have their exits and their entrances
[]
William Shakespeare (1564-1616), English playwright and

poet, considered the greatest writer in English literature,
in As you like it, one of his most famous comedies.
1. How does Shakespeare define the world?

(As) A stage.
2. What are all the men and women then?

(They are) Merely players.
3. What do they have?

(They have) Their exits and their entrances.
4. Choose the alternative that best completes each of these statements.

a. Their exits means the time when the players .
x leave the stage are successful make a hit
b. [] and their entrances means the time when the players .
x come onto the stage leave the stage die
c. The use of merely in merely players suggests the author .
gives great importance to that function
x believes in the simplicity of the world
emphasizes the notion that both mens and womens parts are small and unimportant
139
5. Calvin and Hobbes is
a comic strip created by
the American artist Bill
Watterson, published
in newspapers and
magazines all over the
world from 1985-1995.
A Calvin and Hobbes Collection, by Bill Watterson, 1993.

Whats the metaphor used
in Shakespeares play and
quoted by Calvin?
The world is a stage.
2 Gandhi 22
G
andhi (1869-1948) was
Bettmann/Corbis/Latinstock
modern Indias greatest

statesman and spiritual
leader. A shy, gentle, frail man,
Gandhi led Indias struggle for
independence with campaigns
of civil disobedience by peaceful
means. Indians called him
Mahatma, meaning Great Soul.
As Gandhi stepped aboard a train
one day, one of his shoes slipped
off and landed on the track. He was
unable to retrieve it as the train was
moving. To the amazement of his
companions, Gandhi calmly took
off his other shoe and threw it back
along the track to land close to the
first. Asked by a fellow passenger
why he did so, Gandhi smiled. The
poor man who finds the shoe lying
on the track, he replied, will now
have a pair he can use.
An eye for an eye makes the whole world blind.
Mahatma Gandhi
(FADIMAN, Clifton (Ed.). The Little, Brown Book of Anecdotes. Boston: Little, Brown and Company, 1985. p. 230.)
140 UNIT 10 Exploring a Bit More
Choose the correct alternative to complete each statement.
a. One day, when Gandhi was getting on a train, .
he lost his shoes
both his shoes slipped off
he found one of his shoes
he threw both shoes on the track
x he lost one of his shoes
b. He was unable to retrieve his shoe, .

although the train was still on the station
x which means he could not get it back
which means he managed to get it back
because he had not boarded the train yet
although he tried hard to do so
c. Gandhi threw his other shoe on the track .
x because it would be more useful to a poor man than to himself
although he still wanted it
but it was not his intention to do so
because it was too old anyway
because he saw that there was a poor man on the track
d. An eye for an eye makes the whole world blind, is one of the most famous
Gandhi quotations. It expresses Gandhis view that we should always .
struggle for our rights
protect our eyes whenever we fight
take revenge on the enemy
x avoid violence
try to punish those who have harmed us in any way
3 Hgar the Horrible 23
(1999) Dik Browne/King Features Syndicate/lpress
(BROWNE, Dik. Strapped for Cash. Hgar the Horrible. New York: Jove Books, 1999.)
1. Where had Hgar been to?
(He had been to) England.
2. What did Helga ask Hagar?

She asked him if/whether he had brought her anything back from England.
3. Had he brought Helga anything back from England?

No, he hadnt./Yes, he had. He had brought rain.
Exploring a Bit More UNIT 10 141
Este texto no foi gravado por ter aspectos grficos no apropriados para atividades de listening.
4 Deforestation, Climate Change, and Food Security

wandee007/Shutterstock/Glow Images
Tul R./Shutterstock/Glow Images

20% of global CO2
emissions are caused by
deforestation.
Global
Warming
Human encroachment and

logging destroys forests.
es
Trees cool the atmosphere and
ag
lo
w
Im store greenhouse gases.
k /G
Loss of
hu t ter s to c
Biodiversity
ge / S
Loss of
pa
Forests are home to

nt o
Fr
over 70% of animals, Natural

plants, and other Resources
organisms. Deforestation
30 million acres lost Flooding and soil
Sergey Lavrentev/
Shutterstock/Glow Images
every year. erosion result from

deforestation.
Food
Insecurity 1.6 billion people living in poverty depend on
forests for their food, fuel, and livelihoods.
Billions of pollinator bees have
lost their habitat.
(MAKKI, Shiva. Deforestation: Disastrous Consequences For the Climate and for Food Security. Available at: <http://blogs.
worldbank.org/climatechange/deforestation-disastrous-consequences-climate-and-food-security>. Access: Jan. 8, 2013.)
Observe o diagrama, as relaes entre desmatamento, mudana climtica e segurana

alimentar e responda:
a. Quando o homem invade as florestas e derruba as rvores, o que acontece?

A destruio das florestas.
b. Quantos milhes de acres de floresta so desmatados por ano, no planeta?
30 milhes.
c. Qual a porcentagem global de emisses de gs carbnico causadas pelo desmatamento?
20%.
d. Que problema ambiental isso provoca?
O aquecimento global.
e. Quais as perdas imediatas causadas pelo desmatamento?
Perda de biodiversidade e de recursos naturais.
f. Qual a porcentagem de biodiversidade abrigada pelas florestas do planeta?
Acima de 70%.
g. De que forma as rvores so importantes para a sade do meio ambiente?
Elas refrescam a atmosfera e guardam os gases do efeito estufa.
h. Quantas abelhas polinizadoras perderam seu habitat por causa do desmatamento?
Bilhes delas.
i. Dois desastres naturais podem causar desmatamento. Quais so?
Enchentes e eroso do solo.
j. Quantas pessoas pobres dependem das florestas para seu alimento, combustvel e sustento?
1,6 bilho. 1 acre = 40,47 ares
5 A Perfect Imitation 24
Everett Collection/Latinstock
At a dinner in Hollywood to celebrate his
birthday, Charlie Chaplin entertained the guests
throughout the evening by imitating people they
knew: men, women, and children, his chauffeur,
his Japanese servants, his secretaries. Finally he
sang at the top of his voice an aria from an Italian
opera sang it superbly.
But Charlie, I never knew you could sing so
beautifully, someone exclaimed.
I cant sing at all, Charlie answered. I was
only imitating Caruso.
(FADIMAN, Clifton (Ed.). The Little, Brown Book of Anecdotes. Boston: Little, Brown and Company, 1985.)
1. According to the passage above:

a. Charlie invited lots of people to celebrate his birthday. They were his guests at the dinner.
Chaplin was the .
x host
hostess
owner
master
servant
b. Chaplin entertained the guests throughout the evening. He amused them .
for a very short time
for a while
x for a long time
until the following morning
until it became dark
c. Some of the people Chaplin imitated .
were not known by his guests
were more famous than Charlie himself
entertained the guests too
x worked for him
were complete strangers to him
d. When Charlie said I cant sing at all, the great comedian meant .
he could sing only part of that aria
x his own opinion about his singing skills was very modest
he considered himself a superb singer
he knew he could sing as beautifully as Caruso
he was not able to sing the whole aria
2. Read the quotation below and choose the best option to complete the sentence.
A day without laughter is a day wasted.
Charles Chaplin
Segundo Chaplin, .
cada dia desperdiado motivo de riso
bom no desperdiar o dia rindo toa
um dia de riso puro desperdcio
x cada dia que se passa sem rir um desperdcio
uma risada por dia evita o desperdcio
6 The Meaning of Sincere 25
Dishonest marble cutters in

Images
ancient Rome rubbed wax over

Goran Bogicevic/Shu ttersto ck/Glow
the pillars and blocks they were

selling, to hide cracks. The Roman
Senate tried to stop this cheating
by passing a law saying that all
marble bought by the government
had to be wax-free, which in
Latin is sine cera. Sine cera came
to mean honest. And sincere
means honest to this day.
Images
zebra0209/Shutterstock/Glow
(LOUIS, David. 2 201 Fascinating Facts. New York: Greenwich House, 1983.)
1. Choose the best alternative to complete each sentence according to the text.
a. The ancient Romans who rubbed wax over imperfect marble pillars .
never cheated
never stopped their cheating
were very sincere
x were not honest
were Roman senators
b. They rubbed wax over the pillars and blocks. That substance can be made by .
x bees
frogs
cows
monkeys
cats
c. According to the law passed by the Roman Senate, the government .
had to be wax-free
x would buy marble only when it was clearly perfect
wouldnt buy marble without wax
had to be sincere
would buy marble only when the wax was free
d. The present meaning of sincere is sine cera in the Roman times.
exactly the same as

x different from
a synonym for
similar to
the opposite of
2. Agora responda em portugus.
a. Qual a lngua de onde deriva a palavra sincero?

O latim.
b. Sincero pode significar puro, verdadeiro, honesto. Qual a relao dessa palavra com cera?
Sincero deriva do termo em latim para sem cera.
7 The Clock Man 26
How much will you pay for an extra day?

The clock man asked the child.
Not one penny, the answer came,
For my days are as many as smiles.

He asked when the child was grown.
Maybe a dollar or maybe less,
For Ive plenty of days of my own.

He asked when the time came to die.
All of the pearls in all of the seas,
And all of the stars in the sky.
Harper Collins Publishers
(SILVERSTEIN, Shel. The Clock Man. In: Every Thing On It. New York: Harper Collins Publishers, 2011. p. 94-95.)
Leia o poema e responda:
a. Em quantos momentos da vida a personagem do poema teve de responder pergunta feita pelo
homem do relgio?
Trs.
b. Qual era essa pergunta?

"Quanto voc paga por um dia (de vida) extra/a mais?"
c. Quanto ele pagava no primeiro momento e por qu?

Nem um centavo. Porque tinha muita vida pela frente/tantos dias quanto sorrisos.
d. Quanto ele pagava quando era adulto?

Talvez um dlar ou menos. Porque ainda tinha bastante tempo pela frente.
e. Quanto ele se dispunha a pagar quando sua vida chegou ao fim?

Todas as prolas de todos os mares e todas as estrelas do cu.
f. Qual a grande lio de vida contida nesse poema?

Que muito importante viver intensamente todos os momentos da vida.
8 Words to Honor 27
Fac-Smile/National Geographic/Arquivo da editora
Words to Honor
Sixty years ago this month, a document of fewer than 1,700 words gave birth to a dream. The
Universal Declaration of Human Rights proclaimed by the United Nations General Assembly
in December 1948 envisioned a world that respected the dignity of every human being. In the
bloody wake of World War II, the declaration was hope writ large and helped make human rights
an accepted barometer of a governments legitimacy. It also led to broad initiatives, such as
the creation of a UN High Commissioner for Human Rights in 1993, and focused ones, such as
the Rwandan war crimes tribunal in 1994. The Declarations words are inspiring, says Kenneth
Roth, executive director of Human Rights Watch. The challenge is enforcement. Alan Mairson
(UNIVERSAL Declaration of Human Rights. Available at:
<http://ngm.nationalgeographic.com/2008/12/departments/human-rights-interactive>. Access: Jan. 9, 2013.)
1. Observe a ilustrao, leia os textos e responda em portugus.
a. Qual documento histrico est sendo enfocado na pgina?
A Declarao Universal dos Direitos Humanos.
b. A revista National Geographic publicou essa matria em dezembro de 2008. Na ocasio, havia
quantos anos que esse documento tinha sido criado?
Havia sessenta anos.
c. Quantas palavras tem esse documento, no mnimo?

1 700 palavras.
d. Onde e quando essa declarao foi proclamada?

Na Assembleia Geral das Naes Unidas, em 1948.
e. Como o diretor executivo da Human Rights Watch (Viglia pelos Direitos Humanos) qualifica o
texto desse documento?
Segundo ele, as palavras da Declarao so inspiradoras.
f. Segundo ele, qual o desafio?

O desafio a aplicao dessas leis, normas/desses princpios.
2. Agora relacione os artigos com os assuntos que eles abordam.
a. Condenao da escravido ( f ) Artigo 26.1

b. Direito liberdade de pensamento, conscincia e religio ( h ) Artigo 27.1
c. Direito ao descanso e lazer ( g ) Artigo 1
d. Cuidado especial e assistncia me e criana ( b ) Artigo 18
e. Condenao da tortura e do tratamento cruel ou desumano ( c ) Artigo 24
f. Direito educao ( a ) Artigo 4
g. Direito liberdade ( e ) Artigo 5
h. Direito participao na vida cultural da comunidade ( d ) Artigo 25.2
9 Same Questions 28
ock
num Photos/La tinst
Student: Dr. Einstein, arent these the same

questions as last years [physics] final exam?
Philippe Hals man /Mag
Albert Einstein: Yes. But this year the answers

are different.
(QUOTES about science. Available at: <www.goodreads.com/quotes/tag/science?page=2>. Access: Jan. 9, 2013.)
O que podemos concluir desse dilogo?
a. Einstein era supostamente um professor distrado e tinha repetido as questes da prova por
engano.
b. O aluno dominava o assunto e sabia as respostas de todas as questes.
c. Apesar do avano da cincia, as questes da prova de Fsica no tinham como mudar.
d. x O conhecimento da cincia dinmico: no campo da Fsica o que se conhecia no passado
pode j no ser verdade hoje.
e. Einstein nem sempre estava seguro quanto s questes que propunha a seus alunos.
Este texto no foi gravado por apresentarmos uma
atividade de listening especfica sobre ele nesta unidade.
Os conceitos a seguir j foram estudados pelos alunos nos anos anteriores.
10 Useful Equations Aqui eles tm a oportunidade de aplicar o que viram em Fsica e Matemtica,
valendo-se da lngua inglesa. De qualquer modo, incentive-os a buscar a
ajuda dos professores dessas disciplinas, se houver necessidade.
An equation is a number sentence that shows how different numbers or measurements are related.
Here are some useful science equations.
Speed is the distance an object moves per unit of time. Rates such as meters per second (m/s) are
used to describe speed. The following equation is used to calculate speed:
Speed = distance time
1. A toy car moves 300 centimeters in 5 seconds. What is its speed?
The cars speed is 60 centimeters per second.
The distance something travels equals its speed multiplied by the time it travels:
distance = speed time
2. A bus traveled for 2.5 hours (h) at 43 miles per hour (mph). How far did the bus travel?
The bus traveled 107.5 miles.
Area is the size of a surface. Its units are squares of length units, such as square meters (m2). The
following equation is used to calculate the area of a rectangle:
area = length width
3. A vegetable garden is 12.5 meters long and 5 meters wide. What is its area?
The garden has an area of 62.5 square meters.
Volume is the size of a three-dimensional space. Its units are cubes of length units, such as cubic
centimeters (cm3). The following equation is used to calculate the volume of a block-shaped object:
volume = length width height
4. A shoe box is 22 cm long, 13 cm wide, and 5.5 cm deep. What is the volume of the box?
The shoe box has a volume of 1,573 cubic centimeters.
Density is the amount of mass (grams) something has per unit of volume (cubic centimeters). The
following equation is used to calculate the density:
density = mass volume
5. A section of karate mat has a mass of 500 grams and a volume of 10,000 cm3. What is its density?
The density of the mat is 0.05 grams per cubic centimeters.
(Adapted from: GREAT SOURCE EDUCATION GROUP (Ed.). Science Saurus: a Student Handbook. Wilmington: Houghton Mifflin
Company, 2005. p. 384-385.)
LISTENING
Debating Human Rights
29 Ms. Cisneros teaches History at Abraham Lincoln High, the high

school Susan, Michael, and Mark go to. Ms. Cisneross topic for debate
this week is The Universal Declaration of Human Rights, proclaimed
by the United Nations General Assembly in December 1948, a historical
document we should all know and respect.
Look at the pictures, listen to the CD and write down the number of each
article according to what you hear.
Antnio Gaudrio/Folhapress
Dmitry Berkut/Shutterstock/Glow Images
Macduff Everton/Corbis/Latinstock
Article 15.1 Article 26.1 Article 5

iko/Shutterstock/Glow Images
Reproduo/Globo
Blend Images/Latinstock
Article 3 Article 20 Article 16.1
How to Read Equations
30 How do you think we can read the equations mentioned in the text? Listen and check.
a. speed = distance time d. volume = length width height
b. distance = speed time e. density = mass volume
Este exerccio retoma as equaes apresentadas no texto 10, p. 149. Se achar pertinente,
c. area = length width incentive os alunos a usar o conhecimento prvio, buscando voluntrios na sala para ler as
equaes em voz alta. Voc pode ajud-los escrevendo o nome das operaes em ingls
(division and multiplication) na lousa e explicando-lhes que os verbos usados nas frases
150 UNIT 10 Exploring a Bit More derivam desses substantivos.
SPEAKING
A Woman President
1. Meryl Streep, Oscar-winning actress, gave her views on government in
an interview to Time Magazine, years ago. Did she think her opinions on
that subject would ever come true? Why? Why not? Read the quotation
below and think about it.
Incentive os alunos a usar a declarao abaixo como ponto de partida para uma troca de
ideias sobre o tema, dentro dos limites da language que eles aprenderam.
Featureflash/Shutterstock/Glow Images
It would be nice * Explique aos

to have a woman alunos que os
mullahs so os
President. I chefes religiosos
think half the do Ir. Os ruling
Senate should mullahs so os
be women, half aiatols, os lderes
of Parliament, da Revoluo
Islmica do Ir,
half the ruling que, em 1979, sob
mullahs*. a liderana do
But that will aiatol Khomeini,
never happen, derrubaram o
governo do x
darling! (imperador)
Mohammad Rehza
Pahlavi.
2. Now take turns with classmates commenting her statement. Ask the
opinion of a girl, and then ask a boy. Dont forget to express your views
keeping in mind that we should always fight against all kinds of prejudice,
and respect each others opinions and differences.
The expressions in the box below may be used as a reference:
I think so, too. But why?

What do you think of that? Would you like to be the President?
I agree. Maybe.
Do you think thats a good idea? Why not?
Thats true. I think women are as capable as
Do you think it will happen men to be leaders.
someday? Yes, I would. The first thing I would
Did it happen here in Brazil? do is
Thats not my view. No, I wouldnt. Thats too much of
What is your view on government? a responsibility.
Yes, it did.
WRITING
You Are What You Wear

Explique que o
ttulo da atividade
T-shirts are now a form of personal expression. Some, showing
uma referncia political, social or humorous statements printed on them the so-called
aos dizeres "You
are what you statement T-shirts are now a fashion trend, popular especially among
eat" e chame a young people. By what we choose to wear, we often show what we think,
ateno dos alunos
ao fato de que so we should be careful to know the exact meaning of the statements
nossas escolhas printed on our T-shirts.
pessoais, como
de alimentao e
vesturio, refletem
We have created four statements that might well be printed on T-shirts.
um pouco do que Use them as a model to create your statement T-shirt and write it down
somos.
No entanto, a on the T-shirt in the picture below. Do some research on a subject or a
realidade pessoal person you choose and create a statement youre proud to wear.
de cada um deve
ser respeitada. Se
achar pertinente,
promova um debate IMAGINATION IS MORE IMPORTANT THAN KNOWLEDGE STAY
na sala sobre o HUNGRY STAY FOOLISH AN EYE FOR AN EYE MAKES THE WHOLE
tema do exerccio,
envolvendo os WORLD BLIND DEFORESTATION = ASSASSINATION
professores de
Filosofia e/ou
Sociologia.
Incentive os alunos
a produzir as
prprias camisetas
com os dizeres que
escolherem. Ao
trmino, proponha
um desfile e uma
votao da camiseta
com a melhor frase.
A atividade pode ser
desenvolvida com a
disciplina de Arte.
Africa Studio/Shutterstock/Glow Images
Rui Vale Sousa/Shutterstock/Glow Images
1 Cyclones Around the World 31
The Paths of Tropical Cyclones
Allmaps/Arquivo da editora
0
ARCTIC OCEAN
Arctic Circle
EUROPE
NORTH
AMERICA ASIA
ATLANTIC PACIFIC
OCEAN OCEAN
Tropic of Cancer
PACIFIC
AFRICA
OCEAN
Equator
0
SOUTH
Greenwich Meridian
AMERICA INDIAN
Tropic of Capricorn OCEAN
N
AUSTRALIA
W E
S
Paths of Tropical Cyclones
Around the World
0 2 330 4 460 miles
SOUTHERN OCEAN
Cyclone path Hurricane path Typhoon path
Tropical cyclones have different names

around the world. In the Atlantic
and eastern Pacific oceans, they are called
as typhoons. In the southern Indian and
southwestern Pacific oceans, they are
referred to as cyclones. This movement
hurricanes. In the western Pacific and map shows the paths that tropical cyclones
northern Indian oceans, they are known usually take.
(Text and map from: THE PATHS of Tropical Cyclones. Available at: <http://teacher.scholastic.com/
scholasticnews/magazines/junior/pdfs/JUNIOR-101110-GEOSKILLS.pdf>. Access: Jan. 13, 2013.)
153
Observe the map, read the text and choose the correct answer to each question:
a. What is a tropical cyclone called in the Atlantic and eastern Pacific oceans?
Cyclone x Hurricane Tornado Typhoon
b. Typhoons move toward the coasts of which continent?
x Asia Europe North America South America
c. Tropical cyclones form in the warm waters of which ocean?
Atlantic Indian Pacific x All of them
d. Which continent does not get hit by cyclones, hurricanes, or typhoons?

Asia North America Indian x South America
2 The Power of Unity 32
A lion passed by a field where four oxen* lived. The lion tried to attack them,
but when he came near, the oxen turned their tails to one another for protection.
So, every time the lion approached the oxen, he met the horns of one of them.
The lion realized that those oxen were smart and went away.
But one day the oxen quarreled among themselves, and each one went to
pasture alone in a separate corner of the field. Then the lion attacked them one
by one and soon made an end to all four.
(AESOP. The Four Oxen and the Lion. Available at:

<www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jan. 13, 2013.)
*Oxen is the plural of ox: one ox, two oxen. An ox is a large castrated male animal used on farms for pulling or carrying things. A female is a cow. An ox which
has not been castrated is called a bull. Cows, oxen and bulls belong to the cattle family.
Choose the alternative that best completes each sentence.
a. The oxen protected themselves by . d. After the oxens quarrel .

x standing together it was hard for the lion to attack them
attacking themselves x it was easy for the lion to kill them all
running away the lion went away
turning their horns to one another they stayed together
b. The lion tried to attack the oxen . e. That fable teaches us that .
only once only a mad dog eats its own tail
x several times necessity is the mother of invention
all the time x united we stand, divided we fall
twice a good beginning is half the battle
c. The oxen defended themselves . f. When he came near them... means when he .
against one another realized them
x when the lion came near them quarreled with them
when they quarreled x approached them
when they approached the lion made an end to them
3 Where the Rainbow Ends 33
Where the rainbow ends
Tim O'Hara/Corbis/Latinstock
Theres going to be a place, brother,
Where the world can sing all sorts of songs,
And were going to sing together, brother,
You and I,
Though youre white and Im not.
Its going to be a sad song, brother,
Because we dont know the tune,
And its a difficult tune to learn.
But we can learn, brother,
You and I.
Theres no such tune as a black tune.
Theres no such tune as a white tune.
Theres only music, brother,
And its music were going to sing
Where the rainbow ends.
(RIVE, Richard. In: HUGHES, Langston (Ed.). Poems from Black Africa. Bloomington: Indiana University Press, 1963.)
Answer to the questions, according to the poem.

O personagem
a. Whom is the character in the poem speaking to? coloca-se como um
representante do
(He is speaking) To his white brother. seu grupo tnico
falando com o
b. What does the character say will happen where the rainbow ends? representante do
outro grupo tnico,
He will sing a song together with his white brother. em patamares
fraternais.
c. Why does he say its going to be a sad song?
Because they dont know the tune.
d. Is the character willing to learn that tune?

Yes, he is.
e. Does he want to learn that tune alone?

No, he doesnt. He wants to learn it together with his white brother.
f. Is the character in the poem talking about music only?

No, he isnt.
g. What else is he talking about?

(Hes talking about) Interracial respect and harmony/a change of attitude towards people who belong to a race that is
different from your own.
h. Richard Rive was born in 1931 in Cape Town, South Africa. He lived in South Africa under the
apartheid system. Activating your background knowledge about that period of South African
history, what do you think he meant by Where the Rainbow Ends?
A place where reconciliation between white and black South Africans was possible.
4 The Miracle of Language 34
Language is the Rubicon* that divides man

/Latinsto ck
from beast. The boundary between human

Scot t Speakes/C orbis
and animal between the most primitive

savage and the highest ape is the language
line. In some tribes in Africa, a baby is
called a kuntu, a thing, not yet a muntu,
a person. It is only through the gift of
language that the child acquires reason, the
complexity of thought that sets him or her
apart from other creatures who share this
planet. The birth of language is the dawn
of humanity; in our beginning was the
word. We have always been endowed with
language because before we had words, we
were not human beings.
The limits of my language, wrote the
philosopher Ludwig Wittgenstein, are the
limits of my mind. All I know is what I have
words for.
(LEDERER, Richard. The Miracle of Language. New York: Pocket Books, 1991.)
* The Rubicon is a river of north-central Italy. When Julius Caesar and his army crossed the Rubicon in 49 B.C. a civil war began. The Rubicon is also used with
the meaning of a dividing line, a limit. Once you cross the Rubicon, there is no return.
1. Complete the sentences with the right word.
a. The beginning of the day, when it begins to get light, is the .

birth gift x dawn boundary miracle
b. Chimpanzees and gorillas are .
human beings limits minds x apes savages
c. The between fact and fiction in writers like Gabriel Garcia Mrquez is not
always clear.
thought mind reason x boundary miracle
d. Man is the only animal with the faculty of speech.
called x endowed wrote shared acquired
e. Chimpanzees and human beings many features.
cross x share acquire set divide
f. is the human ability to think in an intelligent way.
x Reason Beast Complexity Language Humanity
g. Language sets people from other creatures.
between through x apart before after
Incentive os alunos
2. Match the beginnings and the endings of the sentences. a refletir sobre a
importncia do
a. In some tribes in Africa, ( d ) we were not human beings. aprendizado de outra
lngua. Respostas
possveis: ter acesso
b. The birth of language ( f ) is the language line. s culturas de outros
povos, aprender a
conviver com as
c. The limits of my language ( e ) that divides man from beast. diferenas, agir de
forma participativa
em um mundo
d. Before we had words, ( a ) a baby is called a kuntu, diferente daquele
em que usa a lngua
a thing. materna e integrar-se,
e. Language is the Rubicon por meio da
language, em outra
( g ) a muntu, a person. realidade social, ter
f. The boundary between human acesso tecnologia
avanada, ao
and animal ( b ) is the dawn of humanity. conhecimento
cientfico e riqueza
cultural disponvel
g. A baby is not yet ( c ) are the limits of my mind. na literatura e
nos veculos de
informao dos
povos que utilizam
3. Agora responda em portugus: essa outra lngua.
a. Em termos de comunicao, por que os seres humanos podem ser

considerados privilegiados?
Porque s eles tm o dom de se comunicar por meio da linguagem.
b. Considerando o que foi apresentado no texto, e mais especificamente

no ltimo pargrafo, qual , na sua opinio, a importncia de aprender
outra lngua?
Ampliar os limites da mente de quem a aprende.
5 Everybody Has a Gift 35
Rick Detorie/2008 Creators Syndicate, Inc.
(From: NY Daily News, May 25, 2008.)
Observe o cartum e leia os bales de fala, prestando ateno linguagem no verbal. Depois,
responda em portugus:
a. Qual o nome da menina?

Ruthie.
b. Para onde a famlia est indo?

Para a igreja.
c. Por que ela sai correndo?

Para avisar algo a seus pais/ me e ao pai.
d. O que ela acha que est acontecendo na igreja naquele dia?

Uma festa.
e. Qual o problema, para ela?

O fato de haver uma festa na igreja e eles no terem levado nada.
f. O que ela est mostrando aos pais no ltimo quadrinho?

Uma placa em frente igreja.
g. O que ela acha que est sendo avisado?

Que todo mundo tem um presente.
h. Na verdade, de acordo com outro sentido da palavra gift, qual o ttulo do sermo daquele dia?
Todo mundo tem um dom.
6 How Do We Say @? 36
In 1971, an American computer engineer called
beboy/Shutterstock/Glow Images
Ray Tomlinson sent the first ever e-mail. He needed
a symbol to identify the location of the e-mail sender
within the computer system that sends and receives
messages, and he chose @ pronounced at. Today,
we call it the at sign in English.
But other languages sometimes give it different
names. People look at its funny shape and compare it
to all sorts of things, such as a worm, an elephants
trunk, or a monkeys tail. Its called a malpa in
Poland (thats the word for monkey in Polish), a
sobaka in Russia (the word for dog in Russian), a papaka in Greece (the word
for duckling in Greek). My favourite is one of the names it has received in Finland:
miukumauku Finnish for miaow-meow.
(CRYSTAL, David. A Little Book of Language. New Haven and London: Yale University Press, 2010. p. 64.)
1. Answers to the questions below, in English.

a. Who was the first person to send an e-mail? c. Which symbol did he choose?
Roy Tomlinson (An American computer engineer). (He chose) @, pronounced at.
b. What was Tomlinsons problem before he d. What do we call that symbol in English
could send that e-mail? today?
He needed a symbol to identify the location of the e-mail (We call it) The at sign.
sender (within the computer system that sends and
receives messages).
2. Now look at the pictures of the animals and write down (a), (b), (c) or (d) in the
parentheses next to the name of each country, according to the information in the text.
Oriente os alunos a pesquisar como se diz arroba em outros idiomas. A ttulo de exemplo, cite que, em italiano, se diz chiochiolla, que significa caracol.
Eric Isselee/Shutterstock/Glow Images
PardoY/Shutterstock/Glow Images
Erik Lam/Shutterstock/Glow Images
Mertens Photography/Shutterstock/Glow Images
a b c d
How do you say @ in ?

Finnish (Finland) (c) Russian (Russia) (b)
Polish (Poland) (d) Greek (Greece) (a)
3. Now use your background knowledge and complete the following sentences:
In Portuguese the symbol @ refers to a unit of weight (weight / height / length / width).
The modern metric arroba used by cattle traders is defined as 15
(5 / 15 / 50 /500) kilograms.
7 Like a River 37
Omikron/Photo Researchers
An individual human existence should be like a

river small at first, narrowly contained within its
banks, and rushing passionately past rocks and over
waterfalls. Gradually the river grows wider, the banks
recede, the waters flow more quietly, and in the end,
without any visible break, they become part of the
sea, and painlessly lose their individual being.
Bertrand Russell (1872-1970),

English mathematician,
philosopher, writer and pacifist.
(RUSSELL, Bertrand. How to Grow Old. In: Portraits from Memory and Other Essays. New York: Simon and Schuster, 1956.)
1. Choose the alternative that best completes each sentence.
a. The author believes a persons existence .

should be smaller than a river
x ought to be similar to a river
should be spent on a river
should be like a river at first
must never be compared to a river
b. Passionately, in the context of the passage, .

x is a human emotion applied to a river
suggests that the author was in love with the river
reveals the authors passionate nature
shows the authors love for nature
reveals the authors emotional feelings towards rivers
c. The waters of a river lose their individual being .

when they flow more quietly
at first
when the river grows wider
x when they mingle with those of the sea
at last
2. Agora responda em portugus:
a. O autor compara a existncia humana s guas de um rio. Como elas devem fluir na juventude?
Apaixonadamente, correndo com rapidez, passando por obstculos.
b. E quando ele diz que, no fim, as guas desse rio deveriam tornar-se parte do mar, de que mar
voc acha que ele est falando?
A coletividade. / A comunidade. / A sociedade. / O todo a que as pessoas pertencem.
8 They All Love New York 38
A car is useless in New York, essential It is ridiculous to set a detective story in New York
everywhere else. The same with good manners. City. New York City itself is a detective story.
(Mignon McLaughlin, American journalist and author, 1913-1983) (Agatha Christie, English writer, 1890-1976)
There is something in the New York air When its three oclock in New York,
that makes sleep useless. its still 1938 in London.
(Simone de Beauvoir, French writer,
(Bette Midler, American singer and actress, born 1945)
philosopher and political activist, 1908-1986)
In New York the sky is bluer, and the grass
Cut off as I am, it is inevitable that I should
is greener, and the girls are prettier,
sometimes feel like a shadow walking in a shadowy
world. When this happens I ask to be taken to and the steaks are thicker, and the buildings
New York City. Always I return home weary but are higher, and the streets are wider,
I have the comforting certainty that mankind and the air is finer, than the sky,
is real flesh and I myself am not a dream. or the grass, or the girls, or the steaks,
(Helen Keller, American author, or the air of any place else in the world.
political activist and lecturer, 1880-1968) (Edna Ferber, American novelist, 1885-1968)
Who said what? Can you identify the authors of the quotes above? Simply write down their
names in the blanks.
a. Helen Keller explicava por que

s vezes pedia para ser levada a Nova York.
b. Edna Ferber afirmava a

superioridade de Nova York em relao
s outras cidades e em diversos aspectos.
c. Simone de Beauvoir falava da energia

que, segundo ela, h no ar da cidade.
d. Mignon McLaughlin era a nica com

viso crtica, especialmente quanto alegada
falta de educao dos nova-iorquinos.
e. Agatha Christie destacava o clima

Reproduo/Arquivo da editora
misterioso e policialesco da grande cidade.
f. Bette Midler compara sua

Nova York com outra grande cidade e v a
sua cidade muito adiante da outra no tempo.
9 Spanglish 39
Puedes Believe It? Spanglish Gets in el Dictionary

by Jasmine Garsd
The Royal Spanish Academy the official arbiter of the
Reproduo/Editora Espasa Calpe

Spanish language recently announced that it will add the
word Espanglish to the 2014 edition of its dictionary. This
is a big deal for the traditionally conservative academy, and
its a big deal for supporters who feel that mix of Spanish and
English has officially been ignored for more than a century.
The most common type of Spanglish features speakers
switching back and forth from English to Spanish. Por ejemplo,
if I started talking to you in Spanglish, te dira que it rained
very hard this morning while I was riding la bici y me empap.
(I got drenched this morning while riding my bike.)
Another form of Spanglish involves translating phrases
and words from English into Spanish or vice versa. The roof
becomes la rufa and if your roof is leaking, you might
say, la rufa esta liqueando.
Professor Ilan Stavans, who teaches Latin American and
Latino culture at Amherst College, is the author of Spanglish, The Making of a New American
Language. He says linguistically, other immigrant groups are unlike Latinos.
Although first generation immigrants from Poland, Germany and Italy created hybrid languages
comparable to Spanglish, Stavans says, they eventually instilled English in their children.
The immigrant language, whether Polish, Italian or another, became subjects of nostalgia.
This is not happening among Latinos, he adds. Latinos are not losing the Spanish
language, but they are not keeping it in a pure form. And this impure form is a language that
has been around for over 150 years.
What is surprising, however, is that the Royal Spanish Academy has now decided to
recognize Spanglish.
(From: Puedes Believe It? Spanglish Gets in el Dictionary. Available at:

<www.npr.org/2012/08/10/158570815/puedes-believe-it-spanglish-gets-in-el-dictionary>. Access: Apr. 19, 2013.)
Assinale a alternativa que NO est de acordo com o texto acima.
a. Spanglish, mistura de ingls e espanhol, uma lngua hbrida usada por latinos que vivem
nos Estados Unidos.
b. Spanglish pode ser vista como uma forma impura de espanhol, mas essa lngua mantm-se
h um sculo e meio e considerada por especialistas uma nova lngua americana.
c. Os primeiros imigrantes poloneses, alemes e italianos nos Estados Unidos tambm criaram
lnguas hbridas, descontinuadas com as prximas geraes.
d. x Os falantes de Spanglish preferem formar frases em ingls com palavras do espanhol do que
frases da lngua espanhola com palavras do ingls.
e. A Real Academia Espanhola decidiu finalmente reconhecer o Spanglish (Spanish/English) e

incorporar essa palavra.
Este texto no foi gravado por ter aspectos
10 How to End a Deadly Urban War grficos no apropriados para atividades de
listening.
How to End a Deadly Urban War

5 | BRAZIL The ongoing clash between So Paulos largest gang, First
Capital Command (PCC), and the police is wreaking havoc in Brazils
largest city, disrupting transportation, forcing school closures and
claiming more than 140 lives. Naturally, government authorities are
debating a variety of solutions. Here are three of the most plausible:
1
Launch a new
2
Enact stricter
3
Relocate the
intelligence agency antidrug laws instigators
State and federal The governor of So Because many penal
authorities hope that by Paulo, Geraldo Alckmin, institutions in So Paulo
combining forces to said the national don't have enough
create a new intelligence government needs to resources to keep
agency, they can rein in the regulate the flow of dangerous inmates in
increased power of drugs and weapons solitary confinement,
the militias in Brazil. along Brazils porous federal prosecutors are
borders. calling for the leaders of
the PCC who are
reportedly orchestrating
murders and other
crimes from inside
prison to be moved to
other facilities.
Nacho Doce/Reuters/Latinstock
By Cleo Brock-Abraham, Felipe Cabrera and Ishaan Tharoor
(BROCK-ABRAHAM, Cleo; CABRERA, Felipe; THAROOR, Ishaan. Briefing: World, Brazil, Time Magazine, Nov. 26, 2012. p. 11.)
O texto descreve as vrias solues sendo debatidas pelo governo para resolver o problema em
questo. Das descritas abaixo, assinale a nica que no est sendo considerada.
a. Remoo dos lderes da faco criminosa para outras instalaes presidirias, fora de So Paulo.
b. Adoo de medidas que impeam a entrada de armas pelas fronteiras do Brasil.
c. Criao de uma nova agncia de inteligncia, integrando agncias federais e estaduais, de
modo a fazer frente ao crescente poder do crime organizado.
d. x Criao de uma fora especial de emergncia, combinando foras federais e estaduais,
visando aumentar a segurana urbana.
e. Decretao de leis mais rigorosas para combater o fluxo de drogas no pas.
LISTENING
Nesta atividade so apresentados alguns locais em Nova York, alguns reais, outros fictcios. O aluno deve
compreender o dilogo e depois associar as imagens desses lugares a Kate, a Bob ou a ambos.
A Perfect Weekend in Manhattan 40
Bob and Kate Blackwell, a happy couple from a small town in New Mexico, are spending a couple
of days in New York, in fact they call it A Perfect Weekend in Manhattan. It is their first time in the
Big Apple, and they hope to have a great time there. They plan to get up early and start exploring
the city, seeing as much of it as they possibly can. Bob and Kate plan to do most of their sightseeing
together, but there are some places that appeal only to her, while some others only he finds
interesting. Oh, God, Kate says, So many things to see, so little time to do it!
Listen to the dialogue about Bob and Kates plans for exploring New York City. Then write
Bob next to the image of the place he plans to visit, and Kate next to the places of her
choice. If you think both of them are going to visit that place, write both.
Demetrio Carrasco/JAI/Corbis/Latinstock
Fac-smile/Macy's/Arquivo da editora
The World's Largest Store!

Get VIP treatment at Money's
including exclusive savings!
No trip to New York is complete without a visit to the
legendary Money's Times Square, where you'll discover
the season's hottest trends, newest styles and best prices! Both
Kate
Fac-smile/Arquivo da editora
Fac-smile/Arquivo da editora
Both Kate
SPEAKING
Traveling in Brazil
In pairs, take turns with a classmate asking and answering questions,
exchanging ideas about your (imaginary) traveling plans. Let us imagine
that you have won free tickets to any Brazilian city. Where would you
prefer to go? You may use the models below for reference.
I like to spend a sunny weekend on the beach, drink some coconut
water, then go and take a dip in the warm waters of the ocean,
where should I go Fortaleza, Salvador, or Recife?
Well, tough choice. But I would go to Hey, how about going there
together?
Im very interested in art, I also enjoy good food, I know there are
a lot of great museums and fine restaurants where should I go,
Porto Alegre, So Paulo, or Rio?
Thats easy Go to
Im interested in urban planning, I plan to be an architect. Where

do you think I should go first, Belo Horizonte, Braslia or Curitiba?
Well, I dont know for sure. But Id go to if I were you.
Im a photographer and I love taking pictures of old churches.

Where should I go, Salvador, Rio, or Ouro Preto?
If I were you, I would
Ive always wanted to experience an adventure in the Amazon

Forest. Where should I go, Manaus or Belm?
Well Why not fly to Manaus and take a boat to Belm? Lets do that
together, shall we?
Vinicius Tupinamba/Shutterstock/Glow Images
Pelourinho - Salvador,
Bahia - Brazil
WRITING
From New York, with Love

Anne Marie Vallry, Betinhos e-pal from Paris, is spending a week in New York.
One of Anne Maries hobbies is collecting postcards, she has a large collection
of them. She sent a postcard from New York to Betinho, her Brazilian pen pal.
Anne Marie Vallrys English is quite good, but sometimes she makes
mistakes when she writes. Underline the six mistakes she made and correct
them. Then write a postcard to Anne Marie and tell her about the city where
you live, or any other if you prefer, but be careful not to make any mistakes.
When you finish writing your postcard, exchange it with a classmate and ask
him or her to proofread it. Then rewrite it if necessary.
low Images
NEW YORK
utters toc k/G
gary718 /Sh
ora
/
Ban co de imagem
Arquivo da edit
Dear Betinho!
u can see!
Im on New York, as yo
family and I is
Can you believe it? My
ig Apple.
spending a week in the B
almost as beautiful
This is a fantastic city, Roberto Silva
and exciting as Paris
re are much attractions Rua da Rosa, 143
Well, I love it both. The
ings, the Broadway
here: big stores, tall build Park and the hot Flamengo
ntral
shows, great museums, Ce Rio de Janeiro
rld!
dogs the better in the wo
e day, but first goes to 22250-20
You should come here on
Paris, OK? Brazil
.
Take care and write soon in are them
many /
go
Anne Marie a lot of be st
DenisNata/Shutterstock/Glow Images
1 The Best of Times? 41
The historical novel A Tale of Two Cities, by Charles Dickens, is set in London and Paris at
the time of the French Revolution. Its opening lines have been considered one of the best
first lines in the history of fiction. Enjoy reading them and then do the exercises.
It was the best of times, it was the worst of times, it

was the age of wisdom, it was the age of foolishness,
it was the epoch of belief, it was the epoch of
incredulity, it was the season of Light, it was the
season of Darkness, it was the spring of hope, it was
the winter of despair, we had everything before us,
we had nothing before us, we were all going direct to
Heaven, we were all going direct the other way
k
Charles Dickens (1812-1870), Stefano Bianchetti/Corbis/La tinstoc
British writer, famous for his

tales of Victorian
life and times.
The Storming of the Bastille,

1789
(DICKENS, Charles. A Tale of Two Cities. Available at: <www.gutenberg.org/ebooks/98>. Access: Jan. 14, 2013.)
167
1. Match the columns with words that mean the opposite, according to
the opening lines of the novel.
a. light ( h ) despair
b. everything ( c ) the worst
c. the best ( e ) incredulity
d. spring ( f ) hell
e. belief ( j ) coming
f. heaven ( a ) darkness
g. wisdom ( d ) winter
h. hope ( i ) behind
i. before* ( g ) foolishness
j. going ( b ) nothing
2. Only one of the following words has no relation to time. Can you
identify that word?
times age epoch season
spring winter x way
3. The epoch (the French Revolution) was described in that passage as

being full of .
cities x contrasts peace quiet
4. Agora responda em portugus:
a. Que perspectivas, totalmente contraditrias, as pessoas tinham

diante de si?
Tudo e nada era possvel, tudo e nada estava diante das pessoas.
b. Que caminhos, radicalmente opostos, as pessoas estavam seguindo?

Elas estavam indo diretamente para o cu e diretamente para o inferno.
* before: 1 The opposite of after (time): According to the Bible, Adam was created before Eve; 2 The opposite of behind (space): They came before God and listened to Him.
2 A World Without Nuclear Weapons 42
Fac-smile/The Economist/Arquivo da editora
(THE ECONOMIST, April 11-17, 2009.)
The Missing Vowels
Scan the text and find the missing vowels.
a. w e a po ns armas
b. thr e a t ameaa
c. spr e a d espalhar
d. st e a l roubar
e. t o o l ferramenta
f. d e str u ct i o n destruio
g. d e a dly mortal, fatal
h. a dv e rs a ry adversrio
i. f o r porque, pois, visto que
j. c o mm i tm e nt compromisso
k. s e e k procurar, buscar
l. s e cu ri ty segurana
m. n a i ve ingnuo
n. g o a l objetivo
Find the Right Answer

Read the text again and choose the right answer.
a. De acordo com o texto, o que desapareceu?
x A Guerra Fria. Milhares de armas nucleares.
b. O que diminuiu?
x A ameaa de uma guerra nuclear total. O risco de um ataque nuclear.
c. Quem comercializa segredos e materiais nucleares?
Naes. x Mercados ilegais.
d. Quem est determinado a comprar, construir ou roubar uma bomba nuclear?

x Terroristas. Mercados ilegais.
e. O que algumas pessoas consideram impossvel no que se refere
disseminao das armas nucleares?
x Que ela seja impedida. Que ela seja continuada.
f. Admitir que a disseminao de armas nucleares inevitvel implica
admitir que o seu uso
x inevitvel. admissvel.
g. Os Estados Unidos declaram o compromisso em buscar a paz e a segurana de
um mundo sem adversrios fatais. x um mundo sem armas nucleares.
h. O autor do texto afirma que no
novato. x ingnuo.
i. sero necessrias para alcanar o objetivo focalizado no texto.
x Pacincia e persistncia As vozes do futuro
j. Barack Obama no tem dvida de que
x o mundo pode mudar. o mundo pode viver com as armas nucleares.
3 A Second Opinion 43
Mayes/Acervo do artista
(Available at: <www.lasalle.edu/~price/mayes.gif>. Access: Jan. 15, 2013.)
1. Qual o assunto abordado no cartum?

Clonagem de seres humanos.
2. O que garantido pelos cientistas quanto a isso?

Que o pblico nada tem a temer da clonagem de seres humanos.
3. O que o casal pede?

Uma segunda opinio.
4. O que sugere essa segunda opinio?

Que ela um clone da primeira.
4 You Are Here 44
NASA/Arquivo da editora
I
f you look carefully at this The Earth is a very small stage in a
NASA photo, taken by the vast cosmic arena. Think of the rivers
Voyager I spacecraft in 1991, of blood spilled by all those generals
you will see a dot. Thats here. Thats and emperors so that, in glory and
home. Thats us. On it everyone you triumph, they could become the
love, everyone you know, everyone momentary masters of a fraction of a
you ever heard of, every human dot. Our imagined self-importance,
being who ever was, lived out their the delusion that we have some
lives. The aggregate of our joy and privileged position in the Universe, is
suffering, thousands of confident challenged by this point of pale light.
religions, ideologies, and economic Our planet is a lonely speck in the
doctrines, every hunter and forager, great enveloping cosmic dark. In our
every hero and coward, every creator obscurity, in all this vastness, there
and destroyer of civilization, every is no hint that help will come from
king and peasant, every young people elsewhere to save us from ourselves.
in love, every mother and father, There is perhaps no better
hopeful child, inventor and explorer, demonstration of the folly of human
every teacher of morals, every conceits than this distant image of
corrupt politician, every superstar, our tiny world. To me, it underscores
every supreme leader, every saint our responsibility to deal more kindly
and sinner in the history of our with one another, and to preserve
species lived there on a mote of dust and cherish the pale blue dot, the only
suspended in a sunbeam. home weve ever known.
(SAGAN, Carl. You Are Here. In: Pale Blue Dot: A Vision of the Human Future in Space. New York: Random House, 1994. p. 1.)
1. Choose the alternative that expresses the main idea in each of the paragraphs.
a. 1st paragraph:
x Everything important or unimportant in our civilization has happened on this small planet.
The Earth is our home and there is no other planet like it.
We live on a little piece of dust suspended in a sunbeam.
b. 2nd paragraph:
We have a privileged position in the Universe, and there is no intelligent life elsewhere.
The glory and triumph of generals, emperors, and the winners of wars have made them the
masters of the planet.
x We must accept the insignificance of our world in comparison to the cosmos.
c. 3rd paragraph:
Human beings must put an end to all wars if they want to preserve their home.
x The Earth is a very small stage in the vast cosmos, but it is our home, and we must take good
care of it, it is the only one we have.
It is absolute folly to think of our tiny world as a pale blue dot.
2. Responda s seguintes perguntas:
a. Qual o nome da nave espacial que tirou a foto?

Voyager I.
b. O que o pontinho azul-claro a que o autor se refere?

O planeta Terra./O nosso planeta.
c. O que o autor descreve como um cisco de poeira suspenso em um raio de sol?

Nosso planeta.
d. Quem na histria da espcie humana viveu nesse lugar?

Todo mundo./Toda a humanidade.
e. A que rios de sangue o autor se refere e quem os derramou?

s guerras. Os militares e os polticos./Os generais e os imperadores.
f. Para que isso foi feito?

Para que eles pudessem tornar-se, momentaneamente, senhores de uma frao desse pontinho.
g. Que importncia o autor atribui ao nosso planeta na escala csmica?

A Terra um pequeno ponto solitrio em meio escurido csmica que o envolve.
h. Considerando a nossa obscuridade e a vastido do cosmos, que sinais temos de salvao extraterrena?
Nenhum sinal.
i. Segundo o autor, a tolice da arrogncia e do convencimento humano bem demonstrada por

uma imagem. Qual?
A imagem distante do nosso minsculo mundo/do pontinho azul-claro.
j. Qual a responsabilidade destacada por essa imagem e que atitudes devemos tomar?
A responsabilidade de lidar mais gentilmente uns com os outros, preservar e cuidar bem do "pontinho azul-claro", nosso
nico lar.
5 What Really Matters 45
To love. To be loved. To never forget your

Freedman/Corbis/Latinstock
own insignificance. To never get used to

the unspeakable violence and the vulgar
disparity of life around you. To seek joy in
the saddest places. To pursue beauty to its
lair. To never simplify what is complicated
or complicate what is simple. To respect
strength, never power. Above all, to watch.
To try and understand. To never look away.
And never, never, to forget.
Arundhati Roy (1961-), Indian
writer and peace activist who won
the Booker Prize in 1997 for her
novel The God of Small Things
(Available at: <www.goodreads.com/quotes/2689-to-love-to-be-loved-to-never-forget-your-own>. Access: Jan. 15, 2013.)
1. The author clearly states what she thinks is really important in life.
Write YES or NO next to the sentences below, in accordance with
Arundhati Roys ideas about what we should or should not do.
a. To respect strength. Yes
b. To love. Yes
c. To simplify what is complicated. No
d. To try and understand. Yes
e. To get used to violence. No
f. To be loved. Yes
g. To complicate what is simple. No
h. To watch. Yes
i. To forget your own insignificance. No
j. To get used to the vulgar disparity of life around you. No
k. To seek joy in the saddest places. Yes
Lembre sempre aos
alunos que eles no l. To pursue beauty to its lair. Yes
devem se preocupar
com palavras m. To respect power. No
ou expresses
desconhecidas. n. To forget. No
O objetivo desta
atividade
compreender o 2. What about you? What do you think really matters in life? Add your
texto como um todo
e as informaes
own ideas to the list.
especficas
necessrias para
fazer o exerccio.
6 The Seven Ages of Man 46
The Seven Ages of Man, also Full of strange oaths and bearded like
known as All the Worlds a Stage, the pard,
is a reference to a monologue that Jealous in honour, sudden and quick in
appears in Act II, Scene VII of William 20 quarrel,
Shakespeares comedy As You Like It, Seeking the bubble reputation
where the character Jaques (pronounced Even in the cannons mouth. And then

GHNZ]) says what he considers to the justice,
be the seven stages of mans life. In fair round belly with good capon lined,
25 With eyes severe and beard of formal cut,
All the worlds a stage, Full of wise saws and modern instances;
And all the men and women merely And so he plays his part. The sixth age
players: shifts
They have their exits and their entrances; Into the lean and slipperd pantaloon,
5 And one man in his time plays many parts, 30 With spectacles on nose and pouch on
His acts being seven ages. At first the side,
infant His youthful hose, well saved, a world
Mewling and puking in the nurses arms. too wide
And then the whining school-boy, with For his shrunk shank; and his big manly
10 his satchel 35 voice,
And shining morning face, creeping like Turning again toward childish treble, pipes
snail And whistles in his sound. Last scene of all,
Unwillingly to school. And then the lover, That ends this strange eventful history,
Sighing like furnace, with a woeful ballad Is second childishness and mere oblivion,
15 Made to his mistress eyebrow. Then a 40 Sans teeth, sans eyes, sans taste, sans
soldier, everything.
Essa cena, exemplo da fina ironia de Shakespeare, um convite reflexo sobre a brevidade da vida humana. Alm do segredo
da alquimia dos significados das palavras, admira-se na obra de Shakespeare o perfeito domnio da sua musicalidade.
Rischgitz/getty images/stringer
(SHAKESPEARE, William. As You Like It, Act II, Scene VII. The Complete Works of William Shakespeare.
Ware, Hertfordshire: Wordsworth Editions, 1996.)
1. Complete the list with the missing translations of the words from the poem. Look up the
new words in a good dictionary.
(line 1) stage: palco (line 21) bubble reputation: fama, glria
efmera
(line 4) exits: sadas
(line 22) cannon: canho
(line 4) entrances: entradas
(line 23) justice: juiz
(line 7) infant: criana
(line 24) round belly: pana
(line 8) mewl: choramingar
(line 24) with good capon lined: forrada de
bons frangos
(line 8) puke: vomitar
(line 25) beard of formal cut:

(line 8) nurse: ama, bab barba bem cuidada
(line 9) whine: lamuriar-se (line 26) wise saws: sbias sentenas
(line 10) satchel: pasta (escolar) (line 28) shift: mudar
(line 11) creep: arrastar-se (line 29) lean: magro
(line 12) snail: caracol (line 29) slipper'd pantaloon: de pantalonas

(antigas calas compridas de boca larga)
(line 13) unwillingly: a contragosto
(line 30) spectacles: culos
(line 14) sigh: suspirar
(line 30) pouch: bolsa, pochete
(line 14) furnace: fornalha
(line 32) hose: calas justas
(line 14) woeful: aflita
(line 33) too wide: largas demais
(line 15) mistress: amante
(line 34) shrunk shank: pernas que ficaram
mirradas
(line 15) eyebrow: sobrancelha
(line 36) childish treble: falsete, voz aguda,

(line 17) oath: juramento
infantil
(line 17) bearded: barbado (line 37) whistle: assobiar
(line 18) pard: leopardo (line 38) eventful: acidentada, aventurosa
(line 19) jealous: ciumento (line 39) childishness: infantilidade
(line 20) quarrel: briga (line 39) oblivion: olvido, esquecimento
(line 21) seek: buscar, procurar (line 40) sans: without
2. Each one of the drawings on this page represents one of the seven ages of man. Look at the
box below and write down each corresponding number in the drawings.
1 3
6 7 4
5 2
Ilustraes 1 a 6: Acervo do autor/Arquivo da editora
AMJ/Arquivo da editora
1. the infant 5. the justice

2. the school-boy 6. the retired man
3. the lover 7. the old man
4. the soldier
3. Volte ao monlogo e complete o exerccio a seguir.
O mundo inteiro um palco ,
E todos os homens e mulheres meros atores :
Eles tm suas sadas e suas entradas ;
E um homem em seu tempo representa muitos papis,
Sua participao acontece em sete idades . Primeiro a criana
Choramingando e vomitando nos braos da ama .
Depois o colegial resmungo, com sua pasta
Indo devagar, o rosto iluminado pela manh , arrastando-se como um caracol
Sem vontade de ir escola . Depois o amante,
Suspirando como uma fornalha , com uma balada aflita
Que celebra as sobrancelhas da mulher amada. Depois o soldado ,
Cheio de estranhos juramentos, com barba de leopardo,
Zeloso em questes de honra , rpido e gil na briga,
Buscando sempre manter a sua destemida reputao
Mesmo quando na boca dos canhes. Depois esse homem o juiz,
A redonda pana forrada pelo consumo de bons frangos,
De olhar severo e barba bem cuidada,
Cheio de sbios aforismos e novas sentenas;
E assim ele representa o seu papel . Na sexta idade esse homem muda
Passa a usar confortveis pantalonas,
culos pendurados no nariz , a bolsa do lado,
As calas justas que ele usava quando jovem esto agora guardadas, o mundo largo
demais
Para pernas to mirradas, e o seu vozeiro
Passa a lembrar a voz fininha de criana , com seus agudos
Os chiados e os sopros da infncia. E chega enfim a ltima cena,
A que termina essa estranha e acidentada histria ,
a segunda infncia e o mero esquecimento,
Sem dentes , sem viso, sem paladar, sem nada .
4. Na sua opinio, em qual das sete idades o homem mais feliz? Resposta pessoal.
LISTENING
The Seven Ages of Man

47 Listen to the CD. You are going to hear seven different people saying
their own lines about the seven ages of man. Check the column with the
number that introduces each of those lines.
1 2 3 4 5 6 7
a. the soldier
b. the retired man
c. the nurse
d. the school-boy
e. the lover
f. the old man
g. the justice
SPEAKING
All the World's a Stage

All the worlds a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His act being seven ages. [...]
William Shakespeare
What about you? Do you agree with the poet? Do you believe that fate rules our lives and all we
can do is simply play the parts that have been assigned to us? Wouldnt that be a bit of fatalism?
On the other hand, arent the players potentially able to choose or change the way they
lead their lives, play their parts as they see fit to themselves, ad-lib a bit, when they are not
happy about the way the play is being directed? That is a matter for debate.
Discuss that matter with a classmate. Give your opinion about it, agree or disagree with
your classmates view. Please remember that we should always respect each others points of
view, while avoiding stereotypes and all kinds of prejudice.
Expressing your opinion (agreement, doubt and disagreement)

Thats true. I dont think so.
I agree. I disagree.
I believe so, too. I think we can always change our
Yes, theres nothing we can do destiny.
about it. Remember the poets words: I
Hm, I dont know am the master of my fate, I am the
Ok, I agree, but captain of my soul.
WRITING
A Minibiography
William Shakespeare lived in the sixteenth century. What could a
writer who lived more than 400 years ago possibly have to say to us in the
twenty-first century? Everything. Shakespeare wrote about us, all-too-
human human beings. He wrote about our need to love and be loved;
our need to survive in a larger world and to live a life that has meaning.
Shakespeare was a genius at showing us ourselves. This is the true legacy
of Shakespeares plays to see ourselves, to see the world, and to act.
(PACKER, Tina. From Tales from Shakespeare. New York: Scholastic Press, 2004.)
Read the information below and use it to write a mini-biography of

William Shakespeare, one of the most important figures in the history of
the English-speaking world.
* Explique aos
alunos que o
born in 1564, in Stratford-upon-Avon, England
conceito de public went to a public school* as a boy
school na Inglaterra
no coincide
he learned Latin, and studied the works of writers and philosophers from
com o da escola ancient Greece and Rome
pblica brasileira.
Na Inglaterra,
married Anne Hathaway in 1582
public school moved to London in 1590
uma instituio de
ensino particular,
established himself as a playwright and actor in London
paga, chamada became a partner with the Globe theater company
de private school
nos EUA. Na poca
wrote for over twenty years: tragedies, comedies, historical plays, and poems
de Shakespeare, became a very famous, very popular, and very rich man of the theater
as public schools
estavam apenas
returned to Stratford in 1610
comeando. Antes died in Stratford, in 1616
disso, a maioria
das crianas no
sabia nem ler nem William Shakespeare was

escrever; elas an English playwright,
aprendiam um ofcio poet, and actor; who lived
ou trabalhavam in the sixteenth century.
nos campos,
na agricultura. He was born in
Shakespeare
frequentou uma
das primeiras public
schools de Stratford.
In Shakespeares days,
when people wanted to say
goodbye, they said such things
as farewell, fare you well,
and adieu (from French,
pronounced add-you). They
also said goodbye, except it
was in a form which shows the
origin of this word God bye,
short for God be with you. Which
is a good way to end this book.
1. Mark the correct answers to these questions. x Because more nations have acquired nuclear
weapons and testing has continued.
a. What causes climate change?
x Because the spread of nuclear weapons can be
Increased levels of carbon dioxide and other
checked.
polluting gases in our atmosphere.
Floods, storms, and hurricanes. 0.2 point each /1
Extreme weather.
2. Leia a frase que
Lenare/Corbis/Latinstock
b. One of the articles of the Universal Declaration of abre o romance Mrs.
Human Rights states that No one shall be held in Dalloway (1925),
slavery or servitude... What does that mean? da escritora inglesa
It means that slaves are entitled to special care Virgina Woolf (1882-
and assistance. -1941), e responda
x It means that everyone has the right to freedom. questo:
It means that although all human beings are born Mrs. Dalloway said
free some of them ought to become the victims of she would buy the
degrading treatment. flowers herself.
c. According to Bertrand Russell, what should an O pronome herself poderia ter sido usado
individual human existence be like? em outra posio na frase, sem alterao de
sentido. Assinale a alternativa em que essa
An ocean.
alterao est correta.
A waterfall.
a. Mrs. Dalloway said herself she would buy the
x A river.
flowers.
d. What is Manhattan? b. Mrs. Dalloway herself said she would buy the
x One of the five boroughs that constitute New York flowers.
City. c. Herself Mrs. Dalloway said she would buy the
A city. flowers.
A big island. d. x Mrs. Dalloway said she herself would buy the
e. According to Barack Obama, why is the risk of a flowers.
nuclear attack greater than before? e. Mrs. Dalloway said she would buy herself the
flowers.
Kabik/Corbis/Latinstock
0.5 point /0.5
3. Read the text and answer the question on it.

The Beauty of
Library of Congress/SPL/Latinstock
Abraham Lincoln
What is your idea
of beauty? When do
you say that a person
is beautiful? Is it
because you find that
Because the Cold War has disappeared. person physically
good-looking or when you admire his or her Leia o texto e responda questo 4.
good qualities? There is no honorable way to kill, no gentle
Individuals and cultures often differ in their way to destroy. There is nothing good in war.
perceptions of beauty, but they all have one Except its ending.
thing in common the person that we consider Abraham Lincoln
important is also regarded as beautiful. (Available at: <www.goodreads.com/quotes/674915-
Ask people what they value most in a long- there-s-no-honorable-way-to-kill-no-gentle-way-to>.
Access: Apr. 19, 2013.)
term mate and the top qualities are usually
nonphysical, such as niceness, intelligence, and 4. According to Lincoln,
a sense of humor. Physical qualities such as good
a. war and peace are both to be avoided.
looks and material qualities such as wealth tend
to be considered less important. The importance b. the only reason for fighting is to find honor.
of nonphysical qualities in a social partner makes c. x war must always be avoided.
perfect sense from a purely biological perspective. d. a good war has no end.
My favorite example of a person made
0.5 point /0.5
beautiful by his nonphysical qualities is Abraham
Lincoln. In his lifetime he was regarded as
hideously ugly, especially by his political Read the text and answer question 5.
opponents, who compared him to a gorilla. Even Three Cruel Blows
Lincoln made fun of his appearance. Once, when
accused of being two-faced, he replied, If I had Science, over the last 500 years, has dealt
two faces, do you think I would be wearing this man three cruel blows. In the sixteenth century,
Nicolaus Copernicus proved that the Earth is not
one? Yet it is impossible for most of us today to
the centre of the universe, but merely a speck
look upon his face without a strong feeling of love
in the vast heavens. In the nineteenth century,
and devotion. We dont say, What a wonderful
Charles Darwin provided evidence that man was
man too bad he looked like a gorilla. We love
descended from the lower animals. At the turn of
his face, which has become inseparable from his
this century, Sigmund Freud struck the cruelest
admirable qualities.
blow of all. He showed that man is largely directed
Here is an unusual beauty tip: if you want to
by a part of his mind over which he has no control;
become more physically attractive, become a
that he is not completely the master of what he is,
better social partner. Ignore this advice and no
what he thinks or what he says and does.
matter how hard you work on your outward
(ASIMOV, Isaac. Opus 200. New York:
appearance, you might become like the victim of Dell Publishing Co. Inc. 1979.)
a remark I overheard one woman make to another
on their way across campus: If I didnt know 5. Choose the item that best completes each
him and hate him, I would think he was cute! sentence.
(WILSON, David Sloan. Evolution for Everyone. a. Of the three cruel blows mentioned in the passage
New York: Delacorte Press, 2007.)
above, the discovery of the unconscious was
The message of the text is that a person can the earliest.
be made beautiful not actually by his looks but
the least important.
by his or her nonphysical qualities. Of the five
proverbs and sayings below, choose the one no surprise at all.
x the latest.
that goes along with the same idea.
a. A heart in love with beauty never grows old. not so cruel after all.
b. Beauty and honesty seldom agree. b. In the nineteenth century people believed
c. x Love is blind. our planet was the centre of the universe.
d. A heart that loves is always young. man himself should be considered a lower animal.
e. Time has no respect for beauty. both Copernicus and Darwin were wrong in their
theories.
0.5 point /0.5
x mans earliest ancestors were human beings.
the Earth had once been inhabited by several it cant be that bad. I do my very best to please
kinds of cruel creatures. everybody, far more than theyd ever guess...
FRANK, Anne. The Diary of a Young Girl. London:
0.5 point each /1 Penguin Books, 2001.
6. Nesse trecho do dirio, Anne Frank

Anne Frank tornou-se mundialmente famosa
a. expressa todo o seu sentimento de indignao
pela publicao pstuma de seu dirio, no
contra o tratamento a que ela e sua famlia eram
qual descreveu o cotidiano de sua famlia que
submetidas pelos nazistas.
viveu num esconderijo durante o perodo da
perseguio nazista em Amsterd, Holanda b. descreve em detalhe muitos dos problemas
(1942-1944). De origem judaica, Anne Frank tpicos sofridos por qualquer adolescente, no
morreu aos quinze anos num campo de apenas da sua poca, como tambm os de hoje.
concentrao. c. x faz um longo desabafo contra a maneira como
Leia um trecho desse dirio e responda s ela est sendo tratada pelas pessoas ao seu
perguntas 6 e 7. redor.
d. reclama das condies de vida impostas pelo
Saturday, January 30, 1943
confinamento e pelas consequncias dessa
Im boiling situao.
Album/akg-images/Latinstock
with rage, and yet I
mustnt show it. Id 7. Sob a contnua opresso familiar, chamada
like to stamp my feet, de beb insuportvel o tempo todo, a
scream, give Mummy adolescente Anne reage
a good shaking, cry, a. chorando diante de todos.
and I dont know
what else, because of b. gritando com todos.
the horrible words, c. x rindo e fingindo que no se importa.
mocking looks, and accusations which are d. pedindo a todos que a deixem em paz.
leveled at me repeatedly every day, and find their
mark, like shafts from a tightly strung bow, and 0.5 point each /1
which are just as hard to draw from my body.
I would like to shout at Margot, Van Daan, 8. Leia o texto e responda questo a seguir.
Dussel and Daddy, too leave me in peace, It was a wrong number that started it, the
let me sleep one night at least without my telephone ringing three times in the dead of the
pillow being wet with tears, my eyes burning night, and the voice on the other side asking for
and my head throbbing. Let me get away from someone he was not.
it all, preferably away from the world! but I AUSTER, Paul. City of Glass. New York: Penguin Books, 1987.
cant do that, they mustnt know my despair, I Esse o trecho de abertura do romance City of
cant let them see the wounds which they have
Glass. Qual das alternativas abaixo no entra
caused, I couldnt bear their sympathy and their
em contradio com esse trecho?
kindhearted jokes, it would only make me want
to scream all the more. If I talk, everyone thinks a. Ela atendeu o telefone e assim tudo comeou.
Im showing off, when Im silent they think Im b. O telefone tocou mas ningum o atendeu.
ridiculous; rude if I answer, sly if I get a good
c. Ele atendeu o telefone depois que tocou trs
idea, lazy if Im tired, selfish if I eat a mouthful
vezes no meio da tarde.
more than I should, stupid, cowardly, crafty,
etc., etc. The whole day long I hear nothing else d. Era de noite, o telefone tocou trs vezes, mas
but that I am an insufferable baby, and although I ele estava morto.
laugh about it and pretend not to take any notice, e. x Tudo comeou no meio da noite, com uma
I do mind. I would like to ask God to give me a ligao errada a que ele acabou atendendo
different nature, so that I didnt put everyones
aps o telefone tocar trs vezes.
back up. But that cant be done. Ive got the
nature that has been given to me and Im sure 0.5 point each /0.5
Leia o texto e responda questo 9. e. Na ltima dcada, o nmero de crianas
Clean Water mortas por diarreia superior ao nmero
de mortos em conflitos armados desde a
People have always known that clean water is
Segunda Guerra Mundial.
better for you than dirty water, but until Antonie
van Leeuwenhoek invented the microscope in 0.5 point /0.5
1676, one could only determine whether water
was clean by the way it smelled and tasted. Leia o texto e responda s questes 10 a 13.
Today, water treatment plants are a standard
part of modern cities, but we still havent conquered
Globalization
the problem of contaminated water supplies: Globalization began with the European
One sixth of the worlds population does not voyages of discovery of the 15th and 16th
have access to safe drinking water. centuries, which ushered in a new era of
In the past ten years, diarrhea has killed more international trade, migration and cultural
children than all the people lost to armed 5 exchange. The process has accelerated in recent
conflict since World War II. decades, particularly since the end of the Cold
Some 6,000 children die every day from War. Political and trade barriers have tumbled,
diseases associated with lack of safe drinking and many Western companies have moved their
water and inadequate sanitation. manufacturing bases to developing countries
Nearly half of the worlds people lack water 10 where wages are lower. Revolutions in transport
and sanitation technology that was available to and communications such as containeration
ancient Romans two thousand years ago. and the Internet have also played their part.
(TOLER, Pamela D. Mankind: The Story of All of Us. Globalization has resulted in considerable
Philadelphia: Running Press, 2012.) economic growth in emerging economies, such
15 as India and China, and also contributes to the
Ilya Andriyanov/Shutterstock/Glow Images
spread of Western democratic values. However,

critics point out that it has increased inequalities
and the exploitation of workers in the developing
world, that local producers are elbowed aside by
20 vast multinational companies, and that cultural
diversity is threatened by bland homogeneity, in
everything from fast food to films and fashion.
(CROFTON, Ian. Big Ideas in Brief.
London: Quercus, 2011, p. 326.)
10. De acordo com o texto,

a. quando comeou a globalizao historicamente?
Com as viagens de descobrimento, nos sculos 15 e 16.
b. por que muitas empresas ocidentais, depois

da queda das barreiras polticas e comerciais,
9. Assinale a nica alternativa que no est de
mudaram suas fbricas para os pases em
acordo com as informaes do texto.
desenvolvimento? Porque os salrios so mais baixos/a
a. x O tratamento de gua e o saneamento eram mo de obra mais barata.
desconhecidos na Roma Antiga.
c. que outros grandes fatores tambm contriburam
b. S aps a inveno do microscpio, em 1676,
para a acelerao do processo de globalizao
foi possvel observar a patologia contida em
nas ltimas dcadas? A revoluo nos transportes
uma gota de gua.
(o uso de contineres) e nas comunicaes (a Internet).
c. Um sexto da populao mundial no tem
acesso a gua potvel. d. cite dois exemplos positivos da globalizao.
Crescimento econmico em pases emergentes, como
d. Cerca de 6 mil crianas morrem diariamente
por doenas decorrentes da falta de a ndia e a China, e a difuso dos valores democrticos
tratamento de gua e saneamento adequado. do Ocidente.
e. cite trs exemplos negativos da globalizao. private vices yield public benefits, in the classic
Aumento das desigualdades sociais, a explorao dos formulation.
trabalhadores nos pases em desenvolvimento e a ameaa Now, it has long been understood, very well,
that a society that is based on this principle
diversidade cultural, pela homogenizao de tudo, dos
will destroy itself in time. It can only persist,
hbitos alimentares aos filmes e moda.
with whatever suffering and injustice it entails,
11. Identifique os marcadores discursivos usados as long as it is possible to pretend that the
com estas funes: destructive forces that humans create are
limited: that the world is an infinite resource,
a. (linha 6) expressar tempo, marcando o incio da and the world is an infinite garbage can. At this
ao since stage of History, either one of two things is
b. (linha 11) introduzir exemplos such as possible: either the general population will take
control of its own destiny and will concern itself
c. (linha 16) estabelecer contraste de ideias
with community interests, guided by values of
however
solidarity, sympathy and concern for others or,
12. In manufacturing bases, developing alternatively, there will be no destiny for anyone
countries, and emerging economies, the to control [].
suffix -ing was used to form (CHOMSKY, Noam. Manufacturing Consent: Noam
Chomsky and the Media. Available at: <www.imdb.com/
a. nouns title/tt0104810/quotes>. Access: Mar. 13, 2013.)
b. verb forms
a. De acordo com Noam Chomsky,
c. x adjectives
a convenincia da moderna civilizao industrial
13. In the process has accelerated in recent
um mito.
decades, the verb to accelerate was used in
the Present Perfect. Scan the text and find five x a fora que move a moderna civilizao industrial
other verbs that have also been used in the o enriquecimento do indivduo.
Present Perfect.
have tumbled, have moved, have also played their part, digna de elogios a atitude das pessoas cujo
has resulted, has increased objetivo na vida o sucesso pessoal e financeiro.
0.1 point each /1 os maus hbitos de uns poucos acabam

resultando em benefcios para muitos, e isso
14. Leia o texto e responda s questes. bom.
b. Assinale a nica alternativa que no est de

acordo com o texto. Chomsky afirma que
Chomsky on Civilization
x uma sociedade com base no individualismo
Modern industrial
acabar por destruir o seu tempo.
civilization has
fotostory/Shutterstock/Glow Images
developed within
apesar do sofrimento e da injustia envolvidos
a certain system of
nesse sistema, a sociedade que o adota persiste
convenient myths.
em seus erros.
The driving force of
modern industrial
as foras destruidoras da humanidade veem o
civilization has
mundo como algo a explorar, consumir e poluir.
been individual
material gain, se a sociedade quiser controlar o seu destino, ter
which is accepted
de atuar em defesa dos interesses comunitrios,
as legitimate, even
com base nos princpios e valores altrustas.
praiseworthy, on
the grounds that 0.5 point each /1
(PUC-RJ 2013) Leia o texto e responda s adapt. For most of us we are just living in a new
questes 15 a 19. 50 world that really demands comfort with and
access to technology.
Are You A Digital Native or A Digital
This notion of digital native vs. digital
Immigrant?
immigrant makes a great deal of sense to
We all know that we are living in an me. Young people in our society are digital
increasingly technologically driven world. Living 55 natives. They seem to be very comfortable
here in the heart of Silicon Valley I certainly with everything from iPhones to TV remotes.
feel it every day. In fact, I dont think I know a Digital immigrants, like me, just never feel
5 single couple in my neighborhood, other than that comfortable with these technologies. Sure
my wife and I, who dont work in the technology we may learn to adapt by using email, mobile
field in some capacity. Our local companies are 60 phones, smart ones or dumb ones, Facebook,
Facebook, Apple, Google, Yahoo, and so many and so forth but it just doesnt and perhaps will
venture capital firms that I cant keep them never be very natural for us. It is like learning
10 straight. But you dont have to live in Silicon a second language... you can communicate but
Valley to feel that the world is getting more and with some struggle.
more technology centered, focused, and driven. 65 This has perhaps always been true. I
We can debate the pros and cons of this reality
remember when I was in graduate school in the
but we cant deny that the world has changed
1980s trying to convince my grandparents that
15 very quickly in head spinning ways. Two recent
buying a telephone answering machine as well as
comments led me to finally enter the 21st century
a clothes dryer would be a good idea. They looked
by getting a smart phone this week, kicking and
70 at me like I was talking in another language or
screaming.
that I was from another planet.
First, I mentioned to one of my undergraduate
Perhaps we have a critical period in our lives
20 classes at Santa Clara University that I didnt have
for technology just like we do for language.
a smart phone, but rather I had a dumb phone.
When we are young we soak up language so
My phone can make and receive phone calls and
75 quickly but find it so much harder to learn a
thats about it. No email, internet, and so forth.
new language when we are older. The same
So one of my students looked at me in an odd
25 seems to be true for technology. So, this week
and curious way, like she was talking to someone
I bought my first smart phone and am just
from another planet, and stated in a matter of
learning to use it. When questions arise, I turn
fact manner, Professor Plante, even 2nd graders
have smart phones. Ouch! 80 to my very patient teenage son for answers.
Second, I was talking with a producer at And when hes not around, I just look to the
30 the PBS NewsHour who wanted me to do a live youngest person around for help.
interview within a few hours of his call regarding So, what about you? Are you a digital native
some late breaking news about clergy sexual or a digital immigrant and how does it impact
abuse, which is my specialty. I was out of the 85 your life?
office and driving my car when he called and in Adapted from Digital Native vs Digital Immigrant? Which
a matter of fact manner he said that he wanted are you? Published on July 24, 2012 by Thomas G. Plante,
35
Ph.D., ABPP in Do the Right Thing
to send me some important information to my
http://www.psychologytoday.com/blog/do-the-right-
smart phone to best prepare me for the upcoming thing/201207/digital-native-vs-digital-immigrant-
interview. When I told him that I couldnt which-are-you retrieved on July 28, 2012.
receive anything since I had a dumb phone and
40 not a smart phone, there was a long silence. He 15. The main purpose of the text is
then said hed have to just read it to me over the
phone as a Plan B. He wasnt happy... neither a. to compare the new smart phones to old
was I. conventional devices.
In case you havent noticed, the 21st century b. to argue that people should adopt simple
45 is really upon us and to live in it one really does
dumb phones for their daily activities.
need to be connected in my view. Although I
often consider myself a 19th or 20th century guy c. x to highlight that young people are usually
trapped in the 21st century we really do need to technologically driven and centered.
d. to analyze the characteristics and the can make and receive phone calls... (l. 22)
advantages of smart phones. express the ideas of, respectively:
e. to prove that old people cannot learn how to a. probability; duty.

use electronic instruments.
b. condition; ability.
16. In the sentence, He then said hed have to
c. obligation; assumption.
just read it to me over the phone as a Plan B.
(l. 40-42), the underlined pronoun refers to d. possibility; obligation.
e. x impossibility; ability.
a. the authors dumb phone.
b. x the information needed for the interview. 0.2 point each /1
c. the authors smart phone.

(UnB-2013) Leia o cartum e responda
d. the upcoming interview. questo 20.
e. the conversation the author had with the TV
Internet<www.theomahaproject.org>
producer.
17. Paraphrasing the sentence In case you
havent noticed, the 21st century is really
upon us and to live it one really does need to
be connected in my view (l. 44-46), we can
say that
a. x the future is here and we must be connected to
the world.
b. the present century has come to make things
more difficult for people.
20. From the analysis of the cartoon above, it is
c. everybody understands that technology is possible to conclude that
necessary to survive on Earth.
a. the characters faces have suffered from
d. people should try to escape the new centurys genetic mutation due to pollution.
negative effects.
b. x it will be the sons responsibility to correct his
e. digital natives have not noticed that they need fathers mistakes.
to be connected.
c. the father has been working on a better future
18. The author explains the expression dumb for his son.
phone (l. 21) as
d. the son is helping the father to build a better
a. a phone used by those who are digital natives. future.
b. x a phone which does not have internet access. 0.5 point /0.5
c. a phone that can communicate with people

from another planet. (UFRN-2013) Responda questo 21 de acordo
com o texto abaixo.
d. a phone specially designed for second
graders. Future Hot Careers: Space Tourism to
Genetic Counseling
e. a phone designed for those who have hearing
problems. In our information-rich society there is an
ever increasing demand for workers in the fields
19. We cant deny in ... we cant deny that the of computers, health care, science and space
world has changed very quickly... (l. 14-15) technology much of it driven by the demands
and My phone can make in My phone of the retiring baby boomers. If you like to plan
ahead, here is sampling of some of the jobs that b. qual ser o papel dos consultores genticos?
will be hot in the next several years and beyond. Os consultores genticos ajudaro as pessoas e as
Genetic Counseling famlias a tomarem decises relativas s tecnologias

Doctors will be able to test for dozens of genticas em relao cincia e s crenas pessoais.
genetic markers and predict when a person will
likely experience a genetically based condition. 0.5 point each /1
With more tests and treatments available, Oriente o aluno a avaliar o seu desempenho no teste e tambm
genetic counselors will be needed to help quanto aos objetivos de ensino deste bimestre.
individuals and families make decisions about SELF-EVALUATION (UNITS 10, 11 AND 12)
genetic technologies as it applies to science and
personal beliefs. Today, about 2,000 counselors How did you do? What was your score?
are recognized by the American Board of Genetic
Counseling. Can
Excellent Good OK
do better
Space Tourism Test total:
While this one may sound far-fetched, the 10-9 8-7 6-5 less than 5
out of 10
entire industry of space tourism is poised to
take off. There are already 200 reservations How do you evaluate your own progress? Check
for space flights. Space Adventures plans on ( ) for Yes, (x) for No, or (R) for Review Units 10, 11
hiring about 10 space tour guides to start, said and 12 after each of the topics below.
spokeswoman Stacey Tearne. The worlds first
space hotel is also set to open, which could be the Now I can
beginning of a whole new sector of jobs which
will require the merging of space smarts with ( ) use the different reading strategies to be able to
great hospitality. understand a text in English.
Roboticists ( ) guess the meanings of new words from context.

In a way, robots have already taken over the ( ) identify the meaning and function of discourse
world. The components, processors and sensors
markers.
for robots are getting cheaper every quarter, said
Paul Saffo, a technology forecaster. Hundreds ( ) identify the meaning and function of nouns used
of new applications for robots are already being in noun phrases.
developed. Robots already work in research
laboratories, factories, hospitals, daycares and
( ) listen to a dialogue, a passage about a poem,
housekeeping, and the trend is only expected to and a passage of the Declaration of Human
grow as the field progresses. Rights.
Disponvel em: <http://www.dailygalaxy.com/my_
( ) discuss a celebritys statement about womens
weblog/2008/08/future-top-10-h.html>. Acesso em: 31 de
maio de 2012. [Adaptado]. rights.
21. Em relao aos avanos da gentica ( ) interview a classmate about lifestyle habits.
apresentados no texto, ( ) write a postcard, a slogan for a T-shirt, and a
a. o que os mdicos podero fazer no futuro? minibiography.
Os mdicos podero testar dzias de marcadores genticos e
( ) reflect and debate about Shakespeares image
fazer previses a respeito de quando uma pessoa poder ser
as all the world being a stage and about mans
afetada por um problema de sade de origem gentica. seven ages.
Minigrammar
1. Tempos verbais: Simple Past To classify classified
verbos regulares Quando o verbo regular for monossilbico e suas

ltimas letras forem consoante-vogal-consoante, dobra-se
A maioria dos verbos em ingls faz o passado e o a consoante final e acrescenta-se -ed.
particpio passado de forma regular, pelo acrscimo de -ed
To stop stopped
sua forma bsica:
O mesmo acontece com verbos de mais de uma slaba,
to work worked worked desde que a ltima seja a slaba tnica:
to wash washed washed
to prefer preferred to occur occurred
to call called called
to permit permitted to refer referred
Esta forma nica para todas as pessoas, no
variando na terceira pessoa do singular:
MINITEST
I/ you/ he/ she/
worked, washed, called
it/ we/ you/ they Complete as frases com o Simple Past dos
verbos que voc vai escolher no quadro abaixo.
Os verbos que tm formas semelhantes s dos verbos
em portugus, em geral de origem latina, so regulares:
to learn to die to use to study to work
to protest protested protested to construct to refer to live to invent
to dislike to discover to call
to construct constructed constructed
Mas muitos dos verbos mais comuns no so de 1. Oscar Niemeyer hard all his life, and at age 104.
worked/died
origem latina e so irregulares, com formas prprias de 2. Freud the human mind. studied
passado e particpio passado:
3. Freud to dreams as the royal road to the unconscious.
referred
to see saw seen 4. Archimedes in Syracuse, on the island of Sicily,
to go went gone when it was a colony of Greece. lived
5. Hans Lippershey the telescope in 1609. invented
Duas listas com as formas de passado e particpio
passado dos verbos irregulares so dadas nos tpicos 3 e 4.
6. Galileo of the invention of the telescope by Hans
Lippershey. learned
Uso do Simple Past 7. Galileo then his own telescope and it to look at the
sky. constructed/used
O Simple Past usado para indicar uma ao 8. Galileo in 1642, the year Isaac Newton was born. died
realizada e totalmente terminada no passado,
correspondendo, em portugus, tanto ao pretrito 9. Edwin Hubble that galaxies are moving away from
each other. discovered
perfeito como ao pretrito imperfeito.
10. Albert Einstein school, which he the educational
Shakespeare lived in the sixteenth century.
machine. disliked/called
(Shakespeare viveu no sculo dezesseis.)
Notas ortogrficas 2. Tempos verbais: Simple Past

Quando o verbo terminar em -e, acrescenta-se verbos irregulares
apenas -d:
As formas do Simple Past dos verbos irregulares
To decide decided variam de um verbo para outro e, portanto, precisam ser
Quando o verbo terminar em -y precedido de memorizadas. Como no caso dos verbos regulares, os
consoante, troca-se o y por i e acrescenta-se -ed: irregulares tm uma nica forma para todas as pessoas:
189
2QB6WDJHB,QJOHVBDQRB31/'BDB0*LQGG $0
to go went to do did
MINITEST
Complete as frases com o Simple Past dos

to see saw to come came
verbos irregulares entre parnteses.
Para os verbos regulares, a forma do passado igual
1. I keep six honest serving-men, they me all I .(to
teach; to know) taught; knew
do particpio passado. No caso dos irregulares, s vezes
acontece o mesmo, mas muitos deles tm formas para o 2. Mandela 27 years in prison. (to spend) spent
passado distintas das formas para o particpio passado. 3. Archimedes himself probably never about the eureka
episode. (to write) wrote
Regular to help helped helped 4. Mandela against the apartheid system all his life. (to
fight) fought
Irregular to buy bought bought 5. The youngest son and after a few seconds he the
answer. (to think; to find) thought; found
Irregular to eat ate eaten 6. The oldest son to the market and some straw. (to
go; to buy) went; bought
O particpio passado necessrio para a formao dos 7. Oscar Niemeyer and Lucio Costa the new capital of
tempos perfeitos (Present Perfect, Past Perfect, Future Brazil. (to build) built
Perfect etc.) e tambm da voz passiva. Essas formas
8. Galileo only four of Jupiters moons. (to find) found
de particpio passado dos verbos irregulares devem ser
memorizadas junto com as do passado. Nos dois tpicos 9. The Interpretation of Dreams Freuds development
a seguir so apresentadas listas com os principais verbos of psychoanalysis. (to begin) began
irregulares, em ordem alfabtica e tambm por grupos de 10. Archimedes plenty of time detailing the laws of
formas semelhantes, o que facilita a memorizao. buoyancy and the lever. (to spend) spent
3. Verbos irregulares
Presente Passado Particpio passado Traduo
be was/were been ser; estar
beat beat beaten bater; derrotar
become became become tornar-se
begin began begun comear
bend bent bent curvar(-se); dobrar(-se)
bet bet bet apostar
bite bit bitten morder
bleed bled bled sangrar
blow blew blown soprar
break broke broken quebrar
bring brought brought trazer
build built built construir
burn burned/burnt1 burned/burnt1 queimar
burst burst burst estourar
190 Minigrammar
buy bought bought comprar
catch caught caught pegar; agarrar
choose chose chosen escolher
come came come vir
cost cost cost custar
cut cut cut cortar
deal dealt dealt lidar; tratar; negociar
dig dug dug cavar; escavar
do did done fazer
draw drew drawn desenhar; sacar; puxar
dream dreamed/dreamt2 dreamed/dreamt2 sonhar
drink drank drunk beber
drive drove driven dirigir
eat ate eaten comer
fall fell fallen cair
feed fed fed alimentar(-se)
feel felt felt sentir(-se)
fight fought fought lutar; combater
find found found achar; encontrar
fit fit/fitted fit/fitted caber; servir; ajustar(-se)
flee fled fled fugir, escapar
fly flew flown voar; pilotar
forbid forbade forbidden proibir
forget forgot forgotten esquecer
forgive forgave forgiven perdoar
freeze froze frozen congelar
get got got/gotten3 obter; arranjar; pegar
give gave given dar
go went gone ir
grow grew grown crescer; cultivar
Minigrammar 191
hang hung4 hung4 pendurar
have had had ter
hear heard heard ouvir
hide hid hidden esconder(-se)
hit hit hit bater; acertar
hold held held segurar; realizar
hurt hurt hurt ferir; machucar; doer
keep kept kept guardar; conservar; continuar
kneel knelt knelt ajoelhar(-se)
know knew known saber; conhecer
lay laid laid pr; colocar
lead led led levar; conduzir; liderar
leap leaped/leapt5 leaped/leapt5 saltar, pular
learn learned/learnt6 learned/learnt6 aprender
leave left left deixar; sair (de)
lend lent lent emprestar
let let let deixar; permitir
lie lay7 lain7 deitar-se; situar-se
light lit lit iluminar; acender
lose lost lost perder
make made made fazer
mean meant meant significar; tencionar
meet met met encontrar (pessoa)
pay paid paid pagar
put put put pr; colocar
read8 read8 read8 ler
ride rode ridden montar; andar de
ring rang rung tocar; soar
rise rose risen subir; levantar(-se)
run ran run correr
192 Minigrammar
say said said dizer
see saw seen ver
seek sought sought buscar; procurar
sell sold sold vender
send sent sent mandar, enviar
set set set pr; colocar
sew9 sewed sewn/sewed costurar
shake shook shaken sacudir; tremer
shine shone10 shone10 brilhar
shoot shot shot disparar; balear; rematar
show showed shown mostrar
shrink shrank shrunk encolher(-se)
shut shut shut fechar
sing sang sung cantar
sink sank sunk afundar
sit sat sat sentar(-se)
sleep slept slept dormir
slide slid slid deslizar
smell smelled/smelt11 smelled/smelt11 cheirar
speak spoke spoken falar
spend spent spent gastar; passar (tempo)
spin spun spun girar
split split split rachar; separar
spread spread spread espalhar
stand stood stood estar de p; aguentar
steal stole stolen roubar
stick stuck stuck grudar(-se); enfiar
strike struck struck bater em; atingir
strive strove striven esforar-se por
swear swore sworn jurar; xingar
Minigrammar 193
sweep swept swept varrer
swim swam swum nadar
swing swung swung balanar(-se)
take took taken tomar; pegar; levar
teach taught taught ensinar
tear tore torn rasgar
tell told told dizer a; contar
think thought thought pensar
throw threw thrown atirar; lanar
understand understood understood entender
upset upset upset chatear; perturbar
wake woke woken acordar
wear wore worn usar; vestir
weave wove woven tecer
weep wept wept chorar
win won won vencer; ganhar
write wrote written escrever
1
As duas formas so possveis. 6
As duas formas (learned ou learnt) pronunciam-se /l nt/, rimando com burned/burnt.
2
A forma dreamt pronuncia-se /dremt/. 7
No confundir com as formas regulares lie lied lied: mentir.
3
A forma gotten usada em ingls norte-americano. 8
No presente, read rima com need; no passado e no particpio passado rima com bed.
4
No confundir com as formas regulares hang hanged hanged: 9
Sew pronuncia-se /s /, rimando com go.
enforcar. 10
No confundir com as formas regulares shine shined shined: polir, lustrar.
5
A forma leapt pronuncia-se /lept/ e rima com kept. 11
As duas formas so possveis.
4. Verbos irregulares classificao por grupos de formas semelhantes

A memorizao das formas do presente, do passado e do particpio passado dos verbos irregulares fica mais simples
quando os estudamos por grupos, classificados por formas semelhantes de grafia e pronncia. Confira, lendo em voz alta
e memorizando os vrios grupos gradualmente. Tente se lembrar do significado desses verbos, escrevendo-os na coluna
de Traduo e voltando ao tpico 3 em caso de dvida.
bring brought brought trazer
buy bought bought comprar
fight fought fought lutar; combater
think thought thought pensar
194 Minigrammar
seek sought sought buscar; procurar
catch caught caught pegar; agarrar
teach taught taught ensinar
begin began begun comear
ring rang rung tocar; soar
sing sang sung cantar
swing swang swung balanar(-se)
drink drank drunk beber
sink sank sunk afundar
shrink shrank shrunk encolher(-se)
swim swam swum nadar
blow blew blown soprar
grow grew grown crescer; cultivar
know knew known saber; conhecer
throw threw thrown atirar; lanar
fly flew flown voar; pilotar
drive drove driven dirigir
ride rode ridden montar; andar de
rise rose risen subir; levantar-se
write wrote written escrever
break broke broken quebrar
choose chose chosen escolher
freeze froze frozen congelar
speak spoke spoken falar
steal stole stolen roubar
bend bent bent curvar(-se), dobrar(-se)
lend lent lent emprestar
Minigrammar 195
send sent sent mandar; enviar
spend spent spent gastar; passar (tempo)
shake shook shaken sacudir; tremer
take took taken tomar; pegar; levar
sell sold sold vender
tell told told dizer a; contar
lay laid laid pr; colocar
pay paid paid pagar
say said said dizer
keep kept kept guardar; conservar
sleep slept slept dormir
sweep swept swept varrer
weep wept wept chorar
bet bet bet apostar
burst burst burst estourar
cost cost cost custar
cut cut cut cortar
fit fit/fitted fit/fitted caber; servir; ajustar-se
hit hit hit bater; acertar
hurt hurt hurt ferir; doer
let let let deixar; permitir
light lit lit iluminar; acender
put put put pr; colocar
set set set pr; colocar
shut shut shut fechar
split split split rachar; separar
196 Minigrammar
spread spread spread espalhar
upset upset upset chatear; perturbar
forbid forbade forbidden proibir
forgive forgave forgiven perdoar
give gave given dar
become became become tornar-se
come came come vir
stand stood stood estar de p; aguentar
understand understood understood entender
forget forgot forgotten esquecer
get got got/gotten obter; arranjar; pegar
stick stuck stuck grudar(-se); enfiar
strike struck struck bater em; atingir
swear swore sworn jurar; xingar
tear tore torn rasgar
bleed bled bled sangrar
feed fed fed alimentar(-se)
flee fled fled fugir; escapar
deal dealt dealt lidar; tratar; negociar
feel felt felt sentir(-se)
kneel knelt knelt ajoelhar(-se)
burn burned/burnt burned/burnt queimar
learn learned/learnt learned/learnt aprender
Minigrammar 197
5. Tempos verbais: Simple Past c. Einstein worked as a watchmaker. (professor)
formas negativa e interrogativa Einstein didnt work as a watchmaker. He worked as
A forma interrogativa dos verbos (regulares ou a professor.

irregulares) no passado feita com a colocao de did
(passado do verbo auxiliar do) no incio da pergunta para
todas as pessoas, ficando o verbo principal na forma bsica. d. A horseshoe magnet has one pole. (two poles)
Exemplo com verbo regular (to work): A horseshoe magnet doesnt have one pole. It has
Did I/ you/ he/ she/ it/ we/ you/ they work yesterday? two poles.
Exemplo com verbo irregular (to go):
Did I/ you/ he/ she/ it/ we/ you/ they go there yesterday?
e. Galileo invented the telescope. (constructed one)
A forma negativa feita com o auxlio de did + not
Galileo didnt invent the telescope. He constructed
(didnt na forma contrata), antes do verbo (regular ou
irregular), para todas as pessoas: one.
I/ you/ he/ she/ it/ we/ you/ they did not/didnt work
yesterday.
I/ you/ he/ she/ it/ we/ you/ they did not/didnt go there f. The planets go around the Moon. (Sun)
yesterday.
The planets dont go around the Moon. They go around
the Sun.
MINITESTS
1. Complete as perguntas com do, does ou did.

a. NASA send a robotic spacecraft to Mars in 2012? Did
6. Tempos verbais compostos
b. antibiotics fight microbes? Do
introduo
c. Archimedes find the answer to the problem of the
kings crown? Did Em ingls, os tempos compostos mais importantes
d. opposite poles attract each other? Do so os progressive (ou continuous) e os perfect. Os
primeiros so formados com o verbo auxiliar to be + forma
e. the human body need a system of protection? Does
de final -ing do verbo principal. Assim:
Present Progressive:
2. As frases a seguir so falsas. Faa frases
negativas, usando dont, doesnt ou didnt e I am finishing the report now.
(Eu estou terminando o relatrio agora.)
depois faa as frases afirmativas, corretas, usando
os elementos entre parnteses. Siga o modelo. Past Progressive:
Calvin said he was a monster.(genius) I was finishing the report when you called.
Calvin didnt say he was a monster. He said he was a genius. (Eu estava terminando o relatrio quando voc ligou.)
a. The immune system destroys the human body.
(defends) Future Progressive:
The immune system doesnt destroy the human body. I will be finishing the report when you come tomorrow.
(Eu estarei terminando o relatrio quando voc vier
The immune system defends it. amanh.)
Para a formao dos tempos perfeitos, usa-se o verbo

auxiliar to have + particpio passado do verbo principal.
b. Mandela grew up in England. (South Africa)
Assim:
Mandela didnt grow up in England. He grew up in
Present Perfect:
South Africa.
I have finished the report. Here it is.
(Eu terminei o relatrio. Aqui est ele.)
198 Minigrammar
Past Perfect:
MINITEST
I had finished the report when they came.
(Eu tinha terminado o relatrio quando eles chegaram.) Complete com o Past Perfect dos verbos entre
Future Perfect: parnteses.
1. When we got to the airport I realized I our passports
I will have finished the report by the time they come
at home. (to leave) had left
tomorrow.
(Eu terei terminado o relatrio quando eles chegarem 2. 2012 was not the first time Madonna performed in
amanh.) Brazil. She here before. (to be) had been
3. Jack showed me a copy of the letter he to the
President. (to send) had sent
MINITEST
4. Cabral landed in Porto Seguro, Bahia almost two
months after he Lisbon. (to leave) had left
Complete as frases com os verbos nos tempos
indicados entre parnteses. 5. Nostradamus the attack on the Twin Towers
centuries before it happened. (to predict) had predicted
1. Researchers with human embryos in the near future.
(to work Future Progressive) will be working
2. Rising carbon dioxide levels an increase in the 8. Tempos verbais: Present Perfectt
temperature of both the atmosphere and the oceans a Introduo
global warming. (to cause Present Progressive)
are causing O Present Perfect (have/has + particpio passado do
3. The evidence that global warming has been getting
verbo principal) pode ser usado para indicar uma ao que
stronger for many years. (to happen Present
Progressive) is happening aconteceu vrias vezes num passado indeterminado e que
continua acontecendo.
4. Our knowledge of the Universe constantly .
(to expand Present Progressive) is; expanding The Brazilian soccer team has won many Cups and titles.
5. In the last hundred years, we spectacular advances in Nesse caso, o Present Perfect no apresenta
our understanding of the Universe. (to make dificuldade, podendo ser traduzido palavra por palavra:
Present Perfect) have made
A equipe brasileira de futebol tem ganhado muitas copas e ttulos.
6. Dinosaurs from the face of the Earth when human
Muitas vezes, porm, esse tempo verbal expressa uma
life began. (to disappear Past Perfect) had disappeared
ao praticada num passado recente, indeterminado, com
7. In the last 50 years average life expectancy in many importantes reflexos no presente:
developed countries by up to a third. (to increase
Present Perfect) has increased Brazil has won the game! Brazil is the world champion!
8. This is the time when humans to sail the sea of space. Nesse caso, o Present Perfect deve ser traduzido pelo
(Carl Sagan) (to begin Present Perfect) have begun pretrito perfeito em portugus:
9. When we finally got to the airport, the plane so we O Brasil ganhou o jogo!
missed our flight. (to take off Past Progressive)
was taking off
Aqui o importante no quando a ao ocorreu, mas
10. Mary showed me a copy of the poem she . (to write a ao em si e seus reflexos no presente:
Past Perfect) had written O Brasil o campeo do mundo!
Sempre que o tempo passado for determinado, usa-se

7. Tempos verbais Past Perfect o Simple Past, que indica uma ao completa, terminada,
sem ligaes com o presente.
O Past Perfect (had + particpio passado do verbo
Brazil won its first World Cup in Sweden in 1958.
principal) usado para expressar a primeira de duas aes
(O Brasil ganhou sua primeira Copa do Mundo na Sucia
ocorridas em ocasies diferentes, ambas no passado. Para em 1958.)
indicar a que aconteceu antes, usa-se o verbo no Past
Perfect. Para indicar a ao que ocorreu depois, usa-se o O Present Perfect tambm usado para indicar uma ao
verbo no Simple Past. iniciada num certo ponto do passado e em desenvolvimento no
presente. Nesse caso, usam-se as preposies since (desde)
I was late and when I got to the office the meeting had begun. ou for (h, faz tempo), a primeira indicando o ponto de
(Eu estava atrasado e, quando cheguei ao escritrio, a incio da ao e a segunda quanto tempo transcorreu desde o
reunio havia comeado.) incio da ao at o presente.
Minigrammar 199
The Brazilian soccer team has been a winner since 1958./for 3. Columbus more than one voyage from Spain to the
over 50 years. New World. (to make) made
Nesse caso, o Present Perfect pode corresponder ao 4. you any good movies recently? (to see) Have seen
presente do indicativo em portugus:
5. Crime and violence in the news almost every day
A equipe brasileira de futebol vencedora desde 1958./h these days. (to be) have been
mais de 50 anos.
Os diversos usos do Present Perfect sero estudados

em separado, nos tpicos a seguir.
10. Usos do Present Perfect (II)
Como j vimos, o Present Perfect usado para
MINITEST expressar uma ao que aconteceu num passado
indeterminado, destacando o fato em si e suas
Identifique o uso do Present Perfect nas frases a consequncias para o momento presente.
seguir, de acordo com o quadro. My watch has stopped. I dont know what time it is now.
(Meu relgio parou. Eu no sei que horas so agora.)
1. Ao repetida num passado indeterminado. Quando se determina o momento em que a ao
2. Ao praticada num passado indeterminado, com
aconteceu, usa-se o Simple Past, no o Present Perfect.
reflexos no presente.
Repare que em portugus no h essa diferena, isto ,
3. Ao iniciada no passado e que ainda acontece no
usa-se o pretrito perfeito nos dois casos.
presente.
My watch stopped an hour ago.
1 Clint Eastwood has made several movies about (Meu relgio parou uma hora atrs.)
violent heroes.
2 Ive lost my keys! How can I get home now?

MINITEST
1 The Rolling Stones have been to Brazil more than once.
Complete com o Present Perfect ou o Simple
3 That teacher has worked with teenagers since she
was young. Past dos verbos entre parnteses.
1. Ouch! I myself. (to cut) ve cut
3 Ive had my old car for over ten years.
2. I myself on a broken glass five minutes ago. (to cut)
2 Ive made some coffee. Would you like a cup? cut
3. I a book and two magazines from the library last
week. (to borrow) borrowed
9. Usos do Present Perfect (I) 4. Thank you! You me a great idea! (to give) ve given
Como vimos, o Present Perfect usado para 5. It will be a great day when we hear the news, They a
expressar uma ao praticada vrias vezes num passado cure for cancer!. (to find) have found
no determinado e que ainda acontece no presente.
I have seen Roberto Carlos on TV several times.

(Eu tenho visto Roberto Carlos na TV vrias vezes.)
11. Usos do Present Perfect (III)
Se, entretanto, a ao tiver acontecido num passado O Present Perfect tambm usado para expressar uma
determinado, usa-se o verbo no Simple Past: ao que comeou no passado e continua no presente:
I saw Roberto Carlos on TV last month. Fernanda Montenegro has been an actress since the 1950s/
(Eu vi Roberto Carlos na TV no ms passado.) for over 60 years.
(Fernanda Montenegro atriz desde os anos 50/h mais de
60 anos.)
MINITEST
Nesse caso, empregam-se as preposies since
Complete as frases com o Present Perfect ou o (desde) ou for (h, faz tempo), indicando ou o incio da
ao (uso de since), ou h quanto tempo ela vem sendo
Simple Past dos verbos entre parnteses.
praticada (uso de for). Vale observar que, em portugus,
1. I two or three cups of coffee today. (to have) have had usa-se o presente do indicativo nesse caso, o que em
2. I four cups of coffee yesterday. (to have) had ingls no possvel. Compare:
200 Minigrammar
She is an actress. She has been an actress since the 1950s/ 1. Already: j
for over 60 years. Im not hungry. I have already eaten.
(Ela atriz. Ela atriz desde os anos 50/h mais de 60 anos.) (No estou com fome. Eu j comi.)
Normalmente, esse advrbio usado em contexto

MINITESTS afirmativo, mas pode aparecer tambm em algumas
perguntas, quando, alm do sentido de j, houver outro
implcito:
1. Complete com o Present Perfect ou o Simple
quando a pergunta revela espanto, surpresa; nesses
Past dos verbos entre parnteses.
casos aparece no final:
a. Columbus the New World in 1492. (to reach) reached
Have you eaten already? Its only 6 oclock!
b. The Indians to the American continent some twenty- (Voc j comeu? Mas ainda so 6 horas!)
five thousand years ago. (to migrate) migrated
quando, pelo contexto, se espera que a resposta seja
c. They on the continent for about twenty-five afirmativa; nesse caso antecede o verbo principal:
thousand years. (to be) have been
Have you already eaten? I can see that.
d. People from diseases since life began. (to suffer) (Voc j comeu, no ? Estou vendo isso.)
have suffered
Compare esses usos de already em perguntas com o
e. Plants the world since the beginning of life. (to feed)
have fed uso de yet (j), dado abaixo.
2. Ever: j, alguma vez.
2. Agora complete o texto abaixo preenchendo Esse advrbio usado em perguntas com destaque
as lacunas com os verbos indicados entre para a ocasio ou a oportunidade em que a ao
parnteses. Observe atentamente o contexto (geralmente pouco comum) pode ou no ter sido praticada:
antes de escolher o tempo verbal adequado: Have you ever eaten raw fish?
(Voc j/alguma vez comeu peixe cru?)
Simple Past para expressar aes terminadas no
passado, Present Perfect para aes que tiveram Outros usos (menos comuns) de ever
incio no passado e ainda continuam. Em afirmaes ou palavras compostas (sempre):
An Incredible Journey I will remember that meal for ever.
Part I stood have spread have developed have (Eu sempre me lembrarei daquela refeio.)
reengineered have built
One hundred fifty thousand years ago, the first true Com superlativo (j):
humans (to stand) on their own two feet in Africas The best vatap I have ever eaten.
Rift Valley. Since then, our journey has been nothing (O melhor vatap que eu j comi.)
less than incredible. From a small area in Africa, we
(to spread) across the planet, making our homes Com comparativo (nunca):
everywhere from the tundra of Siberia to the Sahara As a cook, she is better than ever.
desert. Always changing, always adapting, we (to (Na condio de cozinheira, ela est melhor do que nunca.)
develop) new technologies at each stage of history. We
have continuously sought to improve and innovate. 3. Yet: a. j; b. ainda (no)
We (to reengineer) landscapes, rerouting rivers and a. Usado em perguntas sobre aes comuns,
moving mountains. We (to build) pyramids, castles, corriqueiras (a serem praticadas mais cedo ou mais tarde),
cities, and skyscrapers and connected the world in a e quando no se antecipa o tipo de resposta, que poder
web of roads, highways, shipping lanes, flight paths, ser yes ou no:
and fiber-optic cables. We are on the verge of being
able to reengineer ourselves. Have you eaten yet?
(Voc j comeu?)
(From: TOLER, Pamela D. Mankind: The Story of All of Us.
Philadelphia/London: History/Running Press, 2012.) b. Usado em oraes negativas acompanhado de not:
(No,) I havent eaten yet.
12. Advrbios que acompanham o (No,) (Eu ainda no comi.)
Present Perfect Alm desses usos, yet tambm pode aparecer como
conjuno, no incio da frase ou de uma orao, com o
Os advrbios que indicam tempo de modo vago, mesmo sentido de but (mas, no entanto):
indefinido, geralmente acompanham o verbo no Present I havent eaten, yet Im not hungry.
Perfect: (Eu no comi, no entanto no estou com fome.)
Minigrammar 201
4. Just: no tem traduo prpria. usado entre have/ We (to explore) new sources of energy, the shape of
has e o particpio passado do verbo principal para indicar the human mind, and the possibility of life in space.
uma ao que acabou de acontecer. What (to happen) next in the story of the human
race? Its all up to us.
I have just eaten.
(Acabei de comer.) (From: TOLER, Pamela D. Mankind: The Story of All of Us.
Philadelphia/London: History/Running Press, 2012.)
5. Never: nunca. usado em oraes negativas que
dispensam o not. uma palavra essencialmente negativa:
I have never eaten raw fish.
13. Expresses de hbito no
(Eu nunca comi peixe cru.) passado used to e would
A estrutura used to + infinitivo do verbo principal
MINITESTS expressa uma atividade que era habitualmente
desenvolvida no passado, mas que no ocorre mais.
1. Como vimos, j corresponde a vrias palavras
I used to play soccer on the beach when I was young.
em ingls: already, ever, yet. Qual delas voc
(Eu costumava jogar futebol na praia quando era jovem.)
usaria nas situaes a seguir?
Em textos narrativos, para indicar aes que ocorriam
a. Have you been to Bahia? (Voc j foi Bahia?) ever
habitualmente no passado, pode-se usar would. Nesse
b. Have you taken your medicine ? (Voc j tomou o seu caso, equivale ao pretrito imperfeito em portugus. Assim:
remdio?) yet
I used to get to the beach early in the morning. I would take
c. Have you finished your homework ? I cant believe it!
(Voc j terminou o dever de casa? Eu no acredito!) my beach umbrella, some sunscreen, and a radio or a book. I
already would lie down on the sand
d. Have the kids arrived ?. Yes, they are here.
(Eu costumava chegar praia de manh bem cedo. Eu
(As crianas j chegaram? Sim, elas j esto aqui.)
yet; already levava meu guarda-sol, um filtro solar, e um rdio ou um
e. Have you seen that great movie ? (Voc j viu aquele livro. Eu me deitava na areia)
grande filme?) yet
A expresso used to (costumava) s se refere ao
f. Have you seen a movie about some killer centipedes?
passado e no deve ser confundida com be used to (estar
(Voc j viu um filme sobre centopeias assassinas?) ever
acostumado a), que indica hbito no presente, nem com
2. Complete com already, ever, yet, just get used to (acostumar-se a), expresses que devem ser
ou never. Em alguns casos h mais de uma seguidas de um verbo com final -ing. Compare:
resposta possvel. She used to eat junk food, but now she eats healthy food only.
a. I have talked to George. He was here a moment ago. just (Ela costumava comer porcaria, mas agora s come alimento
saudvel.)
b. Have you heard of a place called Paranapiacaba? ever
I am used to getting up early, and I like it.
c. Have you done your exercises ? yet
(Eu estou acostumado a levantar cedo, e gosto disso.)
d. Well, I have done some of them, but I havent done
all of them . already; yet I got used to getting up early when I was a boy.
(Eu me acostumei a levantar cedo quando era garoto.)
e. I have been to Belm do Par, but I would like to go there.
never
f. Have you had breakfast ? yet
MINITEST
g. Stephen Hawking has been to Brazil. never
3. Complete the text with the correct form of Complete as frases com as formas adequadas
the verbs in parentheses. dos verbos entre parnteses.
1. Rio used to the capital of Brazil. (to be) be
An Incredible Journey
Part II have adapted stand have are exploring happens 2. If youre going to live in Alaska, you will have to get
used to warm clothes. (to wear) wearing
For 150,000 years, humans (to adapt), improvised,
and invented. Today we (to stand) poised to explore 3. My grandfather would me long stories of his youth.
both the far reaches of space and the most basic (to tell) tell
building blocks of life. We now (to have) the power
4. People used to that tomatoes were poisonous. (to think)
to transform our planet and ourselves in ways that our think
ancestors would never have imagined possible. 5. Im not used to on the floor. (to sleep) sleeping
202 Minigrammar
6. Jack got used to early when he was in the army. (to get up) 15. Tempos Verbais Future,
getting up
7. I am used to a cold shower in the morning, even in Future Progressive (ou Continuous),
the winter. (to take) taking
Future Perfect
8. Before Copernicus and his heliocentric theory, people
used to the Sun and all the planets revolved around
the Earth.(to believe) believe Future
9. Whenever journalists asked Einstein if he was a pacifist
he would , I am not only a pacifist but a militant Will + forma bsica do verbo principal (infinitivo sem
pacifist.(to say) say to): expressa aes que acontecero no futuro. Usa-se a
mesma forma (will ou, em conversao, a forma contrata
10. Before seeing the movie Life of Pi, I used to Richard
ll) para todas as pessoas.
Parker was a man, but then I had a great surprise. (to think)
think Com I e we possvel substituir will por shall (tem
a mesma forma contrata: ll), mas esse uso prprio da
14. Still, yet, no longer, anymore linguagem formal.
Compare:
O significado mais comum de still ainda. Essa
palavra usada tanto em perguntas quanto em afirmaes: Brazil will be a world power in the near future.
Do you still believe in Santa Claus? (Voc ainda acredita (O Brasil ser uma potncia mundial num futuro prximo.)
em Papai Noel?) Well live in a better country, for sure. [estilo informal]
Yes, I still do. And now I am Santa Claus! (Sim, eu ainda (Ns certamente viveremos em um pas melhor.)
acredito. E agora eu sou o Papai Noel!!)
Para obter a forma negativa, basta acrescentar not
O sentido oposto ao de still pode ser dado pelas expresses: depois de will/shall.
anymore* ou any longer, usadas no final de oraes I/ you/ he/ she/ it/ we/ you/ they will not/wont be here
negativas, acompanhadas de not.
* anymore (EUA) = any more (GB) tomorrow.
no longer, usada antes do verbo, em oraes de
Para obter a forma interrogativa, usa-se will/shall
sentido negativo, no acompanhada de not.
antes do sujeito:
No se deve confundir still (ainda) com yet (ainda
Will I/ you/ he/ she/ it/ we/ you/ they be here tomorrow?
[no]). Compare:
Is it still raining? (ainda) Future Progressive

(Yes,) It is still raining. (ainda)
It isnt raining yet, but its going to rain pretty soon. (ainda no) Will + be + forma de final -ing do verbo principal:
expressa uma ao que estar acontecendo em um certo
momento no futuro. Usa-se a mesma forma para todas as
MINITEST pessoas.
Complete com already, still, yet, no longer, Have a nice trip! Well be thinking of you.
anymore ou any longer. (Boa viagem! Ns estaremos pensando em vocs.)
1. Neymar plays soccer in Brazil. still Este tempo verbal muito usado quando se fala de
aes (de uma certa durao) planejadas para o futuro:
2. He hasnt signed a contract with a foreign club . yet
This time next Sunday theyll be having a good time in Bahia.
3. But he is considered an international soccer star.
already (A esta hora no prximo domingo eles estaro se divertindo
4. Sandy and Jnior dont perform as a duo . na Bahia.)
any longer/anymore
5. Is Pluto a planet? No, Pluto is not considered a
Theyll be singing and dancing ax music.
planet . still; anymore/any longer
(Eles estaro cantando e danando ax.)
6. The Universe is expanding. still
7. The Beatles play together, but they are famous. Future Perfect
no longer; still
8. Astronauts have walked on the Moon, but they
havent been to Mars . already; yet Will + have + particpio passado do verbo principal:
expressa uma ao que ter acontecido antes de um certo
9. Jenny is a teenager, she is not a child .
anymore/any longer momento no futuro. Usa-se a mesma forma para todas as
10. She is thirteen, she is not allowed to drive a car . yet pessoas.
Minigrammar 203
By this time next month they will have returned to Rio. And by the time: antes de/que
then, its back to work!
By the time she comes, Ill be sleeping.
(A esta altura, no ms que vem, eles tero regressado ao Rio.
(Antes que ela chegue, estarei dormindo.)
E ento, volta ao trabalho!)
MINITEST
MINITEST
Complete com o Simple Present dos verbos
Sublinhe as formas verbais entre parnteses que
entre parnteses.
completam adequadamente cada frase.
1. Betty will write to us as soon as she time. (to have) has
1. Please dont call me tomorrow morning. I an
important meeting. (will be having will have had) 2. Many people will have died before Martins dream
true. (to come) comes
2. Henry to New York next week. Hes already bought
his ticket. (will go will have gone) 3. Mom will be mad at you when she that you broke
that vase. (to find out) finds out
3. Youre late. If you dont hurry, the train by the time
you get to the station. (will leave will have left) 4. When September , I wont be here. (to come) comes
4. I know that when I get there, my folks for me. (will 5. By the time she Phoenix, Ill be sleeping. (to get to)
wait will be waiting) gets to
6. Will you still love me when I 92? (to be) m/am
5. I hope I this job by the end of the year. Ill be free
then. (will finish will have finished)
6. Throw a lucky man into the sea, and he with a fish in 17. Como dizer Eu quero/gostaria/
his mouth. (Arabian proverb) (will return will have espero que
returned)
7. Thank God its Friday. This time tomorrow I a nap under bom lembrar que, em ingls, esse tipo de frase tem
the shade of a mango tree. (will take will be taking) uma estrutura bem mais simples do que a usada em
portugus, em que o verbo usado no modo subjuntivo.
8. I have a dream that one day this nation up and live
Em ingls no se usa that depois desses verbos.
out the true meaning of its creed. (Martin Luther
King, Jr.) (will rise will be rising) Veja:
9. Ann us as soon as she gets to New York. (will call want: Eu quero que voc v comigo.
will be calling)
I want you to go with me.
10. Dont worry, boss. I this report by the time you have
that important meeting. (will finish will have finished) Conclumos, portanto, que a sequncia usada :
sujeito + want + nome ou pronome oblquo +

16. O futuro depois de when, if etc. infinitivo com to (ou not to, para ideia negativa)
Em oraes subordinadas iniciadas por when, Want um dos verbos mais usados nessa estrutura.
indicando futuro, o verbo da orao usado no Simple Outros verbos empregados dessa maneira, nunca seguidos
Present, e no com will. de that, so:
When the milk starts to boil, turn off the gas. would like: Eu gostaria que eles me ajudassem.
(Quando o leite comear a ferver, desligue o gs.) I would like them to help me.
Esto no mesmo caso: expect: Ele espera que ela case com ele.
He expects her to marry him.
if: se
If it rains, well stay at home. ask: Eles me pediram que esperasse por eles.
(Se chover, ficaremos em casa.) They asked me to wait for them.
until: at tell: Jane disse ao Tom que fosse embora.

Jane told Tom to go away.
Ill stay here until she comes.
(Ficarei aqui at ela chegar.) warn: Ele me advertiu de que no chegasse tarde.
He warned me not to come late.
before/after/as soon as: antes/depois/assim que
Please tell me before/after/as soon as it happens. teach: Minha me me ensinou a no mentir.
(Por favor, diga-me antes/depois/assim que acontea.) My mother taught me not to lie.
204 Minigrammar
Quando such antecede um substantivo plural ou no
MINITEST
contvel, usado sem a ou an:
Complete as frases colocando na ordem certa as such old feelings (sentimentos to antigos)
palavras entre parnteses. such madness (tal/tamanha loucura)
1. (farm to visit us their) Repare que nesse ltimo exemplo such no significa to.
They want Veja agora estes outros usos de so:
us to visit their farm. usado aps certos verbos (think, hope, expect,
believe, guess, suppose), equivalendo a que sim.
2. (me wait for you to)
I would like I think so. I hope so.
(Eu penso que sim. Espero que sim.)
you to wait for me.
Pode ser usado, principalmente na linguagem escrita,
3. (drive him not fast so to) com uma forma do verbo to do, na expresso equivalente
The police officer warned a fazer isso, fazer assim para evitar a repetio de um
verbo j mencionado:
him not to drive so fast.
I asked him to put the book back on the shelf, and he did so.
4. (street not kids run the to on the) (Eu lhe pedi para devolver o livro prateleira, e ele fez isso.)
I told (= ele o devolveu)
the kids not to run on the street. usado para expressar coincidncia com uma
afirmao, equivalendo a tambm. Nesse caso, so
5. (Obama a job do to good)
usado no incio da orao e seguido de verbo auxiliar:
The world expects
She is tired. So am I.
Obama to do a good job. (Ela est cansada. Eu tambm.)
6. (not husband her come to late) She needs some rest. So do I.

She asked (Ela precisa descansar. Eu tambm.)
her husband not to come late. Na forma de sentido oposto a essa construo, usa-se
neither (nem, tambm no), no lugar de so:
7. (them to us help)
He isnt tired. Neither am I.
They wanted (Ele no est cansado. Eu tambm no./Nem eu.)
us to help them.
He doesnt need to rest. Neither do I.
(Ele no precisa descansar. Eu tambm no./Nem eu.)
18. So & Such Pode expressar consequncia, resultado, equivalendo

a por isso, portanto:
Compare os usos de so e such, ambos significando to:
There was a lot of smoke in the room, so I opened the window.
so (antes de adjetivo ou advrbio) (Havia muita fumaa na sala, por isso eu abri a janela.)
It is so late and I am so tired! So ou so that pode expressar finalidade, propsito,

( to tarde e eu estou to cansado!) equivalendo a para que:
such (antes de substantivo, geralmente adjetivado) I opened the window so (that) we could breathe some fresh air.
(Eu abri a janela para que pudssemos respirar um pouco de
This is such a hard job!
ar puro.)
(Este um trabalho to duro!)
Outras expresses com so:
Such seguido de a ou an quando antecede um
substantivo singular, contvel:
so much: tanto/a so many: tantos/as
such a beautiful voice (uma voz to linda) so little: to pouco/a; to
so few: to poucos/as
such an old feeling (um sentimento to antigo) pequeno/a
J nestes outros exemplos, such no significa to: so far: at agora so what?: e da?
and so on: e assim por
such an object (um objeto assim, desse tipo) so long!: tchau!
diante
such a thing (tal coisa, uma coisa dessas)
Minigrammar 205
Por fim, um importante uso de such as (tal como, tais The gases trap heat by forming a blanket around the Earth
como) para expressar exemplificao: like the glass of a greenhouse.
She collects small things such as stamps, coins, buttons etc. (Os gases prendem o calor formando um cobertor em volta
(Ela coleciona coisas pequenas tais como selos, moedas, da Terra como o vidro de uma estufa.)
botes etc.)
Such as prprio da linguagem escrita, formal.

MINITEST
Informalmente substitudo por like (como):
She collects small things like stamps, coins, buttons etc. Complete as frases adequadamente com os
(Ela coleciona coisas pequenas como selos, moedas, botes etc.) verbos do quadro.
spending wandering reading helping working

MINITEST
surfing taking leaving becoming paying
Escolha a alternativa correta para completar

1. You should not go to the beach without a beach
cada frase. umbrella. taking
1. Our immune system is made up of a group of chemical
2. Instead of all your money on silly things, you should
protectors and microbial killers quick and
powerful that we eventually survive. (so; so) (such; try to save some of it. spending
such a) (so that; such a) 3. Polar bears run the risk of extinct. becoming
2. Our immune system protects our body against 4. Dont forget to turn off the lights before the room.
foreign invaders, infection-causing organisms leaving
bacteria and viruses. (so that) (such a) (such as) 5. I wear glasses only for . reading
3. Give my blood to the teenager who was pulled from 6. He likes to listen to soft music while the net. surfing
the wreckage of his car, he might live to see his
grandchildren play. (such a) (such as) (so that) 7. Some pharmaceutical companies patent substances
taken from the forest without any sort of
4. Einstein was late in learning to talk that his parents
compensation to the local people. paying
were worried about him. (so) (such) (such a)
5. Jennys parents are frustrated and confused by her attitude. 8. Math can help us in our daily lives, by us make
And yet she used to be good girl. (so) (such) (such a) important decisions. helping
6. She used to be obedient, easy to deal with. (so; so) 9. Freud published The Interpretation of Dreams after
(such; such) (such a; such a) for years as a neurologist. working
7. But Charlie, I never knew you could sing 10. While by the Amazon forest, Jaci, the silver moon,
beautifully, someone exclaimed. (so) (such) (such a)
happened to meet the golden Sun. wandering
19. Formas verbais -ing depois de 20. -ing form diversos usos; verbos
preposies e de certas conjunes
seguidos de gerndio ou infinitivo
Em contraste com o que acontece em portugus, os
verbos depois de preposio (for, of, by, with, without A forma terminada em -ing pode ter vrios usos e funes:
etc.) no so usados no infinitivo, mas no gerndio:
Como particpio presente dos verbos na formao dos
You should not expose yourself to the suns rays without tempos progressivos: Present Progressive, Past Progressive,
using some sunscreen. Future Progressive etc.
(Voc no deve se expor aos raios do sol sem usar filtro solar.)
Jane is swimming now.
O mesmo acontece com verbos usados depois de
(Jane est nadando agora.)
certas conjunes, como when, before, after, while etc.:
Como gerndio, para expressar o sujeito da orao,
The elderly man fell down while getting off the bus.
equivalendo a um substantivo em portugus, mas sendo
(O idoso caiu quando descia/ao descer do nibus.)
geralmente traduzido pelo infinitivo.
Quando usada depois da preposio by (sem traduo,
neste caso), a forma verbal terminada em -ing expressa a Swimming is good for your health.
maneira como a ao praticada: (Nadar faz bem sade.)
206 Minigrammar
Como gerndio, para expressar o objeto da orao, remember + gerund: lembrar-se de (algo que j passou)
tambm podendo equivaler a um substantivo ou a um I still remember sailing into Guanabara Bay for the first time.
infinitivo. How can anyone forget that?
(Eu ainda me lembro de quando cheguei [de navio] pela
I love swimming.
primeira vez baa da Guanabara. Como algum poderia se
(Eu adoro nadar/natao.)
esquecer disso?)
Como gerndio, depois de preposies (before,
remember + infinitive: lembrar-se de (algo que ainda vir)
after, for, of, without etc.), equivalendo ao infinitivo, em
Please remember to answer that letter. Its urgent.
portugus.
(Por favor, lembre-se de responder quela carta. urgente.)
Jane always washes her hair after swimming.
stop + gerund: parar de, deixar de
(Jane sempre lava os cabelos depois de nadar.)
You know you must stop smoking. Its bad for you.
Como adjetivo, qualificando o substantivo seguinte. (Voc deve parar de fumar. Isso faz mal a voc.)
That campground has a swimming area. stop + infinitive: parar (uma certa atividade) para
(Aquele camping tem uma rea para nadar.) fazer outra
He was working hard, then he stopped for a minute to have
Como gerndio, aps certos verbos, equivalendo ao
a cup of tea.
infinitivo, em portugus.
(Ele estava trabalhando bastante e ento parou por um
You should avoid swimming after eating. minuto para tomar uma xcara de caf.)
(Voc deve evitar nadar aps comer/refeies.)
try + gerund: experimentar, fazer uma experincia
Os verbos abaixo podem ser seguidos de outro verbo, If you dont like mat, try adding some lime drops to it.
que ser sempre usado no gerndio: (Se voc no gosta de mate, experimente adicionar algumas
gotas de limo.)
admit: admitir keep (on): continuar
try + infinitive: tentar, fazer um esforo
avoid: evitar mind: importar-se You must try to get to work on time. The boss is not happy
about it.
consider: estudar a
propose: propor (Voc deve tentar chegar ao trabalho na hora. O chefe no
possibilidade de
est contente com isso.)
deny: negar risk: arriscar(-se)
suggest: sugerir dislike: no gostar (de) MINITEST

enjoy: gostar (de) finish: terminar
Sublinhe as formas entre parnteses que
forgive: perdoar imagine: imaginar
substituem adequadamente os .
Outros verbos podem ser seguidos pelo gerndio ou 1. I still remember her for the first time. How could I
pelo infinitivo, sem mudana de sentido. Para dizer, por ever forget that? (to kiss kissing)
exemplo, Eu gosto de andar pela praia, podemos usar
2. I must remember those bills. Please remind me to
I like walking along the beach, ou I like to walk along the pay them, OK? (to pay paying)
beach, com o mesmo sentido. Alguns desses verbos so:
3. is my uncles favorite hobby. (To fish Fishing)
begin: comear like: gostar (de) 4. I tried you yesterday but I couldnt. The line was
continue: continuar love: amar always busy. (to call calling)
hate: odiar prefer: preferir
5. Honey, dont forget some fruit before home. (to
intend: pretender start: comear; dar a partida buy; coming to come; buying)
H ainda outros verbos que podem ser seguidos de 6. Do you mind the window, please? Its cold in here.
gerndio ou de infinitivo, mas com sentidos diferentes. (closing to close)
Compare: 7. You should avoid foods that are high in fat and
calories. (to eat eating)
forget + gerund: esquecer-se de (algo que j passou)
Ill never forget going to school for the first time. 8. If you think that pineapple is not sweet enough, try a
(Nunca me esquecerei de quando fui escola pela primeira vez.) little sugar. (to add adding)
forget + infinitive: esquecer-se de (algo que ainda vir) 9. Kids enjoy video games. (playing to play)
You must not forget to call Mr. Smith. He is expecting your call. 10. We much about the Moon and Mars, but avoid
(Voc no pode se esquecer de ligar para o Sr. Smith. Ele the street to meet a new neighbor. (know; crossing
est aguardando sua chamada.) knowing; to cross)
Minigrammar 207
21. Oraes condicionais dependendo do contexto. Assim, nas frases que expressam
condies atemporais, indicando um resultado imutvel,
As estruturas condicionais podem apresentar algo que sempre acontece, o verbo da orao principal
diversas sequncias de tempos verbais. Vamos estudar dado no Simple Present, e no no futuro.
primeiramente aquelas que apresentam tais sequncias: If you pour oil on water, it floats.
(Se voc despejar leo na gua, ele flutua.)
Orao condicional Orao principal
Outra possibilidade bastante comum o uso do verbo
1. If Jane studies, she will pass. da orao principal no modo imperativo para expressar
2. If Jane studied, she would pass. uma ordem, uma instruo ou um pedido.
3. If Jane had studied, she would have passed. If you see Jane, tell her to call me.
(Se voc vir a Jane, diga a ela para me ligar.)
1. Indica o que acontecer se uma certa condio A orao condicional pode vir no princpio ou no fim da
se concretizar. Essa estrutura normalmente apresenta frase. Quando vem primeiro, seguida de vrgula:
situaes reais, acontecimentos futuros, de resultados
perfeitamente possveis. If Jane studies, she will pass.
Jane will pass if she studies.
Se Jane estudar, ela passar.
Na orao condicional o verbo usado no Simple Oil floats if you pour it on water.
Present, enquanto o verbo na orao principal usado no
infinitivo sem to, precedido de will. Unless (a menos que, a no ser que) equivale a if not:
If Jane studies, she will pass. If Jane doesnt study, she wont pass.
Unless Jane studies, she wont pass.
2. Indica o que aconteceria se uma certa condio
fosse atendida. Essa estrutura normalmente apresenta
situaes irreais, hipotticas. Os acontecimentos ainda MINITEST
esto num tempo futuro e os resultados so improvveis.
Se Jane estudasse, ela passaria.

Complete as frases com a forma adequada dos
verbos entre parnteses.
(Ainda no chegou o dia da prova, mas as perspectivas
para Jane no so boas, porque na realidade ela no estuda.) 1. If he that again, he will have a lot of problems. (to do)
does
2. If I had enough money, I a trip around the world. (to
Na orao condicional o verbo usado no Simple
take) would take
Past, enquanto na orao principal o verbo usado no
infinitivo sem to, precedido de would. 3. If I had known it was your birthday, I you a beautiful
present. (to bring) would have brought
If Jane studied, she would pass.
4. If you had taken that substance, you . Thats poison.
Se o verbo da orao condicional for to be, usa-se (to die) would have died
were para todas as pessoas (mesmo I e he/she/it), em
5. If she all that food, she will get indigestion. (to eat)
lugar de was: eats
6. They made Mandela an offer. If he the armed struggle for
If Jane were a good student, she would pass. black resistance, they would set him free. (to renounce)
(Se Jane fosse boa aluna, ela passaria.) renounced
7. If I that the Germans would not succeed in
3. Indica o que teria acontecido se uma certa constructing the atom bomb, I would never have
condio tivesse sido atendida. Essa estrutura trata de signed that letter, said Einstein. (to know) had known
situaes irreais, hipotticas. Os acontecimentos so
8. If you do all I have asked, I forever. (to live) will live
passados, os resultados so irreversveis.
Se Jane tivesse estudado, ela teria passado.
(A prova j aconteceu e Jane no passou.)

22. Voz passiva
Na orao condicional o verbo usado no Past Perfect,
enquanto na orao principal o verbo usado no Conditional Tempos simples Simple Present e
Perfect (would have + particpio passado do verbo). Simple Past
If Jane had studied, she would have passed.
Voz ativa They use lasers in eye surgery.
Alm desses trs tipos bsicos de estruturas
Voz passiva Lasers are used in eye surgery.
condicionais, h outras sequncias de tempos possveis,
208 Minigrammar
Formao e uso EXERCISE
A voz passiva formada com to be (no mesmo tempo
Reescreva as frases a seguir na voz passiva.
e na mesma forma do verbo na voz ativa) seguido do
particpio passado do verbo. Ela usada quando se 1. We are destroying the forests.
The forests are being destroyed.
pretende destacar quem recebe os efeitos da ao (o
2. You should avoid junk food.
objeto do verbo na voz ativa), e no quem pratica a ao. Junk food should be avoided.
O objeto da voz ativa ganha destaque como sujeito da voz 3. They have not protected the environment.
The environment has not been protected.
passiva, indo para o incio da frase. 4. They will hold the 2016 Olympic Games in Rio.
The 2016 Olympic Games will be held in Rio.
O sujeito do verbo na ativa pode aparecer como agente
5. People grow apples in Santa Catarina.
da passiva, precedido de by, mas no mencionado
Apples are grown in Santa Catarina.
sempre que for indefinido, desconhecido ou sem
importncia. Frases na passiva com by + agente
Quando o sujeito da voz ativa for claramente definido

EXERCISE ou sua meno for importante, ele aparece na voz passiva
precedido de by:
Reescreva as frases a seguir na voz passiva.
1. People speak Portuguese in East Timor. germs along its
Portuguese is spoken in East Timor. Voz ativa Laser destroys
path.
2. They assassinated Martin Luther King, Jr. in 1968.
Martin Luther King, Jr. was assassinated in 1968.
3. People know New York as The city that never sleeps. are by laser along
New York is known as The city that never sleeps. Voz passiva Germs
4. They bombed Hiroshima in 1945. destroyed its path.
Hiroshima was bombed in 1945.
5. They released Mandela from prison in 1990.
Mandela was released from prison in 1990.
EXERCISE
Oraes com will ou outros modal
auxiliary verbs *should
Ou can use/can be used,
use/should be used etc. Passe as frases abaixo para a voz passiva.
1. Man-made chemicals are destroying the ozone layer.
will lasers in other The ozone layer is being destroyed by man-made chemicals.
Voz ativa They 2. Oscar Niemeyer designed the Museum of
use* areas. The Museum of Contemporary
Contemporary Art, in Niteri. Art, in Niteri, was designed by
Voz will be Oscar Niemeyer.
Lasers in other areas. 3. The Panama Canal links the Atlantic and Pacific oceans.
passiva used*
The Atlantic and Pacific oceans are linked by the Panama Canal.
4. Technology will rule the world.
The world will be ruled by technology.
Tempos perfeitos Present Perfect ou
5. Copernicus proposed the heliocentric theory.
Past Perfect The heliocentric theory was proposed by Copernicus.
Voz passiva dos verbos que tm

have/had lasers in other
Voz ativa They dois objetos
used areas.
have/
Voz Certos verbos, como give, show, tell, teach, offer,
Lasers had been in other areas.
passiva refuse etc., podem ter duas construes na voz passiva,
used
como acontece tambm com frases na voz ativa:
Tempos contnuos Present They gave a

Voz ativa They gave me a chance.
Progressive ou Past Progressive chance to me.
A chance was
are/were lasers in other Voz passiva I was given a chance.
Voz ativa They given to me.
using areas.
Voz are/were Tanto na voz ativa como na passiva, as construes em

Lasers in other areas.
passiva being used
itlico, esquerda, so as mais usadas.
Minigrammar 209
A conjuno that (que) geralmente omitida em
EXERCISE
linguagem informal.
Reescreva as frases a seguir na voz passiva. Tom said he lived in Rio.
Se o verbo que introduz o relato estiver no presente

1. They told us a different story.
We were told a different story. / A different story was told to us. (caso menos comum), no haver mudana no tempo do
2. We must show the teacher our new project. verbo da frase relatada.
The teacher must be shown our new project. / Our new project
must be shown to the teacher.
3. They have offered Messi a new contract. Discurso direto I live in Rio, Tom says.
Messi has been offered a new contract. / A new contract has
been offered to Messi. Discurso indireto Tom says (that) he lives in Rio.
4. They gave me a lot of support.
I was given a lot of support. / A lot of support was given to me.
Quando se menciona expressamente a quem se diz algo,
5. They awarded Mandela the Nobel Peace Prize in 1993.
Mandela was awarded the Nobel Peace Prize in 1993. / The o verbo tell (passado: told) usado em lugar de say to.
Nobel Peace Prize was awarded to Mandela in 1993.
Discurso direto I live in Rio, Tom said to Anne.
MINITEST Discurso indireto Tom told Anne (that) he lived in Rio.
Leia o texto e escolha as formas dos

Mudanas no tempo verbal
verbos entre parnteses que o completam Discurso direto Discurso indireto
adequadamente. I live in Rio, he said. He said he lived in Rio.
Present Past
When plants (eat) (are eaten) by herbivores (which
He said he had lived in
means just that: plant-eaters), such as antelopes I lived in Rio, he said.
Rio.
or rabbits, the energy (passes) (is passed) to the Past
herbivores and again, some of it (loses) (is lost) Past Perfect
in the process. The herbivores (use) (are used) it I have lived in Rio, he He said he had lived in
to build up their bodies and fuel their muscles. The said. Rio.
energy that (powers) (is powered) the muscles of the Present Perfect Past Perfect
herbivores comes from the sun, via plants. He said he had lived in
are eaten; is passed; is lost; use; powers I had lived in Rio, he said.
Rio.
Then other animals meat-eaters or carnivores Past Perfect
Past Perfect
come along and (eat) (are eaten) the herbivores.
He said he was living in
The energy (passes) (is passed) on yet again (and yet I am living in Rio, he said.
Rio.
again some of it (loses) (is lost) in the transition) and Present Progressive
Past Progressive
it (powers) (is powered) the carnivores. It is the sun
He said he would live in
that ultimately (provides) (is provided) the energy. I will live in Rio, he said.
Rio.
Once again not all of it (uses) (is used). Some of it Will
Would
(loses) (is lost), it (wastes) (is wasted) as heat.
He said he could live in
(from: DAWKINS, Richard. The Magic of Reality. New York: I can live in Rio, he said.
Rio.
eat; is passed; is lost; powers; provides; Free Press, 2011.) Can
Could
is used; is lost; is wasted
He said he might live in
I may live in Rio, he said.
23. Discurso indireto Rio.
May
Might
He said he had to live in
I must live in Rio, he said.
Passando do discurso direto para o Must
Rio.
indireto frases afirmativas Have to
Observaes
Discurso direto I live in Rio, Tom said.
O Past Perfect o tempo verbal que mais aparece no
Discurso indireto Tom said that he lived in Rio.
discurso indireto: ele usado quando o verbo da orao
principal est no Simple Past, no Present Perfect ou no
Caractersticas prprio Past Perfect.
Quando o verbo da primeira orao, que introduz o Os verbos modais should, ought to, could, would
relato, estiver no passado (geralmente said), o tempo do e might no mudam, permanecem na mesma forma no
verbo da frase relatada indiretamente mudar, dando um discurso indireto:
passo atrs no tempo: I should live in Rio, he said.
Tom said that he lived in Rio. He said he should live in Rio.
210 Minigrammar
Outras alteraes no discurso indireto 2. The rain forests are dying, he said to the audience.
He told the audience (that) the rain forests are/were dying.
3. My long walk is not yet ended, Mandela said.
Pronomes e advrbios tambm mudam no discurso Mandela said (that) his long walk is/was not yet ended.
indireto para se ajustar a um contexto mais remoto de 4. In my opinion, all men are islands, Will said to
tempo ou de espao. Assim: Marcus. Will told Marcus (that) in his opinion
all men are/were islands.
5. A teacher has two jobs, Principal Jacobs said.
I he/she
Principal Jacobs said (that) a teacher has/had two jobs.
my his/her O imperativo no discurso indireto
this that
here there Discurso direto Look at me! Helga said to Hgar.
now then
Discurso indireto Helga told Hgar to look at her.
today that day
Para relatar ordens ou pedidos no discurso indireto,
tomorrow the next day
usa-se tell (dizer a, mandar; passado: told) ou ask (pedir;
yesterday the day before
passado: asked) + complemento indireto (a quem a ordem
tonight that night
ou o pedido est sendo dirigido) + verbo no infinitivo com to.
last week the week before
Shut the door! Helga said to
Discurso direto
EXERCISE the dog.
Discurso indireto Helga told the dog to shut the door.

Passe para o discurso indireto.
1. I am a militant pacifist, Einstein said to the reporter. Quando o sentido for de negao, usa-se o infinitivo
Einstein told the reporter (that) he was a militant pacifist. com not to.
2. I have found the cure for this disease, the researcher said.
The researcher said (that) he had found the cure for that disease.
3. I cant sing at all, Chaplin said to his guests. Dont come in! Helga said to
Discurso direto
Chaplin told his guests he couldnt sing at all. the dog.
4. We dont know what it is, the doctors said to us.
The doctors told us they didnt know what it was. Discurso indireto Helga told the dog not to come in.
5. Life gives you back everything you say or do, father
said to son.
Father told son that life gave him back everything he said or did.
EXERCISE
Mudana de tempo verbal como opo
no discurso indireto Passe para o discurso indireto.
Observe estas frases: 1. Look up at the sky, the astronomer said to us.
The astronomer told us to look up at the sky.
The Earth is round. 2. Please dont destroy the plants that save us, she said
(A Terra redonda.) to the men.
She asked the men not to destroy the plants that save them/us.
Ferdinand Magellan proved that the Earth is/was round.
3. Dont talk about your problems, my wife said to me.
(Ferno de Magalhes provou que a Terra /era redonda.) My wife told me not to talk about my problems.
4. Go to bed! Calvins mother said to him.
Quando a afirmao no discurso direto for sobre uma Calvins mother told him to go to bed.
verdade universal, um fato ou uma situao que no mudou, 5. Seize the day, boys, Mr. Keating said to the boys.
Mr. Keating told the boys to seize the day.
que continua tendo validade no momento do relato, o tempo
do verbo no discurso indireto poder mudar ou no. As perguntas no discurso indireto
Cigarette smoke contains carbon
Discurso direto Whats a barbarian? the boy said
monoxide, said the doctor. Discurso direto
to his mother.
The doctor said (that) cigarette smoke
Discurso indireto
contains/contained carbon monoxide. The boy asked his mother what a
Discurso indireto
barbarian was.
EXERCISE O verbo que introduz uma pergunta, no discurso indireto,

ask (passado: asked), agora com o significado de perguntar.
Passe as frases a seguir para o discurso indireto. Quando a pergunta no discurso direto comea com
H dois modos de fazer isso. uma palavra interrogativa (what, who, where etc.), esta
1. Smoking causes lung cancer and heart disease, the ser usada depois de ask + complemento indireto
doctor warned. The doctor warned (that) smoking causes/ (a quem se pergunta).
caused lung cancer and heart disease.
Minigrammar 211
A pergunta direta, quando passada para o discurso
The man who/that
indireto, tem a mesma estrutura de uma afirmao (sujeito
The car which/that won that race is famous.
+ verbo, e no verbo + sujeito). Esse aspecto muito
importante e requer ateno. Veja de novo: The horse which/that
The boy asked his mother what a barbarian was.

(E no: what was a barbarian.) EXERCISE
Do we know any barbarians? the Substitua that por who ou which, de acordo
Discurso direto
boy said to his mother.
com o sentido da frase.
The boy asked his mother if they
Discurso indireto 1. We must save the plants that save us. which
knew any barbarians.
2. The people that are born in So Paulo are called
Ao passar para o discurso indireto perguntas que
paulistanos. who
pedem respostas do tipo yes ou no (iniciadas com o verbo
auxiliar do, did etc.), usa-se if (ou whether, na linguagem 3. Agatha Christie was the English author that wrote
Murder on the Orient Express. who
formal) no incio da orao subordinada. A estrutura dessa
orao afirmativa, sem o verbo auxiliar (do, did etc.). 4. Voyager 1 is the spacecraft that took that amazing photo.
which
5. Richard Parker is the Bengal tiger that survives the
shipwreck in the movie Life of Pi. which
MINITESTS
1. Passe estas perguntas para o discurso indireto. Os pronomes that, which, who e whom
como objeto
a. What time is it? the old lady said to me.
The old lady asked me what time it was.
b. Where can I change my clothes? he asked the The man that/whom/who
salesperson. The car which/that we saw on TV is famous.
He asked the salesperson where he could change his clothes.
c. How does a computer work? the students said to the The horse which/that
teacher.
The students asked the teacher how a computer works/worked. Na funo de objeto, os pronomes that, which, who e
d. When did Picasso paint this picture? we said to the guide. whom (todos traduzidos por que) so usados do seguinte
We asked the guide when Picasso had painted that picture.
modo:
2. Agora passe estas perguntas para o discurso
indireto. that pessoas, coisas ou animais
a. Can you take me to my house? the woman said to the whom pessoas, em linguagem formal
taxi-driver. The woman asked the taxi-driver if/ who pessoas, em linguagem muito informal
whether he could take her to her house.
b. Do you accept credit cards? the lady said to us. which coisas ou animais
The lady asked us if/whether we accepted credit cards.
c. Did you see Avatar? we said to Jennifer. Em geral, o uso desses pronomes na funo de objeto
We asked Jennifer if/whether she had seen Avatar. opcional. A omisso do pronome que, quando em funo
d. Is global warming getting worse? I said to the researcher.
I asked the researcher if/whether global warming is/was getting de objeto, possvel e muito comum, principalmente em
worse. e. Is it still raining? Carrie said to Charles. conversao.
Carrie asked Charles if/whether it was still raining.
The man
24. Pronomes relativos usados em The car we saw on TV is famous.
oraes restritivas The horse
Quando o verbo vier acompanhado de preposio, na

Os pronomes that, which e who como linguagem formal ela poder preceder whom (para pessoas)
ou which (para coisas ou animais), mas nunca vir antes de
sujeito
who ou that. Em linguagem menos formal, a preposio
Barbarians are crude people who/that have no manners, separada do pronome, indo para o final da orao.
who/that eat with their elbows on the table, said Helga.
Formal
Quando funcionam como sujeito, esses pronomes
correspondem em portugus ao relativo que. Em
The man about whom
referncia a pessoas usa-se who ou that, sendo that de
The car about which we talked is famous.
uso mais informal; com coisas ou animais usa-se which
ou that. The horse about which
212 Minigrammar
Informal 4. Nadine was talking about Sarah, an old lady used to
work for the local post office. who
The man (that/whom/who) 5. Give my heart to a person own heart has caused
we talked about
The car (that/which) nothing but endless days of pain. whose
is famous.
The horse (that/which)
Uso dos pronomes relativos what e
A construo em que se omite o pronome a mais
comum em linguagem informal. which significando o que
Picasso painted what he wanted. Nothing was impossible for
EXERCISES him to paint.
(Picasso pintava o que queria. Para ele, nada era impossvel
1. Substitua o pronome that por whom ou de pintar.)
which, como for adequado. what: o que, tudo aquilo que. Introduz uma orao
referindo-se a determinada coisa. No precedido de vrgula.
a. I passed all the other courses that I took at the
university. which Picasso was a genius, which could be seen from his earliest work.
b. The science fiction writer that I admire most is Arthur (Picasso era um gnio, o que era visvel desde seus primeiros
C. Clarke, the author of 2001, a Space Odyssey. whom trabalhos.)
c. 2001, a Space Odyssey is the novel that was made into which: o que, isto. usado aps uma vrgula,
a classic movie by Stanley Kubrick. which referindo-se ao fato apresentado na orao anterior.
d. Bono is the pop star that we saw on TV last night,

speaking against poverty. whom
EXERCISE
e. Those were the things that we noticed about him. which
Complete com what ou which, conforme o
2. Agora sublinhe as frases em que o pronome
sentido de cada frase.
relativo poderia ter sido omitido.
1. Painting makes me do it wants, Picasso said. what
a. Those were the last words that she spoke to him.
2. Senna was driving too fast, was terribly dangerous.
b. I saw a man who had no feet. which
3. She gave us we needed. what
c. Jorge Amado wrote about the people, places and things
that he loved. 4. Astronomers can study the evolution of the cosmos,
is a great advantage over other people. which
d. They talked about a desert that is spreading very fast.
5. It was Friday afternoon in New York, and it was
e. We heard about some things that you wont believe. raining, made it even more difficult to get a taxi.
which
6. I want you to tell us exactly happened. what
O pronome relativo whose
7. Mike is very tall, can be a problem in some situations.
which
The man 8. Arundhati Roy wrote about really matters. what
The car whose name is in the papers is famous.
The horse
25. Pronomes relativos usados em
Para referir-se coisa possuda (pessoas, coisas ou
oraes explicativas
animais), usa-se whose (cujo, cujos, cuja, cujas) antes do
substantivo. As frases a seguir, prprias da linguagem escrita, so
exemplos de uso dos mesmos pronomes relativos, mas em
outro tipo de orao: as explicativas.
EXERCISE
Woody Allen, who is a famous director, writes his own movies.
Complete com who ou whose, conforme o
Woody Allen, whom everybody knows, is a citizen of the world.
sentido da frase.
Midnight in Paris, which was released in Brazil in 2011, is
1. Marcus was the boy mother was a pharmacist. whose one of Woody Allens greatest movies.
2. Children parents have died are called orphans. whose
Woody Allen, whose real name is Allan Stewart Konigsberg,
3. Give my sight to a man has never seen a sunrise. who was born in the Bronx, New York.
Minigrammar 213
As oraes explicativas do informao extra, no
MINITEST
essencial, sobre uma pessoa, animal ou coisa claramente
definida. Nessas oraes, colocadas entre vrgulas, nunca Complete com os pronomes relativos adequados.
se usa that, nem possvel omitir o pronome relativo 1. Jorge Amado, was a great Brazilian writer, never
(who, whom, which, whose). Os pronomes usados won the Nobel Prize. who
nessas oraes so:
2. Diet soft drinks, are really bad for you, must be
who que pessoas (sujeito) avoided. which
3. The Panama Canal, links the Atlantic and Pacific

whom que pessoas (objeto)
oceans, is one of the engineering marvels of the world.
which
coisas ou animais 4. Stephen Hawking, some other scientists consider the
which que
(sujeito ou objeto) heir to Newton and Einstein, suffers from an incurable
disease. whom
whose cujo/a, cujos/as ideia de posse
5. Rio, beaches are world-famous, is still a marvelous city.
whose
26. Preposies
As preposies so usadas para ligar os substantivos ou pronomes aos demais elementos de uma frase. Observe
alguns exemplos de uso das preposies mais comuns em trechos deste livro:
1. sobre, acerca de a question about the speed of sound

about
2. cerca de She wrote about a hundred books and plays.
above acima de Raise your arms above your head.
across atravs de The Cerrado stretches across nearly 500 million acres of Brazil.
after depois de, aps In 1990, after 27 years in prison
against contra All prejudice against my fellow man
along ao longo de along the western coasts of Africa and Europe.
among entre (vrios) That was the custom among Africans in those days.
around /em volta de yet the Earth does move around the Sun.
1. como, na funo de These instructions are known as genetic information.

as
2. quando (era) no signs of genius in Albert Einstein as a child.
at em, no/na, (s) At school/at home/at sunset
because of por causa de because of its functions
before we had words, we were not human beings.

1. antes de
before We had everything before us we were all going direct to
2. diante de
Heaven
behind atrs de Man is behind that destruction.
below abaixo de Millions of people still live below the poverty line.
beside ao lado de The scientist was standing beside the spinal column of the fossil.
besides alm de Besides his interest in science, Michael loves writing rap songs.
between entre (dois) The boundary between human and animal
beyond alm de, para l de He must go on conquest beyond conquest.
but exceto, a no ser It has caused nothing but endless days of pain.
214 Minigrammar
The work is done by the body.
by por, pelo/a
A lion passed by a field where four oxen lived.
a despeito de, apesar
despite = in spite of despite our size and our blunders
de
down para baixo de/abaixo I walk down the street
during durante Those challenges come during the teenagers years
1. por, para, pelo/a I am willing to fight for peace.

for
2. por, durante For a billion years
from de (origem) Learn from yesterday, live for today, hope for tomorrow
in em, no/na In 1990, after 27 years in prison
inside dentro de inside the room
a despeito de, apesar In spite of our size, our circulatory system and all our human
in spite of
de mistakes, we survive.
instead of em vez de Instead of using violence
into em, (para) dentro de Do not attempt to instill artificial life into my body
like como, igual a An individual human existence should be like a river.
near perto de
a drop in water temperatures near the Poles
of de The diversity of life on Earth.
off fora, para fora de Did you hurt yourself when you fell off the bicycle?
1. em/no/na The diversity of life on Earth.

on
2. sobre the papers are on the table.
rushing passionately past rocks and over waterfalls.

1. sobre; por cima de
over 2. acima de, mais de The Cerrado has over 10,000 species of plants.
3. por causa de
disputes over the teens curfew.
out of para fora de He looked out of the window
past (passando) por rushing passionately past rocks and over waterfalls.
round /em volta de he concluded the planets go round the Sun
he estimated the number of species since the origin of life at

since desde
about fifty billion
through por, atravs de It is only through the gift of language
Humans have demonstrated that capacity throughout their

throughout por, atravs de todo/a
history.
to para Give my soul to God.
toward na direo de He moved down the fossil toward the tail of the creature.
under sob, debaixo de under the shade of a mango tree.
until/till at (tempo) They had to wait until/till midnight.
up para cima de he was sailing up the river.
Minigrammar 215
upon em, sobre upon the sea, upon the land.
with com Clearing the sand delicately with his fingers
within dentro de This remarkable system of protection is within us.
without sem A day without laughter is a day wasted.
27. Preposies dificuldades like:
1. como, como se fosse

Algumas preposies tm caractersticas que podem
He said he worked like a slave.
causar confuso ou dificuldade. Entre elas, destacamos:
(Ele disse que trabalhava como um escravo.)
among: entre, no meio de (vrios elementos, dispersos)
2. como, igual a
Ive found your key among my papers. Paul is like Peter in many ways.
(Encontrei sua chave entre os meus documentos.)
(Paul igual a Peter de muitas maneiras.)
between: entre um e outro (indivduo ou grupo,
Compare com:
claramente separados entre si)
alike:
He explained the difference between those two words.
(Ele explicou a diferena entre aquelas duas palavras.) 1. (adjetivo predicativo) iguais
beside: ao lado de Paul and Peter are alike in many ways.

(Paul e Peter so iguais de muitas maneiras.)
Come and sit beside me.
(Venha sentar-se aqui do meu lado.) 2. (advrbio) igualmente, do mesmo modo
besides: alm de They act exactly alike.

(Eles agem exatamente do mesmo modo.)
Besides Rio and So Paulo, what other places in Brazil did
you go to? A mesma diferena ocorre entre as expresses look
(Alm de Rio e So Paulo, a que outros lugares do Brasil like e look alike. Compare:
voc foi?) Paul looks like Peter. (Paul se parece com Peter.)
besides: (advrbio) alm disso Paul and Peter look alike. (Paul e Peter se parecem.)
The car is too expensive; besides, I dont like that color. during: durante (seguido de substantivo, sem mencionar
a quantidade de tempo responde pergunta when?)
(O carro caro demais; alm disso, eu no gosto daquela cor.)
They lived in Europe during the war.
behind: atrs de
(Eles viveram na Europa durante a guerra.)
The kids were hiding behind a tree.
for: por, durante (seguido de uma expresso de
(As crianas estavam escondidas atrs de uma rvore.)
quantidade de tempo responde pergunta how long?)
beyond: alm de, para l de (sentido espacial ou
They lived in Europe for about four years.
figurado) (Eles viveram na Europa durante cerca de quatro anos.)
You cant see my farm from here. It lies beyond those opposite: de frente para (= across from)
mountains.
(No possvel ver a minha fazenda daqui. Ela fica Jack and Jill were sitting at a table opposite each other,
alm daquelas montanhas.) holding hands. They are in love.
(Jack and Jill estavam sentados a uma mesa, um de frente
Im sorry, but I cant help you. Its beyond my power. para o outro, de mos dadas. Eles esto apaixonados.)
(Sinto muito, mas no posso ajudar voc. Est alm do meu
in front of: /em/na frente de
poder.)
In the classroom, Jill sits in front of Jack. He sits in the
as: como, na funo de
second row, behind her.
He worked as a waiter for decades. (Na sala de aula, Jill senta-se frente de Jack. Ele senta-se
(Ele trabalhou como garom durante dcadas.) na segunda fila, atrs dela.)
216 Minigrammar
3. Para expressar alternativa:
MINITEST
Either or: ou ou
Complete cada frase com a alternativa I think Sean Connery is either American or English, Im not
adequada, entre parnteses. sure which.
1. Earth, most of the other Solar System planets have or: ou

their own orbiting moons. (Beside) (Besides) Call me tonight or tomorrow.
2. The space age has shown us astounding phenomena,
4. Para expressar negao:
both within our Solar System and . (behind) (beyond)
3. the moon, artificial satellites orbit the Earth. (As) (Like) Neither nor: nem nem
4. Laser technology stemmed from research the early Sean Connery is neither American nor English. He is Scottish.
years of the 20th century into how light and matter 5. Para expressar condio:
interact. (during) (for)
if: se
5. a billion years, nature has been developing a system
of protection that keeps us alive. (During) (For) If you do all that Ive asked, I will live forever.
6. Teens and parents may be left feeling angry, as long as/provided (that): desde que, sob a condio
frustrated, and confused. (like) (alike) de que
7. Philip Gingerich was standing the spinal column of a Jane will pass, as long as/provided (that) she studies hard.
creature called Basilosaurus. (beside) (besides)
unless: a menos que, a no ser que
8. () But one day the oxen quarreled themselves, and Paul wont work for them unless they sign that contract.
each one went to pasture alone in a separate corner of
the field. (between) (among) 6. Para expressar dvida:
9. The boundary the most primitive savage and the whether: se (ou no)
highest ape is the language line. (between) (among) I dont know whether theyll agree to that.
10. An individual human existence should be a river. (as)
7. Para expressar contraste:
(like)
although/though: embora, apesar de que
Although/though Amyr Klink spent one hundred days alone,
28. Conjunes, locues he didnt feel lonely.
conjuntivas e locues adverbiais
but/yet: mas, porm, no entanto
As conjunes relacionam duas oraes dentro de uma Amyr Klink spent one hundred days alone, but/yet he didnt
frase. Veja a seguir alguns exemplos de uso e significado feel lonely.
das conjunes mais comuns, agrupadas de acordo com a even though: mais enftico, mas com o mesmo
noo que elas expressam. sentido de although ou though: muito embora
1. Para expressar tempo: Even though Amyr Klink spent one hundred days alone, he
didnt feel lonely.
after: depois que
After I finish my homework, Im going straight to bed. however/in spite of that*/nevertheless: contudo,
todavia, apesar disso
as/when/while: quando; enquanto
Jane studied hard; however/in spite of that/nevertheless,
Jack called as/when/while I was leaving.
she didnt pass.
before: antes que
*Compare com in spite of ou despite (apesar
Joe lived in London before he came to Brazil.
de, a despeito de), que so preposies seguidas de
until/till: at que substantivo:
We will wait here until/till the rain stops. In spite of/Despite Janes efforts, she didnt pass.
2. Para expressar acrscimo de ideias: whereas/while: enquanto, ao passo que

My wife hates jazz, whereas/while I love it.
and: e; as well as: bem como, assim como
They visited Ouro Preto and/as well as Mariana. 8. Para expressar razo, causa:
both and: tanto quanto as/because/since: porque, j que, uma vez que
Both gold and silver are valuable metals. As/Because/Since youre my friend, Ill help you.
not only but also: no s mas tambm for: pois, porque
Not only the restaurants but also the hotels were full. You should go now, for its getting late.
Minigrammar 217
9. Para expressar consequncia, resultado: Can I borrow your pen? I cant find mine.
so/therefore: portanto I never lend books or CDs to anyone.
I was tired, so/therefore I sat down on the sofa. 3. argue (p. e pp. argued): discutir, brigar (verbalmente)
10. Para expressar propsito, finalidade: discuss (p. e pp. discussed): discutir, debater, trocar
so that/so: de modo que, para que, a fim de que ideias
He killed the deer so that/so he could have something to eat. Mr. and Mrs. Hopkins often argue about money.
11. Para expressar modo: We have a very important matter to discuss.
as: como 4. forget (p. forgot; pp. forgotten): esquecer
Do exactly as I say.
No se pode, como em portugus, usar o verbo forget
as if/as though: como se ao mencionar o lugar onde se esqueceu algo. Pode-se dizer:
He looked as if/as though he had seen a ghost.
I forgot my book.
(Eu esqueci o meu livro.)
MINITEST Ou ento:
I forgot to bring my book.

Sublinhe a alternativa adequada para completar
(Eu esqueci de trazer o meu livro.)
cada frase abaixo.
Mas no correto dizer I forgot my book at home/at
1. Science is not an arrival, a journey. (after) (before) (but)
school etc. Nesse caso deve-se usar o verbo leave (p. e
2. Archimedes himself never wrote about the eureka pp. left), que significa deixar.
episode, he spent plenty of time detailing the laws of
buoyancy and the lever. (until) (if) (although) I left my book at home.
(Eu deixei meu livro em casa.)
3. the dough bakes into bread and cake, the heat causes
the alcohol to evaporate the bubbles to break. (So; 5. lie (p. lay; pp. lain; gerndio: lying) (verbo
but) (As; and) (After; yet) intransitivo)
4. A magnet pointed at a clip will make it jump from a a. (geralmente com down) deitar-se
table and cling to the magnet it is pulled off. (until)
(unlike) (before) Im tired. Im going to lie down on the bed.
(Estou cansado. Vou me deitar na cama.)
5. you put the two positive poles of the two magnets
together, there is no attraction. (Whether) (Although) (If) b. situar-se, estar situado
6. The largest magnet in the world is the Earth itself, Patagonia lies in South America.
the hot nickel and iron at its core pull everything (A Patagnia situa-se na Amrica do Sul.)
toward it! (so) (if) (because)
c. jazer
7. we build more computers to hold more information,
we communicate with each other less and less. Here lies an unknown soldier.
(Because) (So) (Although) (Aqui jaz um soldado desconhecido.)
8. We look to science for the answers when it is still busy lie (p. e pp. lied; gerndio: lying) (verbo intransitivo):
with the questions. we distrust and fear science and mentir
technology too. (If) (Yet) (Because)
He said he never lied to her, and she believed him.
(Ele disse que nunca mentiu para ela, e ela acreditou nele.)
29. Miscelnea lay (p. e pp. laid; gerndio: laying) verbo transitivo:
Alm de todos os pontos j estudados, selecionamos a. pr, colocar
alguns casos que geralmente causam dvidas: Lay those books on the table, please.
(Ponha esses livros em cima da mesa, por favor.)
1. beat (p. beat; pp. beaten): bater, derrotar (o adversrio)
win (p. e pp. won): vencer, ganhar (uma competio) b. pr, botar (ovos)
Barack Obama beat Mitt Romney in the elections for Hens lay eggs.
President of the U.S. in 2012. (As galinhas pem ovos.)
Obama won the elections in 2012. He was reelected.
6. later (comparativo de late): mais tarde, depois
2. borrow (p. e pp. borrowed): pegar, tomar emprestado
Ill call you later.
lend (p. e pp. lent): emprestar (Eu te ligarei mais tarde.)
218 Minigrammar
the latter: o ltimo (de dois elementos j mencionados) They are now trying to substitute biodiesel with gas.
(Esto tentando substituir a gasolina pelo biodiesel.)
Compare com the former: o primeiro (de dois
elementos j mencionados) Com substitute, os complementos aparecem na ordem
Rio de Janeiro and Braslia are important cities. The former is contrria usada em portugus. Repare no exemplo anterior:
known as the Marvelous City; the latter is the present capital
substitute biodiesel with gas.
of Brazil.
( substituir a gasolina pelo biodiesel.)
(Rio de Janeiro e Braslia so cidades importantes. Aquela/A
Veja mais um exemplo para esse ponto, que pode
primeira conhecida como "cidade maravilhosa"; esta/
a segunda a atual capital do Brasil.) trazer confuso:
Alm disso, former pode significar tambm antigo, ex. You must substitute an artificial sweetener for sugar if you
are diabetic.
Rio is the former capital of Brazil. (Voc tem de substituir o acar por um adoante artificial
(Rio a antiga capital do Brasil.) se voc diabtico.)
7. lose (p. e pp. lost): perder (o que se tinha; oposto de 11. say (p. e pp. said): dizer (o qu)
find: achar, encontrar); perder (ser derrotado; oposto de
What did you say?
win: vencer)
(O que voc disse?)
miss (p. e pp. missed)
He said he would call, but he didnt.
a. perder (algo que nem se chegou a ter: uma aula, o (Ele disse que telefonaria, mas no o fez.)
nibus, um bom filme, uma oportunidade etc.)
Expresses com say:
b. errar, no acertar (a bola, o alvo etc.) oposto de hit
(acertar) say a prayer: dizer uma prece
c. sentir a falta de, ter saudade de (um amigo, a pessoa say goodbye: despedir-se
amada etc.) say hello: cumprimentar, dizer ol
8. pour (p. e pp. poured): servir (lquidos); verter, tell (p. e pp. told):
despejar (ao intencional)
a. dizer (a quem) (o qu)
spill (p. e pp. spilled ou spilt): derramar, entornar
(ao acidental) He told me he would call.
(Ele me disse que telefonaria.)
He poured the milk carefully.
(Ele serviu o leite cuidadosamente.) b. mandar (algum) (fazer alguma coisa)
Its not easy for the kid to pour his milk. He always spills it. He told us to help him with the baggage.
(No fcil para a criana servir o leite. Ela sempre o derrama.) (Ele nos mandou ajud-lo a levar a bagagem.)
9. remember (p. e pp. remembered): lembrar-se (de) Expresses com tell:
remind (p. e pp. reminded): fazer lembrar tell the truth: dizer a verdade
Do you remember your first day at school? tell a lie: contar uma mentira
(Voc se lembra do seu primeiro dia na escola?)
tell the time: dizer as horas
Please remind the boys that they have to wake up early
tomorrow. tell a story: contar uma histria
(Por favor, lembre aos meninos que eles tero de levantar
12. steal (p. stole; pp. stolen): roubar (dinheiro,
cedo amanh.)
documentos, um carro etc.)
You remind me of Julia Roberts. You really look like her.
(Voc me faz lembrar de Julia Roberts. Voc realmente se Somebody stole my wallet last night.
parece com ela.) (Algum roubou minha carteira na noite passada.)
10. replace (p. e pp. replaced)/substitute (p. e pp. rob (p. e pp. robbed): roubar (uma pessoa, um banco,
substituted): substituir uma loja etc.)
My car is too old. Im going to replace it with a new one. They robbed that bank four times last year.
(Meu carro est velho demais. Eu vou substitu-lo por um novo.) (Roubaram aquele banco quatro vezes no ano passado.)
Minigrammar 219
ailment: doena, mal-estar alimento: food
MINITEST
amass: acumular (dinheiro, informaes etc.) amassar
Sublinhe a alternativa adequada para completar (o carro pouco): dent; (o carro muito): wreck; (a
cada frase abaixo. roupa): crease; (o po): knead
1. Emperor penguins breed during the Antarctic winter. anthem: hino antena: aerial; antenna
The female one single egg and then leaves it behind.
application: 1. aplicao; 2. requerimento (application
(lies) (lays) (lay)
form: formulrio de requerimento)
2. In 1876 Henry Alexander Wickman, a British botanist,
rubber tree seeds from the Amazonian jungle. appoint: nomear, designar apontar para: point at/to
(robbed) (stole) (steal) appointment: 1. nomeao, escolha; 2. compromisso (com
3. Gene therapy offers the possibility of treating hora marcada); consulta mdica apontamento: note
particular parts of the body by functional genes for
apt: 1. habilidoso, inteligente; 2. propenso, com tendncia
damaged ones. (substituting) (replacing) (replace)
a apto: able; qualified, fit
4. Gene therapy offers the possibility of treating
particular parts of the body by damaged genes with argue: discutir, brigar verbalmente arguir: question
functional genes. (substituting) (replacing) (substitute) argument: 1. discusso, briga (verbal); 2. argumento,
5. Companies have from this same technology to bring ponto de vista argumento (de filme): plot
us the water filter systems millions of people use at
arrest: prender, deter arrastar: drag
home every day. (borrowed) (lent) (lend)
assume: 1. supor, presumir; 2. assumir
6. If, by chance, you wish to me, do it with a kind
deed or word to someone who needs it. (remember) attend: 1. assistir, estar presente a, frequentar; 2. atender,
(remind) (remembers) cuidar de atender (o telefone, a porta): answer
7. You me of my friend Ralph. You two look very much beef: carne bovina bife: steak, beefsteak
alike. (remember) (remind) (reminds)
candid: franco, sincero, direto cndido: pure, innocent
8. Mandela recalls his first day of school, when his
teacher, Miss Mdingane, him his new name was cigar: charuto cigarro: cigarette
Nelson. (said) (told) (tells)
collar: 1. colarinho; 2. coleira colar (substantivo):
9. I liked the man so much, Einstein, that I just necklace; passar cola em (verbo): paste, glue; copiar na
couldnt no. (told; tell) (said; said) (said; say) escola (verbo): crib
10. Einstein once used a $ 1,500 check for a bookmark, and college: faculdade colgio: high school
then the book. (lost) (missed) (lose)
compass: 1. bssola; 2. compasso
comprehensive: completo, abrangente, no resumido

30. False Friends, from A to Z compreensivo: understanding
abuse: 1. insultar, ofender; 2. abusar (de); 3. maltratar; compromise: acordo (com concesses mtuas)
tratar com violncia compromisso, obrigao assumida: commitment;
compromisso com hora marcada: appointment
accent: 1. sotaque; 2. acento (tnico/grfico); 3. nfase,
realce assento (lugar para sentar): seat; base: base; costume: roupa especial, como clown costume: roupa
traseiro, ndegas: bottom, behind, backside, buttocks de palhao; witch costume: fantasia de bruxa;
national costume: traje nacional costumes, hbitos
actual: verdadeiro, real atual: present
(coletivos): customs; costumes, hbitos (individuais):
actuality: realidade, fato atualidade: present, present habits
time
customs: 1. alfndega; 2. impostos alfandegrios
actually: na verdade, realmente atualmente: at present, costumes, hbitos (coletivos): customs; costumes,
today hbitos (individuais): habits
addiction: dependncia, vcio adio, soma, acrscimo: disgust: nojo, repugnncia desgosto: grief
addition
educated: instrudo, culto bem-educado, de boas
advice: conselho(s) aviso (por escrito): notice; (oral): maneiras: polite, well-bred
announcement; advertncia: warning
education: educao, instruo, formao acadmica
advise: 1. aconselhar, recomendar; 2. avisar educao, boas maneiras: politeness, good manners
220 Minigrammar
epidemic (substantivo e adjetivo): epidemia o notice (verbo): notar, perceber noticiar: report, inform
substantivo epidemy no existe
novel: romance novela: soap (opera)
eventually: por fim, finalmente eventualmente:
operator: 1. telefonista; 2. operador
accidentally, occasionally
ordinary: comum ordinrio, grosseiro: vulgar, coarse
excite: 1. animar, entusiasmar, empolgar; 2. excitar
ore: minrio ouro: gold
exit: sada xito: success
parents: pais parentes: relatives
expert: perito, especialista esperto: smart, clever
exquisite: 1. belo; perfeito; 2. requintado; delicado particular: 1. determinado, especfico; 2. exigente;

esquisito: odd, strange meticuloso particular: private; personal
fabric: tecido, fazenda, pano fbrica: factory, plant petrol: (GB) gasolina (= gas ou gasoline, nos EUA)
petrleo: oil, petroleum
formidable: impressionante, respeitvel, assustador
formidvel, fantstico: fantastic, awesome physician: mdico fsico: physicist
genial: 1. (pessoa) jovial, cordial, bem-disposta; 2. (tempo, plant: 1. planta (botnica); 2. usina, fbrica planta
clima) ameno genial: brilliant (arquitetura): plan
hazard: risco, perigo azar: bad luck policy: poltica, linha de ao, norma de conduta
polcia: police; poltica (cincia): politics
influenza (abreviatura: flu): gripe influncia: influence
prejudice: preconceito prejuzo: harm; damage;
ingenious: engenhoso, criativo, inventivo ingnuo:
(financeiro): loss
nave, ingenuous
presently: 1. logo, daqui a pouco; 2. (EUA) presentemente
ingenuity: engenhosidade, criatividade, inventividade
ingenuidade: navety, navet pretend: fingir pretender, tencionar: intend
inhabit: habitar habit existe como substantivo (hbito), principal: 1. (adjetivo) principal; 2. (substantivo, EUA)
mas no como verbo (habitar) ilha inabitada: desert diretor de escola
island, uninhabited island
private: 1. (adjetivo) particular; 2. (adjetivo) privado;
inhabitant: habitante o substantivo habitant no existe 3. (substantivo) soldado raso privada: toilet
injure: machucar, ferir injuriar, insultar: insult prospect: perspectiva, possibilidade prospecto: leaflet,
injury: ferimento, leso injria, insulto: insult flyer/flier
intend: pretender, tencionar entender: understand push: empurrar puxar: pull
lamp: luminria lmpada eltrica: light bulb realize: 1. perceber, compreender; dar-se conta de;
2. realizar, concretizar
large: grande largo: wide; broad
resume: recomear, retomar resumir: summarize, sum up
lecture: palestra leitura: reading
scholar: erudito, letrado, estudioso escolar: (adjetivo)
library: biblioteca livraria: bookstore, bookshop
school; (substantivo) schoolboy/schoolgirl
magazine: revista magazine, loja: store, shop,
sensible: 1. sensato, ajuizado; 2. sensvel, perceptvel
department store
sensvel, delicado, melindroso: sensitive
malice: mal, maldade, rancor malcia, marotice: mischief
silicon: silcio silicone: silicone
malicious: maldoso, mal-intencionado malicioso
(maroto): mischievous; (picante): naughty sort: tipo, espcie sorte: good luck
mayor: prefeito maior: bigger; larger; greater subject: 1. assunto, matria; 2. (gramtica) sujeito
sujeito, pessoa: fellow; (GB) chap, bloke; (EUA) guy
miserable: 1. muito infeliz; muito triste; 2. horrvel, muito
desagradvel miservel, avaro, mesquinho: stingy, succeed: 1. conseguir, ter sucesso; 2. suceder (a), vir
mean (GB), cheap (EUA); Seu miservel!: You bastard! depois (de)
misery: 1. extrema infelicidade; grande sofrimento; 2. misria, support: 1. (peso) suportar, sustentar; 2. sustentar
extrema pobreza misria, avareza: stinginess, meanness (financeiramente); 3. apoiar (uma pessoa); 4. torcer (por um
time) suportar, aguentar, tolerar: stand, bear, put up with
notice (substantivo): 1. ateno, observao; 2. aviso
(por escrito) notcia: news sympathies: psames, condolncias
Minigrammar 221
sympathize: estar do mesmo lado que, solidarizar-se; ter 10. I intended to attend one of those lectures, but I
pena de (algum) simpatizar: like couldnt come.
sympathy: pena, compaixo; apoio moral, solidariedade Eu a uma daquelas , mas no pude vir.
simpatia: liking pretendia; assistir; palestras
11. She pretended not to hear us, but actually she did.
temper: temperamento; controle emocional tempero:
seasoning Ela no nos ouvir, mas ela ouviu.
fingiu; na verdade
tenant: inquilino tenente: lieutenant 12. Professor Dawkins is a great scholar.
terrific: 1. maravilhoso, muito legal; 2. tremendo, O Professor Dawkins um grande . erudito

poderoso; 3. terrvel, assustador
13. The cigars from Cuba are famous.
traduce: caluniar, manchar a reputao de traduzir :
Os de Cuba so famosos. charutos
translate
ultimately: em ltima anlise ultimamente: lately, recently 14. I dont notice any difference between the cigars from
Cuba and those from Bahia.
Eu no nenhuma diferena entre os de Cuba e os

da Bahia. noto; charutos
TESTS
15. Einstein was not a physician. He was a physicist.
Observe o significado dos falsos cognatos em
Einstein no era . Ele era fsico. mdico
destaque, preenchendo as lacunas de cada frase.
16. No physician would ever advise anyone to smoke a cigar.
1. He has amassed a lot of information about other
politicians. Nenhum jamais algum a fumar .
mdico; aconselharia; charuto
Ele muitas informaes sobre outros polticos. 17. Why dont you follow a friends advice? You should
acumulou stop smoking.
2. Penlope Cruz speaks English with a slight Spanish
accent. Por que voc no segue o de um amigo? Voc devia
parar de fumar. conselho
Penlope Cruz fala ingls com um leve espanhol.
sotaque 18. On that particular occasion, I wasnt there.
3. Actuality can be stranger than fiction.
Naquela ocasio, eu no estava l. determinada
A pode ser mais estranha do que a fico. realidade
19. There are some notices on the board. I advise all of
4. My parents never argue. They live in harmony. you to read them.
Os meus nunca . Eles vivem em harmonia. H alguns no quadro. Eu todos vocs a l-los.
pais; discutem avisos; aconselho
5. That library has a large collection of rare books. 20. We had a private conversation and he gave me some
good advice.
Aquela tem uma coleo de livros raros.
biblioteca; grande Ns tivemos uma conversa e ele me deu alguns bons .
particular; conselhos
6. He is not strong enough to push that truck.
21. The principal has an appointment with a renowned
Ele no forte o suficiente para aquele caminho. physician at 9.
empurrar
7. What was the actual reason for that meeting? O tem um com um renomado s 9.
diretor da escola; encontro; mdico
Qual foi a razo para aquela reunio? verdadeira
22. The new minister was appointed by the president
last week.
8. My wife and I didnt actually have an argument. I just
O novo ministro foi pelo presidente na semana
disagreed with what she had said.
passada. nomeado
Minha esposa e eu no tivemos uma . Eu apenas
23. His appointment was well received by all.
discordei do que ela havia dito. na verdade; discusso
A dele foi bem recebida por todos. nomeao
9. Professor Dawkins gave a series of lectures last week.
24. When they realized their mistake, it was too late.
O Professor Dawkins deu uma de na semana
passada. srie; palestras Quando eles seu erro, era tarde demais. perceberam
222 Minigrammar
25. God Save the Queen is the British national anthem. 40. The boy was excited at the prospect of getting a bike
for Christmas.
Deus Salve a Rainha o nacional britnico. hino
O garoto estava com a de ganhar uma bicicleta no
26. A sensible person would never do such a foolish thing. Natal. empolgado; perspectiva
Uma pessoa nunca faria tamanha tolice. sensata 41. Minas Gerais is rich in iron ore.
27. Dont worry. The thieves will be arrested presently. Minas Gerais rica em de ferro. minrio
No se preocupe. Os ladres sero presos; logo 42. Actually we dont own a house. We pay rent. We are
tenants.
28. They wanted to leave the theater, but they couldnt
find the exit. ns no temos uma casa. Ns pagamos aluguel. Ns
Eles queriam sair do teatro, mas no conseguiam somos . Na verdade; inquilinos
encontrar a . sada
43. Mrs. Todds tenant was injured in a car accident.
29. The new nuclear plant will be on operation presently.
O da sra. Todd ficou em um acidente de carro.
A nova nuclear estar em operao . usina; logo inquilino; ferido/machucado
44. He suffered several injuries and is now in a private clinic.
30. We stopped our work at 7 oclock and resumed it an
Ele sofreu diversos e agora est em uma clnica .
hour later. ferimentos/leses; particular
Ns paramos o nosso trabalho s 7 horas e o uma

45. You will be trying to get into college next year. I hope
youll succeed.
hora depois. recomeamos
Vocs tentaro entrar na no prximo ano. Espero
31. Jack and Judie eventually reached a compromise: he
que vocs . faculdade; consigam
washed the dishes and she dried them.
Jack e Judie chegaram a um : ele lavou a loua e

46. Millions of people go hungry in the world today.
ela enxugou. finalmente; acordo Dont you feel any sympathy for them?
32. Thomas Alva Edison had an ingenious mind. Milhes de pessoas passam fome no mundo hoje. Voc
no sente elas? pena de/compaixo por
Thomas Alva Edison tinha uma mente .
engenhosa/inventiva 47. I know how you feel. I sympathize.
33. Blankets are generally made of woollen fabric.
Eu sei como voc se sente. Eu .
Os cobertores so geralmente feitos de de l. tecido estou do seu lado/estou com voc
48. The explorers were lost in the desert. They had no
34. Racial prejudice is still a problem in many countries. compass.
O racial ainda um problema em muitos pases. Os exploradores estavam perdidos no deserto. Eles
preconceito no tinham . bssola
35. The boss wants a comprehensive report of the situation.
49. Some irresponsible journalists are apt to traduce or
O patro quer um relatrio da situao. slander innocent people.
completo/abrangente
36. Pride and Prejudice is a great novel by Jane Austen. Alguns jornalistas irresponsveis so a ou difamar
pessoas inocentes. propensos/caluniar
Orgulho e um grande de autoria de Jane Austen.
Preconceito; romance 50. My sympathies (on the death of your grandfather).
37. In his latest novel, the author gives us a
comprehensive description of the hazards caused by Meus (pela morte do seu av). psames
nuclear plants.
51. Men wear collars on their shirts; dogs wear collars, too.
Em seu ltimo , o autor nos d uma descrio dos
causados pelas nucleares. Os homens usam nas camisas; os cachorros usam
romance; ampla; riscos/perigos; usinas tambm. colarinhos; coleiras
38. Honesty is the best policy.
52. Teachers are ordinary people.
A honestidade a melhor . poltica
Os professores so pessoas . comuns
39. They had to face hazards of all sorts in that mission.
53. My son is an apt student. He learns quickly.
Eles tiveram de enfrentar de todos os naquela
misso. riscos/perigos; tipos Meu filho um aluno . Ele aprende rapidamente.
habilidoso/inteligente
Minigrammar 223
54. I dont know much about petrol, but my uncle is an 66. Silicon Valley, California, is the worlds
expert on the subject. semiconductor center. Silicon chips are used in
electronic systems.
Eu no sei muito sobre , mas meu tio um no .
gasolina; especialista; assunto O Vale do , Califrnia, o centro mundial
55. A careless driver is apt to have accidents. de semicondutores. As pastilhas de (ou
semicondutores) so usadas em sistemas eletrnicos.
Um motorista descuidado est a sofrer acidentes. Silcio; silcio
propenso 67. Wheat, rice, coffee, soya, and sugar are agricultural
56. He turned on the lamp and started reading a commodities.
magazine he had borrowed from the library.
Trigo, arroz, caf, soja, e acar so .
Ele ligou a e comeou a ler uma que ele havia mercadorias agrcolas/bens de consumo
tomado emprestado na . luminria; revista; biblioteca 68. My aunt used to be a tutor in Math but she retired
last year.
57. He is apt to start arguments when he drinks too much.
Minha tia era de Matemtica, mas ela no ano
Ele a armar quando bebe demais. passado. professora particular; aposentou-se
propenso; discusses
58. It was not a desert island. It was inhabited. 69. Jacks behavior was very rude, but we simply ignored
him.
No era uma ilha deserta. Ela era . habitada
O comportamento do Jack foi muito , mas ns
59. It was raining hard and the kids were feeling miserable. simplesmente . mal-educado; no tomamos conhecimento
Estava chovendo muito e as crianas estavam . 70. Those banks charge high interest rates.
muito infelizes
60. We noticed with disgust that the men were eating Aqueles bancos cobram altas taxas de . juros
grasshoppers.
71. The mayor of that city has launched a new program to
Ns com que os homens estavam comendo fight the epidemic of influenza.
gafanhotos. notamos/percebemos; nojo/repugnncia
O daquela cidade lanou um novo programa para
61. There will be no strike. The employers and the combater a de . prefeito; epidemia; gripe
employees have reached a compromise.
72. I assume well have to go through customs when we
No haver greve. Os empregadores e os empregados get to New York.
chegaram a um . acordo
Eu que teremos de passar pela quando chegarmos
62. When you are seasick you get to know what misery is. a Nova York. suponho; alfndega
Quando voc est nauseado, fica sabendo o que . 73. I think Paulo Coelhos latest novel is quite ordinary.
infelicidade/grande sofrimento
63. The principal is a genial person, always smiling and Eu acho que o ltimo de Paulo Coelho bastante .
pleasant and she has some brilliant ideas. romance; comum/ sem nada de extraordinrio
74. The new president knows that he has to face a
A uma pessoa , sempre sorridente e agradvel, e formidable task.
tem algumas ideias geniais. diretora; simptica
O novo presidente sabe que tem de enfrentar uma
64. He thinks I hate him, but actually I bear him no malice. tarefa . assustadora
Ele pensa que eu o odeio, mas eu no lhe quero . 75. I have my own opinion about it, but ultimately the
na verdade; mal decision is yours.
65. That is not true. Its a malicious lie.
Eu tenho minha prpria opinio sobre isso, mas a
Isso no verdade. uma mentira . deciso sua. em ltima anlise
maldosa/mal-intencionada
224 Minigrammar
Vocabulary
Aqui esto registrados apenas os significados que as palavras tm nos textos desta obra.
A angry: zangado beacon: 1 farol 2 exemplo,

modelo
ankle: tornozelo
ability: (pl. abilities)
beard: barba
1 habilidade 2 capacidade answer: (s.) resposta; (v.) (p. e
pp. answered) responder beast: animal (irracional)
absence: ausncia
(not) anymore: no mais beat about the bush: fazer
accomplish: (p. e pp. rodeios, no ir direto ao
accomplished) realizar; apart: separado; set apart assunto
conseguir fazer (from): distinguir (de)
beauty: beleza
achievement: conquista; ape: macaco (sem rabo)
realizao become: (p. became; pp.
approach: (p. e pp. approached) become) 1 tornar-se 2 (com
acquire: (p. e pp. acquired) aproximar-se (de) adj.) ficar
adquirir
arm: brao before: (adv.) antes; (prep.)
acquittal: absolvio (judicial) 1 antes de 2 diante de
armpit: axila
act: (p. e pp. acted) agir beginning: comeo, incio
around: volta (de)
actually: na verdade, behavior: comportamento
realmente, de fato arrest: (p. e pp. arrested)
prender, deter being: (s.) ser; human being:
address: (s.) 1 endereo ser humano; individual being:
2 discurso; (v.) (p. e pp. ashes: cinzas individualidade
addressed) dirigir-se a belief: (s.) (pl. beliefs) crena
ask: (p. e pp. asked) 1 perguntar
adviser: conselheiro, assessor 2 (tb. ask for) pedir
belly: barriga
against: 1 contra 2 de encontro attempt: (s.) tentativa; (v.) (p. e
below: (adv.) abaixo; (prep.)
a pp. attempted) tentar
abaixo de
age: idade award: (s.) prmio; (v.) (p. e pp.
beside: ao lado de
awarded) premiar
alike: igualmente besides: (prep.) alm de; (adv.)
awesome: incrvel, muito alm disso
alive: vivo, com vida impressionante
between: (prep.) entre (dois)
almost: quase awkardly: desajeitadamente
biodiversity: biodiversidade
alone: sozinho
B birth: nascimento; at birth: ao
already: j nascer
bachelor: solteiro
although: embora, bitter: amargo
apesar de (que) bank (of a river): margem
blind: cego
among: entre (vrios) bathroom: banheiro
blood: sangue
ancestor: ancestral battle: batalha
blunder: gafe, mancada; erro
ancient: antigo battlefield: campo de batalha bobo
225
body: (pl. bodies) corpo challenge: (s.) desafio; (v.) (p. e corner: 1 canto 2 esquina
pp. challenged) desafiar
bold: (tipo grfico) negrito count: (p. e pp. counted)
change: (s.) mudana; (v.) (p. e 1 contar 2 ter valor
bone: osso pp. changed) mudar
crack: 1 estalo 2 rachadura
bookmark: marcador de pgina character: personagem
crater: cratera
boring: chato, montono charm: (p. e pp. charmed)
encantar creature: criatura
born: nascido; be born: nascer
chauffeur: chofer; motorista creep: (p. e pp. crept)
both: ambos; both and: particular arrastar-se
tanto quanto
cheating: trapaa crippled: (adj.) portador de
bought: (p. e pp. de buy) deficincia fsica, incapaz de
comprou; comprado chemical: (adj.) qumico; (s.) se locomover
substncia qumica
boundary: (pl. boundaries) crowd: (s.) multido; (v.) (p. e
limite, fronteira childhood: infncia pp. crowded) amontoar
bow down: abaixar a cabea, choice: escolha crust: crosta

humilhar-se choose: (p. chose; pp. chosen) custom: costume, tradio
brain: crebro escolher
curfew: toque de recolher
brand-new: novinho em folha circle: crculo
cut: (s.) corte; (v.) (p. e pp. cut)
clause: orao (gramatical) cortar; cut down: derrubar; cut
bright: brilhante; claro
clean: (adj.) limpo; (v.) (p. e pp. off: isolado
brilliant: brilhante
cleaned) (up) limpar
bring: (p. e pp. brought) trazer
clear: (adj.) claro; (v.) (p. e pp.
D
brush: (pl. brushes) pincel cleared) limpar, clarear; tirar, dangerous: perigoso
remover
build: (p. e pp. built) construir darkness: escurido
clothing: roupas; vesturio
burn: (p. e pp. burned/burnt) darling: querido
queimar clue: pista, indcio
dating: namoro
colored: (ofensivo) (pessoa) de
bury: (p. e pp. buried) enterrar
cor daughter: filha
rima com very
comic strip: tirinha, histria em dawn: aurora; comeo
buy: (p. e pp. bought) comprar
quadrinhos
deadly: mortal
compass: (pl. compasses)
C bssola deaf: surdo rima com Jeff
caption: legenda (de foto) complexity: (pl. complexities) deal: (p. e pp. dealt) (with) lidar,
complexidade tratar (com)
care: (p. e pp. cared) (about):
gostar (de), interessar-se (por) computer: computador death: morte
cease: (p. e pp. ceased) cessar, conceive: (p. e pp. conceived) deathbed: leito de morte
parar (de) conceber
deceiving: enganoso,
cell: clula consciousness: conscincia enganador
cetacean: cetceo contain: (p. e pp. contained) deed: ao, ato, gesto
conter
chain reaction: reao em deep: profundo; de
cadeia contradiction: contradio profundidade
226 Vocabulary
defense: defesa during: durante exit: sada
deforestation: desmatamento dust: p, poeira experience: (s.) experincia;

vivncia; (v.) (p. e pp.
delusion: iluso dying: morrendo experienced) experimentar,
density: densidade viver uma experincia
E explore: (p. e pp. explored)
despair: desespero
each other: um do/ao outro, explorar (para conhecer mais)
despite: a despeito de,
uns dos/aos outros
apesar de eye: olho
earth: (tb. Earth) (planeta)
destroy: (p. e pp. destroyed) eyebrow: sobrancelha
Terra
destruir
effect: efeito F
develop: (p. e pp. developed)
desenvolver effort: esforo
face: (s.) face; rosto; (v.) (p. e
development: desenvolvimento elevator: elevador pp. faced) enfrentar
devil: diabo embrace: (p. e pp. embraced) fall: (p. fell; pp. fallen) cair
die: (p. e pp. died) morrer abraar
falling bodies: corpos em
encroachment: invaso; queda
dignity: dignidade
avano gradual
discover: (p. e pp. discovered) fault: falha; defeito
descobrir enforcement: aplicao (da
lei), cumprimento feature: caracterstica
discovery: (pl. discoveries)
endow: (p. e pp. endowed) dotar feel: (p. e pp. felt) sentir(-se)
descoberta
enough: (adj.; pron.) feeling: 1 sentimento
disease: doena
suficiente(s); (adv.) 2 sensao
dislike: (p. e pp. disliked) no suficientemente, o bastante feet: (pl. de foot) ps
gostar (de)
entrance: entrada fell: (p. de fall) caiu
dispute: discusso, briga
environment: meio ambiente
diving: mergulhando (my) fellow man: (meu)
epoch: poca; era semelhante
donate: (p. e pp. donated) doar
equal: igual few: poucos/as; a few: alguns,
donation: doao algumas
equality: igualdade
donor: doador fewer: (than) menos (de/do
essay: (pl. essays) ensaio que) (seguido de substantivo
dot: ponto, pontinho (literrio) no plural)
doubt: (s.) dvida; (v.) (p. e pp.
even: at, at mesmo; not even: fiber: fibra
doubted) duvidar
nem mesmo
dream: (s.) sonho; (v.) (p. e pp. field: campo
eventually: por fim
dreamed/dreamt) sonhar fight: (s.) luta; briga; (v.) (p.
everywhere else: em todos os e pp. fought) lutar; combater
drive: (p. drove; pp. driven)
outros lugares (contra)
dirigir (carro, caminho etc.);
drive on: continue dirigindo excerpt: trecho (de livro, fill: (p. e pp. filled) encher
drop: 1 gota 2 queda msica etc.)
find: (p. e pp. found) achar,
dry: seco exchange: (s.) troca; permuta; encontrar
(v.) (p. e pp. exchanged) trocar;
duckling: patinho permutar finger: dedo (da mo)
Vocabulary 227
finish: (p. e pp. finished) genre: gnero (literrio, hero: (pl. heroes) heri
terminar artstico etc.)
hide: (p. hid; pp. hidden)
Finnish: finlands giant: gigante esconder
flesh: carne gift: 1 presente 2 dom hind leg: pata traseira
flipper: nadadeira go: (p. went; pp. gone) ir; go on: hippo, hippopotamus:
1 continuar 2 acontecer hipoptamo
float: (p. e pp. floated) 1 flutuar
2 boiar goal: meta hive: colmeia
flood/flooding: enchente; goat: cabra; bode hold: (p. e pp. held) 1 segurar
inundao 2 guardar 3 realizar
God: Deus
flow: (p. e pp. flowed) fluir, honor: (s.) honra; (v.) (p. e pp.
government: governo honored) honrar
(lquido, gs) correr
grandchildren: netos hope: (s.) esperana; (v.) (p. e
food: comida; alimento; food for
thought: matria para reflexo; pp. hoped) esperar
greenhouse: estufa;
food insecurity: insegurana greenhouse gases: gases do horn: chifre
alimentar efeito estufa
however: contudo, todavia, no
foolish: bobo, tolo grew up: (p. de grow up) entanto
cresceu
foot: (pl. feet) p how long?: quanto tempo?
groin: virilha
for: (prep.) 1 para 2 por; (conj.) how much?: quanto
porque ground: cho; solo (dinheiro)?
for all intents and purposes: grow: (p. grew; pp. grown) human being: ser humano
para todos os efeitos crescer; grow up: crescer, ficar
maduro hundred: cem
forever: para sempre
grown-up: adulto, pessoa hungry: faminto, com fome
former: antigo, ex (j foi, no
crescida
mais) hunter: caador
growth: crescimento
found: (p. e pp. de find) hunting: caando
achou, encontrou; achado; guest: hspede; convidado
encontrado hurricane: furaco
guilty: culpado
fountain: fonte
I
frail: frgil H if: se; if only: se ao menos
free: (adj.) livre; (v.) (p. e pp. half: metade
immune system: sistema
freed) libertar
hand: mo imunolgico
freedom: liberdade
handle: cabo (de um objeto) imprisonment: priso,
friendship: amizade deteno
happen: (p. e pp. happened)
funny: divertido, engraado acontecer improve: (p. e pp. improved)
melhorar
furnace: fornalha health: sade
in spite of: a despeito de,
hear: (p. e pp. heard) ouvir apesar de
G
heart: corao; heart attack: increase: (s.) aumento; (p. e pp.
generation: gerao ataque cardaco increased) aumentar
genius: (pl. geniuses) gnio heaven(s): cu increasingly: cada vez mais
228 Vocabulary
indeed: na verdade, realmente least: (superl. de little) mnimo; lover: amante
at least: no mnimo; least of all:
infant: criana muito menos lung: pulmo
instead: em vez disso; instead led: (p. de lead) levou, conduziu luxury: (pl. luxuries) luxo
of: em vez de
left: (p. e pp. de leave) deixou; lymphocite: linfcito
invite: (p. e pp. invited) convidar saiu, partiu; be left: acabar
ficando; what is left of: o que M
island: ilha
restou de
issue: assunto; questo machine: mquina
leg: perna
mad: louco
J length: comprimento
made up: composto,
less: (than) menos (de/do que)
jail: cadeia, priso constitudo
(seguido de substantivo no
jealous: ciumento singular) main: principal
Jewish: judeu, judia let: (p. e pp. let) deixar, permitir make: (p. e pp. made) fazer;
make sure: garantir; make up:
job: 1 emprego 2 trabalho letter: carta
compor, constituir
3 tarefa 4 servio
life: (pl. lives) vida; life
mammal: mamfero
imprisonment: priso perptua
K lifelong: por toda a vida
man: (pl. men) homem
kidney: rim mankind: humanidade

lift: (p. e pp. lifted) (tb. lift up)
kind: (s.) tipo, espcie; (adj.) levantar; lift a finger: levantar manners: maneiras, modos
bom, bondoso um dedo
mantle: manto
king: rei lightning bolt: relmpago
marble: mrmore
knee: joelho like: (prep.) 1 como 2 igual a
3 como se fosse 4 tal/tais marriage: casamento (a
knew: (p. de know) sabia; como, por exemplo instituio)
conhecia
little: (adj.) pequeno; (pron. marry: (p. e pp. married)
know: (p. knew; pp. known) indef.) pouco/a; a little: um casar(-se) (com)
1 saber 2 conhecer pouco; little by little: pouco a
pouco master: 1 mestre 2 senhor
knowledge: conhecimento(s) 3 dono
living: (adj.) vivo, com vida
known: (pp. de know) sabido; Math, Mathematics:
conhecido lizard: lagarto Matemtica
logging: corte e transporte mathematician: matemtico

L de troncos de rvore para
serrarias matter: (s.) 1 matria
land: (s.) terra; (v.) (p. e pp. 2 assunto; questo; (v.)
landed) pousar longer: (comp. de long) 1 mais (p. e pp. mattered) importar, ter
comprido 2 mais tempo importncia
language: 1 lngua, idioma
2 linguagem long-gone: h muito (tempo) maybe: talvez
desaparecido, extinto
laughter: riso; risada mean: (p. e pp. meant)
lose: (p. e pp. lost) perder significar, querer dizer
law: lei
loss: perda meet: (p. e pp. met)
lead (to): (p. e pp. led) levar (a), 1 encontrar(-se) 2 conhecer(-se)
conduzir (a); lead a life: levar lost: (p. e pp. de lose) perdeu;
uma vida perdido memorable: memorvel
Vocabulary 229
merely: meramente, O peasant: campons
simplesmente
peers: pares, colegas
oath: juramento
met: (p. e pp. de meet)
encontrava performance: desempenho
oblivion: esquecimento
mewl: (p. e pp. mewled) perhaps: talvez
on all fours: de quatro
choramingar pharaoh: fara
once: (adv.) uma vez; (conj.)
Milky Way: Via Lctea uma vez que phrase: 1 frase incompleta
millennium: (pl. millennia) one another: um ao outro, uns 2 locuo; expresso
milnio aos outros physical: (adj.) fsico
mind: (s.) mente; (v.) (p. e over: 1 sobre, por cima de physicist: (s.) fsico
pp. minded) importar-se, dar 2 mais de 3 por causa de
importncia a piece: pedao usado com
overcome: (p. overcame; pp.
alguns substantivos no
mirror: espelho overcome) superar, vencer
contveis, especificando a
mistake: erro overthrow: (p. overthrew; pp. unidade: a piece of news/
overthrown) depor (o governo) information/advice/music: uma
misunderstood: (p. e pp. de notcia, uma informao, um
misunderstand) entendeu own: (adj.; pron.) prprio; (v.) conselho, uma msica; a piece
errado; (adj.) incompreendido (p. e pp. owned) possuir, ser of cake: 1 pedao de bolo
dono de 2 algo muito fcil
monkey: macaco
ox: (pl. oxen) boi pig: porco
moon: (tb. Moon) Lua
place: (s.) lugar; (v.) (p. e pp.
mote: cisco P placed) pr, colocar
motion: movimento pain: dor play: (s.) pea (teatral); (v.) (p.
mountain: montanha painlessly: sem dor e pp. played): 1 brincar 2 jogar
3 tocar (msica) 4 representar
muscle: msculo pageant MC: mestre de
cerimnias de concurso (de player: 1 jogador 2 ator
beleza) playwright: dramaturgo
N
pale: plido; claro plenty of: 1 muito, muitos
naive: ingnuo
paleface: (ofensivo) cara-plida 2 suficiente(s); mais do que
narrowly: estreitamente suficiente(s)
paleontologist: paleontlogo
nature: natureza plotting: conspirao
parents: pais, pai e me
nearly: quase compare com relatives poignant: comovente, tocante
neighbor: vizinho passionately: pole: (tb. Pole) polo

apaixonadamente
nerdish: com jeito de bobo portrait: retrato
past: (s.) passado; (prep.)
no longer: no mais possession: objeto, coisa que
(passando) por
se possui
nothing but: nada a no ser pasture: pasto
pour: (p. e pp. poured) verter,
notice: (p. e pp. noticed) notar, path: trilha, caminho derramar (por querer)
perceber
pay: (p. e pp. paid) pagar poverty: pobreza
novel: romance
peace: paz power: fora; poder
nurse: 1 enfermeira 2 ama,
bab peaceful: pacfico powerful: poderoso
230 Vocabulary
predict: (p. e pp. predicted) prever R resource: recurso
prediction: previso responsibility:

rain: (s.) chuva; (v.) (p. e pp.
responsabilidade ateno
prejudice: preconceito rained) chover
grafia
preserve: (p. e pp. preserved): rainbow: arco-ris
responsible: responsvel
preservar
range: faixa; leque; variao
restrict: (p. e pp. restricted)
pressure: (s.) presso; (v.) (p. e
rate: 1 taxa; ndice 2 proporo restringir
pp. pressured) pressionar
3 ritmo
right: (s. e adj.) 1 direita 2 certo,
pretty: bonita; pretty soon:
reach: (s.) alcance; (v.) (p. e pp. correto; (s.) direito; human
logo, logo
reached): alcanar rights: direitos humanos
price: preo
ready: pronto, preparado ripe: maduro
principal: diretor(a) de escola
reality: (pl. realities) realidade rise: (p. rose; pp. risen) subir,
prize: prmio elevar-se; aumentar
realize: (p. e pp. realized)
proofread: (p. e pp. proofread) perceber; dar-se conta de (que) root: raiz
fazer reviso de texto escrito
reason: (s.) razo; (v.) (p. e pp. rose: (p. de rise) elevou-se
prospect: perspectiva reasoned) raciocinar
rub: (p. e pp. rubbed) esfregar
protection: proteo recall: (p. e pp. recalled)
recordar, lembrar run: (p. ran; pp. run) correr
provide: (p. e pp. provided)
prover, fornecer recede: (p. e pp. receded) rush: (p. e pp. rushed) correr,
retroceder, recuar precipitar-se
publish: (p. e pp. published)
publicar refuse: (p. e pp. refused)
recusar-se (a) S
puke: (p. e pp. puked) vomitar
relationship: relacionamento salesman: (pl. salesmen)
pull: (s.) atrao (gravitacional); vendedor
puxo; (v.) (p. e pp. pulled) puxar relatives: parentes
same (the ~ as): (o) mesmo
purpose: propsito, finalidade release: (s.) libertao; (p. e pp.
(que)
released) soltar, libertar; liberar
pursue: (p. e pp. pursued)
sand: areia
perseguir remain: (p. e pp. remained)
permanecer sang: (p. de sing) cantou
push: (p. e pp. pushed)
empurrar compare com pull remarkable: notvel sank: (p. de sink) afundou
remember: (p. e pp. sans: sem
Q remembered) lembrar-se (de/
que) satchel: pasta (escolar)
quarrel: (s.) discusso, briga;
(v.) (p. e pp. quarel(l)ed): remind: (p. e pp. reminded) scared: assustado, com medo
discutir, brigar lembrar, fazer lembrar
scatter: (p. e pp. scattered)
quart: quarto de galo, medida renew: (p. e pp. renewed) espalhar, dispersar
de capacidade para lquidos renovar
(nos EUA: 0,95 l.; no Reino seafloor: fundo do mar
Unido: 1,14 l.) renounce: (p. e pp. renounced)
renunciar season: estao (do ano),
quick: rpido perodo
research: (s.) pesquisa; (v.) (p.
quickness: rapidez e pp. researched) pesquisar secret: segredo
quotation/quote: citao resemblance: semelhana seed: semente
Vocabulary 231
seek: (p. e pp. sought) buscar, since: 1 desde 2 desde que, speech: 1 fala 2 discurso
procurar visto que, porque
speechless: mudo
seem: (p. e pp. seemed) parecer single: 1 um s, nico 2 solteiro
speed: velocidade
seemingly: aparentemente sink: (p. sank; pp. sunk) afundar
spend: (p. e pp. spent) 1 gastar
seize: (p. e pp. seized) segurar, sit: (p. e pp. sat) sentar(-se) 2 passar (tempo)
agarrar
size: tamanho spinal column/spine: coluna
selfish: egosta vertebral
slave: escravo
sell: (p. e pp. sold) vender spleen: bao
slavery: escravido
send: (p. e pp. sent) enviar square: quadrado
sleep: (s.) sono; (v.) (p. e pp.
sentence: (s.) 1 frase slept) dormir stage: 1 estgio 2 palco; on
2 sentena; (v.) (p. e pp. stage: no palco
sentenced) sentenciar, slice: fatia
statement: afirmao
condenar
slipped off: escorregou, saiu
stay: (p. e pp. stayed) ficar
separate: (adj.) separado: (v.)
(p. e pp. separated) separar slowly: lentamente, devagar
steak: bife
(-se)
smart: esperto
still: ainda
servitude: servido
snail: caracol
stood up: levantaram-se
set: (p. e pp. set) pr; set down:
snow: (s.) neve; (v.) (p. e pp.
pousar, pr no cho stove: fogo
snowed) nevar; snow-covered:
setback: revs, derrota coberto de neve strength: fora
several: diversos, vrios so: 1 to 2 por isso, portanto struggle: luta

3 para que, de modo que
severely: seriamente, (= so that); so much: tanto/a; stuff: (p. e pp. stuffed) estofar;
gravemente so many: tantos/as encher
shadow: sombra soldier: soldado stunning: espantoso,

estonteante
shape: forma somehow: de alguma forma
succeed: (p. e pp. succeeded)
shift: (s.) mudana, alterao; soon: logo, dentro de pouco (in) conseguir, ter sucesso
(v.) (p. e pp. shifted) mudar, tempo; pretty soon: logo, logo (em)
alterar
sort: tipo, espcie successful: bem-sucedido
shoulder: ombro
soul: alma such: tal, tais; such an object:
shout: (p. e pp. shouted) gritar tal objeto; such a good movie:
sound: som um filme to bom; such as: tal/
shy: tmido tais como
source: fonte (origem)
sigh: (s.) suspiro; (v.) (p. e pp. sudden: sbito
sighed) suspirar south: sul
suffer: (p. e pp. suffered) sofrer
sight: vista; viso southeast: sudeste
sugar: acar
sign: (s.) 1 sinal 2 placa, spacecraft: (pl. spacecraft)
tabuleta; (v.) (p. e pp. signed) nave espacial suitable: 1 adequado
assinar 2 conveniente
species: espcie (biolgica)
silence: (s.) silncio; (v.) (p. e sun: (tb. Sun) Sol
pp. silenced) silenciar speck: grozinho; cisco
sunbeam: raio de sol, feixe de
sin: pecado spectacles: culos luz
232 Vocabulary
sunny: ensolarado throw: (p. threw; pp. thrown) U
jogar, atirar; throw away: jogar
sunset: pr do sol fora ultimate: final; definitivo
sunrise: nascer do sol tiny: minsculo unable: incapaz
surface: superfcie tip: dica under: sob; debaixo de
survival: sobrevivncia tissue: tecido (biolgico) underground: clandestino
survive: (p. e pp. survived) toe: dedo (do p) understand: (p. e pp.
sobreviver understood) entender;
together: juntos
compreender
sustainable: sustentvel
too: 1 tambm 2 demais
unforgettable: inesquecvel
swimming: natao; nadar (seguido de adjetivo ou
advrbio); too late: tarde unhappy: infeliz
demais
T unity: unidade, unio
too many: demais (seguido de
tail: cauda, rabo substantivo no plural) unless: a menos que, a no ser
que
tale: conto, histria too much: demais (seguido de
substantivo no singular) unlike: diferente de; ao
take: (p. took; pp. taken) 1 tomar contrrio de
2 pegar 3 levar 4 tirar; take off: tool: ferramenta
(avio) decolar until: (prep.) at; (conj.) at que
took off: (p. de take off) 1 tirou
task: tarefa 2 (avio) decolou unwillingly: relutantemente, a
contragosto
taste: (s.) gosto; sabor; (v.) (p. e touch: (s.) toque; contato; (v.)
pp. tasted) provar, saborear (p. e pp. touched) tocar useless: intil
teach: (p. e pp. taught) ensinar tough: duro; difcil used to: costumava; used to be:
era
tear: (s.) lgrima rima com toward: em direo a
here
toy: brinquedo V
teen, teenager: (s.)
track: linha, via frrea valley: (pl. valleys) vale
adolescente
trail: (p. e pp. trailed) seguir, ir value: (s.) valor; (p. e pp.
teenage: (adj.) adolescente
atrs de valued) valorizar
teeth: (pl. de tooth) dentes treason: traio ( ptria) vegetable garden: horta
therefore: portanto, por isso trial: julgamento (em tribunal) vicious: feroz, violento
think: (p. e pp. thought) pensar tribute: 1 tributo 2 homenagem view: 1 vista 2 opinio
though: embora, ainda que triumph: triunfo, vitria village: aldeia; vilarejo
thought: (s.) pensamento; (p. e truth: verdade visitor: visitante
pp. de think) pensei; pensou
tune: melodia voice: voz
thousand: mil
turn: (s.) turno, vez; its your
threw: (p. de throw) atirou, turn: a sua vez; (v.) (p. e pp. W
jogou turned) virar
walk: (p. e pp. walked) andar,
through: atravs de two-storey house: casa de dois caminhar; walk on all fours:
andares andar de quatro
throughout: atravs de todo,
durante todo typhoon: tufo war: guerra
Vocabulary 233
warrior: guerreiro whine: (p. e pp. whined) woeful: lamentoso, aflito
lamuriar-se
waste: (s.) 1 desperdcio woman: (pl. women) mulher
2 resduo; lixo; (v.) (p. e pp. whistle: (p. e pp. whistled)
wasted) desperdiar assobiar wonder: (s.) 1 maravilha
watchmaker: relojoeiro whole: (s.) todo, totalidade 2 grande admirao; (v.) (p. e
(adj.) todo, inteiro pp. wondered) perguntar-se,
water: (s.) gua; (v.) (p. e pp.
watered) regar; water fountain: querer saber
whose: (pron. inter.) de
bebedouro
quem?; (pron. relativo) woods: bosque
waterfall: cachoeira cujo(s), cuja(s)
worm: verme
wax: cera; wax-free: sem cera wide: largo; de largura; wider:
mais largo
way: 1 caminho 2 direo worried: preocupado
3 modo, maneira widen: (p. e pp. widened)
alargar, ampliar worry: (p. e pp. worried)
weak: fraco preocupar-se
will: (s.) 1 vontade
weakness: (pl. weaknesses)
fraqueza 2 testamento; (v. aux. modal, (the) worst: (superl. de bad) (o)
usado antes de um verbo pior
wear: (p. wore; pp. worn) usar, principal) expressa uma ao
trajar, vestir futura wreak havoc: causar grandes
weather: tempo (atmosfrico) willing: disposto estragos
weapon: arma win: (p. e pp. won) 1 vencer, wreckage: destroos

wedding: casamento (a obter vitria 2 ganhar (por
sorte) write: (p. wrote; pp. written)
cerimnia)
escrever
went: (p. de go) foi wind: vento
written: (pp. de write) escrito
western: ocidental window: janela
whale: baleia wisdom: sabedoria

Y
whether: se; whether or : wish: (s.) desejo; (v.) (p. e pp.
seja por ou wished) desejar yet: (adv.) 1 (em perguntas) j
while: (conj.) 1 enquanto, 2 (com not) ainda (no); (conj.)
within: dentro de (tempo ou
ao mesmo tempo que espao) contudo, no entanto
(simultaneidade) 2 enquanto,
ao passo que (contraste) without: sem youth: 1 juventude 2 jovem
234 Vocabulary
Index
Este ndice remissivo aponta os tpicos gramaticais trabalhados nos trs volumes da coleo. Os
tpicos trabalhados no Book 3 so indicados pelo nmero da pgina; os trabalhados no Book 1 e no
Book 2 apenas so remetidos a esses volumes.
Across and through, B2 / 214 Borrow and lend, 218 Future, Future Progressive
Adjectives But, B2 (Continuous), Future
a question of equality, B2 Perfect, 203
Can: ability, possibility,
comparatives, B2 permission, requests, B1 / B2 Future time clauses, 30, 204
comparatives and superlatives, Futuro depois de when, if etc.,
Como (como dizer): as, how,
B1 / B2 30, 204
like, B2
numerals in compound
adjectives, B2 Conditional sentences Gerndio e Infinitivo, B1 / B2 /
position of adjectives, B1 / B2 I Real Conditions (Possible 206
Adjectives ending in -ed or Results), 30, 208 Have Simple Present, B1
-ing, B1 II Unreal Conditions How (= como), B2
(Improbable Results), 208
Advrbios de frequncia, B1 / However, B2
III Unreal Past Conditions
B2 If clauses see Conditional
(Impossible Results), 208
Advrbios de modo, B1 / B2 Conjunes, locues sentences I, II and III
Advrbios que acompanham conjuntivas e locues Imperative, B1
o Present Perfect, B2 adverbiais, B2 / 217 Indefinite pronouns and
Adverbs of frequency, B1 / B2 Could past ability, B1 / B2 / 63 adverbs: compound forms,
Adverbs used with the Could, may, might possibility, B2
Present Perfect, B2 B1 Indirect speech
Ago, B1 / B2 Countable and uncountable I Statements, 74, 210
Already, B2 nouns, B1 / B2 II Imperatives, 85, 211
Discourse markers, B1 / B2 / III Questions, 85, 211
Although, B2
100 -ing form uses, B1 / B2 / 206
Among and between, B2 / 214,
216 Discurso indireto, 74, 85, 210 -ing form after a preposition, B1 /
B2 / 128, 206
Any indefinite pronoun, B2 Do as an emphatic auxiliary,
B1 / B2 Interrogatives, B1
Anymore and no longer, 104,
203 Dozen, hundred, thousand, Irregular verbs, B1 / B2 / lists
million, billion, trillion, B1 190, 194
Artigo definido, B1
Artigo indefinido, B1 Enough, B2 / 44 Just, B2
As (= como), B2 Ever, B2 Lend and borrow, 218
As and like, 216 Every indefinite pronoun, B2 Like (= como), B2
Be + going to to express future False Friends, B1 / B2 / 220 Like and alike, 105, 216
time, B1 Few, B2 Like and as, 216
Be presente e passado, B1 Few/a few and little/a little, B2 Little, B2
Beside and besides, 216 For and since Present Perfect, Little/a little and few/a few, B2
Between and among, B2 / 214, B2 Locues nominais, B1 / B2 /
216 Function words, B1 / B2 / 58 25, 41, 84, 124
235
2QB6WDJHB,QJOHVBDQRB31/'BDB,1'(;LQGG $0
Lose and miss, 219 Plural dos substantivos Question words (what, which,
Many, B2 casos especiais, B1 who, whom, whose, when,
Possessive adjectives and where, why, how, how often,
May and might, B1
pronouns, B1 how much, how many, what
Miss and lose, 219 time), B1
Possessive case of nouns, B1
Modal (auxiliary) verbs, B1 Reference words, B1 / B2 / 12,
Pour and spill, 219
shall, will, B1 / B2 59
review, B1 / B2 Prefixes, B2
Reflexive pronouns and
used to express advice, Preposies, 126, 214
reciprocal pronouns, B1
obligation, necessity, B1 Preposies dificuldades, 216
used to express certainty or Relative clauses
Present Perfect, B2 / 199
possibility, B1 I Defining clauses, 113, 212
adverbs used with the Present
used to express deduction, B1 II Non-defining clauses, 116,
Perfect, B2 / 201
Much, B2 213
indefinite past action, B2 / 200
Must used to express Relative pronouns, 113, 212,
repeated action in indefinite
213
necessity, B1 past, B2 / 200
with since and for, B2 / 200 that, B1 / B2
Must used to express
what, B1
deduction, B1 Present Perfect Progressive
what and which, 116, 212, 213
Never, B2 (Continuous), B2
who, whom, which, that, 114,
No, none indefinite pronouns, Present Progressive 212, 213
B2 (Continuous), B1 / B2 whose, 115, 212
No longer and anymore, 104, Present Progressive Remember and remind, 219
(Continuous) to express
203 Reported speech, see Indirect
future time, B1
Noun phrases, B1 / B2 / 25, 41, speech
Pronomes
84, 124 Remind and remember, 219
demonstrativos, B1
Numerals in compound indefinidos, B2 Say and tell, 219
adjectives, B2 interrogativos, B1 Say, speak, talk and tell, 72
One/ones pronome, B1 pessoais, B1 Shall, B1
Oraes condicionais, 30, 208 possessivos, B1
Should, B1
reflexivos, B1
Ought to, B1 Simple Past
relativos usados em oraes
Parallel increase (the the explicativas, 116, 213 adverbs and finished-time
with comparatives), B2 relativos usados em oraes expressions, B1
Passive voice, 14, 208 restritivas, 113, 212 affirmative form, B1 / 189
Pronoun reference, B1 / B2 / negative and interrogative
Pattern verb + object pronoun
12, 59 forms, B1 / 198
(or noun) + infinitive with to,
Quantifiers (much, little/a Simple Present
29, 204
little, many, few/a few), B2 affirmative form, B1
Past Progressive interrogative form, B1
(Continuous), B2 Quantifiers (much, many,
interrogative form using
little, few), B2
Past Perfect, B2 / 199 question words, B1
Quantifiers (much/many; very/ negative form, B1
People: a very important word,
very much/ so/so much/
B2 Since and for Present Perfect,
so many; too/too much/too
Personal pronouns subject B2
many; enough), B2
pronouns and object So and such, 103, 205
Quantifiers (some, any, no,
pronouns, B1 every e seus compostos), B2 So much/so many, B2
Phrasal verbs, B1 / B2 Quantifiers (some, any, no, Some indefinite pronoun, B2
Plural dos substantivos, B1 none, every), B2 Speak, say, talk and tell, 72
236 Index
Spill and pour, 219 Present Perfect usos I, B2 / Used to hbito no passado,
Stative verbs, B2 200 102, 202
Present Perfect usos II, B2 / Verb + object pronoun (or
Still and yet, 203
200 noun) + infinitive with to, 29,
Substantivos Present Perfect usos III, B2 / 204
caso possessivo, B1 200
casos especiais na formao do Verb to be presente e
Present Perfect Progressive
plural, B1 passado, B1
(Continuous), B2
contveis e no contveis, B1 / Simple Past verbos regulares, Verb to have Simple Present
B2 B1 / 189 Tense, B1
expresses nominais, B1 / B2 / Simple Past verbos Verbo haver presente,
25, 41, 84, 124 irregulares, B1 / 189, 190, 194 passado, futuro, B1
formao do plural, B1 Simple Past formas negativa e Voz passiva, 14, 208
Such and so, 103, 205 interrogativa, B1 / 198
What relative pronoun, B1
Suffixes, B1 / B2 / 27, 40 Simple Present forma
afirmativa, B1 What and which, 116, 213
Superlative adjectives, B1 / B2
Simple Present formas Who, whom, which, that, 114,
Talk, say, speak and tell, 72
negativa e interrogativa, B1 212, 213
Tell, say, speak and talk, 72
Tempos verbais compostos Whose, 115, 213
Tempos verbais introduo, B1 / B2 / 198 Will to express certainty, B1 / B2
Future, Future Progressive
That invisvel, B1 Will to express future time, B1
(Continuous), Future Perfect,
203 The the with comparatives Will to express predictable
Past Progressive (Continuous), (parallel increase), B2 behavior, B2
B2 Through and across, B2 / 214, Word formation
Past Perfect, B2 / 199 215 prefixes, B2
Present Progressive Too many/too much, B2 suffixes, B1 / B2 / 27, 40
(Continuous), B1 / B2 Uncountable and countable Would, B2 / 202
Present Perfect introduo, nouns, B1 / B2 Yet, B2
B2 / 199 Unless, 31, 217 Yet and still, 203
Index 237
Bibliography
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BRYSON, B. The Mother Tongue. New York: William Morrow and Company, Inc., 1990.
CRYSTAL, D. A Little Book of Language. New Haven and London: Yale University Press, 2010.
.Discover Grammar. Londres: Longman, 1996.
. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge
University Press, 1995.
DAWKINS, R. The Oxford Book of Modern Science Writing. New York: Oxford University Press,
2008.
ECKERSLEY, C. E.; ECKERSLEY, J. M. A Comprehensive English Grammar for Foreign Students.
Londres: Longman, 1960.
EDWARDS, D.; MERCER, N. Common Knowledge: The Development of Understanding in the
Classroom. Londres: Methuen, 1987.
FAIRCLOUGH, N. Language and Power. Londres: Longman, 1989.
FLOWERS, C. A Science Odyssey 100 Years of Discovery. New York: William Morrow and
Company, Inc., 1998.
FREIRE, P. Educao como prtica da liberdade. Rio de Janeiro: Paz e Terra, 1987.
. Pedagogia do oprimido. 9. ed. Rio de Janeiro: Paz e Terra, 1981.
GODINHO, J. D. Once Upon a Time um Ingls. Rio de Janeiro: Relume Dumar, 2001.
GOWER, R.; PEARSON, M. Reading Literature. Londres: Longman, 1986.
HART-DAVIS, A. Science The Definitive Visual Guide. London: Dorling Kindersley, 2012.
238
LANGAN, J. Ten Steps to Improving Reading Skills. Marlton: Townsend Press, 1988.
LAVE, J.; WENGER, E. Situated Learning: Legitimate Peripheral Participation. Cambridge:
Cambridge University Press, 1991.
LEDERER, R. The Miracle of Language. New York: Pocket Books, 1991.
PACKER, T. Tales from Shakespeare. New York: Scholastic Press, 2004.
PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press,
2000.
QUIRK, R.; GREENBAUM, S. A University Grammar of English. Londres: Longman, 1973.
RAIMES, A. How English Works A grammar handbook with readings. Cambridge: Cambridge
SAGAN, C. Billions & Billions. New York: Ballantine Books, 1997.
. The Varieties of Scientific Experience. New York: Penguin Books, 2007.
SHAKESPEARE, W. The Complete Works of Shakespeare. Hertfordshire: Wordsworth Editions,
1986.
SWAN, M. Practical English Usage new edition. Oxford: Oxford University Press, 1995.
.; WALTER, C. How English Works A grammar practice book. Oxford: Oxford
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Press, 1985.
TOLER, P. D. Mankind The Story of All of Us. Philadelphia: Running Press Book Publishers,
2012.
VYGOTSKY, L. S. A formao social da mente. So Paulo: Martins Fontes, 1994.
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WELLS, G.; CHANG-WELLS, G. L. Constructing Knowledge Together: Classrooms as Centers of
Inquiry and Literacy. Portsmouth: Heinemann, 1992.
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Bibliography 239
Contedo do CD de udio
Faixa 1 Apresentao Faixa 25 6. The Meaning of Sincere
Faixa 2 Unit 1 The Body Is the Hero Faixa 26 7. The Clock Man
Faixa 3 Health Check Faixa 27 8. Words to Honor
Faixa 4 Unit 2 My Will Faixa 28 9. Same Questions
Faixa 5 A Matter for Debate Faixa 29 Debating Human Rights
Faixa 6 Unit 3 Hero of Our Time Faixa 30 How to Read Equations
Unit 11 Exploring a Bit More /

Faixa 7 Cape Town Calling Faixa 31
1. Cyclones Around the World
Unit 4 Contradictions in a
Faixa 8 Faixa 32 2. The Power of Unity
Genius
Faixa 9 A Lecture on Scientific Genius Faixa 33 3. Where the Rainbow Ends
Faixa 10 Unit 5 Calvin and Hobbes Faixa 34 4. The Miracle of Language
Faixa 11 In the Kitchen Faixa 35 5. Everybody Has a Gift
Faixa 12 On the Phone Faixa 36 6. How Do We Say @?
Faixa 13 Unit 6 A Slice of Life Faixa 37 7. Like a River
Faixa 14 What Did They Say? Faixa 38 8. They All Love New York
Faixa 15 Unit 7 The Teen Years Faixa 39 9. Spanglish
Faixa 16 Teen Problems and Values Faixa 40 A Perfect Weekend in Manhattan

Faixa 17 Unit 8 Who Was Galileo? Faixa 41
1. The Best of Times?
2. A World Without Nuclear

Faixa 18 On the Shoulders of Giants Faixa 42
Weapons
Faixa 19 Unit 9 Whale Evolution Faixa 43 3. A Second Opinion
Faixa 20 From Land to Sea Faixa 44 4. You Are Here

Faixa 21 Faixa 45 5. What Really Matters
1. On Stage
Faixa 22 2. Gandhi Faixa 46 6. The Seven Ages of Man
Faixa 23 3. Hgar the Horrible Faixa 47 The Seven Ages of Man
Faixa 24 5. A Perfect Imitation
240
2QB6WDJHB,QJOHVBDQRB31/'BB&'LQGG $0
Manual do Professor
VOLUME
LNGUA ESTRANGEIRA MODERNA | INGLS
Sumrio
1. APRESENTAO 2 12. ROTEIRO DE TRABALHO
POR UNIDADE 15
2. PRESSUPOSTOS TERICOS
E METODOLGICOS 3 13. AVALIAO 16
3. OBJETIVOS GERAIS 4 14. PROJETOS INTERDISCIPLINARES 18
4. O NOVO ENEM 4 15. AUDIO SCRIPTS 20
5. AS QUATRO HABILIDADES
16. PRONUNCIATION AND STRESS
LINGUSTICAS E O CONCEITO
(Atividades adicionais
DE LETRAMENTO 5
de listening) 24
A leitura 6
A compreenso oral 7 17. ATIVIDADES ADICIONAIS DE
A produo oral 8 READING 29
A produo escrita 8
18. CULTURAL NOTES,
6. ESTRATGIAS DE LEITURA 9 LANGUAGE IN USE
7. O VOCABULRIO E OS ASPECTOS AND EXPLORING THE THEME 33
GRAMATICAIS 10
19. TRADUO DOS TEXTOS
8. A INTERDISCIPLINARIDADE 11 PRINCIPAIS 36
9. ESTRUTURA DA OBRA 12 20. SUGESTES DE LEITURA 44

Para o aluno 12 Para o aluno 44
Para o professor 12 Para o aluno e para o professor 44
CD de udio 12
Para o professor 46
10. PLANO DE CURSO 13
21. REFERNCIAS
11. DESCRIO DAS UNIDADES 13 BIBLIOGRFICAS 47
Manual do Professor 1
On_Stage_Ingles_3ano_PNLD2015_MP_001-017_CS4.indd 1 6/6/13 9:55 AM

1. APRESENTAO
You cannot teach a man anything, you can only help him discover it
in himself.
Galileo Galilei (1564-1642)
Learning is finding out what you already know.

Doing is demonstrating that you know it.
Teaching is reminding others that they know it just as well as you.
You are all learners, doers, teachers.
Richard Bach (1936-)
Passados mais de trs sculos da poca de Galileu, uma das estrelas mais
brilhantes no universo da descoberta cientfica, Richard Bach, autor de
Jonathan Livingstone Seagull (Ferno Capelo Gaivota, 1970), reafirma,
em bela prosa potica, a verdade que a principal misso do professor fa-
zer aflorar em seus alunos o conhecimento que eles j tm. No podemos
ensinar nada a ningum, mas sim ajudar cada um a descobrir por si pr-
prio. No somos os protagonistas desse espetculo da descoberta, mas
apenas ajudantes nessa construo.
assim que vemos a educao e com esse fundamento que esta obra
foi escrita. Ela adota uma viso sociointeracional e interdisciplinar para o
estudo da lngua inglesa. Alm dos contedos lingusticos e discursivos, a
coleo vale-se intensamente da oportunidade de abordar contedos de
relevncia sociocultural, destacando valores que consideramos importan-
tes para os nossos alunos.
Visando educao para a cidadania, esperamos que esta obra sirva de
apoio e instrumento de ensino no apenas da lngua inglesa, mas que, so-
bretudo, leve reflexo, ao debate e ao posicionamento crtico. Neste Ma-
nual, oferecemos ao professor uma grande quantidade de material de
apoio, esperando com isso contribuir para o enriquecimento de suas aulas,
visando ao desenvolvimento do processo de ensino-aprendizagem e
conquista dos objetivos propostos.
Estamos juntos nessa misso.
Acreditamos, sim, que we are all learners, doers, teachers.
2 Manual do Professor

mas, no desenvolvimento das diversas sees de cada uni-
2. PRESSUPOSTOS TERICOS dade, estimulado a formular hipteses, deduzir regras
E METODOLGICOS com base na observao de diferentes contextos de uso da
linguagem e coloc-las em prtica; incentivado a discutir
Esta obra, a exemplo dos documentos organizadores
textos e temas, refletindo sobre sua posio diante deles e
e norteadores do Ensino Mdio, no que se refere s lnguas
relacionando-os com conhecimentos de outras disciplinas
estrangeiras (como os Parmetros Curriculares Nacio-
e com o mundo em que vive (como nas sees de com-
nais do Ensino Mdio PCNEM e as Orientaes Cur-
preenso de texto, Another Look at... e Think About It).
riculares para o Ensino Mdio OCEM), adota uma viso
sociointeracional da linguagem. Nessa viso, os sentidos Assumindo tais pressupostos, esta coleo didtica
no so inerentes linguagem, mas construdos por meio prope um trabalho interdisciplinar e contextualizado, no
da interao entre sujeitos em determinados contextos qual o ensino da lngua inglesa se integra a reas do conhe-
de uso, em um dado momento scio-histrico. Esses sen- cimento em um currculo mais amplo e se insere na vida
tidos passam a fazer parte constitutiva da realidade e da social do aluno. Assim, busca-se concretizar a funo edu-
histria da sociedade em que vivemos. Em outras pala- cacional do ensino de lngua estrangeira no Ensino Mdio
vras, atravs do uso das mltiplas manifestaes das lin- e destacar a relevncia da noo de cidadania nesse con-
guagens em suas prticas sociais, o homem atua sobre sua texto, dois aspectos enfatizados pelas OCEM (p. 87-93).
realidade e a de seus grupos sociais, podendo mant-la, Seguindo a sugesto desse documento de usar temas como
refor-la, question-la ou modific-la. ponto de partida para o planejamento de curso (p. 111-112),
nesta obra temas de relevncia social e pessoal para o aluno
Dessa forma, a obra busca envolver o aluno na constru-
so apresentados no texto principal, no incio de cada uni-
o de sentidos que se d na prtica discursiva, para que ele
dade. Ao longo das unidades, esses temas so trabalhados
possa agir no mundo social. Para tal, parte-se de textos sobre
em atividades diversificadas para desenvolver as habilida-
temas relevantes para o aluno e para a sociedade tais como
cidadania, ecologia, sustentabilidade, sade, tecnologia, des de compreenso e produo nas modalidades escrita
cincia, justia social, valores e conflitos e propem-se e oral (como nas sees Reading, Listening, Speaking,
atividades que visam ao desenvolvimento no apenas de Writing) e tambm para levar o aluno a refletir, estabelecer
habilidades lingusticas, mas principalmente de competn- dilogo com outras disciplinas, posicionar-se criticamente
cias que tornem esse aluno apto a, atravs do engajamento quanto aos temas abordados e participar mais ativamente
em atividades de uso da linguagem, compreender melhor o de sua comunidade (como nas sees Another Look at... e
mundo em que vive e participar dele criticamente. Think About It, e nos projetos sugeridos neste Manual).
Esta coleo didtica tambm se guia por uma concep- O ensino da lngua inglesa nesta coleo tambm se in-
o sociointeracional da aprendizagem de lnguas, em que sere nas funes do Ensino Mdio de preparar o aluno tanto
os alunos aprendem ao interagir com os colegas, com o para o ingresso no mercado de trabalho quanto para a con-
professor e com outros membros da comunidade. Desta- tinuidade dos estudos no ensino superior. Como a lngua
cam-se, portanto, atividades que privilegiam o trabalho inglesa utilizada amplamente para a divulgao cientfica
conjunto, seja pela discusso em classe (por exemplo: na e a comunicao internacional, seja em contatos pessoais
fase de pr-leitura, com a estratgia de leitura Making ou mediados pela Internet, saber us-la (para ler, escrever,
predictions, e nas atividades da subseo Before You Read, ouvir e falar) abre ao indivduo maiores possibilidades de
em que os alunos se preparam para a leitura do texto prin- qualificao profissional e insero no mundo do trabalho,
cipal; no momento da correo coletiva de exerccios; e na assim como de acesso universidade, onde parte dos textos
seo Think About It, fechamento de cada unidade), tarefas a serem lidos pelos alunos tambm escrita em ingls.
em duplas ou em pequenos grupos (propostas em vrios Assim, esta coleo prope-se levar o aluno a conhe-
exerccios ao longo da coleo) ou projetos interdiscipli- cer e usar a lngua estrangeira moderna como instrumen-
nares em grupos (sugeridos neste Manual). to de acesso a informaes e a outras culturas e grupos
Nessa abordagem, o professor no visto como aquele sociais, conforme indicado pelos PCNEM (p. 11), em
que tem conhecimentos a transmitir aos alunos que, por consonncia com as finalidades atribudas ao Ensino M-
sua vez, devem reproduzir fielmente o que lhes foi apre- dio pela Lei de Diretrizes e Bases da Educao Nacional
sentado. O professor aquele que orienta e incentiva o (LDBEN, art. 35) e ratificadas pelas OCEM (p. 7) de apri-
aluno a assumir o papel de sujeito de sua prpria aprendi- moramento do educando como ser humano, sua formao
zagem, a planej-la e avali-la continuamente (como se tica, desenvolvimento de sua autonomia intelectual e de
pode ver, por exemplo, na seo Check Your English e em seu pensamento crtico, sua preparao para o mundo do
diversas sugestes dadas neste Manual). O aluno, por sua trabalho e o desenvolvimento de competncias para con-
vez, no espera receber passivamente contedos prontos, tinuar seu aprendizado.

vem sendo aplicada com base na Matriz de referncia
3. OBJETIVOS GERAIS para o Enem 2011 com base:
Os objetivos gerais desta obra, listados a seguir, foram nos Eixos cognitivos comuns a todas as reas de
estabelecidos com base nos pressupostos terico-meto- conhecimento
dolgicos j apresentados e nas orientaes dos diversos
Dominar linguagens (DL): dominar a norma culta da
documentos organizadores e norteadores do Ensino M- Lngua Portuguesa e fazer uso das linguagens matemtica,
dio no Brasil, como os PCNEM, as OCEM e a Matriz de artstica e cientfica e das lnguas espanhola e inglesa.
Referncia de Linguagens, Cdigos e suas Tecnologias
Compreender fenmenos (CF): construir e aplicar
do Exame Nacional do Ensino Mdio (Enem). conceitos das vrias reas de conhecimento para a
Os objetivos especficos relativos a cada seo sero compreenso de fenmenos naturais, de processos
histrico-geogrficos, da produo tecnolgica e das
apresentados mais adiante neste Manual, no tpico Des- manifestaes artsticas.
crio das unidades.
Enfrentar situaes-problema (SP): selecionar, organizar,
So objetivos gerais: interpretar dados e informaes representados de
Desenvolver no aluno competncias que o tornem apto diferentes formas, para tomar decises e enfrentar
situaes-problema.
a, atravs do engajamento em atividades de uso da lin-
guagem, construir sentidos, compreender melhor o Construir argumentao (CA): relacionar informaes,
representadas em diferentes formas, e conhecimentos
mundo em que vive e participar dele criticamente, for-
disponveis em situaes concretas, para construir
talecendo a noo de cidadania. argumentao consistente.
Desenvolver no aluno, de modo integrado, habilidades
Elaborar propostas (EP): recorrer aos conhecimentos
lingusticas (compreenso oral e escrita, produo oral desenvolvidos na escola para elaborao de propostas de
e escrita), compreendidas como prticas sociais e interveno solidria na realidade, respeitando os valores
humanos e considerando a diversidade sociocultural.
contextualizadas.
Promover, atravs de um trabalho interdisciplinar e
contextualizado, a articulao entre a lngua inglesa e na Competncia de rea 2
outras reas do conhecimento na constituio de um Conhecer e usar lngua(s) estrangeira(s) moderna(s) como
currculo mais amplo, inserido na vida social. instrumento de acesso a informaes e a outras culturas e
grupos sociais.
Fortalecer o esprito de colaborao do aluno em seu
processo de aprendizagem. Habilidade 5 Associar vocbulos e expresses em um
texto em LEM ao seu tema.
Desenvolver estratgias de aprendizagem de leitura,
possibilitando a formao de leitores autnomos. Habilidade 6 Utilizar os conhecimentos da LEM e de
seus mecanismos como meio de ampliar as possibilidades
Levar o aluno a conhecer e usar a lngua inglesa como de acesso a informaes, tecnologias e culturas.
instrumento de acesso a informaes e a outras culturas
e grupos sociais. Habilidade 7 Relacionar um texto em LEM, as estruturas
lingusticas, sua funo e uso social.
Incentivar o reconhecimento da importncia da pro-
duo cultural em ingls como representao da diver- Habilidade 8 Reconhecer a importncia da produo
cultural em LEM como representao da diversidade
sidade cultural e lingustica. cultural e lingustica.
4. O NOVO ENEM na Matriz de referncia de Linguagens, Cdigos e suas

Tecnologias
Criado pelo Ministrio da Educao em 1998, o Enem
Estudo do texto: as sequncias discursivas e os gneros
(Exame Nacional do Ensino Mdio), que avalia o desem- textuais no sistema de comunicao e informao
penho do estudante ao fim da escolaridade bsica, com- modos de organizao da composio textual; atividades de
produo escrita e de leitura de textos gerados nas
posto de questes voltadas para quatro reas do diferentes esferas sociais pblicas e privadas.
conhecimento: Linguagens, Cdigos e suas Tecnologias;
Cincias Humanas e suas Tecnologias; Cincias da Natu- Estudo dos aspectos lingusticos em diferentes textos:
recursos expressivos da lngua, procedimento de
reza e suas Tecnologias; Matemtica e suas Tecnologias. construo e recepo de textos organizao da
Em 2010 o Enem passou a incluir Lngua Estrangeira macroestrutura semntica e a articulao entre ideias e
proposies (relaes lgico-semnticas).
Moderna (Ingls e Espanhol). A partir de ento a prova

diversas sees de sites, jornais ou revistas (sade, cincia,
Estudo dos gneros digitais: tecnologia da
comunicao e informao: impacto e funo social o meio ambiente, economia, poltica, cultura, entreteni-
texto literrio tpico da cultura de massa: o suporte textual mento, msica, livros etc.). Tudo em princpio deve ser
em gneros digitais; a caracterizao dos interlocutores na objeto de interesse e interpretao para se ter um bom
comunicao tecnolgica; os recursos lingusticos e os
gneros digitais; a funo social das novas tecnologias. desempenho na resposta s questes propostas nos exames.
Esse treinamento tambm muito til para aquisio de
BRASIL. Ministrio da Educao. Matriz de Referncia para
vocabulrio e reconhecimento de estruturas gramaticais
o Enem 2011. Braslia, DF: MEC, 2011.
que, embora no cobradas especificamente, esto na base
de sustentao dos textos. recomendvel, entre outras
A prova de ingls do Enem coisas, conhecer as provas j aplicadas. Para isso, lembra-
A primeira prova de Lngua Estrangeira Moderna mos que nesta coleo foram apresentadas questes de
Ingls no Enem foi aplicada em 2010. Uma rpida anlise todas as provas do Enem na seo Check Your English.
das provas que se seguiram mostra de imediato que a 3. Reading strategies Desde as primeiras unidades di-
competncia exigida dos candidatos nessas provas a de
dticas desta coleo, os alunos so constantemente orien-
interpretao de texto escrito, no havendo cobranas de
tados a fazer uso de estratgias de leitura, para melhor
reconhecimento ou produo de aspectos gramaticais
compreender e interpretar os textos. Fazer previses, ativar
especficos. Essa prova composta de 5 questes de ml-
o conhecimento prvio de mundo, fazer uma leitura rpida
tipla escolha, com enunciado em portugus, baseadas em
e superficial do texto para entender sua essncia, encontrar
textos curtos que abordam assuntos de conhecimento
as keywords e as topic sentences que abrem caminho para
geral, de diversos gneros textuais (artigo jornalstico,
a resposta de cada questo tudo isso ser posto prova e
poema, letra de msica, cartum, tirinha), em que o ob-
realizado com sucesso nas provas de ingls do Enem. Desde
jetivo , na maioria delas, avaliar a capacidade do candi-
o primeiro ano de sua aplicao, esse exame tem se mostrado
dato de identificar a ideia principal do texto e, em alguns
acessvel a quem se prepara com interesse e disciplina de
casos, localizar informaes especficas.
estudo. Levando em conta que a prova proposta a candi-
Um conselho prtico para se ter bom desempenho na datos de todas as regies do Brasil, consenso entre os edu-
prova de ingls do Enem resume-se a uma palavra: ler. O cadores que seu nvel bastante adequado, verificando com
ideal que essa competncia se estabelea gradualmente, equilbrio e objetividade a competncia de interpretao do
ao longo de todo o Ensino Mdio, embasada no reconhe- texto escrito, sem despropositadas cobranas de competn-
cimento das estruturas bsicas e no desenvolvimento cias de maior sofisticao na rea de aspectos lingusticos,
lexical, mediante a leitura de uma boa diversidade de g- sem a proposio das abominveis armadilhas conhecidas
neros textuais, e aplicando gradualmente as estratgias como pegadinhas; enfim, um modelo de prova que con-
de leitura que facilitam a compreenso e a interpretao sideramos justo e acessvel a todos os candidatos que se de-
do texto. dicam ao estudo da lngua inglesa.
Poderamos resumir em trs itens os aspectos mais
importantes da preparao do aluno para este exame:
1. General knowledge O candidato deve manter-se 5. AS QUATRO HABILIDADES
informado sobre o que acontece no pas e no mundo. As- LINGUSTICAS E O
sim como para a prova de Lngua Portuguesa e de vrias CONCEITO DE LETRAMENTO
outras disciplinas, muito importante estar a par, mesmo
que em princpio seja atravs de meios e publicaes em O ensino de ingls tem tradicionalmente se organizado
portugus, dos assuntos que dominam o noticirio na- em funo das quatro habilidades lingusticas: compreen-
cional e internacional. Saber o que desenvolvimento so escrita ou leitura (reading), produo escrita (writing),
sustentvel, estar informado sobre acordos polticos de compreenso oral (listening) e produo oral ou fala
problemas ambientais, sobre a situao econmica, es- (speaking). Pode-se observar, entretanto, que, nos dife-
pecialmente dos pases em que se fala ingls, manter-se rentes contextos de prticas sociais, essas habilidades no
a par de manifestaes culturais desses pases, sejam elas ocorrem de modo isolado. Na prpria sala de aula, co-
populares, literrias, musicais, artsticas em geral. Para mum o aluno ouvir o professor ou um colega ler um texto
isso pode ser muito proveitoso, alm, claro do apoio e escrever anotaes ao mesmo tempo. Como apontam as
oferecido por este livro didtico, que o candidato procure OCEM (p. 105), a comunicao mediada por computador
ler jornais ou revistas, em edies impressas e on-line da tambm oferece muitos exemplos de novos usos da lingua-
maior diversidade de fontes possvel. gem que demonstram a conexo entre as diferentes habi-
2. Reading and interpretation practice O candidato lidades. Incluem-se a a presena de caractersticas de fala
deve se habituar a ler sobre os mais diversos assuntos nas na escrita (em mensagens instantneas e mensagens por

e-mail, por exemplo), o uso de links na construo de tem especial nfase nesta coleo j que a partir da lei-
hipertextos que oferecem diferentes possibilidades de tra- tura, compreenso e interpretao do texto escrito que
jetos de leitura e do ao leitor um certo status de coautor, as outras habilidades lingusticas, alm do desenvolvi-
e a incluso frequente de elementos visuais e at sonoros mento do vocabulrio e dos aspectos gramaticais, so
em textos escritos, que passam a se caracterizar pela mul- trabalhadas. Alm disso, prioriza-se essa habilidade para
timodalidade (que integra texto escrito, imagem e som). que o aluno sinta-se capaz de realizar com sucesso exames
Diante disso, conforme as OCEM (p. 106), passa-se a que exigem competncia na compreenso de um texto
preferir o uso do termo letramento para se referir aos usos escrito, como o Enem.
heterogneos da linguagem nas quais formas de leitura Em consonncia com a viso de linguagem aqui ado-
interagem com formas de escrita em prticas socioculturais tada, esta obra se fundamenta em uma concepo socio-
contextualizadas. Segundo esse documento, o novo con- interacional da leitura, segundo a qual os sentidos no
ceito de letramento permite a compreenso desses novos e esto no texto para serem assimilados pelo leitor, mas so
complexos usos (de vrias habilidades) da linguagem em construdos a partir da interao entre o leitor e o autor,
situaes como as que descrevemos anteriormente, referidas sujeitos sociais inseridos em um certo momento scio-
agora como letramento visual, letramento digital etc., -histrico e em contextos de uso da linguagem, pela me-
levando ao surgimento do conceito de multiletramento diao do prprio texto e, por vezes, de conversas com
(COPE; KALANTZIS, 2000) para dar conta da extrema com- outras pessoas sobre o texto lido.
plexidade desses novos e complexos usos da linguagem por
A leitura na disciplina Lngua Estrangeira Moderna no
novas comunidades de prtica.
se deve restringir a aspectos intelectuais e metalingusticos.
Embora argumentando que a concepo de hetero-
Deve tambm permitir acesso a mltiplas informaes e
geneidade na linguagem e o uso complexo e contextuali-
formas de conhecimento, alm da prpria lngua, no con-
zado (isto , em contextos especficos) de formas variadas
siderando menos importantes o lazer e a diverso. Estar
da linguagem em comunidades diferentes inviabilizam o
habilitado para ler o mundo ser capaz de fazer uso e
conceito anterior da linguagem em termos das chamadas
tirar proveito de todas essas formas de leitura.
quatro habilidades (p. 103), as OCEM reconhecem que
seria incoerente ignorar o conhecimento prvio de pro- Os textos das unidades didticas que compem esta
fessores de lnguas estrangeiras e mantiveram a termino- coleo abordam temas de grande atualidade e relevncia
logia j existente como comunicao oral, leitura e prtica para os alunos, visando despertar seu interesse em ler e
escrita (p. 110). O documento, entretanto, ressalva que saber mais sobre o tema abordado, alm de assumir um
esses termos precisam ser entendidos no como partes posicionamento crtico quanto a isso. A cuidadosa seleo
conceituais da concepo anterior de quatro habilidades desses temas teve como princpio o poder de motivar os
numa viso de linguagem como totalidade homognea, alunos, oferecendo-lhes no somente a oportunidade de
mas sim na viso alternativa de heterogeneidades abertas ler o mundo como tambm a de ler o prprio mundo,
e socioculturalmente contextualizadas (p. 110). por estarem direta ou indiretamente integrados ao univer-
Seguindo tais orientaes, esta obra tambm se refere s so dos alunos.
quatro habilidades (reading, listening, speaking, writing) Para o desenvolvimento da compreenso escrita, este
considerando seus usos em diferentes contextos socio- livro parte de textos sobre temas de relevncia sociocul-
culturais e suas possveis formas de integrao. Ainda tural e de carter interdisciplinar, como cidadania, solida-
que para facilitar a organizao das unidades didticas riedade, tica, diversidade cultural, preservao do meio
haja sees que se referem a uma das quatro habilidades, ambiente, sade, cincia e tecnologia, para propor ativi-
isso no implica a crena de que se possa compartimen- dades que envolvam o aluno na construo de sentidos que
t-las, seja na prtica social ou no processo de ensino- se d na prtica discursiva, de modo que ele possa com-
-aprendizagem. Em alguns casos, at o prprio ttulo da preender melhor o mundo em que vive e participar dele
seo (como Reading & Listening, Reading & Speaking, criticamente. Entre as disciplinas com as quais se podem
Reading & Writing, Listening & Speaking, Listening & estabelecer relaes tendo por base os temas abordados
Writing) j destaca a integrao de habilidades. nas unidades didticas desta obra, incluem-se: Geografia,
Histria, Filosofia, Sociologia, Arte, Lngua Portuguesa,
A leitura Espanhol, Biologia, Filosofia, Matemtica, Fsica, Qumica,
Educao Fsica. Adotando os conceitos de letramento e
Esta coleo visa ao desenvolvimento de habilidades multiletramento (j apresentados), esta obra desenvolve o
e competncias que possibilitem aos alunos a participao trabalho com a leitura, enquanto prtica social, de forma
em prticas discursivas, diversificadas e autnticas, em integrada s outras habilidades e com vistas a contribuir
sua esfera social. O trabalho com a compreenso escrita para a formao tica do aluno como cidado.

Em todas as unidades so apresentados dois textos: o das palavras que ainda no conhece. Essa etapa corresponde
principal, que abre a unidade e a base para o desenvolvi- subseo General Comprehension. Em uma segunda lei-
mento das atividades das diversas sees que se seguem, e tura, exerccios da subseo Detailed Comprehension fazem
o da seo Another Look at, mais breve, geralmente de com que o aluno busque identificar informaes especficas
um gnero textual diferente do primeiro, que retoma o (scanning). Para ajudar o aluno a realizar as atividades de
assunto sob outro ponto de vista e em outro contexto dis- leitura propostas e a construir sentidos ao interagir com o
cursivo, trazendo novas atividades de compreenso de texto, ele orientado a observar palavras transparentes,
texto e possibilitando o estabelecimento de relaes de nomes prprios, datas e nmeros, sinais de pontuao,
intertextualidade. convenes grficas (como diferentes tipos de letras) e a
O livro apresenta textos autnticos, reproduzidos em relacionar informaes verbais quelas no verbais que
sua forma original, selecionados para oferecer temas re- acompanham o texto (ilustraes, fotos, tabelas).
levantes para o aluno e para a sociedade (como os j men- Ao final da unidade, a seo Another Look at retoma
cionados) e uma variedade de gneros discursivos, que o assunto do texto principal, mas em um outro gnero tex-
incluem, entre outros, notcias de jornal ou revista, arti- tual, e prepara o aluno para a etapa de ps-leitura, que a
gos de divulgao cientfica, poemas, textos publicados seo Think About It. Nela se aprofunda e amplia a discusso
em sites da Internet (com seu layout original), textos
dos temas apresentados, j conduzida ao longo da unidade,
dissertativos em geral, histrias em quadrinhos, cartuns,
convidando o aluno a refletir criticamente sobre as questes
psteres, mximas e citaes. Entretanto, no caso de al-
propostas. Na sequncia, a seo Exploring Other Sources
guns textos originalmente mais longos, em vez de repro-
traz sugestes de leituras adicionais (sites da Internet, livros
duzirmos apenas parte deles, optamos por fazer pequenas
e publicaes recentes que podem ser encontrados em bi-
adaptaes a fim de construir textos com incio, meio e
bliotecas ou livrarias), alm de vdeos, documentrios e
fim. Nesse processo, houve uma preocupao especial
filmes, em que se trabalha a intertextualidade, estabelecen-
para que os textos adaptados no parecessem artificiais.
do novas relaes entre os textos e temas da unidade com
Por vezes, a adaptao tambm viabilizou um trabalho
outros textos e outras reas do conhecimento.
mais detalhado dos contedos apresentados dentro do
espao limitado de uma unidade didtica. No acredita- Finalmente, tendo por base o trabalho desenvolvido
mos, contudo, que a simplificao lingustica seja neces- com a leitura dos textos e a discusso dos temas apresen-
sria para viabilizar a compreenso do texto pelo aluno, tados, projetos de natureza interdisciplinar so sugeridos
nem fazemos uso de textos adaptados como recurso nico e podem ser usados como forma de, a partir de prticas
ou prioritrio, conforme sugerem as OCEM (p. 114). de letramento, envolver o aluno na construo de sentidos
Para viabilizar pedagogicamente o desenvolvimento da para agir no mundo social. Ver detalhes no tpico Projetos
compreenso escrita, utilizam-se atividades de pr-leitura, interdisciplinares, neste Manual. Dessa forma, esta obra
leitura e ps-leitura, em que so exploradas diversas esse coloca em consonncia com a tarefa do Ensino Mdio,
tratgias de leitura. Essas estratgias esto assinaladas ao hoje, de proporcionar aos alunos oportunidades de in-
longo do livro para o professor com cones e um breve ttulo tegrao em torno de projetos multidisciplinares, expon-
em ingls, e so descritas em detalhe neste Manual, no do-os a vivncias intra e extraescolares, no sentido de
tpico a seguir (Estratgias de leitura). desenvolver habilidades e competncias, no apenas
como coadjuvantes, mas como protagonistas, nas diversas
Na etapa de pr-leitura, para resgatar o conhecimento
prvio do aluno e lev-lo a fazer previses sobre o assunto situaes de aprendizagem (Parmetros em ao En-
ou tipo de texto a ser lido, introduzimos o texto principal sino Mdio, 2001, p. 151).
da unidade com perguntas em portugus, e, aps a Unit 6,
metade do volume 1, em ingls. Nessa fase, o professor pode A compreenso oral
fazer outras perguntas introdutrias, chamando a ateno
do aluno para o ttulo, o subttulo, as legendas e as infor- Como recurso para o desenvolvimento da habilidade
maes no verbais (fotos ou ilustraes) presentes na de compreenso oral, um CD de udio acompanha cada
pgina de abertura da unidade. Com o levantamento de volume da coleo, contendo:
hipteses sobre o texto, o aluno se sente mais estimulado
a leitura de todos os textos principais das unidades;
a engajar-se na construo de sentidos que se inicia com
a atividade da leitura. exerccios para observao da pronncia e acentuao
de algumas palavras (selecionadas geralmente por apre-
Na primeira leitura, superficial (skimming), o aluno de-
ver buscar uma compreenso geral do texto e verificar se sentarem dificuldades para o falante de portugus);
as hipteses que formulou durante a pr-leitura se confir- textos utilizados nas sees de Listening, Listening &
mam, sem se preocupar, por exemplo, com o significado Speaking, Listening & Reading, Listening & Writing.

Embora o trabalho com o texto inicial de cada unidade suporte escrito. Cumpre, entretanto, a exemplo do que
destaque a habilidade de compreenso escrita (leitura), proposto para a compreenso escrita, destacar para o aluno
disponibiliza-se o udio de cada um deles a fim de tornar que ele no precisa compreender todas as palavras utiliza-
o aluno cada vez mais familiarizado com os sons da lngua das, mas deve buscar construir sentidos a partir do texto
inglesa (incluindo a pronncia, acentuao, entonao e e realizar as atividades propostas.
ritmo) e oferecer outro recurso que possa aumentar o Com os recursos oferecidos pelo CD de udio e a di-
envolvimento daqueles alunos mais interessados em versidade de atividades propostas, esta coleo pretende
listening e speaking. No se pretende sugerir, contudo, desenvolver a compreenso intensiva (sons, palavras,
que seja necessrio ler ou ouvir a leitura em voz alta de sentenas), extensiva (global) e seletiva (pontual), con-
um texto escrito para que se possa compreend-lo. forme orientao do Programa Nacional do Livro Didtico
Desse modo, o professor pode utilizar o udio do texto do Ensino Mdio (PNLD-EM).
principal da unidade de vrias maneiras, conforme as
possibilidades e os interesses da turma. Depois de ouvir
A produo oral
o udio do texto completo e repeti-lo fazendo pausas a
cada pargrafo, os alunos podem destacar elementos que
Em cada unidade, a seo Speaking (que tambm pode
costumam ser mais facilmente identificados, como:
se apresentar como Listening & Speaking, Reading &
palavras cuja pronncia seja semelhante ao portu- Speaking quando explicitamente integrada a outra habi-
gus (como scientists, animals, plants, atmosphere, lidade) consta de atividades de produo oral relaciona-
television, penguin, music etc.); das, de alguma forma, ao tema desenvolvido na unidade.
nomes de pessoas e lugares (como Alberto Santos-Dumont, Tal relao temtica possibilita a utilizao de vocabul-
Mozart, Antarctica, Paris, Salzburg, Austria etc.); rio, estruturas lingusticas e outros contedos j estuda-
palavras e expresses em ingls de alguma forma in- dos e praticados pelos alunos, proporcionando-lhes mais
corporadas lngua portuguesa (como Internet, e-mail, confiana para se expressar.
OK, power, shopping, video games, laptop etc.). Ao longo da coleo, conforme sugerido pelas OCEM
(p. 120), levam-se em considerao contextos de uso com
Conforme j mencionado, aps a audio do texto
diferentes graus de complexidade de interao, incluindo
principal de cada unidade so destacadas palavras cuja
a apresentao e a troca de informaes pessoais simples,
pronncia ou acentuao costuma causar dificuldades
a expresso de opinies de concordncia e discordncia,
especialmente para brasileiros. Para explorar essa parte
em diversas situaes, sempre integradas ao tema abor-
do CD, apresentamos, exclusivamente neste Manual, qua-
dado em cada unidade.
dros com dicas, aspectos a serem observados com mais
ateno e a acentuao (stress) dessas palavras. Os alunos Em vrias unidades, a atividade de produo oral par-
so convidados a ouvir, a observar como as palavras so te da compreenso de um texto oral, como um dilogo
pronunciadas no CD e a repeti-las. Relacionamos ainda ou uma entrevista, integrando as sees de Listening e
palavras que rimam entre si, para auxiliar a percepo e Speaking. Em outros casos, seguindo as OCEM (p. 121),
memorizao da pronncia correta. parte-se da leitura e da anlise escrita de um dilogo (no
qual se podem incluir questes sobre contexto, situao,
Para cada unidade, o CD de udio apresenta tambm
assunto, participantes, itens lingusticos caractersticos
diferentes tipos de textos orais (tais como dilogos, entre-
vistas, programas de rdio e de TV, trechos de palestras, do contexto) para, ento, realizar-se a prtica oral. De
leitura de poemas, conversas telefnicas) para serem uti- acordo com esse documento, com isso, pode-se apren-
lizados em atividades de compreenso global ou pontual, der que identificar, analisar e usar um determinado di-
propostas na seo de Listening (que tambm assume o logo apenas parte de um conjunto complexo de
ttulo de Listening & Speaking, Listening & Writing ou habilidades orais em contextos diferentes (p. 121).
Listening & Reading, quando se integra explicitamente a
outra habilidade). O assunto dos textos orais est sempre A produo escrita
relacionado, de alguma forma, ao tema introduzido pelo
texto inicial da unidade, com base no qual se busca engajar Seguindo as OCEM, o desenvolvimento da escrita nes-
o aluno em diferentes prticas discursivas. A transcrio ta obra no se d atravs da produo de textos jorna-
desses textos apresentada apenas neste Manual, no tpico lsticos, argumentativos ou acadmicos, conforme o
Audio Scripts. Dessa forma, lembra-se sempre ao aluno ensino clssico dessa atividade (p. 121), mas com base
que ele pode desenvolver gradativamente sua capacidade na concepo de letramento (j apresentada), ou seja,
de compreenso auditiva sem ter necessariamente um envolve usos contextualizados da lngua, como escrever

e responder mensagens, corresponder-se com outras srie de estratgias e recursos que o leitor utiliza para
pessoas pela Internet. entender o texto. Muitas dessas estratgias so usadas
Como j foi dito sobre a compreenso e a produo oral, intuitivamente; outras, porm, de uso especfico, podem
neste livro a escrita tambm trabalhada de forma integrada ser implementadas a fim de desenvolver e aprimorar as
a outras habilidades, especialmente a de leitura, em que a habilidades de leitura, sobretudo em uma lngua
compreenso e a observao de um texto escrito servem de estrangeira.
ponto de partida para a construo do texto do aluno. A Nesta obra so exploradas diversas estratgias de leitura
partir da observao de uma mensagem de e-mail entre que facilitam a compreenso de textos em ingls. Elas so
colegas ou de uma mensagem formal para uma instituio empregadas antes, durante e depois da leitura propria-
educacional, por exemplo, destacam-se caractersticas mente dita e em diversas atividades. Ao longo do livro elas
lingustico-discursivas que podero estar ou no presentes so apenas referidas com um cone ( ) e um breve ttulo
no texto a ser escrito pelo aluno em funo do contexto e do em ingls. Mas aqui elas so explicadas detalhadamente
seu propsito comunicativo. Busca-se, assim, que a produ- para esclarecer e enfatizar a importncia de seu uso.
o escrita seja vista como um processo de interao, que
exige a definio de parmetros comunicativos e que se pau- Making predictions
ta em convenes relacionadas a contextos e gneros de As unidades desta coleo iniciam-se em pgina m-
texto, conforme indicado pelo edital do Programa Nacional par, sempre com uma preview do texto, em que se com-
do Livro Didtico do Ensino Mdio 2015 (p. 47). binam a linguagem verbal e no verbal. Texto e imagem
Entre as atividades que relacionam a escrita com a com- ajudam os alunos a entrar no clima do tema que ser
preenso da linguagem oral e at visual, incluem-se, por abordado na unidade didtica, motivando-os para a lei-
exemplo, o registro por escrito de dados pessoais trocados tura. Antes disso, os alunos devem observar o ttulo, o
oralmente entre os alunos ou de informaes de uma en- subttulo, o formato do texto e a imagem que o acompa-
trevista, a redao de legendas para imagens a fim de criar nha. Depois, devem responder s perguntas feitas nessa
cartazes de conscientizao ecolgica, a formulao de pgina de abertura (em portugus at Unit 6, metade do
dizeres a serem usados em uma camiseta, entre outras. volume 1, e em ingls a partir da). O objetivo fazer com
que os alunos prevejam o tipo de texto que vo ler, o as-
A exemplo do trabalho realizado com as outras habi-
sunto e algumas das informaes nele contidas. Fazer
lidades, as atividades da seo Writing tambm se desen-
previses, tentar antecipar o que vai ser lido, cria uma
volvem com base nos temas centrais de cada unidade,
predisposio para melhor receber as novas informaes,
contribuindo para estimular o envolvimento do aluno na
ativa o crebro e facilita a compreenso do texto.
construo de sentidos.
Como sugesto complementar para o professor tra-
Activating background knowledge
balhar com a habilidade de produo escrita, prope-se
Aps a etapa de previses sobre o tipo de texto e as-
que, por coerncia com o conceito de letramento aqui
sunto e antes da primeira leitura, com base no conheci-
adotado, a correo dos textos escritos pelos alunos no
mento prvio que possuem, os alunos tentam antecipar
se limite a apontar erros de formas lingusticas, mas inclua
algumas das palavras que aparecero no texto, conversam
tambm comentrios de natureza discursiva que possam
sobre o assunto, compartilhando as informaes e for-
orientar o aluno a reescrever seu texto, tornando-o mais
mando uma base de repertrio, o que possibilita melhor
adequado ao seu contexto de uso. Incentiva-se tambm
compreenso do que vai ser lido. Nesta coleo essa es-
a troca de redaes entre os alunos a fim de que os co-
tratgia aplicada na subseo Before You Read, imedia-
mentrios de um possam contribuir para o aperfeioa-
tamente antes do texto principal.
mento do texto do outro. Essas so estratgias didticas
que podem ajudar o aluno a compreender que a produo
escrita deve ser submetida a um constante processo de Skimming
avaliao e reelaborao. Trata-se de uma leitura superficial, que no visa
compreenso do significado de detalhes ou de palavras
desconhecidas, mas apenas a descoberta do gist, a essn-
6. ESTRATGIAS DE LEITURA cia, a ideia principal do texto. Deve-se dar ateno espe-
cial s primeiras e s ltimas oraes de cada pargrafo,
Ler um processo de construo de significado em onde, em geral, encontram-se essas ideias. Em cada pa-
que o leitor obtm informaes, somando-as ao seu con- rgrafo, os alunos procuram encontrar a topic sentence,
junto de conhecimentos prvios. O ato de ler envolve uma a orao principal, que d a ideia central do pargrafo.

Nesta coleo, essa estratgia ser aplicada principalmen- Reference words
te na subseo General Comprehension, logo aps o texto Reconhecer o significado e a funo de pronomes, co-
principal. nectivos e marcadores do discurso em geral fundamental
para a identificao de aspectos estruturais de um texto,
Scanning tais como a organizao de seus elementos, as referncias
Trata-se tambm de uma leitura rpida, mas agora com internas que garantem a coeso, as relaes entre causa e
a finalidade de buscar palavras ou informaes especficas. efeito, os desdobramentos de uma ao, o desenvolvimento
usada para conferir previses ou verificar hipteses que de uma ideia etc. Identificar essas palavras e seu uso cons-
os alunos formularam em relao ao assunto e tambm titui outra estratgia de leitura importante. No caso espe-
para buscar informaes especficas ou pistas fundamentais cfico dos pronomes, importante identificar quais os
para a resoluo de exerccios de compreenso. No empre- substantivos que foram por eles substitudos. preciso
go dessa estratgia muito importante o reconhecimento orientar os alunos para lerem a primeira parte da orao
no s de transparent words ou cognatos, palavras seme- ou a orao anterior e identificarem a(s) palavra(s)
lhantes nos dois idiomas, mas tambm de ateno a even- substituda(s) pelo(s) pronome(s). Esta estratgia geral-
tuais nmeros, sinais grficos, smbolos ou imagens que mente aplicada nas atividades de Looking for Reference.
ajudam a compreender o texto. Nesta coleo, esta estra-
tgia ser aplicada em diversos exerccios dentro das sub- Recognizing sequence of events
sees Word Study e Detailed Comprehension e tambm
Reconstruir ou analisar uma sequncia de fatos ou iden-
na seo Another Look at que, ao final das unidades, re-
tificar a organizao das ideias em um texto outra es-
toma o tema com outro gnero textual.
tratgia de leitura muito importante. Com base no
conhecimento de palavras como first, next, after, then,
Getting meaning from context later, finally isso se torna fcil. Nesta coleo, esta estratgia
No interromper a leitura de uma frase ou pargrafo aplicada nas atividades de Finding the Right Sequence,
por causa de uma palavra desconhecida muitas vezes d que integra a subseo Detailed Comprehension.
a possibilidade de descobrir o significado dessa mesma
palavra com base no contexto ou na prpria estrutura do Making inferences
texto. Alm de evitar o uso excessivo do dicionrio, a lei-
Muitas vezes, determinada informao no aparece
tura acaba se tornando mais dinmica e natural. Nas ati-
explicitamente no texto, o autor apenas a sugere. O leitor
vidades em In Other Words e Words in Context esta
precisa, ento, inferir, deduzir, ler nas entrelinhas, isto
estratgia trabalhada com palavras do texto em defini-
, tirar concluses sobre o que o autor quis dizer de forma
es, parfrases e novas frases que, pelo contexto, levam
no explcita, mas apenas sugerida. Por se tratar de um
fixao do significado. Nas atividades de Words in
aspecto subjetivo, essa inferncia pode levar a diversas e
Context importante que os alunos explorem o signifi-
diferentes concluses. Praticar essa estratgia, discutindo
cado de todas as alternativas, todas elas fazendo parte do
com os colegas e voltando sempre ao texto para verificar
vocabulrio a assimilar.
e confrontar as concluses, contribui para desenvolver a
capacidade de argumentao e o senso crtico. Nesta co-
Using grammar for vocabulary expansion leo esta estratgia aplicada especialmente nas ativi-
Conhecer o grupo a que pertence uma palavra ou iden- dades de Reading Between the Lines.
tificar sua classe gramatical ajuda a descobrir seu signi-
ficado e um timo exerccio para o enriquecimento do
7. O VOCABULRIO E OS
vocabulrio. Saber se uma palavra um substantivo, um ASPECTOS GRAMATICAIS
adjetivo, um verbo ou um advrbio muitas vezes possi-
bilita a descoberta do significado de palavras desconhe- O trabalho com o vocabulrio se d ao longo de cada
cidas. Explorar a formao de palavras com base na unidade, no desenvolvimento das diversas atividades de
prefixao ou sufixao, relacionar um substantivo a um compreenso e produo, tanto escritas quanto orais. Na
adjetivo, descobrir o adjetivo correspondente a um de- subseo Word Study, que vem logo depois de General
terminado verbo so exerccios simples, mas estratgia Comprehension, sistematiza-se esse estudo a partir do
importante para compreender a estrutura de uma lngua. vocabulrio e do assunto apresentado no texto principal
Esta estratgia aplicada na subseo Word Study e nas da unidade. Em Words in Context, In Other Words, Word
atividades de Word Formation, Word Families, Discourse Families, Word Webs apresenta-se e trabalha-se o signi-
Markers, Function Words. ficado das novas palavras e expresses, chegando-se a

essa compreenso pelo uso em contexto ou atravs da portugus e exerccios que aprofundam o estudo das es-
associao da palavra com as de outras categorias grama- truturas gramaticais apresentadas nas unidades, alm de
ticais ou com palavras do mesmo campo semntico. outras estruturas consideradas bsicas e relevantes, e
Em outro tipo de atividades, como Discourse Markers, oferecem ao aluno e ao professor mais uma fonte de con-
Transparent Words, Word Formation, Noun Phrases, sulta e referncia.
Looking for Reference, trabalham-se as relaes de coeso
e coerncia estabelecidas por marcadores discursivos, as
semelhanas com palavras em portugus, o conhecimento 8. A INTERDISCIPLINARIDADE
do sentido de afixos, a inferncia lexical das locues no-
minais, a referncia pronominal, e outros mecanismos que Segundo os PCNEM, nenhuma rea do conhecimento
tm como propsito a ampliao da capacidade do aluno prescinde de outras. Ao contrrio, elas esto perfeitamente
de inferir o significado de palavras e expresses desconhe- interligadas e inter-relacionadas, e qualquer tentativa de
cidas e de construir sentidos de modo contextualizado, a desvincul-las redundar, com certeza, na criao de con-
partir da observao da lngua em uso e do seu conheci- textos altamente artificiais, geradores de desinteresse
mento de mundo. (p. 152).
Nas sees de Listening, Speaking e Writing, algumas Por interdisciplinaridade entende-se o dilogo entre
atividades tambm exploram palavras e expresses ge- os seres humanos e os saberes, condio fundamental
ralmente usadas para tratar de algum tema especfico ou para a interao de disciplinas e a integrao das diferen-
para expressar determinadas ideias (como expresses de tes reas do conhecimento. No existem reas ou disci-
concordncia ou discordncia). Essas atividades servem plinas dominantes, com maior peso sobre as demais.
para consolidar e ampliar o vocabulrio apresentado a Todas as reas do conhecimento podem dialogar por meio
partir do tema central da unidade. de temas, tpicos ou ideias, possibilitando a elaborao
Desse modo, a obra segue as Orientaes Educacionais e execuo de projetos curriculares integrados. E nessa
Complementares aos PCNEM, segundo as quais: A forma perspectiva que os temas, os assuntos, os textos para esta
mais adequada de propiciar a aquisio e a ampliao do coleo foram selecionados. Todos proporcionam opor-
repertrio vocabular nesse ciclo por meio da leitura e tunidades de dilogo entre a lngua inglesa e as outras
da explorao de textos de diversas naturezas, apoiadas disciplinas do currculo do Ensino Mdio, de modo que o
em atividades temticas e de associao de vocbulos que aluno no s adquira habilidades lingusticas, mas tam-
partem de um determinado contexto e remetem a outros, bm perceba como o conhecimento de ingls pode ex-
por analogia ou antagonismo (PCN+, Ensino Mdio: Lin- pandir seu conhecimento de mundo e contribuir para o
guagens, Cdigos e suas Tecnologias, p. 105). seu desenvolvimento global.
O estudo da gramtica se d na seo Structure de Ainda segundo os PCNEM, a interdisciplinaridade su-
cada unidade, em que as principais estruturas gramaticais pe um eixo integrador, que pode ser o objeto de conhe-
da lngua inglesa so apresentadas em portugus, sempre cimento, um projeto de investigao, um plano de
com exemplos de uso extrados do texto principal da uni- interveno. Nesse sentido, ela deve partir da necessidade
dade. O objetivo no usar os textos para ensinar gram- sentida pelas escolas, professores e alunos de explicar,
tica, mas, a partir da observao e da anlise de um trecho compreender, intervir, mudar, prever, algo que desafia
de linguagem em contexto de uso, levar o aluno a tirar uma disciplina isolada e atrai a ateno de mais de um
suas prprias concluses sobre as regras e utiliz-las ade- olhar, talvez vrios (p. 88-89). E de acordo com Ivani
quadamente. Em outras palavras, o ensino da gramtica Fazenda, pesquisadora que produziu um grande nmero
no precede o uso prtico da lngua; ao contrrio, toma de trabalhos sobre o assunto, interdisciplinaridade uma
esse uso como ponto de partida. categoria de ao. No significa a mera integrao entre os
A exemplo das OCEM, esta obra destaca a importn- contedos de diferentes disciplinas; antes, constitui-se em
cia de analisar, ensinar e fazer aprender as regras que um dilogo entre indivduos para, s depois, concretizar-se
estruturam o uso das formas contextualizadas de lingua- na inter-relao entre as disciplinas do currculo escolar
gem, no de maneira antecipada a essas prticas de lin- visando um processo interno de construo do conheci-
guagem ou isolada delas, mas sim de forma integrada a mento. Hoje, mais do que nunca, reafirmamos a impor-
elas (p. 111). Assim, as estruturas e as regras gramaticais tncia do dilogo, nica condio possvel de eliminao
apresentadas na seo Structure tambm se fazem pre- das barreiras entre as disciplinas. Disciplinas dialogam
sentes em outras sees, com atividades de compreenso quando as pessoas se dispem a isto (FAZENDA, 2003).
e produo da linguagem oral ou escrita. Nesse sentido, entendemos que no Ensino Mdio o alu-
Alm disso, ao final de cada livro que compe a coleo no poder tomar parte em diversos projetos multi-
h uma Minigrammar com exemplos, explicaes em disciplinares que lhe proporcionem vivncias dentro e fora

da escola, e assim seja capaz de desenvolver habilidades e Para o professor
competncias. Norteados por esse pensamento criamos,
ao final de cada uma das 36 unidades desta coleo, a seo O Manual do Professor tem as seguintes caracters-
Think About It, elaborada de modo a levar o aluno a adotar ticas principais:
uma postura crtica sobre o tema em questo, pesquisar
Ao longo de cada volume, junto com os textos e ativi-
sobre ele, participar de debates com seus colegas e profes-
dades, prope respostas possveis aos exerccios, alm
sores das disciplinas envolvidas em cada um dos temas
de orientaes para a realizao das atividades e solu-
discutidos. Com isso, propicia-se uma abordagem multi-
es adicionais.
disciplinar e estimula-se o aluno a refletir e posicionar-se
criticamente a respeito do tema, sempre relevante para seu Apoia o trabalho do professor, oferecendo-lhe suges-
crescimento como ser humano, para sua participao na tes de estratgias e recursos de ensino envolvidos no
sociedade e para o exerccio da cidadania. encaminhamento das atividades propostas e na sua
A coleo apresenta tambm uma vasta gama de textos, ampliao (mediante observaes inseridas ao longo
orais e escritos, em que o ingls se apresenta como instru- de cada livro, junto dos textos e das atividades
mento aglutinador do conhecimento, sempre envolvendo sugeridas).
alguma ou, em muitos casos, mais de uma das outras dis- Inclui a transcrio de todos os textos utilizados nas
ciplinas do currculo. No tpico Projetos interdisciplinares atividades de listening, a fim de facilitar o trabalho do
deste Manual, so tambm propostas Cross-Curricular professor.
Activities, trabalhos em grupo que reforam a ideia de uma
abordagem interdisciplinar e contextualizada, na qual o Apresenta orientaes para as atividades extras de com-
ensino de ingls funciona como um elo, um instrumento preenso oral (Listening) que envolvem a observao
de integrao das reas do conhecimento em um currculo da pronncia e da acentuao de palavras destacadas
mais amplo e significativo. do texto principal de cada unidade.
Apresenta os pressupostos tericos e metodolgicos
que fundamentam a obra, alm de indicar os documen-
9. ESTRUTURA DA OBRA tos oficiais que orientaram a sua elaborao.
Descreve a estrutura e a organizao do material, alm
Esta uma coleo didtica em trs volumes, que cor- de oferecer plano de curso, atividades extras, sugestes
respondem aos anos letivos que compem o Ensino M- de leitura para o aluno e para o professor e referncias
dio. Cada volume acompanhado de um CD de udio. bibliogrficas.
Oferece informaes lingusticas e culturais sobre usos
Para o aluno da lngua inglesa em diferentes contextos e pases (no
tpico Cultural Notes, Language in Use and Exploring
O livro destinado ao aluno compe-se de: the Theme), e sobre os diversos assuntos abordados nas
Language Review uma breve reviso, em forma de ques- unidades.
tes de mltipla escolha, de contedos bsicos trabalhados Inclui a traduo de todos os textos principais das uni-
no Ensino Fundamental (Basic Language Review, no caso dades como instrumento de referncia para o
do livro do 1o ano) e de contedos trabalhados no ano an- professor.
terior (no caso dos livros do 2o e do 3o ano).
12 unidades, organizadas em 4 blocos (veja detalhamen-
to da estrutura de cada unidade no tpico Descrio
das unidades, neste Manual). CD de udio
4 conjuntos de textos e questes chamados Check Your
English, destinados reviso e self-evaluation para Apresenta amostras de inmeras variedades lingus-
o aluno, dados ao final de cada bloco de 3 unidades (veja ticas e gravaes de diversos textos, permitindo que o
detalhes no tpico Avaliao deste Manual). professor e o aluno ouam a pronncia e a entonao da
Minigrammar um apndice gramatical para apro- lngua inglesa em diferentes situaes.
fundamento dos aspectos lingusticos j estudados, com Contm o material necessrio para o trabalho com
exemplos, explicaes e exerccios de consolidao. compreenso oral, incluindo os textos principais das uni-
Glossrio ingls-portugus com o vocabulrio utilizado dades, a pronncia de algumas palavras selecionadas
em cada livro, sendo registrados apenas os significados destes e os textos orais (de diferentes gneros) usados nas
com que as palavras aparecem nos textos da obra. sees de Listening.

10. PLANO DE CURSO
Considerando as unidades que compem cada livro e Nesse planejamento, devem-se incluir ainda, a critrio
a distribuio das aulas por bimestres, tradicionalmente do professor, as atividades de avaliao (para as quais
adotada pelas escolas, prope-se a seguinte diviso de apresentamos sugestes no tpico Avaliao, neste Ma-
contedos ao longo do ano letivo: nual) e a elaborao de Projetos interdisciplinares em
grupos (tambm sugeridos neste Manual).
Language Review Em relao carga horria, distribuio dos conte-

o
1 bimestre Unidades 1 a 3 dos e aos objetivos a serem alcanados, consulte o tpico
Check Your English 1 a seguir.
Unidades 4 a 6
J em relao distribuio das sees de cada unidade
2o bimestre por aula, consulte o tpico Roteiro de trabalho por
unidade.
Unidades 7 a 9
3o bimestre
Unidades 10 a 12
4o bimestre
11. DESCRIO DAS UNIDADES
As unidades desta obra esto divididas nas sees descritas no quadro a seguir, que informa os objetivos especficos
de cada uma.
SEO/
CONTEDOS OBJETIVOS
SUBSEO
Breve texto introdutrio ao texto Ativar o conhecimento prvio do aluno sobre o assunto e o
Abertura da tipo do texto a ser lido.
principal, acompanhado de imagem
unidade
relacionada. Levar o aluno a levantar hipteses sobre o texto a ser lido.
Perguntas sobre o texto a ser lido. Explorar a linguagem no verbal (fotos, ilustraes) que
Atividade proposta imediatamente acompanha o texto.
Before You Read
antes da primeira leitura. Levar o aluno a prever o campo semntico do texto a ser lido.
Oferecer contato com textos de diversos gneros sobre

Textos de diversos gneros sobre temas de relevncia sociocultural.
Time to Read temas relevantes para o aluno e a
sociedade. Levar o aluno a verificar as hipteses levantadas antes da
primeira leitura.
Desenvolver a habilidade de leitura, com foco na

Questes de compreenso geral do compreenso geral do texto.
texto com formatos variados (tais Apresentar e oferecer oportunidades de uso de estratgias
General
como perguntas abertas, de mltipla de leitura, a serem desenvolvidas de forma gradual e cclica,
Comprehension
escolha, correlao de colunas, com nfase na compreenso das ideias principais do texto.
preenchimento de fichas). Abordar e discutir questes relativas ao tema da unidade a
partir da compreenso textual.
Questes contextualizadas e de
variados formatos para apresentao
e ampliao de vocabulrio, Apresentar vocabulrio e oferecer oportunidades de prtica
envolvendo sinonmia, antonmia, do uso desse vocabulrio.
palavras transparentes, campos Ampliar o vocabulrio e desenvolver estratgias de estudo
Word Study
semnticos, afixos, marcadores sistemtico.
discursivos, grupos nominais, Desenvolver estratgias de deduo do significado de
referenciais, deduo, pelo contexto, palavras desconhecidas em seu contexto de uso.
do significado de palavras
desconhecidas.

SEO/
CONTEDOS OBJETIVOS
SUBSEO
Detailed Questes de compreenso detalhada Desenvolver a habilidade de leitura, com foco na
Comprehension do texto com formatos variados (tais compreenso detalhada do texto.
como perguntas abertas, verdadeiro Apresentar e oferecer oportunidades de uso de estratgias
ou falso, de mltipla escolha, de leitura, com nfase na compreenso e identificao de
correlao de colunas, preenchimento informaes especficas.
de fichas ou quadros). Abordar e discutir questes relativas ao tema da unidade a
Structure Apresentao contextualizada dos Apresentar a gramtica em uso, a partir de frases-exemplo

aspectos gramaticais da unidade. vistas no texto principal.
Resumo de informaes sobre o Promover o desenvolvimento do conhecimento sistmico a
sistema lingustico da lngua inglesa, partir de situaes de uso da lngua.
com comentrios sobre variaes de Desenvolver a autonomia do aluno e sua capacidade de
registro (formal e informal). inferir regras gramaticais.
Listening* Diferentes tipos de textos orais Oferecer oportunidades de compreenso oral da lngua inglesa
(dilogos, entrevistas, programas de e de contato com diferentes gneros discursivos orais.
rdio e TV, poemas, conversas Desenvolver a habilidade de compreenso global de um texto
telefnicas, trechos de palestras etc.) oral (compreenso extensiva).
e tarefas variadas de compreenso Desenvolver a habilidade de compreenso de estruturas
oral (compreenso intensiva, lingusticas, sons, palavras, frases, em texto oral (compreenso
extensiva e seletiva), integrados ao intensiva).
tema da unidade. Desenvolver a habilidade de compreenso de informaes
especficas em um texto oral (compreenso seletiva).
Trabalhar diferentes estratgias de audio, dependendo do
foco da tarefa.
Abordar assuntos relacionados ao tema da unidade a partir
da compreenso oral.
Speaking* Atividades de produo oral em Proporcionar oportunidades de produo oral da lngua inglesa
diferentes contextos de uso, em diferentes contextos de uso relevantes ao aluno e seu
envolvendo o tema da unidade, com entorno, com diferentes graus de complexidade e interao.
diferentes graus de complexidade e Trabalhar diferentes estratgias de fala, dependendo do
interao. objetivo da tarefa e do contexto de uso.
Oferecer oportunidades de emprego do vocabulrio
relacionado ao tema da unidade dentro de um determinado
contexto de uso.
Abordar assuntos relacionados ao tema da unidade a partir
da produo oral.
Writing* Atividades de produo escrita em Propiciar oportunidades de prtica e reflexo sobre o uso da
gneros textuais relevantes para o lngua inglesa para comunicao escrita, utilizando gneros
aluno, associados ao tema da textuais relevantes para o aluno.
unidade. Oferecer oportunidades de emprego de vocabulrio
relacionado ao tema da unidade dentro de um determinado
contexto de uso.
Levar o aluno a entender a escrita como prtica social e
como um processo contnuo de avaliao e reescritura.
Another Look at Textos curtos de diversos gneros Oferecer contato com textos de diversos gneros.
sobre assuntos relacionados ao tema Possibilitar o estabelecimento de relaes de
central do texto principal da unidade e intertextualidade com o texto principal da unidade.
questes de compreenso escrita. Desenvolver a compreenso escrita e o uso de estratgias de
leitura para a compreenso de ideias principais e de
informaes especficas.
Abordar e discutir questes relativas ao tema da unidade a
Think About It Reflexo e debate sobre questes Estabelecer conexes entre o tema da unidade e o mundo do
relevantes para o mundo do aluno e aluno.
para a sociedade com base nos textos Incentivar o aluno a refletir e a se posicionar sobre questes
e atividades desenvolvidos ao longo socioculturais.
da unidade, oportunidade em que a Desenvolver o senso crtico, a capacidade de anlise e as
disciplina Lngua Estrangeira Moderna noes de cidadania.
Ingls se oferece como instrumento
de dilogo interdisciplinar.
* Em algumas unidades, h sees de Listening, Speaking e/ou Writing, que integram duas habilidades: Listening & Speaking; Listening &
Reading; Reading & Speaking; ou Reading & Writing.

SEO/
CONTEDOS OBJETIVOS
SUBSEO
Exploring Other Sugestes de fontes de leituras Ampliar e aprofundar a reflexo e a discusso sobre os temas
Sources adicionais (sites, livros e outras abordados na unidade sob a perspectiva da interdisciplinaridade
publicaes), vdeos, documentrios e e da intertextualidade.
filmes relacionados aos temas Desenvolver o interesse do aluno em buscar diferentes fontes
abordados na unidade, com pontos de de informao, estabelecer relaes entre elas dentro de
vista de diferentes reas do uma perspectiva crtica.
conhecimento. Estabelecer conexes entre o tema da unidade e o mundo do
aluno.
Conforme j foi mencionado na seo sobre a habili- abertura da unidade e a seo Reading (subsees Before
dade de compreenso oral, atividades adicionais de You Read, Time to Read, General Comprehension, Word
listening so propostas neste Manual, para que o professor Study, Detailed Comprehension), atividades extras de
as utilize a seu critrio. Essas atividades referem-se a pos- listening relacionadas ao texto principal da unidade
sveis exerccios (j exemplificados na seo sobre com- e iniciar o trabalho das estruturas gramaticais (seo
preenso oral), com a gravao do texto principal de Structure). Nesse momento, exerccios gramaticais da
cada unidade (disponvel no CD que acompanha o livro), seo Structure e em especial os da Minigrammar podem
e a exerccios de compreenso intensiva, que permitem ser passados como trabalho de casa. Na semana seguinte,
ao aluno ouvir, observar e repetir algumas palavras, utilizam-se duas aulas para corrigir esses exerccios, con-
selecionadas do texto principal, cuja pronncia ou cluir a parte referente gramtica e desenvolver as ativi-
acentuao costuma causar dificuldades para brasilei- dades de compreenso oral e produo oral e escrita
ros. Tais sugestes de exerccios se encontram no tpico (sees de Listening, Speaking, Writing). A atividade de
Pronunciation and Stress deste Manual. produo escrita pode ser realizada em casa. Na aula se-
Ainda sobre a descrio das unidades dos livros, cum- guinte, corrige-se a atividade de Writing, trabalha-se a
pre destacar que as trs ltimas do terceiro volume apre- seo Another Look at, promove-se um debate a partir
da seo Think About It e incentivam-se os alunos a ex-
sentam uma organizao diferente. Essas unidades, cujo
plorar novas fontes de informao (Exploring Other
ttulo Exploring a Bit More, apresentam textos autnticos
Sources).
de diferentes gneros com variados tipos de questes de
compreenso, nos moldes dos exames que exigem com- Desse modo, sugerimos o desenvolvimento de cada
petncia na compreenso textual, especialmente o Enem, unidade ao longo de cinco aulas, conforme resume o
a fim de alcanar os objetivos referentes a Reading, General quadro a seguir:
Comprehension e Detailed Comprehension, j expressos
Before You Read
no quadro de descrio geral das unidades, alm de buscar
Time to Read
levar o aluno a refletir e discutir sobre os temas propostos
Aula 1 Pronunciation and Stress (atividade adicional
nos textos. A opo por utilizar uma estrutura diferenciada de listening, que consta deste Manual)
nessas trs unidades se pautou na expectativa das OCEM de General Comprehension
que as escolas de algumas regies possam interessar-se em
intensificar o desenvolvimento de leitura no terceiro ano, Word Study
Aula 2 Detailed Comprehension
com vistas a ajudar os alunos na preparao para o vestibu-
Structure
lar (p. 111). Essa opo, entretanto, no desconsidera o
carter da leitura como prtica cultural e crtica de lingua- Structure
gem, conforme recomendado pelo mesmo documento. Aula 3
Minigrammar
Listening
Aula 4
Speaking
Writing
12. ROTEIRO DE TRABALHO Another Look at
Aula 5
POR UNIDADE Think About It
Considerando a carga horria de duas aulas por semana,
para o desenvolvimento de cada unidade sugerimos que se Assim, em cada bimestre, quinze aulas seriam desti-
utilize uma semana (ou duas aulas) para trabalhar a parte nadas ao desenvolvimento das trs unidades previstas e
de compreenso escrita e de vocabulrio (incluindo a as restantes seriam dedicadas reviso e autoavaliao

(Check Your English) e ao desenvolvimento de projetos
interdisciplinares ou atividades extras, de acordo com as Os alunos costumam relacionar o que aprendem
possibilidades e as necessidades de cada turma. na aula de ingls com coisas que j sabiam, que
aprenderam no dia a dia ou em aulas de outras dis-
No caso das trs ltimas unidades do livro do terceiro
ciplinas? Em caso afirmativo, que exemplos podem
ano, que no apresentam a mesma estrutura das demais
ser citados? Em caso negativo, como estimular es-
unidades do livro, tambm sugerimos destinar cinco aulas
sas relaes entre os conhecimentos antigos e os
para cada uma delas. Em cada aula seriam trabalhados um
novos?
ou dois textos.
Os alunos se sentem confortveis nas aulas ou h
algum tipo de desconforto emocional (como medo
ou vergonha de errar, frustrao por no aprender,
13. AVALIAO
ansiedade, desnimo)? Em que situaes h esse
desconforto? Como se pode super-lo?
A avaliao contnua do processo de ensino-aprendi-
zagem essencial para que se possa verificar se o projeto Como os alunos participam das aulas? Apenas pou-
pedaggico est sendo desenvolvido de forma adequada cos participam das discusses? O professor centra-
e bem-sucedida e, se for o caso, buscar ajustes. Nesse liza todas as atividades em si mesmo? Como se pode
sentido, a avaliao no se restringe atribuio de notas, estimular a participao de todos em aula?
mas inclui tambm o acompanhamento crtico de todo o Como os alunos se comportam nos trabalhos em
processo educativo, do seu planejamento sua imple- duplas e em grupos: participam da atividade res-
mentao, sob o ponto de vista de seus participantes: peitando os colegas e buscando aprender com eles,
professores, alunos e outros membros da comunidade distraem-se com atividades no relacionadas ao
escolar. trabalho, impem suas opinies ou acomodam-se
Para auxiliar na avaliao do processo de ensino- e deixam outro fazer o trabalho? Durante as aulas
-aprendizagem e no apenas do resultado apresentado e as correes de exerccios, os alunos buscam
pelos alunos em respostas a testes e provas, sugerimos aprender com as dvidas dos colegas e novas for-
que se criem oportunidades para os alunos refletirem mas de realizar a mesma atividade? O que se pode
sobre o processo de aprendizagem e se posicionarem em fazer para aproveitar melhor as oportunidades de
relao s prticas pedaggicas adotadas. Isso pode ser aprender com os colegas de classe?
feito por escrito, por meio de questionrios ou dirios,
ou oralmente, em conversas individuais ou em grupo, a
cada ms ou bimestre, por exemplo. Engajar o aluno no Nesta coleo, para oferecer mais um instrumento de
processo avaliativo fundamental no apenas para con- participao do aluno no processo de avaliao contnua,
duzir uma avaliao consistente do processo educacional, a cada trs unidades h uma oportunidade de verificao
mas tambm para desenvolver uma postura de autonomia do aprendizado Check Your English. Nela apresentam-
e corresponsabilidade pela aprendizagem. No quadro a -se questes sobre os principais contedos lingusticos
seguir, apresentamos exemplos de algumas perguntas (incluindo aspectos gramaticais e vocabulrio) das trs
que podem ajudar a envolver os alunos na avaliao: unidades que a precedem e questes de compreenso
sobre novos textos (nas quais os alunos devero usar as
estratgias de leitura trabalhadas). Entre essas questes,
Como os alunos percebem a aprendizagem de ln- incluem-se tambm algumas retiradas de exames do
gua inglesa? Relacionam os contedos com outras Enem e de vestibulares de universidades brasileiras, vi-
disciplinas e com sua realidade? Como estimular a sando avaliar a construo de capacidades e competn-
relao entre o estudo da lngua inglesa e a parti- cias pelos alunos. O conjunto das questes propostas em
cipao do aluno, enquanto cidado, na vida cada Check Your English forma um teste no valor de 10
social? pontos para que, ao corrigir suas respostas, o aluno possa
Como os alunos participam das atividades propos- ter um parmetro de seu desempenho. O principal ob-
tas? Mostram-se passivos ou interessados e crti- jetivo, entretanto, no quantificar o progresso do aluno,
cos? Valorizam mais a parte gramatical ou mas engaj-lo no processo de avaliao e indicar, tanto
interagem com os textos (escritos e orais) buscando para ele quanto para o professor, contedos e habilidades
construir sentidos a partir deles? Como se pode que eventualmente precisem ser mais trabalhados. Alm
incentivar essa construo de sentidos? de oferecer um teste com atribuio de pontos s ques-
tes, cada Check Your English tambm enumera os

objetivos de ensino das trs unidades que o precedem, a (o que se faz e se diz, o que os alunos fazem e dizem, como
fim de que o aluno possa avaliar at que ponto alcanou cada atividade se desenvolve) e incluir comentrios ava-
tais objetivos. liativos e reflexivos (sobre as reaes dos alunos, as pr-
prias reaes, os objetivos alcanados ou no alcanados
O Check Your English pode ser usado como instru-
em cada seo ou unidade, os ajustes que se fizeram ne-
mento de avaliao e autoavaliao de vrias formas. As
cessrios, entre outros aspectos).
questes podem ser respondidas em casa ou em aula,
individualmente ou em dupla, e corrigidas em sala de aula importante que se parta da observao e descrio
com ampla participao dos alunos, a fim de que todos do que acontece em sala de aula para, ento, avaliar se a
discutam como chegar s respostas certas e aprendam prtica est de acordo com os pressupostos terico-me-
tambm com possveis erros. Alternativamente, as res- todolgicos que se deseja adotar e, finalmente, buscar
postas podem ser redigidas pelos alunos em folha sepa- reconstruir essa prtica, de modo a aperfeio-la. Esse
rada para ser entregue ao professor (para posterior ciclo de observao, reflexo, confronto entre teoria e
correo) ou para ser trocada entre os alunos (para que prtica e reconstruo desta deve constituir um processo
um corrija as respostas do outro, sob a orientao do pro- de avaliao contnua. Para que isso acontea, preciso
fessor). Alm disso, pode-se, por exemplo, fazer uma que se adote uma postura de professor-pesquisador, que,
enquete com os alunos sobre as questes que eles consi- alm de tentar manter-se atualizado e bem informado,
deram mais fceis e mais difceis e, assim, ter outro in- busca investigar e compreender melhor sua prpria pr-
dicativo sobre o desenvolvimento da classe. Utilizar o
tica luz de teorias relevantes, superando o medo de se
Check Your English de diferentes maneiras ao longo do
expor e se autoavaliar em nome do desejo de ser um pro-
ano pode incentivar uma maior participao dos alunos.
fissional mais satisfeito com o prprio trabalho, que com-
As formas aqui mencionadas so apenas sugestes.
preende que h limitaes, mas tambm h caminhos
Alm do Check Your English, a avaliao pode envolver para super-las.
a realizao de outras atividades propostas no livro ou de
Nesse processo de avaliao e desenvolvimento da
projetos e atividades extras sugeridas neste Manual, e ainda
prtica pedaggica, tambm sugerimos conversas com os
a aplicao de testes e provas para a verificao da apren-
dizagem. Os testes podem ser curtos e objetivos, para serem colegas, a fim de que as reflexes possam ser ampliadas e
aplicados periodicamente durante o ano, aps uma ou duas aprofundadas. Um procedimento vlido a observao
unidades, ou mais longos e elaborados, para aplicao ao de aulas ministradas por outros professores (que podem
final de um bimestre, por exemplo. Uma vantagem desse at ser gravadas em udio ou vdeo, com a devida auto-
tipo de instrumento de avaliao que ele pode constituir rizao dos participantes) e a reflexo conjunta sobre essas
uma medida de aprendizagem mais objetiva. Uma desvan- aulas. A leitura e a discusso de textos tericos em grupos
tagem, por outro lado, que ele pode influenciar o conte- tambm podem contribuir para fundamentar o processo
do das aulas que o precedem e o desempenho dos alunos, de avaliao global, inserindo-se em um projeto de for-
muitas vezes de forma indesejada. Quaisquer que sejam os mao continuada do professor.
instrumentos e recursos utilizados, fundamental que a O tpico Sugestes de leitura para o professor deste
avaliao seja contnua e formativa, desenvolvida ao longo
Manual traz indicaes de livros, textos e sites que podem
do processo de ensino-aprendizagem, e no restrita a um
ajudar o professor a, entre outras coisas, escrever um
ou alguns momentos isolados.
dirio reflexivo, saber mais sobre ser um professor-pes-
Conforme apontam as Orientaes Educacionais Com- quisador, conhecer e aprofundar teorias de ensino-apren-
plementares aos PCNEM (PCN+, p. 123), espera-se que o dizagem de lnguas, descobrir como as novas tecnologias
docente, como todo profissional, saiba avaliar no so-
podem ajudar na sua prtica pedaggica enfim, con-
mente os resultados de seu trabalho, mas tambm o pro-
tribuir para sua formao continuada em uma perspectiva
cesso e seus mtodos de ao. Para auxiliar o professor
de reflexo, avaliao e reconstruo contnuas.
em relao a esse aspecto do processo educativo, sugeri-
mos que se faam observaes e anotaes sobre o desen- Em suma, propomos que se adote um repertrio amplo
volvimento das aulas e outras atividades pedaggicas de para avaliar, sob mltiplas perspectivas e em diferentes
modo sistemtico. Para tal, pode-se usar um dirio ou momentos, o processo de ensino-aprendizagem de modo
caderno de anotaes para escrever notas curtas logo aps geral e, em particular, o trabalho desenvolvido com esta
a aula e/ou redigir um texto mais reflexivo uma vez por obra, e que se faa da avaliao uma forma de conhecer
semana ou ao trmino de cada unidade. Nessas anotaes, melhor os alunos e reorientar continuamente a prtica
pode-se comear descrevendo tudo o que ocorre em sala profissional.

preventiva, e como se pode ajudar o corpo a se
14. Projetos defender das ameaas sade. Pode-se tambm
interdisciPlinares entrevistar os profissionais para obter informaes e
orientaes sobre a carreira na rea da sade, como as
Os projetos aqui propostos so trabalhos de natureza competncias a serem desenvolvidas. Os resultados
interdisciplinar a serem realizados pelos alunos em grupos, das entrevistas devem ser apresentados em um report
a fim de aprofundar e ampliar o estudo e a discusso dos (em ingls) que ser trocado entre os grupos na sala de
temas apresentados nas diversas unidades do livro. A opo aula, para a realizao de um debate sobre o tema.
pelo trabalho em grupo justifica-se pela concepo socioin- Pode-se tambm pedir aos alunos uma pesquisa
teracional de aprendizagem aqui adotada e oferece aos alunos sobre a situao da sade na regio onde vivem. As
oportunidades de aprender ao interagir com os colegas, com entrevistas com profissionais da rea mdica ou artigos
o professor e com outros membros de sua comunidade. sobre o assunto publicados em jornais, revistas e sites
Com o desenvolvimento dos projetos, espera-se levar podem servir de base para a pesquisa.
o aluno a refletir, estabelecer relaes com outras discipli-
nas, posicionar-se criticamente e participar mais ativa- To Remember Me
mente de sua comunidade, concretizando, assim, a funo Hoje, no Brasil, para ser doador de rgos e tecidos,
educacional do ensino de lngua estrangeira no Ensino M- no necessrio deixar nada por escrito, em nenhum
dio e destacando a relevncia da noo de cidadania. Em documento. Cabe aos familiares autorizar a retirada,
outras palavras, busca-se reforar a proposta de uma abor- aps a constatao da morte enceflica. Sobre esse
dagem interdisciplinar e contextualizada, em que o ensino tema, entretanto, no h unanimidade de opinio, j que
de ingls se integra a reas do conhecimento em um cur- envolve delicadas questes ticas, religiosas e legais.
rculo mais amplo e se insere na vida social do aluno. A turma pode ser dividida em dois grupos, para que
So apresentadas, a seguir, sugestes de projetos re- se promova um debate: um grupo defende a ideia da
lacionados a grupos de trs unidades, o que corresponde, doao de rgos e tecidos; outro contrrio ideia.
no plano de curso, a um bimestre letivo. Sugere-se a rea- Os argumentos, no entanto, no devem ser
lizao de um projeto por bimestre ou por semestre. Neste preconceituosos. Os dois grupos pesquisam, na
Internet ou por meio de contatos com profissionais da
ltimo caso, o projeto seria planejado em um bimestre e
rea da sade, pontos que possam sustentar a
apresentado no bimestre seguinte, dando mais tempo aos
argumentao. Cada grupo prepara um report (em
alunos para organizar o trabalho em grupo. No se espera,
ingls), que ser lido por um representante. Aps a
portanto, que todos os projetos sejam realizados. A esco-
leitura dos dois reports, promovido um debate, ao final
lha dos projetos a serem desenvolvidos deve considerar
do qual se faz uma votao simples. O grupo que
os interesses e as possibilidades da turma e o contexto obtiver a maioria dos votos pode optar por manter o seu
mais amplo da escola, e pode ser definida pelo professor report no mural da sala.
ou atribuda aos alunos. Sugere-se o envolvimento de
professores de outras disciplinas relacionadas aos projetos
Africa
escolhidos, sempre que possvel.
Nas ltimas dcadas, o continente africano tem
Os sites mencionados nesta seo foram acessados em merecido mais ateno da imprensa brasileira, uma
maio de 2013. mudana muito bem-vinda, j que a frica tem, por
razes culturais e histricas, afinidades, interesses
Projetos relacionados comuns e laos marcantes com o Brasil. Naes
lusfonas, como Angola e Moambique, e tambm a
s Units 1, 2, 3
frica do Sul tm aumentado o intercmbio cultural,
Os projetos a seguir podem ser desenvolvidos em con- econmico e poltico com nosso pas. Nelson Mandela e
sua bem-sucedida luta pela liberdade, sua vitria sobre
junto com as disciplinas de Biologia, Filosofia, Sociologia,
o regime poltico do apartheid so temas que merecem
Histria e Geografia.
ser conhecidos por todos. Para este projeto, sugerimos
que o professor promova, se possvel, uma sesso de
The Body Is the Hero cinema, escolhendo entre os diversos vdeos,
A turma se divide em grupos. Cada grupo entrevista documentrios e filmes em que h a participao da
profissionais ligados ao tema do texto (mdico, lendria figura de Nelson Mandela. O filme Invictus
dentista, biomdico, bioqumico, enfermeiro etc.) para (2009), dirigido por Clint Eastwood, com Morgan
comentar as ideias do texto e falar sobre medicina Freeman no papel de Mandela e Matt Damon como o

capito da equipe de rgbi da frica do Sul, uma Projetos relacionados
excelente escolha. Os alunos assistem ao filme e, em
s Units 7, 8, 9
pequenos grupos, preparam uma resenha (em ingls)
do filme, com seus comentrios. Como alternativa ou Os projetos a seguir podem ser desenvolvidos em con-
complemento atividade proposta, os alunos podem junto com as disciplinas de Filosofia, Sociologia, Biologia
pesquisar sobre a frica e suas relaes com o Brasil e
e Arte.
com pases de lngua inglesa. Cada grupo pode
destacar determinados aspectos (geogrficos,
histricos, culturais, polticos etc.), de modo que o
Teen Issues
conjunto dos trabalhos proporcione um interessante Os alunos organizam uma survey (uma pesquisa de
painel sobre a frica. A apresentao para toda a levantamento de opinies) para saber o que os colegas
turma poder incluir cartazes ilustrados, apresentaes consideram mais importante e preocupante no dia a
em slides, vdeos, exemplos de msica, comidas e dia. Tomando por base, por exemplo, o texto principal
outras manifestaes culturais da frica. da Unit 7 (The Teen Years), esse questionrio deve
conter perguntas, em ingls, que possam ser facilmente
respondidas. Como exemplo, apresentamos a seguinte
Projetos relacionados pergunta de mltipla escolha:
s Units 4, 5, 6
What is the most difficult challenge for you, as a
Os projetos a seguir podem ser desenvolvidos em con- teenager?
junto com as disciplinas de Matemtica, Fsica, Histria, a. My school performance.
Arte, Sociologia e Filosofia. b. My relationship with my parents.
c. My relationship with my peers.
Albert Einstein: Genius of Our Time Como alternativa ao uso de questes de mltipla
Os alunos organizam uma exposio com esse ttulo, escolha, pode-se fazer uma lista dos vrios problemas e
confeccionando cartazes com a biografia, fotos, textos e desafios enfrentados pelos adolescentes para que o
frases de Einstein, em ingls e traduzidas para o entrevistado d uma nota de 1 a 10, conforme o grau de
portugus. A pesquisa desse material pode ser feita pela importncia que atribuir a cada item.
Internet e por meio de vdeos. Com base nesse material, O questionrio deve incluir tambm perguntas sobre
os alunos simulam uma entrevista com Einstein, com solues e caminhos encontrados na superao dos
perguntas em ingls, e que pode ser apresentada desafios, alm de uma pergunta aberta, em que o
somente por escrito ou, se possvel, oralmente. entrevistado possa dar um depoimento pessoal. Os
resultados da survey, que podem incluir dados
Its a Magical World quantitativos (expressos em porcentagens) e
Dividida em grupos, e inspirada em Calvin and qualitativos (ilustrados por trechos de depoimentos),
Hobbes, Hgar the Horrible, Mafalda, Turma da Mnica, so compartilhados pelos diversos grupos, na tentativa
Snoopy, ou qualquer outra tirinha, a turma desafiada de se obter informaes teis a todos. Com o apoio do
a criar a prpria tira. Os grupos, de quatro ou cinco professor de matemtica, a apresentao dos
alunos, devero discutir uma ideia, fazer anotaes (em resultados pode ser feita em forma de grficos e
ingls) e desenhar coletivamente. Todas as tirinhas tabelas, levando os alunos a integrar a linguagem
sero trazidas para a sala de aula, trocadas entre os verbal e a no verbal na organizao de dados. As
grupos e expostas no mural da sala. legendas devem ser apresentadas em ingls.
A Slice of Life Who Was?

A turma dividida em dois grupos. Os grupos Em grupos, os alunos podem criar um rap com base
escolhem um dos filmes mencionados na Unit 6 e no que foi apresentado na Unit 8 (rap do Michael),
escrevem uma sinopse em ingls. Com base nessa incluindo o tune disponvel no CD. Vale buscar outras
sinopse, a turma escreve um screenplay para a personalidades da histria, por exemplo, Nelson
produo de um vdeo. Todos os alunos devem se Mandela, Albert Einstein, Isaac Newton, Santos-
envolver na produo do vdeo, escolhendo uma -Dumont, Mozart. Os alunos devem estudar a biografia
funo: produtor, diretor, ator, figurinista, cengrafo, do escolhido e elaborar em ingls a letra do rap. Para
cameraman etc. O potencial artstico dos alunos ser interpretar, escolhem o cantor ou a cantora e fazem
desafiado. uma gravao. Na apresentao, os grupos podem

comentar a msica que criaram. Como alternativa ao Os alunos podem desenvolver um projeto para
rap, pode-se propor a pardia de uma cano de outro ajudar a garantir os direitos bsicos das crianas da
gnero musical. comunidade em que a escola se localiza. Existem vrios
sites que podem servir de inspirao ao projeto, como
Who Was Darwin? Campanha Nacional pelo Direito Educao (http://
www.campanhaeducacao.org.br/) e ActionAid (http://
There is grandeur in this view of life, with its several
www.actionaid.org.br/).
powers, having been originally breathed into a few forms
or into one; and that, whilst this planet has gone cycling
All the Worlds a Stage
on according to the fixed law of gravity, from so simple a
beginning endless forms most beautiful and most A turma ser desafiada a produzir um vdeo (ou
wonderful have been, and are being, evolved, escreveu dramatizao ao vivo) do ato II, cena VII (p. 175) da
Darwin em On the Origin of Species (1859). O tema comdia As You Like It, de William Shakespeare. Trata-se
central da Unit 9 sugere um projeto sobre o naturalista do monlogo de Jaques. O casting incluir um narrador,
ingls e o darwinismo, a teoria evolucionista proposta que falar em off o monlogo, tarefa assim facilitada
por Charles Darwin (1809-1882). Divididos em grupos, os porque poder simplesmente ler, sem precisar memorizar.
alunos pesquisam sobre Darwin e sua teoria, em que A descrio das sete idades do homem ser representada
so propostos mecanismos com base na seleo por diversos personagens: (1) a ama com um beb choro
natural, para explicar a origem, a transformao e a no colo (que pode ser representado por um boneco); (2) o
perpetuao das espcies ao longo do tempo. estudante resmungo (personagem adequado para o
aluno mais descontrado da turma); (3) o amante cheio
Os resultados da pesquisa podem ser apresentados
de energia e de hinos beleza da namorada (que tambm
em uma timeline, com entradas em ingls e portugus.
aparece em cena); (4) o soldado, barbado, destemido e
Pode-se destacar a data de nascimento de Charles
fanfarro enfrentando seus inimigos; (5) o juiz bem
Darwin (12 de fevereiro de 1809), a data em que o
nutrido, e as duas partes em litgio; (6) o velhinho
naturalista comeou uma viagem oficial de estudos
aposentado, mope, de pernas finas e de voz infantil; (7)
(dezembro de 1831), a bordo do navio Beagle, que durou
por ltimo, o esquecido velho, sem dentes, sem viso,
cinco anos. Durante essa longa viagem, Darwin colheu
sem paladar, sem nada. Pode-se sugerir a preparao de
espcimes e fez descobertas que seriam o ponto de
um roteiro paralelo, de modo que cada um dos
partida para as ideias propostas em On the Origin of
personagens tenha uma pequena fala, que complemente
Species, que causariam uma revoluo na biologia.
a narrao. Assim, quando o narrador disser: At first, the
Como apoio para a produo da timeline, sugere-se a
infant, mewling and puking in the nurses arms, a aluna
consulta ao site do American Museum of Natural History
que desempenhar o papel de ama poder dizer: Oh no!
(http://www.amnh.org/exhibitions/past-exhibitions/
Not again! The baby has thrown up his lunch!, se
darwin), entre outras fontes.
referindo a um dos acontecimentos corriqueiros de sua
profisso. Esse texto paralelo deve ser submetido ao
Projetos relacionados professor antes de ser apresentado. Dessa forma, todos
s Units 10, 11, 12 tero participao.
Como alternativa, pode-se propor que os alunos,
Estes projetos podem ser desenvolvidos em conjunto divididos em grupos, escolham um tema abordado em
com as disciplinas de Filosofia, Sociologia, Histria, Ln- algum dos textos das Units 10, 11 e 12 e encenem, a
gua Portuguesa e Arte. partir desse tema, uma situao que denuncie um
problema social e apresente possveis solues.
Child Rights
Motherhood and childhood are entitled to special care
and assistance (Artigo 25.2 da Declarao Universal 15. AuDIO SCRIpTS
dos Direitos Humanos, da Organizao das Naes
Unidas). Os cuidados e a assistncia s mes e s Transcrevemos a seguir o udio das atividades de
crianas so direitos bsicos, defendidos por diversas listening. Estas transcries constam apenas deste Manual.
organizaes internacionais, em todo o mundo. No
Brasil, milhes de crianas nascem em famlias com Faixa 3 (pgina 18)
dificuldades de prover os cuidados bsicos para seus aretha: Hi, Im Aretha Cox, senior editor of Your Health Five
filhos. Apesar dos esforos das autoridades oficiais, Tips a Day, your number 1 resource for health and wellness
promovendo polticas sociais que buscam uma soluo, advice. Its wintertime. Flu and cold season are here again.
esse um desafio que estimula a solidariedade. You may have gotten a cold vaccine. If so, good for you.

Unfortunately the flu vaccines do not protect against the Faixa 7 (pgina 48)
common cold. Here are five tips to avoid getting a cold: Tip
david Mashamba: This is Good Hope, national English
number 1: Wash your hands frequently. And try to avoid
language public radio station, broadcasting from Cape
touching your face. Tip number 2: Get plenty of food. That is
Town, South Africa. My name is David Mashamba. Welcome
especially important at this time of the year. We want our
to this weeks edition of Hero of Our Time. Today we have our
immune systems to be at peak performance. For the same
famous rugby player, Martin van Bock, in the studio. Hello
reason you should be careful about
and welcome, Martin.
tip number 3: Eat healthy foods. We want you to eat healthy
Martin van Bock: My pleasure.
foods with plenty of vitamins.
david Mashamba: Martin, tell us about your hero of our time.
tip number 4: Exercise. You do it in the summer to stay thin,
Martin van Bock: My hero was born in 1918 in Mvezo, a town
do it in the winter to stay healthy. Studies show people who
in southeast South Africa. He grew up under the apartheid
exercise regularly get fewer colds.
system of government and he decided to fight against it. He
tip number 5: Water. Drink plenty of water. It helps to cleanse
had a lifelong struggle for freedom, and he won. He was
the body, remove toxins, and fight against viruses.
sentenced to life in prison, spent 27 years in jail but the
Follow these 5 tips and youll have a much better chance of
government eventually had to free him, and that was the
getting through this season cold-free.
beginning of the end for apartheid. He was elected president
With Your Health Five Tips a Day, Im Aretha Cox
of South Africa in our nations first free elections.
david Mashamba: I guess we all know the name of your Hero
Faixa 5 (pgina 32)
of Our Time. His name is
jane Wells: Hello and welcome to A MATTER FOR DEBATE! My Martin van Bock: Nelson Rolihlahla Mandela! "I am the master
name is Jane Wells and our debate today is on ORGAN of my fate, I am the captain of my soul."
DONATION. Im pleased to have two famous personalities in
david Mashamba: Thats right. Good choice! Next week well
the studio today. One of them is Kate Crawford, our popular
be talking about another Hero of Our Time! See you then!
fashion designer, who is going to tell why she is
Kate crawford: Totally FOR organ donation
Faixa 9 (pgina 64)
jane Wells: Thank you, Ms. Crawford. Also in our studio today
is Ted Wilkins, the celebrated American writer, who seems to carl: Good morning, ladies and gentlemen. Today, on Science
have a different opinion. He is Week we are deeply honored to welcome Dr. Bradford
ted Wilkins: Im against organ donation. Johnson, Head of Engineering Department at the University
jane Wells: Well, were definitely going to have an intense of Southern California, whos going to talk about three top
debate. names of scientific genius. Lets welcome Dr. Johnson
This is a matter that always leads to lively discussions, strong dr. johnson: Thank you, Carl. Its my pleasure to talk to this
opinions, really A MATTER FOR DEBATE. Ms. Crawford beautiful audience! Im going to briefly present three great
Kate crawford: I am an organ donor. When I die, I want my scientists who made amazing contributions to humanity:
organs to be donated. I dont see the sense of wasting Isaac Newton, Albert Einstein and Marie Curie. Our first
something that has the potential to save a life. Our bodies are name in scientific genius is Isaac Newton.
only a house for our souls. When I die, everything physical Newton was born in England in 1643 and died in 1727. He
about me will be gone. But I hope my soul will go to heaven. was a physicist, mathematician, astronomer, natural
jane Wells: And do you think everyone should automatically philosopher, alchemist, theologian and one of the most
be considered a donor? influential men in human history! He described the universal
The chief medical officer in Britain wants all citizens to be gravitation and the three laws of motion, the basis for
automatically considered organ donors, unless they modern engineering. He said once: To myself I am only a
specifically choose not to be. What do you think? You, Mr. child playing on the beach, while vast oceans of truth lie
Wilkins. Would you want to help others live in case of your undiscovered before me. A beautiful inspirational statement!
death? Or is automatic donation a gross violation of a Another inspirational sentence is One never notices what
persons rights? has been done; one can only see what remains to be done.
ted Wilkins: Theres a world market for human organs. A new Who said this? Marie Curie, another great name of scientific
market is growing fast in todays global economy: the market genius. Madame Curie was born in 1867 in Poland, and died
in human organs that are used for transplants. As the in 1934 in France. She is best known for creating the theory
demand for organs increases, there is a need to find more of radioactivity, but she also discovered two chemical
donors. Some organs, mainly kidneys, can be taken from elements and developed a technique which is still used
living people. I think thats totally absurd! And most of the today to fight cancer. She was the only person honored with
organs that come from living donors go from the worlds less Nobel Prizes in two different areas: Physics and Chemistry in
powerful people to more powerful people: from poor to rich, 1903 and 1911 respectively.
from black and brown to white, from female to male. I cannot Time to mention one more scientific genius Albert
agree with buying and selling organs. I think its wrong. Einstein. As you know, Einstein was a German-American
Kate crawford: But, Mr. Wilkins physicist who is best known for his theory of relativity and
jane Wells: Im sorry, but weve just run out of time. Thank you specifically mass-energy equivalence, expressed by the
so much for your participation. See you again in another equation E = mc2. One of his memorable quotations is: A
MATTER FOR DEBATE. man should look for what is, and not for what he thinks

should be. Einstein believed in humanism. He believed tracy lowell: Number 8: Olympia Dukakis, as Principal
people can live using their intelligence and reason instead of Jacobs, in Mr. Hollands Opus.
depending on superstition. olympia dukakis: A teacher has two jobs: fill young minds
Well, I hope to see you tomorrow, when we are briefly talking with knowledge, yes, but more important, give those minds a
about Galileo Galilei, Charles Darwin and Jane Goodall. Any compass so that knowledge doesnt go to waste.
questions?
garoto: I have a question, Dr. Johnson Faixa 16 (pgina 105)
diane: Hello and welcome to Dianes Show. Our theme today is
Faixa 11 (pgina 77) Teen Problems and Values. We have invited four teenagers
calvin: Hey, Mom, can we go out for hamburgers tonight? to our studio and well be hearing what they have to say
calvins mother: Not tonight, dear. about that issue. We want you to tell us about your concerns
calvin: Aw, Mom! Why not? as a teenager. My question to each of you is What do you
calvins mother: Because Im already fixing something for dinner. think is most important in adolescent development? Health?
calvin: Yeah I know. Sexuality? Violence? Abuse? Independence? What do you
think is most important at your age?. Carolyn?
Faixa 12 (pgina 77) carolyn: Independence. I dont want my parents to make my
choices. I dont want my mother to tell me what to wear each
calvin: Hello Susie, this is Calvin. I lost our homework
day. Im not a kid anymore. I know I cant be totally
assignment. Can you tell me what we were supposed to read
independent yet, but I want the responsibility for those
for tomorrow?
choices to be mine.
susie: Are you sure youre not calling for some other reason?
diane: I see. What about you, George?
calvin: Why else would I call YOU?
George: Life directions. What should I do with my life? What
susie: Maybe you missed the melodious sound of my voice?
career should I follow? What about college? All those
calvin: What? Are you crazy? All I want is that stupid
questions keep going through my mind. I really dont know
assignment.
what to do. Should I try to have my degree? Learn a new
susie: First say you missed the melodious sound of my voice.
language? Volunteer in Africa? So many questions
calvin: THIS IS BLACKMAIL!
diane: Thats right, George. Brilliant! What about you, Jennie?
jennie: Sex education. I myself am not worried about that. My
Faixa 14 (pgina 88) parents have made sex education an open, ongoing
tracy lowell: Im Tracy Lowell and this is Movie World, the discussion with me and my brother since we were kids. But I
morning program for movie goers. Our topic today is worry about my friends. Teenagers learn about sex from
Memorable Movie Lines. Some lines of movie dialogue are television, movies, music, and magazines. Thats not
so well-known and popular that they have become enough. It is important that teens should get sex education
catchphrases, we all use them at one time or another. Some from their parents.
of those lines were said by famous actors in great movies, diane: Thats true, Jennie. I totally agree with you. And finally,
Im sure youll remember some of them. So, sit down, grab a we havent heard Peters opinion. Peter?
bag of popcorn and listen up! Peter: Well How and when to say NO. Sometimes you have
tracy lowell: Number 1: Tom Hanks, as Forrest Gump. to say NO. It can be over something small like saying NO to
tom Hanks: My Momma always said, Life is like a box of a party when you have a job to do. Or it can be over
chocolates you never know what youre gonna get. something serious like drugs, alcohol, unsafe sex, or other
tracy lowell: Number 2: Arnold Schwarzenegger, as the risky activities. Saying no to someone does not mean that
Terminator. you disrespect him or her; it means that you respect yourself
arnold schwarzenegger: Ill be back! and the other person.
tracy lowell: Number 3: Julia Roberts, as Anna Scott, in diane: Excellent, Peter. Good job, all of you. Thank you for
Notting Hill. coming!
julia roberts: Im just a girl standing in front of a boy, asking
him to love her. Faixa 18 (pgina 113)
tracy lowell: Number 4: Leonardo DiCaprio, as Jack Dawson, Rap song
in Titanic. My favorite heroes are men of science,
leonardo dicaprio: Im the king of the world! Each of them standing on the shoulders of giants.
tracy lowell: Number 5: Tom Hanks, as astronaut Jim Lovell, Nicolaus Copernicus was the first one,
in Apollo 13. He claimed the planets orbit the Sun.
tom Hanks: Houston, we have a problem. Sixty years later Galileo came around,
tracy lowell: Number 6: Marlon Brando, as Don Corleone, in And said the same Copernicus had found.
The Godfather. Kepler and his laws of planetary motion
Marlon Brando: Im gonna make him an offer he cant refuse. Put forward another revolutionary notion,
tracy lowell: Number 7: Sean Astin, as Samwise Gangee, in And Keplers work had its confirmation
The Lord of the Rings The Two Towers. With Newtons theory of gravitation.
sean astin: But in the end its only a passing thing, this All those discoveries Im sure you know
shadow. Even darkness must pass. A new day will come. Happened four or five centuries ago.

Each of those geniuses on the shoulders of giants Area equals length multiplied by width
Made their contributions to the history of science. Volume equals length multiplied by width multiplied by height
And more recently another genius of the human race Density equals mass divided by volume
Changed forever our views of time and space.
His first name was Albert, his last can you guess? Faixa 40 (pgina 162)
What did you say? YES! Bob: A weekend in Manhattan! What do you want to do, Kate?
Kate: Well, since you ask me
Faixa 20 (pgina 128) Bob: I know. You want to go shopping.
Professor alan Walker: Although whales swim in the sea and Kate: How did you know? You seem to be able to read my mind
superficially look like fish, they are not. Whales are Bob: Ok, then. Lets go. Ill walk with you as far as Times Square,
mammals like us; a baby whale is born from its mothers but Im not getting into that store. You know I hate shopping.
body, not from an egg. It drinks its mothers milk as a baby. Kate: Ok. It wont take long.
So if whales evolved from land living mammals, how did they Bob: I know. Just a few hours
evolve from them? Kate: And then? What are we doing tonight?
Well, the answer to that question is a short one: food. The Bob: How about a musical? But tickets are expensive.
sea provides a rich bounty of resources that a mammal can Kate: Oh, Id love that. Yes, lets do it. Lets go to the theatre
use. Fifty-five million years ago a small mammal took the tonight! And tomorrow?
first tentative steps back into the water. By 48 million years Id love to go on a helicopter tour. See New York from above.
ago whales were already readily adapted for life in the water It must be a great show!
but they still had to go back on land to mate, give birth and Bob: Ok, you go. Ill stay at the hotel. You know about my fear
feed their young with milk from their body. An example of of flying.
one of these early amphibious whales is Ambulocetus, a Kate: All right, Ill go. But the tour only lasts an hour. Ill take
scientific name which literally means the walking whale. the morning tour, well have lunch at the Mumbai Gate
Whales and dolphins eventually evolved the ability to mate, Bob: No way! You know I dont like Indian food Lets have
give birth and suckle their young underwater. Once this lunch at the hotel. I love their cheesecake. Mm!
critical step had been taken in their evolutionary history there Kate: And after lunch I say well go for a walk in Central Park.
was no need to return to the land. The skeleton of whales How about that?
changed and they became the super swimmers of the sea. Bob: Youre so romantic, Kate! Great idea!
Faixa 29 (pgina 150) Faixa 47 (pgina 175)

1. Mathilda, my love, I cant wait to see you again. Oh, how I
susan: Im Susan Parker. On behalf of my group, Michael,
miss you! I close my eyes and I see your face, your lovely
Mark and myself, Im very proud to state our favorite
smile, your beautiful brown eyes, your eyebrows Oh,
articles of the United Nations Universal Declaration of
Mathilda, Im so in love with you!
Human Rights. We have discussed the whole document and
2. Oh, its so good to wake up in the morning and choose
selected six articles which, in our view, are most important.
between staying in bed or getting up and doing nothing. No
They are
alarm clock, no stress, no office, no boss. Goodbye tension,
Article 3: Everyone has the right to life, liberty and security
hello pension!
of person.
3. Oh no, not again! Freddie has pucked up his lunch again.
Article 5: No one shall be subjected to cruel, inhuman or
And over my new blouse! This job sucks! Im going to quit
degrading treatment or punishment.
being a baby-sitter. I hate this job!
Article 15.1: Everyone has the right to a nationality.
4. I know I have a lot of friends, and I love them all. But I also
Article 16.1: Men and women of full age, without any
know there are enemies around. And I must defend myself
limitation due to race, nationality or religion, have the right
and my country against them. So, let them come! Im the
to marry and found a family. They are entitled to equal rights
Lord of the Sword! For my friends, love and chocolates! For
as to marriage, during marriage and at its dissolution.
my enemies, the power of my sword!
Article 20: Everyone has the right to freedom of peaceful
5. Oh, time goes by so fast! Ive spent 70 years trying to make
assembly and association.
a living and I just forgot to live! Oh, I wish I were eighteen
Article 26.1: Everyone has the right to education. Education
again. But then again, what would I do? I cant remember
shall be free, at least in the elementary and fundamental
what I did when I was eighteen! Probably a lot of nonsense, a
stages
lot of mistakes, a lot of wrong decisions. Oh well, I guess Id do
Those articles should be known by the citizens of all the
the same thing again. Anyway, its good to be alive!
nations of the world and more important should be
6. Well, the sun is out, a beautiful summer day. A perfect day for
respected and obeyed by all.
sports: football, volleyball, swimming in the pool. But no! Todays
Monday, and here I am on my way to school. Thats not fair!
Faixa 30 (pgina 150) 7. You come to me for decisions, so here it is: The money is not
How do you think we can read the equations mentioned in the entirely yours, John Baker. And it is not entirely yours,
text? Listen and check. Sebastian Carter. The money is to be shared in equal parts
Speed equals distance divided by time between the two of you. This is my decision, so be it! I am
Distance equals speed multiplied by time Justice Frederick Solomon.

16. pROnunCIATIOn AnD STRESS (atividades adicionais de LISTEnInG)
Conforme mencionado anteriormente, quando tratamos de compreenso oral, no CD que acompanha cada livro da
coleo, logo aps o udio do texto principal de cada unidade so destacadas algumas palavras cuja pronncia ou
acentuao costumam causar dificuldades para os falantes do portugus. Para explorar essas palavras, aps a leitura
do texto, escreva-as na lousa, uma de cada vez. Em seguida, a seu critrio, destaque os aspectos de pronncia e acen-
tuao com base nos exemplos de rima, nos comentrios relacionados ao som de algumas letras em particular e na
indicao da slaba tnica dados abaixo. Para finalizar, os alunos podem ouvir o udio mais uma vez, repetindo o final
da faixa correspondente do CD.
Unit 1 (faixa 2)
blood rima com mud
quart rima com short
muscle o c mudo; soa como mussel (mexilho, molusco)
pneumococcus o p mudo
guard rima com hard
tissue rima com issue; h duas formas de pronunciar tissue: o ss soa //, como show, ou /s/
pronunciam-se trs slabas; a primeira a tnica e rima com box: OXygen; o y soa //; o g soa //; o e uma
oxygen
vogal neutra //
circulatory pronunciam-se cinco slabas; a primeira tem primary stress: CIRculatory
microbial pronunciam-se trs slabas; a segunda, que rima com probe (sonda), a tnica: miCROBial
remarkable pronunciam-se quatro slabas; a segunda a tnica: reMARKable
effort pronunciam-se duas slabas; a primeira a tnica: EFFort
bacterium pronunciam-se quatro slabas; a segunda a tnica e soa como tear (lgrima): bacTERium
patrol pronunciam-se duas slabas; a segunda a tnica: paTROL
resistant pronunciam-se trs slabas; a segunda a tnica; reSISTant
infectious pronunciam-se trs slabas; a segunda a tnica: inFECtious; o t soa //, o i mudo
pronunciam-se duas slabas; a primeira a tnica e rima com fresh: PRECious; o c soa //, como em show; o i
precious
mudo
Unit 2 (faixa 4)
ceased rima com east; pronuncia-se apenas uma slaba; o ed soa /t/
purpose pronunciam-se duas slabas; a primeira a tnica e rima com fur ou com sir: PURpose; o s soa /s/ e no /z/
pronunciam-se duas slabas; a primeira a tnica: WRECKage; na ltima slaba o a tem som de //, como em
wreckage
bridge, e no /e/, como em age
deaf rima com chef ou com Jeff
bury rima com very
fault rima com malt ou salt
pronunciam-se trs slabas; a segunda a tnica e rima com sir: deTERmine; a ltima slaba rima com pin e
determine
no com mine
pronunciam-se trs slabas; a primeira a tnica e rima com edge: PREJudice; a ltima slaba rima com miss
prejudice
e no com mice
Unit 3 (faixa 6)
bow (reverncia; abaixar a cabea) rima com how ou cow; no confundir com bow (arco), que rima com go
treason rima com reason; o ea soa /i:/
beacon rima com deacon; o ea soa /i:/
pronunciam-se trs slabas; a segunda a tnica e soa como part: aPARTheid; a ltima slaba soa como hate
apartheid
(o h aspirado) ou ento rima com night
government pronunciam-se trs slabas; a primeira a tnica e rima com glove: GOVernment

rima com extreme; pronunciam-se duas slabas; a segunda a tnica: reGIME; a primeira slaba rima com
regime
day; o g soa //
no rima com mate; pronunciam-se trs slabas; a primeira a tnica: ULTimate; o a soa como vogal neutra
ultimate
//, comum nas slabas no acentuadas
triumph pronunciam-se duas slabas; a primeira a tnica e soa como try: TRIumph
acquittal pronunciam-se trs slabas; a segunda a tnica e soa como quit: aCQUITTal
sabotage pronunciam-se trs slabas; a primeira a tnica: SABotage; a slaba final no rima com age
imprisonment pronunciam-se quatro slabas; a segunda a tnica: imPRISonment
Unit 4 (faixa 8)
conceive rima com believe
pronunciam-se trs slabas; a primeira a tnica: Irony; essa slaba soa como eye (olho); na ltima slaba o ni
irony
soa como knee (joelho); irony rima com ebony (marfim)
weapon pronunciam-se duas slabas; a primeira a tnica e rima com step: WEAPon; o ea soa /e/
pacifist pronunciam-se trs slabas; a primeira a tnica e soa como pass: PACifist
militant pronunciam-se trs slabas; a primeira a tnica e soa como mill: MILitant
encyclopedia pronunciam-se cinco slabas; a quarta a tnica e rima com feed ou seed: encycloPEDia
responsible pronunciam-se quatro slabas; a segunda a tnica: resPONSible
development pronunciam-se quatro slabas; a segunda a tnica e rima com well: deVELopment
atomic pronunciam-se trs slabas; a segunda a tnica: aTOMic
pronunciam-se trs slabas, a primeira a tnica (o h aspirado): HISTory; numa emisso mais rpida
history
pronunciam-se apenas duas slabas, omitindo-se o som do o
Unit 5 (faixa 10)

wow rima com how
disappeared o s soa /s/, e no /z/
sheet rima com meet ou feet
imaginative pronunciam-se cinco slabas; a segunda a tnica e rima com badge: iMAGinative
Unit 6 (faixa 13)

pronunciam-se trs slabas; a primeira, que rima com (a forma forte de) them, a tnica: MEMorable; numa
memorable
emisso mais lenta, pronunciam-se quatro slabas, no se omitindo o som do o
a palavra vem do francs e a pronncia reflete essa origem: soam duas slabas, sendo a primeira a tnica
genre
GENre, que soa como Jean em francs; o re na slaba final soa /r/.
island O s no pronunciado; soam duas slabas; a primeira a tnica e o i soa /a/
bullying pronunciam-se trs slabas; a primeira a tnica: BULLying; o u soa // e o y soa /i/
pronunciam-se trs slabas; a segunda, que rima com near, a tnica: seVERely; o terceiro e no
severely
pronunciado
a palavra vem do francs e tem duas slabas; na pronncia britnica acentua-se a primeira slaba:
chauffeur
CHAUffeur, enquanto nos EUA pode-se tambm acentuar a segunda: chauFFEUR
unforgettable pronunciam-se cinco slabas; a terceira a tnica: unforGETTable
awkwardly pronunciam-se trs slabas; a primeira a tnica: AWKwardly, o aw com som //, como em law (lei)
pronunciam-se quatro slabas; a segunda a tnica: aCCOMPanied; o o soa // e essa slaba rima com pump
accompanied
(bomba; bombear); a terminao ied rima com did
Unit 7 (faixa 15)

ripe rima com type
obedient pronunciam-se quatro slabas; a segunda a tnica, soa como bead e rima com need: oBEDient
discipline pronunciam-se trs slabas; a primeira a tnica: DIScipline
dispute rima com commute ou com tribute; pronunciam-se duas slabas; a segunda a tnica: diSPUTE
privilege pronunciam-se trs slabas; a primeira a tnica: PRIVilege; o g soa //

sexuality pronunciam-se cinco slabas; a terceira a tnica: sexuALity
behavior pronunciam-se trs slabas; a segunda a tnica e rima com gave; o h aspirado: beHAVior
dependence pronunciam-se trs slabas; a segunda a tnica: dePENDence
independent pronunciam-se trs slabas; a segunda a tnica: indePENDent
Unit 8 (faixa 17)

crater rima com greater
Venus rima com genus; o e soa /i:/
doubt rima com out; o b mudo
astronomy rima com economy: asTRONomy; pronunciam-se quatro slabas; a segunda a tnica
pronunciam-se trs slabas; a primeira a tnica e omite-se o som do primeiro e: SATellite; rima com black
satellite
and white
Copernicus pronunciam-se quatro slabas; a segunda a tnica e rima com fur e sir: coPERnicus
theory rima com dearie; pronunciam-se trs slabas; a primeira a tnica: THEory
Unit 9 (faixa 19)

prehistoric pronunciam-se quatro slabas; a terceira, que soa como store (loja), a tnica: prehiSTORic
pronunciam-se quatro slabas; a terceira, que soa como lay e rima com day a tnica: himaLAYa; o h
Himalaya
aspirado
pronunciam-se apenas duas slabas; a primeira, que soa como fair e tem o ph com som /f/, a tnica:
pharaoh
PHARaoh; o segundo a no pronunciado; pharaoh rima com arrow (seta) ou narrow (estreito)
pyramid pronunciam-se trs slabas; a primeira a tnica: PYRamid; o y soa //; pyramid rima com God forbid
pronunciam-se trs slabas; a primeira, que rima com Burt ou hurt, a tnica: VERTebrate; o a soa //; a
vertebrate
palavra no rima com eight ou ate (p. de eat)
em uma emisso rpida, pronunciam-se apenas trs slabas; a primeira a tnica: REVerently; o segundo e
reverently
no pronunciado
pronunciam-se apenas duas slabas; a primeira a tnica: CRUCial; o segundo c tem som //, como em
crucial
show; o i no pronunciado
niche pronuncia-se apenas uma slaba; rima com rich ou which
Darwinian pronunciam-se trs slabas; a segunda, que soa como win (vencer), a tnica: darWINian
Unit 10
texto 1 (faixa 21)
merely rima com nearly ou clearly
pronunciam-se duas slabas; acentuando-se a primeira, em que o ex soa /egz/ como em eggs ou /eks/ como
exit
em text: EXit
entrances pronunciam-se trs slabas, acentuando-se a primeira: ENtrances
texto 2 (faixa 22)

retrieve rima com receive (receber) ou believe (acreditar)
pronunciam-se trs slabas; a segunda, que soa como pan (panela), a tnica: comPANion; rima com the
companions
canyons (os desfiladeiros)
close to em contraste com o verbo to close (fechar), em que o s soa /z/, em close to o s soa /s/
texto 6 (faixa 25)

sincere rima com severe ou appear
wax rima com tax ou snacks
pillar rima com killer
dishonest pronunciam-se trs slabas; a segunda a tnica: disHONest; o h mudo; o s em dis soa /s/, e no /z/

texto 7 (faixa 26)
pearls rima com curls (cachos de cabelo) e tambm com girls
texto 8 (faixa 27)

honor rima com goner (pessoa beira da morte); o h mudo
pronunciam-se quatro slabas; a segunda a tnica: baROMeter; na pronncia dos Estados Unidos rima com
barometer
kilometer
legitimacy pronunciam-se cinco slabas; a segunda a tnica, o g soa //: leGITimacy
pronunciam-se trs slabas; a segunda a tnica e rima com tune: triBUNal; na pronncia mais comum a
tribunal
primeira slaba soa como try; em outra forma possvel soa como /tri/
Unit 11
texto 1 (faixa 31)
pronunciam-se duas slabas; a primeira, que soa como sigh (suspiro; suspirar) e rima com my, a tnica:
cyclones
CYclones
pronunciam-se duas slabas; a primeira a tnica: SOUTHern; o ou no soa /a/ como em South e sim //
southern como em sun; o th tambm no // como em South e sim //, consoante sonora (com vibrao das cordas
vocais), interdental, como em mother
pronunciam-se duas slabas; a segunda a tnica: tyPHOONS; o ph tem som /f/; a primeira slaba soa como
typhoons
tie (gravata; amarrar); rima com tycoons (magnatas)
texto 2 (faixa 32)

pronunciam-se apenas duas slabas; a primeira a tnica: QUARReled; o a tem som // como em law; o ed
quarreled
soa /d/e no uma slaba separada
pronunciam-se duas slabas; a primeira, que soa como pass, a tnica: PASture; o t soa // como em church
pasture
e a terminao ure soa //, um schwa, vogal fraca, tona, seguida de /r/ em ingls norte-americano
texto 4 (faixa 34)

savage rima com ravage (devastar)
creature rima com feature e believe it or not tambm com teacher
dawn rima com lawn e (na proncia norte-americana) com gone
miracle pronunciam-se trs slabas; a primeira a tnica: MIRacle
complexity pronunciam-se quatro slabas; a segunda a tnica: comPLEXity
humanity pronunciam-se quatro slabas; a segunda a tnica: huMANity
endowed pronunciam-se duas slabas; a segunda a tnica: enDOWED; o ed soa /d/ e no como slaba separada
texto 6 (faixa 36)

aqui o o soa /:/, em contraste com o som da vogal a em warm (quente), que /:/; a palavra rima com firm
worm
(firma; firme) ou com germ (germe)
texto 7 (faixa 37)

recede rima com indeed ou succeed
texto 8 (faixa 38)

shadowy pronunciam-se trs slabas, sendo a primeira a tnica: SHADowy; o y soa /i/
pronunciam-se duas slabas; a primeira, que rima com year, a tnica: WEARy; o y soa /i/; rima com cheery
weary
(alegre) ou theory (teoria)
steaks rima com snakes (cobras) ou cakes (bolos)

texto 9 (faixa 39)
pronunciam-se quatro slabas; a segunda, que rima com bad, a tnica: aCADemy; o e soa como um schwa,
academy
uma vogal fraca, neutra, muito comum nas slabas no acentuadas; o y soa /i/
arbiter pronunciam-se trs slabas; a primeira a tnica: ARBiter; o i soa //
pronunciam-se apenas duas slabas; a primeira, que soa como fee (honorrio; taxa), a tnica: FEAtures; o t
features soa // como em church; a terminao ures soa //, um schwa seguido de /r/ em ingls norte-americano, e
de um /z/; features rima com creatures e surpreendentemente com teachers
pronunciam-se duas slabas; a primeira, que soa como high, a tnica: HYbrid; a slaba final rima com did; o i
hybrid
tem som //
nostalgia pronunciam-se trs slabas; a tnica a segunda: noSTALgia o a soa //
Unit 12
texto 1 (faixa 41)
despair rima com affair
pronunciam-se duas slabas; a primeira a tnica: EPoch; na pronncia norte-americana o e soa /e/; na
epoch
britnica o e soa /i:/; o ch tem som /k/
incredulity pronunciam-se quatro slabas; a terceira a tnica: increDULity
texto 2 (faixa 42)

threat rima com bet
acquired rima com admired
spread rima com bread ou head
naive rima com believe
terrorist pronunciam-se trs slabas; a primeira a tnica: TERRorist
destined pronunciam-se duas slabas; a primeira a tnica: DESTined; o ed soa /d/
possess rima com confess ou express; o primeiro ss soa /z/; o segundo soa /s/
adversary rima com necessary e secretary; pronunciam-se quatro slabas; o primary stress incide na primeira: ADversary
inevitable pronunciam-se cinco slabas; a segunda a tnica: iNEVitable
texto 4 (faixa 44)

aggregate pronunciam-se trs slabas; a primeira a tnica: AGGregate; na ltima slaba o a um schwa, vogal fraca,
comum nas slabas no acentuadas; essa slaba no rima com eight nem soa como ate (p. de eat)
confident pronunciam-se trs slabas; a primeira a tnica: CONfident
ideologies pronunciam-se cinco slabas; a terceira, que soa como all, a tnica: ideOLogies
doctrines pronunciam-se duas slabas; a primeira, que soa como doc (doutor), a tnica: DOCtrines; o i tem o som
breve de //
creator pronunciam-se trs slabas; a tnica a segunda: creATor, que soa como ate (p. de eat) ou eight
peasant pronunciam-se duas slabas; a primeira a tnica: PEASant; o ea tem som /e/; o s tem som /z/; peasant rima
com pleasant (agradvel)
species pronunciam-se duas slabas; a primeira, em que o e tem o som longo de /i:/, a tnica: SPEcies; na
pronncia mais comum, o c soa //, como em show; em outra variante, menos comum, o c tem som de /s/
momentary pronunciam-se quatro slabas; a tnica, que soa como mow (cortar, ceifar), a primeira: MOmentary; o o tem
o som fechado de /o/; rima com secretary
enveloping pronunciam-se quatro slabas; a segunda, que rima com well, a tnica: enVELoping
obscurity pronunciam-se quatro slabas; a segunda a tnica: obSCURity; rima com security (segurana)
conceits pronunciam-se duas slabas; a segunda, que soa como seats (lugares para sentar), a tnica: conCEITS; o ei
tem o som longo de /i:/; conceits rima com completes ou com repeats
texto 5 (faixa 45)

insignificance pronunciam-se cinco slabas; a terceira a tnica: insigNIFicance
disparity pronunciam-se quatro slabas; a segunda a tnica: disPARity

pursue rima com outdo
lair rima com fair ou care
texto 6 (faixa 46)

mewling o ew soa como you
puking o u soa /ju:/
whining rima com dining ou shining
beard rima com weird
pouch rima com couch
sans o a soa // e o s soa /z/
pronunciam-se duas slabas; a primeira a tnica e soa como fur: FURnace; a segunda slaba rima com miss;
furnace
o a soa // e no /e/, como em ace
spectacle pronunciam-se trs slabas; a primeira a tnica e soa como speck: SPECtacle
17. atividades adicionais de READInG
Apresentamos a seguir textos autnticos de diferentes gneros, acompanhados de questes de compreenso, que
podem ser reproduzidos e utilizados como atividades adicionais para o desenvolvimento da habilidade de leitura. As
respostas dos exerccios encontram-se aps o ltimo texto.
1. three Passions
What I Have Lived for

Three passions, simple but overwhelmingly strong, have governed my life: the longing for love, the
search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great
winds, have blown me hither and thither, in a wayward course, over a great ocean of anguish, reaching
to the very verge of despair.
I have sought love, first, because it brings ecstasy ecstasy so great that I would often have
sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness
that terrible loneliness in which one shivering consciousness looks over the rim of the world into the
cold unfathomable lifeless abyss. I have sought it finally, because in the union of love I have seen, in a
mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I
sought, and though it might seem too good for human life, this is what at last I have found.
With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have
wished to know why the stars shine. And I have tried to apprehend the Pythagorean power by which
number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity
brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims
tortured by oppressors, helpless old people a burden to their sons, and the whole world of loneliness,
poverty, and pain make a mockery of what human life should be. I long to alleviate this evil, but I
cannot, and I too suffer.
This has been my life. I have found it worth living, and would gladly live it again if the chance were
offered me.
(RUSSELL, Bertrand. Prologue. In: The Autobiography of Bertrand Russell. Available at: http://www.users.
drew.edu/~jlenz/br-prolog.html. Acesso em: 28 maio 2013.)
Choose the item that has the same meaning as the word or phrase in bold to answer questions 1 to 7.
1. the longing for love
a. earnest desire b. lack c. anger d. hunger

2. hither and thither
a. suddenly b. at this exact location c. here and there d. far from here
3. the very verge of despair

a. bottom b. edge; border c. summit d. top
4. I have sought love

a. have missed b. have found c. have felt d. have searched for
5. It relieves loneliness
a. prevents b. lessens c. increases d. ignores
6. children in famine
a. weeping b. dying c. starving d. enjoying
7. unfathomable: impossible to n
a. bear b. measure c. forget d. feel
Choose the item that best completes each sentence in questions 8 to 10.
8. The author n.
a. seems to have been too selfish to care for his fellow man
b. drifted aimlessly throughout his life
c. was deeply touched by the misery of those who suffer
d. fully understood the hearts of men
9. To Bertrand Russell, n.
a. love brings nothing but ecstasy
b. love is the best medicine for loneliness
c. heaven can be known right here on earth by two people in love
d. the pursuit of true love never ended
10. According to the prologue of his autobiography, n.

a. Bertrand Russell searched for knowledge more than anything else
b. the authors passion for love was the one in which he achieved most
c. Bertrand Russell did not fail in his attempt to eliminate the evil in this world
d. although Bertrand Russell himself didn't experience suffering, he sympathized with those who suffer
11. One of the three passions that governed Bertrand Russells life was his search to know more about several
fields of human knowledge. Going back to the philosopher and mathematician's words about that search, mark
the area that has to do with Mathematics.
a. I have wished to understand the hearts of men.
b. I have wished to know why the stars shine.
c. I have tried to apprehend the Pythagorean power by which number holds sway above the flux.
d. A little of this, but not much, I have achieved.

2. almost tomorrow
It was one of those nights that made him feel he knew what it was like to be a blind man: not the
shadow of an image for his eyes to discern, not even the forms of the tree visible against the sky.
Out of the darkness he became aware of small rustling noises in the hedge, the breathing of a horse
some distance away in the field, the soft thud of a hoof as it moved its foot; and once he heard the rush
of a bird flying past him low overhead.
Jock, he said, speaking loud. Well go home now. And he turned and began to walk back up the
slope of the lane, the dog pulling ahead, showing the way in the dark.
It must be nearly midnight, he thought. That meant that soon it would be tomorrow. Tomorrow was worse
than today. Tomorrow was the worst of all because it was going to become today and today was now. (...)
(DAHL, Roald. The Soldier. In: The Roald Dahl Omnibus. New York: Barnes & Noble Books, 1993.)
1. From reading the first paragraph it is evident that n.

a. the story is about a blind man c. there was a silvery moon in the sky
b. the man was in the comfort of a cosy living room d. the night was completely dark
2. From reading the second paragraph we understand that n.

a. the man couldn't see but he could hear some c. the man was riding a horse in a field
noises d. the man was unable to see or hear anything
b. there was a field some distance away and the at all
man could see a horse in it
3. From reading the third paragraph, we come to the conclusion that n.

a. the man's name was Jock c. the story is about a homeless man and his dog
b. the man was alone in the dark d. the man was walking home with his dog
4. From reading the last paragraph, we can state that the tone of that part of the story is definitely
a. optimistic. b. cheerful. c. pessimistic. d. hopeful.
3. the suez canal

When the Western European nations rose to power in the 15th and 16th centuries, their aim was to
find a trade route to the East.
Competition for the priceless Eastern trade was intense, and France, with ports on the
Mediterranean, was a special rival of England. During the 17th and 18th centuries she considered the
possibility of piercing the Isthmus of Suez for a short-cut waterway to the East. With Napoleon when he
occupied Egypt went a noted French engineer, to study the problem.
But it was not until 1859 that a Frenchman, Ferdinand de Lesseps, who had long been fascinated by
the idea of a canal, turned the first spadeful of earth to start the excavations.
De Lesseps, by virtue of his diplomacy and charm, had found favor with the Egyptian viceroy. Over
bitter opposition from the British, who saw communication with their Indian empire threatened, he had
won concessions from the Egyptians and Turks, making it possible for the work to go forward.
Although De Lesseps had hoped to have the enterprise financed by all the great western powers,
most of the capital was provided by France and Egypt.
Finally de Lesseps dream was realized, and in the summer of 1869 the waters of the Red Sea and
the Mediterranean were united.
(From: Sample Test # 1. In: GRUBER, Gary R. High School Equivalency Test.
New York: Simon and Schuster, 1970.)

Choose the sentence ending that will correctly and most effectively complete each sentence.
1. European nations first sought a trade route to the East during the n.
a. Industrial Revolution c. Enlightenment
b. Age of Exploration d. Middle Ages
2. The two major rivals for Eastern trade were n.

a. Spain and Portugal c. England and Spain
b. Germany and Italy d. England and France
3. England did not want to see the French build the Suez Canal because it would give France an advantage in
Eastern trade competition and because n.
a. it endangered its ties with India
b. it would give France a military advantage
c. France might then gain control of Egypt
d. the English disliked both the French and the Egyptians
4. The Suez Canal connects the n.

a. Indian Ocean and the Atlantic Ocean c. Red Sea and the Mediterranean Sea
b. Black Sea and the Bosphorus d. Mediterranean Sea and the Atlantic Ocean
4. im nobody! Who are You?

Im nobody! Who are you?
Are you nobody, too?
Then theres a pair of us dont tell!
Theyd banish us, you know.
How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!
(Emily Dickinson (1830-1886), American poet. Available at: www.online-literature.com/dickinson/448.
Acesso em: 28 maio 2013.)
1. Match the columns.

a. dreary ( ) the whole day
b. banish (someone) ( ) sad, unhappy
c. admiring ( ) area of wet, soft ground
d. the livelong day ( ) full of admiration
e. bog ( ) tell (someone) to leave
Choose the item that best completes each sentence.

2. When the poet says Im nobody, she means n.
a. she has a humble opinion of herself c. she is proud of her achievements
b. she knows she is better than other people d. she doesnt believe in her own existence
3. Theres a pair of us means n.

a. they have different points of view c. two other people have the same opinion
b. they both think the same way d. she is the only person who thinks that way
4. The poet wants to be n.

a. known by many people b. a celebrity c. a famous person d. not known

Gabarito Unit 3
texto 1: 1. a; 2. c; 3. b; 4. d; 5. b; 6. c; 7. b; 8. c; 9. c; 10. b;
11. c. Mandela Day
texto 2: 1. d; 2. a; 3. d; 4. c. Em comemorao aos 90 anos de Nelson Mandela, em
junho de 2008, foi criada a campanha Mandela Day, cujo
texto 3: 1. b; 2. d; 3. a; 4. c.
objetivo fazer o esprito de mudana promovido por
texto 4: 1. d, a, e, c, b; 2. a; 3. b; 4. d.
Mandela se espalhar em aes por um mundo melhor. O
lder sul-africano dedicou 67 anos de vida em defesa dos
direitos humanos. No Mandela Day, o participante dedica
67 minutos a uma causa assistencial ou comunidade local
(mais informaes em http://www.mandeladay.com/
18. CuLTuRAL nOTES, static/what-is-mandela-day).
LAnGuAGE In uSE
AnD ExpLORInG
Unit 4
THE THEME
A histria da carta
Como apoio prtica docente e aprofundamento dos
A histria da carta de Einstein a Roosevelt, que contri-
temas trabalhados nas unidades, apresentamos nesta se-
buiu decisivamente para o desenvolvimento e construo
o minibiografias, relatos de fatos histricos, curiosida-
da primeira bomba atmica, at hoje objeto de dvida.
des, notas culturais e lingusticas e indicaes de temas
Teria sido escrita pelo prprio Einstein, ele apenas a assinou
transversais, orientados para explorar interdisciplinari-
ou foi um dos signatrios? No site http://www.dannen.
dade e a intertextualidade dos contedos.
com/ae-fdr.html, essa carta apresentada na ntegra e o
Os sites mencionados nesta seo foram acessados em making of desse histrico documento explicado detalha-
maio de 2013. damente. Segundo o site, o fsico Leo Szilard, velho amigo
de Einstein, teve uma participao importante. Ele procurou
Einstein, exps suas preocupaes a respeito e o convidou
Unit 1
a escrever ao presidente dos Estados Unidos. Szilard teria
produzido sucessivos rascunhos da carta, depois Einstein
Gabriela Mistral preferiu ditar um texto em alemo, anotado e traduzido
Pseudnimo de Lucila Godoy y Alcayaga (1889-1957), para o ingls por Szilard. Este props duas verses a Einstein,
nascida no Chile, filha de um poeta. Comeou a escrever que as assinou. A verso mais longa foi finalmente entre-
poesia ainda como professora em escolas de pequenos gue por Szilard a Alexander Sachs, amigo de Roosevelt, e
vilarejos at se tornar famosa como escritora. Desempe- Sachs a entregou ao presidente. Segundo outros sites, no
nhou importante papel nos sistemas educacionais do entanto, a carta teria sido escrita por Szilard (http://www.
doug-long.com/einstein.htm) ou por Szilard e outros fsi-
Mxico e Chile. Ocupou o cargo de cnsul em Npoles,
cos, como Eugene Wigner e Edward Teller (http://inventors.
Madri e Lisboa. Lecionou literatura hispano-americana
about.com/library/inventors/bl_einstein_letter.htm) e
na Columbia University, Middlebury College, Vassar
Einstein apenas a assinou. De qualquer forma, parece claro
College e University of Puerto Rico. Recebeu o Prmio
que Einstein, mesmo tendo sido sempre um pacifista, con-
Nobel de Literatura, em 1945.
trrio construo de armas, nesse caso disps-se, de fato,
a assinar essa carta, temeroso de que s os nazistas viessem
Unit 2 a ter aquele enorme poder de destruio. Quanto famosa
frase em que Einstein, aps os norte-americanos terem lar-
gado as bombas sobre a populao civil em Hiroshima e
Robert Noel Test
Nagasaki, lamenta a sua participao em tudo isso (If only I
Foi um poeta norte-americano (1926-1994) e um dos had known about it, I would have become a watchmaker.),
pioneiros no incentivo doao de rgos e tecidos. Em curioso que haja outras verses quanto suposta profisso
1976 escreveu o poema To Remember Me, publicado imaginada pelo cientista. Alm de relojoeiro, em outros tex-
pela primeira vez no jornal norte-americano Cincinnati tos a profisso seria a de plumber (bombeiro hidrulico) e
Post. at a de locksmith (chaveiro).

Atom (tomo) Unit 7
Atom tem origem na palavra grega atomos, que significa
que no pode ser cortado; indivisvel. Pensava-se que um Curfew
tomo fosse o menor pedao de matria, nunca possvel de
Curfew (toque de recolher) origina-se da palavra fran-
ser tornado ainda menor. Hoje a cincia sabe que h outras
cesa couvre-feu que significa cobrir fogo. Na Idade
partculas dentro do tomo que so ainda menores.
Mdia, o fogo era usado nas casas tanto para a iluminao
quanto para aquecimento. Toda noite, aps determinada
Unit 5 hora, um sino era tocado para que as pessoas cobrissem
o fogo por aquela noite. Era a hora de deitar-se.
Bill Watterson
Nestes tempos de endeusamento da fama e do dinheiro, Unit 8
em que o grande objetivo de muitas pessoas e empresas
conseguir o sucesso comercial, o lucro at any cost, em que
Galileu
o importante consolidar o big business, surpreendente
e gratificante observar a trajetria de artistas como o nor- Em 1609 Galileu soube da inveno de um culo de
te-americano Bill Watterson (pai de Calvin and Hobbes) alcance, um tubo com um pedao de vidro em cada ex-
que, a certo ponto da carreira, resolve encerrar as tirinhas tremidade. Esse instrumento, uma grande novidade na
dos dois personagens. Its always better to leave the party poca, fazia os objetos parecerem mais prximos e maio-
early, disse Watterson numa entrevista recente. Hoje, res. Galileu ento decidiu construir o seu telescpio (como
passados cerca de vinte anos da publicao da ltima tiri- o instrumento passou a ser chamado) e o usou para ob-
nha, o artista afirma Ive never regretted stopping when servar o cu, estudando as montanhas na superfcie da
I did. Essa atitude demonstra enorme coragem intelectual Lua e descobrindo as quatro maiores luas de Jpiter. As
e desapego ao que no , de fato, fundamental para o exer- observaes de Galileu convenceram-no de que Nicolau
ccio do talento e da arte. Ainda no caso de Watterson, Coprnico estava certo quando disse que a Terra e todos
surpreendente a sua firme deciso de no permitir o uso os planetas giram ao redor do Sol. Muitos receavam essa
da imagem de Calvin and Hobbes em merchandising e teoria, j que ela derrubava a crena tradicional de que a
outros tipos de explorao comercial. Terra era o centro do Universo. Por apoiar a teoria de Co-
Essa histria e outras sobre o artista e sua criao esto prnico, Galileu foi chamado a Roma, para declarar, dian-
disponveis em vrios sites, entre eles: http://www.nydai te das autoridades da Igreja, que aquela teoria era falsa.
lynews.com/entertainment/calvin-hobbes-creator-bill- Foi sentenciado priso domiciliar. Em sua casa, conti-
watterson-offers-rare-interview-article-1.193624; http:// nuou seus trabalhos cientficos at o fim da vida.
andrewsmcmeel.com/calvinandhobbes/index.html/ A documentao sobre Galileu Galilei rica e diversa.
pw_watterson.html. Muitas publicaes, livros, artigos, vdeos, filmes e at pe-
as teatrais apresentam sua vida e sua obra. Na Internet h
Unit 6 muitos sites interessantes, entre os quais: http://galileo.
rice.edu/galileo.html.
Island (ilha)
Escreve-se com s, que no pronunciado, o que leva
Unit 9
a erro muitos estudantes. A palavra originalmente era
grafada iland, sem s. Mais tarde, a grafia mudou, foi acres- Darwinismo
centado um s, mas o som continuou o mesmo, sem o s. Charles Robert Darwin (1809-1882), naturalista ingls,
props a teoria de evoluo pela seleo natural (1859),
Principal & principle que revolucionou o estudo da biologia.
Principal (adj.) principal; (s.) diretor de escola (EUA)
Quando Darwin visitou as remotas ilhas Galpagos, ao
(Reino Unido: head teacher ou headmaster).
largo da costa do Equador, na Amrica do Sul, ficou muito
Principle (s.) princpio: a. base, fundamento; b. moral, surpreso com o grande nmero de novos animais e plantas
norma de conduta; c. lei natural, teoria cientfica. que viu. Cada ilha tinha o seu tipo especial de finch (tenti-
No filme Mr. Holland, Adorvel Professor a diretora lho), por exemplo. Darwin sugeriu que a razo disso era
da escola, chamada Principal Jacobs, fala de alguns basic que, embora todos os tentilhes tivessem um ancestral
principles que um bom professor deve seguir. comum, para sobreviver todos tiveram que se adaptar s

condies nicas da sua ilha, o seu habitat. Os tentilhes mulheres envolvidos em todos os tipos de situaes, so-
apareciam em diferentes subespcies em distintas ilhas. ciais ou polticas.
Em cada uma era possvel encontrar esses pssaros com A sua obra reflete o que de fato estava acontecendo na
cores variadas e diferentes bicos. Os bicos variavam de for- vida inglesa e no seu idioma. Por exemplo, o tratamento
ma e tamanho, de acordo com o modo como cada subes- expressado pelas palavras thou (tu) e thee (te, ti,... tigo) j
pcie se alimentava. Nas ilhas em que a alimentao deles estavam caindo em desuso (se bem que ainda hoje sejam
se baseava em nozes, os pssaros tinham um bico apropria- usadas em alguns dialetos no norte da Inglaterra). A palavra
do para isso; em outras em que sugavam o nctar das flores, thou originalmente era a mesma coisa que tu em portugus
o bico era adequado a esse objetivo. Darwin registrou em de hoje e indicava um grau de familiaridade ou ento infe-
seu dirio: Pode-se realmente imaginar que, devido a uma rioridade social. A palavra you era mais impessoal. Ainda
escassez original de pssaros nesse arquiplago, uma esp- hoje as lnguas europeias apresentam essa diferena. Otto
cie tenha sido tomada e modificada para diferentes fins. Jespersen, linguista dinamarqus, descreveu bem esta ino-
vao de thou para you: A lngua inglesa conseguiu a nica
Unit 10 maneira de referncia mtua digna de uma nao que res-
peita os direitos bsicos de cada indivduo (JESPERSEN,
O. Growth and Structure of the English Language. Oxford:
Shel Silverstein Basil Blackwell, 1982. p. 251.)
Nascido em Chicago, EUA, estudou msica e consa-
(fonte: GODINHO, John D. Once Upon a Time um in-
grou-se como compositor de canes como A Boy Named
gls...Rio de Janeiro: Relume Dumar, 2001. p. 66-67.)
Sue, popularizada por Johnny Cash. Shel Silverstein
(1930-1999) tambm escreveu e desenhou um grande n- Galaxy (galxia)
mero de livros para crianas, como A Light in the Attic,
Origina-se da palavra francesa galaxie, do latim ga-
Where the Sidewalk Ends, Falling Up e The Giving Tree.
laxias Via Lctea. A galxia conhecida na poca era a
Via Lctea, visvel sem a ajuda de um telescpio. O nome
Unit 11 vinha da impresso visual, em uma noite escura, de que
tivesse havido um derramamento de leite no cu.
Bertrand Russell
Matemtico, filsofo, ativista poltico, pacifista, pro- Dickens
fessor e escritor ingls, Bertrand Russell (1872-1970), foi Charles John Huffam Dickens (1812-1870), escritor
ganhador do Prmio Nobel de Literatura, em 1950. ingls conhecido por seus contos da poca vitoriana, in-
cluindo Oliver Twist e A Tale of Two Cities.
Unit 12 A Tale of Two Cities um romance histrico em que as

cidades de Londres e Paris, antes e durante a Revoluo Fran-
cesa, so os verdadeiros protagonistas. O pargrafo inicial
Shakespeare
desse romance est entre as best opening lines in literature:
Pouco se sabe a respeito do homem Shakespeare, It was the best of times, it was the worst of times.
exceto alguns detalhes da famlia e o fato de que nasceu
em Stratford-upon-Avon em 23 de abril de 1564, dia de Cosmos
S. Jorge, santo padroeiro da Inglaterra e faleceu aos 52
Cosmos (o universo como sistema ordenado) formado
anos exatamente no mesmo dia, em 1616. Pelo profundo por grupos de galxias, reunidas em conjuntos. Na estrutura
conhecimento que tinha de latim, presume-se que tenha do cosmos, o nosso Sistema Solar um dos muitos na galxia
frequentado boas escolas, um fato confirmado por sua que conhecemos como Via Lctea. Esta pertence a um grupo
habilidade em se aproveitar tanto da tradio anglo-sade galxias conhecidas como o Grupo Local que, por sua
xnica quanto das tradies anglo-normanda e clssica. vez, um dos muitos grupos existentes no universo. O Gru-
Julgando pelo seu trabalho, Shakespeare tinha um dos po Local tem cerca de 35 galxias. A dimenso desses n-
maiores vocabulrios de qualquer escritor em ingls, cer- meros nos ensina a ter sempre presente a insignificncia do
ca de 30 mil vocbulos (estimativas quanto ao vocabulrio nosso mundo perante a grandeza do cosmos.
de uma pessoa culta em ingls andam por volta de 15 mil
palavras). Ele adorava experimentar, brincar com pala- The Seven Ages of Man
vras novas. Talvez por isso ele conseguia fazer brilhar a The Seven Ages of Man o monlogo de Jaques (ato
mistura de literatura com cultura popular; as suas peas II, cena VII), um dos personagens da pea As You Like It,
do vida a personagens de todas as classes de homens e escrita por William Shakespeare, h mais de 400 anos, e

que ainda hoje permanece verdadeiro e forte, emocio- vida parou. Quando isso acontecer, eu quero que voc
nando a todos os que amam a esttica da linguagem e o leia o meu testamento.
mundo do teatro. All the worlds a stage Quando isso acontecer, no tente introduzir vida artifi-
cial no meu corpo pelo uso de uma mquina. E no chame a
19. tradUo dos textos isto meu leito de morte. Quero que voc o chame de leito de
PrinciPais vida, quero que o meu corpo seja tirado daqui para ajudar
outras pessoas a viver uma vida mais plena.
Unit 1 O corpo o heri D a minha vista a um homem que nunca viu o nascer do
sol, o rosto de um beb ou o amor nos olhos de uma mulher.
H um bilho de anos a natureza vem desenvolvendo um
D meu corao a uma pessoa cujo corao s lhe causou
sistema de proteo to complexo que at agora estamos dias infindos de dor. D o meu sangue a um adolescente que
aprendendo como ele funciona, um grupo de matadores foi retirado dos destroos do seu carro, para que ele possa
de micrbios to rpidos e ferozes em nossa defesa que, viver e ver seus netos brincarem. D meus rins a uma pessoa
apesar do nosso tamanho e dos nossos erros bobos, ns que depende de uma mquina para continuar viva, de se-
ainda sobrevivemos de alguma forma. Mais do que mana em semana.
qualquer outra caracterstica humana, o sistema Pegue meus ossos, cada msculo, cada fibra e nervo do
imunolgico o que nos mantm vivos. meu corpo e encontre uma maneira de fazer uma criana
O volume total de sangue em nosso corpo circula uma aleijada caminhar. Explore cada canto do meu crebro. Pe-
vez a cada 13 segundos. Sessenta quartos* de sangue chegam gue minhas clulas, se necessrio, e deixe que elas cresam
ao crebro e aos rins a cada hora, e voltam ao corao mes- para que, um dia, um garoto mudo seja capaz de gritar
ma proporo. Esses tremendos volumes nos do a capaci- quando ouvir um basto de beisebol acertar a bola e uma
dade de correr, manter oxignio e acar suficientes para garota surda possa ouvir o som da chuva contra a janela.
movimentar nossas pernas e nossos braos, de modo que Queime o que tiver sobrado de mim e espalhe as cinzas aos
nossos msculos possam se movimentar mesmo depois de ventos para ajudar as flores a crescer.
horas de esforo contnuo. Mas o preo que temos de pagar Se voc tiver que enterrar algo, que sejam os meus defei-
por essa rapidez e potncia alto. Uma bactria causada por tos, as minhas fraquezas e todo o meu preconceito pelo meu
um corte no dedo pode chegar ao crebro em pouco mais de semelhante. D meus pecados ao diabo. D minha alma a
quatro segundos. Um pneumococo que est nos pulmes Deus. Se, por acaso, quiser lembrar-se de mim, faa isso
pode alcanar os ossos dos braos em trs segundos. com uma boa ao ou palavra para algum que precise de
Com um sistema circulatrio como este que possumos, voc.
ns certamente precisamos de proteo. E ela est l: um gru- Se voc fizer tudo o que pedi, eu viverei para sempre.
po de protetores qumicos e matadores de micrbios to rpi- Robert N. Test
dos e poderosos que, apesar do nosso tamanho, nosso sistema
circulatrio e de todos os erros humanos, ns sobrevivemos.
Unit 3 Heri do nosso tempo
Esse notvel sistema de proteo est dentro de ns. Ele
dado pelos anticorpos que patrulham a nossa circulao, Rolihlahla Mandela nasceu em 1918 em Mvezo, uma
pelos glbulos brancos e linfcitos que guardam os nossos cidade do sudeste da frica do Sul, filho de um destacado
tecidos, por todos os outros elementos que compem o sis- assessor do rei da tribo Thembu. Crescer na frica do
tema imunolgico do nosso corpo. Sul na poca do regime de apartheid significou ter de
Para curar uma doena preciso ajudar o corpo para que enfrentar injustia, conflito, violaes dos direitos
ele prprio faa isso. O servio feito pelo corpo, no pela humanos e 27 anos na priso, uma luta pela liberdade
cincia, no por antibiticos. Os antibiticos apenas nos do que durou a vida inteira. A extraordinria histria de
tempo. Eles combatem os micrbios, retardam o seu cresci- vida de Mandela um pico de luta, revs, esperana
mento, podem at matar alguns; mas no fim o prprio cor- renovada e triunfo final.
po que tem de limpar o campo de batalha, encontrar e
Na frica do Sul sob o regime do apartheid se uma pes-
destruir aquele ltimo micrbio resistente. Todos os medi-
soa negra tomasse gua do bebedouro errado, seria jogada
camentos e conquistas tcnicas relativas s doenas infec-
na priso. Se voc fosse negro e tivesse o mesmo emprego
ciosas nada mais fazem do que ajudar o sistema imunolgico
do seu vizinho branco, receberia menos em um ano do que
do prprio corpo. Eles nos do tempo, o tempo precioso
o seu vizinho em uma semana. Se voc defendesse a igual-
para organizar a defesa, mas nada mais. O corpo o heri.
dade de direitos para os negros na sociedade da frica do
Sul, dominada pelos brancos, o governo o prenderia.
Unit 2 Meu testamento Mas Mandela era um lutador. Em vez de abaixar a cabea
Um dia um mdico vai determinar que o meu crebro para esse sistema de governo injusto, ele dedicou sua vida in-
deixou de funcionar e que, para todos os efeitos, a minha teira batalha para libertar a frica do Sul. Em Longa cami-
nhada para a liberdade, a autobiografia de Mandela, ele
* Quarto uma unidade de medida que corresponde a 0,95 l nos Estados recorda seu primeiro dia na escola, quando a professora, a
Unidos e 1,14 l no Reino Unido. srta. Mdingane, disse-lhe que seu novo nome era Nelson. Era

esse o costume entre os africanos naquela poca. Os africanos uma enorme contradio e uma amarga ironia que te-
da gerao dele e ainda hoje tm um nome ocidental e nha sido esse grande pacifista a dar incio reao em cadeia
outro africano. A cultura africana no existia. de acontecimentos que levaram construo da mais terr-
Nelson Mandela comeou como lder de um movimento vel arma da histria. Quando soube da destruio atmica
poltico clandestino que lutava contra o regime do apartheid. de Hiroshima em 1945, Einstein disse: Se eu tivesse sabido
Em 1956, Mandela foi preso com 150 outros e acusado de trai- disso, teria preferido ser relojoeiro.
o. O julgamento, que levou vrios anos, acabou absolvendo
todos. Mas em 1962 ele foi preso de novo, acusado de sabota- Unit 5 Calvin e Hobbes
gem e conspirao para derrubar o governo. Foi condenado
Calvin e Hobbes sem dvida uma das mais populares
priso perptua.
histrias em quadrinhos de todos os tempos. O mundo
Mas a priso no foi suficiente para calar Mandela. Mes-
cheio de imaginao de um garoto e do seu tigre de
mo preso, ele continuava a ser um farol de esperana para seu
pelcia, real apenas para ele, encanta os seus leitores h
povo, na sua ausncia, continuar a luta contra o apartheid.
quase trinta anos.
Em 1985 o governo lhe ofereceu liberdade condicional. Se ele
renunciasse luta armada pela resistncia negra, eles o liber- [pgina 69]
tariam. Ele disse no. A presso internacional pela sua li- Uau, nevou pra valer esta noite! No maravilhoso?
bertao continuou e em 1990, depois de 27 anos na priso, Tudo o que nos familiar desapareceu! O mundo pa-
Mandela foi libertado. rece novinho em folha!
A libertao dele marcou o incio do fim para o apartheid. Um novo ano um novo comeo, tudo novinho!
Menos de cinco anos depois de sair da priso, Mandela rece- como ter uma grande folha de papel em branco pe-
beu o Prmio Nobel e foi eleito presidente da frica do Sul, dindo pra ser desenhada!
nas primeiras eleies livres daquele pas. Um dia cheio de possibilidades!
um mundo mgico, Hobbes, meu amigo!
Unit 4 Contradies em um gnio Vamos l! Caar novidades!
Eu no sou s um pacifista, mas sim um pacifista [pgina 70]
militante. Estou disposto a lutar pela paz. Nada far Eu sou um gnio. Mas um gnio mal compreendido.
parar a guerra a no ser que as pessoas, elas prprias, se O que h de mal compreendido em voc?
recusem a ir para a guerra. Ningum acha que eu sou um gnio!
Albert Einstein
No havia sinais de gnio quando Albert Einstein era Unit 6 Uma fatia de vida
uma criana. Ele demorou tanto a aprender a falar que os Se um livro, uma pea teatral ou um filme mostra uma
pais dele estavam preocupados, e na escola ele no era um fatia de vida, ele mostra a vida como realmente . Na
menino brilhante. Era bom em Matemtica e fraco em quase
histria do cinema existem literalmente centenas e
todas as outras matrias. Ele no gostava da escola, a que
centenas de momentos e cenas memorveis, de uma ampla
chamava de mquina de educar. Encher a cabea da ga-
gama de filmes de todos os gneros, incluindo os que vieram
rotada com fatos e nmeros no educar, ele dizia. Voc
a ser conhecidos como filmes de uma fatia de vida.
no precisa ir escola para aprender isso pode encontrar
essa informao em livros. Em 1921, quando Einstein j era Sobre um Garoto (2002)
famoso, perguntaram-lhe sobre a velocidade do som e ele Tendo como base um romance do escritor britnico
respondeu: No sei. Eu no atulho a minha memria com Nick Hornby, esse um filme de 2002 sobre um homem
fatos que posso facilmente obter em uma enciclopdia. imaturo (representado por Hugh Grant) que recebe lies
Na vida de Einstein podem ser encontradas muitas con- de um garotinho sobre como agir como adulto. Will Freeman
tradies. Ele era capaz de conceber brilhantes teorias cien- (Hugh Grant) um solteiro com 36 anos de idade que vive
tficas, mas certa vez deixou que um vendedor o convencesse com conforto e luxo, no teve de trabalhar um s dia da sua
a comprar um elevador para sua casa de dois andares. Eu vida, mas na realidade cnico, egosta e infeliz. Na minha
gostei tanto do sujeito, disse Einstein, que simplesmente opinio, diz ele todos os homens so ilhas. E, digo
no fui capaz de dizer no. Em outra ocasio ele usou um mais, est na hora de ser uma ilha. Estamos na era das ilhas
cheque de 1 500 dlares como marcador de livro e depois acrescenta Will.
perdeu o livro. Marcus (representado por Nicholas Hault) tem doze anos e
Durante muitos anos Einstein foi um dos mais ilustres meio nerd: ele tem problemas na escola, onde sofre
pacifistas do mundo. No entanto ele assinou uma carta diri- bullying, e sua me, que solteira, sofre de grave depresso.
gida ao presidente Franklin D. Roosevelt, carta essa que foi Embora Marcus seja s um menino, ele capaz de ensinar a
diretamente responsvel pelo desenvolvimento da bomba Will uma grande lio: como ligar para outras pessoas alm de
atmica. Mais tarde Einstein disse: Se eu tivesse sabido que si mesmo. Uma das cenas engraadas do filme uma conversa
os alemes no conseguiriam construir a bomba atmica, eu telefnica quando o garoto de certa forma tenta ser convidado,
nunca teria levantado um dedo. junto com sua me, para passar um tempo com Will.

Will: Bem, escuta, no fica enrolando, Marcus, v direto Mtodos disciplinares que funcionavam bem quando
ao ponto. Jenny era criana no tm mais nenhum efeito. Ela lia mui-
Marcus: E por que eu faria isso? Ns somos pobres. Voc to, mas agora nem olha mais para um livro. Ela diz que no
rico. Voc paga. Voc pode trazer seu garotinho se quiser. precisa mais de livros, pois o computador lhe d todas as
Eu no me importo. informaes de que precisa. Os pais de Jenny no tm tem-
Will: Voc muito bonzinho. po para falar com ela sobre essas coisas e esto preocupados
Marcus: timo. Venha por volta do meio-dia. Lembra- com as escolhas que sua adolescente est fazendo.
se de onde ns moramos? Apartamento 2, na rua Crays- Os maiores desafios que muitos pais enfrentam, de
field 31, em Islington, Londres, N12SF. acordo com a Associao de Psicologia Americana, mani-
Will: Inglaterra, mundo, Universo. festam-se durante a adolescncia. Os adolescentes, lidando
com um mundo complexo e mudanas hormonais, podem
Crescer no tem nada a ver com a idade. O ttulo Sobre
achar que ningum, muito menos seus pais, compreende
um Garoto enganoso. O filme na verdade sobre dois
seus sentimentos. Como acontece com a famlia Brown, os
garotos um que cresceu rpido demais e outro que sim-
adolescentes e seus pais igualmente podem ficar frustrados,
plesmente nunca cresceu. Talvez eles possam se ajudar mu-
zangados e confusos. A APA diz que os mtodos de discipli-
tuamente e comear a agir conforme a sua idade.
na que funcionavam bem na infncia no resolvem mais.
Conduzindo Miss Daisy (1989) Como resultado, a adolescncia um perodo propcio ao
Este filme uma comdia dramtica passada no Sul dos surgimento de conflitos na famlia. As reas tpicas de con-
Estados Unidos, a respeito de uma judia idosa, ex-professora, flito podem incluir:
chamada Daisy Werthan (representada por Jessica Tandy), e discusses sobre o toque de recolher (a hora em que o
o seu chofer afro-americano, Hoke Colburn (representado adolescente deve chegar em casa);
por Morgan Freeman). Eles tm uma relao em que a amiza- a escolha de seus amigos;
de supera o preconceito, medida que essa relao cresce e passar tempo com a famlia e no com os amigos;
melhora com o tempo. Uma grande cena do filme quando desempenho escolar e profissional;
Miss Daisy, depois de ter sofrido um abalo mental, diz a seu carros e privilgios para dirigir;
dedicado motorista, Hoke ... voc o meu melhor amigo ..., namoro e sexualidade;
voc , mesmo, e pe a mo dele na sua. Em outra cena roupas, penteados e maquiagem;
inesquecvel Hoke est indo de carro, seguindo os passos de Os anos da adolescncia so difceis, mas a maioria das
Miss Daisy, enquanto ela caminha at o supermercado. Ela famlias parece conseguir que seus jovens cumpram as
pergunta a ele: O que voc est fazendo? E ele responde: principais metas de seu desenvolvimento: reduzir sua de-
Estou tentando levar a senhora at ao supermercado. pendncia dos pais ao mesmo tempo que vai crescendo a
sua responsabilidade, mas isso no uma tarefa fcil. O sr. e
Quatro Casamentos e um Funeral (1994)
a sra. Brown no esto satisfeitos com o comportamento da
O filme segue o destino de Charles (representado por filha. Talvez eles devessem se olhar no espelho para ver a
Hugh Grant) e seus amigos enquanto vivem na incerteza de causa dos problemas dela.
encontrar o verdadeiro amor e ento casar. Charles acha
que a americana Carrie (representada por Andie MacDowell)
a mulher perfeita para ele. Selecionamos dois momentos
Unit 8 Quem foi Galileu?
memorveis deste filme: a cena em que Fiona (representada Susan, Mark e Michael so colegas de escola. Michael
por Kristin Scott Thomas) pergunta a Matthew (John Hannah): quer ser cientista e sabe muito sobre Galileu, Astronomia,
Onde est o Gareth? e Matthew no sabe o que aconteceu ao e todas essas coisas. Alm do interesse pela cincia,
amigo. Michael um jovem e talentoso poeta, e adora compor
Outra grande cena quando Charles, na chuva, finalmen- raps.
te declara seu amor por Carrie. Ela diz: Ainda est chovendo? Mark: Galileu. Quem foi Galileu?
No tinha percebido, e mesmo que Charles na verdade no Susan: Foi o sujeito que inventou o telescpio, certo?
pea a mo dela em casamento, ele pergunta, todo desajeita-
Michael: No! Ele no o inventou, no sei por que, mas
do: Voc quer? e ela responde: Sim. Essa uma cena me-
ele fez um para olhar o cu.
morvel, acompanhada de um beijo e um relmpago no cu. E
por fim a leitura comovente, por Matthew, do poema Funeral Homenagem a Galileu Galilei
Blues, de W. H. Auden, no funeral de Gareth (Simon Callow), Oi, meu nome Michael. Adoro cincia, principal-
que tinha sido vtima de um sbito ataque cardaco. mente Fsica e Astronomia. Tenho certeza de que serei um
astrnomo. Mas tambm amo poesia e msica e de vez em
Unit 7 A adolescncia quando eu tento compor uns raps. Posso te mostrar um?
D uma olhada!
O sr. e a sra. Brown no sabem o que fazer com Jenny,
sua filha adolescente. Eles esto frustrados e confusos Galileu fez seu telescpio e logo depois
com a atitude dela. E, no entanto, Jenny era uma garota Estava tentando encontrar o homem na Lua.
to boa Ela era to obediente, to fcil de lidar Galileu olhou e olhou para o nosso satlite,

Os olhos no telescpio de dia e de noite. por uma trilha para ver as rochas que contm fsseis de
E ele viu o que ningum tinha visto antes: seres marinhos h muito desaparecidos.
Montanhas, crateras e muito, muito mais. H 37 milhes de anos, nas guas do pr-histrico ocea-
A Via Lctea, que pode ser vista noite, no Tethys, um animal sinuoso, com 50 ps de comprimento,
Milhes e milhes de estrelas, to brilhantes! morreu, descendo at o fundo do mar. Com o passar de mui-
Das luas de Jpiter ele s encontrou quatro, tos milnios, um manto de sedimento foi-se acumulando
Hoje sabemos que h muitas mais. sobre seus ossos. O mar recuou e o antigo leito do mar virou
As fases de Vnus, em rbita ao redor do Sol, um deserto. Lentamente o mundo mudou. Alteraes na
Ele fez essas descobertas, uma a uma. crosta terrestre empurraram a ndia para a sia e fizeram
E pouco a pouco, uma a uma, subir o Himalaia. Na frica, os primeiros ancestrais dos seres
humanos ficaram de p nos membros inferiores e comea-
Concluiu que os planetas giram em volta do Sol.
ram a caminhar. Os faras construram suas pirmides.
Era o que Coprnico tinha dito
Houve a ascenso de Roma, seguida da sua queda. E um dia
Mais de sessenta anos antes
Philip Gingerich chegou ao deserto para terminar o servio.
Mas disseram que ele era louco!
Ao pr do sol de um dia de novembro passado, Gingerich,
Mas para Galileu no podia haver dvida: paleontlogo especialista em vertebrados da Universidade de
O Sol era o rei, os planetas esto fora! Michigan, estava de p, ao lado da coluna vertebral de uma
O Sol era o centro, os planetas em volta, criatura chamada Basilosaurus, em um lugar do deserto
Com o seu novo telescpio, era o que ele havia en- egpcio chamado Wadi Hitan, literalmente Vale das Ba-
contrado. leias. Quando eu olho para este deserto, disse Gingerich,
E a cincia da Astronomia ganhou uma nova luz Eu vejo o oceano. Movendo-se ao longo da espinha do fs-
brilhante: sil, o cientista foi indo em direo cauda, tocando volta de
O Sol o centro. Coprnico estava certo. cada vrtebra com o cabo do seu pincel. Depois parou e pou-
A teoria de Coprnico tinha um efeito perigoso, sou a ferramenta. Est aqui, ele disse. Limpando a areia de-
Em 1633 ela era politicamente incorreta licadamente com os dedos, ele mostrou um pequeno pedao
de osso. No todo dia que vemos uma perna de baleia, dis-
Por isso Galileu foi chamado a Roma,
se, levantando o osso com as duas mos, com reverncia.
Condenado priso em sua prpria casa.
Basilosaurus era de fato uma baleia, mas tinha duas deli-
Isolado do mundo, ele passou seus ltimos anos,
cadas patas traseiras uma pista crucial para a compreenso
Sabendo a verdade, seus olhos cheios de lgrimas,
de que as baleias modernas, mquinas de nadar perfeitamen-
E, ao morrer, ainda disse a algum, te adaptadas ao meio aqutico, descendem de mamferos ter-
Na verdade a Terra que se move volta do Sol. restres que em um passado remoto moviam-se sobre quatro
Galileu, cujo nome completo era Galileu Galilei, (nascido patas. O seu corpo ajustou-se a um estilo de vida exclusiva-
em 15/2/1564; falecido em 8/1/1642). Filsofo natural, astr- mente aqutico, no entanto as patas traseiras permanece-
nomo e matemtico italiano que fez contribuies fundamen- ram, completas, com minsculos joelhos, ps, tornozelos e
tais para a cincia do movimento, Astronomia, resistncia dedos, tudo isso agora intil para caminhar.
dos materiais e para o desenvolvimento do mtodo cientfico. A evoluo das baleias bem documentada por uma se-
A sua formulao da inrcia (circular), a lei da queda dos cor- quncia de fsseis em que existem claras evidncias de uma
pos e trajetrias parablicas marcaram o incio de uma mu- progressiva adaptao ao meio aqutico. A transio final de
dana fundamental no estudo do movimento. Sua insistncia basilosaurdeos para as baleias modernas comeou h 34
de que o livro da natureza estava escrito em linguagem mate- milhes de anos, durante a sbita fase de esfriamento do cli-
mtica mudou a filosofia natural, que deixou de ser um relato ma que marca o fim da poca Eocena. Uma queda na tempe-
verbal e qualitativo para ser um relato matemtico, com a ex- ratura da gua perto dos polos, mudanas nas correntes
perimentao reconhecida como um mtodo para a desco- martimas, e um aumento de gua do mar rica em nutrientes
berta dos fatos da natureza. Por fim, suas descobertas com o ao longo das costas ocidentais da frica e da Europa atra-
telescpio revolucionaram a astronomia e abriram caminho ram as baleias para nichos ambientais inteiramente novos.
para a aceitao do sistema heliocntrico de Coprnico, mas a
Graas em grande parte a cientistas como Philip Gingerich,
sua defesa desse sistema acabou fazendo com que a Inquisio
o registro de fsseis das baleias oferece agora uma das mais es-
abrisse um processo contra ele.
petaculares demonstraes da evoluo darwiniana.
Unit 9 A evoluo das baleias Unit 10 Exploring a Bit More

Um deserto egpcio, que j foi um oceano, guarda o
1. No palco
segredo de uma das mais notveis transformaes da
O mundo inteiro um palco,
evoluo. Imagine esta vasta e seca regio debaixo de
gua, com baleias caando e mergulhando. Hoje em dia E todos os homens e mulheres meros atores:
os visitantes a Wadi Hitan (Vale das Baleias) caminham Eles tm suas entradas e suas sadas; ()

2. Gandhi fraude aprovando uma lei segundo a qual todo o mrmore
Gandhi (1869-1948) foi o maior estadista e lder espiritual comprado pelo governo tinha de ser livre de cera, o que, em
da ndia moderna. Homem tmido, gentil, frgil, Gandhi li- latim, sine cera. Sine cera passou, ento, a significar ho-
derou a luta pela independncia da ndia com campanhas de nesto. E sincero significa honesto at hoje.
desobedincia civil por meios pacficos. Os indianos chama-
7. O homem do relgio
vam-no de Mahatma, que significa Grande Alma.
Um dia, quando Gandhi embarcava em um trem, um de Quanto voc paga por um dia a mais?
seus sapatos escorregou do p e caiu na linha frrea. Ele no O homem do relgio perguntou criana.
pde recuperar o sapato porque o trem j estava em movi- Nem um centavo, foi a resposta,
mento. Para espanto dos seus companheiros, Gandhi calma- Meus dias so tantos quantos sorrisos.
mente tirou o outro sapato e o atirou de forma a cair na linha
do trem, perto do outro. Quando um dos outros passageiros Quanto voc paga por um dia a mais?
lhe perguntou a razo de ter feito aquilo, Gandhi sorriu. O Ele perguntou quando ela j era crescida.
pobre que encontrar o sapato na linha do trem, respondeu, Um dlar, talvez, ou talvez menos,
agora tem um par que ele pode usar. Pois tenho um monto de dias na minha vida.
3. Hgar o horrvel Quanto voc paga por um dia a mais?

Hgar: Cheguei, Helga! Ele perguntou quando chegou o fim.
Helga: Oh, timo! Voc trouxe alguma coisa da Inglater- Todas as prolas de todos os mares
ra para mim? E todas as estrelas do cu.
Hgar: Sim.
8. Palavras para honrar
4. Desmatamento, mudana climtica e segurana HISTRIA
alimentar Declarao universal dos direitos humanos
Desmatamento: 30 milhes de acres so perdidos a cada Esta silhueta contm o texto da Declarao na ntegra.
ano. Ningum ficar sujeito a tortura, tratamento ou punio
Aquecimento Global: 20% das emisses globais de CO2 cruel, desumana ou degradante. ARTIGO 5
so causadas pelo desmatamento. Todas as pessoas tm o direito ao descanso e ao lazer [...]
Insegurana Alimentar: 1,6 bilho de pessoas que vivem ARTIGO 24
na pobreza dependem das florestas para seu alimento, com- As mes e as crianas fazem jus a cuidados e assistncia
bustvel e sustento. especiais. ARTIGO 25.2
Perda de Biodiversidade: As florestas so o habitat de Todos tm o direito educao. ARTIGO 26.1
mais de 70% dos animais, plantas e outros organismos. Bi-
Todos os seres humanos nascem livres [] ARTIGO 1
lhes de abelhas polinizadoras perderam seu habitat.
Ningum ser mantido em escravido ou servido []
Perda de Recursos Naturais: Enchentes e eroso do solo
ARTIGO 4
resultam do desmatamento.
Todos tm direito liberdade de pensamento, conscin-
A constante invaso humana e o corte de troncos de r-
cia e religio [] ARTIGO 18
vores para usos industriais destroem as florestas.
Todos tm o direito de participar livremente da vida
As rvores esfriam a atmosfera e armazenam gases do
cultural da comunidade, apreciar as artes e compartilhar do
efeito estufa.
progresso cientfico e seus benefcios. ARTIGO 27.1
5. Uma imitao perfeita
Palavras para honrar
Em um jantar realizado em Hollywood para comemorar
H sessenta anos, neste ms, um documento com menos
seu aniversrio, Charles Chaplin divertiu os convidados du-
de 1 700 palavras fez nascer um sonho. A Declarao Uni-
rante a noite toda imitando pessoas que eles conheciam: ho-
versal dos Direitos Humanos proclamada pela Assem-
mens, mulheres e crianas, seu motorista, seus empregados
bleia Geral das Naes Unidas em dezembro de 1948 tinha
japoneses, suas secretrias. Por fim, ele cantou bem alto uma
em vista um mundo que respeitasse a dignidade de todo ser
ria de uma pera italiana e cantou magnificamente.
humano. Na esteira sangrenta da Segunda Grande Guerra, a
Mas Charlie, eu no sabia que voc cantava to bem, declarao era esperana em letras maisculas e ajudou a fa-
algum exclamou. zer dos direitos humanos um barmetro consagrado da legi-
Eu no canto nada, respondeu Charlie. Eu s estava timidade de um governo. Ela tambm levou a amplas
imitando o Caruso. iniciativas, como a criao do Alto Comissariado para os Di-
reitos Humanos das Naes Unidas, em 1993, e colocou ou-
6. O significado de sincero tras em foco, como o tribunal para crimes de guerra de
Alguns cortadores de mrmore desonestos da Roma An- Ruanda em 1994. As palavras da Declarao so inspirado-
tiga passavam cera nos pilares e blocos que vendiam para ras, diz Kenneth Roth, diretor executivo da Human Rights
ocultar rachaduras. O senado romano tentou pr fim a essa Watch. O desafio p-las em prtica (Alan Mairson).

9. As mesmas perguntas e na parte norte do ndico, so conhecidos como tufes. No
Estudante: Dr. Einstein, estas no so as mesmas per- sul do oceano ndico e sudoeste do Pacfico, eles so deno-
guntas do exame final [de Fsica] do ano passado? minados ciclones. Este mapa de movimento mostra os cami-
Albert Einstein: Sim. Mas este ano as respostas so nhos que os ciclones tropicais geralmente percorrem.
diferentes.
2. O poder da unio
10. Equaes teis Um leo passou por um campo onde viviam quatro bois.
Uma equao uma frase numrica que mostra a relao O leo tentou atac-los, mas, quando ele chegou perto, os
entre diferentes nmeros ou medidas. Aqui esto algumas bois agruparam-se para se proteger do ataque. Assim, cada
equaes cientficas teis. vez que o leo se aproximava dos bois, via-se de frente para
Velocidade a distncia que um objeto percorre por os chifres de um deles. O leo percebeu que aqueles bois
unidade de tempo. Razes como metros por segundo (m/s) eram espertos e foi embora.
so usadas para descrever velocidade. A seguinte equao Mas, um dia, os bois tiveram uma briga, e cada um foi
usada para calcular velocidade: pastar sozinho em um canto do campo. Ento o leo atacou-
-os um aps o outro e logo acabou com os quatro.
velocidade = distncia tempo
Um carrinho de brinquedo percorre 300 centmetros 3. No fim do arco-ris
em 5 segundos. Qual a sua velocidade? No fim do arco-ris
A distncia que algo viaja igual sua velocidade multi- Vai haver um lugar, meu irmo,
plicada pelo tempo que ele percorre. Onde o mundo pode cantar todos os tipos de canes,
E ns vamos cantar juntos, irmo,
distncia = velocidade tempo
Voc e eu,
Um nibus viajou durante 2,5 horas (h) a 43 milhas por Mesmo voc sendo branco e eu no.
hora (mph). Que distncia o nibus percorreu?
Vai ser uma cano triste, irmo,
rea o tamanho de uma superfcie. As suas unidades Porque ns no conhecemos a melodia,
so quadrados de unidades de comprimento, como o metro E uma melodia difcil de cantar.
quadrado (m2). Para calcular a rea de um retngulo usa-se Mas podemos aprender, irmo,
a seguinte equao:
Voc e eu.
rea = comprimento largura No existe essa coisa de melodia preta.
E no existe essa coisa de melodia branca.
Uma horta tem 12,5 metros de comprimento e 5 metros
de largura. Qual a sua rea? S existe msica, irmo,
E msica que ns vamos cantar, irmo,
Volume o tamanho de um espao tridimensional. As
No fim do arco-ris.
suas unidades so cubos de unidades de comprimento,
como o centmetro cbico (cm3). Para calcular o volume de
4. O milagre da linguagem
um objeto em forma de bloco usa-se a seguinte equao:
A linguagem o Rubico* que separa o homem do ani-
volume = comprimento largura altura mal. A fronteira entre o ser humano e os outros animais
Uma caixa de sapatos tem 22 cm de comprimento, 13 cm entre o mais primitivo dos selvagens e o mais desenvolvido
de largura e 5,5 cm de profundidade. Qual o volume da dos smios a linha da linguagem. Em algumas tribos da
caixa? frica, um beb chamado de kuntu, uma coisa, ainda
no muntu, uma pessoa. somente pelo dom da fala que
Densidade a quantidade de massa (gramas) que algo a criana adquire raciocnio, a complexidade de pensamen-
tem por unidade de volume (centmetros cbicos). Para se to que a separa das outras criaturas que compartilham este
calcular densidade usa-se a seguinte equao: planeta. O nascimento da linguagem a aurora da humani-
densidade = massa volume dade; em nosso princpio estava a palavra. Ns sempre fo-
mos dotados de linguagem, porque, antes de termos
Uma seo de colchonete de carat tem 500 gramas de palavras, no ramos seres humanos.
massa e 10 000 cm3 de volume. Qual a sua densidade?
Os limites da minha linguagem, escreveu o filsofo
Ludwig Wittgenstein, so os limites da minha mente. S
Unit 11 Exploring a Bit More sei aquilo que consigo expressar em palavras.
1. Os ciclones ao redor do mundo

Os ciclones tropicais tm diferentes nomes em cada par- * O Rubico um rio no centro-norte da Itlia. Quando Jlio Csar e seu
exrcito atravessaram o Rubico em 49 a.C., deu-se incio a uma guerra
te do mundo. No oceano Atlntico e na parte oriental do Pa- civil. Rubico tambm usado com o signicado de uma linha divisria,
cfico, eles so chamados de furaces. No Pacfico ocidental um limite. Uma vez que se cruza o Rubico, no h retorno.

5. Todo mundo tem um presente Quando so 3 horas em Nova York, Londres ainda
1 quadrinho: Ruthie, no ande to na frente, por
o est em 1938.
favor! Bette Midler
3o quadrinho: Mame! Papai! Em Nova York o cu mais azul, a grama mais verde,
4o quadrinho: Hoje tem festa na igreja e ns no trou- as garotas mais bonitas, os bifes maiores, os prdios mais
xemos nada! altos, as ruas mais largas, o ar melhor, do que o cu, a
5o quadrinho: Do que voc est falando? isso que grama, as garotas, os bifes, ou o ar de qualquer outro lugar
aquela tabuleta ali est dizendo! do mundo.
6o quadrinho: SERMO: TODO MUNDO TEM UM DOM. Edna Ferber
6. Como dizemos @? 9. Spanglish

In 1971, um engenheiro de computao americano cha- Puedes Believe It? Spanglish entra no dicionrio
mado Ray Tomlinson enviou o primeiro e-mail. Ele precisa- por Jasmine Garsd
va de um smbolo para identificar a localizao do remetente
do e-mail dentro do sistema do computador que envia e re- A Academia Real Espanhola rbitro oficial da lngua es-
cebe mensagens, e ele escolheu @ pronunciado at. Hoje panhola anunciou recentemente que acrescentar a palavra
em dia, em ingls ns chamamos esse smbolo at. Espanglish edio de 2014 do seu dicionrio. Isso muito
Mas outras lnguas s vezes lhe do outros nomes. As importante para a academia, tradicionalmente conservadora,
pessoas olham para a forma engraada do smbolo e a com- e importante para todos os que acham que aquela mistura de
param a todo tipo de coisas, como um verme, a tromba de espanhol e ingls tem sido ignorada h mais de um sculo.
um elefante, ou o rabo de um macaco. Ele chamado mal- O tipo mais comum de Spanglish mostra exemplos de
pa na Polnia (que a palavra para macaco, em polo- fala que vo e voltam do ingls para o espanhol. Por ejem-
ns), um sobaka na Rssia (a palavra para cachorro, em plo, se eu comeasse a falar com voc em Spanglish, te di-
russo), um papaka na Grcia (a palavra para patinho ra que it rained very hard this morning while I was riding
em grego). O meu favorito um dos nomes que recebeu na la bici y me empap. (Eu fiquei ensopado esta manh en-
Finlndia: miukumauku, finlands para miau-miau. quanto andava de bicicleta.)
Outra forma de Spanglish envolve a traduo de frases e
7. Como um rio palavras do ingls para o espanhol ou vice-versa. O telhado
A vida de um indivduo deve ser como um rio peque- vira la rufa e se o seu telhado estiver com goteiras, voc
no a princpio, estreitamente contido entre suas margens, e talvez diga la rufa est liqueando.
correndo apaixonadamente sobre rochas e cachoeiras. Aos O Professor Ilan Stavans, que leciona Cultura Latino-
poucos o rio fica mais largo, as margens recuam, as guas -Americana na Faculdade Amherst, o autor de Spanglish:
correm mais lentamente e, por fim, sem nenhuma ruptura The Making of a New American Language. Ele diz que, do
visvel, elas tornam-se parte do mar e, sem dor, deixam de ponto de vista lingustico, os latino-americanos so dife-
ter existncia individual. rentes dos outros grupos de imigrantes.
Embora a primeira gerao de imigrantes da Polnia,
8. Todas elas amam Nova York
Alemanha e Itlia tenha criado lnguas hbridas comparveis
Um carro intil em Nova York, embora seja essencial ao Spanglish, diz Stavans, esses imigrantes incentivaram
em qualquer outro lugar. O mesmo pode-se dizer quanto a seus filhos a falar ingls. A lngua dos imigrantes, fosse polo-
boas maneiras. ns, italiano ou qualquer outra, passou a ser apenas uma op-
Mignon McLaughlin o nostlgica.
H algo no ar de Nova York que torna dormir um ato Isso no est acontecendo no caso dos latinos, acrescen-
intil. ta o professor. Os latinos no esto perdendo a lngua espa-
Simone de Beauvoir nhola, mas no a esto mantendo em uma forma pura. E esta
forma impura uma lngua que est viva h mais de 150 anos.
Isolada como eu sou, inevitvel que s vezes me O que surpreendente, contudo, que a Academia Real
sinta como uma sombra caminhando em um mundo som- Espanhola tenha agora decidido reconhecer o Spanglish.
brio. Quando isso acontece, eu peo para ser levada a Nova
York. E sempre volto para casa cansada, mas consolada 10. Como acabar com uma mortfera guerra urbana
com a certeza de que a humanidade de carne e osso e eu O atual choque entre a maior faco do crime organiza-
prpria no sou um sonho.
do de So Paulo, o Primeiro Comando da Capital (PCC) e a
Helen Keller
Polcia est causando grande estrago na maior cidade do
ridculo situar uma histria de detetives na cidade pas, desorganizando a rede de transportes, forando o en-
de Nova York. A prpria Nova York uma histria de cerramento de escolas e matando mais de 140 pessoas. Na-
detetives. turalmente, o governo local est debatendo algumas
Agatha Christie solues. Aqui esto trs das mais plausveis:

1 Criar uma nova agncia de inteligncia Podemos ter uma segunda opinio?
As autoridades estaduais e federais esperam que, juntan- As pessoas nada tm a recear da clonagem de seres
do foras para criar uma nova agncia de inteligncia, elas humanos.
possam controlar o crescente poder das milcias no Brasil.
2 Promulgar leis mais severas contra as drogas 4. Voc est aqui
O governador de So Paulo, Geraldo Alckmin, disse que Se voc olhar cuidadosamente esta foto da NASA, obtida
o governo nacional precisa regular o fluxo de drogas e armas pela sonda Voyager I em 1991, voc ver um pontinho. aqui.
a nossa casa. Somos ns. Nesse pontinho vivem ou viveram
ao longo das porosas fronteiras do Brasil.
todos: todas as pessoas que amamos, todas as que conhece-
3 Mudar os mentores de uma priso para outra mos, todas aquelas de quem algum dia ouvimos falar, todo
J que muitas das instituies penais em So Paulo no tm ser humano que j existiu vive ou viveu nesse pontinho. O
recursos suficientes para manter os presos mais perigosos em conjunto de nossas alegrias e sofrimentos, milhares de con-
confinamento solitrio, o Ministrio Pblico est mandando fiantes religies, ideologias e doutrinas econmicas, cada ca-
que os lderes do PCC que, mesmo de dentro das prises, ador e cada catador, heri e covarde, criador e destruidor de
supostamente esto ordenando assassinatos e outros crimes civilizaes, rei e campons, todos os jovens casais apaixona-
sejam deslocados para outras penitencirias. dos, todas as mes e todos os pais, crianas esperanosas, in-
ventor e explorador, cada professor de princpios morais,
todos os polticos corruptos, os superastros, cada lder
Unit 12 Exploring a Bit More supremo, cada santo e cada pecador, todos eles, na histria
1. O melhor dos tempos? da humanidade, vivem ou viveram aqui numa partcula de
Era o melhor dos tempos, era o pior dos tempos, era a poeira suspensa em um raio de sol.
idade da sabedoria, era a idade da tolice, era a poca da des- A Terra um palco muito pequeno na vasta arena do
crena, era a poca da crena, era a poca da incredulidade, cosmos. Pense nos rios de sangue derramados por todos
era o tempo das Luzes, era o tempo das Trevas, era a prima- aqueles generais e imperadores para que, em glria e triun-
vera da esperana, era o inverno do desespero, ns tnha- fo, pudessem tornar-se momentaneamente donos de uma
mos tudo diante de ns, ns nada tnhamos nossa frente, frao de um pontinho. A nossa pretensa importncia, o
todos ns estvamos indo direto para o Cu, todos ns est- delrio que pensarmos ter uma posio privilegiada no
vamos indo direto na outra direo Universo, tudo isso confrontado com a dimenso deste
pontinho de plida luz. O nosso planeta um solitrio gro
2. Um mundo sem armas nucleares de poeira na grande escurido csmica que nos envolve. Na
Hoje a Guerra Fria no existe mais, mas milhares das nossa obscuridade, em toda essa vastido, no existe indcio
armas usadas nela continuam existindo. Em uma estranha de que um dia chegue ajuda de algum lugar para nos salvar
virada na Histria, a ameaa de uma guerra nuclear global de ns prprios.
diminuiu, mas o risco de um ataque nuclear aumentou. Um No h talvez melhor demonstrao da loucura dos con-
nmero maior de naes adquiriu essas armas. Os testes ceitos humanos do que esta remota imagem do nosso mins-
com essas armas continuam. Os mercados clandestinos ne- culo mundo. Para mim, isso refora a nossa responsabilidade
gociam segredos e materiais nucleares. A tecnologia para de lidar mais gentilmente uns com os outros, enquanto pre-
construir bombas se espalhou. Os terroristas esto determi- servamos e prezamos o pontinho azul-claro, nosso nico lar.
nados a comprar, construir ou roubar uma... Alguns alegam
que a expanso dessas armas no pode ser verificada que 5. O que de fato interessa
ns estamos condenados a viver em um mundo onde mais Amar. Ser amado. Nunca esquecer sua prpria insignifi-
naes e mais pessoas possuem as ferramentas de destrui- cncia. Nunca se acostumar indizvel violncia e inde-
o definitiva. Esse fatalismo um adversrio mortal. Por- cente disparidade da vida que nos cercam. Buscar a alegria
que, se acreditarmos que a expanso das armas nucleares nos lugares mais tristes. Perseguir a beleza at o seu ntimo
inevitvel, ento admitimos para ns mesmos que o uso das cantinho. Nunca simplificar o que complicado ou compli-
armas nucleares inevitvel Por isso, hoje afirmo clara- car o que simples. Respeitar a fora, nunca o poder. Acima
mente e com convico que os Estados Unidos esto com- de tudo, observar. Tentar compreender. Nunca fingir que
prometidos com a busca de paz e segurana de um mundo no v. E nunca, nunca esquecer.
sem armas nucleares. Eu no sou ingnuo. Esse objetivo no
ser alcanado rapidamente talvez no na minha existn- 6. As sete idades do homem
cia. Ser preciso ter pacincia e persistncia. Mas agora O mundo inteiro um palco,
tambm temos de ignorar as vozes que nos dizem que o E todos os homens e mulheres meros atores;
mundo no pode mudar. Eles tm suas entradas e suas sadas;
Barack Obama, Praga, 2009. E um homem em seu tempo representa muitos papis,
Sua participao acontecendo em sete idades. Primeiro
3. Uma segunda opinio a criana,
As pessoas nada tm a recear da clonagem de seres Choramingando e vomitando nos braos da ama.
humanos. Depois o colegial resmungo, com sua pasta

E o rosto iluminado pela manh, arrastando-se como CROFTON, I. Big Ideas in Brief. London: Quercus
um caracol, Editions, 2011.
Sem vontade de ir escola. Depois o amante, EINSTEIN, A. Como vejo o mundo. So Paulo: Saraiva
Suspirando como uma fornalha, com uma balada aflita de Bolso, 2011.
Que celebra as sobrancelhas da mulher amada. Depois o GOMBRICH, E. H. A Little History of the World. New
soldado, Haven/London: Yale University Press, 2008.
Cheio de estranhos juramentos, barbado como um
MARTINEZ, R. O ingls que voc nem imagina que
leopardo,
sabe. Rio de Janeiro: Campus, 2003.
Zeloso em questes de honra, rpido e gil na briga,
Buscando sempre manter a sua glria efmera OXFORD UNIVERSITY PRESS DO BRASIL. Information
Technology. So Paulo, [s.d.]. (Coleo Oxford
Mesmo quando na boca dos canhes. Depois esse ho-
Bookworms Factfiles Readers, Stage 3.)
mem o juiz,
A redonda pana forrada pelo consumo de bons frangos, . Recycling. So Paulo, [s.d.]. (Coleo
Oxford Bookworms Factfiles Readers, Stage 3.)
De olhar severo e barba bem cuidada,
Cheio de sbios aforismos e novas sentenas; SHAKESPEARE, W. Romeu e Julieta. Edio adaptada
E assim ele representa o seu papel. Na sexta idade esse bilngue. Adap. e trad. Marilise Rezende Bertin e John
homem muda, Milton. So Paulo: Disal, 2006.
Passa a usar confortveis pantalonas, SOUZA, S. Meu planeta, minha casa. So Paulo: Escala,
culos pendurados no nariz, a bolsa do lado; 2008.
As calas justas que ele usava quando jovem esto
Agora guardadas, o mundo largo demais Para o aluno e para o professor
Para pernas to mirradas; e o seu vozeiro
Passa a lembrar a voz fininha de criana, com seus
agudos, English Trails
Os chiados e os sopros da infncia. http://ead1.unicamp.br/readweb/englishtrails
E chega enfim a ltima cena, Projeto do Instituto de Estudos da Linguagem (IEL) da
A que termina essa estranha e acidentada histria, Universidade Estadual de Campinas (Unicamp), English
a segunda infncia e o mero esquecimento, Trails lista e descreve brevemente sites que oferecem a
Sem dentes, sem viso, sem paladar, sem nada. professores e alunos recursos gratuitos para auxiliar no
processo de ensino-aprendizagem de ingls. Os sites
so organizados por temas: dicionrios, gramtica,
20. sUGestes de leitUra leitura, escrita, compreenso de ingls oral, pronncia,
msica, cultura, diverso, vocabulrio.
Acreditando que o livro didtico no pode ser consi- Webliotec@ de Ingls e Literaturas
derado o nico recurso de ensino-aprendizagem, mas
www.lingnet.pro.br/pages/servicos/webliotec.php
uma entre numerosas fontes de referncia para professor
Servio oferecido no site do ncleo de pesquisas
e aluno, apresentamos aqui, alm da seo Exploring LingNet (Linguagem, Educao e Tecnologia) da
Other Sources ao final das unidades, algumas sugestes Universidade Federal do Rio de Janeiro (UFRJ), a
de leitura para aprofundamento e/ou ampliao dos con- Webliotec@ lista e descreve os contedos de sites
tedos trabalhados na coleo, incluindo livros e sites. A selecionados na rea de ensino-aprendizagem de ingls
maioria delas aborda temas discutidos nos textos das uni- para auxiliar tanto alunos quanto professores. Os sites
so organizados por temas: ingls geral, gramtica,
dades, reforando a abordagem interdisciplinar adotada.
leitura e redao, produo e compreenso oral,
Tambm sugerimos leituras que podem contribuir para literatura inglesa e norte-americana, recursos para
a formao continuada do professor de forma geral. professores, dicionrios, diverso e curiosidades.
Os sites recomendados foram acessados em maio de
Learn English
2013.
www.learnenglish.org.uk
Portal que d acesso a todos os sites do Conselho
Para o aluno Britnico (British Council) para professores e alunos
de ingls. Selecionando Central no menu, pode-se
BRODY, D. E.; BRODY, A. R. As sete maiores
navegar por temas variados, habilidades lingusticas
descobertas cientcas da Histria. So Paulo:
(listening, reading, writing), prtica de gramtica ou
Companhia de Bolso, 1997. vocabulrio, testes on-line para avaliar a procincia
CALAPRICE, A. Assim falou Einstein. Rio de Janeiro: em diferentes reas da lngua inglesa e contedos
Civilizao Brasileira, 1998. para diverso (como jogos e cartuns). No link General

Temes, por exemplo, possvel acessar uma extensa Holidays on the Net
listagem de temas. Para cada tema selecionado, uma
www.holidays.net
grande variedade de contedos apresentada no
prprio site: uma relao de textos de diferentes O site oferece informaes sobre celebraes e
tipos (artigos de revista, histrias, poemas, cartuns, festividades ao redor do mundo, dando acesso a
curiosidades), o udio desses textos, atividades interessantes dados culturais.
on-line (exerccios on-line de compreenso dos textos
disponveis, jogos de palavras, enquetes), links para Online Newspapers
sites e temas relacionados. Os exerccios on-line www.onlinenewspapers.com
de compreenso dos textos disponveis podem ser Portal que d acesso a jornais de todo o mundo, em
acessados a partir da pgina de cada texto e oferecem diferentes lnguas, incluindo a lngua inglesa, sendo,
ao usurio feedback automtico imediato sobre as portanto, uma fonte de textos autnticos com temas
respostas dadas aos exerccios. atuais. Pode ser usado para pesquisa e prtica adicional
da leitura pelo aluno ou como fonte de textos a partir
Activities for ESL Students dos quais o professor poder elaborar atividades de
http://a4esl.org compreenso de texto.
Traz testes, exerccios e quebra-cabeas nas reas de
gramtica e vocabulrio, organizados por nvel de
About.com
dificuldade e/ou assunto e com acesso s respostas www.about.com
corretas. Trata-se de um portal que rene textos diversicados
(tais como artigos, receitas, quizzes, tutoriais etc.)
EnglishClub.com elaborados em ingls por centenas de especialistas.
www.englishclub.com Pode-se buscar textos a partir de uma lista de tpicos
organizados em ordem alfabtica que inclui:
Site com contedo extenso. rea para alunos,
Advertising, Alternative Medicine, Biology, Brazil
professores, escolas etc. Na parte destinada aos
Travel, Grammar & Composition, Gymnastics, New
alunos, h links para sees como Grammar,
York City Travel, Teen Advice, entre muitos outros
Listening, Pronunciation e Speaking. Cada seo
e tambm navegando (browsing) por uma lista de
apresenta grande variedade de links para explicaes grandes temas, chamados canais tais como Cities
e/ou exerccios. H fruns, sugestes de planos & Towns, Education, Jobs & Careers, Hobbies &
de aula e outras informaes relativas prtica do Games, People & Relationships, Sports & Recreation,
ensino da lngua inglesa destinadas aos professores. Travel. uma fonte de textos autnticos de diversos
gneros e com grande riqueza de informaes, sendo
English Listening Lesson Library Online til tanto para alunos quanto para professores.
www.elllo.org
Oferece ricas e variadas atividades on-line de Short Stories
Listening, com opo de legenda e transcrio, www.short-stories.co.uk
atividades de mltipla escolha, jogos, atividades Para quem busca textos narrativos em ingls, o site
com imagens e vdeo. Inclui o udio de falantes rene, organiza e classifica contos por tipo (infantil,
de diversas nacionalidades. Para quem no quiser humor, fico cientfica, terror etc.), autor, avaliao
trabalhar com a prpria pgina da Internet, possvel de leitores, faixa etria e tamanho do texto. Pode ser
baixar o arquivo em Flash (*.swf). usado tanto pelo aluno quanto pelo professor para o
desenvolvimento de atividades de leitura. O site tambm
Randalls ESL Cyber Listening Lab oferece jogos e guias de leitura, entre outros recursos.
http://esl-lab.com
Possui inmeros arquivos de udio organizados
ESL Notes
por graus de dificuldade e temas, acompanhados www.eslnotes.com
de atividades de compreenso auditiva (incluindo Apresenta uma relao de filmes em ingls com
pre-listening, exerccios de listening com sinopses, perfis e caractersticas das personagens,
resposta automtica, atividades de vocabulrio, glossrios, aspectos culturais e sugestes de questes
post-listening) e com opo de visualizao da para debate sobre cada filme listado. Interessante para
transcrio. professores que queiram utilizar filmes como recurso
didtico e como fonte de pesquisa para alunos.
Brazilian Tourism Portal
www.visitbrasil.com/index.html?_locale=en One Stop English
Site em ingls para divulgar o Brasil como destino www.onestopenglish.com
turstico internacional. timo para passear por todas Site que interessa a alunos e professores de ingls.
as regies do pas. Para os alunos o site oferece artigos, arquivos de udio

e muitos outros recursos, incluindo os que visam ao So discutidos temas como a motivao, a interao,
desenvolvimento do letramento digital, por meio de a linguagem e a interface dos materiais digitais, as
atividades de excelente qualidade educacional. Para o dificuldades da docncia, entre outros.
professor de ingls, o site oferece uma vasta gama de
DIAS, R.; CRISTVO, V. L. L. (Org.). O livro didtico
recursos teis para a prtica pedaggica.
de lngua estrangeira mltiplas perspectivas.
Campinas: Mercado de Letras, 2009.
Internet Picture Dictionary
Esta coletnea rene trabalhos de vrios pesquisadores
www.pdictionary.com que compartilham conhecimento terico-metodolgico
Dicionrio monolngue ilustrado de uso extremamente sobre o livro didtico de lngua estrangeira e
fcil. A consulta pode ser feita pela letra inicial do apresentam argumentos para o desenvolvimento
verbete (Browse by letter) ou por assunto (Browse by da postura crtica em relao ao material didtico
category). As imagens apresentadas so pequenas, mas disponvel no mercado e/ou produzido pelo professor.
podem servir para ilustrar uma atividade pedaggica.
LIMA, D. C. (Org.). Ensino e aprendizagem de lngua
Para capturar uma imagem qualquer, basta clicar
inglesa: conversas com especialistas. So Paulo:
sobre ela com o boto direito do mouse, selecionar
Parbola Editorial, 2009.
a opo Salvar gura como e escolher uma pasta
No livro, especialistas de vrias partes do Brasil
do computador para grav-la. O site ainda apresenta
respondem a perguntas feitas por jovens professores
atividades variadas na seo Activities, localizada no
de lngua inglesa, abrindo um espao de debates,
canto inferior esquerdo. H desde ash cards, que
provocaes e reexes sobre o processo de ensino
podem ser reunidos por categoria e impressos, at
e aprendizagem de ingls como lngua estrangeira e
atividades que testam a memria verbal do usurio
(Stinky Spelling e Straight Recall). internacional.
MOITA LOPES, L. P. da. Oficina de lingustica aplicada:
Your Dictionary a natureza social e educacional dos processos de
www.yourdictionary.com ensino-aprendizagem de lnguas. Campinas: Mercado
de Letras, 1996.
Apresenta grande variedade de contedo vocabular. Esta obra referncia para a reexo sobre o processo
Inclui um dicionrio de tradues do ingls para o
de ensino-aprendizagem de lnguas, abordando
alemo, portugus, espanhol, francs e italiano. Possui
questes centrais que permeiam a prtica pedaggica
recurso para ouvir a palavra procurada, a transcrio
na sala de aula, os processos de pesquisa e a formao
fontica, exemplos com frases e a origem etimolgica.
do professor.
Rogets Thesaurus PAIVA, V. L. M. O. (Org.). Prticas de ensino e
aprendizagem de ingls com foco na autonomia. Belo
www.thesaurus.com/Roget-Alpha-Index.html
Horizonte: Faculdade de Letras da UFMG, 2005.
Site do conhecido dicionrio monolngue (ingls- Este livro tem o objetivo de ajudar o professor de ingls
-ingls) de sinnimos e antnimos. Para fazer uma a continuar seu processo de aprendizagem da lngua de
consulta, digite um vocbulo no campo da parte forma autnoma e, ao mesmo tempo, a reetir sobre os
superior e clique no boto OK ou ento apenas clique processos de ensino e aprendizagem que propiciem o
na letra inicial do vocbulo na parte inferior da pgina. uso da lngua estrangeira de forma significativa.
Ainda que seu uso exija conhecimento maior da lngua
inglesa, ele pode ser apresentado aos alunos como uma PARROTT, M. Grammar for English Language Teachers.
ferramenta til. Cambridge: Cambridge University Press, 2000.
Este livro estimula o professor a apreciar a ampla
gama de fatores que afetam os aspectos gramaticais,
Para o professor ao mesmo tempo que apresenta as normas prticas
baseadas na experincia que so propostas aos
ABRAHO, M. H. V. (Org.). Prtica de ensino de estudantes de ingls nos livros didticos. Ele oferece
lnguas estrangeiras: experincias e reexes. referncias bem acessveis que podem ajudar a planejar
Campinas: Pontes, 2004. as aulas e a antecipar problemas e dificuldades dos
Este livro visa promover a reexo sobre a prtica alunos.
docente em lngua estrangeira, apresentando e SOL, I. Estratgias de Leitura. Porto Alegre: Editora
discutindo aspectos fundamentais para o planejamento Artmed, 1998.
e a implementao de cursos na rea. Neste livro a autora explica que o leitor interage o
COLLINS, H.; FERREIRA, A. (Org.). Relatos de ensino tempo todo com o texto, utilizando seu conhecimento
e a aprendizagem de lnguas na Internet. Campinas: prvio sobre o tema, fazendo inferncias, elaborando
Mercado de Letras, 2004. hipteses e vericando as previses que fez sobre o
Este livro dedicado a professores de lnguas e a texto. Porm, esse dilogo no nem natural, nem
formadores de professores que queiram utilizar simples. Cabe ao educador proporcionar situaes para
o computador e a Internet como instrumento de que o aprendiz possa desenvolver e adotar suas prprias
mediao nos processos de ensino e aprendizagem. estratgias de compreenso leitora.

Teaching English com propsitos acadmicos, como ler e redigir textos
acadmicos, fazer resumos, compreender e apresentar
www.teachingenglish.org.uk
palestras etc. Inclui dicas, orientao de estudos,
Elaborado pelo Conselho Britnico com apoio da rede referncias bibliogrcas e exerccios com respostas em
BBC, o site oferece ao professor de ingls informaes algumas sees. Divide-se em Accuracy, Assessment,
e recursos variados, como sugestes de atividades, Background, Contact, Links, Listening, Materials,
planos de aula, fruns de discusso, detalhes sobre Reading, Speaking, Vocabulary e Writing.
conferncias profissionais, artigos acadmicos etc.
Tambm pode ser acessado a partir de link no portal Site da Professora Dra. Vera L. Menezes de O.
Learn English: www.learnenglish.org.uk.
Paiva (UFMG)
New York Times Learning www.veramenezes.com
www.nytimes.com/learning Sites de pesquisadores e grupos de pesquisa so fonte
D acesso a textos do jornal New York Times, com de textos atuais e confiveis para formao docente.
planos de aula e atividades sobre artigos publicados O site mantido pela Professora Dra. Vera L. Menezes
que podem ajudar o professor a organizar material de O. Paiva, professora titular da Universidade
extra para o ensino de leitura. Para uma viso geral do Federal de Minas Gerais (UFMG), oferece, atravs
que o blog oferece, sugere-se ler a apresentao feita do link Publicaes, inmeros textos sobre ensino-
em http://learning.blogs.nytimes.com/about-the- -aprendizagem de lnguas e formao do professor.
learning-network. No link Peridicos, h uma extensa relao de revistas
acadmicas brasileiras e estrangeiras de interesse do
Internet Grammar of English professor de ingls, tais como Revista Linguagem &
Ensino http://rle.ucpel.tche.br/, Teaching English
www.ucl.ac.uk/internet-grammar/home.htm as a Second or Foreign Language www.writing.
Traz uma ampla cobertura de contedo gramatical, berkeley.edu/TESL-EJ/, Language Learning and
que inclui tpicos como nouns, adverbs, adjectives, Technology http://llt.msu.edu, entre outras.
prepositions, conjunctions e functions in phrases,
entre outros. Apresenta exerccios interativos com Site do Professor Dr. Vilson Leffa (UCPel)
correo automtica e reviso ao final, alm de um www.leffa.pro.br
glossrio gramatical.
O site mantido pelo Professor Dr. Vilson J. Leffa,
Cybergrammar professor titular da Universidade Catlica de Pelotas
(UCPel), oferece, entre outros recursos, inmeros
www.cybergrammar.co.uk/index.php textos sobre ensino-aprendizagem de lnguas e
Organizado pela University of Exeter, este site contm formao do professor.
um resumo de pontos gramaticais e as discusses de
implicaes pedaggicas referentes a eles, alm de testes Pgina com artigos de Mark Warschauer (UCI)
para a verificao do entendimento das reas estudadas. www.gse.uci.edu/person/warschauer_m/warschauer_
m_papers.php
International Dialects of English Archive
Na rea de ensino-aprendizagem de lnguas mediado
http://web.ku.edu/idea/index.htm por computador, a pgina indicada acima, com
O site contm numerosas gravaes de usos da lngua artigos do pesquisador Mark Warschauer, professor da
inglesa por falantes de todo o mundo. Universidade da Califrnia Irvine (UCI), d acesso a
vrios textos completos que podem ajudar o professor
OWL (Online Writing Lab) a reetir sobre a insero de novas tecnologias em sua
http://owl.english.purdue.edu prtica pedaggica.
Rene recursos e materiais sobre tcnicas de escrita
sobre diferentes tipos de texto (essays, cartas,
memorandos, relatrios) e at mesmo de pesquisa na 21. reFerncias BiBlioGrFicas
Internet. Cobre todos os aspectos, explica em detalhes
todos os tipos de writing e ainda tira dvidas, por
Nesta seo indicamos as obras e os documentos que
meio de FAQs ou e-mail. Conta ainda com um grande
nmero de exerccios. O Online Writing Lab aborda o fundamentaram a proposta didtico-pedaggica desta
processo de redao em suas diferentes etapas, desde o obra e/ou foram utilizadas, de alguma forma, em sua
planejamento at a reviso do texto. produo.
ALEXANDER, L. G. Poetry and Prose Appreciation for
Using English for Academic Purposes Overseas Students. London: Longmans/Green & Co
www.uefap.co.uk Ltd., 1963.
Apresenta enorme variedade de contedos prticos ALLEN, R. Pocket Fowlers Modern English Usage.
e tericos para quem precisa usar a lngua inglesa Oxford: Oxford University Press, 1999.

BAKHTIN, M. M. Speech Genres and Other Late FLOWERS, C. A Science Odyssey: 100 Years of
Essays. Austin, TX: University of Texas Press, 1986. Discovery. New York: William Morrow and Company
. Te Dialogic Imagination: Four Essays by Inc., 1998.
M. M. Bakhtin. Austin, TX: University of Texas Press, FREIRE, P. Educao como prtica da liberdade. Rio de
1981. Janeiro: Paz e Terra, 1987.
BLOCK, D.; CAMERON, D. (Ed.). Globalization and Pedagogia do oprimido. 9. ed. Rio de
Language Teaching. London: Routledge, 2002. Janeiro: Paz e Terra, 1981.
BRASIL. Ministrio da Educao. Matriz de Referncia GOWER, R; PEARSON, M. Reading Literature. London:
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. Ministrio da Educao. Parmetros LANGAN, J. Ten Steps to Improving Reading Skills.
Curriculares Nacionais: Ensino Mdio Linguagens, Marlton, NJ: Townsend Press, 1988.
cdigos e suas tecnologias. Braslia: MEC/SEMTEC, 2000. LAVE, J.; WENGER, E. Situated Learning: Legitimate
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tecnologias. Braslia: MEC/SEMTEC, 2001. LEDERER, R. Te Miracle of Language. New York:
. Ministrio da Educao. PCN+ Ensino Pocket Books, 1991.
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MANUAL DO PROFESSOR

sta obra adota uma viso sociointeracional e interdisciplinar para

E o estudo da lngua inglesa no Ensino Mdio. Ao longo das unidades

Structure: Passive Voice Structure: Conditional Sentences III Unreal Past

UNIT 2 Curriculum Links: Math; Physics; History

Vocabulary: Odd Word Out; Noun UNIT 5

Check Your English 1 51 Check Your English 2 93

1 On Stage 2 Gandhi 3 Hgar the

nas pginas ao longo do livro.

6. Mozart changed the world with his eternal

7. Mozart was a genius, his life was short and

8. With the Internet, planet Earth is now a really

a. are spending b. Are

a. pollute; clean a. will

a. wont a. can; can

16. You starve yourself to lose weight. Thats

17. One of the paradoxes of modern life is that

19. You are my son, but you are the cleverest.

20. Jaci, the silver moon, by the Amazon

a. ought a. wandered; happened

24. You be a scientist to know that the proper way

29. Since then, people that dreams can lead us

25. NASA has successfully developed a water a. are learning

a. no; every a. know; know

been developing a system of protection

Before You Read Activating background knowledge

connections jobs research parasites drugs bacteria cells invaders

Our immune system is made up of cells and proteins that have

Synonyms and Antonyms Using grammar for vocabulary expansion

a. hero coward S A g. make up constitute, form S A

In Other Words Getting meaning from context

so quick and extremely violent vicious

Introduction our size and our careless mistakes blunders

we still somehow stay alive survive

more than any other characteristic feature

Paragraph 2 such as ours we have

Paragraph 3 This extraordinary system remarkable

they retard their development growth

The Body Is the Hero UNIT 1 11

Looking for Reference Reference words

a. With a circulatory system such as we have, we certainly need protection.

12 UNIT 1 The Body Is the Hero

Which One? Using grammar for vocabulary expansion

a. Our circulatory system is and powerful. (quick quickness quickly)

Choose the correct translation of the following sentences.

It is the body itself that must clean up the battlefield.

The Body Is the Hero UNIT 1 13

The body does the work. voz ativa

The work is done by the body. voz passiva

O que acontece quando passamos a frase da voz ativa para a passiva?

1. O objeto da voz ativa passa a sujeito da voz passiva.

People speak English everywhere. voz ativa

sujeito verbo objeto

English is spoken by people everywhere. voz passiva

14 UNIT 1 The Body Is the Hero

Estdio 1+2/Arquivo da editora

The Body Is the Hero UNIT 1 15

a. They hold the Olympic Games every four years.

b. They are destroying the forest.

c. They do not allow dogs in the restaurant.

d. They will serve dinner in a moment.

e. People must not throw garbage in the ocean.

f. Someone is writing a new law against corruption.