Way to English - 8 ano (Clique no último botão para ver em tela cheia)

TO8º- ano – Ensino Fundamental – Anos Finais – Língua Estrangeira Moderna – Inglês

WAY

8ENGLISH

for Brazilian Learners

Claudio Franco



TO8º- ano – Ensino Fundamental – Anos Finais – Língua Estrangeira Moderna – Inglês

WAY

8ENGLISH

for Brazilian Learners

Claudio de Paiva Franco

Doutor em Estudos Linguísticos (Linguística Aplicada)
pela UFMG.
Mestre em Linguística Aplicada pela UFRJ.
Professor de Língua Inglesa da Faculdade de Letras da UFRJ.
Proficiente em Inglês pela Universidade de Cambridge
(CPE), Inglaterra.
Foi professor de Educação Básica das redes estadual
(Ensino Médio) e federal (Ensino Fundamental e Médio).
Autor de livros didáticos de Inglês.

1a edição | São Paulo | 2015

Diretoria de conteœdo e inova•‹o pedag—gica
Mário Ghio Júnior

Diretoria editorial
Lidiane Vivaldini Olo

Ger•ncia editorial
Luiz Tonolli

Editoria de L’ngua Estrangeira e Arte
Mirian Senra

Edi•‹o
Carmela Ferrante, Danuza Dias Gonçalves e

Barbara Manholeti (estag.)

Arte
Ricardo de Gan Braga (superv.),
Andréa Dellamagna (coord. de criação), Erik TS (program. visual),
Leandro Hiroshi Kanno (editor de arte),
Luiza Massucato (assist. de arte) e

Tangente Design (diagram.)

Revis‹o
Hélia de Jesus Gonsaga (ger.), Rosângela Muricy (coord.),
Ana Paula Chabaribery Malfa, Luís Maurício Boa Nova e

Brenda Morais (estag.)

Iconografia
Sílvio Kligin (superv.), Claudia Bertolazzi (pesquisa),
Cesar Wolf e Fernanda Crevin (tratamento de imagem)

Ilustra•›es
Galvão Bertazzi

Cartografia
Eric Fuzii, Marcelo Seiji Hirata,
Márcio Santos de Souza e Robson Rosendo da Rocha

Fotos da capa
Cabine telefônica inglesa – Claudio Divizia/Shutterstock/

Glow Images
Jardim Botânico – Bruno Magalhães/ Nitro/Latinstock
Placa – Bernd Leitner Fotodesign/Shutterstock/Glow Images
Homem escocês – aisen/Imagebroker RF/Getty Images
Navio – Jenny Jones/Lonely Planet Images/Getty Images

Prot—tipos
Magali Prado

T’tulo original da obra: Way to English for
Brazilian Learners – 8o ano

Copyright © Claudio de Paiva Franco

Direitos desta edi•‹o cedidos ˆ Editora çtica S.A.
Avenida das Nações Unidas, 7221, 3o andar, Setor C

Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061

www.atica.com.br / [email protected]

Dados Internacionais de Cataloga•‹o na Publica•‹o (CIP)
(C‰mara Brasileira do Livro, SP, Brasil)

Franco, Claudio de Paiva
Way to English for Brazilian Learners : língua

estrangeira moderna : inglês : ensino fundamental II /
Claudio de Paiva Franco. -- 1. ed. -- São Paulo : Ática, 2015.

Obra em 4 v. para alunos do 6o ao 9o ano.

1. Inglês (Ensino fundamental) I. Título.

15-03431 CDD-372.652

êndice para cat‡logo sistem‡tico:
1. Inglês : Ensino fundamental 372.652

2015
ISBN 978 85 08 17340 2 (AL)
ISBN 978 85 08 17339 6 (PR)

C—d. da obra CL 713391
CAE 543 643 (AL) / 543 625 (PR)

1a edição
1a impressão
Impress‹o e acabamento

2

Apresentação

Caro aluno

Você já deve ter percebido a presença da língua inglesa em
seu dia a dia – em filmes, músicas, jogos eletrônicos, sites etc.
Na Internet, o inglês é bastante utilizado para a divulgação de
conteúdos para pessoas do mundo inteiro. Na comunicação
entre indivíduos de diferentes países, seja a distância, seja
presencialmente, a língua inglesa também é muito usada.
Assim, aprender inglês é importante para ter acesso a tudo
isso e poder participar de interações nesse idioma de forma
ativa e crítica.

Esta coleção foi planejada pensando em contribuir para sua
formação como indivíduo que utiliza a linguagem em diversas
práticas sociais. Dessa forma, as atividades foram elaboradas a
partir de situações de uso da língua inglesa para que você seja
capaz de desenvolver, de forma integrada, as habilidades de
ler, ouvir, falar e escrever em inglês. Além disso, a diversidade
cultural e a riqueza da variedade linguística são valorizadas.

Ao longo dos quatro volumes, você encontra uma grande
variedade de gêneros textuais e de temas de relevância para
você e a sociedade como um todo. Ao aprender a língua
inglesa, você descobre novas formas de pensar, sentir e agir
no mundo. Nesta coleção, o ensino da língua não acontece
de maneira isolada, é sempre articulado com as demais
disciplinas do currículo, convidando você a refletir criticamente
sobre diversas questões e a participar mais ativamente da
sua comunidade.

Como buscamos valorizar seu papel na construção coletiva
do conhecimento ao longo de toda a obra, esperamos que, ao
utilizar a coleção, você se sinta sempre convidado a se engajar
com entusiasmo, junto com seus colegas e seu professor,
em um processo de aprendizagem colaborativo, prazeroso e
enriquecedor.

Os Autores

3

Conheça seu livro

Conheça as seções que fazem parte deste livro.

Esta seção apresenta estratégias de aprendizagem e de leitura que vão The Entertainment
ajudar você a se sentir mais confiante para realizar as atividades propostas ao Industry
longo do livro.
Warming Up!
Read the following comic strip and do exercises 1-3.
The photos show different types of entertainment. What are they? Which one is
tip © 2015 King Features Syndicate/Ipress your favorite?
Banco de imagens/Arquivo da editora
A Doing Research on the Michael Yarish/CBS/Everett Collection/Keystone

Observe as Internet
relações entre
os elementos Finding Websites
verbais e não Here are some steps to help you use the Internet for your research.
verbais.
1 Choose a search engine.
PICCOLO, Rina. Tina’s Groove. Available at: <http://tinasgroove.com/comics/november-9-2012>.
Accessed in: May 2015. Search

1 Answer the questions below.

a. What is the girl doing?

b. What is the message written by Gus?

c. According to the girl, does the text from Gus have a clear meaning? 2 Type your keywords into the search box. Jaap Buitendijk/Summit Entertainment/Everett Collection/Keystone

d. Is it difficult for the girl to respond to the text from Gus? Make your keywords as precise as possible. Use two or more keywords in
your search. Put the most important keywords first.
2 Match the columns below. E.g. If you want Four tips for getting more precise results. You can also combine them!
to find timelines
a. :) an open-mouthed laughing face of world A. Use to include words in the results.
leaders.
b. ;-) a simple smiley face timelines + world + leaders
E.g. If you
c. :-D a winking face want to find a B. Use to remove words from the results.
biography of biography + Indira Gandhi − Mahatma
3 Mark the fragment below that contains humor. Indira Gandhi
and eliminate
“hm... ambiguous text from Gus...” “... I’m ‘fixing my face’ for a text.” Mahatma from
the results.
8  C. Use to search for specific terms or phrases. 100 
E.g. If you want “the longest river in the world is”
to find out the Warming Up!
Tips into Practice name of the D. Use to substitute for one or more characters/words.
longest river in “it depends * me” Explore o t’tulo da unidade e as
Apresenta dicas para voc• colocar em the world. imagens de abertura para levantar
pr‡tica diversas estratŽgias de leitura e 3 Make sure you spell the keywords correctly. hip—teses relacionadas ao tema.
E.g. If you 4 Click on the name of the website that seems to be the most helpful to you.
aprendizagem. are not sure 5 Evaluate the website to see if it will really help you (see next section).
about the
prepositions
that go with
the verb
depend.

16

Doing Research on
the Internet

Apresenta dicas pr‡ticas de como usar
a Internet para pesquisas escolares.

Before Reading Taking it Further
1 Go back to the text on page 136 and read about Molly and Carly again.
1 In your opinion, do we live in the age of information or in the age of
Why did they make a difference?
distraction? Why?
2 Before reading the following text, take a look at its picture and layout.
2 Take a look at the layout and the structure of the following text. Then, mark
What do you expect to read about?
the correct statements about it.
Now read the following text and do exercises 3 and 4.
The text is a mind map.
www.hivesforlives.com
It contains a main topic and seven subtopics.
Vocabulary Study Reprodução/<www.hivesforlives.com>
The structure of the text suggests that it offers a small number of tips. Reprodução/<www.mainlinemedianews.com>
Kinds of TV Shows
3 Based on the topic “How to focus in the age of distraction”, what tips do 1 What is your favorite TV show? Why do you like it?
2 Match the kinds of TV shows (A-H) to their definitions.
you expect to find in the text?

Language Hi! We are Carly and Molly and we
Note
are now 18 and 20. Nine years ago our
mobile
mobile phone grandfather died from throat cancer.

cell phone
cell

Reading We wanted to do something to remember

him and to make sure that others would Sisters Molly (left) and Carly
not get sick and die like he did. We have
Now read the text below to check your predictions. Donaldson Collection/Michael Ochs Archives/Getty Images Monty Brinton/CBS/Getty Images
been beekeepers since we were little, and we figured out that we could

actually sell our honey and donate all the money to help beat cancer.

Le@rning on We call our company Hives for Lives, and it is now nine years old.
the Web:
Para saber In total we have donated over $ 200,000 to cancer research with our Local
mais sobre o Honey Local Money program. We are recruiting other kids to sell and raise
projeto Hives bees along with us as HELPER BEES. So if you love honey, let us know if you
for Lives, want to help!
visite: <www.
hivesforlives. Take Care and Good Health!
com>.
(acesso em: Molly and Carly
fev. de 2015).
a. Cartoon b. Game show
Adapted from: <www.hivesforlives.com>. Accessed in: February 2015.

Mr Pics/Shutterstock/Glow Images michaeljung/Shutterstock/Glow Images 3 Answer the questions below.
a. What is “Hives for Lives”?

b. When did Molly and Carly start “Hives for Lives”?

Reprodu•‹o/Learning Fundamentals c. What happens to the money the company receives from selling honey?

c. Cooking show d. News d. What are volunteer kids called at “Hives for Lives”?

Adapted from: <http://learningfundamentals.com.au/resources>. Accessed in: January 2015.

20 Unit 1 Stas Moroz/Shutterstock/Glow Images Scott Humbert/3 Arts Entertainment/Everett Collection/Keystone 140 Unit 8

Reading e. Documentary f. Sitcom Taking it Further
104 Unit 6
Prepare-se para ler o texto principal Amplie seus conhecimentos sobre o
da unidade, fazer atividades de tema da unidade.

compreens‹o e refletir criticamente Vocabulary Study
sobre o texto que acabou de ler.
Estude o vocabul‡rio de forma
sistem‡tica e contextualizada.

4

Language in Use Listening and Speaking
1 A fable is a type of short story that is told to teach a moral lesson. Fables are
Making Comparisons (The Superlative Form)
Read the fragments below from the quiz on page 72 and do exercises 1-5. usually about animals or plants that can talk and act like people. Do you like
fables? What fables do you know?
I. The worldÕs richest country is Qatar. II. ... is the longest river in the world.
13 2 Listen to a fable about the relationship between two animals. What fable is it?
1 Complete the following item about fragment I.
The Old Lion and The Fox.
The fragment ÒThe worldÕs richest country is Qatar.Ó is equivalent in meaning to

ÒQatar is the richest country .Ó

2 Take a look at the table below and compare the length of the rivers Nile, Listening and
Speaking
Amazon and Yangtze. Then, complete fragment II.
Participe de
The Nile The Amazon The Yangtze Language in Use atividades de ouvir e
falar inglês, com uso
River Jacques Descloitres, MODIS Rapid Response Team/ Aprimore seus de áudio e com seus
GSFC/NASA conhecimentos colegas.
gramaticais a partir
Pubbli Aer Foto/DeAgostini/DEA/Getty Images de situações de uso
Martin Moos/Lonely Planet Images/Getty Images da língua.

Length 6,650 6,400 6,300
(km)

Source: <http://en.wikipedia.org/wiki/List_of_rivers_by_length>. Accessed in: January 2015.

is the longest river in the world.

3 Complete the following item about fragment II.

The fragment Ò... is the longest river in the world.Ó is equivalent in meaning to
Ò longest river is...Ó.

4 Based on the length of the rivers in exercise 2, complete the following sentences.

a. is longer than the Amazon river. Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora

b. The Amazon river is longer than .

5 Now match the columns below.

a. When one element is compared to another, we use the superlative form
(the longest).
b. When one element is compared to other elements
(two or more) from the same group, we use the comparative form
(longer than).
The Lion and The Mouse.

What a Wonderful World! 73 130 Unit 7

Writing

In this unit you have read graphs from a survey on page 40. Graphs can be Looking Ahead
used to display the results of a survey in a visual way. There are many different
types of graph. The two most common are pie charts and bar graphs. Pie charts There are several well-known Brazilian personalities that have made their mark on the
work best when your data consist of several items. Bar graphs are often used world. They are from different areas such as sports, music, film, science, literature etc.
when you want to present distributions of data over time. The photos below show some of these people. Talk to a classmate about them and
answer the following questions.
1 Conduct a survey and use graphs to display its results. You can conduct a
s_bukley/Shutterstock/Glow Images _bukley/Shutterstock/Glow Images
survey on one of the suggested topics below.

• The future of English. What will happen to English in the future? Will English still
be a global language?

• The future of language learning. Which tools will help you improve your English
in the future? Will online learning become more popular?

Writing tip Writing Context Looking Ahead Gisele Bündchen, fashion model and Rodrigo Santoro, actor best known for
Goodwill Ambassador for the United his participation in successful movies
Escreva um texto a Ao revisar Before writing your text, complete the following paragraph describing the Debata com seus Nations Environment Programme. and the television series Lost.
partir da observação os textos, elements of the writing context. colegas questões
considere, por relevantes sobre o
de textos que você exemplo: You are going to conduct a survey in order to find out share people’s tema da unidade.
explorou na unidade. • objetivo: As
about something in the future. You are going to Stephen Lovekin/Getty Images Fabio Berriel/LatinContent/Getty Images
informa•›es
est‹o design to display the results of your survey. You are going
adequadas ao
objetivo do to use an objective tone. Your text can be published on a traditional
texto?
• conteœdo: Os school or on the Internet so that other classmates and
resultados da
pesquisa school members can read it.
foram
verificados e Step by Step Gilberto Gil, singer and songwriter Miguel Nicolelis, neuroscientist best
calculados de known for his musical innovation. known for his pioneering work in
forma 1. Choose a topic for your survey. Make sure the survey questions invite people to “reading monkey thought”.
correta? share their opinions, expectations about the selected topic.
• linguagem: As a. Do you know these Brazilian personalities? Who do you admire the most? Why?
perguntas e 2. Write at least three possible answers for each question. Make them short and clear. Who is not from the entertainment industry?
as respostas You can add another field to allow a respondent to enter his/her own answer.
est‹o b. What are the advantages and disadvantages of gaining fame?
redigidas de 3. Have a classmate take your survey. This is a good way to check if the questions
maneira clara and the answer options are clear enough. c. In your opinion, what is the most important thing: to be famous or to be influential?
e objetiva? Would you like to have a positive influence on other peoplesÕ lives? If so, how?
• leiaute: A 4. Submit your survey to your classmates, teachers and friends. Try to have as
organiza•‹o many people to take your survey as possible. d. Can you think of other Brazilian personalities who are internationally famous/influential?
visual facilita What are they best known for?
a r‡pida com- 5. Design graphs to display the results of your survey. Choose an appropriate type
preens‹o das of graph for your survey. Extra Reading
informa•›es? <http://time.com/3592134/laughing-health-benefits/>
6. Exchange graphs with classmates and discuss the texts. <www.imdb.com/search/name?birth_place=Brazil>
Reescreva seu 7. Make the necessary corrections. ESTOURO <www.brazil.org.za/famous-brazilians.html>
texto com base
na revis‹o feita 8. Write the final version of the graphs. You can use a spreadsheet application in Extra Video
por voc• e seus your computer to design them. <www.ted.com/talks/lauren_zalaznick>
colegas.

2 It’s time to share the results of your survey with your classmates and other people.

44 Unit 2 The Entertainment Industry 113

Time for Fun! 1A tip

It’s time to play a board game with your classmates. Making a Book Trailer (First Part) O objetivo de um book
trailer é despertar,
INSTRUCTIONS Na unidade 1, você falou sobre a era da informação e o uso no leitor o desejo de
• Comece o jogo na casa START. de diferentes tecnologias. Agora, leia a tarefa abaixo para fazer a ler e de comprar
• Jogue o dado para mover sua peça. primeira parte do Project 1, Making a Book Trailer. determinado livro.
• Forme uma frase usando o comparativo ou o superlativo do adjetivo da casa onde Diferentemente do
TASK: Have you ever watched a book trailer? Book trailers are an trailer de cinema, em
parar. excellent way to communicate the excitement of reading while que é feita uma edição
• Ganha o jogo aquele que chegar à casa FINISH primeiro. promoting new or favorite books. In small groups, try to watch com as melhores e
different movie trailers in order to better understand what they mais interessantes
Review, Time are. Visit the websites <www.booktrailersforreaders.com> and cenas do filme, no book
<www.booktrailer.com.br> to find some examples of book trailers trailer, a montagem
for Fun!, Thinking in English and Portuguese. é elaborada com
frases de impacto,
about Learning geralmente
acompanhadas de
Reveja os conteúdos imagens da história e
trabalhados, uma bela música de
divirta-se com fundo. Em geral, um
jogos e avalie sua book trailer tem de 30
aprendizagem a cada a 90 segundos.
duas unidades.
Galv‹o Bertazzi/Arquivo da editora Book Trailers Catching Fire: Reprodu•‹o/Scholastic Press; The diary of a young girl: Reprodu•‹o/Bantam Books; The fault in our stars: Reprodu•‹o/Penguin Books UK; Project
Twilight: Reprodu•‹o/Little, Brown Books for Young Readers; Sherlock Holmes - Rache, um estudo em vermelho: Reprodu•‹o/Editora Melhoramentos;
Poesias: Reprodu•‹o/L&PM Pocket; Insurgent: Reprodu•‹o/Katherine Tegen Books; Harry Potter and the Deathly Hallows: Reprodu•‹o/Arthur A. Levine Books Planeje, desenvolva
e apresente projetos
interdisciplinares em
grupo.

In this part of the project, it is only necessary to watch some movie Go to page 85
trailers. Later, you are going to make your own movie trailer based on your for the second
favorite book.
part of this
project.

Review 2 83 Project 1A 51

Ao final do livro, a se•‹o Vocabulary Corner organiza o vocabul‡rio aprendido. A se•‹o Language
Reference in Context resume conteœdos lingu’sticos de forma contextualizada e apresenta novos
exerc’cios para voc• estudar. O Glossary traz o significado das palavras que aparecem no livro.

5

Contents

Conhe•a seu livro ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 4
Tips into Practice ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 8
Doing Research on the Internet ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 16

Information The World
Overload of Books

• Exploring mind maps • Exploring book reviews
• Establishing connections with Portuguese, Maths and Arts • Establishing connections with Portuguese and Arts

Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 18 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 52
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 20 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 54
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56

Word Groups ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Book Genres ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 23 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 58
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 24 Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59

Review: Present Simple / Present Continuous ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 24 Making Comparisons (The Comparative Form) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 28 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 62
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 30 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 64
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 31 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 65

Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora The Future What a
of English Wonderful
World!
• Exploring graphs
• Establishing connections with Maths, Portuguese and Arts • Exploring quizzes
• Establishing connections with Geography and History
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 32
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 34 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 66
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 68
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
Synonyms ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 37 Adjectives˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 72
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Future with will ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 42 Making Comparisons (The Superlative Form) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 44 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 76
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 45 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 78
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 79

Review 1 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 46 Review 2 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 80
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 49 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 83
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 50 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 84

Project 1A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 51 Project 1B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 85

6

Looking to Relationships
the Past and Values

• Exploring FAQs • Exploring short stories
• Establishing connections with History and Geography • Establishing connections with Arts

Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 86 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 120
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 88 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 122
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124

Occupations ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 False Friends ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 92 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 125
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127

Past Simple (Verb To Be)˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Past Simple (Irregular Verbs) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 96 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 130
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 98 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 132
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 99 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 133

The Any
Entertainment Volunteers?

Industry

• Exploring biographies • Exploring comic strips
• Establishing connections with Arts, History and Geography • Establishing connections with Geography, Arts and Portuguese

Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 100 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 134
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 102 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 136
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138

Kinds of TV Shows˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Household Chores ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 106 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 140
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141

Past Simple (Regular Verbs) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Past Continuous˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 110 Past Continuous or Past Simple? ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 142
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 112 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 144
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 113 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 146
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 147

Review 3 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 114 Review 4 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 148 Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 117 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 151
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 118 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 152

Project 2A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 119 Project 2B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 153

Vocabulary Corner ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 154
Language Reference in Context ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 161
Glossary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 177
Index ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 183
Bibliography ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 184

7

Esta seção apresenta estratégias de aprendizagem e de leitura que vão
ajudar você a se sentir mais confiante para realizar as atividades propostas ao
longo do livro.

Read the following comic strip and do exercises 1-3.

tip © 2015 King Features Syndicate/Ipress

A

Observe as
relações entre
os elementos
verbais e não
verbais.

PICCOLO, Rina. Tina’s Groove. Available at: <http://tinasgroove.com/comics/november-9-2012>.
Accessed in: May 2015.

1 Answer the questions below.

a. What is the girl doing?

b. What is the message written by Gus?

c. According to the girl, does the text from Gus have a clear meaning?

d. Is it difficult for the girl to respond to the text from Gus?

2 Match the columns below.

a. :) an open-mouthed laughing face

b. ;-) a simple smiley face

c. :-D a winking face

3 Mark the fragment below that contains humor.

“hm... ambiguous text from Gus...” “... I’m ‘fixing my face’ for a text.”

8 

Read the cartoon below and do exercises 4-6.

© Chris Madden/Acervo do cartunista

Available at: <www.chrismadden.co.uk/cartoon-gallery/cartoon-the-
evolution-of-spelling>. Accessed in: May 2015.

4 What does the cartoon show? Choose the correct items below.

Young people talking in text message language.
Young people having a formal conversation in English.
A generational difference in the language used by young and older people.

5 Can you figure out what the girl’s message is?

6 Use your own words to explain what the comic strip on the previous page tip

and the cartoon above have in common. B

Busque sempre
estabelecer
relações entre
os textos que
você lê para
ampliar sua
compreensão
sobre eles e
sobre o mundo.

Tips into Practice 9

Nesta seção, pense nas estratégias de aprendizagem e de leitura que você
já usa e aprenda outras. Antes de fazer os exercícios sobre o texto abaixo,
conheça algumas dicas de estratégias que são importantes antes, durante e/ou
depois da leitura do texto.

tip tip tip

D C E
Preste Ative seu conhecimento prévio sobre o tema Faça previsões
atenção aos do texto para favorecer o estabelecimento sobre o texto a
subtítulos para de hipóteses sobre o que será lido. partir do título
compreender e das palavras-
melhor a Ways to improve your mental performance -chave.
organização das
ideias no texto. 3 Tricks for a Better Memory tip

tip 1Use it or lose it. The brain functions like a muscle – G
the more you use it , the stronger it gets. Learning new Observe o
F things, varying your routine, having heated debates, going que palavras
Busque sempre on trips and playing an instrument all help your brain to em uma
identificar a make new connections and function better. enumeração ou
que elemento listagem têm
o pronome se 2Eat healthy carbohydrates to boost brain cells. A Canadian em comum para
refere para study found that older people whose diets contained the inferir possíveis
compreender greatest percentage of kilojoules as carbohydrates did best on significados.
como as ideias memory and task tests. However, make sure you’re getting
se relacionam these carbohydrates from fruits, vegetables and wholegrains tip
em um texto. – these release glucose to the brain gradually. Sugary cakes
H
Language or ice-cream may provide a quick fix, but Busque inferir
Note are often followed by a slump and loss of o significado
grey matter concentration. Eating oil-rich fish once de palavras
= a person’s a week will also help the grey matter. desconhecidas
intelligence a partir da
3Develop strategies. Counter senior observação do
or fuzzy moments by doing one contexto em
thing at a time – research finds that que elas são
multitasking hinders memory and utilizadas.
concentration. Stop for a second after
an introduction and repeat the person’sTatiana Popova/Shutterstock/
name out loud. Read or work in a quietGlow Images
room – noise exposure can slow your ability
to rehearse things in your mind, a way of
building memory.

From: READER’S DIGEST. Australia, vol. 187, n. 1115, January 2015, p. 19.

10 

Para fazer as atividades a seguir, utilize as dicas de estratégias de leitura
sugeridas.

1 Where can you find the following ideas?

a. Doing more than one thing at a time is bad for your memory. tip

1 Use it or lose it. D
2 Eat healthy carbohydrates to boost brain cells.
can help you!

3 Develop strategies.

b. The brain functions better when you use it. Galv‹o Bertazzi/Arquivo da editora

1 Use it or lose it.

2 Eat healthy carbohydrates to boost brain cells.

3 Develop strategies.

c. Sugar is bad for your concentration.

1 Use it or lose it.

2 Eat healthy carbohydrates to boost brain cells.

3 Develop strategies.

2 Answer the questions below with a fragment from the text.

a. According to the text, what can help the brain make new connections and

function better?

b. Based on the Canadian study mentioned in the text, who did best on memory

and task tests?

c. How often do you need to eat oil-rich fish in order to help the brain?
d. What can slow your ability to repeat things in your mind?

3 In “the more you use it, the stronger it gets”, what does the tip

pronoun it refer to? F

“a muscle” “the brain” can help you!

Tips into Practice 11

tip 4 Mark the food items below that are good for your brain.

G [3]

can help you!

[5] [1] Africa Studio/Shutterstock/Glow Images; [2] M. Unal Ozmen/Shutterstock/Glow Images;
[3] munalin/Shutterstock/Glow Images; [4] paulista/Shutterstock/Glow Images;
[1]
[5] Anna Breitenberger/Shutterstock/Glow Images; [6] Andrey Starostin/Shutterstock/Glow Images
[2] [4]
[6]

tip 5 How can we say the following words in bold in Portuguese? In each

H fragment below, choose the best translation for the word in bold. Go back
to the text on page 10 and make inferences.
can help you!

a. In “Eat healthy carbohydrates to boost brain cells”, boost means

estimular. danificar.

b. In “a slump and loss of concentration”, slump means

queda brusca, colapso. aumento, crescimento.

c. In “multitasking hinders memory and concentration”, hinders means

melhora. prejudica.

d. In “rehearse things in your mind”, rehearse means

repassar. esquecer.

6 In “The brain functions like a muscle”, what idea does the word like

express?

Comparison. Addition.

7 Muitas vezes, algumas estratégias de leitura, como observar palavras

parecidas como o português e o uso de imagens, nos ajudam a
compreender um texto. O que ajudou você a compreender o texto?

12 

Read the text below and do exercises 8-11. tip

Reprodução/<www.menshealth.com/ftness/this-is-your-brain-on-exercise> I

Observe o
contexto para
identificar
palavras
parecidas com o
português, mas
com significado
diferente (false
friends), e faça
inferências
sobre seu
verdadeiro
significado.

Available at: <www.menshealth.com/fitness/this-is-your-brain-on-exercise>.
Accessed in: May 2015.

8 Which quote below is related to the main idea of the text ÒThe brain

benefits of exerciseÓ?

“A strong body makes the mind strong.” (Thomas Jefferson)

“Tears come from the heart and not from the brain.” (Leonardo da Vinci)

9 Is exercising one of the three tricks to improve mental performance

mentioned in the text on page 10?

10 Some activities can provide similar benefits to the brain. Based on the text

above and the one on page 10, what do exercising and eating healthy
carbohydrates have in common? Choose the correct items below.

They promote brain cell repair.

They hinder concentration.

They improve memory.

11 In Òpromote brain cell repairÓ, the word repair has a similar spelling to

ÒrepararÓ in Portuguese, but a different meaning. In the fragment, repair
means

ano, prejuízo. reparo, conserto.

Tips into Practice 13

Read the text below and do exercises 12-16. Learn new tips!

tip

J

Identifique se o texto é uma carta, um poema, um
artigo de revista etc. para, com base no que você
já sabe sobre esse gênero textual, compreender
melhor o texto, seus objetivos e sua estrutura.

tip Phenomenal Woman meunierd/Shutterstock/Glow Images

K by Maya Angelou
Observe os
recursos Pretty women wonder where my secret lies.
sonoros I’m not cute or built to suit a fashion model’s size
utilizados no But when I start to tell them,
texto como a They think I’m telling lies.
rima. I say,
It’s in the reach of my arms
tip The span of my hips ,
The stride of my step ,
L The curl of my lips.
Observe o efeito I’m a woman
das repetições Phenomenally.
de versos no Phenomenal woman,
texto. That’s me.

I walk into a room Maya Angelou – Street art in Montreal, Canada (2015).
Just as cool as you please,
And to a man, From: <www.poetryfoundation.org/poem/178942>.
The fellows stand or Accessed in: May 2015. (fragment)
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It’s the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
[...]

14 

12 Answer the questions below.

a. What is the genre of the text?

b. Who is the author of the text?

c. What is it about?

13 How does the woman in the text feel about herself?

Insecure. Self-confident.

14 The woman in the text doesn’t care to fit into society’s standards of beauty.

Choose a line from the text that supports this statement.

Galv‹o Bertazzi/Arquivo da editora

15 Mark the correct statements about the text. .

a. It contains rhymes (e.g. hips, lips, knees, bees, teeth, feet). Tips into Practice 15
b. It contains contracted forms (e.g. I’m, It’s, That’s).
c. It contains repetition of some lines.
d. Its tone is formal.

16 In “They think I’m telling lies”, the pronoun they refers to

Doing Research on the Banco de imagens/Arquivo da editora

Internet

Finding Websites

Here are some steps to help you use the Internet for your research.

1 Choose a search engine.

Search

E.g. If you want 2 Type your keywords into the search box.
to find timelines
of world Make your keywords as precise as possible. Use two or more keywords in
leaders. your search. Put the most important keywords first.
Four tips for getting more precise results. You can also combine them!
E.g. If you
want to find a A. Use to include words in the results.
biography of
Indira Gandhi timelines + world + leaders
and eliminate
Mahatma from B. Use to remove words from the results.
the results.
biography + Indira Gandhi − Mahatma
E.g. If you want
to find out the C. Use to search for specific terms or phrases.
name of the “the longest river in the world is”
longest river in
the world. D. Use to substitute for one or more characters/words.

E.g. If you “it depends * me”
are not sure
about the 3 Make sure you spell the keywords correctly.
prepositions 4 Click on the name of the website that seems to be the most helpful to you.
that go with 5 Evaluate the website to see if it will really help you (see next section).
the verb
depend.

16

Evaluating Websites

Is all online information reliable? Not really! Here are some useful questions to
ask yourself when you are evaluating websites on the Internet.

1 Who is the author of the website?
WHO
Is he/she an expert?
Is there a link to find out more about him/her?

2 What is the purpose of the website?
WHAT
Is there relevant information in it?
Is it different from other websites?

3 When was the website created?
WHEN
Are dates included for the last update?
Are the links current and all functional?

4 Where does the content of the website come from?
WHERE

Are sources of factual information or statistics mentioned?

Is there a bibliography included?

5 Why is this website useful for my purposes?
WHY
Why should I use it?
Is it better than any other?

The website domain can provide indications
of the website’s area of interest or purpose.

The most common domains are:

It is time to put into practice what you have learned about finding and
evaluating websites. Imagine you are searching for biographies of world leaders
and do exercises 1 and 2.

1 Find three websites that offer biographies of world leaders. Follow the steps

and tips on the previous page to get more precise results.

2 Based on the three websites you chose, answer questions 1-5 in order to

decide which websites contain reliable information on the biographies you
are searching for.

1
Who

2
What

3
When

4
Where

5
Why

17

Information Crédito/Arquivo da Editora
Overload
Sam Edwards/OJO Images/Getty Images
Warming Up!

What do the photos show? Do you usually do one thing at a time? If not, do you get
distracted easily?

18 

Leigh J/Shutterstock/Glow Images Monkey Business Images/Shutterstock/Glow Images

Mark Bowden/E+/Getty Images Peter Cade/The Image Bank/Getty Images

Learning Objectives

• to talk about the age of information and getting distracted
• to review the Present Simple and the Present Continuous tenses
• to explore mind maps
• to establish connections with Portuguese, Math and Arts

 19

Before Reading

1 In your opinion, do we live in the age of information or in the age of

distraction? Why?

2 Take a look at the layout and the structure of the following text. Then, mark

the correct statements about it.

The text is a mind map.

It contains a main topic and seven subtopics.

The structure of the text suggests that it offers a small number of tips.

3 Based on the topic “How to focus in the age of distraction”, what tips do

you expect to find in the text?

Language
Note

mobile
mobile phone

cell phone
cell

Reading

Now read the text below to check your predictions.

Reprodu•‹o/Learning Fundamentals

Adapted from: <http://learningfundamentals.com.au/resources>. Accessed in: January 2015.

20 Unit 1

Reading for General Comprehension

Mark the main objective of the text.

To present some facts about the age of distraction.
To offer some tips on how to concentrate in the age of distraction.

Reading for Detailed Comprehension

1 Complete each item below with an appropriate subtopic from the text on tip

the previous page as in the examples that follow. Note que o
uso de cores
a. Take a digital technology detox Eliminate technology from your life. em um mapa
b. Help for addicts Learn how to deal with unhealthy practices. conceitual é
importante
c. Find ways to focus on work. para uma boa
organização
d. Learn when to disconnect. visual das
informações.

e. Establish a routine.

f. Learn how to get organized.

g. Evaluate your actions.

2 Read the following problems presented by different students. Then choose

an appropriate tip from the text for each problem.

a. “I think I’m addicted to social networks.” – 8th grade student.

b. “Sometimes I forget to do my homework”. – 6th grade student.

c. “I can’t focus on my work when I’m around the computer.” – College student

d. “I get distracted easily with email notifications.” – High school student

Reading for Critical Thinking tip

Discuss the questions below with your classmates. Procure ter
uma postura
a. In your opinion, is it easy to put into practice the tips from the mind map on crítica diante
dos textos,
page 20? What difficulties can people have? considerando
novas
b. What can they do to overcome these difficulties? perspectivas
c. Do you agree with all the tips in the text? What other tips can you include in the sobre o tema e
relacionando-o
mind map? com a
realidade a sua
volta.

Information Overload 21

tip Vocabulary Study

Agrupar as Word Groups
palavras e
expressões 1 Word groups are groups of words related to a common topic. Complete the
por campo
semântico charts below with words and expressions from the text on page 20.
pode ajudar
você a ampliar
e fixar o
vocabulário
aprendido.

digital devices

timer

take a shower daily activities

Now 2 Add other words that you know to the chart in exercise 1.
complete the
Vocabulary

Corner on
page 154 with
what you have

learned.

22 Unit 1

Taking it Further Galv‹o Bertazzi/Arquivo da editora

1 Before reading the following text, take a look at its title. Mark the item

below that you expect to be related to “digital detox”.

A chance to be part of the digital world.
A vacation from using any kind of technology.

What is a digital detox?

A digital detox is switching off all mobiles, smartphones,
tablets, laptops, and computers for a certain length of time.
This enables you to spend screen-free time doing
whatever you enjoy. A digital detox is also a chance to
recharge and rest.
A digital detox should ideally be around 24 hours long
as a minimum. It can be 72 hours or more if you want to
build up to that.

Available at: <www.forbes.com/sites/francesbooth/2014/06/13/how-to-do-
a-digital-detox>. Accessed in: January 2015. (fragment)

2 Now read the text “What is a digital detox?” and answer the questions below.

a. What devices do you turn off in a digital detox?

b. What is a digital detox good for?

c. What is the minimum amount of time for a digital detox?

3 In “It can be 72 hours...”, which expression does the pronoun it refer to? .
4 Which tip from the mind map on page 20 refers to the text above?

5 Do you think you need a digital detox? Why (not)?

 Think about it!
Diversas pessoas sofrem com o estresse provocado por dispositivos eletrônicos
e acabam recorrendo a uma desintoxicação digital. Recentemente, devido a
sua popularidade, o termo digital detox passou a constar em dicionários. Na sua
opinião, quais as possíveis consequências do uso excessivo da tecnologia? O que
pode ser feito para reduzir a dependência de aparelhos tecnológicos?

Information Overload 23

Language in Use Reprodu•‹o/Enable Education

Review: Present Simple / Present Continuous

1 Go back to page 20 and read the text again. Then, mark the statements

below that are in accordance with the text.

a. A focused person does one thing at a time.
b. A focused person checks email about ten times per day.
c. A focused person takes time to reflect on what worked and what didn't work

for him/her.

d. Focused people spend 30 minutes each day managing their space.

2 Now go back to exercise 1 and circle the main verb in each sentence. Based

on the same text, write down two more sentences about focused people.

3 How much time a day do you spend “connected”? Based on the first part of

the following text (infographic), complete its second part (statistics) as in the
example.

24 Unit 1

Let’s look at some statistics…

¥ According to several studies conducted by several universities (...), the average
young adult in North America today watches 244 minutes of television per day.

¥ He or she minutes of music per day.

¥ He or she minutes on the internet (40 minutes of which are

spent watching videos) per day.

¥ He or she minutes reading per day.

¥ He or she minutes of video games per day.

¥ He or she minutes on their cell phone or other mobile device
every single day.

Adapted from: <http://enableeducation.com/blog/critical-thinking-in-the-information-age-part-2-
information-overload>. Accessed in: January 2015.

4 Why is the Present Simple tense used in the text above?

5 In your opinion, do you suffer from information overload (i.e. the difficulty a

person can have understanding things because of the reception of too much
information)?

6 Read the cartoon below and mark the correct item that answers each question.

© 2015 Mike Smith/King Features Syndicate/Ipress tip

Na linguagem
falada, é
muito comum
responder a
perguntas de
forma concisa.
Note que, no
cartum, o
personangem
omitiu IÕm em
I’m just trying
to keep up with
the news.

Available at: <http://thepoliticalcarnival.net/tag/information-overload/>.
Accessed in: January 2015.

Information Overload 25

a. What digital devices does the man use to keep up with the news?

Computers and tablets.

Computers, televisions and a mobile.

b. Based on his answer, what did the woman ask him?

“What do you do?” “What are you doing?”

7 Why is the Present Continuous tense used in the cartoon?

8 In your opinion, does the character in the cartoon suffer from information

overload?

9 Complete the following text with the correct form of the verbs in

parentheses. Use the Present Simple or the Present Continuous tense.

www.stevenshenager.edu

How to Avoid Distractions While Studying michaeljung/Shutterstock/Glow Images

Posted on November 23, 2013

Let’s start with a scenario – you Õre trying (try) to study for your upcoming

finals while working a full-time job. Your phone

(blow up) with social media updates and your computer is constantly reminding
you of all of your new emails and all of the texts coming from your cell phone.

Oh, not to mention your kids (run around) the

house, tossing spaghetti on the walls, and constantly begging for your attention!

Dramatics aside, the point is this that the possibility of many things which probably aren’t even happening

(keep) you from your studies. How on earth can you focus with all the distractions that

are in your life? I (have) two simple suggestions to take distractions away or at least ease the burden or worry.

1. Set Time and Set Place

You’ve heard it a million times – when you study, (set aside) a specific time and place

for your studies every day. This, coupled with having a weekly planning session will ease the stress of finding time

to study. Make it known that when you’re in this place at this specific time, (study)

and to not bother you during those hours.

2. Sectional Positive Reinforcement

This method is usually used in reference to raising kids but it still (apply) to yourself,

no matter how old you are! Start each study session with a checklist of things that you need to accomplish,

starting from what (need) to be finished first. Once you’ve finished, for

example, the first two items on your checklist – take a small break and reward yourself!

3. Use Technology to Your Advantage

Technology today is the single most important factor for businesses and individuals alike to become more
efficient and help you get more done in less time.

Adapted from: <www.stevenshenager.edu/blog/avoid-distractions-studying>. Accessed in: March 2015.

10 Which suggestions from the previous text do you adopt to avoid distractions

while studying?

26 Unit 1

11 Compare the pictures below and spot the differences. What are the people

in the pictures doing differently? Complete the box as in the example.

Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora

Go to

Language
Reference
in Context on
page 161.

Spot the differences

In picture A the teacher is reading a book. In picture B heÕs writing on the blackboard.

Information Overload 27

Listening and Speaking

1 A lot of people get distracted while driving. Why does it happen?

2 2 Listen to a public service announcement (PSA) developed and produced by

tip Florida Association of Insurance Agents (FAIA). Choose the sign below that
best expresses the main message of the recording.
N‹o se
preocupe em DONÕT BUCKLE Banco de imagens/Arquivo da editora
entender todas DRINK UP
as palavras e DONÕT
informa•›es AND TEXT AND IT COULD SAVE
do ‡udio. O YOUR LIFE
objetivo do DRIVE DRIVE
exerc’cio 2
Ž identificar UNDER 21
a mensagem
principal do ZERO
anœncio de
utilidade pœblica TOLERANCE
reproduzido.

tip 2 3 Listen to the recording again and mark the thoughts below that correspond

Na linguagem to the inner voice of the person who is driving the car.
oral e informal,
Ž comum o ÒYou wanna answer that, donÕt you?Ó
uso de wanna ÒDonÕt pick up the phone right now.Ó
no lugar de ÒSomeone wants to tell you something or ask you something.Ó
want to.
4 Listen to the recording once more and check your answers to exercise 3.
2

5 According to the recording, what happens to the driver?

He/She ignores the inner voice.
He/She uses the phone and the car crashes.

6 It is time to create your own PSA about preventing car accidents! In

small groups, prepare a short speech and present it to the whole class.
You can also record and share it with other people. Some suggested
recommendations for driving safely:

Do not drink and drive.
Use your safety belt at all times.
Avoid distractions such as eating.
Keep plenty of space between you and other vehicles.
Drive at a speed that is safe for road and weather conditions.

28 Unit 1

nito/Shutterstock/Glow Images7 Before reading the following text, take a look at its picture and title. What is

the CDC (Centers for Disease Control and Prevention) study about?

CDC Distracted Driving Study

A CDC study analyzed 2011 data
on distracted driving, including
talking on a cell phone or reading or
sending texts or emails behind the
wheel. The researchers compared
the prevalence of talking on a cell
phone or texting or emailing while
driving in the United States and
seven European countries: Belgium,
France, Germany, the Netherlands,
Portugal, Spain, and the United
Kingdom. Key findings included the
following:

Talking on a cell phone while driving
• 69% of drivers in the United States ages 18-64 reported that they had talked on

their cell phone while driving within the 30 days before they were surveyed.
• In Europe, this percentage ranged from 21% in the United Kingdom to 59% in

Portugal.

Texting or emailing while driving
• 31% of U.S. drivers ages 18-64 reported that they had read or sent text

messages or email messages while driving at least once within the 30 days
before they were surveyed.
• In Europe, this percentage ranged from 15% in Spain to 31% in Portugal.

From: <www.cdc.gov/motorvehiclesafety/distracted_driving/>. Accessed in: March 2015. (fragment)

8 Now read the text above and discuss the questions below with your

classmates. Use expressions from the Language Note box to help you.

a. In your own words, try to explain the key findings of the CDC study.
b. According to the study, in which country do drivers talk on the phone or text

while driving more often?

c. Are traffic accidents a major cause of death in our country?
d. In your opinion, how can traffic accidents be prevented?

Language Note
Asking for an opinion: What do you think? / Do you agree? / How do you feel about that?
Expressing an opinion: In my opinion... / I believe that... / In my view...
Agreeing: I agree with you. / I guess you’re right. / Absolutely. / Tell me about it!
Disagreeing: I don’t agree with you. / I totally disagree. / I’m afraid that’s not true.

Information Overload 29

Writing

Go back to page 20 and explore the structure of the genre mind map.
Visit the website <www.mindmapart.com> to find other examples of mind
maps. A mind map is a diagram used to visually display information. It helps
us see connections between several ideas or pieces of information. A central
concept is linked by lines or arrows to other concepts which are linked with
other associated ideas, creating a web of relationships. Mind maps are useful for
brainstorming, summarizing, planning, goal setting and note taking.

1 Create a mind map with helpful tips on concentrating while studying.

tip Writing Context

Ao revisar Before writing your text, complete the gaps below to identify the
o quadro de elements of the writing context.
horários,
considere, por a. Writer: you
exemplo:
b. Readers: classmates and other people
• objetivo: As
informações c. Genre:
estão
adequadas ao d. Objective: generate ideas on
objetivo do
texto? e. Style: objective tone

• linguagem: f. Media: / Internet
As dicas
aparecem no Step by Step
imperativo?
1. Place the main topic “concentrating while studying” in the center of the page.
• leiaute: A 2. Draw some branches (lines or arrows) from the main topic.
organização 3. Think of useful tips on the main topic and write down what comes to mind. Be
visual facilita
a rápida concise with the choice of words for your mind map.
compreensão
das 4. Continue branching. Try to flow from one idea into another.
informações? 5. Add a picture or drawing for each action to illustrate your mind map.
6. Exchange mind maps with a classmate and discuss both texts.
• cores: As 7. Make the necessary corrections.
dicas estão 8. Work to create the final version of the mind map.
agrupadas
por cores?

• imagens:
As figuras
tornam o
texto mais
claro e
interessante?

Reescreva seu
texto com base
na revisão feita
por você e seus
colegas.

2 ItÕs time to share your mind map with your classmates and other people.

You can also use one of the following online resources to create and publish
your mind map: <bubbl.us>; <www.text2mindmap.com>; <www.mindmup.
com>; <http://mindmapfree.com>.

30 Unit 1

Looking Ahead

In this unit you have talked about information overload and getting distracted,
which are often associated with living in a wired world. Read the graph below about
frequency of connection. It is part of a study conducted in July 2014 that covered 10
countries. Then, talk to a classmate and answer the following questions.

Continuous Connectivity
For most, connectivity is a continuous activity

Frequency of connection
(% of respondents)

28% 25% 24% 22% 13% 15% Banco de imagens/Arquivo da editora

32% 31% 35% 37%

26% 51% 21% 22%
23% 26% 21% 18%
40%
24% 7% 26%
India
29%

42% 42% 48% 51% 50% 20% 38% 58%

24% 5% 6% 34% 29%
5% Russia China
7% 7% 7% 9% 11% Brazil 5% 5%
Global Nigeria
United United Germany Japan South
States Kingdom Africa

All day long 2-4 times a day

Every hour (more than 10 times a day) Once a day or less

Available at: <www.atkearney.com>. Accessed in: January 2015.

a. What does “continuous connectivity” mean?
b. Which item(s) from the subtitle can best indicate continuous connectivity?
c. Continuous connectivity varies by country. Which country is “more connected”?
d. Are you surprised with the findings of the study? In your opinion, what makes a country

connected?

Extra Reading
<www.wikihow.com/Avoid-Distractions-While-Studying>
<www1.folha.uol.com.br/fsp/equilibrio/133889-desintoxicacao-digital.shtml>

Extra Videos
<www.entrepreneur.com/video/240176>
<http://kidshealth.org/parent/firstaid_safe/outdoor/road_rules.html>

Information Overload 31

The Future Zurijeta/Shutterstock/Glow Images
of English

Warming Up!

The pictures show people from different places around the world using English in several
different situations. Do these different uses reflect the definition of “English” on the next
page? Why (not)? Do you agree with this definition? Why (not)?

32 

Mykhaylo Palinchak/Shutterstock/Glow Images VGstockstudio/Shutterstock/Glow Images

Blend Images/Shutterstock/Glow Images 17:28 89%
http://www.oxfordlearnersdictionaries.com/us/defnition/english/english_1?q=english
FAQ
Home Topics Wordlists My Wordlists About

English noun
BrE /ˈɪŋɡlɪʃ/ ; NAmE /ˈɪŋɡlɪʃ/

1 [uncountable, countable] the language, Banco de imagens/Arquivo da editora
originally of England, now spoken in
many other countries and used as a
language of international communication
throughout the world.

Available at: <www.oxfordlearnersdictionaries.com>.
Accessed in: May 2015.

Learning Objectives

• to talk about the future of English and language learning
• to learn how to use the future with will
• to explore graphs
• to establish connections with Math, Portuguese and Arts

 33

Before Reading

1 In our country, we learn English as a foreign language. In your opinion, is it

an easy or difficult language to learn? Why?

2 Before reading the following text, take a look at its title, picture and source.

What do you expect to read about?

Reading

Now read the text below to check your predictions.

Banco de imagens/Arquivo da editora FUTURE

Future English

Johnson: Simpler and more foreign

Jul 3rd 2014, 11:53 by R.L.G. | BERLIN

SEVERAL weeks ago, Johnson discussed his debate with Nicholas Ostler about the
lingua franca of the future. Johnson thinks that English has a very long run ahead of
it. Mr. Ostler sees English’s time as coming to an end, to be replaced by machine-
translation tools that will remove the need for people to learn to speak, read and write
a lingua franca. But we agreed that whatever the long run might look like, the next few
decades are set. No language has anything like a chance of displacing English.

Interestingly, about two-thirds of English-speakers are not first-language
speakers of English. To put it another way: English no longer belongs to
England, to superpower America, or even to the English-speaking countries
generally. Rather, English is the world’s language. What happens to a language
when it becomes everybody’s? Shaped by the mouths of billions of non-native
speakers, what will the English of the future look like?

A look into the past can give us an idea. English is of course not the first
language learned by lots of non-natives. When languages spread, they also
change. (...) English may simplify because it is spreading. But it is spreading
because it is expressive and useful. Most of the world’s languages would love to
have the problems that English has.

Available at: <www.economist.com/blogs/prospero/2014/07/future-english>. Accessed in: January 2015.

34 Unit 2

Reading for General Comprehension

Based on the author’s point of view, mark the correct statement about the
future of English.

English will never grow in usage and variety.
English may simplify because it is being used by more and more people.

Reading for Detailed Comprehension

1 Johnson is a journalist who works for The Economist, a weekly newspaper.

Who is Nicholas Ostler? Make inferences.

He is a language specialist. He is an economic specialist.

2 What do they say about the future of English? Write (A) if the sentence refers

to Johnson’s opinion, (B) if it refers to Mr. Ostler’s opinion or (C) if it refers to
the opinion of both.

English has a great future ahead of it.

No language will take the place of English in the next few decades.

People will use machine-translation tools to communicate.

3 According to the text, mark the terms below that can be used to refer to

English.

“lingua franca” “belongs to England”

“world’s language”

“expressive and useful” “belongs to superpower America”

4 Choose the pie chart below that best illustrates the fragment “about two-

thirds of English-speakers are not first-language speakers of English”.

Native English Non-native English
speakers speakers

Banco de imagens/Arquivo da editora Non-native English Native English
speakers speakers

5 Mark the correct statement about the fragment “Most of the world’s

languages would love to have the problems that English has”.
The fact that English is spreading is something negative.
The fact that English is spreading is something positive.

The Future of English 35

Reading for Critical Thinking

Discuss the questions below with your classmates.

tip a. According to Nicholas Ostler, English is “to be replaced by machine-translation

Procure ter tools that will remove the need for people to learn to speak, read and write a
uma postura lingua franca”. In your opinion, can digital tools completely replace the need for
crítica diante people to learn a lingua franca like English? Why (not)?
dos textos,
considerando b. The text mentions language simplification as one of the consequences of the
novas
perspectivas global spread of the English language. In your opinion, does the spread of
sobre o tema e English bring more advantages or disadvantages? Why?
relacionando-o
com a Vocabulary Study
realidade à sua
volta. Synonyms

1 Complete each item below with a word or expression from the following

box. Try to infer the meaning of the words and expressions in bold. Go back
to the text on page 34 if necessary.

tip definitely • helpful • to establish • to finish • to replace

Observe o a. In “Mr. Ostler sees English’s time as coming to an end”, to come to an end
contexto
para inferir means .
o significado
de palavras b. In “the next few decades are set”, to set means .
e expressões
desconhecidas. c. In “No language has anything like a chance of displacing English”, to displace

Now means .
complete the
Vocabulary d. In “English is of course not the first language learned by non-natives”, of course

Corner on means .
page 155 with
what you have e. In “it is expressive and useful”, useful means .

learned. 2 Complete the following sentences with words and expressions in bold from

exercise 1.

a. English is an international language.

b. No second or foreign language has the power

the first language.

c. Studying a foreign language is for many reasons

and can help people broaden their cultural horizons.

3 Now try to make sentences with the words and expressions you have

learned. Then, exchange books with a classmate and discuss the sentences.

36 Unit 2

Taking it Further

1 Before reading the following text, take a look at its title and layout. Then,

mark the correct item that completes each sentence below.

a. The text is an infographic.
graphs, pictures and percentages.
a mind map.

b. You can find in the text

a flag, a map and pictures.

Now read the text “English Ð the world language” and do exercises 2-4.

© 2012 Paul Raine 2012/<http://blogs.jobs.ac.uk>

*Figures based on 2006 estimates | Sources: Saville-Troike, Muriel. Introducing Second Language Acquisition. Cambridge. UK: Cambridge UP, 2006
http://unesdoc.unesco.org/images/0018/001870/187016e.pdf | http://en.wikipedia.org/wiki/English_language | Wardhaugh, Ronald.
Languages in Competition: Dominance, Diversity, and Decline, Oxford, UK: B. Blackwell, 1987.This infographic ©Paul Raine 2012.

Available at: <https://blogs.jobs.ac.uk/tefl-journey/2012/02/10/
english-the-world-language-infographic>. Accessed in: January 2015.

The Future of English 37

2 What is the main purpose of the text?

To present some facts about English as a global language.
To present some expectations about the future of English.

3 Mark the correct statement about the text.

About 6.6% of the worldÕs population speak English.
There are more than 125 million speakers of English as a second language
in India.

4 Mark the following fragment from ÒEnglish Ð the world languageÓ that refers

to the fragment Òabout two-thirds of English-speakers are not first-language
speakers of EnglishÓ from the text on page 34.

ÒNon-native speakers outnumber native speakers of English by more than
two to one.Ó
Ò1 in 5 of the worldÕs population speak English as either a native, second or
foreign language.Ó

 Think about it!
Você concorda com a citação “English belongs to everyone or to no one”?
Por quê (não)? Na sua opinião, ela se refere à visão de inglês como língua
franca? Por quê (não)?

5 Read the quote below about the English language and, in pairs, discuss the

following questions.

Galv‹o Bertazzi/Arquivo da editora “The English language is nobody’s
Chris Felver/Getty Images special property.

It is the property of the imagination:
it is the property of the language itself.”

Derek Walcott

Derek Walcott (1930-), a Saint Lucian Available at: <www.brainyquote.com>.
poet and playwright. Accessed in: May 2015.

a. Does the quote by Derek Walcott agree with the idea behind the quote ÒEnglish

belongs to everyone or to no oneÓ? Why (not)?

b. Do you agree with Derek Walcott? Why (not)?

38 Unit 2

Language in Use

Future with will

1 Read the fragments below from the text on page 34. Why is will used in the

fragments?

Òmachine-translation tools that will remove the need for people to...Ó
Ò...what will the English of the future look like?Ó

To make offers about the future. Language
Note
To express opinions and expectations about the future. ‘ll will
won’t will
2 Based on the text on page 34, what do Johnson and Mr. Ostler believe will not

not happen to English in the future? Language
Note
a. English will not simplify in the future. Examples of
b. English wonÕt spread in the near future. future time
c. English will not come to an end in the next few decades. expressions:
in the future,
3 Go back to exercise 2 and write down the future time expression used in in a week/
month/year,
each item as in the example below. next week/
month/year
a. in the future b. c. etc.

4 Complete the statements below with before or after. Language
Note
a. In affirmative sentences about the future, we use will will Short
answers with
the main verb (infinitive without to). will

Example: English will have a great future ahead of it. Yes, I/you/
b. In interrogative sentences about the future, we use will he/she/it/we/
they will.
the subject.
No, I/you/
Example: Will people learn to speak English in the future? he/she/it/we/
c. In negative sentences about the future, we use not they wonÕt.

and the main verb (infinitive without to).

Example: Mandarin will not displace English.

Curioso/Shutterstock/Glow Images

The Future of English 39

Banco de imagens/Arquivo da editora Read the texts below and do exercises 5-7.

Which of the following tools will help you most in the future to learn
languages in a more effcient manner?

Language courses
abroad 32%

CD-Roms 3% Personal teacher 11%

Video-Chat/Skype 7% Individual online
Podcasts 2% learning 13%

Traditional classes 4%

Books 2%
Mobile phone
applications 2%

Web 2.0/Interactive online
learning 24%

Which language do you believe will be worldwide
the most important in the future?

Chinese 23% English 52%
Other 17%

Spanish 8%

Available at: <http://blog.busuu.com/tag/future-of-language-learning>. Accessed in: January 2015.

5 Mark the correct item that completes each sentence below.

a. The texts are

pie charts. bar graphs.

b. The texts are part of a survey about the future of

English. language learning.

c. The results of the survey show people’s

opinions and expectations about the future.

intention of learning languages in the future.

40 Unit 2

6 Based on the graphs, complete the following sentences with will or won’t.

a. Most people believe that online learning be a more

efficient way to learn languages. Out of 37%, 24% prefer Web 2.0 platforms and

13% prefer individual online learning.

b. CD-Roms be an efficient tool to learn languages in the

future.

c. A lot of people (32%) believe that language courses abroad 

help them learn languages efficiently.

d. Most people (52%) think that English be the most

important language in the future.

e. Chinese be so popular worldwide as English.

7 What do you think about the future of language learning? In your opinion,

will online learning help you learn languages efficiently? Discuss these
questions with your classmates.

8 Make a list of things that will help you improve your English in the future.

Make sentences as in the example below. Then, exchange books with a
classmate and discuss the lists.

Thinglass/Shutterstock/Glow Images

Go to Language Reference in Context on page 162. Ollyy/Shutterstock/Glow Images

The Future of English 41

Listening and Speaking

tip 1 How much do you know about English around the world? Before listening

N‹o se to part of a lecture with a respected language specialist and professor, mark
preocupe em the statements that are correct about the English language. Then, compare
entender todas your answers with those of a classmate.
as palavras
e todas as English is spoken in South Africa.
informa•›es
do ‡udio. O English is a mixture of different varieties.
objetivo do
exerc’cio 3 Ž American English and British English do not vary in grammar.
identificar o
tema principal The arrival of different forms of regional English is an example of what’s
da palestra. happening to it as a global language.

3 2 Now listen to the recording and check your answers to exercise 1.

3 3 Listen to the recording again. What is the lecture about?

Different varieties of English.
The future of the English language.

3 4 Listen to the recording again and mark the different ÒEnglishesÓ mentioned.

American English New Zealand English

Australian English Singapore English

British English South African English

3 5 Listen to the recording once more and check your answers to exercise 4.

Galv‹o Bertazzi/Arquivo da editora

42 Unit 2

6 What does the language specialist recommend language teachers do?

Teach only American English or British English. Language
Note
Tell students what’s going on with the English language around the world.
I think so.
7 Interview your classmates to find out about their resolutions to improve their / I hope so.

English. Complete the chart below with your classmatesÕ names when their I don't
answer is affirmative. Ask extra questions and take turns as in the following think so. /
example. I hope not.

Find someone who will... ClassmatesÕ names

listen to songs in English.
read comic strips in English.
practice English with friends.
watch movies with subtitles in English.
read blogs, online newspapers and magazines.

Student A: Will you listen to songs in English?  Think about it!
Quais estratégias de
Student B: Sure! I love music! How about you? aprendizagem você já coloca
em prática? Quais você gostaria
Student A: I hope so. Sometimes I listen to de adotar ou utilizar mais
rock songs in English. frequentemente?

Student B: Cool. Will you read comic strips
in English?

Galv‹o Bertazzi/Arquivo da editora

The Future of English 43

Writing

In this unit you have read graphs from a survey on page 40. Graphs can be
used to display the results of a survey in a visual way. There are many different
types of graph. The two most common are pie charts and bar graphs. Pie charts
work best when your data consist of several items. Bar graphs are often used
when you want to present distributions of data over time.

1 Conduct a survey and use graphs to display its results. You can conduct a

survey on one of the suggested topics below.

¥ The future of English. What will happen to English in the future? Will English still

be a global language?

¥ The future of language learning. Which tools will help you improve your English

in the future? Will online learning become more popular?

tip Writing Context

Ao revisar Before writing your text, complete the following paragraph describing the
os textos, elements of the writing context.
considere, por
exemplo: You are going to conduct a survey in order to find out share peopleÕs
¥ objetivo: As
about something in the future. You are going to
informações
estão design to display the results of your survey. You are going
adequadas ao
objetivo do to use an objective tone. Your text can be published on a traditional
texto?
¥ conteúdo: Os school or on the Internet so that other classmates and
resultados da
pesquisa school members can read it.
foram
verificados e Step by Step
calculados de
forma 1. Choose a topic for your survey. Make sure the survey questions invite people to
correta?
¥ linguagem: As share their opinions, expectations about the selected topic.
perguntas e
as respostas 2. Write at least three possible answers for each question. Make them short and clear.
estão
redigidas de You can add another field to allow a respondent to enter his/her own answer.
maneira clara
e objetiva? 3. Have a classmate take your survey. This is a good way to check if the questions
¥ leiaute: A
organização and the answer options are clear enough.
visual facilita
a rápida com- 4. Submit your survey to your classmates, teachers and friends. Try to have as
preensão das
informações? many people to take your survey as possible.

Reescreva seu 5. Design graphs to display the results of your survey. Choose an appropriate type
texto com base
na revisão feita of graph for your survey.
por você e seus
colegas. 6. Exchange graphs with classmates and discuss the texts.
7. Make the necessary corrections. ESTOURO

8. Write the final version of the graphs. You can use a spreadsheet application in

your computer to design them.

2 ItÕs time to share the results of your survey with your classmates and other people.

44 Unit 2

Banco de imagens/Arquivo da editora Looking Ahead

In this unit you have talked about the future of English and language learning. Read
the graph below about learning methods in the future. It is part of a study conducted
in March 2012 with more than 45,000 users from 230 different countries. Then, talk to
a classmate and answer the following questions.

Which learning method do you believe will be most
important in the future?

63%

27%

4% 5%

Mobile Traditional classes Online Combination of more
than one method

Source: <http://blog.busuu.com/the-busuu-com-language-barometer-2012-results/>.
Accessed in: January 2015.

a. According to the graph, which learning method will be most important in the future?
b. Do you agree with the result of this survey? Why (not)?
c. In your opinion, can online learning replace traditional classes? Why (not)?

Extra Reading
<www.britishcouncil.org/blog/whats-future-english>
<www.thehistoryofenglish.com/issues_global.html>

Extra Video
<http://shows.howstuffworks.com/48358-what-is-the-future-of-the-english-language-video.htm>

The Future of English 45

Reading

1 What foreign languages would you like to speak?

Read the text below and do exercises 2-4.

World Languages

Language is one of the most defining characteristics of culture. It reflects
what people value and the way they understand the world. It also reveals how
certain groups of people may have had common roots at some point in history.
For example, English and German are two very different languages, but both
are part of the same Indo-European language family. This means that these two
languages share certain characteristics that suggest they have evolved from a
common ancestor language.

About 5,000 languages are spoken in the world today, but experts think
many may become extinct as more people become involved in global trade,
communications, and travel.

From: NATIONAL GEOGRAPHIC STUDENT ATLAS OF THE WORLD. 3rd edition.
Washington: National Geographic Society, 2009, p. 38. (fragment)

2 Based on the text above, mark the correct sentences below.

a. Language is an important part of culture.
b. English and German are from different language families.
c. Approximately 5,000 languages are spoken in the world today.

3 According to the text World Languages, what do experts say about the future of

world languages?
They think that the number of languages will grow in the future.
They believe that the number of languages will decrease in the future.

46 Units 1 & 2

4 Mark the correct item that completes each sentence below. tip

a. In “It reflects what people value”, It refers to Busque sempre identificar a
que elemento o pronome se
language. culture. refere para compreender
como as ideias se relacionam
b. In “and the way they understand the world.”, they refers to em um texto.

characteristics. people.

c. In “that suggest they have evolved from a common ancestor language.”, they refers to

characteristics. English and German.

Language in Use

Review: Present Simple/Present Continuous

1 The following sentences are about the benefits of learning a foreign language.

Complete them with the correct form of the verbs in parentheses. Use the Present
Simple tense.

a. The brains of bilingual people differently than single language speakers‘.

(operate)

b. Speaking a foreign language the functionality of your brain. (improve)

c. Learning a language memorising rules and vocabulary, which

strengthen the brain. (involve/help)

d. Bilinguals to make more rational decisions. (tend)

e. Multiple language speakers a better ear for listening. (develop)

Available at: <www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-
a-foreign-language-Benefits-of-bilingualism.html>. Accessed in: March 2015.

2 The text below is about world languages. Complete it with the correct form of the

verbs in parentheses. Use the Present Simple or the Present Continuous tense.

Earth’s 7.1 billion peole (live) in 195 independent Andrei Marincas/Shutterstock/Glow Images

countries, but they (speak) more than 5,000

languages. Some countries, such as Japan,  (have)

one official language. Other countries  (have)

many languages, such as India, where 23 are official. Experts

(believe) that humans may once have

spoken as many as 10,000 languages, but that number has dropped by one-half and

(decline). Today with the growing use of the Internet,

English (become) the language of the technology age.

Adapted from: NATIONAL GEOGRAPHIC KIDS. World Atlas. Fourth Edition.
Washington, D.C.: National Geographic Society, 2013, p. 38.

Review 1 47

Future with will

3 The following text is about the future of the English language. Use the verbs in the

box below to complete it. Use will as in the example.

be • be • continue • evolve • see • take

English, as any other language, transforms according to the way its speakers use it.

For this reason, today’s English will be very different in about a century.

The course the English language is very dependent on people
speaking it as a second language.

Indeed, as we are moving toward a trend of people using English as their second

language, we that English to develop in a similar

manner as before, but new dialects, slang, words and perhaps even linguistic variations

.

How different do you think English in about 100 years?

Adapted from: <http://termcoord.eu/2014/07/future-english-language>. Accessed in: March 2015.

Rawpixel/Shutterstock/
Glow Images

4 Based on the the previous text, complete the following sentences with will or won’t.

a. According to the text, English be the same in about a hundred years.
develop.
b. New varieties of English depend on how many people speak it as a second

c. The future of English

language.

48 Units 1 & 2