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

Looking Ahead

Read the following real life story about a domestic worker in Brazil. Then, talk to a
classmate about it and answer the questions below.

Monique Renne/CB/D.A PressCreuza Maria de Oliveira wasThe voice of Creuza Oliveira tells the story of more
Walter Dhaldhla/Ag•ncia France-Presseemployed as a domestic worker atthan nine million Brazilian domestic workers, mostly
the age of 10. She speaks out on women, mostly black, for whom slavery is not relegated
the rights of domestic workers. to the dust piles of history.

Born in a family of poor rural workers with no schooling,
Oliveira began life as a domestic worker in Bahia when she
was 10 years old. Unable to balance work and school, she
had to pick work and dropped out of school numerous times.

"Almost half a million domestic workers in Brazil are
children and teenagers between 5 and 17 years of age –
working without compensation, as slaves," she said.

Oliveira is now President of the National Federation
of Domestic Workers in Brazil and active in the Unified
Black Movement and the Women’s Movement.

Available at: <www.un.org/en/letsfightracism/oliveira.shtml>. Accessed in: February 2015.
Copyright 2015. United Nations. Reprinted with the permission of the United Nations.

a. What was Creuza Maria's job? What does she do today?
b. Who does Creuza try to help?
c. What does she fight against?
d. Based on Creuza's words, is slavery over in our country? Why (not)?

Apartheid, racial segregation
and slavery are part of our
history and they cannot be
forgotten. Do you think it
is important for younger
generations to know what
happened to their ancestors?
In small groups, discuss the
place of history in our lives.

Extra Reading
<www.ducksters.com/biography>
<http://worldhistoryproject.org/topics>
<www.biographyonline.net/people/famous-100.html>

Extra Videos
<www.biography.com/people/martin-luther-king-jr-9365086>
<www.biography.com/people/nelson-mandela-9397017/videos>

Looking to the Past 99

The Entertainment Michael Yarish/CBS/Everett Collection/Keystone
Industry
Jaap Buitendijk/Summit Entertainment/Everett Collection/Keystone
Warming Up!

The photos show different types of entertainment. What are they? Which one is
your favorite?

100 

Reprodução/Marvel Comics Andrea Raffn/Shutterstock/Glow Images

8AP_f04_U6

Reprodução/EA Sports Valery Hache/Agência France-Presse

Learning Objectives

• to talk about different types of entertainment
• to learn how to use the Past Simple tense (regular verbs)
• to explore biographies
• to establish connections with Arts, History and Geography

 101

Before Reading

1 Who is your favorite television personality? What does he/she do?

2 Before reading the following text, take a look at its structure, title and

picture. Answer the questions below.

a. Who is the text about?
b. Who is he?
c. What else do you know about him?

3 Mark the following items about Jamie Oliver that you expect to find in the text.

Date and place of birth. Details about his career.
Date and place of death. Important events in early life.
Parents’ names.

Reprodução/<www.biography.com> Reading

Now read the text below to check your predictions.

www.biography.com

Featurefash/Shutterstock/Glow Images PEOPLE IN THE NEWS NOSTALGIA HISTORY & CULTURE FAMOUS LOOKALIKES

Jamie Oliver Biography

Chef, Television Personality (1975-)

Jamie Oliver is a British chef best known for his
television series The Naked Chef and for campaigning
for healthier diets in school children.

SYNOPSIS

Jamie Oliver is a British chef born on May 27, 1975, in Clavering, United
Kingdom. As a child he worked in his parents’ restaurant, thus influencing his
career direction. At age 16, he attended Westminster Catering College and
then gained valuable experience working at several reputable restaurants.
His break into television came when he appeared in a documentary
while working at the River Café in London. From there, he gained fame
after hosting a hit cooking show, The Naked Chef. Multiple cookbook
publications and restaurant openings followed. Throughout the 2000s, he
championed healthier eating for school children in the U.S. and U.K.

From: <www.biography.com/people/jamie-oliver-507439>. Accessed in: February 2015.

102 Unit 6

Reading for General Comprehension

Mark the main objective of Jamie OliverÔs biography.
To present details about his family.
To present important events in his life.

Reading for Detailed Comprehension

1 Order the following events in the life of Jamie Oliver (1-6).

a. He published cookbooks and opened restaurants.
b. He started working in his parents’ restaurant.
c. 1 Jamie Oliver was born in the U.K.
d. He worked at good restaurants.
e. He hosted The Naked Chef.
f. He started college.

2 Write T (True) or F (False). Then, correct the false statements.

a. Jamie Oliver is known for campaigning against healthier diets in school

children.

b. He worked in his parents’ restaurant when he was a child.

c. The Naked Chef was a successful cooking show.

d. His first appearance on television was on The Naked Chef.

Reading for Critical Thinking

Discuss the questions below with your classmates.

a. Jamie Oliver worked in his parents’ restaurant at an Shawn Ehlers/WireImage/Getty Images

early age and this influenced his career direction. In your
opinion, to what extent can families influence a person’s
career direction?

b. According to the text, Jamie Oliver campaigned for Jamie Oliver and second-graders from Harlem
Elementary School
healthier diets in school children in the U.S. and U.K.
Do you believe he can inspire and influence younger
generations to change poor eating habits and eat
nutritious food instead? Why (not)?

The Entertainment Industry 103

e. Documentary Stas Moroz/Shutterstock/Glow Images Mr Pics/Shutterstock/Glow Images Donaldson Collection/Michael Ochs Archives/Getty Images

104 Unit 6 c. Cooking show a. Cartoon

Scott Humbert/3 Arts Entertainment/Everett Collection/Keystone michaeljung/Shutterstock/Glow Images Monty Brinton/CBS/Getty Images Vocabulary Study

f. Sitcom d. News b. Game show Kinds of TV Shows

1 What is your favorite TV show? Why do you like it?
2 Match the kinds of TV shows (A-H) to their definitions.

CityFiles/WireImage/Getty Images
Theo Wargo/The Tonight Show Starring Jimmy Fallon/Getty Images

g. Soap / soap opera h. Talk show

It documents real life events.
It features animated characters.
It reports world events as they unfold.
It is a fictional drama about people’s daily lives.
It focuses on interviews or audience participation.
It is an amusing TV series about fictional characters.
It depicts a real competition with rewards in prize or money.
It is hosted by famous chefs, who teach people how to cook.

10 3 Listen to the recording and repeat the kinds of TV shows from exercise 2. Now

4 In pairs, ask and answer the following questions. complete the
Vocabulary
a. How often do you watch TV? Corner on
b. What kinds of TV shows do you like? page 158 with
c. In your opinion, what are the most popular TV shows in our country? Do you like what you have

them? Why (not)? learned.

Galv‹o Bertazzi/Arquivo da editora

The Entertainment Industry 105

Taking it Further

1 What types of entertainment make you laugh?

tip Reprodução/<www.huffngpost.com> 2 Before reading the following text, take a look at its title. What do you

Apoie-se no expect to read about?
vocabulário já
conhecido (why, Now read the text below and do exercises 3 and 4.
good, health) e
em palavras www.huffingtonpost.com
parecidas com
o português Dr. Cynthia Thaik
(causes,
physiological, Cardiologist, Author
responses,
protect) para Why Laughing Is Good for Your Health
ajudá-lo na
compreensão Posted: 01/14/2014 9:01 am EST Updated: 03/16/2014 5:59 am EDT
do texto.
Everyone knows that laughter makes you feel good and puts you in high
tip spirits, but did you also know that laughter actually causes physiological
responses that protect the body from disease and help your vital organs
Consulte a repair themselves? A good laugh can be compared to a mild workout, as it
seção Doing exercises the muscles, gets the blood flowing, decreases blood pressure and
Research on stress hormones, improves sleep patterns and boosts the immune system.
the Internet Furthermore, a study by the John Hopkins University Medical School showed
(páginas 16 e that humor and laughter can also improve memory and mental performance.
17) para rever
o que aprendeu From: <www.huffingtonpost.com/dr-cynthia-thaik/laughing-health_b_4519611.html>.
sobre avaliação Accessed in: February 2015. (fragment)
de fontes de
informação na 3 Based on the text above, mention three benefits of a good laugh. Try to use
Internet.
your own words.

4 What makes this text a reliable source of information? Mark the correct

statements below.

a. It is available on the Internet (Ò.comÓ).
b. It is published in a prestigious online newspaper (The Huffington Post).
c. It is written by an expert in a particular area (ÒDr. Cynthia Thaik Ð cardiologistÓ).
d. It includes data from a respected institution (ÒJohn Hopkins University

Medical SchoolÓ).

e. It contains difficult words and expressions (Òphysiological responsesÓ,

ÒFurthermoreÓ).

f. It shows the date of publication and update (ÒPostedÓ, ÒUpdatedÓ).

106 Unit 6

5 How often do you laugh? In your opinion, is laughter the best medicine?

Why (not)?

Galv‹o Bertazzi/Arquivo da editora

Language in Use

Past Simple (Regular Verbs)

Read the fragments below from the text on page 102 and do exercises 1-3. tip

I. “As a child he worked in his parents’ restaurant” A partir da
II. “At age 16, he attended Westminster Catering College” observa•‹o
III. “he gained fame after hosting a hit cooking show” dos exemplos,
IV. “Throughout the 2000s, he championed healthier eating” fa•a
infer•ncias
1 Complete each item below as in the following example. para
compreender
regras de
uso da l’ngua
inglesa.

a. The period of time Jamie Oliver worked in his parents’ restaurant: as a child .
b. The period of time he attended Westminster Catering College: .
c. The period of time he gained fame: .
d. The period of time he championed healthier eating: .

2 Go back to exercise 1 and focus on the answers to mark the correct item

that completes each sentence below.

a. The fragments are about past events in the life of Jamie Oliver that

are finished. are not finished.

b. The Past Simple tense is often used with expressions that refer to

a specified time in the past. an unspecified time in the past.

3 What do the verbs in bold (worked, attended, gained, championed) have

in common? Complete the statement below.

They are examples of regular verbs in the Past Simple tense. They all end in .

The Entertainment Industry 107

4 Go back to the text on page 102 and find other examples of regular verbs in

the Past Simple tense.

5 Complete the box below to learn the spelling rules for regular verbs in the

Past Simple tense.

Spelling rules for regular verbs in the Past Simple tense Examples

gain gained play played
work worked
Most verbs: verbs +

Verbs ending in e: verbs + move moved use used
*Verbs ending in consonant + vowel + consonant: shop shopped plan planned

verb + last consonant +

Verbs ending in consonant + y: verb – y + cry cried study studied
+ ed

* We do not double the final consonant when the stress is on the first syllable. For example, offered, visited.

6 The following texts are about two famous talk show hosts. Complete them

with the verbs in the box below. Use the Past Simple tense as in the example.

air • divorce • host • move • paint • receive • use • work

Helga Esteb/Shutterstock/Glow Images Oprah Winfrey Biography

Talk Show Host, Television Producer, Philanthropist (1954-)

SYNOPSIS

Media giant Oprah Winfrey was born in the rural town of Kosciusko, Mississippi, on

January 29, 1954. In 1976, Winfrey moved to Baltimore, where she a hit

television chat show, People Are Talking. She later became the host of her own, wildly popular program,

The Oprah Winfrey Show, which for 25 seasons, from 1986 to 2011. That same year, Winfrey

launched her own TV network, the Oprah Winfrey Network.

Available at: <www.biography.com/people/oprah-winfrey-9534419>. Accessed in: February 2015. (fragment)

s_bukley/Shutterstock/Glow Images Ellen DeGeneres Biography

Talk Show Host, Animal Rights Activist, Comedian (1958-)

EARLY LIFE
Ellen Lee DeGeneres was born on January 26, 1958, in Metairie, Louisiana, to an

insurance salesman and a working mother who when DeGeneres was

a teenager. When she was growing up, DeGeneres dreamed of becoming a veterinarian, but she gave

up the idea because she was “not book smart.” Instead, she waited tables, houses and

as a legal secretary. Then once, during a public speaking event, DeGeneres found herself

frightened by the crowd and humor to get through the experience. She was a hit, and

offers to do stand-up comedy.

Available at: <www.biography.com/people/ellen-degeneres-9542420>. Accessed in: February 2015. (fragment)

108 Unit 6

7 Go back to the texts in exercise 6 and find other regular verbs in the Past

Simple tense.

8 ÒIn 1976Ó and Òfrom 1986 to 2011Ó are examples of past time expressions.

Mark the items below that are also past time expressions.

yesterday last week/month/year when I was born

two days ago next week/month/year in two days

when I was a child

9 Based on the texts about Oprah Winfrey and Ellen DeGeneres, mark the

correct sentences below.

a. Oprah hosted People Are Talking Language Note

from 1986 to 2011. 11 There are three different ways to pronounce

b. the -ed ending of regular verbs in the Simple Past

Oprah launched the Oprah Winfrey tense: /t/, /d/ or /ɪd/. Listen to the recording and

Network in 2011. repeat the following verbs.
/t/: worked, helped, watched

c. During EllenÕs adolescence, her /d/: used, aired, played
/ɪd/: hosted, wanted, needed
mother did not work.

d. Ellen did not work as a veterinarian, but she worked as a secretary.

10 Based on the sentences from exercise 9, mark the correct item that

completes each sentence below.

Affirmative form in the Past Simple tense
Oprah launched the Oprah Winfrey Network in 2011.
Ellen did not work as a veterinarian, but she worked as a secretary.

a. In affirmative sentences in the Past Simple tense, we use the

main verb in the infinitive. past form of the main verb.

Negative form in the Past Simple tense
During EllenÕs adolescence, her mother did not work.
Ellen did not work as a veterinarian, but she worked as a secretary.

b. In negative sentences in the Past Simple tense, we use did not (= didnÕt) +

main verb in the infinitive. past form of the main verb. Language
Note
Interrogative form in the Past Simple tense
Did Ellen work as a veterinarian? No, she didnÕt. Short answers
in the Past
Did Ellen work as a secretary? Yes, she did. Simple tense:

c. In interrogative sentences in the Past Simple tense, we use Did + subject + Yes, I/you/
he/she/it/we/
main verb in the infinitive. past form of the main verb. they did.

No, I/you/
he/she/it/we/
they didnÕt.

The Entertainment Industry 109

11 Read the following comic strip and mark the correct items about it.

© 2014 Paws, Inc. All Rights Reserved/Dist. Universal Uclick

Go to DAVIS, Jim. May, 2014. Available at: <http://garfield.com/comic/2014-05-11>.
Language Accessed in: February 2015.
Reference
in Context on a. Liz and Jon have different opinions about the movie they saw.
page 168. b. Liz was surprised with the fact that Jon really liked the movie.
c. Liz liked the movie, but Jon didnÕt.
d. The characters are having an informal conversation.

Listening and Speaking

1 Do you think TV can be educational? Why (not)?
12 2 Listen to part of a TV show broadcast in Ghana. What kind of TV show is it?

What is it about?

Vivian Zink/NBC/NBCU Photo Bank/
Getty Images

John Moore/Getty Images

A cooking show about A documentary about genetically
banana recipes. modified foods.

110 Unit 6

12 3 Listen to the recording again and mark the items below that are mentioned in it. tip

Banana plants are herbs, not trees. Ao ouvir
Bananas are rich in potassium and B vitamins. o áudio,
People say genetically modified food is dangerous. concentre-se
Tilapia are originally from Africa. nas
Tilapia are extremely popular fish in Asia. informações
Tilapia can adapt to a very wide range of conditions. que deseja e
preste atenção
12 4 Listen to the recording once more and check your answers to exercise 3. nas palavras-
-chave.

5 Read an opinion text by a Chinese student. Then, discuss the following

questions with your classmates. Make extra questions.

Reprodu•‹o/<www.teenink.com> www.teenink.com

Home > Opinion > Movies / Music / TV > Do you agree or disagree?
The major purpose of television is to educate, not to entertain.

Do you agree or disagree? The major purpose of television is to educate,
not to entertain.

By Yifan F., Beijing, China
More by this author

To many people the major purpose of television cannot depend on a single program. In my
opinion, TV is a tool for education and entertainment as well. Natural science programs,
documentaries and educational programs – the purpose of these kinds of TV programs is to
educate. For example: When we have a biology course, our teacher always shows some TV
programs to complement our textbook. (...) In terms of entertainment, we have cartoons and
soap operas. We watch these shows when we are bored or tired.

Adapted from: <www.teenink.com/opinion/movies_music_tv/article/129895/Do-you-agree-or-disagree-The-major-purpose-of-
television-is-to-educate-not-to-entertain>. Accessed in: February 2015.

a. Do you agree with Yifan about the major purpose of television? Why (not)?
b. Does she present strong arguments to support her view? Why (not)?
c. In your opinion, is television one of the best inventions? Why (not)?
d. Why do you think the television industry is so successful?

Language Note

Expressing an opinion: In my opinion... / I believe that... / I find that... / From my point of view... / As I see it...
Making sure you are understood: You know? / Don’t you see? / Do you get it? / You’re with me, right?
Agreeing: I agree with you. / Sure. / You’re right. / Absolutely. / You bet.
Disagreeing: I don’t agree with you. / I disagree completely. / I don’t think so. / No way. / Not a chance.

The Entertainment Industry 111

Writing

In this unit you have read short biographies of television personalities on
pages 102 and 108. Notice that biographies usually include:

¥ why the person is/was important;
¥ when and where the person was born; if it is the case, when the person died;
¥ who the personÕs parents are/were;
¥ what happened in the personÕs life (important facts about his/her

life/career in chronological order).
Biographies can also include comments on the personÕs personality and/or
distinctive physical traits. Visit the website <www.biography.com> to find other
examples of biographies.

tip 1 Write a biography of someone you admire or consider of great importance.

Ao revisar The person can be dead or alive, from your country or abroad.
os textos,
considere, por Writing Context
exemplo:
Before writing your text, match the items below to identify the elements
¥ objetivo: As of the writing context.
informa•›es
est‹o a. Writer: b. Readers: c. Genre: d. Objective: e. Style: f. Media:
adequadas ao
objetivo do informative tone learn more about the person you
texto? classroom board/Internet admire
you
¥ conteœdo: biography
Os dados
sobre a classmates and other people
pessoa (datas,
lugares, Step by Step
nomes)
foram 1. Think of a person you admire such as a television personality, an inspiring family
verificados
e est‹o member, a community leader etc.
corretos?
2. Start your biography by saying the name of the person and mentioning why
¥ linguagem:
O texto he/she is important or famous.
elaborado
est‡ redigido 3. Mention relevant dates, places (dates and places of birth and/or death) and
de maneira
clara e names (parents, siblings and/or spouse).
objetiva?
4. Say what happened in his/her early life and career.
¥ ortografia: 5. Add a picture of the person you are writing about to illustrate your biography.
As palavras 6. Exchange biographies with a classmate and discuss both texts.
est‹o 7. Make the necessary corrections.
escritas cor- 8. Create the final version of the biography by hand or use a computer to design it.
retamente?
2 ItÕs time to share the biography of the person you admire with your
Reescreva seu
texto com base classmates and other people. The texts can be published, for example, on
na revis‹o feita the Internet (blog, school website etc.) or in the school newspaper. You can
por voc• e seus also share the story of the person you admire at <www.values.com/your-
colegas. everyday-heroes>.

112 Unit 6

Looking Ahead

There are several well-known Brazilian personalities that have made their mark on the
world. They are from different areas such as sports, music, film, science, literature etc.
The photos below show some of these people. Talk to a classmate about them and
answer the following questions.

s_bukley/Shutterstock/Glow Images _bukley/Shutterstock/Glow Images

Gisele BŸndchen, fashion model and Rodrigo Santoro, actor best known for
Goodwill Ambassador for the United his participation in successful movies
Nations Environment Programme. and the television series Lost.

Stephen Lovekin/Getty Images Fabio Berriel/LatinContent/Getty Images

Gilberto Gil, singer and songwriter Miguel Nicolelis, neuroscientist best
known for his musical innovation. known for his pioneering work in
Òreading monkey thoughtÓ.

a. Do you know these Brazilian personalities? Who do you admire the most? Why?

Who is not from the entertainment industry?

b. What are the advantages and disadvantages of gaining fame?

c. In your opinion, what is the most important thing: to be famous or to be influential?

Would you like to have a positive influence on other peoples’ lives? If so, how?

d. Can you think of other Brazilian personalities who are internationally famous/influential?

What are they best known for?

Extra Reading
<http://time.com/3592134/laughing-health-benefits/>
<www.imdb.com/search/name?birth_place=Brazil>
<www.brazil.org.za/famous-brazilians.html>

Extra Video
<www.ted.com/talks/lauren_zalaznick>

The Entertainment Industry 113

5&6

Reading

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

What do you expect to read about?

Language Note

Now read the following text and do exercises 2 and 3. queue (BrE) = line (AmE)

Denis Farrell/Associated Press/Glow Images

Freedom Day 27 April

On 27 April 1994, a wonderful thing happened in South Africa. Everyone who
was 18 years old or older went to vote. For the very first time Indian, coloured
and African people were allowed to vote. This was our country’s first fully
democratic election, and everybody voted together to choose a new government.
Women and men voted, old people and young people voted. They all stood in
queues for a long time to choose the new government, but they didn’t mind.
At last they had the freedom to vote!

Available at: <www.apartheidmuseum.org/sites/default/files/files/downloads/Grade%206%20web.pdf>.
Accessed in: February 2015.

114 Units 5 & 6

2 Mark the correct statements below about the text.

a. South Africa’s first multi-racial election happened on April 27, 1994.
b. Freedom Day in South Africa is associated with the freedom for every adult to vote,

which started on April 27, 1994.

c. Standing in lines for a long time to vote was a problem for people in South Africa.

3 According to the text, who was able to vote in South Africa on April 27, 1994?

a. Indian, white, coloured and African people.
b. People under 18 years old.
c. Old and young people.
d. Women and men.

Language in Use

Past Simple (Verb To Be)

1 Complete the following texts with was or were as in the example below.

Rosa Parks was born on February 4, 1913

William Philpott/Getty Images in Alabama, United States. Her father a

carpenter, and her mother a teacher.

Both her grandparents former slaves.

Rosa Parks, civil rights activist. Available at: <http://mrnussbaum.com/rosa-parks>. Accessed in: February 2015.

Ralph Gatti/Agência France-Presse Pablo Picasso born in Málaga, Spain. According

to his mother, his first word was “piz” when he was trying to say

“lápiz”, the Spanish word for pencil. Picasso not a

good student. He often had to go to detention.

Pablo Picasso, artist. Available at: <http://mrnussbaum.com/pablo-picasso>. Accessed in: January 2015.
Marie Curie, scientist.
The Print Collector/Getty Images Marie Curie born on November 7, 1867 in

Warsaw, Poland. Her birth name Maria Sklodowska,

but her family called her Manya. Her parents both

teachers. Marie the youngest of five children. She

a very bright child and did well in school.

Available at: <www.ducksters.com/biography/women_leaders/marie_curie.php>.
Accessed in: February 2015.

Review 3 115

2 Based on the texts from exercise 1, complete the following sentences with was,

wasn’t, were or weren’t.

a. Rosa ParksÕ grandparents teachers.

b. Pablo Picasso a good student.

c. Marie Curie a good student.

d. Marie CurieÕs parents teachers.

Past Simple (Regular Verbs)

3 The following sentences are about Martin Luther King, Jr., a famous civil rights

activist. Complete them with the verbs in parentheses. Use the Past Simple tense as
in the example.

a. Martin Luther King, Jr. entered

public school at age 5. (enter)

b. He Booker T.

Washington High School. (attend)

c. He both the ninth and

eleventh grades and

Morehouse College in Atlanta at age 15, in

1944. (skip/enter)

d. In 1948, he a sociology

degree from Morehouse College. (earn) Flip Schulke/Corbis/Latinstock

e. He Coretta Scott, an

aspiring singer and musician, in June, 1953.

(marry)

f. In the spring of 1963, King a demonstration in downtown

Birmingham, Alabama. (organize)

g. On August 28, 1963, he his famous ÒI Have a DreamÓ speech.

(deliver)

h. King the Nobel Peace Prize in 1964. (receive)

i. He in April 1968. (die)

Source: <www.history.com/topics/black-history/martin-luther-king-jr>. Accessed in: May 2015.

116 Units 5 & 6

Time for Fun!

It’s time to play “Associations” with your classmates.

INSTRUCTIONS
• Cada grupo tem três minutos para formar frases plausíveis com as palavras da sua cartela.
• Cada frase deve conter duas palavras da cartela. Cada palavra só pode ser usada em até

duas frases.
• O grupo vencedor do jogo é aquele que formar mais frases em três minutos.

GROUP A GROUP B

watched • visited • studied played • helped • used
entered • lived • last • ago worked • attended • last • ago

when • in • did • didn’t when • in • did • didn’t
was • wasn’t • were was • wasn’t • were

Galv‹o Bertazzi/Arquivo da editora

Review 3 117

Thinking about Learning

What can I do now?

Talk about important people in our history... with
Talk about important different types of entertainment... confidence
Use the verb to be in the Past Simple tense...
Use the Past Simple tense (regular verbs)... well
Explore frequently asked questions (FAQ)...
Explore biographies... with some
difficulty
What words/expressions have I learned in units 5 and 6?

Words/Expressions Words/Expressions in use

What learning resources have I used in units 5 and 6?

Dictionaries Glossary Language Reference in Context
Extra Reading Extra Videos Vocabulary Corner
Internet Other:

What do I need to do in order to improve my learning?

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

118 Units 5 & 6

2A

Volunteering and Having Fun (First Part)

Na unidade 6, você falou sobre diferentes formas de entretenimento. Agora, leia a
tarefa abaixo para fazer a primeira parte do Project 2, Volunteering and Having Fun.

TASK: In small groups, think of a type of presentation that you identify with. It can be a play
or musical. It is important to take into consideration the abilities of each group member.
Are you good at dancing? Singing? Acting? Each group should write a first draft of the
presentation‘s script.

Lane Oatey/Blue Jean Images/Corbis/Latinstock

Sonja Pacho/Corbis/Latinstock

In this part of the project, it is only necessary to write the first draft of Go to page
the presentation‘s script. Later, you are going to improve your text and 153 for the
perform it to the school community. second part of
this project.

Project 2A 119

Relationships Brian Mitchell/Corbis/Latinstock
and Values

Warming Up!

The photos show different types of relationship. What are they?

120 

Corbis/Latinstock PHOTOCREO Michal Bednarek/Shutterstock/Glow Images

Giovanni Ortiz/Shutterstock/Glow Images oliveromg/Shutterstock/Glow Images

Learning Objectives

• to talk about different types of relationship and important values
• to learn how to use the Past Simple tense (irregular verbs)
• to explore short stories
• to establish connections with Arts

 121

Before Reading

1 Who are you closest to? What do you usually do together?

2 Before reading the following texts, take a look at their structure and source.

Then, mark the items you expect to find in the texts.

anniversary first kiss love song
birthday first love wedding
divorce love affair

Reprodu•‹o/<www.rd.com> Reading

Now read the texts below to check your predictions.

www.rd.com

HEALTH FOOD ADVICE HOME TRUE STORIES

Homepage / True Stories > Love Stories

LOVE BOAT REUNION by Rick Bennette, Tequesta, Florida

The moment I met Denise aboard the Love Boat, I knew she was someone special. She
became my first love, but we lived 90 miles apart. After the cruise, we maintained our love
affair through handwritten letters. Eventually, geography took its toll. We went on to separate
lives, yet I thought about her quite often. Thirty years later, we reunited in Grand Central
Station. I hired a violinist to play our love song as we held each other for the first time in
three decades. After wishing to be with her all those years apart, we finally married.

KABOOM! by Greg Hajduk, Valparaiso, Indiana
November 26, 1975. I was at a party with friends playing ping-pong. I was 15; she was 16.
Her name was Joanne. I ripped a portion from a paper bag and wrote, “Can I kiss you?” She
nodded yes. We left the party and went to our hangout spot. It was 6:30 p.m. and already
dark, with huge snowflakes falling. I kissed her for the first time and saw fireworks. We
married August 4, 1979, and this November 26 will be the 39-year anniversary of that first
kiss. I still see fireworks!

From: <www.rd.com/true-stories/love/100-word-love-stories>. Accessed in: February 2015.

Reading for General Comprehension

Both texts are from the section “True Stories” in an online magazine.
Based on the main idea of the texts, what is the name of this page?

“14 Mini Essays that Prove The Meaning of Love in 100 Words or Less”
“14 Mini Essays that Prove The Meaning of Love and Hate in 100 Words or Less”

122 Unit 7

Reading for Detailed Comprehension

1 Take a look at the two sequences of pictures below. Each sequence shows

four events from the two texts, “Love Boat Reunion” and “Kaboom!”.
Write down what happened in each situation as in the following examples.

Love Boat Reunion

a. Rick met Denise aboard the b.

Love Boat.

c. d.

Kaboom!

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

a. Greg and Joanne were at a party

with friends.

Relationships and Values 123

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

c. d.

2 Which couple overcame more obstacles, Rick and Denise or Greg and

Joanne?

tip 3 Both stories were written by readers of the magazine Reader’s Digest.

Busque What else do the texts have in common?
sempre
estabelecer a. They have about 100 words each.
relações entre b. They are about people who married.
os textos que c. They are about long-term relationships.
você lê para d. They are about long-distance relationships.
ampliar sua
compreensão Reading for Critical Thinking
sobre eles
e sobre o Discuss the questions below with your classmates.
mundo.
a. The first text (“Love Boat Reunion”) is an example of a love story in which the

couple (Rick and Denise) faced some obstacles before finally getting married.
What values can you learn from this story? What about the second?

b. Both stories inspire us to be committed to those we love. Do you know other

true stories that are about love between two people (siblings, friends, relatives
etc.)? Share them with your classmates.

Vocabulary Study

False Friends

1 Read the fragment below from the first text on page 122 and focus on the word

in bold. Then, mark the correct item that completes the following sentence.

“Eventually, geography took its toll.”

The word eventually means

finally. occasionally.

124 Unit 7

Read the comic strip below and do exercises 2-5.

© 2012 Brian Crane/Distr. by Washington Post Writers Group

Available at: <www.gocomics.com/pickles/2012/10/16>. Accessed in: February 2015.

2 What is the relationship between the characters in the comic strip?

3 Based on the text, what kind of relationship do they have?

A long-term relationship. A short-term relationship.

4 The words “realize” and “actually” (panel 3) are examples of false friends. tip

What do they mean in the comic strip? Mark the correct item that completes Observe o
each sentence below. contexto para
identificar
a. In Portuguese, realize is equivalent to palavras
parecidas com
“realizar”. “perceber”. o portugu•s,
mas com
b. In Portuguese, actually is equivalent to significado
diferente (false
“na verdade”. “atualmente”. friends) e fa•a
infer•ncias
5 According to the man, “it’s not until you look back on it years later that you sobre seu
verdadeiro
realize you actually were happy.” What does it mean? Use your own words significado.
to explain it.

Taking it Further Now

1 Choose three values from the box below that you consider most important. complete the
Vocabulary
Then, compare your answers with those of a classmate. Corner on
page 159 with
what you have

learned.

dedication generosity hope respect
friendship honesty love responsibility

2 Before reading the following text, take a look at its picture. What value is

being promoted in the billboard?

Relationships and Values 125

Now read the following text and do exercises 3-6.

Le@rning on Reprodu•‹o/<www.values.com>www.values.com
the Web
Para saber 8AP_f15_U7
mais sobre
Carol “You cannot take good care of a child unless you love the child; you must be part of their life.”
Donald, ouça Carol Donald
um podcast
sobre sua About this Billboard
vida: <www.
values.com/ Not all humanitarians are well-known. Some are everyday people performing
inspirational- extraordinary acts of love and kindness, like Carol Donald, who served as a foster
audio- parent to 100 children with medical needs in Northern California starting in 1965.
stories/4- Carol Donald was born with a passion for babies and raising children. Simply stated,
carol- it’s her life’s calling. (...)
donald>.
(acesso em: From: <www.values.com/inspirational-sayings-billboards/30-love>. Accessed in: February 2015.
fevereiro de
2015). 3 Answer the questions below about Carol Donald.

a. Was Carol Donald a famous humanitarian?

b. Did she perform extraordinary acts of love and kindness?

tip c. What did Carol Donald do as a humanitarian?

Busque inferir d. What was her passion?
o significado
de palavras 4 Carol Donald served as a foster parent to 100 children. How do we say
desconhecidas
a partir da “foster parents” in Portuguese?
observação do
contexto em
que elas são
utilizadas.

Pais biológicos. Pais de criação.

5 Based on Carol DonaldÕs quote, what is required to take good care of a

child? Do you agree with her?

6 Do you know everyday people who perform extraordinary acts of love and

kindness like Carol Donald? If so, who? What does he/she do?

126 Unit 7

Language in Use

Past Simple (Irregular Verbs)

Read the fragments below from the text on page 122 and do exercises 1-3. tip

I. “She became my first love, but we lived 90 miles apart.” A partir da
II. “We went on to separate lives, yet I thought about her quite often.” observação
III. “I kissed her for the first time and saw fireworks.” dos exemplos,
IV. “We married August 4, 1979.” faça
inferências
1 Mark the correct item that completes the sentence below. para
compreender
regras de
uso da língua
inglesa.

The Past Simple tense is used in all fragments to talk about actions in the past that

are finished. are not finished.

2 Complete the following statements with the verbs in bold as in the

examples below.

a. Lived, and are examples of regular verbs in the

Past Simple tense.

b. Became, , and are examples of

irregular verbs in the Past Simple tense.

3 Now complete the table below with the same verbs in bold.

Regular verbs Irregular verbs
become became
live lived go
kiss see
marry think

4 Go back to the text on page 122 and find other examples of regular and

irregular verbs in the Past Simple tense. Then, complete the table below.

Regular verbs Irregular verbs

hire hired be was/were
maintain maintained hold held

nod know
reunite meet
rip leave
take
write

Relationships and Values 127

5 The following text is another short story from Reader’s Digest. Complete it with

the verbs in the box below. Use the Past Simple tense as in the examples.

be • come out • kiss • plant • see • walk by

BACK WHERE I BELONG by Lisa Mizzell, Cropwell, Alabama

It feels good to move back home after two years. It was the last place I

him alive, the last place I him goodbye, and

the last place I would hear him say, “I love you, Baby – see ya tonight.”

Tonight the fireflies came out for the first time this summer. As I

flowers, a grandpa and his granddaughter

on their way to fish at the lake. I guess life goes on with or without us.

It’s good to be home.

Language From: <www.rd.com/true-stories/inspiring/100-word-stories/3>. Accessed in: February 2015.
Note
6 What is the relationship between the people in the story “Back Where I
See ya
(informal) = Belong”?

See you

7 Choose a fragment from the text above that refers to the picture below.

Galv‹o Bertazzi/Arquivo da editora

128 Unit 7

Read the comic strip below and do exercises 8-11.

© 2015 King Features Syndicate/Ipress

SCOTT, Jerry; BORGMAN, Jim. July, 2014. Available at: <http://zitscomics.com/comics/
july-28-2014>. Accessed in: February 2015.

8 What is the relationship between the characters in the comic strip?

In your opinion, do they have a good relationship with each other? Why?

9 Why is the woman angry with Jeremy?

10 Imagine the characters had a normal conversation. What would it be like?

Complete the gaps below based on the comic strip above.

Connie: How was ?
Jeremy: Fine. ?
Connie: What
Jeremy: Hung out with friends. ?
Connie: Where
Jeremy: To Hector’s house.

 Think about it! Go to
Note que Jeremy, ao responder para Connie, é bem direto e econômico com
as palavras. Em vez de dizer “It was fine.”, ele apenas diz “Fine.”, o que é bastante Language
comum na linguagem falada, tanto em inglês quanto em português. Em uma Reference
situação mais formal de uso da língua, como Jeremy deveria responder a in Context on
“Where did you go?” page 170.

11 In pairs, have a conversation similar to the one between © 2015 King Features Syndicate/Ipress

the characters in the comic strip. Ask extra questions.
Here are some suggested questions.

How was your weekend?/How was your day yesterday?
Did you do anything special yesterday/last weekend?
Did you enjoy it?
Was it fun/cool/exciting/boring?
Who did you go with?
How long did you stay there?
Why did you go there?

Relationships and Values 129

Listening and Speaking

1 A fable is a type of short story that is told to teach a moral lesson. Fables are

usually about animals or plants that can talk and act like people. Do you like
fables? What fables do you know?

13 2 Listen to a fable about the relationship between two animals. What fable is it?

The Old Lion and The Fox.

Ilustraç›es: Galvão Bertazzi/Arquivo da editora

The Lion and The Mouse.

130 Unit 7

13 3 Listen to the recording again and mark what happened in the fable.

tip

Ao ouvir
o ‡udio,
concentre-se
nas
informa•›es
que deseja e
preste aten•‹o
nas palavras-
-chave.

The Lion got entangled in a net. The Lion got sick.

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

The Fox set the Lion free. The Mouse set the Lion free.

13 4 Listen to the recording once more and check your answers to exercise 3.

5 What is the moral of this fable?

One bad turn deserves another.

Little friends may prove great friends.

6 What do you think of the moral of the fable? Read an opinion text about the

importance of fables to children’s character development. Then, discuss the
following questions with your classmates.

Teaches Values in a Way Kids Understand Le@rning on
the Web
I still remember listening to a record of Aesop’s Fables my mom bought Para
for my sisters and me. I loved it! The sound effects and narration really made conhecer
the tales come alive. My favorite was “The Wind and the Sun”. That story outras
stuck with me and probably helped me understand the importance of being fábulas em
kind to others (and that others will LIKE you better if you’re kind to them). inglês, visite:
<http://read.
— ChrissyW456 gov/aesop>.
(acesso em:
Available at: <http://childrensbooks.about.com/u/ua/valuescharacter/ua_aesop.htm>. fevereiro de
Accessed in: February 2015. 2015).

a. Do you agree with ChrissyW456 about the importance of fables? Why (not)?
b. What fables did you read or listen to when you were a child? What do you

remember about them?

c. Are there other ways to promote values so that kids can understand them?

If so, which one(s)?

Relationships and Values 131

Writing

In this unit you have read short stories in the first person on pages 122 and
128. In the case of the short stories in this unit, they are 100-word true stories
about love written by a magazineÔs readers. Visit the website <www.rd.com/
true-stories/inspiring/100-word-story-winners> to find other examples of
100-word true stories by contest winners.

tip 1 Write a short story in the first person (in this case, a 100-word true story)

Ao revisar os in order to promote an important value. You can write different kinds of
textos, considere, short stories: love stories, family stories, friendship stories, stories about
por exemplo: inspirational people etc.

• objetivo: As Writing Context
informa•›es
est‹o Before writing your text, match the columns below to identify the
adequadas ao elements of the writing context.
objetivo do
texto? a. Writer: informative tone
b. Readers: classroom board/Internet
• conteœdo: Os c. Genre: a short story in the first person (100-word true story)
elementos d. Objective: classmates and other people
b‡sicos da e. Style: you
hist—ria (datas, f. Media: promote an important value
lugares,
nomes) foram Step by Step
verificados
e est‹o 1. Choose a value that you would like to promote (love, commitment, hope,
corretos? Seu
texto contŽm determination etc.).
cerca de 100
palavras? 2. Write down your ideas. Think about the basic elements of the story (people

• linguagem: involved, setting, dates, important events).
O texto
elaborado est‡ 3. Start writing after you have organized your thoughts.
redigido de 4. Write a first draft of the short story and count the total number of words.
maneira clara e 5. Take out words that are not necessary to leave your story in about 100 words.
objetiva? 6. Include a picture (photograph or drawing) to illustrate your short story.
7. Exchange short stories with a classmate and discuss both texts.
• tempo verbal: 8. Make the necessary corrections.
Voc• usou o 9. Create the final version of the short story by hand or use a computer to design it.
Past Simple
para escrever
sua hist—ria?

• ortografia:
As palavras
est‹o escritas
corretamente?

Reescreva seu
texto com base
na revis‹o feita
por voc• e seus
colegas.

2 ItÕs time to share your short story with your classmates and the local

community. You can organize all the stories on a classroom board or publish
them on the schoolÕs website. If you want to share an inspirational story, you
can also publish it on <www.values.com/your-inspirational-stories>.

132 Unit 7

Looking Ahead

Read the value ideas below from <www.values.com/value-ideas>. Then, talk to a
classmate about them and answer the following questions.

LOVE friendship Banco de imagens/Arquivo da editora

Tell five friends one thing you Send a friend a thank-you note
love about them. for being a good friend.

good manners gratitude

Be mindful of saying “Please” Thank the people behind
and “Thank You” and “You’re the service: your coffee, dry

Welcome” all day long. cleaning, waitress etc.

Helping Others HOPE

Volunteer to read books Have only positive expectations
to little kids. today.

SERVICE Including
Others
Give up your seat on the bus or
train for someone who seems Extend an invitation.

tired or may need it.

a. Which actions above are already part of your daily routine? Which ones do you want to

put into practice?

b. Can you think of other value ideas for “love”, “gratitude” and “service”?
c. In your opinion, what are the most important values to help us have a good relationship

with people around us? Why?

Extra Reading
<www.rd.com/true-stories>
<www.aesopfables.com>

Extra Videos
<www.values.com/inspirational-stories-tv-spots>
<www.dailymotion.com/playlist/x2l131_hooplakidz_aesops-fables-short-stories-for-children>

Relationships and Values 133

Any Leland BobbŽ/Corbis/Latinstock
Volunteers?

Warming Up!

The photos show different types of volunteer work. What are these people doing?

134 

ose Luis Pelaez/Corbis/Latinstock Rob Marmion/Shutterstock/Glow Images

Lara Iwanicki/kino.com.br

Learning Objectives

• to talk about volunteering
• to learn how to use the Past Continuous tense
• to learn the differences between the Past Simple and the Past Continuous tenses
• to explore comic strips
• to establish connections with Geography, Arts and Portuguese

 135

tip Before Reading

Preste 1 In pairs, ask and answer the questions below.
atenção ao
título e aos a. Do you do any kind of volunteer work? If so, which one? If not, would you like to
subtítulos para
compreender work as a volunteer? What could you do to help others?
melhor a
organização b. In your opinion, why do people volunteer?
das ideias no
texto. 2 Before reading the following text, take a look at its title, subheadings and

layout. What is the audience of the text? What do you expect to find in the text?

Reading

Now read the text below to check yours predictions.

http://kidshealth.org

Reprodução/<http://kidshealth.org/kid/feeling/thought/volunteering.html> Volunteering means spending some of your Molly and Carly
free time helping others. You may volunteer to Make a Difference
help other people, but you can also volunteer to Molly, 13, and Carly, 11, were looking
protect animals, the environment, or any other for a way to deal with the sadness
cause that you care about. they felt when their grandfather died
from cancer. They decided to raise
HELP YOURSELF BY HELPING OTHERS money for the American Cancer
Society. In 2005 they donated almost
Volunteering helps others, but it can also help $10,000 to a camp for kids with cancer.
you, too. If you’re upset about something
that’s happened, doing something about it Catch the Volunteer Spirit
can be a great way to cope with your feelings. When you hear the word
Volunteering also lets you see your own life in “volunteering”, you probably think
new ways. about hands-on projects to build
houses, feed the hungry, or teach
GETTING STARTED kids to read. But you can show your
volunteer spirit any day of the week.
School is a good place to start if you’re looking How? By being helpful to your teacher
for volunteer ideas. Ask a teacher, school at school or to a new student.
counselor, or librarian for ideas. Some places want At home, you can pitch in by offering
volunteers who are 12 or even older, depending to help your mom or dad bring in
on the job. Often kids start volunteering by the groceries, or by making your bed
working alongside their parents. before someone asks you.

Volunteering gives kids a taste of responsibility
because people are depending on them for
something important. So what are you waiting
for? Make a plan to start volunteering today!

Adapted from: <http://kidshealth.org/kid/feeling/thought/volunteering.html>. Accessed in: February 2015.

136 Unit 8

Reading for General Comprehension

Mark the main objective of the text.

To encourage kids to start volunteering.
To present the daily routine of a volunteer.

Reading for Detailed Comprehension

1 Mark the correct statements about volunteering according to the text.

a. Volunteering is about giving your time to a good cause.
b. It can help you see your life from a different perspective.
c. It is only possible to be a volunteer if you are 14 or older.
d. You can show your volunteer spirit at school, but not at home.

2 Complete the following sentences about volunteering. Use words/

expressions from the text.

a. Volunteering is about doing something that benefits other people, the local

community or the .

b. It can be a great way to deal with your , especially if you are

disappointed with something that’s happened.

c. It gives kids a sense of because people are depending on

them for something important.

d. Kids can talk to a teacher, school counselor, or librarian if they are looking for

.

e. Kids often start volunteering by working together with their .

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

a. In “a great way to cope with your feelings” and “a way to deal with the Busque
sempre
sadness”, the expressions in bold are identificar a
que elemento
opposites. synonyms. o pronome se
refere para
b. In “Volunteering gives kids a taste of responsibility because people are compreender
como as ideias
depending on them for something important.”, them refers to se relacionam
em um texto.
“kids”. “people”.

4 Molly and Carly started volunteering when they were kids. Choose the

fragment below that best relates to their case.

“School is a good place to start if you’re looking for volunteer ideas.”
“Volunteering helps others, but it can also help you, too.”

Any Volunteers? 137

Reading for Critical Thinking

\ Discuss the questions below with your classmates.

a. According to the text, Molly and Carly made a difference at an early age. In your

opinion, is there a minimum age to start doing something to help people?
What does it take to make a difference to others?

b. The text presents some examples of hands-on projects to help others Ð to build

houses, feed the hungry, or teach kids to read. What other activities can you be
involved in to help your local community? Can parents and students volunteer at
your school? If so, how?

c. Do you show your volunteer spirit at home? If so, how?

Vocabulary Study

Household Chores

1 According to the text on page 136, you can show your volunteer spirit

by being helpful at home. Choose two household chores below that are
mentioned in the text.

bringing in the groceries cleaning up your room

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

doing the dishes making up the bed

138 Unit 8

2 Take a look at the following list of household chores. Mark the ones that you are

usually responsible for. Then, compare your answers with those of a classmate.

Sigrid Olsson/PhotoAlto/Keystone Feriq Ferec/Anadolu Agency/Getty Images

tidying up the bedroom washing clothes

Maskot/Corbis/Latinstock Frank Van Delft/Corbis/Latinstock

babysitting watering the plants

Jamie Grill/Blend Images/Getty Images Christine Schneider/cultura/Corbis/Latinstock Radius Images/Corbis/Latinstock

drying the dishes

Igor Emmerich/Corbis/Latinstock

setting the table sweeping the floor taking out the garbage

14 3 Listen to the recording and repeat the items from exercise 2. Now
complete the
4 In pairs, ask and answer the questions below. Vocabulary

a. Who does the housework in your family? Corner on
b. Does everybody help with the household chores? page 160 with
c. Which chores don’t you like to do? Why? what you have

learned.

Any Volunteers? 139

Taking it Further

1 Go back to the text on page 136 and read about Molly and Carly again.

Why did they make a difference?

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

What do you expect to read about?

Now read the following text and do exercises 3 and 4.

www.hivesforlives.com

Reprodução/<www.hivesforlives.com>
Reprodução/<www.mainlinemedianews.com>
Hi! We are Carly and Molly and we

are now 18 and 20. Nine years ago our

grandfather died from throat cancer.

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

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).

Adapted from: <www.hivesforlives.com>. Accessed in: February 2015.

3 Answer the questions below.

a. What is “Hives for Lives”?

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

c. What happens to the money the company receives from selling honey?

d. What are volunteer kids called at “Hives for Lives”?

140 Unit 8

4 What do the pronouns in bold refer to? Complete the following sentences

as in the example below.

a. In “We wanted to do something”, we refers to Molly and Carly .
b. In “die like he did”, he refers to .
c. In “it is now nine years old”, it refers to .

 Think about it!
Nos Estados Unidos, é muito comum haver jovens envolvidos com algum tipo de
trabalho voluntário. Isso acontece também por ser um dos itens avaliados para
ser aceito em uma universidade norte-americana. Um dos critérios de seleção
no Programa Jovens Embaixadores, iniciativa social da Embaixada dos EUA em
parceria com o Brasil que beneficia alunos brasileiros da rede pública com uma
viagem de três semanas nos Estados Unidos, é estar engajado por pelo menos
1 ano em atividades de responsabilidade social/voluntariado. Na sua opinião,
quais oportunidades esse programa pode oferecer a jovens brasileiros? De
quais projetos sociais em sua comunidade você poderia participar?

Language in Use

Past Continuous

Read again the fragment on the right from the text on Molly and Carly
page 136 and do exercises 1-3. Make a Difference
Molly, 13, and Carly, 11, were
1 Order the following events in the life of Molly and looking for a way to deal with
the sadness they felt when their
Carly (1-4). grandfather died from cancer.
They decided to raise money for
a. They decided to raise money for the American the American Cancer Society. In
2005 they donated almost $ 10,000
Cancer Society. to a camp for kids with cancer.

b. They donated money to help kids with cancer.
c. Their grandfather died from cancer.

d. They felt sad for their loss.

2 Mark the correct item that completes each sentence below. The sentences tip

refer to the events from exercise 1. A partir da
observação
a. The Past Simple tense is used to talk about dos exemplos,
faça
completed actions in the past. inferências
actions in progress in the past. para
compreender
b. Decided, donated and died are regras de
uso da língua
regular verbs in the Past Simple tense. inglesa.

irregular verbs in the Past Simple tense.

Any Volunteers? 141

3 Now focus on the fragment “were looking for a way”. Mark the correct item

that completes each sentence below.

a. The Past Continuous tense is used in the fragment to talk about

a completed action in the past. an action in progress in the past.

b. The structure of the Past Continuous tense is

verb to be (was/were) + main verb main verb in the -ing form.

in the -ing form.

4 The following sentences refer to the photos of household chores from

page 139. Complete them with the verbs in the box below. Use the Past
Continuous tense.

dry • set • tidy up • take out

a. The little boy the table together with his father.

b. The women were chatting while they the dishes.

c. The man was drinking coffee while he the garbage.

d. The boy his bedroom when his mother came to help him.

5 Which sentences from exercise 4 contain two actions in progress around the

same time in the past?

Past Continuous or Past Simple?

Read the comic strips below and do exercises 6-9.
Comic strip 1

© 2014 Jim/Dist. by Universal Uclick

JIM’S JOURNAL. April 2014. Available at: <www.gocomics.com/jimsjournal/2014/03/04>.
Accessed in: February 2015.

Comic strip 2

© 2014 Jim/Dist. by Universal Uclick

JIM’S JOURNAL. March 2014. Available at: <www.gocomics.com/jimsjournal/2014/03/04>.
Accessed in: February 2015.

142 Unit 8

6 Which comic strip shows a household chore? What is it?

7 What do the comic strips have in common? Mark the correct statements below.

a. They are four-panel comic strips.
b. They describe JimÔs day-to-day life.
c. All the events happen in the present (ÒtodayÓ).

8 Go back to the comic strips and complete the table below with verbs in the tip

Past Simple tense. Consulte
os quadros
Regular verbs Irregular verbs de verbos
irregulares ao
decide have final do livro
notice hide sempre que
watch run necess‡rio.

9 Now focus on the fragment below from the first comic strip. Then, complete

the following statements with Past Continuous or Past Simple.

I was waiting to cross a busy street when I noticed a particular car go by.

long action shorter action

a. We often use the Past Continuous tense with the Past Simple tense. This

happens when a long action is interrupted by another shorter action. The

tense is the long action.

b. The word used to connect the two actions is when. We use when before the

c. The tense.
tense is used in the text to talk about an

action in progress in the past. The refers to
a completed action in the past.

10 Use the verbs in the boxes below to complete the following comic strips.

painted ¥ visited ¥ was painting

© 2012 Jim/Dist. by Universal Uclick

JIMÕS JOURNAL. July 2012. Available at: <www.gocomics.com/jimsjournal/2012/07/20>.
Accessed in: February 2015.

Any Volunteers? 143

said • went • was happening • was watching

© 2012 Jim/Dist. by Universal Uclick

Go to
Language
Reference
in Context on
page 176.

JIM'S JOURNAL. July 2012. Available at: <www.gocomics.com/jimsjournal/2012/07/09>.
Accessed in: February 2015.

Listening and Speaking

1 Read the quote below by Shifra Mincer, a young volunteer. Then, discuss the

following questions with your classmates.

Reprodução/<www.values.com> “Volunteer work has taught me to appreciate
my own talents and the gifts that I was given.”

Shifra Mincer

tip a. What talents do you have?

Radio ad b. How can you use your talents to help others?
(ou radio
advertisement) 2 Listen to a radio ad about Shifra MincerÕs story. What does she do to help
é um anœncio
de r‡dio. Como 15 others?
a dura•ão
de anœncios Ilustrações: Galvão Bertazzi/Arquivo da editora
de r‡dio
costuma ser She uses her cooking talents to She uses her sewing talents to
bem curta, é help people. help people.
comum que sua
narra•ão seja
r‡pida. Dessa
forma, não se
preocupe em
entender todas
as palavras
e todas as
informa•›es
do ‡udio. O
objetivo do
exercício
2 é apenas
identificar qual
é o trabalho
volunt‡rio de
Shifra Mincer.

144 Unit 8

15 3 Listen to the recording again and mark the correct item that completes each tip

sentence below. If necessary, use the Glossary. Ao ouvir

a. Shifra Mincer helps o áudio,
concentre-se

the homeless. the elderly. nas
informações

b. She started volunteering in que deseja e
preste atenção

primary school. high school. nas palavras-
-chave.
c. She says

ÒSo, what can I do?Ó ÒSo, thatÕs what I do.Ó

15 4 Listen to the recording once more and check your answers to exercise 3.

5 In your opinion, can Shifra MincerÕs story inspire people to volunteer?

Why (not)?

6 Get to know about your classmatesÕ volunteer spirit at home. Interview two

classmates as in the following example to complete the chart below. Make
extra questions.

Questions Classmate 1 Classmate 2

1. Do you make your bed before someone asks you? If so,
how often?

2. Do you have a talent for cooking? If so, what do you usually
cook at home?

3. Do you collect your old clothes, toys, books and donate
them?

4. How often do you do the dishes?

5.
6.

Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Student A: Do you make your bed before someone asks you, Pedro?
Student B: Not really. How about you, Melissa?

Student A: Well, I make my bed every day.
Student B: I see. And do you have a talent for cooking?

Student A: I’m not good at cooking, but sometimes I help my dad in the kitchen.

7 Go back to exercise 6. Based on your classmatesÕ answers, do they have a

volunteer spirit at home? Why (not)?

Any Volunteers? 145

Writing

In this unit you have read comic strips on pages 142 and 143. A comic strip
is a sequence of drawings in panels that tells a story or describes a situation,
often with humor. Each comic strip in this unit is a typical four-panel comic strip
about the day-to-day life of a main character. They are strips that end without a
joke, or sometimes without even a conclusion.

1 Create a comic strip to describe a day in your life. It can be about important

or unusual events that happened in a day of your life.

Writing Context

Before writing your text, match the columns below to identify the
elements of the writing context.

tip a. Writer: comic strip
b. Readers: classroom board/Internet
Ao revisar c. Genre: describe a day in your life
a tirinha, d. Objective: classmates and other people
considere, e. Style: you
por exemplo: f. Media: informal tone

• objetivo: Step by Step
A tirinha está
adequada ao 1. Decide what to write about. It can be about important or unusual events that
seu objetivo?
happened in a day of your life.
• linguagem
verbo-visual: 2. Plan your comic strip first and think of the events you are going to describe.
As imagens
e o texto 3. Start your comic strip with “Today” or another specific date in the past
estão bem
integrados? (Yesterday; On November 2, 2016).

• ortografia: 4. Make drawings to describe the events.
As palavras
estão escritas 5. Exchange comic strips with classmates and discuss the texts. Talk about how
correta-
mente? you feel when you read the strips. Remember that they don’t have to be funny.

Reescreva seu 6. Make the necessary corrections.
texto com base
na revisão feita 7. Work to write the final version of your comic strip.
por você e seus
colegas.

2 It’s time to share your comic strip with your classmates and other people.

You can use one of the online resources to create and publish your comic
strip: <bitstrips.com/create/comic>; <www.wittycomics.com>.

146 Unit 8

Looking Ahead

The following table presents some examples of volunteer ideas that can be done at
schools. Talk to a classmate about them and answer the following questions.

Pœblico Crian•as Jovens e adultos Idosos Comunidade
çrea

Educa•‹o e Ser monitor Dar cursos de capacitação Criar grupos de Organizar oficinas de
cultura para aulas de profissional, por exemplo, teatro, coral ou artesanato, culinária,
organizar bailes
reforço na área de Informática corte e costura,
jardinagem, fotografia

etc.

Saœde e Organizar Fazer campanhas de Fazer campanha Identificar, no bairro, os
assist•ncia atividades prevenção ao uso de de arrecadação locais de difícil acesso
recreativas e de agasalhos e a deficientes físicos e
social artísticas em drogas e doenças cobertores para promover uma campanha
hospitais sexualmente transmissíveis casas de idosos
de conscientização

Ecologia Estimular a Fazer o replantio de Programar passeios Fazer mutirões de
coleta seletiva árvores e flores em áreas verdes limpeza de muros e

do lixo praças

Dar oficinas de Fazer campanha contra Fazer campanha Identificar os
Seguran•a educação para a violência e a favor do de prevenção cruzamentos onde
de acidentes acontecem acidentes e
o trânsito desarmamento domésticos pedir a autoridades para

sinalizar a área

Esporte e Apresentar Organizar campeonatos Dar aulas de Levantar fundos, planejar
lazer teatro em de futebol, vôlei, basquete ginástica e e ajudar a construir
creches e Educação Física
organizações etc. para pessoas de equipamentos de lazer
terceira idade
sociais

Cidadania Sensibilizar Criar um grupo ou núcleo Convidar idosos Incluir artigos sobre
para temas de de voluntariado para transmitir voluntariado em jornais
experiências de internos de empresas,
cidadania vida na sala de aula clubes e condomínios

Available at: <www.voluntariado.org.br/sms/files/col_faca_parte_09.pdf>. Accessed in: February 2015.

a. Which volunteer ideas above have already been put into Carol Garcia/Creative Commons

practice at your school?

b. In your opinion, which volunteer ideas above are more

appropriate for your age? Which one(s) do you want to
participate in?

c. Can you think of other volunteer ideas for your school?

d. In your opinion, is it possible to develop a talent when

you start volunteering? Why (not)?

Extra Reading
<www.impactonline.org>
<http://kidshealth.org/teen/school_jobs/jobs/volunteering.html>

Extra Video
<http://globotv.globo.com/rede-globo/jornal-hoje/v/um-em-cada-quatro-jovens-faz-trabalho-
voluntario-no-brasil/2481435/>

Any Volunteers? 147

7&8 Ilustrações: Galvão Bertazzi/
Arquivo da editora
Reading

1 Before reading the following text, take a look at its title and source. What do you

expect to read about?

Now read the text below and do exercises 2-4.

Volunteering: Give and Get Back!

Here's a riddle: What's available everywhere, totally free,
and can make you feel great about yourself?
Answer: VOLUNTEERING!
We asked readers to tell us why they thought it was
important for young people to volunteer.
Michele, 12, says: "It teaches humbleness, something I could use. Also, it teaches
you how many people need help around the world. You want to help more and more
people. It gets kind of addicting".
Samantha, 12, writes: "If people didn't get involved, when they grew up they would not
be good at working with people".
Kyra, 10, thinks "It's important for young people to help out because it shows they care
for their community".
Jasmine, 12, told us that volunteering is a good thing because "It helps you get moving
instead of sitting around the house all day!".
No matter how old you are, what you're good at, what you're interested in, or where
you live, there's a volunteer opportunity out there that can help you...
• Explore and learn new things
• Deal with the stress and problems of everyday life
• Meet new people and make friends
• Boost your self-confidence and self-esteem
• Feel less helpless and more in control of your world

From: <http://pbskids.org/itsmylife/emotions/volunteering>. Accessed in: March 2015.

148 Units 7 & 8