Way-to-Go-Volume-1-ALUNO

KÁTIA TAVARES ■ CLAUDIO FRANCO

Língua estrangeira moderna – Inglês

11
ENSINO MÉDIO



Língua Estrangeira Moderna – Inglês

Kátia Cristina do Amaral Tavares
Doutora em Linguística Aplicada e Estudos da Linguagem pela PUC-SP. Mestre em Letras
Anglo-Germânicas pela UFRJ. Professora de Língua Inglesa da Faculdade de Letras da
UFRJ. Foi professora de Educação Básica das redes estadual (Ensino Médio) e federal
(Ensino Fundamental e Médio) e de Ensino Superior na PUC-Rio. Autora de livros didáticos
de inglês.

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. 11
ENSINO MÉDIO
MANUAL DO
PROFESSOR

1a edição
1a impressão

São Paulo
2013

Diretoria editorial: Angélica Pizzutto Pozzani Versão digital
Gerência de produção editorial: Hélia de Jesus Gonsaga Diretoria de tecnologia de educação: Ana Teresa Ralston
Editoria de Linguagens, Códigos e suas Tecnologias: Luiz Tonolli Gerência de desenvolvimento digital: Mário Matsukura

Editores: Eliana Antonioli, Danuza Dias Gonçalves e Gerência de inovação: Guilherme Molina
Daniel de Febba Santos (conteúdo digital) Coordenadores de tecnologia de educação: Daniella Barreto e

Supervisão de arte e produção: Sérgio Yutaka Luiz Fernando Caprioli Pedroso
Editor de arte: Erik TS Editores de tecnologia de educação: Cristiane Buranello e Juliano Reginato
Editores assistentes de tecnologia de educação: Aline Oliveira Bagdanavicius,
Diagramação: Fajardo & Ranzini Design
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Design gráfico: A+ Comunicação (capa e miolo)
Revisão: Rosângela Muricy (coord.), Ana Paula Chabaribery Malfa, Assistentes de produção de tecnologia de educação: Alexandre Marques,
Célia da Silva Carvalho, Luís Maurício Bôa Nova e Gabriela Macedo Gabriel Kujawski Japiassu, João Daniel Martins Bueno, Paula Pelisson Petri,

de Andrade (estag.) Rodrigo Ferreira Silva e Saulo André Moura Ladeira
Supervisão de iconografia: Sílvio Kligin Desenvolvimento dos objetos digitais: Agência GR8, Atômica Studio,
Pesquisadores iconográficos: Caio Mazzilli, Claudia Bertolazzi e
Cricket Design, Daccord e Mídias Educativas
Douglas Cometti Desenvolvimento do livro digital: Digital Pages
Cartografia: Juliana Medeiros de Albuquerque e

Márcio Santos de Souza
Tratamento de imagem: Cesar Wolf e Fernanda Crevin

Ilustrações: Sirayama

Direitos desta edição cedidos à Editora Ática S.A.
Av. Otaviano Alves de Lima, 4400
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Dados Internacionais de Catalogação na Publicação (CIP)

(Câmara Brasileira do Livro, SP, Brasil)

Tavares, Kátia Cristina do Amaral
Way to go! : língua estrangeira moderna :
inglês : ensino médio / Kátia Cristina do
Amaral Tavares, Claudio de Paiva Franco.
–1. ed. – São Paulo : Ática, 2013.
Obra em 3 v.
1. Inglês (Ensino médio) I. Franco, Claudio de
Paiva . II. Título.

13-03560 CDD-420.7

Índice para catálogo sistemático:
1. Inglês : Ensino médio  420.7

2013
ISBN 978 8508 16319-9 (AL)
ISBN 978 8508 16320-5 (PR)
Código da obra CL 712779

Uma publicação

2 

APRESENTAÇÃO

Caro aluno

O número de pessoas que usa a língua inglesa e tem outro
idioma como língua materna é maior do que a quantidade
de falantes nativos de inglês. Isso acontece porque a língua
inglesa possibilita a comunicação escrita e oral entre
pessoas do mundo todo, seja presencialmente ou a distância, seja para
fins pessoais, profissionais, artísticos ou acadêmicos. Assim, saber
inglês é um conhecimento importante para o mercado de trabalho e um
instrumento valioso para o desenvolvimento acadêmico, além de facilitar
o acesso a diferentes formas de entretenimento e de arte. Aprender inglês,
portanto, é uma maneira de se preparar e se qualificar para tudo isso.

Esta coleção foi planejada pensando em contribuir para o
desenvolvimento da sua formação como indivíduo que utiliza a linguagem
em diversas práticas sociais. Dessa forma, ao longo dos três volumes,
você encontra uma grande variedade de gêneros textuais e de temas
de relevância social, além da valorização do uso da língua inglesa como
instrumento de ampliação das possibilidades de acesso a diversas
formas de pensar, sentir e agir no mundo. Para tal, o ensino da língua não
acontece de maneira isolada, mas 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.

Todas 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 compreensão e de produção tanto da escrita
quanto da fala. Além disso, a obra busca explorar a diversidade cultural e a
riqueza da variedade linguística.

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

Os Autores

3

Contents Exploring infographics
Establishing connections with Information
6 Conheça seu livro Technology
7 Tips into Practice Vocabulary Study

Unit Transparent words
Word groups
115 Language in Use
Present Simple
Studying with Question words
Technology
Exploring mind maps
Unit Establishing connections with Biology
and Geography
229 Vocabulary Study

Save the World! Word formation
Go Green! Multi-word verbs
Language in Use
43 Review 1 Imperative
46 Studying for Exams Imperative and Present Simple
47 Thinking about Learning
48 Project 1A Exploring newspaper and magazine headlines
Establishing connections with Geography,
Unit History, Philosophy, Sociology
Vocabulary Study
349
Synonyms
Traveling Noun phrases
around Brazil Language in Use
Present Continuous
Unit Present Simple or Present Continuous?
Question words
463 Possessive adjectives

Feel the Image, Exploring descriptions of images
Feel the Feeling Establishing connections with Arts
and Literature
77 Review 2 Vocabulary Study
80 Studying for Exams
81 Thinking about Learning Discourse markers
82 Project 1B Language in Use

4 -ING: noun, adjective or verb?
Modal verbs: may, might, could

Unit Exploring biographies As imagens utilizadas neste sumário aparecem com
Establishing connections with History os respectivos créditos nas páginas ao longo do livro.
583 Vocabulary Study

Old Heroes, New Compound words
Heroes Word formation
Language in Use
Unit Past Simple
Object pronouns
697
Exploring timelines
Inventions and Establishing connections with Biology, Physics
Discoveries and History
Vocabulary Study
111 Review 3
114 Studying for Exams Noun phrases
115 Thinking about Learning Multi-word verbs
116 Project 2A Synonyms
Word formation
Unit Language in Use
Past Simple (Review)
7117 Past Continuous
Past Simple or Past Continuous?
Have Fun and
Get Fit Exploring game reviews
Establishing connections with
Unit Physical Education
Vocabulary Study
8131
Word formation
Express Yourself Discourse markers
through Words Language in Use
Relative pronouns: which, who, that
145 Review 4
148 Studying for Exams Exploring poems
149 Thinking about Learning Establishing connections with Literature
150 Project 2B and Portuguese
151 Language Reference Vocabulary Study
162 Irregular Verbs
170 Glossary Politically correct terms
Discourse markers
Language in Use
Future with will

174 Index
176 Bibliography

5

Conheça seu livro

88EthxrporuesgshYWoourrdseslf Unit No início do livro, TIPS INTO PRACTICE apresenta READING

dicas para você colocar em prática diversas Now read the text quickly to check your predictions.
estratégias de compreensão de textos escritos
e orais em inglês. Is crying good for you?

What is the girl doing? How is she feeling? WARMING UP: explore o título da unidade by Kim Schworm Acosta
Photography by: Martha Rich
Warming e as imagens de abertura para levantar
Up hipóteses relacionadas ao tema. coeBalcfAmiocuuokfbesflrobostneoolfnteonmmoeefxrlcstotuntmeocayeiprnryhoypfWpoarrfrecrtosahsaitdnotgeohuytyhnhhfsfnclmorsotohnhiyywrieslticreeerysplaastnciaWnrittssaaedirhyyo,nlemnlusaehaisnaklcgiaiepgaltlnihmsnaibogdnuhrmriawegnei,antc,xcl,son,draotllhuedanryeflacsyghfafawdomeeaesyegwsrroslfucteslooitgeyplseieosiwehtsdsithhrst(ysccetuofimahaomyillo,muthefsefi,cyohroavoieenrs,pecnosatdenlaypoamfaivenarpefhausmuttcal.pceltbmtcgypugpresefna.tnopaStsprr,pcbgesoioeegtoalnahTtbtlsldohyphcaetohhoeesiourisrrilocuhooesnoansaertteeiitnspnoueersftHrotitmmpsetielmssdgeiomahtelodldeorilttblsouifseieusytderlltfimospnarlemcsetoriiatnnhicuurIiamoi.eogsrtiihtanosantednrindsn’esleerema’entitagtlr.,astskynatsgrettslagoartitefohatysibenan,sraoffsncimttsomnreved.oannhoetsat)olclodnbaentdd.eneptmmtuirosIaedoejsttsosahoocrrtofuwstS.unToetsycao,mmruocetardosefpepibtasumainlsenahmpoehctoeetrlotlnWgurterrvolyeehrlwnrotyesyevseaergaioeahmextseitmemstricoeinrlo.xivrprymhsoremocfotesoVgepiyotnohrtnnmtwua,ojshneeopsyelaoefs.glwnfdrreeeooraeeltiy,rfF,ytlod.irermhntoesepsyooashPnnÑoftruimtatrendnrleleceleofolepcwexueo,tdahelntoalhcesoixmwsuxraetthatcttenhssh,pcimacbaer.eoooaeo.i,wregteemsnttFrlnmrinyydmieclmnoweidftvoaptutdneislmmeaehmlwhmeoltmraeydto?isneelooen,alastntberyyghlioe,eenmeahFraiibryfSs(oRiaUScttpcr—,enfhpansljehyYgoidewdr ypinAeoAcouoiycvvcseoonloeiuAon.wteedulaohicqfshdrgaun?TrrnomatkoumiVsatit.aeetlghttdelltaiodiairrhtnoieoso.tivpine)taswywgenreInc.eemtragssryixaiokiAolhempeenniaypciuptfifmaCirgmhehmn narlorsehEcTtOheysabeeddepsooomhisTiitSssoiigsnlnttoetltoeWeisyTrrseieioigltivrefotyvebAstNsyaitayeestonhnedg,iuori,titelyuofstssPneohlruKetaelonl-cglyhoihgtemtovBraipflhlodme.ieeficomeeelDnnauarenhsxsinalyi.trnsaaast,cttndosv,redrgaanadentraeaon lldhsimstrerefteseoystshtdaseorh.sis..sie.s
UNIT 4
Adi/Shutterstock/Glow Images READING: prepare-se para ler o texto principal Martha Rich/Acervo da artista
da unidade (Before Reading), fazer atividades de
compreensão (Reading for General Comprehension, Available at: <www.naturalhealthmag.com/expert-advice/crying-good-you>. Accessed in July 2012.
Reading for Detailed Comprehension) e refletir
Learning •••ttotootleaexkapernlpohareortwpionteodmiusssceusthseioFnustounrepwoietthrywailnl d feelings Express Yourself through Words 131
Objectives criticamente sobre o texto que acabou de ler

(Reading for Critical Thinking). 66

VOCABULARY STUDY VOCABULARY STUDY: estude o vocabulário de forma LISTENING AND SPEAKING
2.1gW.rtoeorTuxarWradpnamsnsOTgpbsrRpRapoelADreualoe,rNpnwetGseStnRawcwtPrhOiwAeotnUhroRgodPrrwElsdoSooNsuignrpaTdytrsshe(WoEfewfrnOoiwongmRrofldioDrstgsdhhSrsw)earaiptetnehhldxaivcttt.ee.eCdrcyatnsonoimayloociulgoaimfrainfm(odProomtnhrteatuomngpdu?icem.sCee)ao.nmTihnpeglerietneattrwheeomwlaoonrregduthaagnes2. 0For 1. Are you interested in astronomy? Match the words to the definitions. Reprodução/VirtualAstro-Stargazing-Graphic
sistemática e contextualizada. ( ) A tool that was
a. star invented to help
LANGUAGE IN USE: aprimore seus conhecimentos
people see distant
gramaticais a partir de situações de uso da língua. objects out in space.

LISTENING AND SPEAKING: participe de atividades b. orbit ( ) The path one object
takes around
de ouvir e falar em inglês, com uso do áudio e another.
com seus colegas.
c. planet ( ) A self-luminous
WRITING: escreva um texto a partir da observação sphere that shines
through the release of
de textos que você explorou na unidade. energy produced by
nuclear reactions at
LOOKING AHEAD: debata com seus colegas
its core.
questões relevantes sobre o tema da unidade.
Education d. universe ( )n) eATwnhseopbsrpjeoacgctermatmhoavtoincngotnahtraoeiunrnasddailaol soatfabtrho. eumt aatrteecreanntddeinsecrogvyeirnyeixnisatesntrcoen. omy
REVIEW, THINKING ABOUT LEARNING: a cada duas e. telescope (
Technology and
unidades, reveja os conteúdos trabalhados e 19 Listen to a
3. Add other words to avalie sua aprendizagem. 2.
LANGUAGE IN answer the questions.
the word groups PROJECT: planeje, desenvolva e apresente projetos a. What have scientists discovered?
from exercise 2.
USE interdisciplinares em grupo.
1. ReaPdRthEeSsEenNtTenScIeMs bPeLloEw(.AFFIRMATIVE AND NEGATIVE FORMS) 3. b. What did scientists use to find it? statements about Gliese 581g.
Ao final do livro, LANGUAGE REFERENCE resume 19 Listen again and mark the correct iaTntfIoePrnmçãPaoaçrõnaeasscoepmsaplpaervceríeafniscd-aceshr,apvree.ste

conteúdos linguísticos para você consultar e a. ( ) It was an accidental discovery.
b. ( ) It could support life.
estudar. Na página 170, começa o GLOSSARY, para ) It orbits a star called Gliese 581.
Peshkova/Shutterstock/Glow Imagesc.b(waT.N(.Toe)(Tohubf)howeIse)iIreItIefIsf.mo.ImaP(u.dr83cTrbeToate%ertdjehssnratepaehekcc’oactneehtfnnhtrtetthdmeseSeerogresiagaamsancehicctwhnpnsiahoveialevvneerernreersrgtasterseuadlebtcninlcnozo.atsaantaereanet)p’niit.nnspobgckseunaeenwtsgsireot.IeeeeIdwIprs(fistilonwnua.(rdcha)(tmeleeahl)dnrofte)tethtrhbehsPertre.yoeartyeetbetshhscsi(tte3aeehesnnrrnmdptatto.pernaSloneodiinrcngmsreoyovosp.uenultnerotpb,itnl.auelrksa.al)b.out c. ( ) It’s as big as an eight-storey building.
você consultar o significado das palavras que d. (
aparecem no livro. 1ab9cd....(((L( i)s)))tGeCTSnlohcienieoesdnentietct5miieo8st1npmsgesbroioaesrntleviueGeravrelenyieodtdsnheiwsett5rhrae8ein1tastegruieaTnrrmfaes(pTcaseanrimcuyoeefiol)tGatehorlriermterosFsEeE.(a5aFr8rtat1hhlgs-’sleii.sk).ejupsltarnigethst
4.

for liquid water to exist.
waiting to be discovered.

5. 19 Listen once more and check your answers. Inventions and Discoveries 107

20 UNIT 1

LOOKING AHEAD “eTiPvnhreeceerorsyyepodidluneiabrsdcylpee.oiTsrsee,htxoreuteryrsnalsobgohvytreahdt.rihaeTnenahtidrrheyeyecixtosrhauhtimniromagwpgselee,..” PROJECT 1A

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96 UNIT 5 Review 1

Este ícone indica
Objetos Educacionais
Digitais relacionados
aos conteúdos do livro.

6

TransPennine Express/ReproduçãoTips into Practice

1. Leia o texto abaixo e responda:

a. Qual é a ideia principal?
b. Qual é o objetivo do texto?
c. Quais recursos foram empregados para atingir esse objetivo?

Available at: <http://mhdmovingpeople.blogspot.com.br/2011/08/we-help-first-transpennine-express.html>.
Accessed in May 2013.

2. Muitas vezes, algumas estratégias de leitura, como observar o uso de diferentes

tamanhos e cores de letras, nos ajudam a compreender um texto. O que ajudou você a
compreender o texto?

Tips into Practice 7

Nesta seção, pense sobre as estratégias de leitura que voc• 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.

A B

Ative seu conhecimento prévio Identifique o gênero textual (anúncio, artigo
sobre o tema do texto para de revista etc.) para, com base no que você já
favorecer o estabelecimento de sabe sobre esse gênero, compreender melhor o
hipóteses sobre o que será lido. texto, seus objetivos e sua estrutura.

Health Smart SLEEP SCIENCE

C D

Identifique a seção Faça previsões
(da revista) a que o sobre o texto
artigo pertence para a partir da
facilitar a formação
de hipóteses sobre o imagem e de seu
que será lido. conhecimento
de mundo.
Sleep

Yuri Arcurs/Shutterstock/Glow Images keeps E

Faça previsões

the kilos sobre o texto
a partir do

at bay título e das
palavras-chave.

F Growing evidence suggests a good are sleep deprived there are changes
sleep routine plays an important part inside the brain and this could be
Apoie-se in weight control — with a study from driving them to eat more,” says study
em palavras the Mayo Clinic showing sufficient co-investigator Dr Andrew Calvin. The
transparentes para sleep is needed to keep our kilojoule hormones linked to hunger may be
fazer previsões intake on track. Study participants upset, too. “Even though they [sleep-
sobre o texto e who slept for 80 minutes less than a deprived study participants] produced
compreendê-lo. control group consumed on average the signal telling them they were full,
an extra 2300 kJ each day. they still consumed extra kilojoules.”
G “Research shows that when people

Localize números, H
abreviações e nomes
para identificar Identifique a
informações fonte do texto
específicas mais para favorecer o
rapidamente. estabelecimento
de hipóteses sobre
Sleep Science o que será lido.

READER’S DIGEST. New Zealand: Reader’s Digest (Australia)
PTY LTD, v. 181, n. 1083, August 2012. p. 28.

8 Tips into Practice

1. Agora, faça as atividades sobre o texto da página anterior. Para cada exercício, informe

a estratégia de leitura (A-H) que você utilizou.

a. Com base na foto, sobre o que o texto deve tratar? Tip:

b. O que você sabe sobre o sono? Por que precisamos dormir? Quantas Tip:
horas por dia você dorme?

c. A partir do título, descobrimos que o texto estabelece uma relação Tip:
entre o sono e o Tip:
Tip:
( ) peso ( ) humor ( ) estresse
Tip:
d. Qual o gênero do texto apresentado? Tip:

( ) Artigo de revista
( ) Anúncio de colchão ortopédico
( ) Campanha publicitária

e. Ao identi car a fonte do texto, percebemos que foi publicado em uma
revista

( ) de economia
( ) especializada em contos
( ) de assuntos diversos

f. Em que seção da revista o texto foi publicado?

( ) Saúde ( ) Economia ( ) Entretenimento

g. Quais as palavras transparentes do texto?

h. Complete com informações sobre a pesquisa mencionada no texto. Tip:

De acordo com o pesquisador , uma

pessoa que dorme menos consome mais calorias. No estudo,

realizado na , um grupo de pessoas

que dormiu a menos do que outro grupo

consumiu 2 300 kj (cerca de 550 calorias) diárias a mais.

Tips into Practice 9

2. Read the text and mark the correct answers. Learn new tips! Newsweek/Reprodução

I J

Observe o leiaute Note que o título
do texto, ou seja, a apresenta a ideia
organização visual geral do texto.
dos elementos
verbais (palavras) K
e não verbais
(cores, tipos de Note que os
fonte, imagens subtítulos
etc.) na página. ampliam/detalham
a ideia apresentada
L no título.

Observe as
relações entre os
elementos verbais
e não verbais.

Tip B can help you! From: NEWSWEEK, July 16 2012. can help you!

Tip I

a. áe text is a b. áe purpose of the text is c. áe name of the
( ) magazine cover. ( ) to attract people’s attention to buy magazine is
( ) magazine article. ( ) iCRAZY.
( ) campaign slogan. the magazine. ( ) Newsweek.
( ) to convince readers to agree with ( ) Exclusive.

the author’s opinion.
( ) to raise people’s consciousness on

the positive eãects of technology.

3. Quais são as palavras transparentes do texto?

10 Tips into Practice

4. Responda às questões com base no texto. Para cada item, utilize a dica de estratégia de

leitura sugerida.

a. No título “iCRAZY”, a que “i” se refere? Tip: A

b. Qual a relação entre a foto e o termo iCrazy? Tip: J, L

c. Quais os três exemplos de problemas psicológicos que podem ser Tip: K
desenvolvidos por pessoas viciadas em conexão à Internet?

d. Por que a expressão connection addiction tem uma cor diferente? Tip: I
Tip: K
e. No subtítulo “How connection addiction is rewiring our brains”, qual
trecho descreve os efeitos do vício em conexão à Internet?

5. Que ideias você espera encontrar na matéria de capa da revista?

6. Leia o título e o subtítulo da matéria de capa da revista para verificar se suas previsões

se confirmam.

In Newsweek Magazine M

Is the Web Driving Us Mad? Um texto pode ser lido com
diferentes objetivos. Neste
Jul 9, 2012 1:00 AM EDT caso, o objetivo é verificar
se as previsões feitas
devem se confirmar.

Tweets, texts, emails, posts. New research says the Internet can Available at: <www.thedailybeast.com/
make us lonely and depressed—and may even create more extreme newsweek/2012/07/08/is-the-internet-making-
forms of mental illness, Tony Dokoupil reports. us-crazy-what-the-new-research-says.html>.
Accessed in September 2012. (fragment)

Tips into Practice 11

7. Complete o esquema com palavras do fragmento de texto do exerc’cio 6. N

TECHNOLOGY MAD PSYCHOLOGICAL Use expressões e/ou
EFFECTS palavras-chave para
• tweets criar um esquema,
• • lonely diagrama, quadro
• ou mapa conceitual
• • e, assim, organizar
visualmente as
• extreme forms ideias de um texto,
of antes, durante e/ou
depois da leitura.

8. Read the text and answer the questions. Learn more tips!

O P

Observe o contexto para Apoie-se no vocabulário já
identificar palavras parecidas com conhecido. Isso vai ajudá-lo
o português, mas com significado na compreensão do texto.
diferente (false friends).

Q Why do we need a varied diet? Leefy greens contain Pablo Calvog/Shutterstock/Glow Images
vitamin A, a necessity for
eye and skin health.

A Late last year, a study example — which assists in
conducted in 10 European biochemical reactions, helps
countries showed that heal wounds, and acts as an
eating a variety of fruits and antioxidant — from many
vegetables reduces lung fruits and vegetables. Fats,
cancer risk by as much as a main source of energy, are
23 percent. That’s just the found in nuts, fish and oils.
most recent evidence that And animal products,
diverse diets are ideal. Our legumes and grains provide
bodies require, among other nine amino acids vital for
things, amino acids, fats building proteins, the
and vitamins to function. structural components of
We can get vitamin C, for our cells.

Adapted from: SCIENCE ILLUSTRATED. New York: Bonnier Corporation, volume 4, issue 2, March/April 2011, p. 27.

Q R S

Não se preocupe com as palavras Observe os sufixos e/ou Observe o que palavras em
desconhecidas, pois nem sempre é prefixos da palavra para uma enumeração ou listagem
necessário saber o significado de cada ajudá-lo a compreender têm em comum para inferir
palavra para atingir o objetivo de leitura. seu significado. possíveis significados.

12 Tips into Practice

Jenn Huls/Shutterstock/Glow Images a. What is the purpose of the text?
( ) To answer a question. ( ) To describe a research. ( ) To recommend an old diet.

b. What do Q and A stand for?
( ) Question and Advice. ( ) Question and Answer. ( ) Quotation and Answer.

c. What is the main idea of the text?
( ) A diverse diet is good for your health.
( ) A diet based on vegetables is good for your brain.
( ) A varied diet eliminates the risk of lung cancer.

d. áere are more than 30 transparent words in the text.
Can you find them?

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

a. ( ) Vegetables are a main source of energy. Um texto pode ser lido com
diferentes objetivos. Aqui, o
b. ( ) Our bodies require amino acids, fats and vitamins to function. objetivo é a identificação de
informações específicas

c. ( ) Vitamin C acts as an antioxidant. Tip S can help you!
d. ( ) Vitamin A is a necessity for hair health.

10. Observe os fragmentos abaixo e faça inferências sobre o

significado das palavras em negrito.

… a variety of fruits and vegetables reduces lung-cancer risk…
Fats, as a main source of energy, are found in nuts, fish and oils.

Agora, complete com as palavras em inglês: Sergii Figurnyi/Shutterstock/Glow Images
a. é um órgão do corpo humano.
b. é um tipo de alimento rico em gordura.
c. é um falso cognato e significa verduras, legumes.

Agora que você já conheceu várias dicas para compreensão de textos escritos, é hora
de conhecer algumas dicas para compreensão de textos orais. Note que algumas
estratégias utilizadas na leitura também serão empregadas na escuta.

Tips into Practice 13

11. Carbohydrates, proteins and fats are the three main components of the food you eat.

What do you know about them? Write a, b or c. V

a. carbohydrates b. proteins c. fats Ative seu conhecimento prŽvio
sobre o tema do texto oral para

( ) áey build muscle and give us energy. favorecer o estabelecimento de
hip—teses sobre o que será ouvido.

( ) áey are sugars that the body uses for energy.

( ) áey process vitamins.

( ) áey are found in oil, butter, fried foods and fast food.

( ) áey are found in meats, eggs, avocado and beans.

( ) áey are found in bread, rice, fruit and whole grains.

02

12. Listen to part of an interview with nutritionist Alyson Greenhalgh about the

importance of a balanced diet. Complete the sentences.

a. Carbohydrates are used for . W

áere are two types of carbohydrates: simple and complex. Não se preocupe em entender
tudo o que ouvir. Isso nem
b. Simple carbohydrates are the . sempre Ž necessário para atingir
seus objetivos de compreensão.
c. Complex carbohydrates contain lots of Concentre-se nas informações
and minerals. que deseja e preste atenção a
palavras-chave.
d. You can find natural sugars in .

e. , sweets and regular fizzy drinks contain a lot of added sugar.

02 X

13. Listen again and mark the correct statements. Antes de ouvir o áudio, leia os itens do
exercício para conhecer as informações
a. ( ) Added sugar is bad for your teeth. solicitadas. Voc• deverá prestar atenção a
elas durante a escuta. Faça isso em todos os
b. ( ) Simple carbohydrates are better for you than exercícios de compreensão oral.
complex carbohydrates.

c. ( ) People should eat a third of all their food from the simple carbohydrate group.

d. ( ) It is important that football players eat a diet high in complex carbohydrates.

02

14. Listen once more and check your answers.

15. What is the next topic to be discussed by the Y

nutritionist in the interview? Fique atento a algumas características
da linguagem oral, como, por exemplo, a
( ) áe nutrient fat. repetição de palavras, a entonação de frases
e a •nfase em palavras ou sílabas, pois
( ) áe nutrient protein. facilita a compreensão.

( ) Vitamins and minerals Z

16. D o you have a healthy, balanced diet? Is it high in simple Estabeleça relações entre o texto
e sua realidade.
or complex carbohydrates?

14 Tips into Practice

Warming Studying with

Up 11Technology Unit

Why do they use technology?

CREATISTA/Shutterstock/Glow Images Dragon Images/Shutterstock/Glow Images

Robert Kneschke/Shutterstock/Glow Images

Edson Silva/Folhapress Ivonne Wierink/Shutterstock/Glow Images

Learning • to take part in discussions on the use of technology in education
Objectives • to learn how to use the Present Simple tense and question words
• to explore infographics

Studying with Technology 15

1. Complete the diagram below with examples of digital devices. Choose items from the box.

Digital Devices ¥ chalk
¥ interactive whiteboard
¥ laptop
¥ notepad
¥ smartphone
¥ tablet
¥ textbook

2. Mark what you can do with the digital devices below.

text friends search for listen to read and take pictures
information music and write emails
watch videos

1

2

3 ra3rn/Shutterstock/Glow Images
Bloomua/Shutterstock/Glow Images
Bloomua/Shutterstock/Glow Images 4

1
4

RTimages/Shutterstock/Glow Images 3

2

16 UNIT 1

BEFORE READING

1. Answer the questions.

a. Are you a high-tech person? If so, do you use technology to study?

b. Do your teachers use technology in the classroom? If so, what for?

2. Turn over the page and, before reading the text, look at the pictures, the title

and the layout. Then, choose the correct answers.

a. The text contains: TIP Observe o título, os subtítulos,
( ) a main topic only.
( ) a main topic and four subtopics. as imagens e o leiaute do texto. Isso
ajudará você a compreendê-lo.

b. The title and subheadings suggest that technology in the classroom is viewed as something:

( ) positive.

( ) negative.

italianestro/Shutterstock/Glow Images

3. Infographics (information graphic) are visual ( ) graphs
( ) maps
representations that present information ( ) pictures
quickly. Mark the elements you can find in the ( ) percentages
infographic on the next page. ( ) arrows

TIP A partir de imagens, de palavras-chave e

do que você já sabe sobre o assunto do texto, faça
previsões sobre o que você vai ler.

4. Look at the visual elements. Read the title and the subheadings. What ideas do you

expect to find in the text?

Studying with Technology 17

Reading

Now read the text quickly to check your predictions.

Reprodução/<www.educationisphysical.com>

Available at: <http://educationisphysical.com/2012/08/06/technology-what-teachers-want>. Accessed in September 2012.

18 UNIT 1

READING FOR GENERAL COMPREHENSION

1. Which keywords best connect to the main idea of the text?

a. ( ) teachers — students c. ( ) technology — Internet

b. ( ) teachers — education d. ( ) technology — education

2. According to the text, what do teachers want? TIP Ao ler, você pode buscar

( ) They want more training to use technology in the classroom. uma compreensão geral do
( ) They want more technology in the classroom at a reduced cost. texto ou a identificação de
informações específicas.

READING FOR DETAILED COMPREHENSION

1. The text is divided into four parts. Match the subheading of each part to its main topic.

a. Teachers want more tech Reasons for teachers to use technology in the classroom.

b. Teachers want affordable tech Obstacles to use technology in the classroom.

c. Teachers want web-based tools The amount of technology used in the classroom.

d. Teachers want to engage students Popular technological resources used in the classroom.

2. Complete the statements with the statistics on the right.

a. teachers want to have more technology in
the classroom.
8%
b. About teachers believe they have the right one in five
three in four
level of technology in the classroom.
76%
c. of teachers use technology to respond to a variety of learning styles.

d. of teachers are not familiar with technologies.

3. Answer the questions with a fragment from the text.

a. What is the principal obstacle for teachers to use technology in the classroom?

b. What are the most popular tech resources used in the classroom?

c. What is the top reason for teachers to use technology in the classroom?

READING FOR CRITICAL THINKING

Discuss the questions with your classmates.

a. According to the text, teachers use technology in the classroom to engage students. Do you
think technology always helps students to learn? In your opinion, does the use of technology
guarantee a high-quality education? Why?

b. Do you think high cost is one of the barriers to accessing technology in Brazilian schools? In
your opinion, what are other possible barriers?

Studying with Technology 19

VOCABULARY STUDY

TRANSPARENT WORDS

1. Transparent words are words with very similar form and meaning in two languages. For

example, technology (English) and tecnologia (Portuguese). There are more than 20
transparent words in the infographic. Can you find them?

WORD GROUPS

2. Word groups are groups of words related to a common topic. Complete the word

groups below with words from the text.

Education Technology

3. Add other words to the word groups from exercise 2.

langUage in Use

PRESENT SIMPLE AFFIRMATIVE AND NEGATIVE FORMS
1. Read the sentences below.

Peshkova/Shutterstock/Glow Images I. Teachers want to engage students.
II. Teachers have an appetite for more technology.
III. 8% of teachers don’t know where to start.

Now mark the correct answers.

a. The Present Simple tense is used in all three sentences to talk about
( ) facts and generalizations. ( ) habits and routines.

b. The subject teachers can be replaced by the pronoun

( ) it (3rd person singular). ( ) they (3rd person plural).

c. To form the negative sentence III in the Present Simple,

we use don’t

( ) before the main verb. ( ) after the main verb.

20 UNIT 1

2. Read an infographic about Internet usage in the US. Reprodu•‹o/<www.hotbutterstudio.com>

Then, complete the text with spend or don’t spend.

Nowadays, Internet users in the US
only 46 minutes a day on the Internet as in the past.

They long hours online.

Available at: <http://mashable.com/2012/08/22/the-internet-a-decade-later>. Accessed in September, 2012.

3. Did you know that about 55% of all websites are written in English? Read the

infographic below about the English language and mark the correct answers.

a. The main purpose of this infographic is to Reprodu•‹o/<www.infographiclist.com>
( ) describe the routine of English
speakers around the world. Available at <http://infographiclist.com/2012/03/26/
( ) present some interesting facts english-the-world-language-infographic>. Accessed in August 2012.
about English as a world language.

b. The Present Simple tense is used in
all sentences to talk about
( ) facts and generalizations.
( ) habits and routines.

c. In “India has over 125,000,000 ESL
speakers,” the subject is
( ) India. ( ) speakers.

d. In “English belongs to everyone or
to no one,” the subject is
( ) everyone. ( ) English.

e. These two subjects ( from items e
and f) can be replaced by the
pronoun
( ) it (3rd person singular).
( ) they (3rd person plural).

f. In “English belongs to everyone or
to no one,” we add s to the main
verb because the subject is
equivalent to
( ) it (3rd person singular).
( ) they (3rd person plural).

Studying with Technology 21

4. Are you a good language learner? Underline the verb forms in the 3rd person singular to

complete the sentences as in the example.
a. The good language learner have/has the courage to experiment and take risks.
b. The good language learner tries/try out different strategies to learn vocabulary.
c. The good language learner go/goes for communication and accuracy.
d. The good language learner looks/look for opportunities to learn inside and outside the classroom.

5. Read the sentences from exercise 4 again to complete the box below.

PRESENT SIMPLE TENSE

Spelling rules for verbs Examples
in the 3rd person singular

Most verbs: think offer offers
verb + s look looks practice practices
discard discards play plays

Verbs ending in o, s, z, x, sh, ch: go mix mixes
verb + do does finish finishes
miss misses watch watches
buzz buzzes

Verbs ending in consonant + y: try studies
verb – + study

Exception: have

6. Use the Present Simple tense to complete the sentences below.

a. 1903: Edward Binney and Harold Smith (co-invent) crayons.

b. 1921: Artificial life (begin) — the first robot built.

c. 1937: Chester F. Carlson (invent) the photocopier.

d. 1945: Vannevar Bush (propose) hypertext.

7. Go back to exercise 6 and mark the correct answer.

( ) The Present Simple tense is used in the sentences to make past events more vivid.

( ) The Present Simple tense is used in the sentences to talk about past events which are not
important in the present.

22 UNIT 1

Stephen Carpenter/<www.poetryteachers.com>Read the poem below and do exercises 8-14.

My SisterÕs Always on the Phone

by Bruce Lansky

My sister’s always on the phone.
I never see her study.
She doesn’t do her homework,
which is why her grades are cruddy.

My sister’s always on the phone,
but I don’t think that’s cool.
My sister is so popular

she’s flunking out of school.

LANSKY, Bruce. My Sister’s Always on the Phone.
Available at: <www.poetryteachers.com/schoolpoems/mysister.html>. Accessed in August 2012.

8. Mark the correct answers.

a. In BruceÕs opinion, to be always on the b. The Present Simple tense is used in ÒMy
phone is something sisterÕs always on the phoneÓ to describe
( ) negative. ( ) positive. ( ) facts. ( ) habits.

9. Circle the verbs in the Present Simple tense.

10. Complete with donÕt or doesnÕt.

a. We use + verb (when the subject is I/you/we/they) to form negative

sentences in the Present Simple tense.

b. We use + verb (when the subject is he/she/it) to form negative sentences

in the Present Simple tense.

11. Turn the sentences into the negative form to make true statements about the text.

a. The girl from the poem has good grades.

b. The girl and her brother have the same opinion about school.

12. Complete with before or after. the verb be and

Frequency adverbs like always, never are used Studying with Technology 23
the main verb.

13. Use the frequency adverbs from the poem to complete the graph below.

often
sometimes
almost never

14. Rewrite each sentence. Use the words in CAPITAL LETTERS in the new sentence.

a. I never see her study. DOESN’T She doesn’t study.

b. My sister’s always on the phone. TALKS My sister

c. She doesn’t do her homework. NEVER She

PRESENT SIMPLE INTERROGATIVE FORM /QUESTION WORDS

15. Match the questions and the answers about the text.

a. Do teachers have an appetite for more ( ) Websites, online images and online games
technology? or activities.

b. Does technology cost too little for most ( ) Teachers.
teachers?
( ) Because they want to increase students’
c. Why do teachers use technology in the motivation, reinforce and expand on
classroom? content and respond to a variety of
learning styles.
d. What do teachers use as popular tech
resources in the classroom? ( ) No, it doesn’t.

e. Who wants more technology in the ( ) Yes, they do.
classroom?

16. Now mark the correct answers about items a and b from exercise 15.

a. To form interrogative sentences in the Present Simple tense, we use

( ) do + subject (I/you/we/they) + main verb; does + subject (he/she/it) + main verb.

( ) does + subject (I/you/we/they) + main verb; do + subject (he/she/it) + main verb.

b. In exercise 15, we used short answers in

( ) a and b ( ) c and d

17. Complete the statements below. Use the question words in bold from exercise 15.

a. We use to ask for an explanation or a reason.

b. We use to ask about a person/people.

c. We use to ask about things, facts or activities.

24 UNIT 1

18. Complete the chart with the questions from exercise 15 as in the example.

Question Auxiliary Subject Main Complement
verb
word verb

a. Do teachers have an appetite for more technology?

b. technology too high for most teachers?

c. teachers technology in the classroom?

d.
e. more technology in the classroom?

19. Put the words in the correct order to make questions. Go to

a. you / surf / why / do / on the Internet Language
b. uses / who / the Internet in your home Reference

p. 151.

c. of the use of the Internet in the classroom / think / do / what / you

20. Now use the questions from exercise 19 to interview a classmate.

listening and speaking

1. You already know a lot of words related to computers. Label the following pictures.

download ¥ upload ¥ hard drive ¥ software ¥ IT professional ¥ backup ¥ flash drive

SMhaultinteorvsstokcyky/GKlooswtyIamnatygne/s VALIK-NOVIK/Shutterstock/Glow Images
Angel SID/Shutterstock/Glow Images

mangostock/Shutterstock/Glow Images

2. 03 Listen to a high school student, Emily, talking about her computer with her friend,

Katie. Mark the correct statements. TIP Não se preocupe em entender todo o
a. ( ) Emily’s computer is not working.
áudio. Concentre-se nas informações que
deseja e preste atenção nas palavras-chave.

b. ( ) She always uses flash drives to save her computer content.

c. ( ) She never takes her computer to an IT professional.

d. ( ) She does not want to buy a new computer.

Studying with Technology 25

3. 03 Listen again and complete the sentences with Emily or Katie.

a. hates computers and social networking.
b. thinks that there is no actual interaction on the Internet.
c. believes that social networking and emails are very practical.

4. 03 Listen once more and check your answers.

5. Do you identify yourself more with Emily or Katie? Why?

04

SPOKEN LANGUAGE

In spoken English, it is very common to repeat words and expressions

when you are feeling angry, anxious, nervous, enthusiastic etc.

Listen to four extracts from the dialog and identify the repeated words and expressions
as in the example.

a. repetition of ÒreallyÓ. c.

b. d.
Why do you think Emily repeats words and expressions?

6. Interview three classmates and complete the chart. TIP Pausas e hesitações são

Take turns. características da linguagem falada.

Classmate 1 Classmate 2 Classmate 3

How often do you…

surf the Internet?
check your emails?
watch videos on the Internet?
text your friends?
use technology in the classroom?

?
?
?

7. What activities from exercise 6 are the most frequent?

26 UNIT 1

WRiting Reprodução/<www.bestedsites.com>

In this unit you have read different infographics. Go back
to pages 18 and 21 and explore the structure of this genre.
Visit the websites http://infographipedia.com and
http://submitinfographics.com to find other examples of
infographics.

Notice that infographics present research data on a specific
topic and use a wide range of visual elements (pictures,
graphs etc.).

WRITING GUIDELINES

1. Technology in the classroom: What do students want? It Use it!

is your turn to write an infographic about what you and ● Use the Present Simple to write
your classmates want in the classroom in terms of your description in a vivid way.
technology. Work in groups. Example:

Some questions to help you: Teachers have an appetite for
more technology.
¥ Do you want more technology in the classroom?
● Include percentages and draw
¥ What digital tools or resources do you want? What for? important conclusions.
Example:
STEP BY STEP Add pictures and graphs to
illustrate your infographic. 76% of teachers use
1. Start your research by 4. technology to respond to a
interviewing your classmates variety of learning styles.
about what they want in the Exchange infographics with
5. classmates and discuss the TIP Escrever é um processo

classroom in terms of texts. que envolve planejamento, a
redação propriamente dita, a
technology. revisão e a reescrita.

2. Interview as many 6. Make the necessary
participants as possible. corrections.

3. Indicate statistics 7. Write the final version of the
(percentages) and draw infographic.
conclusions from your data.

2. Now it’s time to share your infographic with your classmates and other people. The

infographics can be published, for example, on the Internet (blog, school website etc.)

or in the school newspaper. You can also use one of the online resources below to create

and publish your infographic:

¥Visual.ly: http://create.visual.ly ¥ Easel.ly: http://www.easel.ly ¥ Infogr.am: http://infogr.am

Studying with Technology 27

lOOking aHead Paulo Buchinho/ImageZoo/Glow Images

The term digital divide describes the gap Aaron Bacall/CartoonStock
between individuals and communities that have
and those that do not have access to modern Beboy/Shutterstock/Glow Images
information and communication technologies
like the Internet.

In your opinion, what are the causes and the
consequences of the digital divide?

Do you think students with access to
technology have more opportunities to learn?
Why?

In your opinion, what are the possible positive
consequences of using technology in
classes?

How can technology be included in
Languages (English, Portuguese,
Spanish), Geography, History and
Math classes, for example?
Talk to your teachers about it.

kaBebAyawCnA4oL5rdL4=,&A>M.aArAoc_nc.CeAsasvteeagdiloairnbyl=Ne&oaAvte:N<mDwbkweeryw2w.0co1ar2rdt.=opohnostnoec&k.OcoRmke/ycwarotordo=n&viTeIwTL.aEskpe?ysweoarrdc=h&=sNitEeG&AcTaItVreEf=

eXtRa Reading

http://teaching.about.com/od/tech/Technology-In-Education.htm
http://teaching.about.com/od/tech/tp/Interactive-Math-Websites.htm
www.zdnet.com/blog/igeneration/

what-do-high-school-students-want-from-mobile-tech-infographic/15843
www.famousbloggers.net/digital-divide-infographic.html
V’cio em novas tecnologias. (Barueri: Ciranda Cultural, 2009. Cole•‹o

Aprendendo a Viver.)

eXtRa VideOs

http://undertoldstories.org/stories/brazils-digital-divide
www.teachingenglish.org.uk/tips/mobile-learning
A rede social. David Fincher. Estados Unidos, 2010.

28 UNIT 1

22Go Green!
Save the World!

Unit

Warming Are you a green person? How green are you?

Up

Will Stanton/Alamy/Other Images Busse Yankushev/Latinstock Tomas Jasinskis/Shutterstock/Glow Images

Fernando Favoretto/Acervo do fotógrafo

Aurora Photos/Alamy/Other Images mangostock/Shutterstock/Glow Images

Jacek/kino.com.br

Learning • to take part in discussions on energy saving and sustainable practices
Objectives • to learn how to use the Imperative
• to explore mind maps

Save the World! Go Green! 29

1. Choose an environmentally friendly alternative to complete the tips below. The pictures

on the previous page can help you!

( ) to school by bike.
a. Go ( ) to school by car.


( ) incandescent lamps.
b. Choose ( ) LED lamps.

( ) products with a bad energy star rating.
( ) products with a good energy star rating.
c. Buy
long hot showers. Brandon Alms/Shuttersto ck/Glow Images

d. ( ) Take ( ) eco bags.
( ) Don’t take ( ) plastic bags.

appliances on standby.
e. Use


f. ( ) Leave
( ) Don’t leave

2. What can we do to keep our environment healthy?

3. What do the 3R’s mean? Match the columns.

a. Reduce ( ) to use again. Vertes Edmond Mihai/Shutterstock/Glow Images
b. Reuse
( ) to process used materials
c. Recycle
into new products.

( ) to use less.

30  UNIT 2 

BeFORe reading Sirayama/Arquivo da editora

1. Answer the questions.

a. What things do you do in your house to save energy? What about your parents?
b. How can you reuse the following everyday items?

¥ Jars and pots
¥ Newspapers
¥ Old clothes
¥ Scrap paper

c. Do you or your family members reuse items at home? If so, which one(s) and how?

2. Turn over the page and, before reading the text, look at the layout and the structure.

Then, choose the correct answers to complete the statements below.

a. The text is: ( ) a mind map. TIP Use o que você já
( ) a timeline.
b. The text contains: conversou em aula e o que você
já sabe sobre o assunto para
fazer previsões sobre o texto.

( ) a main topic only. ( ) a main topic and eight subtopics.

c. The structure of the text suggests that it offers:

( ) a great number of energy saving tips. ( ) a reduced number of energy saving tips.

3. In pairs write down three energy saving tips you expect to find in the text.

Save the World! Go Green! 31

READING Reprodução/<www.learningfundamentals.com.au>

Now read the text quickly to check your predictions.

Available at: <http://live-the-solution.com/blog/energy-saving-tips-for-schools>. Accessed in July 2012.

Reading for general comprehension

What is the main idea of the text?
a. ( ) To suggest practical ways of recycling school rubbish.
b. ( ) To give students and teachers tips for using energy efficient lights.
c. ( ) To provide school staff and students with useful ideas on how to save energy.
d. ( ) To help schools reduce their energy costs in winter.

32  UNIT 2 

Reading for detailed comprehension

1. The central topic of the mind map is divided into eight subtopics. Complete each item

below with the appropriate subtopic.

1. LIGHTING    Use lights more efficiently.
2. HeaTING / aIr coNdITIoNING    Learn the best temperatures to set the thermostat in

different seasons.
3.     Save energy when using the computer and other

electronic devices.
4.     V isit specific websites to find out sustainable

alternatives for schools and get institutional support.
5.     Learn the best ways to heat water and save energy.
6.     Choose the right food for your school and the best

refrigerator to keep it in.
7.     Find out the best way to go to school.
8.     Reduce and recycle rubbish.

2. Read the following problems or doubts presented by members of a school. Then choose

an appropriate tip from the text for each problem.

a. “I need assistance and funding from a program specialized in Sellingpix/Shutterstock/
energy initiatives. Energy costs are very high and going solar may
be the best alternative.” — Principal

Images
Glow

b. “I always make sure the air conditioning is at room
temperature but my students always ask me to turn
it down or up.” — English teacher

c. “Can I leave my computer on all the time?” — High
school student

d. “I don’t know what I can do to make students eat healthy food.” — School cook

Save the World! Go Green! 33

Reading for critical thinKing

Discuss the questions with your classmates.

a. In your opinion, is it easy to put into practice the ideas from the mind map (on page 32)? What

difficulties can your school encounter? TIP Procure ter uma
b. What can you do to overcome these difficulties?
c. What are the possible effects of following those tips in your school? postura crítica diante dos
textos, considerando novas
perspectivas sobre o tema
e relacionando-o com a
realidade a sua volta.

vOCaBUlaRY stUdY

WORd FORmatiOn

1. Read the sentences in the box and mark the correct answers.

Meatless Monday! Have one day a week that is a vegetarian day.

a. We can infer that the suffix -less means:

( ) without; not having. ( ) with; full of.

b. The suffix -less is usually added to nouns to form

( ) adverbs. ( ) adjectives.

2. Now complete the Word Formation box on page 160 with what you have learned.

mUlti-WORd veRBs

3. Study the uses of the multi-word verb turn off in the text to mark the correct answers. Reprodução/<www.workplace-communication.com>

a. In all sentences turn off means:

( ) to move the switch on a machine or light so that it starts working.

( ) to move the switch on a machine or light so that it stops working.

b. Turn off is a:

( ) separable multi-word verb
— the verb and particle can
be separated (as in turn the
computer off) or together (as
in turn off the computer) and
the meaning doesn’t change.

( ) n on-separable multi-word
verb — the verb and particle
cannot be separated (as in
turn off the computer).

34  UNIT 2 

LANGuAGE IN usE

impeRative

1. Read the five sentences below from the text on page 32.

recycle.
ride a bike.
Take the bus to school.
reduce lunch time rubbish.
Keep doors and windows closed when heating or using refrigerative air conditioning.

Now mark the correct answers.

a. In all sentences the verbs are used to:

( ) encourage people to save energy. ( ) describe people’s habits about saving energy.

b. The sentences contain verbs in the:

( ) Present Simple tense. ( ) Imperative.

c. This verb form is used to (mark more than one option):

( ) give orders. ( ) make suggestions.

( ) give advice or instructions. ( ) talk about general truths and facts.

d. In the sign Don’t waste our future. Recycle. don’t is used to: 'T wasTe our fu

( ) form the negative Imperative. ( ) emphasize a
suggestion.
doN Ture
For questions e and f consider the fragment:
ttisak/Shutterstock/Glow Images
Keep doors and windows closed when heating…

e. The same idea is expressed in: Ki
( ) Don’t keep doors and windows closed when heating…
( ) Don’t keep doors and windows open when heating… recycLe
f. To make the instruction emphatic, we can say:
( ) Do keep doors and windows closed when heating…
( ) Please, keep doors and windows closed when heating…

Giovanni Cancemi/Shutterstock/
Glow Images

Save the World! Go Green! 35

2. Go back to the mind map and circle other verbs in the Imperative.
3. Stop wasting energy and money! Complete each tip with a verb form from the box as

in the example.

FILL UP TURN OFF LEAVE DON’T LEAVE USE DO

a. If possible, fill up the washing machine,

Neamov/Shutterstock/Glow Images tumble dryer or dishwasher: one full load uses less

energy than two half loads.

b. Always the lights when you leave a room.

Pablo H Caridad/Shutterstock/Glow Images c. appliances on standby and remember not
to laptops and mobile phones on charge
Sheila Terry/SPL/Latinstock unnecessarily.

d. energy saving lightbulbs. They last up to
10 times longer than ordinary bulbs, and using one can
save you around £55 over the lifetime of the bulb.

e. a home energy check. Just answer some
simple questions about your home and we’ll give you a
free, impartial report telling you how you can save up to
£280 a year on your household energy bills.

Available at: <www.energysavingtrust.org.uk/Take-action/Money-saving-tips/Energy-saving-tips/Top-ten-tips>.
Accessed in July 2012.

Hal_P/Shutterstock/Glow Images Tatiana Popova/Arquivo da editora

36  UNIT 2 

impeRative and pResent simple
4. Read the eco facts and the eco tips about saving energy.

Eco fact

Microwaves use ten per cent less energy
than a conventional oven.

Eco tip

Freeze any extra food you have made and
eat it later.

In the kitchen

Eco fact

Ilustra•›es: Sirayama/Arquivo da editora Water butts are available from your local
council. Using rain water on your garden is
better than using fresh water from the
hose.

Eco tips

Use a watering can or a bucket for
watering plants and car washing whenever
possible instead of a hosepipe. This can
save 60 litres of water every time.

Collect rainwater in water butts and use a
watering can instead of a hose.

In the garden

THE ISOS Green Guide. Available at <www.isoshousing.co.uk/Isos%20Housing%20Limited/GreenGuide.pdf>. Accessed in July 2012.

Now choose the correct answers.

a. The verbs in the Imperative are used for:

( ) Eco facts. ( ) Eco tips.

b. The verbs in the Present Simple tense are used for:

( ) Eco facts. ( ) Eco tips.

Save the World! Go Green! 37

5. Make simple changes to your daily life! Complete the eco facts and eco tips with the

correct verb form of the verbs in parentheses.

Eco fact

a. Televisions and personal The average household
entertainment equipment £33 a year by leaving appliances like TVs,
DVD players, computers and games
consoles on standby. (waste)

Eco tip

all chargers at the wall
for small appliances like mobile phones
once they are charged, or they will
continue to use energy. (turn off)

Eco fact

The average household Go to
about one tonne of waste per year — the
same weight as an average car. (produce) Language 
Reference

 p. 152.

Eco tip

b. Waste to carry reusable
shopping bags when you go out shopping
and recycle old plastic ones. (remember)

Ilustrações: Sirayama/Arquivo da editora Eco fact

Food waste harmful to
the environment. (be)

Eco tip

about portion sizes.
There are many useful tools available to
measure portions, from a tablespoon to a
spaghetti measurer. (think)

c. Shopping THE ISOS Green Guide. Available at: <www.isoshousing.co.uk/Isos%20Housing%20Limited/GreenGuide.pdf>. Accessed in July 2012.

38  UNIT 2 

LIstENING AND spEAkING

1. Label the sustainable practices below. Use expressions from the box.

go solar • recycle • make your own compost • turn taps off • turn lights off

chaoss/Shutterstock/Glow Images TIP Antes de ouvir o
Thai VDO99/Shutterstock/Glow Images
EdBockStock/Shutterstock/Glow Images áudio, leia os itens do
exercício para conhecer
as informações
solicitadas. Você
deverá prestar atenção
a elas durante a
escuta. Faça isso em
todos os exercícios de
compreensão oral.

a. b. c.

2. 05 Listen to a local radio program from London about sustainable schools. Mark the

photo that best represents Wimbledon Park Primary School.

() ()

Reprodução/Agência O Globo
Andrew Fox/Alamy/Other Images

3. Write T (True) or F (False).

a. ( ) W imbledon Park Primary School is a candidate for being a sustainable school.
b. ( ) The term food miles refers to the speed travelled by food to get to our plates.
c. ( ) In Wimbledon Park Primary School, people reduce, reuse and recycle.
d. ( ) Only a small number of schools are trying to become more sustainable.

Save the World! Go Green! 39

. 05 Listen again and complete the sentences with words from the box.

payment • vegetables • fruit • beliefs • paper • actions • award • water

a. The for being a sustainable school is given to schools that work hard to

reduce the quantity of waste they make.

b. In Wimbledon Park Primary School, they grow at the back of the school.

c. Sustainability means thinking about the ways our have an impact on the
natural world and on other people.

d. Some schools are monitoring the use of energy and .

. 05 Listen once more and check your answers.

. Is your school eco-friendly? In pairs, think of actions to make your school more

sustainable.

06 SPOKEN LANGUAGE

Listen and repeat the words. Then mark the stressed syllable as in the example.

re.duce • re.use • re.cy.cle • sus.tain.a.ble • sus.tain.a.bil.i.ty • en.er.gy • a.ward

Listen again and check your answers.

. In pairs, discuss sustainable solutions for your community. Find eco tips for the

problems presented and add others. Use expressions from the two boxes.

Problems Eco tips

Spend a long time in traffic jams Go solar
Always buy new batteries Walk or ride a bike
Expensive energy bill Take quick showers
No recycling program at school Use rechargeable batteries
Unplug unused appliances
Turn off lights when you leave the room

. In your opinion, what is the most alarming problem mentioned in exercise 7? Why?
40 UNIT 2

WRItING

Go back to page 32 and explore the structure of the genre mind map. Visit the website
http://learningfundamentals.com.au/resources/ to find other examples of mind maps.

A mind map is a diagram used to visually display information. It helps us to 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 generally use different visual elements (pictures, graphs etc.).

WRiting gUidelines

1. Create a mind map with saving energy tips for your home.

STEP BY STEP

1. Think of useful tips for home. 4. Aeadcdhaapcitcitounretooirlldursatwraitnegyfoourr
running an eco-friendly mind map.

2. Start your mind map by 5. Exchange mind maps with a
listing the parts of a house classmate and discuss both

(kitchen, bathroom, garden texts.

etc.). 6. Make the necessary
corrections.
3. Write saving energy tips for
each room (actions you 7. Make the final version of the
should take to save energy in mind map.

the kitchen, bathroom,

garden etc.).

2. Now it’s time to share your mind map with your Use it!

classmates and other people. You can also use one Include verbs in the
of the online resources below to create and publish Imperative in your mind map.
your mind map: Examples:

• Bubblus: http://bubbl.us “DonÕt leave appliances on
• Mindomo: www.mindomo.com standby.”
• Text 2 Mind Map: www.text2mindmap.com
• Mind 42: http://mind42.com “Use energy saving lightbulbs.”

“Turn off the lights when you
leave a room.”

Save the World! Go Green! 41

LOOkING AHEAD

Our planet has a limited number of natural resources. What can happen to future
generations if humans do not create conditions to protect the environment?
In your opinion, which actions can individuals take to help the world to be more
sustainable? Base your answers on the simple principle of sustainability:

“Everything that we need for our survival and well-being depends, either
directly or indirectly, on our natural environment.”

EPA United States Environmental Protection Agency. Available at: <www.epa.gov/sustainability/basicinfo.htm>. Accessed in August 2012.

Sustainability

economy

society environment

How can you encourage your friends and family to go green?

Find out examples of successful changes in green schools and companies and
share them with your friends.

Josephi.ng/Shuterstock/Glow Images

EXtRA READING

www.landlearnnsw.org.au/sustainability/what-is-
sustainability

www.mercindia.org.in/pdf/TIPS_ON_ENERGY_SAVING.pdf
www.catalogosustentavel.com.br/arquivos/file/praticas_

sustentaveis%20almanaque.pdf
www.recycling-guide.org.uk
Reciclagem, Jen Green. (São Paulo: DCL, 2008. Coleção 

Nosso Ambiente.)

EXtRA VIDEO

Home — Nosso planeta, nossa casa. Yann Arthus-Bertrand. 
França, 2009.

42  UNIT 2 

11Review Units 1 & 2

READING

1. Before reading the infographic, answer: What do the pictures show?

( ) The daily routine of a student.
( ) The free time activities of a student.
( ) The household chores of a teenager.

Reprodução/<www.studyblue.com> Go. Students use smartphones to Good night, moon.
Study. study more, and more efficiently. Good morning, smartphone.
Students with smartphones are
Study. Text. 77% Reading email. twice as likely to study between
Talk. Study. 67% Searching for 6 and 8 a.m.
Nearly 40% of mobile Pull an all-nighter? No, thanks.
study sessions include information.
a break where students Get the score,
use their phones to talk, 52% Social networking. then study more.
text or use other apps.
41% Listening to music. Students studying on
% Mobile studiers mobile devices are
take a study almost three times
break by: more likely to track
their progress.
Texting.. 81%

Talking. 64%

Study time.
All the time.

Mobile studiers study 40
more minutes each week
by studying everywhere
they go.

% Students “often” use their Available at: <www.studyblue.
smartphones while: com/projects/infographic-
mobile-studying-online-
46% In bed 19% In the 17% Exercising. 75% At work 55% Waiting 74% Commuting. 52% In bed flashcards-on-smartphones>.
Accessed in September 2012.
before going bathroom. or school. in line. after
Review 1 43
to sleep. waking up.

2. There are more than 15 transparent words in 5. Answer the questions. Find fragments from

the infographic. Can you find them? the text to support your answers.
a. What are the two most popular activities for
3. Which keywords best express the main idea
mobile students?
of the text?
( ) smartphones Ð study Ð efficiently b. Who studies more: a mobile student or a
( ) smartphones Ð Internet Ð text regular student?
( ) phones Ð students Ð free time
c. Who checks their progress more frequently: a
4. According to the text, a mobile studier is mobile student or a regular student?

( ) a specialist on mobile phone.
( ) a student who uses a mobile phone to learn.

LANGuAGE IN usE

present simple Adverbs of frequency
1. Underline the correct verb form. 3. Rewrite each sentence. Use the words in

a. No word in the English language rhyme / rhymes CAPITAL LETTERS in the new sentence.
with month.
a. A conscious citizen doesnÕt throw garbage on
b. ÒDreamtÓ is the only English word that end / the streets.
ends in the letters ÒmtÓ. NEVER

c. No words in the English language rhyme / b. A conscious citizen conserves energy all the
rhymes with orange, silver or purple. time.
ALWAYS
d. The word ÒsetÓ have / has more definitions than
any other word in the English language.

2. Complete the sentences and learn more Available at: <http://jefmenguin.com/65-little-actions-to-help-the-philippines>. Accessed
in September 2012.
about environmental issues. Use the
Present Simple tense. question Words
4. Put the words in the correct order to make
a. Computers pose (pose) an environmental threat…
questions about the infographic below.
b. Each person

(throw away) approximately four pounds of

garbage every day. By Michelle Healy and Alejandro Gonzalez,
USATODAY. Source: Harris Interactive for Canon survey.
c. Most families Teens’ top environmental
concerns for their future
(throw away) about 88 pounds of plastic every

year. Air quality 66%
61%
d. One bus Global warming 59%
Garbage 52%
(carry) as many people as 40 cars! 51%
management
e. We each (use) about 12,000 Deforestation
Water shortages
gallons of water every year.

f. Every ton of paper that is recycled

(save) 17 trees. Adapted from: USA TODAY. Available at: <www.usatoday.com/news/snapshot.htm>.
Accessed in September 2012.
Available at: <www.planetpals.com/ fastfacts.html>. Accessed in September 2012.

44  Review 1

a. gets worried / about the environment / who c. d.

b. do / get worried about air quality / most teens Reprodução/ Reprodução/
<www.recyclereminders.com> <www.recyclereminders.com>
c. global warming / make / does / teens worried
about their future e. f.

Reprodução/ Reprodução/
<www.recyclereminders.com> <www.recyclereminders.com>

d. get worried / why / teens / do / about Available at: <www.recyclereminders.com>. Accessed in September 2012.
deforestation
7. Underline the correct form.
e. teens / what / get worried about / do
a. Iron / Do not iron wet clothes.
5. Now match the questions and answers
b. Switch on / Do not switch on the power when
about the infographic. TV and Audio Systems are not in use.
( ) The environment.
( ) Because it affects their future. c. Use / Do not use windows with sun films /
( ) Yes, it does. curtains.
( ) Teens.
( ) Yes, they do. d. Leave / Do not leave enough space between
your refrigerator and the walls…
imperAtive
e. Keep / Do not keep your refrigerator or
6. Complete each recycling sign with a verb freezer too cold.

from the box. f. Open / Do not open the doors of the
refrigerators frequently.
conserve  • use  • remember  • turn off  • 
don’t waste   • do Available at: <www.mercindia.org.in/pdf/TIPS_ON_ENERGY_SAVING.pdf>.
Accessed in September 2012.
a. b.
present simple or imperAtive?

8. Use the Present Simple tense or the

Imperative to complete the sentences.
Then, write Fact or Tip.

a. Tip: Take (take) a shower instead of a bath.

b. : Microwaves (use) less energy

than stoves.

c. : (read) your newspapers

and magazines online.

d. : Computer screen savers

(not save) electricity.

e. : The average person

(consume) 168 water bottles a year.

CoNsErvE f. : (use) rechargable batteries.

g. : Only (run) a dishwasher when

it’s full.

Reprodução/<www.recyclereminders.com> Reprodução/<www.recyclereminders.com> Adapted from: <http://planetforward.ca/blog/ green-tips>. Accessed in September 2012.

Review 1 45

stuDyING foR ExAms

1. (Enem/2011) 2. (Enem/2010)

ERADICATE 1 ACHIEVE 2
EXTREME UNIVERSAL
THE DEATH OF THE PC POVERTY AND PRIMARY
HUNGER EDUCATION
The days of playing for costly software
upgrades are numbered. The PC will soon be PROMOTE 3 REDUCE 4
obsolete. And BusinessWeek reports 70% of GENDER CHILD
Americans are already using the technology EQUALITY AND MORTALITY
that will replace it. Merril Lynch calls it EMPOWER
“a $160 billion tsunami.” Computing giants WOMEN
including IBM, Yahoo!, and Amazon are
racing to be the first to cash in on this 5 COMBAT HIV/ 6
PC-killing revolution. AIDS, MALARIA
IMPROVE AND OTHER
Yet, two little-known companies have a MATERNAL DISEASES
huge head start. Get their names in a free HEALTH
report from the Motley Fool called, “The
Two Words Bill Gates Doesn't Want You to 7 8
Hear...”
ENSURE A GLOBAL
ENVIRONMENTAL PARTNERSHIP FOR
SUSTAINABILITY DEVELOPMENT

Click here for instant access to this FREE report! Disponível em: www.chris-alexander.co.uk/1191. Acesso em: 28 jul. 2010 (adaptado).

BROUGHT TO YOU BY THE MOTLEY FOOL Definidas pelos países membros da
Organização das Nações Unidas e por
Disponível em: http://www.fool.com. Acesso em: 21 jul. 2010. organizações internacionais, as metas de
desenvolvimento do milênio envolvem oito
Ao optar por ler a reportagem completa objetivos a serem alcançados até 2015. Apesar
sobre o assunto anunciado, tem-se acesso a da diversidade cultural, esses objetivos,
duas palavras que Bill Gates não quer que o mostrados na imagem, são comuns ao mundo
leitor conheça e que se referem todo, sendo dois deles:

a. aos responsáveis pela divulgação desta a. O combate à AIDS e a melhoria do ensino
informação na internet. universitário.

b. às marcas mais importantes de b. A redução da mortalidade adulta e a criação
microcomputadores do mercado. de parcerias globais.

c. aos nomes dos americanos que inventaram a c. A promoção da igualdade de gêneros e a
suposta tecnologia. erradicação da pobreza.

d. aos sites da internet pelos quais o produto já d. A parceria global para o desenvolvimento e a
pode ser conhecido. valorização das crianças.

e. às empresas que levam vantagem para serem e. A garantia da sustentabilidade ambiental e o
suas concorrentes. combate ao trabalho infantil.

46  Review 1

tHINKING ABout LEARNING with confidence

WHAt cAn i do noW? well
with some
Take part in discussions on the use of technology in education… difficulty
Take part in discussions on energy saving and sustainable practices…
Use the Present Simple tense…
Use the Imperative…
Use question words…
Explore infographics…
Explore mind maps…

WHAt Words/eXpressions HAve i leArned in units 1 And 2?

Words/Expressions Meaning in context

WHAt leArninG resources HAve i used in units 1 And 2?

  Dictionaries     Glossary    Language Reference
  Extra readings    Extra videos    Internet

Other(s):

WHAt do i need to do in order to improve my leArninG?

Review 1 47

PRoJECt 1ARafael Andrade/Agência O Globo

turninG trAsH into Art (first pArt)

In unit 2 you have talked about sustainable practices. Read the text below and do the first part
of Project 1, Turning trash into art.

What would you do with thousands of discarded plastic bottles?
Artists in Rio de Janeiro turned the plastic bottles into sustainable
art when they created giant fish sculptures at Botafogo beach.
The giant fish sculptures are a stunning installation by day and
even more breathtaking when they are lit up at night. They were
created in honor of the United Nations Conference on Sustainable
Development, known as Rio+20.

Available at: <http://finedininglovers.com/blog/out-of-the-blue/brazil-giant-fish-sculptures-made-from-
plastic-bottles/>. Accessed in March 2013.

TASK: In small groups, think of creative ways to reuse plastic bottles or other things we usually
throw away and make a tutorial to share your ideas. In this part of the project, it is only
necessary to write a first draft. Later, you are going to use it to make the final version of your
tutorial (a poster or a video).

Look at an example of how to reuse PET bottles. TIP Tutorial é

Jacek/kino.com.br Here is an example of a tutorial. um texto ou
vídeo que ensina
PET BOTTLE PURSE o passo a passo
para a realização
de uma tarefa.

Build a cool purse out of theSirayama/Arquivo da editora
bottoms of 2 PET bottles and
A vertical garden made from reused PET bottles. a zipper
By Zitta Schnitt
1. Cut the bottom portion off of
your plastic bottle with a pair of
scissors.
2. Use fine-grain sand paper to
smooth the rough edges.
3. Stitch or hot glue a zipper
between two cut bottle bottoms.
This could be a purse, a makeup kit or a carrier
for medication.

moRE ExAmPLEs of tutoRIALs At: Adapted from: <http://makezine.com/25/123_bottlepurse/> and <http://
greenupgrader.com/3454/pet-bottles-purses-put-em-back-to-use/>. Accessed in
www.cutoutandkeep.net/projects/using/plastic-bottle
www.youtube.com/playlist?list=PL0Fl7dCpoux5Zt6lLB March 2013.

T65mrJ4jyqLD11d Go to page 82 for the second part of this project.

48  Project 1