Claudio FrancoSOMOS Educação ELnínsgiMnuooadMEesértndraaion–gIenigralês
Kátia Tavares
WAY
TO
3
MAPNRUOAFLEDSOSOR
SOMOS Educação3 Claudio Franco
ELnínsgiMnuooadMEesértndraaion–gIenigralês Kátia Tavares
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. Possui
certificado de proficiência em inglês da
Universidade de Cambridge. Foi professor de
Educação Básica das redes estadual (Ensino
Médio) e federal (Ensino Fundamental e Médio).
Autor de livros didáticos de inglês.
Kátia Cristina do Amaral Tavares
Doutora em Linguística Aplicada e Estudos
da Linguagem pela PUC-SP. Mestra 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-RJ. Autora de livros didáticos de inglês.
2ª edição
São Paulo, 2016
SOMOS Educação Diretoria editorial Dados Internacionais de Catalogação na Publicação (CIP)
Lidiane Vivaldini Olo (Câmara Brasileira do Livro, SP, Brasil)
Gerência editorial Franco, Claudio de Paiva
Luiz Tonolli Way to go! : língua estrangeira moderna :
Editoria de Língua Estrangeira e Arte inglês : ensino médio / Claudio Franco, Kátia
Mirian Senra Tavares . -- 2. ed. -- São Paulo : Ática, 2016.
Edição Obra em 3 v.
Carmela Ferrante e Barbara Manholeti (estag.)
1. Inglês (Ensino médio) I. Franco, Claudio de
Gerência de produção editorial Paiva. II. Título.
Ricardo de Gan Braga
16-02738 CDD-420.7
Arte Índices para catálogo sistemático:
Andréa Dellamagna (coord. de criação),
1. Inglês : Ensino médio 420.7
Priscila Zenari (progr. visual de capa),
Leandro Hiroshi Kanno (progr. visual de miolo),
Leandro Hiroshi Kanno (coord. e edição), Fábio Cavalcante
e Lívia Vitta Ribeiro (assist. e diagram.)
Revisão
Hélia de Jesus Gonsaga (ger.),
Rosângela Muricy (coord.), Gabriela Macedo de Andrade,
Luís Maurício Boa Nova,
Paula Teixeira de Jesus,
Brenda Morais e Gabriela Miragaia (estagiárias)
Iconografia
Sílvio Kligin (superv.), Denise Durand Kremer (coord.),
Claudia Bertolazzi (pesquisa),
Cesar Wolf e Fernanda Crevin (tratamento de imagem)
Ilustrações
Sirayama
Cartografia
Eric Fuzii
Foto da capa: Perfect Lazybones/Shutterstock
Protótipos
Magali Prado
Direitos desta edição cedidos à Editora Ática S.A.
Avenida das Nações Unidas, 7221, 3o andar, Setor A
Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061
www.atica.com.br / [email protected]
2016
ISBN 978 85 08 17965 7 (AL)
ISBN 978 85 08 17966 4 (PR)
Cód. da obra CL 713360
CAE 566 145 (AL) / 566 146 (PR)
2a edição
1a impressão
Impressão e acabamento
2
APRESENTA‚ÌO Caro aluno
szefei/ShutterstockSOMOS EducaçãoO 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. Dessa
forma, 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-se 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 de modo crítico 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 das variações linguísticas.
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
Contents FabioaColombini/AcervoçdofotógrafoãoUNIT 1
UNIT 2
Maridav/ShutterstockSOMOS EducConheça seu livro ......................................................................................... 8
Doing Research on the Internet................................................................... 11
Tips into Practice.......................................................................................... 13
ETHNIC DIVERSITY IN BRAZIL
EXPLORING CARTOONS
ESTABLISHING CONNECTIONS WITH GEOGRAPHY, HISTORY AND SOCIOLOGY
Warming Up .................................................................................................................... 21
Reading ........................................................................................................................... 24
Vocabulary Study .......................................................................................................... 26
Word Formation........................................................................................................... 26
Collocations................................................................................................................. 27
Language in Use ............................................................................................................ 27
Review: Present Perfect or Past Simple? ................................................................... 27
Past Perfect ................................................................................................................ 29
Listening and Speaking................................................................................................ 31
Writing............................................................................................................................. 33
Looking Ahead................................................................................................................ 34
WOULDA, COULDA, SHOULDA
EXPLORING POLLS
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY
Warming Up .................................................................................................................... 35
Reading ........................................................................................................................... 38
Vocabulary Study.......................................................................................................... 40
Multi-word Verbs ......................................................................................................... 40
Discourse Markers ...................................................................................................... 40
Language in Use............................................................................................................. 41
Modal Verbs ................................................................................................................. 41
Modal Verbs with have ................................................................................................ 41
Third Conditional..........................................................................................................42
Wish / If only.................................................................................................................43
Listening and Speaking................................................................................................ 45
Writing............................................................................................................................. 47
Looking Ahead............................................................................................................... 48
Review 1 ........................................................................................................ 49
Reading...................................................................................................... 49
Language in Use........................................................................................ 50
Studying for Exams................................................................................... 52
Thinking about Learning........................................................................... 53
Project 1A ..................................................................................................... 54
4
oseOto/BSIP/Diomediação
Michaeljung/Shutterstock/GlowSOMOS ImagesEducaINSPIRING STORIES, INSPIRING VALUES UNIT 3
UNIT 4
EXPLORING STORIES
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY 5
Warming Up .................................................................................................................... 55
Reading........................................................................................................................... 58
Vocabulary Study........................................................................................................... 60
Prepositions ................................................................................................................ 60
Noun Phrases .............................................................................................................. 60
Language in Use............................................................................................................. 61
Direct and Indirect Speech ......................................................................................... 61
Listening and Speaking................................................................................................ 65
Writing............................................................................................................................. 67
Looking Ahead ............................................................................................................... 68
CAREER EXPECTATIONS
EXPLORING PERSONAL STORIES
ESTABLISHING CONNECTIONS WITH SOCIOLOGY
Warming Up .................................................................................................................... 69
Reading ........................................................................................................................... 72
Vocabulary Study.......................................................................................................... 74
Multi-word Verbs ......................................................................................................... 74
Collocations................................................................................................................. 75
Prepositions ................................................................................................................ 75
Language in Use .............................................................................................................76
Direct and Indirect Speech (II) ................................................................................... 76
Listening and Speaking................................................................................................ 79
Writing ............................................................................................................................ 81
Looking Ahead ............................................................................................................... 82
Review 2........................................................................................................ 83
Reading ...................................................................................................... 83
Language in Use........................................................................................ 84
Studying for Exams................................................................................... 86
Thinking about Learning........................................................................... 87
Project 1B ..................................................................................................... 88
Contents
UNIT 5ZubinShroff/Taxi/GettyçImagesão
LaurenceSOMO Dutton/Stone/GettyS ImagesEduca UNIT 6 SAVE THE AMAZON!
6 EXPLORING FACT FILES
ESTABLISHING CONNECTIONS WITH GEOGRAPHY AND BIOLOGY
Warming Up .................................................................................................................... 89
Reading........................................................................................................................... 92
Vocabulary Study.......................................................................................................... 94
Noun Phrases .............................................................................................................. 94
Discourse Markers ...................................................................................................... 94
Prepositions ................................................................................................................ 95
Language in Use............................................................................................................ 95
Passive Voice ............................................................................................................... 95
Listening and Speaking................................................................................................ 99
Writing........................................................................................................................... 101
Looking Ahead............................................................................................................. 102
TO SHOP OR NOT TO SHOP?
EXPLORING ADVERTISING POSTERS
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY
Warming Up .................................................................................................................. 103
Reading......................................................................................................................... 106
Vocabulary Study........................................................................................................ 108
Idioms ........................................................................................................................ 108
Discourse Markers .................................................................................................... 109
Word Formation......................................................................................................... 109
Language in Use.......................................................................................................... 110
Passive Voice (II) ....................................................................................................... 110
Listening and Speaking.............................................................................................. 113
Writing........................................................................................................................... 115
Looking Ahead............................................................................................................. 116
Review 3....................................................................................................... 117
Reading..................................................................................................... 117
Language in Use....................................................................................... 118
Studying for Exams..................................................................................120
Thinking about Learning.......................................................................... 121
Project 2A....................................................................................................122
Reprodução/EditoraãoPenguinUNIT 7 WOMEN IN LITERATURE
UNIT 8
MaradonnaSOMOS E8888/Shutterstock/GlowdImagesucaçEXPLORING PLOT OVERVIEWS
ESTABLISHING CONNECTIONS WITH PORTUGUESE, LITERATURE AND ARTS
Warming Up .................................................................................................................. 123
Reading ......................................................................................................................... 126
Vocabulary Study ........................................................................................................ 128
Word Formation ......................................................................................................... 128
Language in Use.......................................................................................................... 129
Relative Pronouns: who, whom, whose, which ......................................................... 129
Listening and Speaking .............................................................................................. 133
Writing........................................................................................................................... 135
Looking Ahead............................................................................................................. 136
FALLING IN LOVE
EXPLORING QUIZZES
ESTABLISHING CONNECTIONS WITH LITERATURE AND SOCIOLOGY
Warming Up .................................................................................................................. 137
Reading......................................................................................................................... 140
Vocabulary Study ........................................................................................................ 142
Idioms ........................................................................................................................ 142
Discourse Markers .................................................................................................... 143
Language in Use.......................................................................................................... 144
Relative Pronouns (Omission).................................................................................. 144
Listening and Speaking .............................................................................................. 147
Writing .......................................................................................................................... 149
Looking Ahead ............................................................................................................. 150
Review 4...................................................................................................... 151
Reading .................................................................................................... 151
Language in Use ...................................................................................... 152
Studying for Exams................................................................................. 153
Thinking about Learning........................................................................ 155
Project 2B................................................................................................... 156
Language Reference and Extra Practice.................................................. 157
Irregular Verbs ........................................................................................... 172
Extra Activities ........................................................................................... 180
Studying for Enem..................................................................................... 196
Glossary...................................................................................................... 218
Index ........................................................................................................... 222
Bibliography ............................................................................................... 224
7
CONHEÇA SEU LIVRO
Conheça as TIPS INTO PRACTICE
seções que Conheça dicas para colocar em prática diversas
fazem parte estratégias de compreensão de textos escritos
deste livro. e orais em inglês.
Tips into Practice
Doing Research wwwebmeister/ShutterstockEducação
on the Internet ENEM/2012
FINDING WEBSITES
Here are some steps to help you use the Internet for your research.
. Choose a search engine.
2. Type your keywords into the search box. Make your keywords as precise as possible. Use two or Nesta seção, pense nas estratégias de leitura que você já usa e aprenda outras para
responder a questões do Enem e de vestibulares. Conheça também algumas dicas de
more keywords in your search. Put the most important keywords first. resolução de questões que podem ser úteis na hora da prova. Escreva as respostas às
questões de 1 a 19 em seu caderno.
Four tips for getting more precise results. You can also combine them!
A. Use “ ” to search for specific terms or phrases. TIP E.g. If you want to find out 1. (Enem/2012) A Leia primeiro o enunciado da questão para conhecer as informações
“the first book of Harry Potter” the name of the first book of solicitadas e, assim, definir seu objetivo ao ler o texto.
Harry Potter.
B. Use + to include word(s) in the results. TIP E.g. If you want to find book J. K. Rowling to Pen First Novel for Adults B
“book reviews” +young +adult +novels reviews of young adult novels. Para identificar
23 February 2012 Last update at 16:53 GMT mais facilmente
C. Use – to remove word(s) from the results. TIP E.g. If you want to find a book BBC World Service o objetivo ou a
“book review” +Divergent –movie review of Divergent and eliminate ideia principal
movie review from the results. Author J. K. Rowling has announced plans to de um texto,
publish her first novel for adults, which will be observe o título
“very different” from the Harry Potter books she ou a manchete,
is famous for. e a primeira frase
ou parágrafo.
The book will be published worldwide although
DOING RESEARCH D. Use * to substitute for one or more characters/words. TIP E.g. If you are not sure about C no date or title has yet been released.
ON THE INTERNET “it depends * me” the prepositions that go with the Em questões
verb depend. de múltipla “The freedom to explore new territory is a gift
Apresenta dicas escolha, that Harry’s success has brought me,” Rowling said.
práticas de como usar a 3. Make sure you spell the keywords correctly. busque
Internet para pesquisas informações All the Potter books were published by
4. Click on the name of the website that seems to be the most helpful to you. no texto Bloomsbury, but Rowling has chosen a new publisher for her debut into adult fiction.
escolares. que ajudem
5. Evaluate the website to see if it will really help you (see next section). a eliminar “Although I’ve enjoyed writing it every bit as much, my next book will be very different
alternativas. to the Harry Potter series, which has been published so brilliantly by Bloomsbury and
my other publishers around the world,” she said, in a statement.
“I’m delighted to have a second publishing home in Little, Brown, and a publishing
team that will be a great partner in this new phase of my writing life.”
11 Disponível em: <www.bbc.co.uk>. Acesso em: 22 abr. 2016. (Adaptado)
J. K. Rowling tornou-se famosa por seus livros sobre o bruxo Harry Potter e suas aventuras, que
foram adaptados para o cinema. Esse texto, que aborda a trajetória da escritora britânica, tem
por objetivo
a. informar que a famosa série Harry Potter será adaptada para o público adulto.
b. divulgar a publicação do romance de J. K. Rowling inteiramente para adultos.
c. promover a nova editora que irá publicar os próximos livros de J. K. Rowling.
d. informar que a autora da saga Harry Potter agora pretende escrever para adultos.
e. anunciar o novo livro da série Harry Potter publicado por editora diferente.
11Unit 13
Ethnic Diversity WARMING UP
in Brazil
Explore o título da unidade e as imagens de abertura
para discutir questões relacionadas ao tema.
DaniellaSOMOCesarei/Alamy/GlowImages S
Warming Do you have a mixed family? Where do your family members come from?
UP
READING
Now read the text to check your predictions.
78# FOCUS ON: AMAZON RAIN FOREST
THE CONTINENT: SOUTH AMERICA
TROPICAL RAIN Amazon Rain Forest
FORESTS:
FACTS & FIGURES The Amazon rain forest, which covers approximately 2.7 million square miles
• Tropical rain forests cover 6 percent of (7 million sq km), is the world’s largest tropical forest. Located mainly in Brazil,
Earth’s surface, but are home to half of
Earth’s species. the Amazon rain forest accounts for more than 20 percent of all the world’s
• Average monthly temperature is 68 to tropical forests. Known in Brazil as the selva, the rain forest is a
82 oF (20 to 28 oC).
Palê Zuppani/Pulsar Imagens vast storehouse of biological diversity, filled with plants and
• Total annual rainfall averages 5 to
33 feet (1.5 to 10 m). animals both familiar and exotic. According to estimates, at
• Trees in tropical rain forests can least half of all species are found in tropical forests, but
grow up to 200 feet (60 m) in height.
many of these species have not yet been identified.
• Most nutrients in tropical rain forests
are stored in the vegetation rather Tropical forests contain many valuable resources,
than in the soil, which is very poor.
including cacao (chocolate), nuts, spices, rare
• Some of Earth’s most valuable woods,
such as teak, mahogany, rosewood, and hardwoods, and plant extracts used to make
sandalwood, grow in tropical rain forests.
medicines. Some drugs used in treating cancer and
• Up to 25 percent of all medicines include
READING products originating in tropical rain forests. heart disease come from plants found only in tropical
Prepare-se para ler • Tropical rain forests absorb carbon dioxide forests. But human intervention — logging, mining, and
o texto principal da and release oxygen.
unidade (Before Reading), clearing land for crops and grazing — has put tropical
21 fazer atividades de • Deforestation of tropical rain forests
compreensão (Reading for contributes to climate change. forests at great risk. In Brazil, roads cut into
General Comprehension,
LEARNING • to take part in discussions on ethnic diversity in Brazil Reading for Detailed • An estimated 100 acres (40 ha) of rain forest SLOW-MOVING, this the rain forest have opened the way for
• to review the use of the Present Perfect and the Past Simple tenses Comprehension) e refletir are lost every minute. three-toed sloth spends most of settlers, who clear away the forest only to
OBJECTIVES • to learn how to use the Past Perfect tense criticamente sobre o texto its life in the treetops. It is one of discover soil too poor in nutrients to sustain
• to explore cartoons que acabou de ler (Reading • Brazil loses 10.6 million acres (4.3 million ha) of the many unusual species of agriculture for more than a few years. Land
for Critical Thinking). tropical forests annually, but Nigeria, in Africa, animals that make their homes in usually is cleared by a method called
has the highest rate of deforestation — more the forests of the Amazon Basin. slash-and-burn, which contributes to
than 11 percent annually. global warming by releasing great amounts
DENSE CANOPY OF THE RAIN of carbon dioxide into the atmosphere.
FOREST stands in sharp
contrast to the silt-laden SLASH-AND-BURN is a method used
waters of one of the Amazon’s in the tropics for clearing land for
many tributaries. Although farms. But the soil is poor in nutrients,
seemingly endless, the forest and good yields are short-lived.
in Brazil is decreasing in size
at the rate of almost 15,000
acres (6,070 ha) per day.
Ernesto Reghran/Pulsar Imagens Ricardo Azoury/Pulsar Imagens
NATIONAL Geographic Student Atlas of the World. Third edition. Washington: National Geographic Society, 2009. p. 78.
92 UNIT 5
8
READING FOR CRITICAL THINKING LANGUAGE IN USE Jennifer Graylock/FilmMagic/Getty Images
Discuss the following questions with your classmates. DIRECT AND INDIRECT SPEECH (II)
a. Love is a feeling that is hard to describe and scientists find it difficult to explain how it happens.
Read the fragments below and do exercises 1-3.
Do you think science can help us understand love and other feelings? Why (not)? Write the answers in your notebook.
b. The text presents the view of a professor of evolutionary psychology. What other perspectives
I. “… our dad always encouraged us to find a career that we
could enrich the debate about how we fall in love? would be able to support ourselves with ...”
VOCABULARY STUDY II. “My in-laws always told my husband and his brothers to
find something that they loved to do …”
IDIOMS
1. The idiom fall in love means ‘begin to love someone’. Match the definitions below with other III. “… my mom told me that as a youngster she’d always
wanted to be a journalist …”
idioms about love. Write the answers in your notebook.
IV. “My father always told me to do what makes me happy,
and to follow my heart.”
Ilustrações:EducaSirayama/Arquivodaeditoração
. Choose the correct item that completes each sentence below (▲ or ■).
a. The fragments
▲ quote the exact words of the speaker.
a. Begin to love ■ report what the speaker said without quoting his/her exact words.
someone very much.
b. The fragments are in
b. It happens when two
people fall in love ▲ direct speech. ■ indirect speech.
immediately, the very
first time that they c. The reporting verb is the same in fragments
see one another.
▲ II and IV. ■ II, III and IV.
c. The temporary love
that exists between I. the love of someone’s life II. puppy love 2. Replace each icon ✪ with I, II, III or IV to complete the following statements as in the example.
two young people,
typically teenagers. a. The reporting verb encourage is used with the structure:
This kind of love is • encourage someone to do something, as in fragment I.
supposedly one that
does not last. b. The reporting verb tell can be used with the structures:
• tell someone to do something, as in fragments ✪ and ✪.
d. The most significant • tell someone that…, as in fragment ✪.
love of your life.
III. love at first sight IV. fall head over heels in love 3. In your notebook, rewrite the fragments above. Use direct speech as in the following example.
2. Replace each icon ✪ with an idiom from exercice 1 to complete the sentences below. Write the a. “Find a career that you will be able to support yourselves with,” said our dad. (Fragment I)
b. “✪,” said my in-laws to my husband and his brothers. (Fragment II)
answers in your notebook. c. “✪,” said my mom. (Fragment III)
a. When our eyes met, it was ✪. I knew from that moment she would be the woman I married. d. “✪,” said my father. (Fragment IV)
b. I’m sure their relationship will never last. It’s a case of ✪ between those two.
76 UNIT 4
142 UNIT 8
LANGUAGE IN USE
VOCABULARY STUDY
Aprimore seus conhecimentos
Estude o vocabulário de forma gramaticais a partir de
sistemática e contextualizada.
situações de uso da língua.
LISTENING AND SPEAKING WRITING
. Copy the following diagram in your notebook and replace each icon ✪ with a word or expression Escreva um texto com base na
observação de textos que você
from the box below. explorou na unidade.
sweaty palms • chemicals • flushed skin • serotonin • heavy breathing
VASOPRESSINSOMOXYT OS Love
Reprodução/Couter/<http://farm4.static.flickr.com>
Ilustrações: Sirayama/✪ Body reactions
Arquivo da editora
oxytocin ✪ WRITING
dopamine ✪
✪ In this unit you can find cartoons on pages 22 and 28. Each of them has a drawing and a caption.
✪ The combination of the visual and the verbal elements drives the humor. Cartoons can address
several different issues of our lives and they are frequently published in magazines and
2. 21 Listen to part of a lecture in which a researcher at Stanford University talks about the newspapers. Some of them, like The New Yorker (<www.newyorker.com/humor/caption>) and
The Boston Globe (<www.boston.com/bostonglobe/toons/>), even run cartoon caption
chemistry of love. According to him, what is the relationship between love and chemistry? Choose contests which are quite popular.
the correct answer and write it in your notebook. Take the challenge to write cartoon captions. Exercise your creativity and sharpen your ability to
see and create humor in all areas of life.
a. Love cannot change your body chemistry.
1. In pairs, create a cartoon to encourage a positive attitude towards ethnic diversity. Be careful to
b. Chemistry plays an important role in how a relationship progresses.
use humor without expressing prejudice.
c. Chemicals only race around your brain and body when you are in a long-term relationship.
3. 21 Listen to the recording again and replace each icon ✪ with an appropriate answer to complete
the sentences below. Write the answers in your notebook.
a. Attraction, love and ✪ are fueled by actual chemicals. WRITING CONTEXT STEP BY STEP
b. Nonverbal ✪ plays a big role in first attraction. Before writing your text, match the columns below to 1. With your classmate, choose one of the drawings
from this page or create your own.
c. When you are in love, chemical reactions include racing ✪, OCIN DOPA identify the elements of the writing context. Write the
sweaty palms and flushed skin. 2. Study the cartoon drawing and ask yourself a few
MINE SEROTONI answers in your notebook as in the example below. questions: What is the most obvious thing
happening? What could be happening here that is
Example. a. III NOT obvious? Remember that humor is often
produced by the unexpected.
4. 21 Listen to the recording once more and check your answers. N a. Writer: I. classmates and other people
3. Study the details of the cartoon and ask yourself:
b. Readers: II. school board/Internet What could this detail mean? What else could this be?
5. Replace each icon ✪ with a word from the picture on the right c. Genre: III. you and your classmate 4.Write down one or more captions. Eliminate every
unnecessary word. Study the placement of the
to complete the following quote by the professor. Write the d. Objective: IV. humorous tone punch words, the words that drive the joke. They
answers in your notebook. should normally be at the end of the caption.
e. Style: V. cartoon
5.Exchange captions with classmates and discuss all
f. Media: VI. encourage a positive attitude of them. Choose the best ones.
“Researchers have found that long-term relationships towards ethnic diversity 6. Make the necessary corrections.
confer chemical benefits in the form of stabilized 7. Write the final version of the cartoon caption.
production of ✪ and ✪.” TIP Ao revisar os textos, considere, por exemplo:
• objetivo: As informações estão adequadas a seu objetivo e ao
Falling in Love 147 público-alvo?
• linguagem: As linguagens verbal e não verbal estão bem integradas
para criar humor no cartum?
• ortografia: As palavras estão escritas corretamente?
Reescreva seu texto com base na revisão feita por você e seus colegas.
LISTENING AND SPEAKING 2. Now it’s time to share your cartoon with your classmates and other people. What about running a
Participe, com seus colegas, cartoon contest and inviting the school community to vote?
de atividades de ouvir e falar
em inglês.
33Ethnic Diversity in Brazil
9
LOOKING AHEAD
Take a look at the graph below and answer the following questions in groups of three.
Reprodução/<www.mongabay.com> What does the graph reveal about REVIEW 33Review Units 5 & 6
deforestation in the Brazilian
LouEducaçDematteis/Redux/Latinstockão Amazon? Reveja conteúdos READING
trabalhados (Reading,
The graph shows data about Language in Use), faça
deforestation from 1988 to 2012.
What about the rate of questões do Enem
deforestation in the Brazilian e de vestibulares
Amazon nowadays? Do some
research and get informed about anteriores (Studying
it. Has the rate decreased or for Exams) e avalie
increased since 2012? sua aprendizagem
(Thinking about
Available at: <www.mongabay.com/brazil-state_deforestation.html>. Accessed in: March 2016. Learning) a cada
duas unidades.
1. Read the following text. Then copy the diagrams below in your notebook and complete them.
Brazil’s Forest Code has been central to Brazil’s recent success in reducing deforestation in FORESTS degradation of land by
the Amazon. But it has also been under pressure from those who see the restrictions on (90% of terrestrial ✪) overgrazing
deforestation as a barrier to agricultural development. Environmentalists, however, have ✪ of the soil
called for more severe measures to protect provide nourish
the Amazon. ✪ DESERTS
food (no longer possible to grow ✪)
In your opinion, what can be done ✪
to slow deforestation in the Brazilian ✪
Amazon? ✪
How can you do your part?
are shrinking are ✪
EXTRA READING DaCek/Shutterstock/Glow Images Forest Change and Desertification
<www.rain-tree.com/facts.htm> Forests contribute directly to the livelihood of poor
<http://worldwildlife.org/places/amazon> people. They meet many people’s basic needs, providing
<www.greenpeace.org/international/en/ food, fuel, building materials and clean water. In addition
they nourish the natural systems on which many more
campaigns/forests/amazon/> people depend. They also account for as much as 90% of
<http://rainforests.mongabay.com/amazon/> terrestrial biodiversity. In most countries, however, forests
<http://desmatamentozero.org.br/> are shrinking and forest loss is taking a terrible toll on
both the natural and economic resources of many
EXTRA VIDEO countries. At the same time deserts are advancing.
Deserts are not necessarily hot, sandy places but any
<www.youtube.com/watch?v=ZGAHJ0lZQYo> areas where degradation of land by overgrazing or
overcultivation of the soil has meant that it is no longer
102 UNIT 5 viable to grow crops.
LOOKING AHEAD COLLINS WORLD WATCH: a Dynamic Visual Guide Packed with Fascinating Facts about the World.
Debata, com seus colegas, 2nd edition. Glasgow: HarperCollins Publishers, 2012. p. 88.
questões relevantes sobre o
tema da unidade. 117
PROJECT LANGUAGE REFERENCE AND EXTRA PRACTICE
Reveja os conteúdos linguísticos trabalhados e
Planeje, desenvolva e apresente projetos faça novos exercícios para praticar o que aprendeu.
interdisciplinares em grupo. Cada projeto
está dividido em duas partes (A e B). IRREGULAR VERBS
Consulte uma lista de verbos irregulares no
Reprodução/<http://dunbar09.SOwordpress.com>MOS PROJECT 2A passado agrupados por ordem alfabética e por
Reprodução/<http://jholland530.wordpress.com> formas semelhantes.
RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (FIRST PART)
EXTRA ACTIVITIES
In Unit 6 you have talked about advertising. Read the text below and do the first part of Project 2, Faça atividades adicionais relacionadas aos
Reshaping the image of women in advertising. conteúdos das unidades.
Stereotyping is something that has been around for a while, and affects all groups. It is no surprise STUDYING FOR ENEM
that women are also a target audience for stereotyping. A stereotype creates a world where no one Prepare-se para o Enem por meio de seis
is ugly, overweight, poor, struggling, or disabled. In advertisements women are often portrayed in simulados, totalizando 30 questões, e, depois,
similar roles and lumped together with the assumption that all women are the same or should be faça uma prova anterior completa.
the same.
GLOSSARY
Available at: <www.courses.psu.edu/wmnst/wmnst001_atd1/Advertising/ster.htm>. Accessed in: March 2016. (Fragment) Veja o significado de palavras e expressões
utilizadas no livro.
TASK: In small groups, look for women stereotypes in TIP Anúncios publicitários
advertisements. Choose two or three advertisements that appeal empregam recursos verbais INDEX
to you and think of ways to reshape the image of women. Try to e não verbais para chamar a Consulte a lista de tópicos gramaticais trabalhados
select ads from different countries to compare how women are atenção de um determinado na coleção.
viewed in different places around the world. Later, you are going to público-alvo e persuadi-lo a
recreate the ads so that they do not reinforce any stereotypes. consumir um produto ou a BIBLIOGRAPHY
aderir a uma ideia. Conheça a bibliografia utilizada na coleção.
Take a look at two advertisements and discuss the following questions with your classmates.
a. What products are being advertised?
b. How are women viewed in each ad? What women stereotypes can you identify?
c. How can the images reinforce the stereotypes? What about the words and expressions?
PRETTY HAIR TIP Para fazer uma
busca eficiente na
Internet, é fundamental
escolher palavras-chave
adequadas. Para buscar
anúncios em inglês que
contenham
estereótipos atribuídos
às mulheres, você pode
usar diferentes
combinações de
palavras-chave, como
women, gender,
stereotypes,
advertisements, ads.
Adapted from: <http://dunbar09.wordpress.com/2012/11/14/ Adapted from: <http://jholland530.wordpress.com/
gender-stereotypes/>. Accessed in: March 2016. gender-stereotypes/>. Accessed in: March 2016.
Go to page 156 for the second part of this project.
122 Project 2A
10
Doing Research
on the Internet
FINDING WEBSITES
Here are some steps to help you use the Internet for your research.
1. Choose a search engine.
wwwebmeister/ShutterstockSOMOS Educação
2. Type your keywords into the search box. Make your keywords as precise as possible. Use two or
more keywords in your search. Put the most important keywords first.
Four tips for getting more precise results. You can also combine them!
A. Use “ ” to search for specific terms or phrases. TIP E.g. If you want to find out
“the first book of Harry Potter” the name of the first book of
Harry Potter.
B. Use + to include word(s) in the results. TIP E.g. If you want to find book
“book reviews” +young +adult +novels reviews of young adult novels.
C. Use – to remove word(s) from the results. TIP E.g. If you want to find a book
“book review” +Divergent –movie review of Divergent and eliminate
movie review from the results.
D. Use * to substitute for one or more characters/words. TIP E.g. If you are not sure about
“it depends * me” the prepositions that go with the
verb depend.
3. Make sure you spell the keywords correctly.
4. Click on the name of the website that seems to be the most helpful to you.
5. Evaluate the website to see if it will really help you (see next section).
11
EVALUATING WEBSITES
Is all online information reliable? Not really! Here are some useful questions to ask yourself when
you are evaluating websites on the Internet.
1 Who is the author of the website?
WHO? Is he/she an expert?
Is there a link to find out more about him/her?
SOMOS Educação
2 What is the purpose of the website?
WHAT? Is there relevant information in it?
Is it different from other websites?
3 When was the website created?
WHEN? Are dates included for the last update?
Are the links current and all functional?
4 Where does the content of the website come from?
WHERE? Are sources of factual information or statistics mentioned?
Is there a bibliography included?
5 Why is this website useful for my purpose?
WHY? Why should I use it?
Is it better than another?
The website domain can provide indications of the website’s area of interest or purpose.
The most common domains are:
•.edu: an educational website;
•.com: a commercial website;
•.gov: a federal government website;
•.org: a nonprofit website.
It is time to put into practice what you have learned about finding and evaluating websites.
Imagine you are searching for reviews of young adult novels and do exercises 1 and 2. Write the
answers in your notebook.
1. Find three websites that offer reviews of young adult novels. Follow the steps and tips on page 11
to get more precise results.
2. Based on the three websites you chose, answer questions 1-5 in order to decide which websites
contain reliable information on the book reviews you are searching for.
12
Tips into Practice
ENEM/2012SOMOS EducaçãoNesta seção, pense nas estratégias de leitura que você já usa e aprenda outras para
responder a questões do Enem e de vestibulares. Conheça também algumas dicas de
resolução de questões que podem ser úteis na hora da prova. Escreva as respostas às
questões de 1 a 19 em seu caderno.
1. (Enem/2012) A Leia primeiro o enunciado da questão para conhecer as informações
solicitadas e, assim, definir seu objetivo ao ler o texto.
J. K. Rowling to Pen First Novel for Adults B
23 February 2012 Last update at 16:53 GMT Para identificar
BBC World Service mais facilmente
o objetivo ou a
Author J. K. Rowling has announced plans to ideia principal
publish her first novel for adults, which will be de um texto,
“very different” from the Harry Potter books she observe o título
is famous for. ou a manchete,
e a primeira frase
The book will be published worldwide although ou parágrafo.
no date or title has yet been released.
C
“The freedom to explore new territory is a gift
Em questões that Harry’s success has brought me,” Rowling said.
de múltipla
escolha, All the Potter books were published by
busque Bloomsbury, but Rowling has chosen a new publisher for her debut into adult fiction.
informações
no texto “Although I’ve enjoyed writing it every bit as much, my next book will be very different
que ajudem to the Harry Potter series, which has been published so brilliantly by Bloomsbury and
a eliminar my other publishers around the world,” she said, in a statement.
alternativas.
“I’m delighted to have a second publishing home in Little, Brown, and a publishing
team that will be a great partner in this new phase of my writing life.”
Disponível em: <www.bbc.co.uk>. Acesso em: 22 abr. 2016. (Adaptado)
J. K. Rowling tornou-se famosa por seus livros sobre o bruxo Harry Potter e suas aventuras, que
foram adaptados para o cinema. Esse texto, que aborda a trajetória da escritora britânica, tem
por objetivo
a. informar que a famosa série Harry Potter será adaptada para o público adulto.
b. divulgar a publicação do romance de J. K. Rowling inteiramente para adultos.
c. promover a nova editora que irá publicar os próximos livros de J. K. Rowling.
d. informar que a autora da saga Harry Potter agora pretende escrever para adultos.
e. anunciar o novo livro da série Harry Potter publicado por editora diferente.
13
2. (Enem/2012)
Quotes of the Day
Friday, Sep. 02. 2011
SOMOS EducaçãoE “There probably was a shortage of not just respect and D
boundaries but also love. But you do need, when they cross the
Apoie-se em line and break the law, to be very tough.” Para ajudar a inferir
palavras-chave o significado de um
cujo significado British Prime Minister DAVID CAMERON, arguing that those termo desconhecido,
você já conhece. involved in the recent riots in England need “tough love” as he observe a formação
vows to “get to grips” with the country’s problem families. da palavra, como no
caso de shortage
(short + sufixo -age).
Disponível em: <www.time.com>. Acesso em: 22 abr. 2016. (Adaptado)
A respeito dos tumultos causados na Inglaterra em agosto de 2011, as palavras de alerta de
David Cameron têm como foco principal
a. enfatizar a discriminação contra os jovens britânicos e suas famílias.
b. criticar as ações agressivas demonstradas nos tumultos pelos jovens.
c. estabelecer relação entre a falta de limites dos jovens e o excesso de amor.
d. reforçar a ideia de que os jovens precisam de amor, mas também de firmeza.
e. descrever o tipo de amor que gera problemas às famílias de jovens britânicos.
Leia o texto a seguir para responder às F
questões 3-8.
Não se preocupe com o tamanho do texto nem com as palavras
(Uerj/2013) desconhecidas. O grau de dificuldade não é determinado
pelo texto em si. Ele está relacionado aos conhecimentos e
às habilidades necessários para responder a cada questão.
Concentre-se sempre no que é solicitado.
The Art of Difference
Mutuality in recognizing and negotiating difference is crucial for people to deal with their
past and the future; it is also essential in the process of creating a culture of responsibility.
How can this be achieved and what is the role of art in this process?
A vision based on ideologies solves both challenges of sharing — the interpretation of the
5 past and the projections of the future. But ideologies are somehow “total”, if not totalitarian,
because there is not much space for serious public negotiation. Individuals, then, lose their
integrity or are restricted to their private spheres and, in the end, their memories become
part of the dominant identity discourse, their aspirations are delegated. Even in less obvious
systems of ideological rule, where individual subscription to the official story line seems to
10 be consciously voluntary and collective memories are willingly encouraged for the sake of
collective identities, the negotiation of difference is often not welcome: exclusion happens
quickly and non-conformist doubts produce suspicion.
14 Tips into Practice
A democratic vision — shared aspirations for the future, based on negotiated
interpretations of the past that respect diversity — is necessarily found in complex processes
15 of private and public discourse and participatory and inclusive culture. Yet, politics tends to
reduce complexity and engineer the balance between the individual and the collective rather
than invest in processes of negotiation. We have learned, though, that this social engineering
is a phantasm, largely limited and limiting, and, even if successful, often creates paranoid
and fatal structures of homogeneity by trying to mould memories and hopes.
20 Humankind has gathered impressive knowledge about the limitations of the human will
and the failures of such “engineering”. Nevertheless, despite this, and maybe even because of
it, we cannot give up trying the impossible: to create conditions for equality and solidarity for
individuals to flourish. These conditions should be accompanied by narratives of a just, fair
and free commonwealth of all. If history and memory seem to make this dream an unlikely
25 scenario, can art play this part?
The role of art is precisely to keep inspiration alive, to deconstruct ideology, to recall the
necessary dream of freedom, of the individual and of the common good beyond the “either/or”
and beyond simplicity. In this sense, art in general prevents false hopes, and thus generates
hope in the most paradoxical way: the only way of hoping that reaches beyond the private
30 sphere without some kind of ideological distortion.
What makes art so unique? And why? Because the best narratives of art are purpose free,
uniquely non-instrumental, simply human. Art narrates what we don’t understand in
enlightened ways. Artists in particular offer a wealth of unseen perspectives and unexpected
pathways of human exploration. Art makes us aware that all memories are personal, despite
35 the power of collective narratives. Arts and culture empower people to think freely, to imagine
the unimagined, and to feel responsible across borders and boundaries. Hopefully, the
narratives of the future will be intercultural — and art will be the ally in the art of difference
that needs to be further developed. “Art is about difference, art is difference”, as stated by Igor
Dobricic*. And it is difference that will be at the origin of the new bonding narratives of confidence.
GOTTFRIED WAGNER
alliancepublishing.org
* Igor Dobricic – dramaturgo sérvio
SOMOS Educação
3. The author criticizes the first vision of negotiation of difference in society. This criticism is related
to ideologies having the following characteristic:
a. private c. unwelcome G
b. serious d. undemocratic Identifique as palavras-chave do enunciado para
localizar a informação solicitada mais facilmente.
4. A vision based on ideologies solves both challenges of sharing — H
the interpretation of the past and the projections of the future. (l. 4-5) Use seu
conhecimento sobre
The punctuation mark called dash, in the fragment above, signals sinais de pontuação
the introduction of an explanation. The dash is equivalent to the e marcadores
following connective: discursivos. Aqui é
preciso identificar o
a. that is b. above all c. in addition d. for example marcador discursivo
usado para introduzir
uma explicação.
Tips into Practice 15
5. and non-conformist doubts produce suspicion. (l. 12)
Two words whose prefixes are semantically similar to the prefix in non-conformist are present in
a. impossible (l. 22)/unlikely (l. 24). I
b. recall (l. 26)/unseen (l. 33).
c. enlightened (l. 33)/unexpected (l. 33). Use seu conhecimento sobre
d. unimagined (l. 36)/intercultural (l. 37). afixos para identificar os prefixos
usados na formação das palavras
6. We have learned, though, that this social engineering is a e compreender o sentido deles.
Lembre-se de que os prefixos
phantasm, (l. 17-18) trazem sentidos novos às palavras.
Nevertheless, despite this, and maybe even because of it, we
cannot give up trying the impossible: (l. 21-22)
SOMOS Educação
The underlined connectives express the same notion. They could be replaced by
a. so. J
b. thus.
c. however. Use seu conhecimento sobre
d. therefore. marcadores discursivos. Lembre-se
de que diferentes conectivos podem
expressar a mesma ideia.
7. The ideas expressed in a text might be perceived as true because of the choice and repetition of a
specific tense. The verb tense that makes the ideas in the text seem true is
a. Future Perfect. K
b. Simple Present.
c. Present Perfect. Observe os efeitos dos tempos
d. Present Progressive. verbais utilizados em um texto.
Lembre-se de que cada tempo
verbal pode ser empregado com
diferentes propósitos.
8. Writers use different strategies in order to try to form more effective alliances with readers. The
resource used in the last paragraph to establish this alliance is in the use of
a. nouns in the plural. L
b. rhetorical questions.
c. quotation by authority. Observe os recursos
d. first person plural pronouns. linguísticos utilizados pelo
autor para se referir a si
próprio e ao leitor, assim
como para estabelecer uma
relação entre eles.
Leia o texto a seguir para responder às questões 9-13.
(PUC-MG/2013)
Read the following passage and choose the option which best completes each question,
according to the text.
16 Tips into Practice
Olympic Park Sets Gold Standards for Sustainability
With shiny new stadiums and visitor facilities among green landscaped grounds, every detail of the
Olympic Park has taken into account environmental concerns, making 2012 the first sustainable
Olympics. It’s hard to believe that this area of east London was once a dilapidated and neglected quarter
of the UK capital.
“There’s a huge emphasis on reuse and recycling,” says David Stubbs, head of sustainability for the
London 2012 Games. The River Lea and several canals which wend their way through the park used to be
badly polluted, he says. Today, after an intensive program of clearing and widening, wildlife is being
encouraged to return. Besides, organizers have planted more than 4,000 trees and 130,000 plants and bulbs.
London 2012 organizers are also proud of the park’s sporting arenas built for the Games. Stubbs and
his team have used recycled materials wherever possible, which is not only cheaper but also cuts carbon
emissions and energy costs. The complexities of addressing sustainability have been a constant
challenge, Stubbs says, but his efforts appear to have paid off. He is hopeful the park will be attracting
visitors long after the Olympics has left town.
Disponível em: <http://edition.cnn.com/2012/07/10>. Acesso em: 22 abr. 2016.
SOMOS Educação
9. The Olympic Games of 2012 can be considered the first M
sustainable Olympics because Utilize seu conhecimento
de mundo para estabelecer
relações entre palavras-chave do
a. the new stadiums and visitor facilities are shiny and comfortable. enunciado e das alternativas. No
b. the Olympic Park was built considering environmental aspects. caso, deve-se buscar a alternativa
relacionada à expressão
c. there are a lot of green landscaped grounds in eastern London. Olimpíada sustentável.
d. there have been large amounts of money invested in this event.
10. The Olympic Park in London was built in a ✪ area of London. Tip G can also help you!
a. distant b. prosperous N
c. trendy d. decadent
Apoie-se em palavras transparentes, como dilapidated
e neglected, para identificar a informação solicitada.
11. The word which in “… which wend their way…” (paragraph 2) refers to
a. canals. b. parks. O
c. games. d. wildlife.
Lembre-se de que o pronome relativo refere-se a um termo que
o antecede. Identifique-o para compreender melhor o texto.
12. The word besides in “Besides, organizers have planted…” (paragraph 2) conveys an idea of
a. contrast. b. addition. Tip J can also help you! P
c. place. d. time.
Identifique as relações
13. The use of recycled materials to build the sporting estabelecidas pelos
marcadores discursivos entre
arenas was important because as ideias do texto. Se desejar,
substitua o conectivo em foco
a. the park will attract visitors for a long time. por outros cujos significados
você conhece para inferir a
b. construction has been a constant challenge. ideia que ele expressa.
c. it was less expensive and more ecological. Tips G and M can also help you!
d. the team’s efforts appear to have paid off.
Tips into Practice 17
Leia o poema a seguir para responder às questões 14-16.
(UFG/2013)
The following poem presents a different version of the popular song “California Dreamin” by The
Mamas and The Papas (1965).
SOMOS EducaçãoCalifornia SteaminÕ Stopped into a church
I stumbled along the way
By Clinton Van Inman – Contributing Poet Got down on my knees
And prayed for a rainy day.
All the trees are brown
And the sky is gray You know the preacher likes it cold
I’ve been for a walk Now that all his candles have melted away,
On a greenhouse day. California steamin’
Please don’t take my fan away.
I should be safe and sound now
If I was miles from L.A.
California steamin’
On such a sweltering day.
Disponível em: <http://cafe.cynicmag.com/>. Acesso em: 22 abr. 2016.
Glossário sweltering: abafado stumbled: cambaleei
steamin’: fumegante
14. In this adaptation, the poet’s main aim is to Q
a. characterize the climate and biomes found in California. Apoie-se em palavras-chave
b. give a detailed account of his daily life in California. das alternativas de resposta
c. describe the weather conditions he is experiencing in California. para verificar se as informações
d. express how religious he and other Californians are. apresentadas em cada uma
delas podem ser encontradas
no texto.
e. tell a story about a church he has visited in California. Tips B and C can also help you!
15. From this adaptation, the reader concludes that
a. the current season is Autumn. R
b. it has been hot in California.
c. rain is expected over the next few days. Observe as palavras do texto que
d. Los Angeles (L.A.) is a polluted city. pertencem ao mesmo campo
e. the preacher likes drinking. semântico, tais como steamin’,
greenhouse day e sweltering day,
para ajudar a compreender o texto.
16. “I should be safe and sound now / If I was miles from L.A.” means that the poet
a. isn’t in Los Angeles (L.A.). S
b. feels free of danger in L.A.
c. is likely to move to another city. Observe a ideia expressa pela
d. wishes he was somewhere else. conjunção if. Lembre-se de que
e. regrets a past situation. a conjunção if seguida de verbo
no Past Simple introduz uma
situação hipotética.
18 Tips into Practice
17. (UFG/2013)
The headlines below are from the online version of the British newspaper The Guardian.
Red Squirrel population wiped out in northern Italy
Why is Labour so quiet on green issues?
Obama blocks Chinese firm’s purchase of four US wind farms
Disponível em: <www.theguardian.co.uk/>. Acesso em: 22 abr. 2016.
SOMOS Educação
UFG/2013In which of the following sections can such headlines be found?
a. Environment.
b. Business. T
c. Culture.
d. Life & Style. Observe as palavras-chave dos textos
e. Travel. apresentados (no caso, manchetes de
jornal) para estabelecer relações entre eles
e as alternativas de resposta.
18. (UFG/2013)
Read the cartoon.
U
Observe que, para expressar diferentes intenções (como pedir desculpas,
fazer um pedido etc.), o falante costuma utilizar determinadas palavras e
estruturas linguísticas (como I’m sorry, could you etc.).
Disponível em: <www.washingtonpost.com/wpsrv/artsandliving/comic/king.html?name=zits&date=20120926>. Acesso em: 22 abr. 2016.
According to the girl’s speech in each part of the cartoon, the list of verbs that represents her
discursive intentions is
a. regret – suppose – accuse – advise.
b. apologize – emphasize – suggest – request.
c. excuse – declare – propose – demand.
d. blame – insinuate – recommend – invite.
e. state – imply – recriminate – insist.
Tips into Practice 19
19. (UEL/2012) V
Leia o texto e a charge a seguir. Em questões discursivas, preste atenção aos verbos usados nos enunciados (tais
como descreva, compare, justifique etc.) para fazer exatamente o que é pedido.
British researchers have discovered an Amazonian tribe that understand the concepts of time and
date in a rather unusual way. The Amondawa people of Brazil do not even have words for ‘time’, ‘week’,
‘month’ or ‘year’, said Chris Sinha of the University of Portsmouth. He argues that it is the first time
scientists have been able to prove that time is not a deeply entrenched universal human concept. The
professor reported his findings in the Journal of Language and Cognition, writing: ‘For the Amondawa,
time does not exist in the same way as it does for us. ‘We can now say without doubt that there is at
least one language and culture which does not have a concept of time as something that can be
measured, counted or talked about in the abstract’.
‘This doesn’t mean that the Amondawa are “people outside time”, but they live in a world of events,
rather than seeing events as being embedded in time.’ Team members, including linguist Wany
Sampaio and anthropologist Vera da Silva Sinha, spent eight weeks with the Amondawa researching
how their language conveys concepts like ‘next week’ or ‘last year’. There were no words for such
concepts, only divisions of day and night and rainy and dry seasons.
They also found nobody in the community had an age. Instead, they change their names to reflect
their life stage and position within their society. For example, a little child will give up their name to a
newborn sibling and take on a new one.
Adaptado de: DOHERTY, R. Brit researchers discover Amazonian tribe with no concept of dates or time. Disponível em: <http://travel.aol.co.uk/2011/05/21/brit-researchers-
discoveramazonian-tribe-with-no-concept-of-date-or-time/>. Acesso em: 22 abr. 2016.
MikeSOFlanagan/CartoonstockMOS Educação
Disponível em: <www.cartoonstock.com/
cartoonview.asp?catref=mfl0316>.
Acesso em: 22 abr. 2016.
a. Descreva a descoberta feita por pesquisadores britânicos e cite dois W
exemplos que a ilustrem.
Use seu conhecimento
b. Compare a noção de tempo ilustrada na charge com a da tribo de mundo para ajudar
Amondawa. a compreender
informações implícitas
Tip B can also help you! em um texto (como
a noção de tempo
ilustrada na charge).
20 Tips into Practice
Ethnic Diversity 11Unit
in Brazil
DaniellaSOMOS EduCesarei/Alamy/GlowcaImagesçãoWarmingDo you have a mixed family? Where do your family members come from?
UP
LEARNING • to take part in discussions on ethnic diversity in Brazil
• to review the use of the Present Perfect and the Past Simple tenses
OBJECTIVES • to learn how to use the Past Perfect tense
• to explore cartoons
21
1. The Brazilian population consists of people of different skin colors. Look at the following pie chart
and answer the questions below in your notebook.
a. Which ethnic group do you belong to: white, mixed, black, Asian or indigenous?
b. Does skin color matter in your personal relationships? Why (not)?
Population by Skin Color in Brazil, 2006
Banco deãimagens/Arquivooda editora
49%
white
RonSOMOSMorgan/CartoonstockEducaç
43%
mixed
1% 7%
Asian or black
indigenous
Source: IBGE, Pesquisa Nacional por Amostra de Domicílios, 2006.
Available at: <http://focus-migration.hwwi.de/Brazil.5879.0.html?&L=1>. Accessed in: March 2016.
2. Read the following cartoon and answer the questions below in pairs. Write the answers in
your notebook.
“Our goal is to stress di-versity while MORGAN, Ron. Available at:
remaining a uni-versity.” <www.cartoonstock.com/
directory/e/ethnic_
background.asp>.
Accessed in: March 2016.
a. Where are these people?
b. Who is the man talking about diversity?
c. According to him, what terms are related to diversity?
d. What is the relationship between diversity and university established in the cartoon caption?
e. In your opinion, is there diversity in Brazilian universities?
22 UNIT 1
BEFORE READING
1. Copy the following diagram in your notebook. Then complete it by
replacing each icon ✪ with a word or expression from the box below and
find the associations with ethnic diversity.
racial quotas • racism • apartheid • white supremacy • multiculturalism
FabioSOMOS EducaçãoColombini/Acervodofotógrafo
A political system of racial TIP Observe o contexto de uso The belief that members
segregation in South Africa from of one race are superior to
1948 to 1994. It enforced a racial para verificar se palavras em inglês members of other races.
hierarchy that privileged white parecidas com o português
apresentam significados diferentes
South Africans. (false friends). Esse é o caso de
prejudice e policies.
policies ethnic diversity prejudice
It is an affirmative action awareness The belief that members of
policy intended to combat a the white race are superior
situation of racial inequality. The doctrine that several to members of other races.
different cultures can coexist
It grants educational peacefully in a single country.
opportunities for non-whites.
2. Turn over the page and, before reading the text, look at its title and source.
a. Which words and expressions from the diagram in exercise 1 do you expect to be in the text?
Write the answer in your notebook.
b. Which topics do you expect to read about? Write the answer in your notebook.
I. Changes in Brazilian thinking on race.
II. Acts of racism among Brazilian police officers.
III. The reduction of racial discrimination in Brazil.
IV. The social integration of people with different skin colors in Brazil.
23Ethnic Diversity in Brazil
SOMOS Educação READING
Now read the text to check your predictions.
Brazil’s New Era of Racial Policy
Brazil’s New Era of Racial Policy
A final reason for reexamining Brazilian race relations is to discuss them in the context of
the sudden and dramatic changes in Brazilian race thinking. This new phase is reflected
mostly in the new acknowledgement of racism and government attempts to redress it.
The issue of race in Brazil has moved to the center of the social-policy agenda. As a
result, public interest in race has skyrocketed. For the first time in Brazilian history, social policies
have begun to explicitly promote social integration of blacks and mulattos. Such policies do not
merely seek to eliminate or alleviate material poverty but also strive to eliminate or reduce class,
racial, gender, and other discriminations that bar citizens from access to social justice. This
includes both universal policies that encompass the entire population or the poor population, as
well as particularistic policies that combat discrimination and promote categories of people that
have been excluded on the basis of particular characteristics, including race. The designs of these
policies vary widely, but together they seek to address a broad range of social exclusions that are
manifested economically, psychologically, politically, and culturally. This change is a milestone in
Brazilian racial thought, much like Brazil’s earlier ideological transition from white supremacy to
racial democracy.
Indeed, the idea of affirmative action or policies specifically designed for blacks and mulattos
sounds quite odd and out of place in the Brazilian context. In fact, the whole idea sounded
preposterous and highly unlikely just a few years ago. Brazil had been one of the first multiracial
states to go beyond race, but it had become apparent that its racial democracy continued to
privilege whites at the expense of non-whites, just as it did during most of its history of white
supremacy. Now that these policies are actually being implemented, Brazilian policymakers are
accused of imposing U.S. policies. Why would Brazil want such policies? Opponents claim that
the Brazilian context is different from the United States and such policies would be of limited
effectiveness. But does Brazil have an alternative to U.S.-style race-conscious policies? As the
Brazilian state begins to use race explicitly to promote blacks for the first time in its history, what
consequences can be expected?
TELLES, Edward Eric. Race in Another America: The Significance of Skin Color in Brazil. New Jersey: Princeton University Press, 2004. p. 16.
Caio Guatelli/Folhapress
24 UNIT 1
SOMOS Educação READING FOR GENERAL COMPREHENSION
grmarc/Shutterstock1. The text is a section of the introduction to a book called Race in Another America: The Significance
of Skin Color in Brazil. What is the main purpose of the text? Write the answer in your notebook.
a. To prove that racial discrimination in Brazil is over.
b. To compare social policies in Brazil and in the United States.
c. To present a reason for reconsidering Brazilian race relations.
2. What is the author’s tone toward racial policies in Brazil? Write the answer in your notebook.
a. Confident.
b. Concerned.
Find a fragment from the text that illustrates his point of view and write it in your notebook.
READING FOR DETAILED COMPREHENSION
1. In your notebook write T (True) or F (False) for each statement. Then correct the false statements.
Write the answers in your notebook.
a. New social policies are being implemented in Brazil and they address race issues.
b. Social policies have started to promote racial segregation between blacks and mulattos.
c. The main aim of social policies in Brazil is to provide social justice to all citizens.
d. Brazil has moved from racial democracy to white supremacy.
2. Find fragments that express the same ideas as in the statements below. Write the answers in
your notebook.
a. Brazilian policymakers are discussing the issue of race as a central topic.
b. Affirmative actions seemed not to fit in the Brazilian context.
c. Racial democracy in Brazil still favored whites over blacks.
25Ethnic Diversity in Brazil
READING FOR CRITICAL THINKING Kim Carson/GettyoImages
1. The author addresses some questions in the end of the text. Taking into consideration that the
text was written in 2004, discuss the last question with your classmates:
“As the Brazilian state begins to use race
explicitly to promote blacks for the first time
in its history, what consequences can be
expected?”
2. Do you think affirmative action policies
have promoted ethnic diversity and ethnic
equality in Brazil? Why (not)?
MikeFlippo/ShutterstockSOMOS Educaçã
VOCABULARY STUDY
WORD FORMATION
1. Copy the table below in your notebook. Then complete it by replacing each icon ✪ with a word
from the text on page 24.
Noun Adjective Adverb
culture cultural ✪
effective
✪ ✪ effectively
idea political ideologically
politics
psychology psychological ✪
race ✪ ✪
universe ✪ racially
universally
2. Now copy the Word Formation box (on page 170) on a special page in your notebook and
complete it with what you have learned about the suffixes: -ness, -al, -ly. Notice that this box will
be used in other units.
26 UNIT 1
COLLOCATIONS
3. Each verb or adjective in bold goes with a noun. In your notebook use an arrow to connect
them as in the example below.
VERB + NOUN
a. eliminate or alleviate material poverty
b. particularistic policies that combat discrimination
ADJECTIVE + NOUN
c. the sudden and dramatic changes in Brazilian race thinking
d. they seek to address a broad range of social exclusions
SOMOS Educação
4. Replace the words in bold from exercise 3 to learn new collocations. Replace each icon ✪ with a
word from the box below as in the example that follows. Write the answers in your notebook.
eradicate • fight • reduce • rapid • massive • wide TIP Estude combinações de palavras
a. eradicate or reduce material poverty que ocorrem frequentemente em
b. particularistic policies that ✪ discrimination inglês para compreendê-las melhor e
c. the ✪ and ✪ changes in Brazilian race thinking utilizá-las em seus textos.
d. they seek to address a ✪ range of social exclusions
LANGUAGE IN USE
REVIEW: PRESENT PERFECT OR PAST SIMPLE?
Read the fragments below and do exercises 1 and 2. Write the answers in your notebook.
I. … public interest in race has skyrocketed.
II. The issue of race in Brazil has moved to the center of the social-policy agenda.
III. … the whole idea sounded preposterous and highly unlikely just a few years ago.
IV. … social policies have begun to explicitly promote social integration of blacks and mulattos.
27Ethnic Diversity in Brazil
1. Which fragments refer to finished actions that happened at an unspecified time in the past and JuliusKielaitis/Shutterstock
have consequences in the present?
a. Fragment I. c. Fragment III.
b. Fragment II. d. Fragment IV.
Are the fragments in the Present Perfect or in the PastJuliusKielaitis/ShuttersEducação
Simple tense?
2. Which fragment refers to an action that happened
at a specified time in the past?
a. Fragment I. c. Fragment III.
b. Fragment II. d. Fragment IV.
What is the time expression used in the fragment? tock
3. Replace each icon ✪ with the correct form of the verbs in
parentheses to complete the sentences below. Use the Present
Perfect or the Past Simple. Write the answers in your notebook.
a. During the colonial period, the colonists ✪ (bring) hundreds of
thousands of African slaves to work in the sugar plantations.
b. Rio de Janeiro State University (Uerj) ✪ (adopt) racial quota
policies since 2002.
c. The Supreme Court of Brazil ✪ (approve) the adoption of racial quota policies in higher
education institutions across Brazil in 2012.
d. Cities like São Paulo ✪ (develop) into multicultural and multiethnic places as a result of
centuries of international immigration.
SOMOS
Malcolm McGookin/Cartoonstock
e. Princess Isabel ✪ (proclaim) the abolition of slavery in Brazil on May 13, 1888.
f. Since Brazil ✪ (abolish) slavery in 1888, its laws ✪ (be) racially neutral.
4. Find the time expressions in the sentences in exercise 3. Write the answers in your notebook.
5. Read the cartoon on the right and choose the
correct item that answers each question that follows
(▲ or ■). Write the answers in your notebook.
a. In what historical period is the scene depicted in
the cartoon set?
▲ The Age of Discovery (15th-17th centuries),
a period during which Europeans explored
Africa, the Americas, Asia and Oceania.
■ The Age of Enlightenment (17th-18th centuries), We’d like you to embrace the concept of cultural diversity…
a cultural movement of intellectuals, first in
Europe and later in the American colonies. MCGOOKIN, Malcolm. Available at: <www.cartoonstock.com/cartoonview.
asp?catref=mmcn148>. Accessed in: March 2016.
28 UNIT 1
b. How does the colonizer address the native inhabitants?
▲ Rudely. ■ Politely.
c. What is the colonizer’s real intention?
▲ He wants to assimilate the culture of the native inhabitants.
■ He wants to impose the culture of his country on the native inhabitants.
BancoSOMOdeimagens/ArquivodaSeditora Educação
d. What is the tone of the cartoon?
▲ Sad. ■ Ironic.
e. Which verb forms complete the following sentence about the topic of the cartoon?
During the European colonization of the Americas, explorers ✪ control of the native
inhabitants’ land and ✪ their culture and ideologies on them.
▲ took — imposed ■ have taken — have imposed
PAST PERFECT
Read the statements and the graph below. Then do exercises 6-9. Write the answers in your
notebook.
I. A large proportion of immigrants in recent decades were originally Brazilian emigrants.
The 2000 census revealed that two thirds of all immigrants between 1990 and 2000 were
Brazilian citizens who had previously lived abroad.
II. In addition to North America and Europe, at the beginning of the 1980s Japan became the
third major migration destination for Brazilians. Of these main destinations for emigrants,
only Japan had recruited Brazilian workers.
Return of Former Brazilian Emigrants 1990-2000 TIP Busque sempre
60.000 estabelecer relações entre
50.000 a linguagem verbal e a não
40.000 verbal. O gráfico ao lado
30.000 ilustra o trecho I ou II?
20.000 Como o gráfico e esse
10.000 trecho se relacionam?
UruguayBolivGiaermanyFrance ItalPyortuAgargl entina UK USA JapanOthePrasraguay
Source: Instituto Brasileiro de Geografia e Estatística (IBGE), Census 2000.
STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_
upload/groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016.
29Ethnic Diversity in Brazil
6. When did each action happen? In your notebook, match the columns in the boxes below.
Statement I
a. First action I. The 2000 census reveals that two thirds of all immigrants between
1990 and 2000 are Brazilians.
SOMOS Educaçãob. Second actionII. Brazilian citizens leave the country to live abroad.
Statement II I. Japan becomes the third major migration destination for Brazilians.
a. First action II. Japan recruits Brazilian workers.
b. Second action
7. The Past Perfect tense (had lived/had recruited) is used in the statements to refer to something
that happened
a. before another action in the past.
b. after another action in the past.
8. Go back to the text on page 24 and find a sentence with two verbs in the Past Perfect.
9. What is the structure of the Past Perfect tense?
… Brazilian citizens who had previously lived abroad.
… only Japan had recruited Brazilian workers.
Brazil had been one of the first multiracial states…
a. auxiliary verb had + main verb in the Past Simple form
b. auxiliary verb had + main verb in the Past Participle form
10. Replace each icon ✪ with the correct form of the verbs in parentheses to complete the text
below. Use the Past Simple or the Past Perfect tense. Write the answers in your notebook.
Public awareness of prejudice based on skin colour ✪ (be) slow to develop due to Go to
the social structures that ✪ (grow) over the centuries and deeply rooted paternalism.
Until the 1980s the government ✪ (deny) responsibility for human rights violations LANGUAGE
such as racism or even the existence of racism. Only at the beginning of the 1990s REFERENCE
was there open dialogue between the government and various civil society groups,
which ✪ (lead), in 1995, to the elaboration of the “National Programme of Human and
Rights” (Programa Nacional de Direitos Humanos, PNDH).
EXTRA
STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_upload/ PRACTICE
groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016. (Fragment) on page
157
30 UNIT 1
Buyenlarge/GettySOMOS EdImagesucação LISTENING AND SPEAKING
Reprodução/People
1. Look at the magazine cover below and answer the questions in
pairs. Write the answers in your notebook.
a. Who is on the cover of the magazine?
b. What happened at the time?
c. What does the expression “makes history” refer to?
PEOPLE magazine. Time Inc. (Time Warner).
November 17, 2008. (Cover)
2
2. Listen to a television reporter talking about the fight for equality in the United States. Choose
the topics that she mentions. Write the answers in your notebook.
a. Barack Obama’s relationship with his father as
a child.
b. Barack Obama’s victory in the American
Presidential election.
c. Conflicts between black and white people
when Barack Obama was a child.
d. The introduction of the Civil Rights Act in 1964.
e. The role of Malcolm X as a human rights
activist.
f. The importance of Martin Luther King in the
civil rights movement.
g. The publication of the Universal Declaration of
Human Rights.
2
3. Listen to the recording again and replace each icon ✪ with what you hear to complete the
sentences below. Write the answers in your notebook.
a. American ✪ has a troubled history.
b. As recently as 50 years ago, African Americans were fighting to be granted the same ✪ as
white people.
c. There was a time that in some places in the US black and white children couldn’t go to the
same ✪ together.
d. ✪ was the most famous American campaigner for civil rights.
2
4. Listen to the recording once more and check the answers to exercises 2 and 3.
31Ethnic Diversity in Brazil
5. Do you think some people changed their attitude towards black people with the election of
Barack Obama? If so, how?
3
SPOKEN LANGUAGE
WilliamPhilpott/GettyEImages ducação
Homophones are pairs of words with different spellings, and different meanings, but the
same pronunciation. For example, two /tuː/ and too /tuː/; new /nuː/ and knew /nuː/.
Listen to five sentences. For each sentence, choose the word you hear as in the example
below (▲ or ■). Write the answers in your notebook.
Example: a. ▲
a. ▲ know ■ no TIP Quando uma palavra
b. ▲ see ■ sea
c. ▲ write ■ right começa com kn, em inglês, o k
d. ▲ here ■ hear não é pronunciado, como em
know, knife, knee, knight.
e. ▲ where ■ wear
Listen to the recording again and check your answers.
6. In pairs, talk about famous civil rights activists. Use the expressions and information from the
following boxes to help you. You can also talk about other people from your country who have
fought for equality.
AlaorFilho/AEOS Rosa Parks (1913-2005) Have you ever heard about…?
AlessiaSPierdomenico/ShutterstockOM�African-American civil rights activist What was she/he best known for?
and “mother of the freedom movement”; What (else) do you know about…?
�international icon of resistance to racial What do you think about…?
segregation;
�best known for the Montgomery Bus If I'm not mistaken, she/he was...
Boycott (a protest campaign against the As far as I'm concerned, she/he was…
policy of racial segregation on the buses She/he was recognized as…
of Montgomery, Alabama). Everyone knew her/him as…
Abdias do Nascimento (1914-2011)
�Afro-Brazilian scholar, artist, politician
and leader in Brazil’s black movement;
�nominated for the Nobel Prize for Peace
in 2004;
�best known for supporting legislation to
address racial problems.
Nelson Mandela (1918-2013)
�South African anti-apartheid
revolutionary and politician;
�President of South Africa from
1994 to 1999;
�best known for tackling
institutionalized racism, poverty and
inequality.
32 UNIT 1
WRITING
In this unit you can find cartoons on pages 22 and 28. Each of them has a drawing and a caption.
The combination of the visual and the verbal elements drives the humor. Cartoons can address
several different issues of our lives and they are frequently published in magazines and
newspapers. Some of them, like The New Yorker (<www.newyorker.com/humor/caption>) and
The Boston Globe (<www.boston.com/bostonglobe/toons/>), even run cartoon caption
contests which are quite popular.
Take the challenge to write cartoon captions. Exercise your creativity and sharpen your ability to
see and create humor in all areas of life.
1. In pairs, create a cartoon to encourage a positive attitude towards ethnic diversity. Be careful to
use humor without expressing prejudice.
Ilustrações:Sirayama/SOMOS Educação
Arquivo da editoraWRITING CONTEXTSTEP BY STEP
Before writing your text, match the columns below to 1. With your classmate, choose one of the drawings
from this page or create your own.
identify the elements of the writing context. Write the
2. Study the cartoon drawing and ask yourself a few
answers in your notebook as in the example below. questions: What is the most obvious thing
happening? What could be happening here that is
Example. a. III NOT obvious? Remember that humor is often
produced by the unexpected.
a. Writer: I. classmates and other people
3. Study the details of the cartoon and ask yourself:
b. Readers: II. school board/Internet What could this detail mean? What else could this be?
c. Genre: III. you and your classmate 4.Write down one or more captions. Eliminate every
unnecessary word. Study the placement of the
d. Objective: IV. humorous tone punch words, the words that drive the joke. They
should normally be at the end of the caption.
e. Style: V. cartoon
5.Exchange captions with classmates and discuss all
f. Media: VI. encourage a positive attitude of them. Choose the best ones.
towards ethnic diversity 6. Make the necessary corrections.
7. Write the final version of the cartoon caption.
TIP Ao revisar os textos, considere, por exemplo:
• objetivo: As informações estão adequadas a seu objetivo e ao
público-alvo?
• linguagem: As linguagens verbal e não verbal estão bem integradas
para criar humor no cartum?
• ortografia: As palavras estão escritas corretamente?
Reescreva seu texto com base na revisão feita por você e seus colegas.
2. Now it’s time to share your cartoon with your classmates and other people. What about running a
cartoon contest and inviting the school community to vote?
33Ethnic Diversity in Brazil
LOOKING AHEAD
Reprodução/<www.multicultclassics.blogspot.com.br>
Ethnic diversity in Brazil has inspired Brazilian
AcervoEducaçãArtístico-CulturalodosPaláciosdoGovernodoEstado,Sãoartist Tarsila do Amaral. Look at her painting
Paulo, SP./Tarsila do Amaral EmpreendimentosOperários and discuss the following questions
in pairs.
Do you think Brazilian identity is based on
ethnicity? Why (not)?
Do you believe that discrimination in Brazil is Tarsila do Amaral, Operários, 1933.
more a matter of social class than of ethnicity?
Why (not)?
Read the cartoon and discuss the questions below in groups of three.
In your opinion, what are the
advantages of living in a multicultural/
multiethnic world?
How would you answer the question in
the cartoon?
Available at: <http://multicultclassics.blogspot.com.br/2009/11/7298_ethnic-SOMOSStew Hardie/Shutterstock
insightwhite_corporations.html>. Accessed in: March 2016.
EXTRA READING
<http://focus-migration.hwwi.de/Brazil.5879.0.html?&L=1>
<http://encyclopedia.jrank.org/articles/pages/6027/
Brazilian-Racial-Formations.html>
<www.duniamagazine.com/2012/01/a-racial-democracy-race-and-
ethnicity-in-brazil/>
<www.unesco.org/new/en/brasilia/social-and-human-sciences/
ethnic-and-racial-relations/>
EXTRA VIDEO
<www.youtube.com/watch?v=3bBGWyByAIA>
(Africans in Brazil: a brief history)
34 UNIT 1
Woulda, Coulda, 22Unit
Shoulda
SOMOS EducaçãoWarmingCan you guess how this person is feeling? Do you have any regrets?
UP
LeventeGyori/Shutterstock
LEARNING • to take part in discussions on regrets
• to learn how to use modal verbs and modal verbs with have
OBJECTIVES • to learn how to use the third conditional
• to learn how to use wish/if only
• to explore polls
35
1. There are a lot of movies about people who have the opportunity to do everything differently. Find
out about some of those movies and complete their descriptions by replacing each icon ✪ with
an expression from the box below. Write the answers in your notebook.
two wishes • start over • travels back in time • divine powers
EverettãCollection/Keystoneo
Never been kissed is about a journalist who has never had a Reprodução/Universal Pictures
real relationship. One day her boss assigns her to report
undercover at a high school to help parents become more
aware of their children’s lives. She sees her assignment as
an opportunity to ✪ and correct the mistakes she made in
high school.
Columbia/EverettSOMOS ECollection/Keystoneducaç
Never Been Kissed (1999) A television reporter complains about God too often and is
given ✪ for one week to learn how difficult it is to run the
world. He uses his new abilities for personal gain and not
for helping people. He soon learns that being God is very
challenging.
Bruce Almighty (2003)
A 13-year-old girl has ✪ — to become popular in high Reprodução/Europa Filmes
school and to be 30. She plays a game on her 13th birthday
and wakes up the next day as a 30-year-old woman. She
realizes that she has made the wrong choices as an adult
and wishes she were 13 again. Finally, she is able to make
things right.
13 Going on 30 (2004) A young man experienced severe blackouts during traumatic
moments when he was a child. Since the age of seven he has
written a diary of his blackout moments so he can remember
what happens. One day at college, he finds that when he reads
his old diaries he ✪, and he is able to “redo” parts of his past.
The Butterfly Effect (2004)
Available at: <www.imdb.com>. Accessed in: March 2016.
2. What movie from exercise 1 do the following main characters belong to? Write the answers in
your notebook.
a. She wished to get older.
b. She had the chance to fix things.
c. He could change parts of his past.
d. He regretted playing the role of someone extremely powerful.
3. If you could, would you travel back in time? If so, what for?
36 UNIT 2
BEFORE READING
1. Copy the diagram below in your notebook and replace each icon ✪ with a word related to regret
to complete it. Choose words from the following box.
rue • joy • remorse • lament • praise • sorrow • contentedness • complain • celebrate
rue ✪
Phloxii/Shutterstock/GlowSOMImagesOS Educação
REGRET
✪✪
✪
2. Turn over the page and, before reading the text, look at the layout, the structure and the source
of the text. Then, choose the correct item that completes each sentence below (▲ or ■). Write the
answers in your notebook.
a. The text is c. The author posts new texts every
▲ an article. ▲ week.
■ a letter of advice. ■ month.
b. The author is d. The author writes texts for
▲ an expert on the subject. ▲ teenagers only.
■ an amateur on the subject. ■ people in general.
37Woulda, Coulda, Shoulda
Masson/Shutterstock/Glowa ImagesçãoREADING
IakovSOMOFilimonov/Shutterstock/GlowSImages Educ
Now read the text to check your predictions.
LEARNING FROM YOUR REGRETS
“If only I had known then what I know now.” How often I hear that phrase replayed by those
who dwell on missed opportunities and regrets.
Jane regrets dropping out of college to get married. “I wish I had had a better education
and had made something of myself. Now that my kids are older, I’m bored. I would’ve liked
to have an important career, but it’s too late now,” she laments.
Rick regrets taking the easy way out. “I entered my dad’s business right after college.
Financially, I’ve got no complaints. But I have a hard time shaking off the feeling that I would
have become someone special if only I had had the courage to go out on my own back then.”
Regrets like these can become a constant reminder of “what could have been”. But it
doesn’t have to be that way. Regrets can also enlighten and be an incentive for new
opportunity. Here’s how that might happen:
Conquer your negative emotions. People often imagine that they would have done
things differently if they had known better. Yet, the decisive factor in their
decision-making is often an emotional one, not a lack of information. Jane could still get
her college degree if she weren’t afraid that the commitment would be too much for her.
As she reflects on her past, she recognizes that feeling overwhelmed was the same reason
she dropped out of school years ago. If Jane is to learn from her regrets, she needs to deal
with her fears in a different manner this time.
Use your regrets to motivate yourself to take a different action. Rick can motivate
himself to do something different now, instead of simply regretting his long ago decision.
Perhaps, he could move the business in a new direction, start a second career, or blaze a
creative trail in a completely different field. Ruing your regrets is a passive approach to life;
using your regrets to make a better life for yourself is a positive and active approach.
Anticipate future regrets before you make major decisions. If Jane does decide to
return to college, it would be helpful for her to anticipate what might make her regret this
decision too. If her goal is to have a thriving career, she should choose an appropriate
program. Simply taking the easiest courses (which would be her typical pattern) would
likely result in her regretting her decision once again.
Use regrets to learn more about what’s important to you. Rick imagines that he
might have become a musician if he hadn’t gone into his dad’s business. But he conveniently
ignores how music might play a role in his life now. Too often people assume that it’s too late
in life to make any changes. Not true, unless you get entrenched in the position that: it should
have been a certain way then so there’s nothing you can do about it now.
Many people regret decisions they’ve made or opportunities they’ve lost. But only a few
make those “woulda, coulda, shouldas” work for them. You can be one of those people! It’s
never too late to use your regrets as a catalyst for revamping your life.
“Make your ‘woulda, coulda, shouldas’ work for you.”
Copyright 2006: Linda Sapadin, Ph.D. is a psychologist in private practice who specializes in helping individuals, families and couples overcome self-defeating patterns of behavior.
Adapted from: <www.drsapadin.com>. Accessed in: March 2016.
38 UNIT 2
READING FOR GENERAL COMPREHENSION
Which fragment below summarizes the main idea of the text? Choose the correct item that
answers this question. Write the answer in your notebook.
a. “Regrets can also enlighten and be an incentive for new opportunity.” (4th paragraph)
b. “Too often people assume that it’s too late in life to make any changes.” (8th paragraph)
c. “Many people regret decisions they’ve made or opportunities they’ve lost.” (9th paragraph)
SOMOS Educação
READING FOR DETAILED COMPREHENSION
1. Choose the correct item that completes the sentence below.
Jane and Rick are examples of people who
a. regret decisions they have made. b. have never lost any opportunities.
2. In your notebook, answer the questions below with a fragment from the text.
a. What does Jane regret?
b. What about Rick?
c. According to the author, what is really important when people make decisions?
d. And how can people have a positive approach to life?
3. What are the author’s recommendations? Choose the correct items that answer this question.
Write the answer in your notebook.
a. Overcome your negative emotions.
b. Use regrets to learn more about what is valuable to you.
c. Use your regrets to motivate yourself to take a different action.
d. Avoid predicting future regrets before you make major decisions.
4. What does the writer do to explain each recommendation? Choose the correct item that answers
this question. Write the answer in your notebook.
a. She shares her personal life experiences.
b. She makes comments on other people’s life experiences.
5. Use your own words to explain the meaning of the fragment below. Write the answer in your
notebook.
“It’s never too late to use your regrets as a catalyst for revamping your life.”
6. What does the expression “woulda, coulda, shouldas” refer to? Choose the correct item that
answers this question. Write the answer in your notebook.
a. Regrets.
b. Opportunities.
39Woulda, Coulda, Shoulda
READING FOR CRITICAL THINKING
Discuss the following questions with your classmates.
a. Does the author offer useful tips to deal with regrets and move on to a productive life? Which
one do you consider the most important? Why?
b. Do you make your “woulda, coulda, shouldas” work for you? If so, how?
SOMOS Educação
VOCABULARY STUDY
MULTI-WORD VERBS
Read the fragments below and do exercises 1 and 2. Write the answers in your notebook.
a. … those who dwell on missed opportunities and regrets. (1st paragraph)
b. Jane regrets dropping out of college to get married. (2nd paragraph)
c. … she needs to deal with her fears in a different manner this time. (5th paragraph)
1. Match the multi-word verbs to their meanings. Write the answers in your notebook.
a. dwell on I. stop doing something before you have completely finished
b. drop out II. take action in order to achieve something or to solve a problem
c. deal with III. keep thinking or talking about something, especially something bad
2. Replace each icon ✪ with a multi-word verb from exercise 1 to complete the sentences below.
a. She doesn’t want to ✪ the past any longer.
b. She ✪ of school at 14.
c. You have to find a way to ✪ mixed feelings.
DISCOURSE MARKERS
3. Read the fragments below.
I. Yet, the decisive factor in their decision-making … (5th paragraph)
II. Not true, unless you get entrenched in the position that … (8th paragraph)
Now replace each icon ✪ with a discourse marker from the box below to complete the following
statements. Write the answers in your notebook.
but • moreover • except if • provided that
a. In fragment I, the discourse marker yet is equivalent to ✪.
b. In fragment II, the discourse marker unless is equivalent to ✪.
4. Now copy the Discourse Markers box (on page 171) on a special page in your notebook and
complete it with what you have learned. Notice that this box will be used in other units.
40 UNIT 2
LANGUAGE IN USE
MODAL VERBS
Read the fragments below and do exercises 1-3. Write the answers in your notebook.
I. Jane could still get her college degree …
II. … she should choose an appropriate program.
III. But he conveniently ignores how music might play a role in his life now.
SOMOS Educação
1. In fragment I, we can find the modal verb could. Which modal verbs can you find in fragments II and III?
2. Copy the table below in your notebook and complete it.
In fragment… the modal verb… expresses…
I could ▲ certainty. ■ possibility.
II ✪ ▲ recommendation. ■ obligation.
III ✪ ▲ certainty. ■ possibility.
3. Choose the correct item that completes the sentence below.
We use modal verbs
a. before the infinitive of other verbs. b. after the infinitive of other verbs.
4. Replace each icon ✪ with the correct modal verb in parentheses to complete the quotations
below. Write the answers in your notebook.
a. (could/should)
“I usually say I did the best I ✪ with what I had. I have no major regrets.”
(Stokely Carmichael)
b. (should/might)
“Music ✪ probably provide answers in terms of lyrical content and give people a sense of
togetherness and oneness, as opposed to being alone in their thoughts and dilemmas or
regrets or happiness or whatever.”
(Peabo Bryson)
c. (could/should)
“If I have any regrets, I ✪ say that I’m sorry I wasn’t a better writer or a better singer.”
(Patti Smith)
MODAL VERBS WITH HAVE
5. Read the fragments below and choose the correct item that completes each sentence on the
next page (▲ or ■). Write the answers in your notebook.
I. Regrets like these can become a constant reminder of “what could have beenÓ.
II. … it should have been a certain way then so there’s nothing you can do about it now.
III. Rick imagines that he might have become a musician …
41Woulda, Coulda, Shoulda
a. The forms could have been (fragment I) and might have become (fragment III) express
▲ criticism. ■ past possibility.
b. The form should have been (fragment II) expresses
▲ criticism. ■ past possibility.
SOMOS Educaçãoc. After modal verb + have, we use
▲ the base form of the main verb. ■ the past participle of the main verb.
6. Replace each icon ✪ with the correct modal verb in parentheses to complete the following
sentences. Write the answers in your notebook.
michaeljung/Shutterstock
a. I think that engineering ✪ an interesting career choice for you.
Why don’t you try it? (might be/might have been)
b. The more I think about my current job, the more I believe I ✪
another career path when I was younger. (should choose/
should have chosen)
c. I do not know if I ✪ to a better college, but it doesn’t matter
now. We can’t change the past. (could go/could have gone)
d. Many people choose not to quit their jobs, although they know
they ✪ it as soon as possible. (should do/should have done).
e. When Rick was a teenager, he ✪ afraid of telling his father about his career aspirations.
(might be/might have been)
f. Vocational training ✪ the key to unlocking job opportunities. Consider going to a vocational
training school. (could be/could have been)
THIRD CONDITIONAL
Read the fragments below and do exercises 7 and 8. Write the answers in your notebook.
I. … I would have become someone special if only I had had the courage to go out on my own back then.
II. People often imagine that they would have done things differently if they had known better.
III. Rick imagines that he might have become a musician if he hadn’t gone into his dad’s business.
7. Choose the correct item that completes each sentence below (▲ or ■).
a. In fragment I, it is correct to say that
▲ Rick believes he has become someone special. ■ Rick didn’t have the courage to go out
b. In fragment II, people believe that on his own.
▲ the access to information in the past was easy. ■ things would have been different if
c. We use the third conditional to talk about they had been wise enough.
▲ unreal situations in the past. ■ improbable situations in the future.
42 UNIT 2
8. Read the fragments again and replace each icon ✪ with an appropriate TIP A partir dos
word/expression to complete the following table about the structure of exemplos, faça inferências
the third conditional. para compreender regras
de uso da língua inglesa.
People often imagine that they done things differently if they had known better.
would have
SOMOS Educação
would ✪ + Past Participle of the main verb if + verb in the Past Perfect tense.
Rick imagines that he might have become a musician if he hadn’t gone into his dad’s
business.
✪/could have + Past Participle of the main verb if + verb in the ✪ tense.
9. Complete the following sentences as in the example below. Write the answers in your notebook.
a. Jane didn’t graduate from college, so she didn’t pursue a career.
If Jane had graduated from college, she would have pursued a career.
b. Jane got married, so she didn’t finish college.
If Jane ✪, she ✪.
c. Rick took the easy way out, so he didn’t become a musician.
If Rick ✪, he ✪.
d. Rick didn’t have the courage to go out on his own, so he entered his dad’s business right
after college.
If Rick ✪, he ✪.
WISH/IF ONLY
Read the fragments below and do exercises 10 and 11. Write the answers in your notebook.
I. If only I had known then what I know now.
II. I wish I had had a better education and had made something of myself.
III. … and wishes she were 13 again.
10. Choose the correct item that completes each sentence below (▲ or ■). TIP Podemos usar If only
a. In fragment I, the person ■ was not so experienced in the past. para dizer que gostaríamos
▲ is not so experienced now. que alguma coisa fosse
diferente. Significa o mesmo
b. In fragment II, the person que I wish, porém, é mais
enfático.
▲ finished college and pursued a career.
■ did not finish college and did not pursue a career. TIP Observe que, em frases com wish
c. In fragment III, the person ■ does not want to be 13. (I wish I was, He/She wishes he/she
▲ is not 13. was…), a forma subjuntiva were pode
ser usada no lugar de was (I wish I were,
d. Fragments I and II express regret about the He/She wishes he/she were…). O uso de
were é mais formal.
▲ past. ■ present/future.
e. Fragment III expresses that she wants something to be different in the
▲ past. ■ present/future.
43Woulda, Coulda, Shoulda
11. Replace each icon ✪ with present, past or future to complete the statements below.
a. We use wish/if only + Past Simple to b. We use wish/if only + Past Perfect to
express that we want a situation in the express a regret, or that we want a
✪ or ✪ to be different. Example: I wish/ situation in the ✪ to be different.
If only I studied harder, I would get better Example: I didn’t pass the test. I wish/
grades. If only I had studied harder!
JJSOMOS EStudio/Shutterstock/GlowdImagesucação
12. Replace each icon ✪ with the correct verb form to complete the sentences below. Write the
answers in your notebook.
a. She doesn’t speak French. She regrets it.
She wishes she ✪ French. (spoke/had spoken)
b. They didn’t study abroad. They regret that.
They wish they ✪ abroad. (studied/had studied)
Answer the following poll and do exercises 13 and 14. Write the answers in your notebook.
What’s your biggest • That I’ve focused too much on
health regret? the scale rather than my quality
of life.
• That I didn’t start exercising
sooner. • That I’ve let other things in my
life get in the way of exercise.
• That I haven’t appreciated my
body more. • I’m not sure.
• I have no regrets.
• That I wasted time on quick • Other – Please explain in
fixes that didn’t work.
comments.
• That I haven’t taken better
care of my body. SUBMIT
• That I pushed my body too Current Results
hard over the years.
Available at: <http://exercise.about.com/b/2009/09/21/258283.htm>. Accessed in: March 2016.
13. Complete the following sentences as in the example below. Go to
LANGUAGE REFERENCE
a. That I wasted time on quick fixes that didn’t work.
I wish/If only I hadn’t wasted time on quick fixes that didn’t work. and
EXTRA PRACTICE
b. That I didn’t start exercising sooner.
I wish/If only I ✪ on page
159
c. That I pushed my body too hard over the years.
I wish/If only I ✪
14. What about you? What do you wish you had done for your health?
44 UNIT 2
LISTENING AND SPEAKING
1. Choose the expressions related to regret. Write the answers in your notebook.
a. a feeling of remorse c. the desire for revenge
JosephEducSchwartz/Corbis/Latinstockação
b. a sense of loss or absence d. a sense of guilty responsibility
2. 4 Listen to a woman talking about her memories of the Second World War. What does she
regret? Write the answer in your notebook.
a. Never having painted.
b. Never having been in the air force.
c. Never having written a poem about the war.
d. Never having told a young man she loved him.
3. 4 Listen to the recording again and in your notebook write T (True)
or F (False) for each statement. Write the answers in your notebook.
a. The woman fell in love with a young man who was killed
during the war.
b. She had the chance to say goodbye to him.
c. She likes using different colors in paintings.
d. She wrote a poem called Black on White.
4. 5 Listen again to the woman reciting the poem she wrote. Then replace each icon ✪ with a word
from the box below to complete the poem as in the example. What feelings are evoked in the
poem? Write the answers in your notebook.
SOMOS
Óleo sobre tela, Kent, Rockwell (1882-1971)/Private Collection/Bridgeman/Keystone
night • fear • change • chance • land • tears • place • heart • face • soul
The canvas still stays black on white. TIP A rima é um recurso
No time to paint in you.
How fast daylight fades into night. sonoro frequentemente
No colors left to choose. utilizado em poemas. Observe
5 Your portrait’s finished, over, for you there is no ✪. que cada palavra que você
I am black on white and colored, a wider spectrum range. usou para completar o poema
Could we have filled a canvas as we travelled through the years? rima com outra, como, por
The pallet filled with colors of laughter, love, some ✪. exemplo, white e night.
I never even said goodbye, you vanished without trace.
10 From the sky you drifted to some undiscovered ✪. 45Woulda, Coulda, Shoulda
You forever stay the youth who captured my young ✪.
I read your name in black on white on the cenotaph in the park.
5
5. Listen to the poem once more and check the answers to exercise 4.
6. In which line does the poet refer to a regret? Write the answer in your notebook.
a. “I am black on white and colored, a wider spectrum range.” (line 6)
b. “I never even said goodbye, you vanished without trace.” (line 9)
c. “You forever stay the youth who captured my young heart.” (line 11)
7. Some people turn to writing poetry as a way of expressing their innermost feelings.
What about you?
SOMOS Educação
6
SPOKEN LANGUAGE
Listen to the recording and repeat the words below. Notice the sound /ɪə/.
year • fear • tear • clear • hear • near
7
Which of the following words contain the sound /ɪə/? Listen to the recording and check
your answers. Write them in your notebook.
a. ear / Earth / heart TIP Uma letra não é a representação de um som. A sequência de letras
b. heard / appear / wear
c. learn / dear / early ear, por exemplo, pode ser pronunciada de diversas formas: /ɪə/ como em
year, /e/ como em wear, /ɜ:/ como em learn e /a:/ como em heart.
8. 8 It is your time to recite a poem in English! One interesting way to practice rhythm in English is
to use poetry. Go to the Academy of American Poets website (www.poets.org/page.php/
prmID/361), which has a large collection of poems with audio recordings, and listen to different
poems. Then choose your favorite one to recite. Put your emotions into it as in the recitation you
have just heard. TIP Recitar poemas é uma ótima oportunidade para
The poem I’m going to recite is called testar rimas e perceber como diferentes sons se encaixam.
“Dreams” by Langston Hughes:
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
9. What emotions did you put into the poem when you recited it? Mrs. Opossum/Shutterstock
How did you feel when your classmates were reciting the poems?
46 UNIT 2
WRITING
In this unit you have read a poll on page 44. A poll allows you to ask a group of people multiple-choice
questions in order to get information about their opinions on a subject. Online polls have become
very popular. They allow Internet users to express themselves and also to find out about the results
of the poll.
1. Create a poll about regrets people may have and/or about things they wish they had done
differently. You can also ask what people would do (or would have done) in a particular situation.
Choose one of the poll questions below or create a new one.
• What’s your biggest regret so far?
• What would you have done differently if you had known better?
• If you could travel back in time and meet your 10-year-old self, what would you say to yourself?
SOMOS Educação
WRITING CONTEXT STEP BY STEP
Before writing your text, match the columns 1. Think about your poll 4.Ask a classmate to
below to identify the elements of the writing
context. Write the answers in your notebook question. If you write your answer your poll. This
as in the example below.
Example. a. IV. own question, make it is a good way to figure
short and objective. out if the question and
a. Writer: I. classmates and other people 2. Write at least five possible the answer options
b. Readers: II. school board/Internet answers. Make them short are clear enough.
c. Genre: III. informal
d. Objective: IV. you and clear.You can add an 5.Answer your
e. Style: V. poll
f. Media: VI. find out people’s opinions on Other field to allow a voter classmate’s poll and
regrets they may have to enter his/her own answer. discuss both polls
and/or about things they wish
they had done differently 3. Write a first draft of the poll. with him/her.
You can allow the voter to 6. Make the necessary
select just one answer or corrections.
allow him/her to choose 7. Write the final version
multiple answers. of the poll.
TIP Ao revisar os textos, considere, por exemplo:
• objetivo: As informações estão adequadas a seu objetivo e ao público-alvo?
• conteúdo: As informações foram verificadas e estão corretas?
• linguagem: A pergunta e as respostas estão redigidas de maneira clara e objetiva?
• leiaute: A organização visual facilita a rápida compreensão das informações?
Reescreva seu texto com base na revisão feita por você e seus colegas.
2. Now it’s time to print your poll or publish it online. To publish free online polls, you can use
different online services such as:
• <www.easypolls.net> • <https://flisti.com>
• <http://pollcode.com> • <www.acepoll.com/create>
Finally, invite people to answer your poll and divulge the results. Your friends are curious, just like you.
47Woulda, Coulda, Shoulda
Maridav/ShutterstockSOMOS Educação LOOKING AHEAD
Gary Paul Lewis/Shutterstock/Glow Images
Which of the following quotes do you identify with? Why?
NEVER REGRET
IF IT’S GOOD, IT’S
WONDERFUL.
IF IT’S NOT, IT’S
EXPERIENCE.
Victoria Holt
Available at: <www.spirituallythinking.blogspot.com>. Accessed in: March 2016.
“The worst regret we have in life is not for the
wrong things we did, but for the right things we could
have done but never did.”
Available at: <www.brainyquote.com>. Accessed in: April 2016.
“We cannot change something that happened in the past,
but we can change our reaction to it.”
(Unknown.)
How can you try to change the effect of a past event on your life?
Do you believe regrets can be opportunities for personal growth?
Even if you do not have too many regrets, what have you learned from the
discussions in this unit?
EXTRA READING
<www.forbes.com/sites/ericjackson/2012/10/18/the-25-biggest-
regrets-in-life-what-are-yours/>
<www.ehow.com/how_2078640_overcome-regret.html>
<www.ehow.com/how_8705207_stop-feeling-guilty-past-regrets.html/>
EXTRA VIDEO
<www.ignitermedia.com/mini-movies/1087/Regrets>
48 UNIT 2
11Review Units 1 & 2
Reprodução/<http://career.gatech.edu>SOMOS Educação
READING
1. Choose the words below related to diversity. Then read the following text to check your answers.
Write the answers in your notebook.
a. acceptance
b. intolerance
c. prejudice
d. respect
e. understanding
Definition of Diversity
The concept of diversity encompasses acceptance and respect. It means understanding that each
individual is unique, and recognizing our individual differences. These can be along the dimensions of
race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious
beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive,
and nurturing environment. It is about understanding each other and moving beyond simple tolerance
to embracing and celebrating the rich dimensions of diversity contained within each individual.
Available at: <http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html>. Accessed in: March 2016.
2. Answer each question below with one or more fragments from the text above. Write the answers in
your notebook.
a. What does diversity means?
b. What dimensions of diversity does the text mention?
c. In which environment should diversity be explored?
3. Read the text again to find a word for each definition below. Make inferences. Write the answers in
your notebook.
a. include different types of things
b. encouraging, supportive
49
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