Way to Go 3

LOOKING AHEAD Maradonna 8888/Shutterstock/Glowo Images
bikeriderlondon/Shutterstock/GlowSOMOS ImagesEducaçã
Love and passion are both extremely strong
feelings. In your opinion, are they different? Do you
agree with the statements below? Why (not)?

1. Love is a state of living, while passion is a
state of being.

2. Passion lasts for a short while, but love
lasts for a long time.

3. In love, deeper understanding is the
essence, while passion doesn’t require it.

In your opinion, can passion and true love coexist in a relationship? Why (not)?
Love is not only about passionate love. It is an intense feeling of caring for another person.
It can take many different forms: romantic, friendly, familial. How important are these
different forms of love in your life? Why?
In your opinion, can love change a person’s life? If not, why? If so, how?

EXTRA READING

<http://psychology.about.com/od/loveandattraction/f/what-is-love.htm>
<http://teenadvice.about.com/od/factsheetsforteens/a/10thingslove.htm>

EXTRA VIDEO

<http://bestmovielovequotes.tumblr.com/>

150 UNIT 8

44Review Units 7 & 8
SOMOS Educação
READING

1. Before reading the whole text, read only the title and the first line. What is the text about? Write

the answer to this question in your notebook.
a. Men don’t fall in love the same way women do.
b. Falling in love on the Internet is inconsequential.
c. People from different countries have different beliefs about love.

Love across Longitude

“Falling in love” is different across the
East-West divide. A new study examined how men
and women from the United States, Lithuania and
Russia defined romantic love. Both Lithuanian
and Russian participants felt that romantic love is
temporary and inconsequential.

This was not the case for those from the United

States, who rated romantic love as highly

important. United States participants also

frequently used words like “comfort”, “love”, and Ruslana Newsom/Shutterstock
“friendship” to describe romantic love, whereas

these words were seldom or never used by their Eastern counterparts. There were also

differences in how those from East and West fell in love. Americans reported that it took two

months to a year to fall in love, whereas the Lithuanian and Russian participants almost

universally reported falling in love within a month. Check out your own beliefs: are you more of the

East or West in your loving? Source: Cross-Cultural Research.

WELL BEING. Australia, Universal Magazines, Issue 136, January 2012. p.12.

2. Copy the following table in your notebook. Then replace each icon ✪ with an expression from the

text above to complete the table.

United States Lithuania and Russia
Participants believe that romantic love is ✪. Participants believe that romantic love is ✪.
Participants reported that it took ✪ to fall in love. Participants reported that it took ✪ to fall in love.

151

LANGUAGE IN USE

RELATIVE PRONOUNS
1. Replace each icon ✪ with a relative pronoun from the box below to complete the following

definitions. Write the answers in your notebook.

who • with whom • that • that
Reprodu•‹o/DigitalSOMOSEditions Educação
ro·mance (rō-mănsʼ, rōʼmănsˈ) love (lŭv)
n. n.
1. Ardent emotional attachment or 1. A deep, tender, ineffable feeling of

involvement between people. affection and solicitude toward a person.

2. A long medieval narrative in prose or 2. A feeling of intense desire and attraction
verse ✪ tells of the adventures and toward a person ✪ one is disposed to
heroic exploits of chivalric heroes. make a pair.

3. An artistic work, such as a novel, 3. A person ✪ is the object of deep or
story, or film ✪ deals with love, intense affection or attraction; beloved.
especially in an idealized form. Often used as a term of endearment.

Adapted from: <www.thefreedictionary.com/>. Accessed in: March 2016.

2. Replace each icon ✪ with a relative pronoun

from the following box to complete the
sentences from the novel A Walk to
Remember, a romance by Nicholas Sparks.
Write the answers in your notebook.

whom • of whom • who • which

a. “It’s basically the story of a man ✪ had lost
his wife a few years back.” (CHAPTER I)

b. “They knew it was based on something
that happened in real life, ✪ gave it special
meaning.” (CHAPTER I)

c. “There were about fifty senior boys at the
high school, twenty-two ✪ were on the
football team, and with the team still in the
running for the state title, none of them
would have the time to go to the
rehearsals.” (CHAPTER IV)

d. “This wasn’t like being with Angela, ✪ I’d
kissed the first time I was ever alone with
her.” (CHAPTER X)

152 Review 4

3. Go back to exercise 2 and identify the words the relative pronouns refer to. Write the answers in

your notebook.

4. In your notebook write a new sentence with the relative pronoun in CAPITAL LETTERS as in the

example. Write the answers in your notebook.

a. Nicholas Sparks has published 17 novels. Eight have been adapted into films, including A Walk
to Remember.
OF WHICH
Nicholas Sparks has published 17 novels of which eight have been adapted into films, including A Walk to Remember.

b. A Walk to Remember is a novel by Nicholas Sparks.
A Walk to Remember is about two teenagers who fall in love with each other.
WHICH

c. Austrian filmmaker Michael Haneke is famous for the movies Amour (2012) and The White
Ribbon (2009).
FOR WHICH

d. Amour is a drama film about an elderly couple, Anne and Georges.
Anne and Georges are retired music teachers.
WHO

RELATIVE PRONOUNS (OMISSION)

5. Choose the sentences below in which the relative pronoun that can be omitted. Write the answers

in your notebook.

a. The Valentine’s card that she bought was very thoughtful.
b. The person that she is in love with is so romantic!
c. Who is the character that married Elizabeth Bennet in Pride and Prejudice?
d. Fitzwilliam Darcy is the character that married Elizabeth Bennet in Pride and Prejudice.
e. The film that we saw yesterday was based on a novel by Jane Austen.
Enem/2012SOMOS Educação
STUDYING FOR EXAMS

Nesta seção, escreva a resposta de cada questão em seu caderno.

1. (Enem/2012)

Aproveitando-se de seu status social e da possível influência
sobre seus fãs, o famoso músico Jimi Hendrix associa, em seu texto,
os termos love, power e peace para justificar sua opinião de que

a. a paz tem o poder de aumentar o amor entre os homens.
b. o amor pelo poder deve ser menor do que o poder do amor.
c. o poder deve ser compartilhado entre aqueles que se amam.
d. o amor pelo poder é capaz de desunir cada vez mais as pessoas.
e. a paz será alcançada quando a busca pelo poder deixar

de existir.

Review 4 153

UFBA/2012SOMOS Educação2. (UFBA/2012) It may be that the coming generation of Asian men
without women will find harmless outlets for their
Identifique as proposições verdadeiras e inevitable frustrations, like team sports or videogames.
some os números a elas associados. But I doubt it. Either this bachelor generation will be a
45 source of domestic instability, whether Brazilian-style
Men Without Women crime or Arab-style revolution — or, as happened in
Europe, they and their testosterone will be exported.
In China, young men soon outnumber There’s already enough shrill nationalism in Asia as it is.
young women by millions. Don’t be surprised if, in the next generation, it takes the
50 form of macho militarism and even imperialism. Lock
1 In 1927, Ernest Hemingway published a collection of up your daughters.
short stories titled Men Without Women. Today, less
than a century later, it sums up the predicament of a FERGUSON, Niall. Men without women. Newsweek, New York,
rising proportion of mankind. March 14, 2011. p. 8. (Adaptado)

5 According to the United Nations, there are far more São afirmações verdadeiras que se
men than women on the planet. The gender gap is depreendem do texto:
especially pronounced in Asia, where there are a
hundred million more guys than girls. This may come (01) Ao contrário da Ásia, há mais mulheres
as a surprise to people in the Western world, where do que homens no mundo ocidental.

10 women outnumber men because — other things (02) Em todo o planeta, o número de
being equal — the mortality rate for women is lower homens supera o de mulheres em mais
than for men in all age groups. Nobel Prize-winning de 100 milhões.
economist Amartya Sen calls it the mystery of Asia’s
“missing women.” (04)Nas diferentes faixas etárias, o índice de
mortalidade dos homens no Ocidente é
15 The mystery is partly explicable in terms of maior do que o das mulheres.
economics. In many Asian societies, girls are less well
looked after than boys because they are economically (08)Em muitas sociedades orientais, as
undervalued. The kind of domestic work they typically meninas são discriminadas tanto em
do is seen as less important than paid work done by seu trabalho como economicamente.

20 men. And, of course, early marriage and minimal birth (16) A atual tendência de casar cada vez
control together expose them to the risks of multiple mais tarde expõe as mulheres asiáticas
pregnancies. a inúmeros riscos de parto.
When Sen first added up the missing women —
women who would exist today if it were not for selective (32) A preferência cultural dos orientais por
filhos do sexo masculino leva as
25 abortion, infanticide and economic discrimination — he mulheres ao aborto seletivo de fetos do
put the number at a hundred million. It is surely higher sexo feminino.
now. For, even as living standards in Asian countries
have soared, the gender gap has widened. That’s Sobre a publicação de Hemingway, Men
because a cultural preference for sons over daughters Without Women, é correto afirmar:

30 leads to selective abortion of female fetuses, a practice (01) É um documentário sobre antigos
made possible by ultrasound scanning, and engaged in problemas do mundo ocidental.
despite legal prohibitions. The American feminist Mary
Anne Warren called it “gendercide.” Notoriously (02) Proporcionou a seu autor o Prêmio
common in northwestern India, it’s also rampant in the Nobel de Literatura.

35 world’s most populous country: China. (04)Possui, como seus principais
That has scary implications. Remember, most of personagens, homens em busca de
uma companheira.
Hemingway’s stories in Men Without Women are about
violence. They feature gangsters, bullfighters, and (08)É uma coletânea de contos cujo título
wounded soldiers as well. The most famous story is sintetiza o dilema de uma proporção
40 called simply “The Killers.” crescente do gênero humano.

(16) Apresenta a violência como tema
predominante na obra.

(32) Defende a causa de toureiros e soldados
desertores.

154 Review 4

THINKING ABOUT LEARNING

HOW CONFIDENT AM I ABOUT...

• taking part in discussions on women in literature?
• taking part in discussions on falling in love?
• using the relative pronouns who, whom, whose, which?
• using relative pronouns (omission)?
• exploring plot overviews?
• exploring quizzes?

Choose one of the following answers:

✓✓✓ Very confident.
✓✓ Reasonably confident.
✓ Not so confident.
SOMOS Educação
WHAT WORDS/EXPRESSIONS HAVE I LEARNED IN UNITS 7 AND 8?

Example: Words/Expressions in use Meaning in context
Words/Expressions
“Jane Eyre is a young orphan being having a great deal of money,
wealthy raised by Mrs. Reed, her cruel, wealthy resources; rich
aunt.”- p. 126

WHAT LEARNING RESOURCES HAVE I USED IN UNITS 7 AND 8?
The items in the box below can help you.

• Dictionaries • Extra videos • Glossary
• Extra readings • Internet • Language Reference and Extra Practice

WHAT DO I NEED TO DO IN ORDER TO IMPROVE MY LEARNING?

Example:
• Organize words in word family charts.

Review 4 155

PROJECT 2B

RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (SECOND PART)

In Unit 7 you have talked about women in literature. Follow the steps below and do the second
part of Project 2, Reshaping the image of women in advertising.
Reprodução/<www.sanjeev.net>SOMOS Educação
Banco de imagens/Arquivo da editoraTASK: After having selected two or three advertisements that contain women stereotypes,
it is time to recreate the ads, so that they do not reinforce any stereotypes. This is your
chance to reshape the image of women in advertising.

Available at: <www.sanjeev.net/printads/d/dove-campaign-for-real-beauty-1616.html>. After creating your own
Accessed in: March 2016. ads, make sure the images
and the choice of words
and expressions are free
of stereotypes. Take a look
at an ad of a personal care
brand. It belongs to a
campaign whose objective
is to make all women have
the confidence to be
comfortable with
themselves.

1. Produce it! In groups, make a draft of your ads. Be creative and use a wide variety of resources.

Don’t forget to include an appealing image and a catchy phrase! You can create your ads using a

word processing software or Glogster (www.glogster.com).

2. Share it locally! Organize an exhibition at your school to show what you and your classmates have

created. Invite teachers, family members, friends and other people from your community to get to

know about your ads free of women stereotypes and join in a discussion on the topic.

3. Share it globally! Publish the advertisements on the school’s website or on a blog and let people

from all over the world get inspired by your ads!

THINK ABOUT IT!

Reflita sobre o desenvolvimento do projeto a partir das questões
a seguir:

Como você se sentiu ao selecionar anúncios que apresentam STSEARYENOOTYTPOES
estereótipos atribuídos às mulheres? E ao criar seus próprios
anúncios?
Como foi a exposição na escola?

Como as pessoas reagiram aos anúncios publicados na Internet?

Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?

Você acredita que os anúncios criados por você e seus colegas possam promover, de alguma

forma, uma reflexão sobre a imagem estereotipada da mulher na propaganda?

156 Project 2B

Language Reference
and Extra Practice
SOMOS Educação
Unit 1

REVIEW: PRESENT PERFECT OR PAST SIMPLE?

Usamos o Present Perfect (have/has + particípio passado do verbo principal) para ações que
aconteceram no passado em um momento indeterminado e têm importância ou consequência no
presente.

I have seen the movie The Color Purple by Steven Spielberg. It’s fantastic!
I’ve participated in the public debate on ethnicity.

Usamos o Past Simple para ações que aconteceram no passado em um momento determinado.

Princess Isabel proclaimed the abolition of slavery in Brazil in 1888.
Europeans explored Africa, the Americas, Asia and Oceania during the Age of Discovery (15th-17th centuries).

PAST PERFECT

Usamos o Past Perfect (had + particípio passado do verbo principal) para falar de uma ação
passada anterior a outra ação também passada.

Her kids had already learned to respect others before Em frases negativas, usamos hadn’t (had not)
they reached school. antes do particípio passado do verbo principal.

They were late for the lecture because they had
forgotten their student ID cards.

I Forma afirmativa I Forma negativa
You had learned an important lesson. You hadn’t learned from mistakes.
He He
She She
It It
We We
You You
They They

157

Em frases interrogativas, usamos had antes Respostas curtas
do sujeito:

Afirmativa Negativa

Forma interrogativa I I
I you you
you he he
he she she
she Yes, No,
it it
learned from mistakes? we we
it you you
we they they
you
they
HadJuliarSOMOSStudio/ShutterstockEducação had. hadn’t.

EXTRA PRACTICE

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.

Cultural Diversity in Canada: The Social Construction of Racial Difference

Changes in Ethnic and Racial Diversity

When the 1963 Royal Commission referred to the three elements of
Canada’s mosaic, it was, without any doubt, one that was overwhelmingly
European in origin. [...] This Canadian mosaic of Europeans has a history that
✪ (date) back as early as the late nineteenth century, and it ✪ (persist) for
much of the twentieth century. Changes in the mosaic before the 1970s were mainly in the direction of
having more European diversities in the Canadian population other than British and French.

By 1971, Canadians of European origin ✪ (continue) to account for 96 percent of the 21.5 million
people in the total population. Those of European origin other than British and French ✪ (remain) the
dominant element within the “Third Force”, accounting for 85.5 percent of the 5.8 million people who
✪ (declare) a non-British and non-French ethnic origin in the 1971 Census. However, by 1981, this
group ✪ (decline) to 75.8 percent of those not of British or French origin. By 1991, despite the growth of
the non-British and non-French origin to 7.4 million people, the European component of the “Third
Force” had further declined to 55.7 percent.

Hence, between 1971 and 1991, despite that fact that those not of British or French origin ✪
(remain) at around 26 to 28 percent of the total Canadian population, there were changes in the ethnic
and racial differentiation in the “Third Force” to include a growing segment made up of non-European
origin. For example, in 1971, those of Asian origin ✪ (account) for only 5 percent of those not of British
or French origin; by 1981, they ✪ (grow) to 11.3 percent, and by 1991, they ✪ (increase) to 21.6 percent.
Similarly, those of African origin rose from less than 1 percent of those not of British or French origin in
1971 to 3.4 percent in 1991.

Available at: <www.justice.gc.ca/eng/rp-pr/csj-sjc/jsp-sjp/rp02_8-dr02_8/p4.html>. Accessed in: March 2016. (Fragment)

158 Language Reference and Extra Practice

Unit 2

MODAL VERBS: SHOULD, MIGHT, COULD

Usamos, geralmente, o verbo modal should para indicar aconselhamento, recomendação e os
verbos modais might ou could para indicar possibilidade remota. Note que usamos verbos modais
antes de um verbo principal no infinitivo (sem a partícula to).

You should be proud of your decisions and have no regrets about them.
Students might find it difficult, but it is not.
Perhaps you could try a new musical instrument.

Para formar frases negativas com should ou might, usamos not depois do verbo modal e antes do
verbo principal.

You should not let others dictate what is good for you.
They might not believe in your dream, but you must.
She could not possibly go to prison for the crime.
SOMOS Educação
MODAL VERBS WITH HAVE: SHOULD/MIGHT/COULD HAVE

Os verbos modais, quando se referem ao passado, são seguidos de have + particípio passado do
verbo principal:

Your brother should have helped you. You really needed his support.
He might have lost his way home. Was he alone?
Her parents could have been more understanding. She was going through a hard time.

THIRD CONDITIONAL

Usamos a condicional do tipo 3 (Third Conditional) para expressar uma condição hipotética no
passado e que, dessa forma, é impossível de ser realizada no presente.
A estrutura dessa condicional é:

Oração condicional Oração principal
If + verbo no Past Perfect,
would have + particípio passado do verbo principal
ou

might/could have + particípio passado do verbo principal

If she had had the courage, she would have started her own business.
If he hadn’t taken the easy way out, he could have become a businessman.

Se invertermos a posição das orações, eliminamos a vírgula.
She would have started her own business if she had had the courage.
He could have become a businessman if he hadn’t taken the easy way out.

159Language Reference and Extra Practice

SOMOS Educação WISH/IF ONLY

Usamos wish ou if only para expressar desejos ou lamentar algo que aconteceu no passado. If only
é mais enfático que wish.
• Usamos wish/if only + Past Simple para falarmos de uma situação no presente ou no futuro.

I don’t speak Italian. If only I spoke it fluently.
I wish I studied more, but I have a lot of things going on.
• Usamos wish/if only + Past Perfect para falarmos de uma situação no passado.
I didn’t pass the exam. I wish I had studied more.
If only I had exercised sooner.

Observe que, em frases com wish, a forma subjuntiva were pode ser usada no lugar de was.
I wish I were younger.
I wish she were here.

EXTRA PRACTICE

Replace each icon ✪ with the correct modal verb in parentheses to complete the quotes below
about regrets. Write the answers in your notebook.
a. “Regrets are idle; yet history is one long regret. Everything ✪ (might turn out/might have

turned out) so differently.” Charles Dudley Warner
b. “I love life. I wish I ✪ (could live/could have lived) another 500 years, truly. There is so much to

do. I don’t feel bitter or angry or disappointed. If anything, I am very grateful for where I come
from. I have absolutely no regrets.” Waris Dirie
c. “It has been a wonderful life for me. It’s just been a blessing. I can’t say I ✪ (would do/would
have done) it any other way. I have no regrets. I like what I do.” Ron Shock
d. “Some of the regrets I’ve had about my own career are things I have not done that I ✪ (should
do/should have done). More than some of the things that I’ve done.” Samuel Goldwyn, Jr.
e. “I was offered some film roles, and I did not do them. It ✪ (would be/would have been)
interesting, but I have no regrets. I am where I am; I accept and embrace the mistakes because
they’re character-building and they build perspective and talent.” Peter Scolari

Available at: <www.brainyquote.com>. Accessed in: March 2016.

Unit 3/Unit 4

DIRECT AND INDIRECT SPEECH

Usamos o discurso direto (direct speech) quando relatamos o que foi dito com as mesmas palavras
da pessoa. Ao relatar o que alguém disse, utilizamos aspas e, antes da citação, utilizamos vírgula ou
dois-pontos.

He told his father, “Dad I want to run a marathon.”
He said: “I participated in a 5-mile benefit run.”

160 Language Reference and Extra Practice

Usamos o discurso indireto (indirect or reported speech) quando relatamos, com nossas próprias
palavras, o que uma pessoa falou. Ao relatar o que alguém disse, no discurso indireto, não utilizamos
aspas, mas geralmente precisamos modificar o tempo verbal, os pronomes e as expressões de
tempo e de lugar empregados no discurso direto.

He told his father (that) he wanted to run a marathon.
He said (that) he had participated in a 5-mile benefit run.
SOMOS Educação
Observe, no quadro abaixo, as mudanças de tempo verbal que ocorrem quando se passa do discurso
direto para o indireto.

Direct Speech Indirect Speech

Present Simple Past Simple
He said, “I always talk to her.” He said (that) he always talked to her.

Present Continuous Past Continuous
He said, “I’m talking to her.” He said (that) he was talking to her.

Present Perfect Past Perfect
He said, “I’ve talked to her.” He said (that) he had talked to her.

Past Simple Past Perfect
He said, “I talked to her.” He said (that) he had talked to her.

Observe, no quadro abaixo, as mudanças dos verbos modais que ocorrem quando se passa do
discurso direto para o indireto.

Direct Speech Indirect Speech

can could
He said, “I can talk to her in English.” He said (that) he could talk to her in
English.
will
He said, “I will talk to her in English.” would
He said (that) he would talk to her in
may English.
He said, “I may talk to her in English.”
might
must/have to He said (that) he might talk to her in
He said, “I must talk to her in English.” English.

had to
He said (that) he had to talk to her in
English.

161Language Reference and Extra Practice

Observe, no quadro abaixo, as mudanças nas referências pronominais que ocorrem quando se passa
do discurso direto para o indireto.

Direct Speech Indirect Speech

1a pessoa: I 3a pessoa: he/she
SOMOS Educação
1a pessoa: we 3a pessoa: they
2a pessoa: you 1a pessoa: I/you
Demonstrativo: this Demonstrativo: that

Demonstrativo: these Demonstrativo: those

Observe, no quadro abaixo, as mudanças nas expressões de tempo e de lugar que ocorrem quando
se passa do discurso direto para o indireto.

Direct Speech Indirect Speech

here there/that place
now then/at that time
today that day
tonight that night
yesterday the day before/the previous day
last week/month/year the week/month/year before
a week/month/year ago a week/month/year before
tomorrow the next day/the following day
next week/month/year the following week/month/year

Quando se passa uma pergunta do discurso direto para o indireto, usamos a frase na
forma afirmativa.

She asked, “Where is my brother?” (direct speech)
She asked where her brother was. (indirect speech)

He said, “How was your day?” (direct speech)
He asked how my day had been. (indirect speech)

162 Language Reference and Extra Practice

AlanSOMOS EducaçDep/MarinãIndependentoJournalEXTRA PRACTICE

1. Read the text below and identify the sentences in direct speech. Write the answers in your

notebook.

This Quick-Thinking Kid Saved His
Dad After a Snowmobile Accident

In the Lake Tahoe backcountry, 9-year-old
Bode Beirdneau rode for miles in the snow to
find help that would save his dad’s life.

On a crisp day last April, as Bode Beirdneau,
then nine, and his father, John Taylor, 54, wrapped
up their afternoon of snowmobiling around the
Lake Tahoe backcountry, a twig jammed in the
throttle of John’s vehicle. Unable to slow down,
John careened toward a pine tree. He moved to jump off the vehicle before it crashed, but his pant leg
caught underneath it. John felt his leg snap. As he sunk six inches into the powdery snow, he could tell
his ribs and shoulder were injured too. Bode rushed to dig out his father, but John stopped him. They
had no water, little food, and no cell phone service. “Get on your snowmobile,” John told Bode. “Follow
the road, and try to find help.”

After a 20-minute ride, Bode spotted a tour group and asked the guide to radio for help. The El
Dorado County Sheriff’s Search and Rescue Unit and firefighters quickly appeared on the scene, and
Bode led them through the white wilderness to his dad, who was pale and in pain.

While waiting for a helicopter to airlift John to nearby Barton Memorial Hospital, the rescuers
stabilized his leg. Within an hour or two, he was receiving surgery for a broken femur and internal
bleeding.

Today, John’s leg has healed enough for him to take Bode out on dirt bikes. Father and son now carry
extra gear on their treks, including a walkie-talkie with an emergency button. “I’m still a little afraid to
go out [on a snowmobile],” says Bode. “But I’m starting to feel better about it.”

Tisha Shaw, Bode’s mother, says her son’s courage and quick thinking have led her to treat him as
more of an adult. She lets him stay up later at night because “I trust his judgment,” she says.

Available at: <www.rd.com/true-stories/survival/snowmobile-accident>.
Accessed in: March 2016.

2. Rewrite the sentences you identified in direct speech (exercise 1) as in the example below.

Use indirect speech. Write the answers in your notebook.

“Get on your snowmobile,” John told Bode.
John told Bode to get on his snowmobile.

3. Use direct speech to rewrite the following fragment in your notebook.

Bode (...) asked the guide to radio for help.

163Language Reference and Extra Practice

DeanEducMoore/CartoonStock.comação4. In the cartoon below, the woman on the right is telling another woman what she told the school’s

principal about her son. Imagine the woman on the right is talking to the school’s principal now.
What would she say? Write the answer in your notebook. Use direct speech.

Available at: <http://topicalteaching.com/2012/07/14/parenting-is-not-
a-competition/>. Accessed in: March 2016.

5. Report the dialogues between a mother and her son presented in the following cartoons.

The expressions in the box below can help you. Write the answers in your notebook.
Use reported speech.

A mother asked her son.../The mother/She told her son (that)...
The son answered (that)/The son/He told her/said (that)...

HOW CAN I BE PRESSURING YOU
IF YOU DON'T DO ANY WORK?
MOM, YOU'RE JUST
PRESSURING ME TO
GET AS.

Available at: <www.sylviarimm.com/article_expectations.html> and <http://delawarestem.org/news/stem-career-comic-book-david-software-engineer>. Accessed in: March 2016.

164 Language Reference and Extra Practice
SOMOS
Reprodução/<www.sylviarimm.com/>
Paris Gamble/David Software Engineer

Unit 5/Unit 6

PASSIVE VOICE

Geralmente usamos a voz passiva (verbo auxiliar be + verbo principal no particípio passado) para
enfatizar uma ação ou o seu resultado.

All trees were chopped down.
Thousands of rainforest species are being extinguished.

Usamos o agente da passiva, introduzido pela preposição by, para mencionar quem ou o que pratica
a ação.

Climate change is driven by deforestation.
One third of the world’s land surface is being threatened by desertification.

Também usamos a voz passiva quando não sabemos, não podemos ou não queremos identificar
quem ou o que pratica a ação. Isso é comum quando a ação é realizada por pessoas em geral.
Nesses casos, não usamos o agente da passiva.

Tropical rainforests are destroyed each year.
The planet is being degraded.
SOMOS Educação
Veja, no quadro abaixo, as diferenças entre as vozes ativa e passiva. Observe que o verbo auxiliar be
é usado no mesmo tempo verbal do verbo principal da frase correspondente na voz ativa.

Active Voice Passive Voice

Present Simple They destroy the rainforests. The rainforests are destroyed.

Past Simple They destroyed the rainforests. The rainforests were destroyed.

Present Continuous They are destroying the rainforests. The rainforests are being destroyed.

Past Continuous They were destroying the rainforests. The rainforests were being destroyed.

Present Perfect They have destroyed the rainforests. The rainforests have been destroyed.

Past Perfect They had destroyed the rainforests. The rainforests had been destroyed.

Future with will They will destroy the rainforests. The rainforests will be destroyed.

Future with going to They are going to destroy the The rainforests are going to be
rainforests. destroyed.

Modal verbs They can destroy the rainforests. The rainforests can be destroyed.

165Language Reference and Extra Practice

SOMOS Educação EXTRA PRACTICE

1. Get to know some important facts about the Amazon rainforest. Replace the icon ✪ with the

appropriate form of the verbs in parentheses to complete the following sentences. Use the
passive voice. Write the answers in your notebook.

a. 20% of the Earth’s oxygen ✪ (produce) by the Amazon rainforest.

b. Sand from the Sahara ✪ (blow) by the wind all the way to the Amazon, recharging its minerals.
The desert literally fertilizes the rainforest.

c. Iquitos, Peru is the largest city in the world inaccessible by road. It ✪ (locate) deep in the
Amazon rainforest and has over 400,000 people.

d. During the past 40 years, at least 20% of the Amazon rainforest ✪ (cut down).

e. The Amazon River, according to many accounts, ✪ (name) by Spanish explorer Francisco de
Orellana in 1541.

f. The length of the Amazon ✪ (measure) from the source of the Ucayali river, which joins with
the Maranon to eventually form the Amazon.

g. Much of northern Brazil ✪ (drain) by the Rio Negro.

h. The forest areas ✪ (describe) by amount of flooding that occurs: not flooded, occasionally
flooded or regularly flooded.

i. The floral provinces of Amazonia ✪ (mark) by geographic variations in sunlight, rainfall,
temperature and soils.

Available at: <www.factslides.com/s-Amazon-Rainforest> and <http://nationalzoo.si.edu/animals/amazonia/facts/basinfacts.cfm>.
Accessed in: March 2016.

2. Replace the icon ✪ with the appropriate form of the verbs in parentheses to complete the

following text. Use the passive voice. Write the answers in your notebook.

Understanding a Spending and Shopping Addiction

With the ever increasing access to credit cards, the number of people with a shopping and spending
addiction is astounding. While the exact number ✪ (not know), it ✪ (estimate) that there are over
14-15,000,000 shopaholics in the U.S. and that the U.S. credit card debt is greater than six hundred
billion dollars.

An individual who is suffering from a spending addiction pays whatever it takes to get whatever
he/she wants. With the heavy use and ease of obtaining credit cards, an individual with this addiction
believes that he/she can go on forever. There is a sense of control when spending money on everything
that an individual desires. In many cases, the purchases are not necessarily useful or needed. This form
of behavior can eventually lead to financial ruin and bankruptcy. (...)

A spending addiction ✪ (can see) as a symptom that there are negative feelings you are trying to
avoid. Indulging in shopping helps numb these feelings, at least for a while. Feelings of emptiness,

166 Language Reference and Extra Practice

low self-esteem, insecurity, boredom,
loneliness, anger or the pursuit of
ideal image can lead you to
compulsive shopping and spending.
Shopping and spending temporarily
diminishes these negative feelings,
but every time you try to stop the
addictive pattern of compulsive
spending, you may find you have to
deal with distressing feelings again.

Addictive behavior commonly
provides a temporary level of
satisfaction and the illusion of being in control. However, as with the other addictive behaviors, a
shopping and spending addict overlooks, ignores, or rationalizes the long-term and self-destructive
implications of the addictive behavior.

If you are a spending addict, one or two out-of-control shopping binges do not bring about enough
satisfaction. You will find yourself repeatedly in shopping binges despite the negative consequences.
Typically, you will buy items you do not really need and may never use. You may hide or destroy price
tags and receipts and lie about how much you have spent.

Available at: <www.psychologistanywhereanytime.com/addiction_psychologist/psychologist_addiction_spending.htm>.
Accessed in: April 2016. (Fragment)

3. Use the passive voice to rewrite the following fragments. Write the answers in your notebook as in

the example below.

a. “This form of behavior can eventually lead to financial ruin and bankruptcy.”
Financial ruin and bunkruptcy can eventually be lead by this form of behavior.

b. “Shopping and spending temporarily diminishes these negative feelings.”

c. “one or two out-of-control shopping binges do not bring about enough satisfaction.”

d. “ You may hide or destroy price tags and receipts.”
Rawpixel.com/ShutterstockSOMOS Educação
Unit 7

RELATIVE PRONOUNS: WHO, WHOM, WHOSE, WHICH

Usamos relative pronouns para unir elementos em uma frase e evitar repetições. Note que os
pronomes relativos se referem a um elemento anterior e podem exercer diferentes funções.

• who e whom se referem a pessoas. O pronome who geralmente exerce a função de sujeito e o
pronome whom sempre exerce a função de objeto:

He is the boy who proposed to her. She is the woman whom he loved.
sujeito objeto

167Language Reference and Extra Practice

SOMOS Educação Em linguagem informal, who pode exercer a função de objeto. No entanto, note que apenas whom
pode ser precedido de preposição.

She is the person who he shares everything with.
objeto

She is the person with whom he shares everything.
objeto

• whose significa cujo(s), cuja(s) e é seguido de substantivo ou grupo nominal. O pronome whose
sempre expressa posse:
I’m reading a novel whose characters are very similar to my friends.

• which se refere a coisas e pode exercer a função de sujeito ou objeto. Note que which pode ser
precedido de preposição.

The reasons for which we fall in love are unknown.
objeto

Her attitude, which was very caring, made him fall in love with her.
sujeito

EXTRA PRACTICE
1. Replace each icon ✪ with who, whom, whose or which to complete the following paragraphs.

Write the answers in your notebook.

A novel is a long narrative, normally in prose, ✪ describes fictional characters and events,
usually in the form of a sequential story. The plot of a story is a series of interconnected events in
✪ every occurrence has a specific purpose.

In a narrative, the protagonist is the central figure with ✪ we usually sympathize or identify.
The antagonist is the figure ✪ opposes the protagonist and creates the conflict. The foil character
is the figure ✪ personality traits are the opposite of the main character’s. This is a supporting
character and usually made to shine the protagonist.

Available at: <https://en.wikipedia.org/wiki/Novel> and <www2.nkfust.edu.tw/~emchen/CLit/study_elements.htm>. Accessed in: April 2016. (Fragment)

2. Write the answers to the questions below in your notebook.

a. Which of the relative pronouns in exercise 1 expresses possession?
b. Which of the relative pronouns in exercise 1 are preceded by a preposition and cannot be

replaced by the relative pronoun “that”?

168 Language Reference and Extra Practice

vvvita/ShutterstockSOMOS EducaçãoUnit 8

RELATIVE PRONOUNS (OMISSION)

A omissão de pronomes relativos é muito frequente em linguagem informal. Podemos omitir
pronomes relativos apenas se eles são objetos em orações adjetivas. O pronome whose nunca pode
ser omitido.

The woman (who/that) he is in love with is so pretty.
The friends (that) they have in common are all from school.

EXTRA PRACTICE
1. A relative pronoun has been omitted in each sentence below. In your notebook, rewrite these

sentences using a relative pronoun.
a. Look! I’m wearing the necklace you gave me in our last anniversary.
b. The woman he fell in love with has just arrived.
c. They will never forget the movie they saw in their first date.
d. The guy Carla met yesterday called her this morning.

2. Which relative pronoun in the sentences below can be omitted? Write the answer in your notebook.

a. “Love is friendship that has caught fire.” Ann Landers
b. “Love is the flower for which love is the honey.” Victor Hugo
c. “Love isn’t something you find. Love is something that finds you.” Loretta Young
d. “A true friend is someone who lets you have total freedom to be yourself – and especially to

feel.” Jim Morrison
e. “Love is like a beautiful flower which I may not touch, but whose fragrance makes the garden a

place of delight just the same.” Helen Keller

169Language Reference and Extra Practice

Word Formation: Suffixes and Prefixes

• Copie as tabelas abaixo no seu caderno e substitua os ícones ✪ pelo que você aprendeu sobre
sufixos e prefixos ao longo do livro. Veja as unidades 1, 6 e 7.

Classe
gramatical

adjective
SOMOS EducaçãoSufixosPalavras Exemplos
-al
cultural Cultural diffusion is the dissemination of
✪ popular culture.

-ity ✪ ✪ ✪
-ly ✪ ✪ ✪
-ness ✪ ✪ ✪
-ous ✪ ✪ ✪
-ship ✪ ✪ ✪
-y ✪ ✪ ✪

Prefixos Palavras Classe Exemplos
co- ✪ gramatical ✪
✪
dis- ✪ ✪ ✪

un- ✪ ✪
✪

✪

170 Language Reference and Extra Practice

Discourse Markers

• Copie as tabelas abaixo no seu caderno e substitua os ícones ✪ pelo que você aprendeu sobre
marcadores discursivos ao longo do livro. Veja as unidades 2, 5, 6 e 8.

SOMOS EducaçãoIdeias Marcadores discursivos Tradução

Adição also; too também
and e
as well as assim como
both ambos/ambas
besides; in addition to; moreover;
what is more; plus ✪

Causa because porque
✪ uma vez que

Comparação ✪, like (tal) como
Condição
Concessão as long as contanto que
if se
unless (if not), ✪ a menos que

✪; even though embora; mesmo que
in spite of (the fact that); regardless of apesar de

Consequência as a consequence; as a result of; ✪ ✪

Constraste ✪; ✪; yet; nevertheless mas; porém; no entanto; entretanto
rather; on the other hand; on the contrary ✪
while; whereas enquanto

Exemplificação for example; for instance ✪
in particular em particular
like; ✪ (tal/tais) como

171Language Reference and Extra Practice

Irregular Verbs

SOMOS EducaçãoVERBOS IRREGULARES NO PASSADO AGRUPADOS POR ORDEM ALFABƒTICA

Forma básica* Passado Particípio Tradução**
Passado

be was, were been ser, estar

bear bore borne suportar, ser portador de

beat beat beaten bater

become became become tornar(-se)

begin began begun começar

behold beheld beheld contemplar

bend bent bent curvar

bet bet bet apostar

bid bid bid oferecer, fazer uma oferta

bind bound bound unir, vincular, comprometer(-se)

bite bit bitten morder

bleed bled bled sangrar, ter hemorragia

blow blew blown assoprar, explodir

break broke broken quebrar

breed bred bred procriar, reproduzir

bring brought brought trazer

broadcast broadcast broadcast transmitir, irradiar

build built built construir

burn burnt/burned burnt/burned queimar

buy bought bought comprar

can could could poder

catch caught caught pegar, capturar

choose chose chosen escolher

come came come vir

* Forma básica = infinitivo sem a partícula to

** Apresentamos aqui os sentidos mais comuns dos verbos listados. Em vários casos, os verbos podem assumir outros sentidos. É necessário sempre observar o contexto para compreender
o significado do verbo em uso.

172

Forma básica Passado Particípio Tradução
Passado
custar
cost cost cost cortar
negociar, tratar
cut cut cut cavar, escavar
fazer
deal dealt dealt desenhar
SOMOS Educação sonhar
dig dug dug beber
dirigir, ir de carro
do did done comer
cair
draw drew drawn alimentar
sentir(-se)
dream dreamt/dreamed dreamt/dreamed lutar
achar, encontrar
drink drank drunk fugir, escapar
voar, pilotar
drive drove driven proibir
esquecer
eat ate eaten perdoar
congelar, paralisar
fall fell fallen obter
dar
feed fed fed ir
crescer, cultivar
feel felt felt pendurar
ter
fight fought fought ouvir
esconder
find found found bater
segurar
flee fled fled machucar
guardar, manter
fly flew flown saber, conhecer

forbid forbade forbidden

forget forgot forgot/forgotten

forgive forgave forgiven

freeze froze frozen

get got got/gotten

give gave given

go went gone

grow grew grown

hang hung*** hung

have had had

hear heard heard

hide hid hid/hidden

hit hit hit

hold held held

hurt hurt hurt

keep kept kept

know knew known

*** Quando hang é usado no sentido de enforcar é um verbo regular (hang – hanged).

Irregular Verbs 173

SOMOS Educação Forma básica Passado Particípio Tradução
Passado
lay laid laid colocar em posição horizontal, assentar
lead led led liderar
learn learnt/learned learnt/learned aprender
leave left left deixar, partir
lend lent lent emprestar (dar emprestado)
let let let deixar, alugar
lie lay lain deitar
lose lost lost perder, extraviar
make made made fazer, fabricar
mean meant meant significar, querer dizer
meet met met encontrar, conhecer
overcome overcame overcome superar
overtake overtook overtaken alcançar, surpreender
pay paid paid pagar
put put put colocar
quit quit quit deixar, abandonar
read read read ler
andar de (bicicleta, carro etc.), andar a
ride rode ridden (cavalo)
tocar (campainha, sinos etc.)
ring rang rung subir, erguer(-se)
rise rose risen correr, concorrer, dirigir
run ran run serrar
saw sawed sawn dizer
say said said ver
see saw seen procurar obter, objetivar
seek sought sought vender
sell sold sold enviar
send sent sent estabelecer, colocar, pôr em determinada
condição, marcar, ajustar
set set set sacudir, tremer
brilhar
shake shook shaken atirar, alvejar
shine shone shone mostrar, exibir
shoot shot shot encolher, contrair
show showed shown
shrink shrank shrunk

174 Irregular Verbs

SOMOS Educação Forma básica Passado Particípio Tradução
Passado
shut shut shut fechar, cerrar
sing sang sung cantar
sink sank sunk afundar, submergir
sit sat sat sentar
sleep slept slept dormir
slide slid slid deslizar, escorregar
smell smelled/smelt smelled/smelt cheirar
speak spoke spoken falar
spend spent spent gastar
spin spun spun girar, fiar
spit spit/spat spit/spat cuspir
spread spread spread espalhar
stand stood stood parar de pé, aguentar
steal stole stolen roubar
stick stuck stuck furar, fincar, enfiar
stink stank stunk cheirar mal
strike struck struck golpear, desferir, atacar
strive strove striven esforçar-se, lutar
swear swore sworn jurar, prometer, assegurar
sweep swept swept varrer
swim swam swum nadar
swing swung swung balançar, alternar
take took taken tomar
teach taught taught ensinar, dar aula
tear tore torn rasgar, despedaçar
tell told told contar, dizer
think thought thought pensar
throw threw thrown atirar, arremessar
undergo underwent undergone submeter(-se) a, suportar
understand understood understood entender
uphold upheld upheld sustentar, apoiar, defender
wear wore worn vestir, usar, desgastar
weep wept wept chorar
win won won vencer, ganhar
write wrote written escrever, redigir

Irregular Verbs 175

VERBOS IRREGULARES NO PASSADO AGRUPADOS POR FORMAS SEMELHANTES

Forma básica, Passado e Particípio Passado com a mesma forma

Forma básicaSOMOS EducaçãoPassado Particípio Passado Tradução
bet bet bet apostar
bid bid bid oferecer, fazer uma oferta
broadcast broadcast broadcast transmitir, irradiar
cast cast cast atirar, lançar
cost cost cost custar
cut cut cut cortar
hit hit hit bater
hurt hurt hurt machucar
let let let deixar, alugar
put put put colocar
quit quit quit deixar, abandonar
read read read ler
set set set estabelecer, colocar, pôr em
determinada condição, marcar,
shut shut shut ajustar
spread spread spread fechar, cerrar
espalhar

Passado e Particípio Passado terminados em nt/ed

Forma básica Passado Particípio Passado Tradução
burn burnt/burned burnt/burned queimar
learn learnt/learned learnt/learned aprender

Passado com o som /an/ /aŋ/ e Particípio Passado com o som /ʌn/ /ʌŋ/

Forma básica Passado Particípio Passado Tradução
begin began begun começar
drink drank drunk beber
tocar (campainha, sinos
ring rang rung etc.)
correr, concorrer, dirigir
run ran run encolher, contrair
shrink shrank shrunk cantar
sing sang sung afundar, submergir
sink sank sunk cheirar mal
stink stank stunk nadar
swim swam swum

176 Irregular Verbs

Passado com o som /uː/ e Particípio Passado com o som /əʊn/

Forma básica Passado Particípio Passado Tradução
blow blew blown assoprar, explodir
draw drew drawn desenhar
fly flew flown voar, pilotar
grow grew grown crescer, cultivar
know knew known saber, conhecer
throw threw thrown atirar, arremessar
SOMOS Educação
Passado com o som /ʊk/ e Particípio Passado com o som /eɪkən/

Forma básica Passado Particípio Passado Tradução
shake shook shaken sacudir, tremer
take took taken tomar

Passado e Particípio Passado com o som /stʊd/

Forma básica Passado Particípio Passado Tradução
stand stood stood parar de pé, aguentar
understand understood understood entender

Passado e Particípio Passado com o som /əʊld/

Forma básica Passado Particípio Passado Tradução
sell sold sold vender
tell told told contar, dizer

Passado com o som /əʊ/ e Particípio Passado com o som /əʊ/ terminado em en

Forma básica Passado Particípio Passado Tradução
break broke broken quebrar
choose chose chosen escolher
freeze froze frozen congelar, paralisar
speak spoke spoken falar
steal stole stolen roubar

Passado com o som /əʊ/ e Particípio Passado com o som /ɪ/ terminado em en

Forma básica Passado Particípio Passado Tradução
drive drove driven dirigir, ir de carro
andar de (bicicleta, carro etc.),
ride rode ridden andar a (cavalo)
subir, erguer(-se)
rise rose risen escrever, redigir
write wrote written

Irregular Verbs 177

Passado e Particípio Passado com o som /ɔːt/

Forma básica Passado Particípio Passado Tradução
bring brought brought trazer
buy bought bought comprar
catch caught caught pegar, capturar
fight fought fought lutar
seek sought sought procurar obter, objetivar
think thought thought pensar
teach taught taught ensinar, dar aula
SOMOS Educação
Passado com o som /ɔː(r)/ e Particípio Passado com o som /ɔː(r)n/

Forma básica Passado Particípio Passado Tradução
swear swore sworn jurar, prometer, assegurar
tear tore torn rasgar, despedaçar

Passado e Particípio Passado com o som /eɪ/

Forma básica Passado Particípio Passado Tradução

lay laid laid colocar em posição horizontal,
assentar
pay paid paid
pagar

Passado e Particípio Passado com o som /geɪv/

Forma básica Passado Particípio Passado Tradução
forgive forgave forgiven perdoar
give gave given dar

Passado com o som /keɪm/ e Particípio Passado com a mesma forma da Forma básica

Forma básica Passado Particípio Passado Tradução
become became become tornar(-se)
come came come vir

Passado e Particípio Passado com o som /ɛnt/

Forma básica Passado Particípio Passado Tradução
bend bent bent curvar
lend lent lent emprestar (dar emprestado)
send sent sent enviar
spend spent spent gastar

178 Irregular Verbs

Passado e Particípio Passado com o som /ept/

Forma básica Passado Particípio Passado Tradução
guardar, manter
keep kept kept dormir
varrer
sleep slept slept chorar

sweep swept swept
SOMOS Educação
weep wept wept

Passado e Particípio Passado com o som /ɛd/

Forma básica Passado Particípio Passado Tradução
sangrar, ter hemorragia
bleed bled bled alimentar
fugir, escapar
feed fed fed

flee fled fled

Passado e Particípio Passado com o som /ɛlt/

Forma básica Passado Particípio Passado Tradução
negociar, tratar
deal dealt dealt sentir(-se)

feel felt felt

Passado com o som /ɡɒt / e Particípio Passado com o som /ɡɒt/ /ɡɒtn/

Forma básica Passado Particípio Passado Tradução
forget forgot forgot/forgotten esquecer
get got got/gotten obter

Passado e Particípio Passado com o som /ʌk/

Forma básica Passado Particípio Passado Tradução
stick stuck stuck furar, fincar, enfiar
strike struck struck golpear, desferir, atacar

Irregular Verbs 179

Extra Activities

UNITS 1 AND 2 - A

Read the text below and do exercises 1-6.
Write the answers in your notebook.
RicardoSOMOS EdTeles/PulsarImagensucação
Cultural Diversity in Brazil

Brazil has a remarkable creative diversity. Cultural

diversity can be a central issue for the development of

projects in the country, especially focusing on

Indigenous People and Afro-descendants.

Areas like traditional crafts, small manufacturers,

fashion and design are strategic areas for Brazil, given

their capacity to improve the living conditions of the

poorer people. It can bring individual empowerment and © UNESCO
can contribute to poverty reduction. Quarup ritual of Caiapó Indian tribe – Xingu, Brazil

In attempting to face its most pressing problem – social inequality – the country has been discovering

the strong influence of culture in shaping this reality and its potential importance to the eventual

social transformation of the current scenario.

There is still lack of deeper cultural approach when dealing with indigenous people and

Afro-descendants. These two minority groups present the worst social indicators of the country, but

only in the last few years have been targeted by specific social policies.

More needs to be done to preserve:

• Indigenous people’s traditions,

• Indigenous languages that are in danger of disappearing,

• Indigenous traditional knowledge related to nature,

• Indigenous peoples’ lands – there are conflicts related to the expansion of the agricultural frontier

and investments in infrastructure,

• The affirmation of the rights of indigenous peoples, including their right to cultural and linguistic diversity,

• African culture’s influence on Brazilian culture and history.

Unesco Brasilia Office is often sought out on issues of cultural diversity, particularly when it is seen not

only in the context of the imbalance between countries that produce and consume cultural products, but

180

also in its links with human rights and minority rights, and as a way of fighting discrimination that causes
inequality.

In 2007, Brazil ratified the Unesco Convention on Protection and Promotion of Diversity of Cultural
Expressions, approved in 2005. The Convention is a legal instrument that guides the Organization in
elaborating concepts, goals, and policies in favor of cultural diversity with emphasis on pluralism, on
dialogue between cultures and their various beliefs, and on development policies.

The Organization also emphasizes the opportunities that the Convention has been creating in
respect to national legal instruments and to related entities. Unesco expects to contribute to the impact
evaluation of this international instrument on commercial relations that involve cultural services and
cultural goods.

Available at: <www.unesco.org/new/en/brasilia/culture/cultural-diversity/#c1048825>. Accessed in: March 2016.
SOMOS Educação
1. According to the text, what problem needs to be dealt with immediately

in Brazil?

2. Are the following statements true or false? Write T (True) or F (False) for

each statement. Then correct the false statements.

a. Traditional crafts, small manufacturers, fashion and design are examples
of strategic areas for Brazil that can help improve the living conditions of
indigenous people and Afro-descendants.

b. Indigenous people and Afro-descendants are minority groups that have
long been targeted by specific social policies.

c. The Unesco Convention on Protection and Promotion of Diversity of
Cultural Expressions guides the Organization in elaborating concepts,
goals, and policies in favor of cultural diversity.

3. What do the following words in bold refer to?

a. “These two minority groups (...)” (4th paragraph)
b. “(...) particularly when it is seen not only in the context of (...)” (6th paragraph)
c. “(...) and their various beliefs (...)” (7th paragraph)

4. What do the words in bold mean? Make inferences and match the columns

below.

a. “a remarkable creative I. plans of action agreed on or chosen
diversity” (1st paragraph) by a political party, a business etc.

b. “the current scenario” II. looked for and found, especially
(3rd paragraph) when this means using a lot of
effort
c. “specific social policies”
(4th paragraph) III. happening now; of the present time

d. “is often sought out on issues” IV. unusual or surprising in a way that
(6th paragraph) causes people to take notice

Extra Activities 181

5. In “Areas like traditional crafts, small manufacturers, fashion and design”, the

discourse marker like expresses

▲ comparison. ■ exemplification.

6. Read the following fragments and choose the correct item that completes

each sentence below (▲ or ■).
P.SOMChinnapong/ShutterstockOS Educação
ZaZa Studio/ShutterstockI. “In attempting to face its most pressing problem ...” (3rd paragraph)
II. “... given their capacity to improve the living conditions of the poorer

people ...” (2nd paragraph)
III. “... the country has been discovering the strong influence of culture in

shaping this reality ...” (3rd paragraph)

a. The words pressing (fragment I) and living (fragment II) are

▲ verbs. ■ adjectives.

b. The word discovering (fragment III) is

▲ a verb. ■ a noun.

c. The verb face (fragment I) is equivalent in meaning to

▲ cause. ■ deal with.

d. The word pressing (fragment I) is equivalent in meaning to

▲ minor. ■ urgent.

UNITS 1 AND 2 - B

Read the following texts and do exercises 1-5.
Write the answers in your notebook.

“One of my great regrets, and “I love life. I wish I could live
I don’t have many, is that I spent another 500 years, truly.
too long putting people’s status There is so much to do.
and reputation ahead of their I don’t feel bitter or angry
more important qualities. I learned or disappointed. If anything,
far too late in life that a long list I am very grateful for where
of letters after someone’s name I come from. I have absolutely
is no guarantee of compassion, no regrets.”
kindness, humour, all the far more
relevant stuff.” Waris Dirie, Somali fashion model

Bill Nighy, British actor

182 Extra Activities

“I don’t have many regrets. I regretDaxiaoSOMOS Educação Productions/Shutterstock“I do not think I am successful
mistakes, particularly those that Akura Yochi/Shutterstockjust because I have money.
damage other people, and we’ve all I’m successful because I love who
made some of those. But I’m not sad I am and I have no regrets, and
about change.” I’m successful because I have a great
heart and I have compassion and
John Gutfreund (1929-2016), American banker I care and I would be happy with or
without money.”

Suze Orman, American financial advisor

Available at: <www.brainyquote.com>. Accessed in: March 2016.

1. What are the four quotes about?

2. Who is each sentence below related to? Replace each icon ✪ with I, II, III or IV

to complete the following sentences. Write I for Bill Nighy, II for Waris Dirie,
III for Suze Orman and IV for John Gutfreund.
a. ✪ and ✪ don’t have any regrets.
b. ✪ and ✪ don’t have many regrets.
c. ✪ is thankful for her past.
d. ✪ claims that her happiness is not related to wealth.
e. ✪ regrets having overestimated people’s status far too long in life.
f. ✪ believes that everybody has already harmed other people in life.

3. In “I regret mistakes, particularly those that damage other people, and we’ve

all made some of those”, what does the pronoun those refer to?

4. Use If only to rewrite the fragment “I wish I could live another 500 years, truly.”

5. Replace each icon ✪ with the correct form of each verb in parentheses to

complete the sentences below.

a. Bill Nighy gave more importance to people’s reputation rather than their
kindness. He regrets that.
Bill Nighy wishes he ✪ (give) more importance to people’s reputation
rather than their kindness.

b. Suze Orman damaged other people. She regrets that.
Suze Orman wishes she ✪ (damage) other people.

Extra Activities 183

UNITS 3 AND 4 - A

Read the text below and do exercises 1-5.
Write the answers in your notebook.

SusanSOMOS Edu Mulidore/<www.rd.com>caçãoWhen Paramedics Needed a Sign Language Interpreter,
This 11-Year-Old Stepped Up to Help

Without a second thought, Yesenia Diosdado ran to the scene of a
three-car accident to assist EMS workers who were looking for a sign
language interpreter.

On a cold afternoon in January 2015,
Yesenia Diosdado, 11, got off a school
bus in Lenexa, Kansas, near the
apartment building where she lives
with her family. When the bus pulled
away, Yesenia saw police and
emergency workers attending to victims
of a three-car accident that had
occurred at a busy intersection nearby.
Yesenia joined a small crowd of
onlookers across the street.

She noticed that an injured woman
was trying to communicate with an EMS
worker using sign language, but he
couldn’t understand her. “I heard him
ask for an interpreter,” Yesenia says.

She ran over to the paramedic to help — her mother, a former sign language
interpreter, had taught her and her siblings how to sign (no one in the family is
hearing-impaired).

“She said, ‘I sign. Can I help?’” says EMS captain Chris Winger. “I was floored.”
Yesenia was able to relay to the emergency personnel that the woman’s neck
was injured and tell them the name of the local hospital she preferred. “She
looked really hurt,” says Yesenia. “I’m proud that I got to do something to help.”
When her mother, Susan Milidore, 36, heard about Yesenia’s heroics, she
wasn’t surprised. “It’s in her nature to help,” says Susan. “I was impressed that
she recognized the seriousness of the situation and took charge. Most adults
wouldn’t have done that.”
A few weeks later, paramedics presented Yesenia with a gold coin and a
certificate of appreciation at her elementary school.
“My mom always says that you never know when sign language might come
in handy,” says Yesenia. “That day, it did.”

Available at: <www.rd.com/true-stories/inspiring/sign-language-interpreter-hero>. Accessed in: March 2016.

184 Extra Activities

1. What is the purpose of the text?

a. Tell the readers how a young girl learned sign language.
b. Tell the readers about the inspiring story of a young girl.
c. Tell the readers about the bus accident involving a young girl.

SOMOS Educação2. How did Yesenia help the injured woman?

3. What do the words in bold mean? Make inferences and match the columns

below.

a. “a small crowd of onlookers” I. having previously filled a particular
(1st paragraph) role or been a particular thing

b. “an injured woman” II. the people who work for an
(2nd paragraph) organization

c. “a former sign language III. physically hurt
interpreter” (3rd paragraph) IV. people who watch something that

d. “the emergency personnel” is happening but is not involved in it
(5th paragraph)

4. In each noun phrase below, identify the main word as in the example that

follows.
Example:
a. a sign language interpreter
Answer: interpreter
b. a three-car accident
c. a cold afternoon
d. a small crowd of onlookers
e. an injured woman
f. a former sign language interpreter
g. the emergency personnel
h. the seriousness of the situation
i. a certificate of appreciation

5. Rewrite the sentences below. Use indirect speech.

a. “I heard him ask for an interpreter,” Yesenia says.
Yesenia said ✪

b. “She looked really hurt,” says Yesenia.
Yesenia said ✪

c. “It’s in her nature to help,” says Susan.
Susan said ✪

d. “My mom always says that you never know when sign language might
come in handy,” says Yesenia.
Yesenia said ✪

Extra Activities 185

UNITS 3 AND 4 - B

Read the text below and do exercises 1-6.
Write the answers in your notebook.

SpencerSOMOS EduHeyfron/ cação Why This Heroic Boy Scout Went Over a Waterfall
Rdeux for Reader«s Gigest.
When a ten-year-old saw a little girl in danger, he dived in to save her.

It was a sizzling June day on the outskirts
of Austin, Texas, and Sammy Armstrong
couldn’t wait to get in the water.

The ten-year-old was on a camping trip
at McKinney Falls State Park with his mom,
Kelley, his dad, Stacey, and his brothers,
Ben, eight, and Willy, two.

Around 11 a.m., Sammy’s mother
and little brother Ben dropped the
family kayak into Onion Creek, which
meanders through the park’s 750 acres,
and paddled off. Sammy and Willy
accompanied their dad to Upper Falls,
which marks the point where placid Onion Creek plummets 12 feet over a rock
ledge. At the top of the waterfall, a limestone pathway traverses the creek bed.
Below is a swimming hole, 20 feet deep in some places.

With his father watching from the rocks above, Sammy jumped in. He was a
good swimmer – he’d been on the swim team in his hometown of Cypress, Texas.
Sammy played in the water for a while, eventually pulling himself out of the
swimming hole and onto a warm boulder and watching a group of children tramp
through the creek bed above. They were summer campers from Austin who,
along with their counselors, were headed back to the visitors’ parking lot after a
morning hike. As the kids passed Stacey and Willy, a tiny five-year-old girl
reached down to grab a water bottle and lost her balance. In an instant, she was
swept over the falls.

“A girl went over the waterfall!” Stacey shouted. Sammy caught a glimpse of
the girl’s arm and the top of her dark head as the roiling currents pushed her
into the hollow beneath the rock ledge, hiding her from the crowd above. She
bobbed up and down, struggling in the deep water. “I’m kind of freaked out at
this point,” Sammy says now.

His father, with Willy clasped under one arm, walked toward the edge of the
waterfall to try to locate the girl, but Sammy was the one in striking distance.
“You have to get her out of there!” Stacey yelled down to him. Sammy was
nervous, but “my dad just looked at me, and I understood what I had to do.”

Available at: <www.rd.com/true-stories/inspiring/heroic-boy-scout-waterfall>.
Accessed in: March 2016.

186 Extra Activities

SOMOS Educação1. What is the purpose of the text?

a. Tell the readers that a little girl was rescued by a young boy.
b. Tell the readers about the daily life of a Boy Scout.
c. Tell the readers about the heroes of a ten-year-old Boy Scout.

2. Which fragment below describes the moment Sammy saved a five-year-old

girl?
a. “With his father watching from the rocks above, Sammy jumped in.”

(4th paragraph)
b. “Sammy played in the water for a while, eventually pulling himself out of

the swimming hole and onto a warm boulder (...)” (4th paragraph)
c. “Sammy was nervous, but ‘my dad just looked at me, and I understood

what I had to do.’” (6th paragraph)

3. Order (1-6) the items below according to the sequence of events reported in

the text.
a. Sammy dived in to save the little girl.
b. Sammy and his father tried to find the girl.
c. He saw a five-year-old girl go over the waterfall.
d. Sammy and his little brother accompanied their dad to Upper Falls.
e. A limestone pathway traverses the creek bed at the top of the waterfall.
f. Sammy jumped in a deep swimming hole and played in the water for a while.

4. In each noun phrase below, identify the main word as in the example that

follows.
Example:
a. a little girl
Answer: girl

b. the family kayak
c. a limestone pathway
d. a swimming hole
e. summer campers from Austin
f. a tiny five-year-old girl

5. In “’You have to get her out of there!’ Stacey yelled down to him”, what do the

pronouns in bold refer to?

6. Rewrite the sentence below. Use indirect speech.

“I’m kind of freaked out at this point,” Sammy says now.
Sammy said at that time ✪

Extra Activities 187

UNITS 5 AND 6 - A

Read the text below and do exercises 1-5.
Write the answers in your notebook.

AmmitSOMJack/ShutterstockOS EducaçãoThe Changing Amazon Rainforest

The Amazon has a long history of human settlement, but in recent decades the pace of change has
accelerated due to an increase in human population, the introduction of mechanized agriculture, and
integration of the Amazon region into the global economy. Vast quantities of commodities produced in the
Amazon — cattle beef and leather, timber, soy, oil and gas, and minerals, to name a few — are exported today
to China, Europe, the U.S., and other countries. This shift has had substantial impacts on the Amazon.

This transition from a remote backwater to a cog in the global economy has resulted in large-scale
deforestation and forest degradation in the Amazon — more than 1.4 million hectares of forest have been
cleared since the 1970s. An even larger area has been affected by selective logging and forest fires.

Conversion for cattle grazing is the biggest single direct driver of deforestation. In Brazil, more than
60 percent of cleared land ends up as pasture, most of which has low productivity, supporting less than
one head per hectare. Across much of the Amazon, the primary objective for cattle ranching is to
establish land claims, rather than produce beef or leather. But market-oriented cattle production has
nonetheless expanded rapidly during the past decade.

Industrial agricultural production, especially soy farms, has also been an important driver of
deforestation since the early 1990s. However since 2006 the Brazil soy industry has had a moratorium
on new forest clearing for soy. The moratorium was a direct result of a Greenpeace campaign.

Mining, subsistence agriculture, dams, urban expansion, agricultural fires, and timber plantations
also result in significant forest loss in the Amazon. Logging is the primary driver of forest disturbance
and studies have shown that logged-over forests — even when selectively harvested — have a much
higher likelihood of eventual deforestation. Logging roads grant access to farmers and ranchers to
previous inaccessible forest areas.

Deforestation isn’t the only reason the Amazon is changing. Global climate change is having major
impacts on the Amazon rainforest. Higher temperatures in the tropical Atlantic reduce rainfall across
large extents of the Amazon, causing drought
and increasing the susceptibility of the
rainforest to fire. Computer models suggest that
if current rates of warming continue, much of
the Amazon could transition from rainforest to
savanna, especially in the southern parts of the
region. Such a shift could have dramatic
economic and ecological impacts, including
affecting rainfall that currently feeds regions
that generate 70 percent of South America’s GDP
and triggering enormous carbon emissions from
forest die-off. These emissions could further
worsen climate change.

Available at: <http://rainforests.mongabay.com/amazon>. Accessed in: March 2016.

188 Extra Activities

1. What is the main theme of the text?

2. Replace each icon ✪ with a word or expression from the text to complete the

sentences below.
a. The pace of deforestation in the Amazon ✪ over the last decades.
b. ✪ is the main driver of forest disturbance.
c. Global ✪ also affects deforestation in the Amazon.
d. ✪ in the tropical Atlantic cause drought and increase the inclination of the

rainforest to fire.
SOMOS Educação
3. In “Across much of the Amazon, the primary objective for cattle ranching is

to establish land claims, rather than produce beef or leather”, the discourse

marker in bold is equivalent in meaning to

▲ especially. ■ instead of.

4. Read the following fragments and choose the correct item that completes

each sentence below (▲ or ■).

I. “But market-oriented cattle production has nonetheless expanded rapidly
during the past decade.” (3rd paragraph)

II. “... logged-over forests – even when selectively harvested – have a much
higher likelihood of eventual deforestation.” (5th paragraph)

a. The discourse marker nonetheless (fragment I) is equivalent in meaning to

▲ despite this fact. ■ because of this fact.

b. The main word in the noun phrase market-oriented cattle production

(fragment I) is

▲ market. ■ production.

c. The word likelihood (fragment II) means

▲ certainty. ■ probability.

5. Which fragments below are in the passive voice?

a. “The Amazon has a long history of human settlement ...” (1st paragraph)

b. “Vast quantities of commodities produced in the Amazon ... are exported
today ...” (1st paragraph)

c. “... more than 1.4 million hectares of forest have been cleared since the
1970s.” (2nd paragraph)

d. “An even larger area has been affected by selective logging and forest
fires.” (2nd paragraph)

e. “Industrial agricultural production, especially soy farms, has also been an
important driver of deforestation since the early 1990s.” (4th paragraph)

f. “... studies have shown that logged-over forests ...” (5th paragraph)

g. “These emissions could further worsen climate change.” (6th paragraph)

Extra Activities 189

UNITS 5 AND 6 - B

Read the text below and do exercises 1-6.
Write the answers in your notebook.

A.SOMOS EducaçãandI.Kruk/ShutterstockoWhat Causes Someone to Spend
Compulsively?

In a culture that condones and even encourages
materialism, many people believe, subconsciously or not,
that buying the right car, the latest electronic gadget, or
an item of clothing is the key to attaining happiness and
success. They may make purchases in anticipation of
greater social acceptance, or to boost their self-image,
self-esteem, or sense of self-worth. Shopping purely for immediate personal gratification has been
glorified and deemed “retail therapy,” and overspending is fairly easy to do in a world that provides
easy access to credit. Although compulsive spending may have its roots in these cultural influences,
the behavior is typically linked to more complex issues.

Compulsive buying is often used as an emotion-regulation strategy so that a person can avoid or
alleviate negative feelings and enhance or prolong positive emotions, at least temporarily. The cycle of
compulsive spending moves from apprehension or anxiety to a temporary feeling of euphoria during
the search for and acquisition of an item, and the cycle typically culminates in guilt or remorse.

The true psychological source of a person’s compulsive spending tendencies is difficult to pinpoint.
The behavior itself is not a diagnosable mental health condition, but it has been linked to many other
psychological conditions, from low self-esteem to addiction. Some researchers identify compulsive
buying as an obsessive-compulsive tendency, and others see it as an impulse control problem, due to
the short-term gratification and dismissal of long-term consequences associated with the behavior.
Compulsive hoarding is particularly closely linked to compulsive spending in several ways, including
the meaning and value that is placed on inanimate objects, the need to possess certain items, and the
fear associated with losing an opportunity to acquire an item. Compulsive spending has also been
linked to depression, although it is just as likely that the psychological distress resulting from
overspending could lead to depression as it is that depression could lead to compulsive spending.

Available at: <www.goodtherapy.org/learn-about-therapy/issues/compulsive-shopping>.
Accessed in: March 2016.

1. What is the main theme of the text?

2. Are the following statements true or false? Write T (True) or F (False) for

each statement. Then correct each false statement with a fragment from the
text.

a. According to the text, many people share the belief that money,
possessions and physical comforts are important to achieve success.

b. Compulsive spending can be seen as a strategy used by some people to
reduce negative feelings or extend positive ones.

190 Extra Activities

c. Compulsive buying is a diagnosable mental health condition.
d. The cycle of compulsive buying moves from remorse to a temporary

feeling of euphoria.
e. Compulsive shopping has been associated with depression.

3. What do the following pronouns in bold refer to?

a. “(...) may have its roots in these cultural influences (...)” (1st paragraph)
b. “(...) and others see it as an impulse control problem (...)” (3rd paragraph)

4. In “(...) the psychological distress resulting from overspending could lead to

depression as it is that depression could lead to compulsive spending”, the
modal verb could expresses
▲ certainty.
■ possibility.

5. Read the following fragment and choose the correct item that completes

each sentence below (▲ or ■).

“The true psychological source of a person’s compulsive
spending tendencies is difficult to pinpoint.” (3rd paragraph)
SOMOS Educação
a. The main word in the noun phrase The true psychological source of a
person’s compulsive spending tendencies is
▲ source.
■ tendencies.

b. The word spending is
▲ a noun.
■ an adjective.

c. The verb pinpoint means
▲ give the exact reason for something.
■ show the exact position of something.

6. Copy the table below in your notebook. Then complete it by replacing each

icon ✪ with a word containing a suffix from the text “What Causes Someone
to Spend Compulsively?”.

VERB NOUN

accept ✪
acquire ✪
dismiss ✪
behave ✪

Extra Activities 191

UNITS 7 AND 8 - A

Read the texts below and do exercises 1-4.
Write the answers in your notebook.

Jane Austen (1775-1817)

Jane Austen was born on December 16, 1775, in Steventon, Hampshire, England. While not
widely known in her own time, Austen’s comic novels of love among the landed gentry gained
popularity after 1869, and her reputation skyrocketed in the 20th century. Her novels,
including Pride and Prejudice and Sense and Sensibility, are considered literary classics,
bridging the gap between romance and realism.

Available at: <www.biography.com/people/jane-austen-9192819>. Accessed in: March 2016.
NYPL/ScienceSource/Gettyc Imagesação Leemage/Getty Images

Charlotte Brontë (1816-1855)

Born on April 21, 1816, in Thornton, Yorkshire, England, Charlotte Brontë worked as a teacher
and governess before collaborating on a book of poetry with her two sisters, Emily and Anne, who
were writers as well. In 1847, Brontë published the semi-autobiographical novel Jane Eyre, which
was a hit and would become a literary classic. Her other novels included Shirley and Villette. She
died on March 31, 1855, in Haworth, Yorkshire, England.

Available at: <www.biography.com/people/charlotte-bront%C3%AB-11919959>. Accessed in: March 2016.
WalterSOMBird/GettyOImages S Edu
Virginia Woolf (1882-1941) Photo Researchers/Getty Images

Born into a privileged English household in 1882, writer Virginia Woolf was raised by free- ExtraActivities_
-thinking parents. She began writing as a young girl and published her first novel, The Voyage f08_3WcA
Out, in 1915. Her nonlinear, free form prose style inspired her peers and earned her much
praise. She was also known for her mood swings and bouts of deep depression. She committed
suicide in 1941, at the age of 59.

Available at: <www.biography.com/people/virginia-woolf-9536773>. Accessed in: March 2016.

Agatha Christie (1890-1976)

Born on September 15, 1890, in Torquay, England, Agatha Christie published her first novel,
The Mysterious Affair at Styles, in 1920, and went on to become one of the most famous writers in
history, with mysteries like Murder at the Vicarage, Partners in Crime and Sad Cypress. She sold
billions of copies of her work, and was also a noted playwright and romance author. She died on
January 12, 1976.

Available at: <www.biography.com/people/agatha-christie-9247405>. Accessed in: March 2016.

J. K. Rowling (1965-) s_bukley/Shutterstock

Born in Yate, England, on July 31, 1965, J. K. Rowling came from humble economic means
before writing Harry Potter and the Sorcerer’s Stone, a children’s fantasy novel. The work was an
international hit and Rowling wrote six more books in the series, which sold into the hundreds
of millions and were adapted into a blockbuster film franchise. In 2012, Rowling released the
non-Potter novel, The Casual Vacancy.

Available at: <www.biography.com/people/jk-rowling-40998>. Accessed in: March 2016.

192 Extra Activities

1. What do the women mentioned in the texts have in common?

a. The writing style. d. The number of novels published.

b. The country of birth. e. The literary genre of their books.

c. The number of siblings.

SOMOS Educação2. Match the names of the authors on the right to the sentences related to

them on the left.

a. She is best known as the author of a children’s

fantasy series. Her books were adapted into a

blockbuster film franchise. I. Jane Austen
b. She became the world’s best-selling mystery writer. II. Charlotte Brontë
c. Her novels are considered literary classics, bridging III. Virginia Woolf
IV. Agatha Christie
the gap between romance and realism. V. J. K. Rowling
d. Her nonlinear, free form prose style inspired her

peers and earned her much praise.

e. She collaborated on a book of poetry with her two
sisters, who were writers as well.

3. Are the following statements true or false? Write T (True) or F (False) for

each statement. Then correct the false statements.

a. Jane Austen was widely known in her own time.

b. Charlotte Brontë worked as a teacher and governess before becoming a writer.

c. Virginia Woolf was raised by close-minded parents.

d. Agatha Christie was a noted playwright and romance author.

e. J. K. Rowling was born into a wealthy family.

4. Read the fragments below and replace each icon ✪ with the appropriate

word or expression in parentheses to complete the following statements.
Make inferences.

I. “… and her reputation skyrocketed in the 20th century.” (Jane Austen)
II. “… bridging the gap between romance and realism.” (Jane Austen)
III. “… and earned her much praise.” (Virginia Woolf)
IV. “She was also known for her mood swings …” (Virginia Woolf)
V. “… and was also a noted playwright and romance author.” (Agatha Christie)

a. In fragment I, the verb skyrocket means ✪ (increase/decrease).
b. In fragment II, the verb bridge means ✪ (expand/reduce).
c. In fragment III, the noun praise means ✪ (admiration/disapproval).
d. In fragment IV, the expression mood swing means ✪ (an abrupt change of

mood/a prolonged feeling of unhappiness).
e. In fragment V, the adjective noted means ✪ (unknown/distinguished).

Extra Activities 193

UNITS 7 AND 8 - B

Read the text below and do exercises 1-4.
Write the answers in your notebook.

LeventeGyori/ShutterstockSOMOS EducaçãoRegret Farewell, dark and rolling deep!
Farewell, foreign shore!
Long ago I wished to leave Open, in unclouded sweep,
“The house where I was born;” Thou glorious realm before!
Long ago I used to grieve, Yet, though I had safely pass’d
My home seemed so forlorn. That weary, vexed main,
In other years, its silent rooms One loved voice, through surge and blast,
Were filled with haunting fears; Could call me back again.
Now, their very memory comes
O’ercharged with tender tears. Though the soul’s bright morning rose
O’er Paradise for me,
Life and marriage I have known, William! even from Heaven’s repose
Things once deemed so bright; I’d turn, invoked by thee!
Now, how utterly is flown Storm nor surge should e’er arrest
Every ray of light! My soul, exulting then:
‘Mid the unknown sea of life All my heaven was once thy breast,
I no blest isle have found; Would it were mine again!
At last, through all its wild wave’s strife,
My bark is homeward bound.

BRONTË, Charlotte. Available at: <www.poemhunter.com/poem/regret/>. Accessed in: March 2016.

Glossary: thee: (archaic) you (as the object of a verb)
bark: ship thou: (archaic) you (as the subject of
blest: (archaic) blessed a verb)
forlorn: sad and abandoned or lonely thy: (archaic) your
homeward bound: on the way home vexed: agitated
strife: conflict

194 Extra Activities

SOMOS Educação1. Choose the correct statement below about the woman in the poem.

a. She wishes she had never married.
b. She has never experienced happiness in her life.
c. She believes that her true love could make her happy.
d. She believes she will never be able to find her true love.
e. She talks about her childhood memories in a joyful tone.

2. Are the following statements true or false? Write T (True) or F (False) for

each statement. Then correct the false statements.
a. The woman in the poem describes the house where she was born as a

lively place.
b. The woman in the poem is going through a hard time.
c. Her true love is called William.
d. She has never been married.
e. The woman wants to be with her true love forever.

3. In “‘Mid the uknown sea of life” (2nd stanza), Charlotte uses a metaphor: living

life is going on a journey by sea. Can you identify the expressions related to
this metaphor?
a. “blest isle”
b. “wild wave’s strife”
c. “My bark”
d. “silent rooms”
e. “foreign shore”

4. Replace each icon ✪ with the appropriate word or expression in parentheses

to complete the following statements. Make inferences.
a. In “haunting fears” (1st stanza), the -ing in haunting forms ✪ (an

adjective/a verb).
b. In “O’ercharged [overcharged] with tender tears” (1st stanza), the prefix

over- means ✪ (insufficient; not enough/in excess; too much).
c. In “unknown sea of life” (2nd stanza) and “unclouded sweep” (3rd stanza),

the prefix un- means ✪ (again; repeatedly/not; opposite to).
d. In “glorious realm” (3rd stanza), the suffix -ous forms ✪ (a noun/an

adjective).
e. In “safely pass’d” (3rd stanza), the suffix -ly forms ✪ (an adjective/an

adverb).

Extra Activities 195

Studying for Enem

Nesta seção, escreva a resposta de cada questão em seu caderno.

SIMULADO 1

Questão 1
Reprodução/2016SOMOS EduStopRacism/IndependentcMediaação
Disponível em: <http://stopracism.iol.co.za>. Acesso em: 27 mar. 2016.

O racismo precisa ser combatido em todo o mundo. O principal objetivo do
texto apresentado é

a. compartilhar em redes sociais as consequências negativas do racismo.

b. denunciar a falta de compromisso das pessoas com a luta contra o
preconceito.

c. agradecer o apoio manifestado por usuários de redes sociais ao
movimento antirracismo.

d. solicitar suporte financeiro para o lançamento de uma campanha contra o
racismo nas redes sociais.

e. incentivar as pessoas a se comprometer a realizar ações concretas contra
o preconceito racial.

196

Questão 2

Cartuns abordam diferentes temas relevantes para a sociedade. O cartum
em questão

a. defende os direitos dos povos indígenas. Chris Madden/Acervoodo cartunista

b. denuncia o despejo de lixo em terras
indígenas.

c. valoriza a sabedoria popular sobre o uso
da terra.
Reprodução/LaurenceSOMOS EdKingPublishingucaçã
d. defende o retorno dos povos indígenas
às suas terras.

e. critica o uso inadequado da terra para Disponível em: <www.chrismadden.co.uk>. Acesso em: 27 mar. 2016.
despejo de lixo.

Texto para as questões 3 e 4.

The Calming Power of Colouring Books

Once considered child’s play, colouring books are now
wildly popular among adults – and the craze continues
to grow.

Colouring books top bestseller lists around the globe,
selling millions of copies each year. Enthusiasts say the
hobby helps them cope with stress, anxiety and depression.
While experts emphasize that colouring isn’t the same as
art therapy, there is evidence that the act’s repetitive nature
can release tension. Some people are soothed by the
meditative focus required to fill in intricate patterns and
landscapes. Some appreciate the low-pressure creative
outlet and feel rewarded when they complete pages. Others
just enjoy feeling like a kid again.

There’s an option for every taste and style. Scottish artist Johanna Basford helped launch the trend
with 2013’s Secret Garden, a collection of ornate floral images. For a different experience, there’s
Thrill Murray, published by the British collective Belly Kids, which revisits scenes from the career of
actor Bill Murray.

Fantastic Cities, a new title by Ontario illustrator Steve McDonald, brings users on an urban joyride.
The aerial views of real and imagined cities are a stunning survey of human-made environments, from
the streets of Sault Ste. Marie, Ont., to a favela in Rio de Janeiro.

“I like the idea that, because the drawings are so detailed and because of the time it takes to colour
each page, people are giving some thought to architectural styles and patterns,” says McDonald. “This
book is the story of our human habitat and our history on the planet, of how we build dwellings and
how we do it differently in different places.”

Disponível em: <www.readersdigest.ca/arts-culture/entertainment/calming-power-colouring-books>.
Acesso em: 27 mar. 2016.

Studying for Enem 197

Reprodu•‹o/UNESCOSOMOS Educação Questão 3
Livros para colorir estão entre os mais vendidos em todo o mundo. De

acordo com o texto,
a. a natureza repetitiva da atividade de colorir pode gerar tédio em algumas
pessoas.
b. de acordo com especialistas, a atividade de colorir é uma forma de terapia
por meio da arte.
c. a sensação de se sentir como uma criança novamente é apreciada por
alguns adultos que usam livros para colorir.
d. a variedade de temas dos livros para colorir ainda é pequena, sendo
privilegiadas imagens florais e cenas urbanas.
e. a atenção exigida para colorir padrões e paisagens excessivamente
detalhados incomoda pessoas que buscam relaxar.

Questão 4
O livro Fantastic cities, do canadense Steve McDonald,
a. contribui para que as pessoas pensem sobre diferentes estilos e padrões
arquitetônicos.
b. oferece desenhos detalhados de ruas e construções que podem ser
coloridos em pouco tempo.
c. denuncia as condições precárias de habitação em favelas ao redor do
mundo, inclusive no Brasil.
d. apresenta um texto detalhado sobre a história da habitação e da
construção, acompanhado de ilustrações.
e. traz ilustrações de cidades fantásticas imaginárias com detalhes
inspirados em cidades reais de diversos países.

Questão 5

“Teaching Respect for All” – The Unesco-USA-Brazil Joint Initiative

Launched on 18 January 2012, the Unesco-USA-
Brazil project Teaching Respect for All aims to
design a curricular framework to fight racism and
promote tolerance, which countries can adapt to
their respective contexts and needs. The project will
also elaborate educational materials for addressing
racism and tolerance in education. These tools will
build on lessons learned and current good practices
in the field. The materials will be disseminated

198 Studying for Enem

worldwide by Unesco through education ministries as well as the Organization’s extensive networks,
including the Unesco Associated Schools.

Unesco is concerned by the rise of racism, xenophobia and intolerance, and considers that
education is essential to strengthening the foundations of tolerance, reducing discrimination and
violence, and learning to live together. Education is vital to achieve these aims and cultivate respect for
all people regardless of colour, gender, or national, ethnic or religious identity. It is especially important
to reach out to children and young people during their formative years, notably through educational
materials and curricula.

Disponível em: <www.unesco.org>. Acesso em: 27 mar. 2016.

A Unesco, Organização das Nações Unidas para a Educação, a Ciência e a
Cultura, visa contribuir para a paz e a segurança no mundo. O objetivo do texto é

a. descrever diferentes iniciativas da Unesco em favor da educação nos
Estados Unidos e no Brasil.

b. denunciar o racismo, a xenofobia e a intolerância em escolas em
diferentes países ao redor do mundo.

c. apresentar um projeto promovido pela Unesco que busca lutar contra o
racismo através da educação.

d. convidar escolas brasileiras e norte-americanas a usar materiais
educacionais sobre racismo e tolerância feitos pela Unesco.

e. convocar diferentes países a desenvolver ações de promoção da
tolerância adaptadas aos seus contextos e necessidades.

SIMULADO 2

Questão 1

Agree or disagree: I believe I will be more successful than my parents were
BancoSOMdeimagens/ArquivoOdaeditora S Educação
August 13, 2012 1,864 respondents

30% Neither agree nor disagree 34.7%

20% Somewhere agree 26.4%

10% Strongly agree 18.6%
Time Frame: JUL 13, 2012 – AUG 13, 2012 (5 Day Rolling)
Filtered to: 100% (9,305 Respondents) Somewhat disagree 12.0%

Strongly disagree 8.3%

Disponível em: <http://polling.reuters.com>. Acesso em: 27 mar. 2016.

Studying for Enem 199