WAY TO GO 1 ano Manual do Professor

Atenção professor: Considerando a natureza interdisciplinar do projeto, é
desejável a participação de professores de outras áreas, como Biologia, Arte e
Língua Portuguesa. Fim da observação.

In Unit 4 you have talked about art. Follow the steps below and do the second
part of Project 1, Turning trash into art.

TASK: After having reused plastic bottles or other things we usually throw
away, it is time to share your ideas with your local community and the world!

1. Produce it! In groups, review the draft you and your classmates wrote in the
first part of this project. Then make a poster or record a video to teach people
how to create what you have designed. Visit the following links to help you:

http://artmind-etcetera.blogspot.com.br/2009/07/how-to-make-tutorial.html;

www.creativebloq.com/video-production/make-tutorial-video-2131915;

www.udemy.com/blog/how-to-make-a-great-tutorial-video.

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 "green creations".

3. Share it globally! Use the Internet to create and/or share your tutorial. Use
English to make your tutorial so that people from all over the world can get
inspired by your ideas!

Atenção professor: Os links indicados apresentam tutoriais que ensinam como
criar tutoriais. Antes de os alunos fazerem o pôster ou o vídeo, ajude-os a rever
o rascunho do texto do tutorial feito na primeira parte do projeto para a
elaboração de um texto final. Lembre os alunos da importância das imagens
para ilustrar os procedimentos apresentados no tutorial. Oriente-os a registrar o
processo de suas criações tirando fotos de cada passo (a serem utilizadas no
pôster) ou gravando em vídeo. Se os alunos optarem por fazer um tutorial em
vídeo, oriente-os a utilizar legendas curtas para acompanhar o que é dito e
auxilie-os também com a pronúncia. Fim da observação.

Boxe complementar:

THINK ABOUT IT!

Reflita sobre o desenvolvimento do projeto a partir das questões a seguir:
- Como você se sentiu ao transformar lixo em arte? E ao fazer o tutorial?
- Como foi a apresentação dos projetos na escola?
- Como as pessoas reagiram ao tutorial na Internet?
- Você faria alguma coisa de modo diferente? Se sim, o quê?
- Você acredita que transformará lixo em arte outra vez?
Personal answers.
FONTE: Dorling Kindersley/Getty Images
Fim do complemento.
Atenção professor: Na exposição das criações, é recomendável fazer uma
versão em português dos tutoriais para que todos os visitantes possam
compreendê-los. No caso dos vídeos, pode-se inserir legenda em português.
Pode-se convidar o professor de Língua Portuguesa para participar do projeto.
Fim da observação.
Atenção professor: Incentive os alunos a compartilhar suas impressões sobre o
impacto do projeto nos alunos, na escola e na comunidade. Convide-os
também a falar sobre o que aprenderam com o desenvolvimento do projeto e
como podem utilizar esse conhecimento na vida. Entre outras coisas, os alunos
podem falar sobre a reutilização do lixo e a elaboração do tutorial. Fim da
observação.
89
Unit 5 -Old Heroes, New Heroes
Warming UP
Atenção professor: Antes de os alunos responderem às perguntas da página
seguinte, explore com eles as imagens, relacionando-as ao título da unidade.
Fim da observação.
Who are they? What do you know about them?
FONTE: SHNS photo/DC Comics/Newscom/Glow Images
FONTE: Everett Collection/Keystone

FONTE: Antônio Gaudério/Folhapress
FONTE: Reprodução/GameWallpapers.com
Resposta: Wonder Woman, Ayrton Senna, Spiderman, Zeus. / Personal
answers.
Boxe complementar:
LEARNING OBJECTIVES
- to take part in discussions on old and new heroes
- to learn how to use the Past Simple tense
- to learn how to use object pronouns
- to explore biographies
Fim do complemento.
90
1. Answer the questions below.
Atenção professor: O exercício 1 deve ser feito oralmente, em português ou
inglês, a seu critério. Fim da observação.
a. Who are the most famous comic book superheroes you know?
b. What are their superpowers? Who/What are their enemies?
c. Who is your hero or heroine in real life? Why?
Personal answers.
2. Read the sentences below and decide if they describe the classical hero or
the modern hero. In your notebook write C for classical hero or M for modern
hero.
Box:
a. He was of royal birth or half mortal, half god.
Resposta: C
b. He is never surprised by events and shows little emotion.
Resposta: M

c. He performed extraordinary actions.
Resposta: C
d. He performs actions for his survival.
Resposta: M
e. He fights against corruption in government.
Resposta: M
f. He fought for his own honor.
Resposta: C
NORMAN, Vera. Four concepts of the heroic. Available at:
www.fansnetwork.co.uk/football/southampton/news/19167/heroes-villains-and-
scapegoats/?scrollto=post16960. Accessed in: September 2015.
End of box.
Atenção professor: Veja nota sobre herói clássico x herói moderno na seção
Notas Culturais e Linguísticas deste Manual do Professor. Fim da observação.
3. How would you describe a modern hero/heroine? In pairs, choose the
characteristics below you consider essential.
Atenção professor: Com base nas respostas dos alunos, promova um debate
sobre os valores do mundo atual. Se desejar, peça a eles que identifiquem
quais adjetivos têm conotação positiva e quais têm conotação negativa. Fim da
observação.
Box:
ambitious
bad-tempered
brave
charming
conservative
ethical
hard-working

honest
lazy
open-minded
polite
selfish
reliable
self-confident
sensible
two-faced
End of box.
Personal answers.
4. What other characteristics are important in a modern hero/heroine? In your
opinion, what makes a modern hero?
FONTE: Sirayama/Arquivo da editora
Personal answers.
91
BEFORE READING
Atenção professor: Ativar o conhecimento prévio dos alunos acerca do tema do
texto favorece o estabelecimento de hipóteses sobre o que será lido e sua
compreensão. Esta atividade pode ser feita oralmente, em português ou inglês,
a seu critério. Fim da observação.
1. Answer the questions below in your notebook.
Atenção professor: O correspondente, em inglês, a piloto de Fórmula 1 é race
car driver e não pilot. Fim da observação.
Personal answers.
a. Who was Ayrton Senna?
Suggested answer: (He was) a race car driver.

b. Where was he from?

Suggested answer: (He was from) Brazil.
c. Why was he famous?

Suggested answer: (He was) a world champion/famous race car driver.
Atenção professor: Veja nota sobre Ayrton Senna na seção Notas Culturais e
Linguísticas deste Manual do Professor. Fim da observação.
2. Turn over the page and, before reading the text, look at the picture, title and
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 an extract from
▲ a weekly magazine.
■ a reference book.
Resposta: ■

b. The text is the introductory part of
▲ a biography of Ayrton Senna.
■ a film review about Ayrton Senna.
Resposta: ▲

c. Ayrton Senna died at
▲ an old age.
■ an early age.
Resposta: ■

Atenção professor: Explique aos alunos que, pela observação da fonte (source)
do texto, pode-se identificar mais facilmente o autor, o público-alvo e o objetivo
do texto, ajudando, assim, a compreendê-lo. Oriente-os a identificar a fonte do
texto, que, neste caso, é um compêndio de biografias (Contemporary Hispanic
Biography). Fim da observação.
3. Which of the following items about Ayrton Senna do you expect to find in the
text? Write the answers in your notebook.

Box:
- date and place of birth
- parents' names
- details about his career
- important events in early life
- date and place of death
- leisure activities
- physical and psychological characteristics
- people who inspired him
End of box
Personal answers.
Atenção professor: Todos os itens podem aparecer em uma biografia.
Destaque, entretanto, que o texto é apenas a parte introdutória da biografia de
Senna e, portanto, alguns itens são mais prováveis. Ao corrigir, peça aos
alunos que justifiquem as respostas. Fim da observação.
Atenção professor: Oriente os alunos a observar apenas a estrutura do texto, e
não o texto completo. Destaque que o leiaute, o título e as imagens antecipam
ideias importantes do texto e podem ajudar a compreendê-lo. Fim da
observação.
FONTE: Sirayama/Arquivo da editora
92
READING
Atenção professor: Lembre aos alunos que um texto pode ser lido com
diferentes objetivos. Nesta primeira leitura, o objetivo é verificar se as previsões
se confirmam. Oriente-os a se apoiar nas imagens, nas palavras transparentes
e no vocabulário já conhecido. Fim da observação.
Now read the text to check your predictions.
Ayrton Senna: 1960-1994 - Race car driver

Brazilian race car driver Ayrton Senna was a famous professional race car
driver and sportsman at the time of his death in a racing crash in 1994. After an
outstanding career on the kart racing circuit, Senna was a three-time champion
of the elite Formula One (F1) series. In his brief but spectacular career, Senna
proved he was arguably "the most remarkable racing driver of all time,"
according to Alan Henry in Grand Prix Champions.

Born Ayrton Senna da Silva on March 21, 1960, in Sao Paulo, Brazil, Senna
was an awkward child who was later diagnosed with a motor-coordination
problem. Senna's father, Milton da Silva, was a successful businessman and
landowner, but also was a motor racing fan, and encouraged his son's
fascination with cars. When Senna was four, his father gave him a one-
horsepower go-kart. When Senna got behind the wheel, his awkwardness
disappeared - he was a natural. The entire family supported Senna's interest in
motoring, and spent weekends together at local parks where the young man
could drive his kart. His parents used driving privileges as leverage to get
Senna, a lackluster student, to pay better attention to his studies. Fortunately for
Senna, his family was wealthy and could afford to finance his racing.

At eight years old, Senna was driving the family car. European racing stars Jim
Clark and Jackie Stewart were his heroes, as well as Emerson Fittipaldi, a
Brazilian driver who was fast emerging as an extraordinary talent. Senna
received a 100cc kart for his tenth birthday, but had to practice on his own at
the local kart track until he turned 13, the minimum age for racing karts in Brazil.
Interest in European motor racing grew in Brazil when Fittipaldi won the
Formula One World Championship in 1972, and the nation hosted its first Grand
Prix at Interlagos the following year.

FONTE: SANCHEZ, Brenna. Contemporary Hispanic Biography, 2003.
Available at: www.encyclopedia.com/topic/Ayrton_Senna.aspx. Accessed in:
September 2015. CRÉDITOS: Pascal Rondeau/Getty Images

93

READING FOR GENERAL COMPREHENSION

Atenção professor: Oriente os alunos a compreender a ideia geral de cada
citação a partir das palavras-chave e a identificar a que está relacionada à ideia
principal do texto. Fim da observação.
Choose the quote by Ayrton Senna that is connected to the main idea of the
text. Write the answer in your notebook.
a. "Money is a strange business. People who haven't got it aim for it strongly.
People who have are full of troubles."
b. "Racing, competing, it's in my blood. It's part of me, it's part of my life; I have
been doing it all my life and it stands out above everything else."
Resposta correta: b
READING FOR DETAILED COMPREHENSION
Atenção professor: Explique aos alunos que esta leitura se destina à
compreensão detalhada do texto; portanto, eles deverão reler o texto para
identificar informações específicas. Fim da observação.
1. What do the following numbers refer to? Match the columns below. Write the
answers in your notebook as in the following example.
Example: a. IV
First column:
a. Ayrton Senna was born in...
b. Ayrton Senna died in...
c. Ayrton Senna drove the family car when he was...
d. Ayrton Senna drove his first go-kart when he was...
e. Fittipaldi won the F1 World Championship in...
f. The minimum age for racing karts in Brazil is...
Second column:
I. 4.
II. 13.
III. 8.

IV. 1960.
V. 1972.
VI. 1994.
Boxe complementar:
TIP: Localize números no texto para identificar informações específicas mais
rapidamente.
Fim do complemento.
Resposta: b. VI; c. III; d. I; e. V; f. II
2. Are the following statements true or false? In your notebook write T (True) or
F (False) for each statement. Then correct the false statements as in the
example.
a. Senna came from a poor family. F. Senna came from a wealthy family.
b. Ayrton Senna died in a racing car crash.
Resposta: T
c. Senna's father encouraged him to be a race car driver.
Resposta: T
d. Senna received a kart when he turned 13.
Resposta: F: Senna received a 100cc kart for his tenth birthday. / Senna
received a kart when he turned 10. / Senna received a go-kart when he was 4.
e. Senna won the elite Formula One series twice.
Resposta: F: Senna won the elite Formula One series three times.
3. Read the text again to answer the questions about Ayrton Senna as in the
example below. Write the answers in your notebook.
a. Where was Ayrton Senna born? In Sao Paulo, Brazil.
b. What was his occupation?
Resposta: A professional race car driver.
c. Who were Senna's heroes?

Resposta: Jim Clark, Jackie Stewart and Emerson Fittipaldi.
Now choose the correct item that answers each question below (▲ or ■).
d. Was he a brilliant student?
▲ Yes, he was.
■ No, he wasn't.
Resposta: ■
e. Did he have the support of his family in motoring?
▲ Yes, he did.
■ No, he didn't.
Resposta: ▲
READING FOR CRITICAL THINKING
Atenção professor: Esta atividade deve ser feita oralmente, em português ou
inglês, a seu critério. Comente com os alunos que esta leitura visa a uma
reflexão crítica sobre questões relacionadas ao texto, de modo que possam
considerar novas perspectivas sobre o tema e discutir quais interesses ou
pontos de vista são privilegiados ou ignorados no texto. Fim da observação.
Discuss the following questions with your classmates.
a. The financial and emotional support of Ayrton Senna's family played an
important role in his life. In your opinion, to what extent can families play an
important part in a person's life?
b. What can you learn from Ayrton Senna's biography?
Personal answers.
94
VOCABULARY STUDY
WORD FORMATION
Atenção professor: Explique aos alunos a importância do estudo sistemático de
prefixos e sufixos para a ampliação do vocabulário. Fim da observação.

1. Read the following fragment and choose the correct item that completes each
sentence below (▲ or ■). Write the answers in your notebook.
Box:
... successful businessman and landowner...
End of box.
Atenção professor: Explique aos alunos que, para formar o adjetivo successful,
o sufixo -ful foi adicionado ao substantivo success e que o sufixo -er foi
adicionado ao verbo own para formar o substantivo (land)owner. O sufixo -er
também é adicionado a alguns adjetivos para compor a forma comparativa
como stronger, higher, smaller. Fim da observação.
a. We can infer that the suffix -ful means
▲ without; not having.
■ with; full of.
Resposta: ■
b. We can infer that the suffix -er indicates
▲ an occupation.
■ a comparison.
Resposta: ▲
c. The suffix -ful is usually added to nouns to form
▲ adverbs.
■ adjectives.
Resposta: ■
d. The suffix -er is usually added to verbs to form
▲ nouns.
■ adjectives.
Resposta: ▲

2. Now copy the Word Formation box (on page 173) 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.

LANGUAGE IN USE

Atenção professor: Lembre aos alunos que o sufixo -less (estudado na
Unidade 2) apresenta ideia oposta à expressa por -ful. Exemplos:
powerful/powerless, useful/useless. Para ampliar a atividade, peça a eles que
busquem outros exemplos de palavras formadas com esses sufixos. Oriente-os
a copiar em seus cadernos o quadro sobre Word Formation (que está na
página 173) e a registrar nesse quadro o que aprenderam sobre sufixos nesta
unidade. Destaque que esse quadro será utilizado em outras unidades para
que eles registrem outros conteúdos sobre afixos de modo a completarem o
quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do
caderno pode facilitar esse trabalho. Fim da observação.

PAST SIMPLE

Read the fragments below from the text on page 92 and do exercises 1 and 2.
Write the answers in your notebook.

Box:

Ayrton Senna was a famous professional race car driver and sportsman...

European racing stars Jim Clark and Jackie Stewart were his heroes...

When Senna was four, his father gave him a one-horsepower go-kart.

The entire family supported Senna's interest in motoring...

Senna received a 100cc kart for his tenth birthday...

... Fittipaldi won the Formula One World Championship in 1972...

End of box.

Atenção professor: Oriente os alunos a inferir as regras a partir da observação
dos exemplos. Fim da observação.

1. Choose the correct item that completes the sentence below.

The Past Simple tense is used in all sentences

a. to talk about completed actions and states in the past.
b. to talk about incomplete actions and states in the past.
Resposta correta: a
2. Replace each ____ with a word or expression to complete the following
statements.
a. The Past Simple is often used with expressions that refer to a specific time in
the past. In the sentences, the time expressions are: for his tenth birthday, ____
and ____.
Resposta: when Senna was four/in 1972
b. Supported and received are examples of regular verbs in the past. Regular
verbs in the Past Simple all end in ____.
Resposta: -ed
c. Was/were, gave and won are examples of irregular verbs in the past. We use
____ when the subject is I/he/she/it and ____ when the subject is you/we/they.
Resposta: was/were
95
3. Go back to the text on page 92 and find other examples of regular and
irregular verbs in the past. Then copy the table below in your notebook and
replace each ____ with an appropriate verb in the past to complete it.
Tabela: equivalente textual a seguir.

Regular verbs Irregular verbs

support - supported be - was, were
receive - received give - gave
encourage - ____ win - won
Resposta: encouraged can - ____
prove - ____ Resposta: could

Resposta: proved get - ____
turn - ____ Resposta: got
Resposta: turned grow - ____
use - ____ Resposta: grew
Resposta: used have - ____
Resposta: had
spend
____
Resposta: spent

4. Athena, a Greek goddess, and Zeus, a Greek god, were considered heroes
of mythology. Replace the ____ with the past form of the verbs in the box below
to complete the texts. Write the answers in your notebook.

Tabela: equivalente textual a seguir.

Regular verbs Irregular verbs

inherit - inherited be - was, were
become - became
keep - kept
lead - led
make - made

FONTE: Art Images Archive/Glow Images

Atenção professor: Zeus pronuncia-se /zoos/ e Athena, /a-thee-na/, com acento
tônico na segunda sílaba. No texto sobre Atena, favour (em BrE; favor em
AmE) é um verbo ('favorecer, privilegiar') e não um substantivo ('favor'). Fim da
observação.

Athena

A powerful war goddess, Athena was usually depicted with her shield or
protective cloak, known as the aegis. She ____ also a patron of crafts,
especially pottery, weaving, and shipbuilding, and the goddess of the city of
Athens. She ____ the wisdom of her mother, Metis, an attribute that made her
favour Odysseus, the wisest and most cunning of the Greek heroes. In all these
roles she was especially valued because she ____ always accessible, unlike
many gods who ____ their distance from humans.

Resposta: Athena: was/inherited/was/kept

FONTE: Ivy Close Images/Alamy/Diomedia

Zeus

Zeus, son of the Titans Cronus and Rhea, ____ the god of the sky and thunder.
His most feared weapon ____ his thunderbolt, fashioned by the Cyclopes.

He ____ ruler of the gods when he ____ them in their defeat of the Titans
during the Cosmic War.

WILKINSON, Philip. Myths & Legends: an illustrated guide to their origins and
meanings. London: Dorling Kindersley, 2009. p. 24, 36.

Resposta: Zeus: was/was/became/led

96

Batman and Captain America are two famous superheroes. Read the following
texts to find out some interesting facts about them and do exercises 5-8. Write
the answers in your notebook.

FONTE: Moviestore Collection/Easypix Brasil

A lot of key elements of the Bat-mythos weren't introduced until the 1940s

Batman's home was first named as "Gotham City" in Detective Comics #48 in
1940, and before that Batman lived in "Metropolis" or just New York. The Bat-
signal didn't appear until Detective Comics #60 in 1942. The Batcave didn't
appear until 1948, and prior to that Batman just had a secret hangar for the
Batplane and a deserted barn connected to Wayne Manor by a secret
passageway.

Available at: http://io9.com/5759535/10-things-you-didnt-know-about-batman.
Accessed in: September 2015..

FONTE: Photofest/Easypix Brasil

How Captain America really got his shield

Speaking of Captain America, did you know that his steel/vibranium-covered
shield was a present given to him in the comics by President Franklin
Roosevelt? He visited the Captain at one point in between his many battles
during World War II and gave it to him to use as protection.

Available at: http://screencrush.com/10-things-avengers. Accessed in:
September 2015.
5. Choose the correct items (▲ or ■).

Atenção professor: Explique aos alunos que devem utilizar o conhecimento
prévio, as palavras transparentes e o vocabulário já conhecido para ajudar na
compreensão dos textos. Oriente-os a inferir, pelo contexto, o significado da
preposição until e aproveite para recordar outras preposições como before e
after. Fim da observação.

a. Were the Bat-signal and the Batcave key elements before the 1940s?
▲ Yes, they were.
■ No, they weren't.
Resposta: ■

b. Was the shield of Captain America a present?
▲ Yes, it was.
■ No, it wasn't.
Resposta: ▲

c. In negative sentences with the verb be in the Past Simple tense, we use not
▲ before was/were.
■ after was/were.
Resposta: ■

d. In interrogative sentences with the verb be in the Past Simple tense, we use
was/were
▲ before the subject.
■ after the subject.
Resposta: ▲
6. Read the fragments below and replace each ____ with affirmative, negative
or interrogative to complete the following statements.
Box:
He visited the Captain...
... Batman just had a secret hangar for the Batplane...
The Bat-signal didn't appear until Detective Comics #60 in 1942.
The Batcave didn't appear until 1948...
... did you know that his steel/vibranium-covered shield was a present given to
him...?
End of box.
97
a. In ____ sentences in the Past Simple tense, we use
didn't (= did not) + main verb in the infinitive.
Resposta: negative
b. In ____ sentences in the Past Simple tense, we use
the past form of the main verb (regular or irregular).
Resposta: affirmative
c. In ____ sentences in the Past Simple tense, we use
did + subject + main verb in the infinitive.
Resposta: interrogative
7. Replace each ____ with the appropriate verb form in the past.
a. ____ Batman's home always named as "Gotham City"? (be)

No, it ____. "Metropolis" ____ his home before 1940.
Resposta: Was/wasn't/was
b. ____ Batman ____ the Bat-signal before the 1940s? (use)
No, he ____. He ____ it until 1942.
Resposta: Did/use/didn't/didn't use
c. ____ Captain America ____ a sword as a present? (get)
No, he ____. He ____ a shield for his protection.
Resposta: Did/get/didn't/got.
8. Go back to the texts about Batman and Captain America and find the
irregular verbs in the past.
Resposta: weren't, was, had, got, gave
OBJECT PRONOUNS
9. Read the sentences below.
Box:
When Senna was four, his father gave Senna a one-horsepower go-kart.
Senna - him
When Senna was four, his father gave him a one-horsepower go-kart.
She [Athena] inherited the wisdom of her mother, Metis, an attribute that made
Athena favour Odysseus...
Athena - her
She [Athena] inherited the wisdom of her mother, Metis, an attribute that made
her favour Odysseus...
He became ruler of the gods when he led the gods...
the gods - them
He became ruler of the gods when he led them...
End of box.

Atenção professor: Aproveite para relembrar os pronomes possessivos his e
her (que aparecem em his father e her mother), distinguindo-os dos pronomes
oblíquos him e her. Fim da observação.
Choose the correct item that completes each sentence below (▲ or ■). Write
the answers in your notebook.

a. The pronouns him, her and them are used as objects and refer to
▲ a following element.
■ a previous element.
Resposta: ■

b. We use object pronouns
▲ to avoid repetition.
■ to emphasize an element.
Resposta: ▲

Atenção professor: Oriente os alunos a inferir as regras a partir da observação
dos exemplos. Fim da observação.

98

10. What does Calvin think of today's heroes? Read the following comic strip
and choose the correct item that completes each sentence below (▲ or ■).
Write the answers in your notebook.

FONTE: WATTERSON, Bill. August, 1995. Available at:
www.gocomics.com/calvinandhobbes. Accessed in: September 2015.
CRÉDITOS: Calvin & Hobbes, Bill Watterson © 1995 Watterson/Universal
Uclick

a. According to the comic strip, we can infer that
▲ Calvin admires business leaders, sports figures, politicians, celebrities from
today's world.
■ Calvin criticizes business leaders, sports figures, politicians, celebrities from
today's world.
Resposta: ■

b. Hobbes, Calvin's tiger, believes that real-life heroes
▲ are a great source of inspiration.
■ are not a great source of inspiration.
Resposta: ■
c. The object pronoun us refers to
▲ Calvin only.
■ people (including Calvin).
Resposta: ■
d. The object pronoun me refers to
▲ Calvin only.
■ people (including Calvin).
Resposta: ▲
11. Copy the table below in your notebook and replace each ____ with an
appropriate pronoun to complete it.
Tabela: equivalente textual a seguir.

Subject she it ____
I you he Resposta: they
we
Pronouns

____ ____ ____ ____

Object Resposta:
Pronouns me you Resposta: Resposta: Resposta: us them

him her it

12. Read some statements about everyday heroes shared on a website. Then
replace each ____ with the correct object pronoun in parentheses to complete
the statements. Write the answers in your notebook.

a. Many of ____ are who we are today because of someone in our lives.
(them/us)

Resposta: us

b. Steven Spielberg is my hero and inspiration. He is so many things to ____ I
am not sure on where to start. (him/me)
Resposta: me

c. Ronnie not only impacted his students with his caring attitude and faith in
____ (them/him) but also with all of the staff that had the fortune to work with
____. (them/him)
Resposta: them/him

d. My hero is my dad for a lot of reasons. His intelligence, creativity, and caring
personality are what make ____ my hero. (him/me)

Resposta: him
e. My hero is my mom, I picked my mom because she's funny, patient, loving,
caring, great mom, pretty, good sense of humor, very smart, fun, wealthy, good
influence, successful, very hard working, not selfish, protective, just got to love
____! (her/me)
YOUR EVERYDAY Hero Stories. Available at: www.values.com/your-everyday-
heroes. Accessed in: September 2015.
Observação:

Go to LANGUAGE REFERENCE and EXTRA PRACTICE on page 165
Fim da observação.

Resposta: her
99

LISTENING AND SPEAKING
Atenção professor: Ativar o conhecimento prévio do aluno sobre o assunto do
texto oral favorece o estabelecimento de hipóteses sobre o que será ouvido e
sua compreensão. Fim da observação.

1. Why are these people considered heroes? Replace the ____ with their
names to complete the following sentences. Write the answers in your
notebook.
LEGENDA: Zilda Arns (1934-2010).

FONTE: Aniele Nascimento/Agência Estado
LEGENDA: Martin Luther King (1929-1968).
FONTE: Walter Bennett/Time & Life Pictures/Getty Images
LEGENDA: John Lennon (1940-1980).
FONTE: Jeffrey Mayer/WireImage/Getty Images
LEGENDA: Indira Gandhi (1917-1984).
FONTE: The India Today Group/Getty Images
Atenção professor: Veja nota sobre Zilda Arns, Martin Luther King, John
Lennon e Indira Gandhi na seção Notas Culturais e Linguísticas deste Manual
do Professor. Fim da observação.
a. ____ was a powerful politician from India.
Resposta: Indira Gandhi
b. ____ was famous for his passionate speeches.
Resposta: Martin Luther King
c. ____ dedicated her life to the poor, especially children.
Resposta: Zilda Arns
d. ____ was a peace activist and wrote many songs that promoted peace.
Resposta: John Lennon
2. What else do you know about the people mentioned in exercise 1? Do you
admire any of them?
Personal answers.
3. Listen to four people from different countries talking about their heroes. They
are part of an online project that invites people to share podcasts about heroes
all over the world. Match the speakers to their heroes. Write the answers in your
notebook as in the example below.
Atenção professor: Oriente os alunos a ler o exercício 3 e, ao ouvir o áudio,
prestar atenção nas informações solicitadas. O áudio deve ser ouvido uma ou
duas vezes. Fim da observação.

Example: a. II
a. Speaker 1: Hugh Davis
b. Speaker 2: Jaqueline Lima
c. Speaker 3: Shavani Gupta
d. Speaker 4: Harry Taylor
I. Zilda Arns
II. Martin Luther King
III. John Lennon
IV. Indira Gandhi
Boxe complementar:
TIP: Podcast é um arquivo digital de áudio que se encontra disponível na
Internet. Os conteúdos podem variar bastante, mas é comum haver
depoimentos, entrevistas, dicas, instruções e/ou comentários em geral.
Fim do complemento.
Resposta: b. I; c. IV; d. III
Atenção professor: Comente com os alunos que a língua inglesa viabiliza a
comunicação de pessoas de diversas partes do mundo, como no projeto citado
no exercício 3. Fim da observação.
4. Listen to the recording again and answer the questions below in your
notebook.
a. What famous speech did Martin Luther King deliver?
Resposta: 'I have a dream'.
b. What was Zilda Arns's profession?
Resposta: Pediatrician. / Doctor. / Physician.
c. Who killed John Lennon?
Resposta: A fan.

Atenção professor: Oriente os alunos a ler o exercício 4 e, ao ouvir o áudio,
prestar atenção nas informações solicitadas. O áudio deve ser ouvido uma ou
duas vezes. Fim da observação.
5. Now listen to speakers 2 and 3 again and choose the correct item that
answers each question below (▲ or ■). Write the answers in your notebook.
Atenção professor: Oriente os alunos a ler o exercício 5 e, ao ouvir o áudio,
prestar atenção nas informações solicitadas. O áudio deve ser ouvido uma ou
duas vezes. Fim da observação.
a. Who was called the 'child of revolution'?
▲ Zilda Arns.
■ Indira Gandhi.
Resposta: ■
b. What happened to Zilda Arns in 2006?
▲ She was nominated for the Nobel Peace Prize.
■ She founded a pastoral care for poor children.
Resposta: ▲
c. How did Indira Gandhi die?
▲ She was killed in an earthquake in Haiti.
■ She was assassinated by her two bodyguards.
Resposta: ■
100
6. Listen to the recording once more and check your answers.
7. In your opinion, what does it take for a person to move from ordinary to
extraordinary?
Personal answer.
Boxe complementar:
SPOKEN LANGUAGE

- There are three different ways to pronounce the -ed ending of regular verbs in
the Simple Past tense: /t/, /d/ or /Id/. Listen to the recording and repeat.

Quadro: equivalente textual a seguir.

/t/ /d/ /Id/

helped called founded

worked delivered dedicated

organized coordinated

- In your notebook copy the table below and replace the ____ with the verbs
from the box. Listen to the recording and check your answers.
Box:
wanted - killed - asked - recognized - nominated - stopped
End of box.
Quadro: equivalente textual a seguir.

/t/ /d/ /Id/

____ ____ ____
Resposta: asked Resposta: killed Resposta: wanted

____ ____ ____

Resposta: stopped Resposta: recognized Resposta: nominated

Atenção professor: Há três possibilidades de pronúncia para a terminação -ed:
1. /t/, sempre que a pronúncia do verbo no infinitivo terminar em consoante
surda (/p/, /k/, /f/, /s/, /ʃ/, /ʧ/). Por exemplo, helped, stopped, worked, missed,
watched; 2. /d/, sempre que a pronúncia do verbo no infinitivo terminar em
vogal ou consoante sonora (/b/, /g/, /ʒ/, /l/, /m/, /n/, /ŋ/, /r/, /θ/, /v/, /z/, vowels).
Por exemplo, killed, used, listened, played, repaired; 3. /Id/, sempre que a

pronúncia do verbo no infinitivo terminar em consoante oclusiva alveolar (/d/ ou
/t/). Por exemplo: founded, needed, wanted, created. Fim da observação.

Fim do complemento.

8. Now it is your turn to make part of the online project about heroes around the
world. Listen to another person talking about her hero and decide what to
include in your short speech.

My name is Isabel Perez and I'm from Colombia, the same country Shakira is
from. I'm completely obsessed with her. She inspires me so much! I love all her
songs but it is her personality that I look up to. Shakira is involved in global
issues and is personally committed to helping children. She founded the Pies
Descalzos Foundation, a foundation to help poor children in Colombia. She is
also a UNICEF Goodwill Ambassador. I'm sure she makes a difference to the
lives of a lot of people.

Box:
✓ Say your name and where you are from.

✓ Say briefly what your hero/heroine has done.

✓ Say what you think/feel about your hero/heroine.

End of box.

FONTE: Danilo Verpa/Folhapress

Atenção professor: Os alunos devem ouvir o áudio uma ou duas vezes.
Oriente-os a prestar atenção na pronúncia das palavras e na entonação das
frases. Explique que o exemplo deve ser visto como uma referência e não um
modelo fechado a ser reproduzido. Incentive os alunos a criar suas próprias
frases ao interagir com o(s) colega(s). Lembre que pausas e hesitação são
características da linguagem falada. Fim da observação.

9. It is time to make your speech to the whole class. You can also record it to
make a podcast and share it with other people.

Boxe complementar:

TIP: Com base nos depoimentos que ouviu, planeje o que vai dizer sobre seu
herói ou heroína. Depois, apresente seu depoimento para um colega e

pergunte se ele entendeu e se tem alguma sugestão para você melhorar sua
apresentação.
Fim do complemento.
101
WRITING
Atenção professor: Explique aos alunos que observar características de um
gênero discursivo nos ajuda a compreender e a produzir textos desse gênero.
Fim da observação.
In this unit you have read the introductory part of a biography on page 92.
Notice that biographies usually include:
- why the person is/was important;
- when and where the person was born; if it is the case, when the person died;
- who the person's parents are/were;
- what happened in the person's life (important facts about his/her life/career in
a chronological order).
Biographies can also include comments on the person's personality and/or
distinctive physical traits. Visit the websites www.values.com/your-everyday-
heroes and www.biography.com to find other examples of biographies.
1. Write a biography of your everyday hero/heroine - a person you admire or
consider of great significance. The person can be dead or alive, from your
neighborhood, your country or abroad.
Boxe complementar:
WRITING CONTEXT
Before writing your text, match the columns below to identify the elements of the
writing context. Write the answers in your notebook as in the example below.
Example: a. IV
a. Writer:
b. Readers:

c. Genre:
d. Objective:
e. Style:
f. Media:
I. tell people about the life of your everyday hero/heroine
II. classroom board/Internet
III. classmates and other people
IV. you
V. biography
VI. informative tone
Resposta: b. III; c. V; d. I; e. VI; f. II
Atenção professor: A partir do boxe Writing Context, destaque para os alunos a
importância de compreender os elementos envolvidos no contexto de produção
escrita (quem escreve, para quem escreve, o que escreve, com que objetivo,
com que estilo, em que suporte) e levá-los em consideração no processo de
criação, revisão e reescrita do texto. Fim da observação.
Fim do complemento.
STEP BY STEP
1. Think of your everyday hero, such as an inspiring family member, a
community leader from your neighborhood etc.
2. Start the biography by mentioning the person's name and why he/she is
important.
3. Mention dates and places of birth and/or death and names of relevant people
(parents, siblings, spouse).
4. Say what happened in his/her early life and career.
5. Add a picture of the person you are writing about to illustrate the biography.
6. Exchange biographies with a classmate and discuss both texts.
7. Make the necessary corrections.

8. Create the final version of the biography.
Boxe complementar:
TIP: Ao revisar os textos, considere, por exemplo:
- objetivo: As informações estão adequadas ao objetivo do texto?
- conteúdo: Os dados sobre a pessoa (datas, lugares, nomes) foram verificados
e estão corretos?
- linguagem: O texto elaborado está redigido de maneira clara e objetiva?
- ortografia: As palavras estão escritas corretamente?
Reescreva seu texto com base na revisão feita por você e seus colegas.
Fim do complemento.
Atenção professor: Destaque a importância de revisar e reescrever todos os
textos que produzimos. A troca de textos entre os alunos deve ajudá-los a rever
sua produção de forma colaborativa. Fim da observação.
2. Now it's time to share the biography of your everyday hero/heroine with your
classmates and other people. The texts can be published, for example, on the
Internet (blog, school website etc.) or in the school newspaper. You can also
share the story of your real-life hero at www.values.com/your-everyday-heroes.
102
LOOKING AHEAD
Atenção professor: Encoraje a participação de todos no debate e o
estabelecimento de relações entre os temas abordados e a vida do aluno e da
comunidade. A discussão pode ser feita em inglês ou português, a seu critério.
Fim da observação.
FONTE: Charlie Forgham-Bailey/Colorsport/Frame/Folhapress
"People do extraordinary things every day. They share their time, resources, or
love. They show incredible strength and courage. They inspire us by their
example."
FONTE: Idealink Photography/Alamy/Other Images

- In your opinion, can the quotation above be a good definition of modern
heroes?
- Being a hero or heroine is also about overcoming difficulties and doing your
best. Find out and share with your friends examples of people who have
overcome difficulties in life.
- What about you? Do you also try to overcome difficulties and do your best?
- Discuss the following quotation by Magic Johnson:
Atenção professor: Veja nota sobre Magic Johnson na seção Notas Culturais
e Linguísticas deste Manual do Professor. Fim da observação.
FONTE: Andy Hayt/NBAE/Getty Images
Boxe complementar:
EXTRA READING
www.myhero.com
www.giraffe.org
marvel.com/universe
A jornada do herói, Joseph Campbell. (São Paulo: Ágora, 2004.)
O poder do mito, Joseph Campbell. (São Paulo: Palas Athena, 2012.)
O livro de ouro da mitologia, Thomas Bulfinch. (Rio de Janeiro: Ediouro, 2011.)
Ayrton Senna - Uma lenda a toda velocidade, Christopher Hilton. (São Paulo:
Global, 2009.)
EXTRA VIDEOS
www.myhero.com/films
Os Vingadores - The Avengers. Joss Whedon. Estados Unidos, 2012.
Senna. Asif Kapadia. Reino Unido e França, 2010. (Documentário.)
Fim do complemento.
103
Unit 6 - Inventions and Discoveries

Warming UP

Atenção professor: Antes de os alunos responderem às perguntas da página
seguinte, explore com eles as imagens, relacionando-as ao título da unidade.
São elas: computador (computer), telefone (telephone), cola instantânea
(superglue), eletricidade (electricity), raio X (x-ray), micro-ondas (microwave
oven), picolé (popsicle) e DNA (DNA). Fim da observação.
Look at the pictures below. Can you name these things?

FONTE: (1) Hywit Dimyadi/Shutterstock/Glow Images (2) David
Brimm/Shutterstock/Glow Images (3) Puwadol Jaturawutthichai/Shutterstock (4)
Pixelbliss/Shutterstock (5) Madarakis/Shutterstock (6) Darren
Whitt/Shutterstock/Glow Images (7) arka38/Shutterstock (8) Andrey
Prokhorov/iStock/Getty Images
Boxe complementar:

LEARNING OBJECTIVES
- to take part in discussions on inventions and discoveries

- to learn how to use the Past Continuous tense
- to learn the differences between the Past Simple and the Past Continuous
tenses
- to explore timelines

Fim do complemento.
104

Atenção professor: Veja nota sobre Albert Einstein na seção Notas Culturais e
Linguísticas deste Manual do Professor. Fim da observação.

1. In your opinion, what are the top inventions of our century?
Personal answers.

Atenção professor: O exercício 1 deve ser feito oralmente, em português ou
inglês, a seu critério. Fim da observação.

2. Did you know that Albert Einstein developed the theory of relativity? In your
notebook order (1-7) the events to learn about his life.

Box:

1. Albert Einstein won the Nobel Prize in Physics.
2. Albert Einstein graduated from high school at the age of 17.

3. Albert Einstein completed his General Theory of Relativity.
4. Albert Einstein was fifteen when he wrote his first scientific work.

5. He died of an aortic aneurysm.
6. Albert Einstein was born in Germany.

7. At age 10, Albert Einstein started studying subjects like math, science and
philosophy.

Available at: www.thefreeresource.com/albert-einstein-timeline-facts-quotes-
and-resources. Accessed in: September 2015.

FONTE: Detlev Van Ravenswaay/SPL/Latinstock
End of box.

Resposta: 6-7-4-2-3-1-5
3. Read Einstein's short biography to find out more about him. Then copy the
following timeline in your notebook and replace the ____ with events from
exercise 2 to complete it.

Biography of Albert Einstein
Albert Einstein was a German-born theoretical physicist. He is best known for
his theory of relativity and specifically mass-energy equivalence, E = mc2.
Einstein received the 1921 Nobel Prize in Physics for his services to Theoretical
Physics, and especially for his discovery of the law of the photoelectric effect.
Available at: www.xtimeline.com/timeline/Biography-of-Albert-Einstein.
Accessed in: September 2015.
Atenção professor: O gênero biografia foi estudado na unidade anterior. Aqui,
apresentamos o gênero linha do tempo pessoal, que costuma ser
acompanhado de uma biografia curta. Explique aos alunos que devem atentar
para a idade de Einstein e calcular as datas para completar a atividade. Fim da
observação.

FONTE: Available at: http://einstein.biz/#biography,
www.thefreeresource.com/albert-einstein-timeline-facts-quotes-and-resources.
Accessed in: September 2015. (Adapted.)
Atenção professor: Incentive os alunos a compartilhar o que sabem sobre o
trabalho de Einstein e a conversar com o professor de Física para aprofundar o
assunto. Fim da observação.
105
BEFORE READING
1. Answer the questions below.
a. Are you a lucky person?
b. Can you count only on luck to get what you want? What else is necessary?
Personal answers.
Atenção professor: Ativar o conhecimento prévio dos alunos acerca do tema do
texto favorece o estabelecimento de hipóteses sobre o que será lido e a sua
compreensão. O exercício 1 deve ser feito oralmente, em português ou inglês,
a seu critério. Fim da observação.
2. Turn over the page and, before reading the text, look at the photos, the title,
the subtitles and the source of the text. Then choose a word from the box to
complete each sentence below. Write the answers in your notebook.
Box:
scientists - inventions - article - cover
End of box.
a. The text is part of a magazine ____.
Resposta: article
b. The text talks about two famous accidental ____.
Resposta: inventions
Atenção professor: Oriente os alunos a não ler o texto completo por enquanto.
Explique que o título, os subtítulos e as imagens antecipam ideias importantes
do texto e podem ajudar a compreendê-lo. Fim da observação.

3. Look at the photos on page 106 and read their captions. What do both photos
show - famous inventors or famous inventions?

Resposta: Famous inventions.

4. Copy the mind map below in your notebook and replace the ____ with words
or expressions you expect to find in the text.

Atenção professor: Relembre aos alunos que o gênero mapa conceitual (mind
map) foi apresentado na Unidade 2. Aqui, ele será usado para organizar
previsões relacionadas ao texto a ser lido. Explique que várias respostas e
formas de organização do mapa conceitual são possíveis e que não é
necessário preencher todas as lacunas, elas apenas sugerem uma alternativa
de organização do mapa. Fim da observação.

Suggested answers: popsicles, microwave oven, inventors, genius, accidents

FONTE: Dusit/Shutterstock/Glow Images

106

READING

Atenção professor: Lembre aos alunos que um texto pode ser lido com
diferentes objetivos. Nesta primeira leitura, o objetivo é verificar se as previsões
se confirmam. Oriente-os a se apoiar nas imagens, nas palavras transparentes
e no vocabulário já conhecido. Fim da observação.

Now read the text quickly to check your predictions.

LUCKY DISCOVERIES

Famous inventions and advances that came about by accident

Some of the biggest game-changing inventions and discoveries of our time
were not the product of calculated genius, but accidents that happened to work
out. These lucky mishaps have given the world everything from the awesome
Slinky toy to the lifesaving antibiotic penicillin. In many cases they've also
reshaped major industries or created entirely new ones. NEWSWEEK takes a
look at some of the most serendipitous breakthroughs in history and how they
came about.

Popsicle inventor Frank Epperson, shown with his granddaughter Nancy.

POPSICLES

Every child is grateful for Frank Epperson, even if he or she doesn't know it. In
1905, Epperson was a mere 11 years old when he accidentally left a soft-drink
concoction with a stirring stick in it on the front porch of his San Francisco
home. It happened to be a very cold night, and when the boy found his cup the
next day, the liquid inside was frozen to the stick. While he had no idea what to
make of it at the time, nearly two decades later he patented his "frozen ice on a
stick" and called it the Eppsicle, but then changed the name to "Popsicle"
because his children liked that better. A few years later he sold his invention to
the Joe Lowe Co. in New York. The Popsicle eventually ended up in the hands
of Unilever's Good Humor division, which offers more than 30 flavors today.

MICROWAVE OVENS

In 1946 Raytheon engineer Percy Spencer was testing a magnetron - a device
that emits microwave radiation - when he realized that the candy bar in his
pocket had melted. He figured the magnetron caused this to happen and tested
his theory by placing popcorn kernels near the device. When those popped, he
tried to cook an egg, which exploded. Sure, it made a mess, but he also
realized that exposure to low-density microwave energy could quickly cook
food. Spencer and other engineers started to work on a practical way to trap the
waves and use them for this purpose. By 1947 the first commercial units
became available through Raytheon. They weighed as much as 750 pounds
and cost thousands of dollars, but by 1975 technological advances had made
the device as popular (and affordable) as an oven range.

A woman removes a cooked hamburger from Raytheon's Radarange, the first
commercial microwave oven.

FONTE: NEWSWEEK. Lucky Discoveries. Available at:
www.thedailybeast.com/newsweek/galleries/2010/08/31/famous-accidental-
discoveries.html. Accessed in: September 2015. (Fotografia 1)
Bettmann/Corbis/Latinstock (Fotografia 2) Bettmann/Corbis/Latinstock

107

READING FOR GENERAL COMPREHENSION

What is the main purpose of the text? Choose the correct item that answers this
question. Write the answer in your notebook.
Atenção professor: Explique aos alunos que aqui se pede a compreensão do
texto de forma geral, e não detalhada. Lembre a eles que podem se apoiar nas
imagens, no título, nos subtítulos, em palavras transparentes e no vocabulário
já conhecido. Fim da observação.
a. To introduce the latest inventions.
b. To talk about famous inventors in history.
c. To present some accidental inventions.
d. To reveal some tragic accidents in the world.
Resposta correta: c
READING FOR DETAILED COMPREHENSION
Atenção professor: Explique aos alunos que esta leitura se destina à
compreensão detalhada do texto; portanto, eles deverão reler o texto para
identificar informações específicas. Fim da observação.
1. Copy the following timeline in your notebook and, according to the text on
page 106, replace each ____ with the correct year as in the example below.
2. Are the following statements true or false? In your notebook write T (True) or
F (False) for each statement as in the example. Then correct the false
statements.
a. Popsicles and microwave ovens were discovered by accident. T.
b. The Slinky toy and penicillin are two examples of lucky discoveries.
Resposta: T
c. Percy Spencer tested his theory by placing a candy bar in his pocket.
Resposta: F: Percy Spencer tested his theory by placing popcorn kernels near
the device
d. The popular version of microwave ovens became available by 1947.
Resposta: F: The popular version of microwave ovens became available by
1975.

Atenção professor: Explique para os alunos que from ... to na expressão "from
the awesome Slinky toy to the lifesaving antibiotic penicillin" introduz exemplos
de tudo o que as descobertas acidentais proporcionaram ao mundo. Slinky toy
= mola maluca. Fim da observação.
3. What do the pronouns in bold refer to? Match the columns below. Write the
answers in your notebook as in the following example.
Example: a. VII
First column:
a. ... or created entirely new ones. (1st paragraph)
Pronoun in bold: ones.
b. ... even if he or she doesn't know it. (2nd paragraph)
Pronouns in bold: he; she.
c. While he had no idea... (2nd paragraph)
Pronoun in bold: he.
d. ... because his children liked that better. (2nd paragraph)
Pronoun in bold: that.
e. ... when he realized that the candy bar... (3rd paragraph)
Pronoun in bold: he.
f. When those popped... (3rd paragraph)
Pronoun in bold: those.
g. ... and use them for this purpose. (3rd paragraph)
Pronoun in bold: them.
h. They weighed as much as 750 pounds... (3rd paragraph)
Pronoun in bold: ones. They.
Second column:
I. child
II. Percy Spencer

III. waves

IV. Frank Epperson
V. popcorn kernels

VI. Popsicle
VII. industries

VIII. the first commercial units
Resposta: b. I; c. IV; d. VI; e. II; f. V; g. III; h. VIII

108
READING FOR CRITICAL THINKING

Atenção professor: Esta atividade deve ser feita oralmente, em português ou
inglês, a seu critério. Comente com os alunos que esta leitura visa a uma
reflexão crítica sobre questões relacionadas ao texto, de modo que possam
considerar novas perspectivas sobre o tema e discutir quais interesses ou
pontos de vista são privilegiados ou ignorados no texto. Fim da observação.
Atenção professor: Incentive os alunos a citar fatores, além da sorte, que são
importantes para o trabalho científico, tais como curiosidade, observação,
persistência e determinação, que também podem ser observados nas histórias
relatadas no texto. Para aprofundar a discussão, eles podem conversar com os
professores de Física, Química e/ou Biologia sobre os diferentes tipos de
trabalho desenvolvidos pelos cientistas e sobre a imagem que eles costumam
ter na sociedade. Fim da observação.

Discuss the following questions with your classmates.
a. Many people believe all inventors are people who work really hard to solve
complex problems. What view of inventors does the text present?
b. In your opinion, can luck really help scientists? Is it enough for their work? If
not, what other factors are important?
Personal answers.

VOCABULARY STUDY
NOUN PHRASES

Atenção professor: Explique para os alunos que compreender a estrutura usual
do sintagma (ou grupo) nominal auxilia a sua compreensão e, por
consequência, a compreensão de textos em que sintagmas nominais exercem
funções importantes. Fim da observação.
1. Copy the noun phrases below in your notebook and underline the main
word(s) in each noun phrase as in the example.
a. famous inventions and advances
Underlined words: inventions; advances.
b. the biggest game-changing inventions and discoveries of our time
Resposta: Underlined words: inventions; discoveries.
c. the product of calculated genius
Resposta: Underlined word: product.
d. these lucky mishaps
Resposta: Underlined word: mishaps.
Atenção professor: Para ampliar o exercício, peça aos alunos que identifiquem
a palavra principal (ou seja, o núcleo) de outros grupos nominais, tais como:
major industries, a very cold night, low-density microwave energy, the
first commercial microwave oven. Fim da observação.
2. Go back to the text on page 106. Which noun phrases from exercise 1 are
used in the place of the expression "Lucky Discoveries" (title)? Write the answer
in your notebook.
Resposta: a, b, d
MULTI-WORD VERBS
3. In your notebook write the definition of each multi-word verb below. Choose
the definitions from the box below.
Box:
- to develop in a satisfactory way
- to happen or to start to happen

End of box.
a. to come about ("Famous inventions and advances that came about by
accident.")
Resposta: to happen or to start to happen
b. to work out ("... accidents that happened to work out.")
Resposta: to develop in a satisfactory way
SYNONYMS
Atenção professor: Se desejar, peça aos alunos que identifiquem os adjetivos
que deram origem aos advérbios apresentados no exercício 3 (accidental,
entire, eventual, quick, unintentional, rapid, complete, final). Fim da observação.
4. Match the words in bold to their synonyms. Write the answers in your
notebook as in the example below.
Example: a. I
First column:
a. ... he accidentally left
Word in bold: accidentally.
b. ... entirely new ones
Word in bold: entirely.
c. The Popsicle eventually ended up
Word in bold: eventually.
d. ... could quickly cook food
Word in bold: quickly.
Second column:
I. unintentionally
II. rapidly
III. completely
IV. finally

Boxe complementar:
TIP: Em inglês, acrescenta-se o sufixo -ly a adjetivos para formar advérbios
(accidental→ accidentally), assim como em português acrescenta-se o sufixo
-mente (acidental → acidentalmente).
Fim do complemento.
Resposta: b. III; c. IV; d. II
WORD FORMATION
5. Use adverbs ending in -ly to rewrite the sentences below. Write the answers
in your notebook.
a. He solved the problem in a brilliant way.
Resposta: He solved the problem brilliantly.
b. Each chapter presents the historical context in a brief manner.
Resposta: Each chapter presents the historical context briefly. / Each chapter
briefly presents the historical context.
109
LANGUAGE IN USE
PAST SIMPLE (REVIEW)
1. Go back to the text on page 106 to find regular and irregular verbs in the
past. Then copy the table below in your notebook and replace each ____ with
an appropriate verb in the past to complete it.
Tabela: equivalente textual a seguir.
2. Replace the ____ with verbs from exercise 1 to complete the following text
about the color mauve, a "lucky discovery". Write the answers in your notebook.
The Color Mauve
Atenção professor: Veja nota sobre William Perkin na seção Notas Culturais e
Linguísticas deste Manual do Professor. Fim da observação.
In 1856 the chemist William Perkin was trying to find a cure for malaria when his
experiments produced a dark sludge.

It ____ a disappointing result, but Perkin noticed the color. It was a particular
shade of purple, which ____ to be a hot color at the time. He was able to isolate
the compound that produced the color - mauve - and ____ it worked well as a
dye. Within a year, Perkin ____ his synthetic dye, the first synthetic dye ever
made, and opened a company to make and sell it.

Photos: Sir William Perkin in the lab; glasses with mauve shade lenses, the
colour that Perkin created and ____ popular.

Adapted from: LUCKY DISCOVERIES. Available at:

www.thedailybeast.com/newsweek/galleries/2010/08/31/famous-accidental-

discoveries.html. Accessed in: September 2015.

Resposta: was/happened/realized/patented/made

FONTE: (1) SPL/Latinstock (2) Prisma Bildagentur AG/Alamy/Other Images

Atenção professor: Para ampliar o exercício, peça aos alunos que identifiquem
no texto: a) nome do cientista (William Perkin); b) foco da pesquisa original (a
cura da malária); c) descoberta inesperada (a cor malva). Oriente-os a se
concentrar nesse objetivo de leitura sem se preocupar em compreender todo o
texto. Se necessário, os alunos podem consultar o glossário ao final do livro.
Fim da observação.

110

PAST CONTINUOUS

Read the fragments below from the texts on pages 106 and 109 to do exercises
3 and 4. Write the answers in your notebook.

Box:

a. In 1946 Raytheon engineer Percy Spencer was testing a magnetron [...]
when he realized that...

b. In 1856 the chemist William Perkin was trying to find a cure for malaria when
his experiments produced a dark sludge.

End of box.
3. Choose the correct item that completes each sentence below (▲ or ■).

Atenção professor: Oriente os alunos a inferir as regras a partir da observação
dos exemplos. Fim da observação.
a. The Past Continuous tense is used in both fragments to talk about
▲ completed actions in the past.
■ actions in progress in the past.
Resposta: ■
b. The structure of the Past Continuous tense is
▲ verb be (was/were) + main verb in the -ing form.
■ main verb in the -ing form.
Resposta: ▲
c. We often use the Past Continuous tense with the Past Simple tense. This
happens when a long action is interrupted by another shorter action. The Past
Continuous tense indicates the
▲ long action.
■ shorter action.
Resposta: ▲
4. Replace each ____ with a word or expression from the fragments to
complete the following statements.
a. The word used to connect the clauses is ____.
Resposta: when
b. The time expressions in the sentences are ____ and ____.
Resposta: In 1946/In 1856
5. Replace the ____ with the appropriate form of the verbs in parentheses to
complete the following texts about different accidental discoveries. Use the Past
Continuous tense. Write the answers in your notebook.
a. MICROWAVE: Percy Spencer ____ (walk) past a radiation tube and noticed
that the candy in his pocket melted.
Resposta: was walking

b. POPSICLE: In 1905, Frank Epperson ____ (try) to make a soda pop - a
popular drink at that time. He mixed the popular drink with soda water and
accidently left the mixture on his porch all night.

Resposta: was trying

c. CHOCOLATE CHIP COOKIES: Mrs. Wakefield ____ (make) chocolate
cookies when she ran out of baker's chocolate. Then she decided to use broken
pieces of semi-sweet chocolate.

Resposta: was making

d. SUPERGLUE: Harry Coover ____ (develop) plastic lenses for gun sights,
when he accidentally created a synthetic adhesive.

Resposta: was developing

e. SACCHARIN: In 1879 Constantin Fahlberg ____ (try) to find alternative uses
for coal tar, when he came home with dirty hands and noticed that his wife's
biscuits tasted a lot sweeter.

Resposta: was trying

Available at: www.geniusstuff.com/blog/list/10-accidental-inventions,
http://list25.com/25-accidental-inventions-that-changed-the-world.
Accessed in: September 2015. (Adapted.)

Atenção professor: Nos Estados Unidos e Canadá, biscuit é um tipo de bolinho
semelhante a um muffin. No Reino Unido, biscuits são os biscoitos chamados
de cookies nos Estados Unidos e Canadá. Fim da observação.

111

6. Are the following statements about the texts from exercise 5 true or false? In
your notebook write T (True) or F (False) for each statement. Then correct the
false statement(s) as in the example below.

a. Frank Epperson was drinking soda water when he accidentally discovered
popsicles.

F: Frank Epperson wasn't drinking soda water. He was trying to make soda pop.

b. Mrs. Wakefield was eating a chocolate cake when she accidentally
discovered chocolate chip cookies.

Resposta: F: Mrs. Wakefield wasn't eating a chocolate cake. She was making
chocolate cookies
c. Percy Spencer was carrying a candy in his pocket when he accidentally
discovered microwave radiations.
Resposta: T
7. Go back to exercise 5 to ask and answer questions as in the example below.
Write the answers in your notebook.
a. Was Percy Spencer eating (eat) a candy when he accidentally discovered
microwave radiation?
(walk past/a radiation tube) ____
No, he wasn't. He was walking past a radiation tube.
b. ____ Dr. Harry Coover ____ (use) a gun when he accidentally discovered
superglue? (develop/gun sights) ____
Resposta: Was; using; No, he wasn't. He was developing plastic lenses for gun
sights.
c. ____ Constantin Fahlberg ____ (wash) his hands when he accidentally
discovered artificial sweetener? (eat/biscuits) ____
Resposta: Was; washing; No, he wasn't. He was eating biscuits.
PAST SIMPLE OR PAST CONTINUOUS?
8. Calvin made a snow goon (hostile snowman) by accident. Read the comic
strip below and answer the questions in your notebook.
FONTE: WATTERSON, Bill. August, 1991. Available at:
www.gocomics.com/calvinandhobbes/1991/01/18. Accessed in: September
2015. CRÉDITOS: Calvin & Hobbes, Bill Watterson © 1991
Watterson/Universal Uclick
a. How many snow goons did Calvin make?
Resposta: (He made) one.
b. When did Calvin freeze the snow goons?
Resposta: Last night.

c. What were the snow goons doing when Calvin got them?
Resposta: (They were) sleeping.
d. How did Calvin feel after talking to his parents about the snow goons?
Resposta: (He felt/was) disappointed.
e. Contractions are very common in spoken English. What does the contraction
'em mean?
Resposta: Them.
112
9. Identify the verb form that describes the interrupted action in each sentence
below. Write the answers in your notebook as in the example.
Example: a. was working
a. American engineer Wilson Greatbatch was working on a gadget when he
inserted the wrong type of resistor into his invention.
b. Dr. Harry Coover discovered superglue in 1942 when he was trying to isolate
a clear plastic to make precision gun sights.
Resposta: was trying
c. Coover was working in a Tennessee chemical company when he realized the
potential of the substance.
Resposta: was working
10. Replace the ____ with the appropriate form of the verbs in parentheses to
complete the following text about another accidental discovery. Use the Past
Simple or the Past Continuous tense. Write the answers in your notebook.
LEGENDA: The first x-ray image.
FONTE: Oronoz/Album Art/Latinstock
X-rays
In 1895, physicist Wilhelm Röntgen ____ (perform) a routine experiment with
cathode rays, when he ____ (notice) that a piece of fluorescent cardboard ____
(light up). He ____ (place) a thick screen between his cathode emitter and the

radiated cardboard, proving that particles of light ____ (pass) through solid
objects. Röntgen ____ (realize) the importance of this discovery and ____
(make) the first x-ray image with a skeletal image of his wife's hand.

Adapted from: SWANSON, Marisa. 10 Accidental Inventions. Available at:
www.ehow.com/list_7470448_10-accidentalinventions.html. Acessed in:
September 2015.

Resposta: was performing/noticed/was lighting up/placed/were
passing/realized/made

11. Copy the timeline of Nobel Prize Winner in Physics Wilhelm Röntgen in your
notebook. Replace the ____ with the appropriate form of the verbs from the box
below to complete the timeline. Use the Past Simple or the Past Continuous
tense.

Box:

marry - discover - enter - die - adopt - be born - study

End of box.

Atenção professor: Veja nota sobre Wilhelm Röntgen na seção Notas
Culturais e Linguísticas deste Manual do Professor. Fim da observação.

FONTE: Available at:

www.nobelprize.org/nobel_prizes/physics/laureates/1901/rontgen-bio.html.

Accessed in: September 2015.

Observação:

Go to LANGUAGE REFERENCE and EXTRA PRACTICE on page 168

Fim da observação.

Resposta: (1845) was born; (1865) entered; (1872) married; (1887) adopted;
(1895) was studying/discovered; (1923) died

113

LISTENING AND SPEAKING

Atenção professor: Ativar o conhecimento prévio dos alunos acerca do assunto
do texto oral favorece o estabelecimento de hipóteses sobre o que será ouvido

e sua compreensão. O exercício 1 busca ativar o que os alunos sabem sobre
alguns termos relacionados à astronomia. Oriente-os a observar as palavras
transparentes. Fim da observação.
1. Are you interested in astronomy? Match the words to the definitions. Write
the answers in your notebook as in the example below.
Example: a. III
a. star
b. orbit
c. planet
d. universe
e. telescope
I. A tool that was invented to help people see distant objects out in space.
II. The path one object takes around another.
III. A self-luminous sphere that shines through the release of energy produced
by nuclear reactions at its core.
IV. An object moving around a star.
V. The space that contains all of the matter and energy in existence.
Resposta: b. II; c. IV; d. V; e. I
2. Listen to a news program on the radio about a recent discovery in astronomy
and answer the questions below in your notebook.
Atenção professor: Antes de ouvirem o áudio, os alunos devem ler as
perguntas do exercício 2 para conhecer as informações solicitadas. Oriente-os
a se concentrar nessas informações durante a escuta. O áudio deve ser ouvido
uma ou duas vezes. Fim da observação.
a. What have scientists discovered?
Resposta: A new planet.
b. What did scientists use to find it?
Resposta: (An enormous) telescope.

3. Listen to the recording again and choose the correct statement about Gliese
581g. Write the answer in your notebook.

Boxe complementar:

TIP: Para compreender informações específicas, preste atenção nas palavras-
chave.

Fim do complemento.

Atenção professor: Antes de ouvirem o áudio novamente, os alunos devem ler
todo o exercício 3 para conhecer as informações solicitadas. Oriente-os a se
concentrar nessas informações e nas expressões e palavras-chave (tais como
accidental discovery, support life, a red star called Gliese 581g, eight-storey
building), durante a escuta. Devem ouvir o áudio uma ou duas vezes. Fim da
observação.

a. It was an accidental discovery.

b. It could support life.

c. It orbits a star called Gliese 581g.

d. It's as big as an eight-storey building.

Resposta correta: c

4. Listen to the recording once more. Are the following statements true or false?
In your notebook write T (True) or F (False) for each statement.

Atenção professor: Antes de ouvirem o áudio mais uma vez, os alunos devem
ler todo o exercício 4 para conhecer as informações solicitadas. Oriente-os a se
concentrar nessas informações e nas expressões e palavras-chave
relacionadas a elas, tais como very distant in space terms, conditions, similar,
temperature, liquid water, other Earth-like planets. Os alunos devem ouvir o
áudio uma ou duas vezes. Fim da observação.

a. Gliese 581g is very distant in space terms.

Resposta: F

b. Conditions on Gliese 581g are similar to Earth's.

Resposta: T