Way to English - 6 ano (Clique no último botão para ver em tela cheia)

Looking Ahead

1 The website <http://pbskids.org> has invited its readers to respond to the question

ÒWhat is your definition of a family?Ó. Read two definitions below and, in pairs,
discuss the questions that follow.

NAgurl15
Family are the people that love you and care for
you no matter when. Even if you aren’t blood
related.

TJMAXX101
A family is a group of loving characters who
care about your dreams, your future, and your
well-being.

Available at: <http://pbskids.org/itsmylife/family/you_said_it.html?ysiTitle=family_def>. Accessed in: August 2014.

a. Você concorda com as definições acima? Por quê (não)?
b. Como você definiria família?

2 Read the following text and, in small groups, discuss the questions below.

TrUAeREfTrHieEnds
family
we

choose

a. Você concorda com o texto? Para você, qual é a importância de uma verdadeira amizade?

b. Você tem algum amigo que faz parte da sua família? Como ele(s) se relaciona(m) com os

demais membros da sua família?

Extra Reading
<http://pbskids.org/itsmylife/family/index.html>

Extra Video
<http://kidshealth.org/parent/positive/family/family-vd.html#cat20913>

What Is a Family? 99

Houses Around Cesar Diniz/Pulsar Imagens
the World
Rajesh Pattabiraman/Shutterstock/Glow Images
Warming Up!

Quais são os nomes dos tipos de moradias que aparecem nas fotos? Você sabe o nome
de alguma delas em inglês?
Qual o tipo de casa mais comum na sua região?

100 

Ingemar Edfalk/Matton Collection/Corbis/Latinstock Michel Cecconi/Shutterstock/Glow Images

Leo Caldas/Pulsar Imagens João Prudente/Pulsar Imagens

Learning Objectives

• to talk about different types of houses and buildings
• to learn how to use there is/there are
• to explore descriptions of photographs
• to establish connections with Geography, History and Arts

 101

tip Before Reading

Note que os 1 Do you live in a house or an apartment?
subtítulos
ampliam e/ou 2 Take a look at the pictures, the title, the subtitle and the source of the
detalham
a ideia following text. Then, match the columns below.
apresentada
no título. a. The pictures show marvellous houses across the world.

tip b. The first picture shows the inside of a building in China.

Use seu c. The second picture shows families outside their homes.
conhecimento
sobre o assunto d. The text is from a book that shows a traditional type of Chinese residence.
do texto
para fazer 3 Mark the words you expect to find in the text below. Use the Glossary,
previsões
sobre o que if necessary.
será lido.

tip house building America wall floor

Não se bedroom kitchen home beach igloo
preocupe em
compreender Reading
todas as
palavras de Now read the text below to check your predictions.
um texto. Nem
sempre isso China
é necessário
para você Living Together in a Circle
atingir seus
objetivos de
leitura.

Deep in the mountains, there is a round building called a tulou. It is
surrounded by a thick dirt wall. It is in the Fujian province of China. There are
about three hundred people living in this tulou. It is very lively inside. Looking
up, you can see a round circle of sky.

The tulou has four floors. There are four communal staircases, and more than
200 rooms of about the same size. On the first floor, there are kitchens all in a
row. The second floor has warehouses, where the harvest and the farm tools are
kept. The long hall is where the children play. The third and fourth floors have
bedrooms that are also used for study. Parents and children share one room.

Adapted from: KOMATSU, Yoshio. Wonderful Houses Around the World.
California: Shelter Publications, 2004, p. 6, 8.

Michael Gotin/Easypix

102 Unit 6

Reading for General Comprehension

Mark the correct statement about the text.

The text describes a traditional type of Chinese rural residence.
The text provides details about different types of Chinese houses.

Reading for Detailed Comprehension Language
Note
1 Match the columns below. They have the
same size
a. What is a tulou? In the long hall.
b. Where can you find it? In the Fujian province of China. ×
They have
c. Where do children play It is a round building surrounded by a thick different sizes.
dirt wall.
in a tulou?

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

a. There are a lot of families living together in a tulou.

b. The rooms in a tulou have different sizes.

c. It is full of activity inside of a tulou.

d. Parents and children sleep in the same room.

3 Each picture below refers to one or two floors in the tulou from page 102.

Complete the gaps as in the following example.

Galvão Bertazzi/Arquivo da editora tip

second foor floor and Localizar
floors números em
um texto pode
4 What do the following numbers refer to? Match the columns below. ajudar você
a identificar
a. 300 The number of floors in a tulou. informações
b. 200 The approximate number of people living in a tulou. específicas
c. 4 The floors in a tulou where people sleep and study. mais
d. 3rd and 4th The number of rooms in a tulou. rapidamente.
Busque
compreender a
que informação
cada número
se refere.

Houses Around the World 103

Reading for Critical Thinking

Discuss the questions below with your classmates.

a. Um tulou é uma construção rural tradicional chinesa. Na sua opinião, é

importante preservar as formas tradicionais de habitação de um povo? Por quê?

b. Em sua cidade ou região, há algum tipo de residência tradicional? Qual/quais?

Esse(s) tipo(s) de residência é/são respeitado(s) como expressão da cultura
local? Ele(s) oferece(m) condições adequadas de moradia?

c. No tulou apresentado no texto da página 102, moram centenas de pessoas em

um ambiente animado e repleto de atividades. Na sua opinião, o que pode
ajudar a promover a boa convivência na comunidade em que se mora?

Vocabulary Study

Parts of the House

tip 22 1 Listen to the recording and repeat the words from the box below. Then, use

the words to label the parts of the house. If necessary, use the Glossary.

Agrupar as bathroom • kitchen • bedroom • dining room
palavras e garage • stairs • garden • hall • living room
expressões
por campo
semântico pode
ajudar você a
ampliar e fixar
o vocabulário
aprendido.

Galvão Bertazzi/Arquivo da editora

hall

104 Unit 6

24 5 Listen to the recording and repeat the words from exercise 4. [1] Dan70/Shutterstock/Glow Images; [2] Photobac/Shutterstock/Glow Images; [3] Neamov/Shutterstock/Glow Images;[4] keantian/ 23 3 Listen to the recording and check your answers to exercise 2.
Shutterstock/Glow Images; [5] Coprid/Shutterstock/Glow Images; [6] Marynka/Shutterstock/Glow Images; [7] Lasse Kristensen/
Shutterstock/Glow Images; [8] Africa Studio/Shutterstock/Glow Images; [9] ronstik/Shutterstock/Glow Images; [10] Africa Studio/ Furniture
Shutterstock/Glow Images; [11] donatas1205/Shutterstock/Glow Images; [12] K. Miri Photography/Shutterstock/Glow Images
4 Choose the items below that you can find in your bedroom. Then, compare
pillow desk bed Inti St Clair/Blend Images/Getty Images kungverylucky/ 2 Where are they? Complete the following sentences with words from exercise 1.
your answers with those of a classmate. Shutterstock/Glow Images

[10] [5] The kids are in the The dog is in the
[9]
rug lamp [1]

chair

[2] . He is in the . She is in the

shelf [6] [7] couch

mirror

wardrobe [11] [3]

Now complete the Vocabulary pictures curtains .
Corner on page 162 with what
.
you have learned.
Mediacolor's/Alamy/Glow Images Image Source/Getty Images
Houses Around the World 105
[12]

[4]
[8]

Reprodução/ Taking it Further
<http://jamesmollison.com>
Read the texts below and do exercises 1 and 2.

Alyssa lives with her parents in Kentucky, USA. She is
an only child but her grandmother, uncle, and orphaned
cousin live close by. It is a beautiful, mountainous region
known as Appalachia, but one of the poorest parts of
America. Their small, shabby house is falling apart.

Reprodução/ Jaime is nine years old. He lives in a top-floor
<http://jamesmollison.com> apartment on Fifth Avenue in New York. His parents
also own luxury homes in Spain and in the Hamptons on
Long Island. He has a younger brother and a sister who
are twins.

Adapted from: MOLLISON, James. Where Children Sleep. London: Chris Boot, 2010. p. 40-41, 56-57.

1 Which part of the house do the photos above show? Le@rning on the Web
As fotos do texto acima fazem
2 Mark the correct statements about the texts. parte do projeto Where
Children Sleep, do fotógrafo
a. Alyssa and Jaime are from the same country. James Mollison. Para conhecer
b. Both children live in an apartment. mais fotos do projeto, visite:
c. Jaime is an only child. <http://jamesmollison.com/
books/where-children-sleep>.
(acesso em: setembro de 2014).

d. The photos show two children living in very diverse situations.

3 Are there children living in very diverse situations in Brazil?

4 What is the meaning of the following words? Match the columns below.

tip a. cousin Very expensive and beautiful things.
b. shabby Children who are born to the same mother at the same time.
Para inferir c. luxury The child of your aunt or uncle.
o significado d. twins In a bad condition.
de palavras
desconhecidas,  Think about it!
observe o Os tipos de moradia podem variar bastante. Você tem curiosidade para saber
contexto em como vivem jovens e crianças de outras regiões e países? Na sua opinião, o que
que elas são podemos aprender com um projeto que reúne fotos de quartos de crianças e
usadas. jovens de diferentes partes do mundo?

106 Unit 6

Language in Use

There is / There are

Read the following fragments from page 102 and do exercises 1 and 2.

I. “Deep in the mountains, there is a round building called a tulou.”
II. “There are about three hundred people living in this tulou.”
III. “There are four communal staircases…”
IV. “On the first floor, there are kitchens all in a row.”

1 Mark the correct item that completes each sentence below.

a. In fragment I, we use there is to talk about

“the mountains”. “a round building”.

b. In fragment II, we use there are to talk about

“this tulou”. “about three hundred people”.

c. In fragment IV, we use there are to talk about

“kitchens”. “the first floor”.

d. We use there is and there are to

express possession. talk about things that exist.

2 Complete the statements below with plural or singular.

a. We use there is with nouns in affirmative sentences.

The contraction of there is is there’s. nouns in affirmative sentences.

b. We use there are with

You cannot contract there are. www.pinterest.com/pin/250794272972647106/

3 The Anne Frank House is a famous Pesquisar

building in Amsterdam, Netherlands. It is Curtir Website Enviar
a historic house and a museum. Take a
look at the photograph of Anne Frank’s Divulga•‹o/Anne Frank Stichting
bedroom and complete the following
sentences with there is or there are.

a. two beds.
b. a teddy bear on a chair.
c. a desk under the shelf.
d. a lot of pictures on the wall.

Le@rning on the Web Karien Krijt • 43 weeks ago
Para conhecer mais sobre a Casa de Anne Frank, visite: Anne Frank’s bedroom in the secret annex
<www.annefrank.org>. (acesso em: outubro de 2014).
Available at: <www.pinterest.com/pin/
250794272972647106/>. Accessed in: August 2014.

Houses Around the World 107

4 Look at the photograph of Anne Frank’s bedroom again and make

sentences about it as in the example below. Use expressions from the
following box to help you.

three chairs • a rug • a poster • books
on the floor • on the wall • on the shelf • in the bedroom

a. There are three chairs in the bedroom. .
b. .
c. .

 Think about it! Akg-Images/Latinstock

Anne Frank foi uma adolescente alemã de origem judaica, vítima do

Holocausto – o assassinato em massa de cerca de seis milhões de

judeus durante a Segunda Guerra Mundial. Ela morreu aos quinze anos

e se tornou mundialmente famosa com a publicação de seu diário,

no qual escrevia as experiências do período em que sua família se

escondeu da perseguição aos judeus. Na foto da página 107, vemos

o quarto de Anne Frank, que ficava em um anexo secreto da casa.

Por segurança, a porta para esse anexo foi escondida por uma estante

de livros. Seu quarto se parece com o de Anne Frank? Como ela, você

também tem um espaço para escrever e estudar? Anne Frank

5 The texts below describe the houses in the pictures. Read and complete

them with there is or there are. Use the Glossary if necessary.

www.pinterest.com

Pesquisar Pesquisar

Curtir Website Enviar Curtir Website Enviar

Reprodu•ão/<http://www.pinterest.com/ Reprodu•ão/<http://www.pinterest.com/
pin/193725221442876127/> pin/26388347791047206/>

Natalie Davis • 1 year ago CelebrityHousePictures.com Photos • 21 weeks ago

Georgian House, Bristol. six The interior of the home is everything one
would expect from a Sports star such as Jeter.
floors. (…) The third floor is at ground level
three floors, 7 bedrooms,
and an entrance hall. and 9 bathrooms located throughout the
mansion along with extravagant English-manor
Also, dining and breakfast style décor and architecture.
also a media room.
rooms and a study. Below is a basement
Adapted from: <www.pinterest.com/
kitchen, laundry and housekeeper’s room. (...) pin/26388347791047206/>. Accessed in: November 2014.

Adapted from: <www.pinterest.com/
pin/193725221442876127/>. Accessed in: November 2014.

108 Unit 6

6 Go back to exercise 5 and correct the false statements below as in the example.

False statements about the first house:

a. There is a dining room on the first floor.

There isn’t a dining room on the first floor. / There is a dining room on the third floor.

b. There are three floors in the house.

There aren’t three floors in the house. / There are six floors in the house.

c. There is a laundry on the third floor.

False statement about the second house.

d. There are two media rooms in the mansion.

7 Complete the statements below.

a. We use (= there is not) with singular nouns in negative sentences.
b. We use (= there are not) with plural nouns in negative sentences.

8 Do you know “A Encantada”, former house of aviation Marcos Mendes/Ag•ncia Estado

pioneer Alberto Santos Dumont? It is a museum, located
in Petrópolis, Rio de Janeiro. Complete the following
sentences about the house. Use there’s, there are, there isn’t
or there aren’t.

a. three floors in the house.

b. modern books in the house, but there are a lot

of rare books.

c. Is there an electric shower in Santos Dumont’s house?

No,  . There’s an alcohol-fueled heated shower
of his own design.

d. Are there regular stairs in the house? No, .

They are designed in a curious way so that people must step first

with their right foot to climb it.

9 Read the sentences from exercise 8 again. Then, complete the following

statements with affirmative, interrogative, negative or short answers.

a. In sentences, we use there isn’t / there aren’t.

b. In sentences, we use there is / there are.

c. In sentences, we use Is there / Are there.

d. In , we use Yes, there is / there are or No, there isn’t /

there aren’t.

Houses Around the World 109

tip 10 Go back to page 106 and take another look at the photos of Alyssa and

Observe as JaimeÕs bedrooms. In pairs, ask and answer questions as in the example
relações entre below. Take turns.
os elementos
verbais e Student A: Is there a desk in Alyssa’s bedroom?
não verbais
para inferir Student B: No, there isn’t. Is there a desk in Jaime’s bedroom?
o significado
de palavras Student A: Yes, there is.
desconhecidas.
Prepositions of Place
Language
Note Go back to page 107, look at the photograph of Anne FrankÕs bedroom
again and read the sentences below. Then, do exercises 11 and 12.

There is a teddy bear on a chair.
There is a desk under the shelf.
There are two beds in the bedroom.

11 What do the words in bold from the box above express: place or time?

12 In pairs, try to infer the meaning of the words in bold.

13 The picture below shows a teenagerÕs bedroom. Read the following

sentences to draw the missing items in the picture below. Use the Language
Note box to help you.

behind Galvão Bertazzi/Arquivo da editora
in front of

on

in

next to Missing items:

between a. GUITAR: There is a guitar behind the bed.
b. CAT: There is a cat in front of the chair.
under c. POSTER: There is a poster on the wall.
d. CELL PHONE: There is a cell phone in the wardrobe.
Go to e. LAMP: There is a lamp next to the bed.
Language f. BOOK: There is a book between the television and the video game.
Reference in g. CD: There is a CD under the bed.
Context page

173.

110 Unit 6

Listening and Speaking tip

1 Museums usually offer audio guides for visitors in different languages. Não se
preocupe em
An audio guide provides a recorded spoken commentary to a visitor entender todas
attraction. Are there any museums that offer audio guides in your city/town? as palavras
e todas as
25 2 Listen to part of a recording included in an audio guide from The Anne informações
do áudio.
Frank House. Which room of the house is being described? O objetivo do
exercício 2 é
Allard Bovenberg/Anne Frank Stichting identificar qual
Allard Bovenberg/Anne Frank Stichting cômodo está
sendo descrito.

tip

25 3 Listen to the recording again and mark the correct item that completes each Antes de ouvir
o áudio, leia
sentence below. os itens do
exercício para
a. The room described is the only place in the house with conhecer as
informações
a mirror. hot water. solicitadas.
Você deverá
b. People in the secret annex get hot water for their baths on prestar
atenção a
Sundays. Saturdays. elas durante
a escuta.
c. They make Faça isso
em todos os
strawberry jam together. chocolate cakes together. exercícios de
compreensão
25 4 Listen to the recording once more and check your answers to exercise 3. oral.

5 In your opinion, is every house a home? What makes a house into a home? tip

26 6 Which room of your house is your favorite? Describe it to a classmate. Com base na
descrição que
Before you start, listen to another person talking about her favorite room ouviu, planeje
and notice what to include in your description. o que vai
dizer sobre
My bedroom is my favorite room. It isn’t big and I share it with my sister, seu cômodo
but I like it very much. There are a lot of posters of our favorite singers on the wall. favorito. Para
There are two beds, a small TV, a computer, a wardrobe and lots of books. orientar sua
fala, faça um
7 It is time to talk about your favorite room to the whole class. desenho do
cômodo e liste
os itens de
vocabulário
necessários
para a
descrição.
Depois, faça
a descrição
para um colega
e peça a ele
para desenhar
o cômodo.
Finalmente,
discutam se a
descrição foi
bem entendida
e como ela
poderia ser
melhorada.

Houses Around the World 111

Writing

In this unit, you have read short descriptions of photographs on page 108.
These descriptions can be found on online pinboards, which are online
collections (“boards”) of visual bookmarks (“pins”). Users of online pinboards
can upload, save, sort, and manage images through collections. Users can also
write short texts to describe the images. People use online pinboards, such as
those at <www.pinterest.com>, for different purposes: to develop a project,
to plan a trip, to save and share favorite pictures, articles and recipes etc.

1 In pairs, write a short description of a selected photo to share your personal

views on it. You and your classmate can select a photo of a building
(a historic house, a modern/famous building in your region etc.) or a photo
of a part of a building (a house’s bedroom, a museum pavement etc.).

tip Writing Context

Ao revisar Before writing your text, complete the following paragraph describing
a descrição, the elements of the writing context.
considere, por
exemplo: You and a are going to write a short description of

 objetivo: As a selected photo in order to describe a (or a part of a
informações
estão building). You are going to use an tone. Your text can
adequadas ao
objetivo do be published on a traditional school or on an online
texto?
 conteúdo: As pinboard so that other classmates and the whole school community can read it.
informações
estão Step by Step
corretas e
completas? 1. Decide what building (or part of a building) you want to describe. Take a picture
 ortografia:
As palavras of it or search for one on the Internet.
estão escri-
tas correta- 2. Start your description by saying the name of the building.
mente? 3. Mention some important details about it (number of floors, rooms, pieces of
 imagem:
A foto está furniture etc.).
nítida e com
uma boa 4. Exchange descriptions with classmates and discuss the texts.
resolução? 5. Make the necessary corrections.
Reescreva seu 6. Create the final version of the description.
texto com base
na revisão feita
por você e seus
colegas.

2 It’s time to organize the pictures and the descriptions of the whole class

and collaboratively create an online pinboard at <www.pinterest.com>.
You can organize the descriptions by a central topic (famous buildings in
the world, historic houses etc.) or by region (different cities, neighborhoods
in your city etc.). You can also print the texts and arrange them on a
traditional school board.

112 Unit 6

Looking Ahead

Get to know another kidÕs bedroom from the project ÒWhere Children SleepÓ by
James Mollison. Read the text below, talk to a classmate and answer the following
questions. Use the Glossary, if necessary.

Fotos: Reprodução/<http://jamesmollison.com>

Hamdi lives in a block of flats with his parents and five siblings, in a Language
Palestinian refugee camp on the edge of Bethlehem, West Bank. Their flat has Note
a sitting area, a kitchen and three bedrooms. Hamdi is thirteen years old and
attends a boys’ school where his father hopes he will study hard enough to sibling =
gain a degree, to give him better opportunities than his father had. brother or
sister

Adapted from: MOLLISON, James. Where Children Sleep. London: Chris Boot, 2010, p. 92-93.

a. Onde e com quem Hamdi mora?

b. Que cômodos há no apartamento do menino? Com base na foto que acompanha o

texto, como você descreveria o quarto dele?

c. Para o pai de Hamdi, como o menino pode ter melhores oportunidades na vida?

d. Na sua opinião, o lugar em que Hamdi mora é favorável para que ele possa se dedicar

aos estudos e ser uma criança saudável? Por quê?

e. Hamdi é um menino que estuda e enfrenta grandes dificuldades. Para você, quais

características pessoais são fundamentais para vencer obstáculos como os de Hamdi?

Extra Reading
<www.shelterpub.com/_wonderful_houses/wh-toc.html>
<www.mymodernmet.com/profiles/blogs/12-different-shelters-around>

Extra Videos
<www.globalgiving.org/projects/help-build-sustainable-africa-houses/>
<https://vimeo.com/81912052>

Houses Around the World 113

5&6

Reading

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

Then, match the columns below.

a. The text is… a book of poems.
b. The author of the text is… a poem.
c. The audience of the text is... kids in general.
d. The text is from… Mary Ann Hoberman.

Now read the text below and do exercises 2 and 3.Ilustra•‹o Marylin Hafner/Little, Brown Books for Young Readers

Half whole-step

I have a half-sister Language
I have a whole-sister Note
I have a step-sister
step-sister
That adds up to three. or stepsister
I am a half-brother (irmã de
I am a whole-brother criação)
I am a step-brother step-
brother or
There’s just one of me! stepbrother
(irmão de
From: HOBERMAN, Mary Ann. Fathers, criação)
Mothers, Sisters, Brothers: a collection of family poems.

New York: Hachette Book Group Inc., 2001. p. 21.

2 Mark the following statement that refers to the main idea of the text.

The boy is not part of the girls’ family.

The three girls are part of the boy’s family.

3 Complete the sentences below with half, whole or step.

a. A -sister is the daughter from an earlier marriage of your stepmother or stepfather.
b. A -sister has either the same mother or the same father as you.
c. A -sister has the same mother and the same father as you.

114 Units 5 & 6

Language in Use

Plurals

1 Read the following text and complete it with the plural form of the words in parentheses.

What Makes a Family?

‘What is a family?’ is a common question for many (child) living on a planet

filled with diversity. (adult) need to be equipped to answer this question

and prepared to respond. (child) often wonder if their family is a real family

because it might not fit into the cultural norm. All too often (girl) and

(boy) imagine the “average family” consists of a mom and dad and

(brother) and (sister) living together.

Yet, in today’s world, this is not necessarily the case. Economic or social tip

life (situation) can create a need for (grandparent) Apoie-se em

to raise their children’s children. Other (family) include a vocabulário
já conhecido

single parent, perhaps through the death or abandonment of one parent. If (como children,
brothers) e

(family) have same sex-parents, em palavras

(kid) may have two parecidas com

(mom) or two (dad). o português
(como diversity,

Available at: <www.lianalowenstein.com/article.goldman.pdf>. Accessed in: September 2014. abandonment)
para

2 Talk to a classmate about the text from exercise 1. In your opinion, what compreender
melhor o texto.

makes a family?

Genitive Case (’s) Frederator Studios e Billionfold Studios/Nelvana

3 Go back to page 90 and take a look at Cosmo's family tree again. Then, answer the

questions below as in the example that follows.

a. Who’s Papa Cosmo?

He is Cosmo’s father.

b. Who’s Mama Cosma?

c. Who’s Wanda?

d. Who’s Poof?

e. Who are Grandpa Gonzo and Grandma Cosma?

Review 3 115

There is / There are

Read the comic strip below and do exercises 4-6.

Zits e ZoŽ & ZezŽ © 2015 King Features Syndicate/Ipress

SCOTT, Jerry; BORGMAN, Jim. July, 2014. Available at: <http://zitscomics.com/
comics/july-26-2014/>. Accessed in: September 2014.

4 Mark the correct item that  Think about it!
Uma instalação é uma manifestação artística
completes each sentence below. em que a obra é composta de elementos
organizados em um ambiente e caracteriza-se
a. The teenager is in the pela desconstrução de espaços e conceitos.
Na tirinha, a mãe sugere que ela e o marido
bedroom. passem a ver o filho como uma instalação
artística (an art installation) em vez de um
living room. adolescente bagunceiro (a messy teenager). Na
sua opinião, por que ela dá essa sugestão? Qual
b. In this room, everything is ideia sobre o que são instalações artísticas
parece ter inspirado a sugestão da mãe?
in the right place; tidy.

in a state of confusion; messy.

5 Complete the following sentences about the teenager’s room. Use there is or there are.

a. an electric guitar in his room. d. clothes on the floor.

b. a lot of posters on the wall. e. an amplifier by the window.

c. a cactus by the window.

Prepositions of Place

6 Go back to the comic strip and complete the following sentences about the

teenager’s room. Use the prepositions in the box below.

between  •  in (x 2)  •  on (x 2)

a. There are a lot of posters the wall.

b. There is a tennis racket the room.

c. There are clothes the chest of drawers.

d. There are some pens the desk.

e. The teenager’s head is two pillows.

116 Units 5 & 6

Time for Fun!

It’s time to play the board game “Battleship” with a classmate.

INSTRUCTIONS

On your chart hide: You can hide them: Useful language: Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
Yes, that’s a hit!
a ship 1 unit long horizontally
a submarine 2 units long vertically
a battleship 3 units long diagonally

Sorry, that’s a miss!

•  I ndique uma posição no tabuleiro (letra e número) para tentar acertar as embarcações do
seu colega. Revezem-se nos “tiros” até uma frota ser totalmente abatida.

•  M  arque seus “tiros” no tabuleiro da direita (YOUR CLASSMATE’S CHART).
•  P  ara cada embarcação que seu colega atingir, diga uma palavra em inglês relacionada a um

tema já estudado (family, furniture ou parts of the house). Ele deverá formar uma frase com
essa palavra.
•  O  vencedor da batalha naval é aquele que atingir todas as embarcações do colega
primeiro.

YOUR CHART YOUR CLASSMATEÕS CHART
123456 123456
A A
B B
C C
D D
E E
F F
G G
H H

Review 3 117

Thinking about Learning

What can I do now?

Talk about families… with
Talk about possessions... confidence
Talk about different types of houses and buildings...
Use the genitive case ( ’s)... well
Use there is / there are...
Use the nouns in the plural... with some
Explore acrostic poems... difficulty

Explore descriptions of photographs...

What words/expressions have I learned in units 5 and 6?

Words/Expressions Words/Expressions in use

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

Dictionaries Glossary Language Reference in Context
Extra reading Extra videos Vocabulary Corner
Internet Other(s):

What do I need to do in order to improve my learning? Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora

118 Units 5 & 6

2A

Viewing Families through Art (First Part)

Na unidade 5 você falou sobre famílias. Observe como as fotos abaixo mostram
famílias representadas através de diferentes formas de arte e leia a tarefa abaixo para
fazer a primeira parte do Project 2, Viewing Families through Art.

TASK: In small groups, search for different artworks (paintings, drawings, sculptures, graffitis,
movies etc.) that show families through different perspectives. You can also create your
own work of art to show your views on families. Identify each item by writing down its
title, the name of its author and the year of production.

Kubko/Shutterstock/Glow Images Bob Ainsworth/Getty Images

DeAgostini/Getty Images OSGEMEOS/Acervo dos artistas

In this part of the project, it is only necessary to select or create works of Go to page
art about families and write down some basic information to identify them. 153 for the
Later, you are going to use them to organize an art exhibition. second part of
this project.

Project 2A 119

Save the
Animals!

Warming Up!

Qual a relação entre as imagens e a expressão “Help Us”? Quem está pedindo ajuda?
Por quê?

HELP US

120 

Learning Objectives

• to talk about animals and protests
• to learn how to use the Imperative
• to explore campaign posters
• to establish connections with Science, Arts and Portuguese

 121
Porco: FooTToo/Shutterstock/Glow Images; Zebra: Johan Swanepoel/Shutterstock/Glow Images; Urso: Erik Mandre/Shutterstock/Glow Images; Raposa: fotografie4you/Shutterstock/Glow Images; Macaco: EBFoto/Shutterstock/Glow Images; Panda:
nelik/Shutterstock/Glow Images; Tigre: KAMONRAT/Shutterstock/Glow Images; Urso polar: Nagel Photography/Shutterstock/Glow Images; Hipopótamo: Mighty Sequoia Studio/Shutterstock/Glow Images; Gato: 8th.creator/Shutterstock/Glow Images;

Foca: Ulrike Jordan/Shutterstock/Glow Images; Rinoceronte: AndChisPhoto/Shutterstock/Glow Images; Elefante: 630ben/Shutterstock/Glow Images; Pata de elefante: Lodimup/Shutterstock/Glow Images

Before Reading

1 Do you have a pet? In your opinion, what things do you consider necessary

for a pet to live? Choose words from the box below. Then, compare your
answers with those of a classmate.

attention food love respect space water

tip 2 Take a look at the layout, the pictures and the source of the following text.

Observe o Then, mark the correct item that completes each sentence below.
leiaute do
texto, ou seja, a. The text is
a organização
visual dos a magazine cover. a campaign poster.
elementos
verbais b. The organization responsible for the text is
(palavras) e
não verbais Metta World Peace.
(cores, tipos de
fonte, imagens PETA (People for the Ethical Treatment of Animals).
etc.) na página.
c. The target audience of the text is

children only. people in general.

3 Circle the verbs you expect to find in the text below.

protect • save • adopt • speak up • contact • guard

reading

Now read the text below to check your predictions.

Divulgação/<http://www.peta2.com> It takes only a moment to speak up for an animal in need. If you see a dog
left outdoors on a chain, a lost or stray animal wandering in the street, a dog
locked inside a hot car, on any other form of cruelty or neglect, speak up!
Contact your local authorities or peta2 for assistence.

It takes only a moment to speak up for an animal in need. If you see a dog Available at: <www.peta.org/media/psa/type/print/?category_
left outdoors on a chain, a lost or stray animal wandering in the street, a dog name=companion-animals#foobox-1/8/MettaAbuseAd_English_72.
locked inside a hot car, on any other form of cruelty or neglect, speak up!
Contact your local authorities or peta2 for assistence. jpg?20131018073600>. Accessed in: August 2014.

122 Unit 7

Reading for General Comprehension

What is the main objective of the text?

To encourage people to adopt dogs.
To encourage people to report animal cruelty.

Reading for Detailed Comprehension

1 Who are they? Match the columns below.

a. Metta World Peace a rescued dog with a happy ending.

b. Athena a famous American professional basketball player.

2 Match the fragments below (a-c) to the following pictures.

a. “a dog left outdoors on a chain”
b. “a lost or stray animal wandering in the street”
c. “a dog locked inside a hot car”

Ilustrações: Galvão Bertazzi/Arquivo da editora

3 The words and expressions in the box below are from the text on page 122. tip

Use them to complete the following definitions as in the example. Observe o
contexto
report • guard • a stray animal • speak up for • neglect para inferir
o significado
a. report to inform a person in authority about a recent de palavras
desconhecidas.
event, especially an accident or crime Apoie-se
também em
b. an animal separated from home and lost palavras
parecidas com
c. to protect a person, an animal or something o português.

from attack or danger

d. when you do not give enough attention to a

person, an animal or something; negligence

e. to say what you think freely in order to support

or defend a person, an animal or something

Save the Animals! 123

4 Answer each question below with a fragment from the text.

a. How long does it take to speak up for an animal in need?

b. What can people do to report animal abuse?

5 Creators of campaign posters usually use different strategies to catch the

reader’s attention. Read the items below and mark the strategies used in the
campaign poster on page 122.

a. The use of the imperative (“report”, “guard”, “contact”).
b. The use of proper names (“Metta World Peace”, “Athena”).
c. The use of headlines and catchy phrases (“Report animal abuse”, “Guard the

home team”).

d. The use of different font sizes.
e. The use of beautiful images.

 Think about it! DVARG/Shutterstock/Glow Images
O pôster mostra um astro do basquete americano e faz um jogo de palavras
com uma expressão usada no mundo esportivo. Nos esportes, o home team é o
“time da casa”. Em sua opinião, a quem se refere a expressão “home team” na
frase “Guard the home team” usada no pôster? Você acha que o uso de jogos de
palavras ajuda a chamar a atenção para um pôster? Você já observou esse
recurso em outros pôsteres em inglês ou em português?

Reading for Critical Thinking

Discuss the questions below with your classmates.

a. O pôster da página 122 foi publicado

por uma organização não governamental
chamada PETA (People for the Ethical
Treatment of Animals). Em sua opinião, é
importante as pessoas se organizarem para
lutar em defesa dos animais? Por quê?

b. O texto pede que as pessoas denunciem

situações de negligência ou crueldade
com animais. No local onde você mora,
o que as pessoas costumam fazer diante
desse tipo de situação? Elas denunciam,
tentam ajudar o animal ou ignoram o fato?

c. Em sua opinião, o que deveria ser feito

para evitar que animais sejam maltratados?

124 Unit 7

Vocabulary Study

Animals and Pets

1 A pet (or companion animal) is an animal that people keep in their home

for companionship or protection. Which animals listed below can be pets?
Choose items from the following list.

bear canary cat chicken Urso: Erik Mandre/Shutterstock/Glow Images; Passáro: grass-lifeisgood/Shutterstock/Glow Images; Gato: Shebeko/Shutterstock/Glow Images; Galo: Aksenova
Natalya/Shutterstock/Glow Images; Cachorro: AnetaPics/Shutterstock/Glow Images; Peixe: KAMONRAT/Shutterstock/Glow Images; Hamster: stock_shot/Shutterstock/
dog goldfish hamster lion
Glow Images; Leão: Rob Hainer/Shutterstock/Glow Images; Arara: Stephaniellen/Shutterstock/Glow Images; Coelho: Szasz-Fabian Jozsef/Shutterstock/Glow Images;
Tubarão: Fiona Ayerst/Shutterstock/Glow Images; Tartaruga: Member/Shutterstock/Glow Images

macaw rabbit shark turtle

27 2 Listen to the recording and repeat the words from exercise 1. tip
3 Complete the chart below with words from exercise 1.
Agrupar as
Animal Groups Examples of animals palavras e
expressões
a. birds: canary, , por campo
semântico pode
b. fish: goldfish, ,,, ajudar você a
ampliar e fixar
c. mammals: bear, , o vocabulário
aprendido.
d. reptile:
Save the Animals! 125

4 Get to know other animals! Find 12 words for animals in the word search

below. Then, write down the words in the gaps as in the example. Use the
words from the following box to help you.

alligator • cow • giraffe • gorilla • tiger • snake • penguin
• elephant • horse • monkey • dolphin • pig

alligator

HUN P ENGU I N Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
OT SDOL PH I N
R I AMON K E Y Q
SGKB I AP I GH
E E SMB J C OWH
HR E L E PHANT
G I RA F F E XNN
I A L L I GA TOR
I GOR I L L AAO
E SNAKE P YNF

28 5 Listen to the recording and repeat the words from exercise 4.
6 Complete the chart below with words from exercise 4.

Animal Groups Examples of animals

a. birds: , , ,, ,
b. mammals: , , ,
c. reptiles: ,

126 Unit 7

7 Ask a classmate the questions below and answer them. Take turns. Now

a. What is your favorite animal? complete the
b. In your opinion, what animals are cute? What animals are dangerous? Vocabulary
Corner on
page 163 with
what you have

learned.

Taking it Further tip

1 Take a look at the dog in the picture below. What kind of dog is it? Apoie-se em
vocabulário
Attack dog. Guide dog. Police dog. já conhecido
(children, dog) e
Read the text below and do exercises 2 and 3. em palavras
parecidas com
Children and young people Divulga•‹o/<http://www.peta2.com> o português
(positive,
Growing up with Guide Dogs opportunities)
para
Providing a young person with a guide dog compreender
can have a life-long effect, increasing their melhor o texto.
confidence and self-esteem and giving
them a positive start to adult life and all its tip
opportunities. That’s why we don’t have a
minimum age for guide dog ownership. (...) Observe o
contexto
“Thanks to Holly I can go where para inferir
o significado
FACT I want, when I want, and that feels de palavras
desconhecidas.
There are around 30,000 children and young people incredible. I’ll always be grateful
Le@rning on
in the UK who have a visual impairment. Many of to Guide Dogs for their support.” the Web
them are not getting the support they need to reach Para saber
their potential. Kelly Cronin and her guide dog Holly mais sobre a
organização
Available at: <www.guidedogs.org.uk/media/3701609/ de caridade
britânica The
Annual-review-changing-lives-2013.pdf>. Accessed in: August 2014. (fragment) Guide Dogs
for the Blind
2 Mark the correct statements about Kelly Cronin and her guide dog Holly. Association
(conhecida
Kelly Cronin is a young girl with a visual impairment. como “Guide
Dogs”),
There is no support for Kelly to reach her potential. visite: <www.
guidedogs.
Her guide dog provides her with mobility and independence. org.uk>
(acesso em:
3 Complete the following sentences about the text. Use expressions from the outubro de
2014).
text as in the example below.

a. Guide Dogs is an association in the United Kingdom that helps people with a
visual impairment
.

b. They don’t have a minimum age for children to have .

c. Guide dogs can help young people increase their .

 Think about it!
O texto fala da importância de dar às pessoas com deficiência visual o apoio de
que elas precisam para desenvolver todo seu potencial. Além de um cão-guia,
que outros tipos de apoio podem ser dados aos deficientes visuais?

Save the Animals! 127

Language in Use

Imperative

1 Read the following fragments from the text on page 122. Then, mark the

correct item that completes each sentence below.

“Report animal abuse.”
“Guard the home team.”
“Contact your local authorities…”

a. In all fragments the verbs in bold (“report”, “guard”, “contact”) are used to

encourage people to stop animal cruelty.

describe people’s habits involving animal abuse.

b. The sentence “Guard the home team.” is equivalent to

“Attack the home team.” “Protect the home team.”

c. The verbs in bold are in the

Imperative. Present Simple tense.

Read the following text and do exercises 2-5.

Divulga•‹o/<http://www.peta2.com>

Each year, 6 to 8 million animals enter shelters in need of a home.
Save a homeless dog or cat—always adopt and never buy.

Each year, 6 to 8 million animals enter shelters in need of a home.
Save a homeless dog or cat—always adopt and never buy.

Available at: <www.peta2.com/wp-Content/uploads/2012/10/peta10-sierra-ad.jpg>.
Accessed in: March 2015.

128 Unit 7

2 Mark the correct item that completes each sentence below.

a. The main objective of this text is to encourage people to

adopt a pet. report animal abuse.

b. “Save a Life” refers to

abandoned children. homeless dogs and cats.

c. The fragment “always adopt and never buy” is equivalent to

“don’t adopt and buy.” “adopt and don’t buy.”

d. In “Don’t Buy”, don’t is used to

emphasize a suggestion. form the negative imperative.

3 Find verbs in the Imperative in the text.

4 Compare the text on this page with the one on page 122. Then, mark the Le@rning on
the Web
correct statements about them. Para saber
mais sobre a
Both texts are campaign posters. organização não
Both texts have the same objective. governamental
The organization responsible for both texts is PETA. PETA (People
The creators of both texts use strategies to catch the reader’s attention. for the Ethical
Treatment of
Read these two signs and do exercises 5 and 6. Animals), visite:
<www.peta.
Banco de imagens/Arquivo da editora DangEr PLEaSE org> e <www.
DOn'T FEED petakids.com>
DO nOT CrOSS THE aniMaLS (acesso em:
outubro de
THE BarriEr Thank You 2014).
Zoo Management

5 Where can you find the signs above?

6 Mark the correct item that completes each sentence below.

a. The imperative is used in the signs

to make visitors offers. to make suggestions to visitors. tip

b. The sign “Please don’t feed the animals” means Quando usamos
o imperativo,
“It is prohibited to give food to the animals.” incluir please
é uma forma
“The zoo recommends giving food to the animals.” bem-educada
de pedir para
c. The sign “Do not cross the barrier” is equivalent to alguém fazer
alguma coisa.
“Cross the barrier.” “Don’t cross the barrier.”

Save the Animals! 129

 Think about it!
Na primeira placa, qual palavra é usada em fonte maior? Com que objetivo? Na
segunda placa, que palavras são usadas pela gerência do estabelecimento para
se dirigir ao leitor de forma bem-educada? Na sua opinião, que recursos devem
ser usados em uma placa para chamar a atenção do leitor?

tip 7 We use the imperative for different reasons. Match some of the uses of the

A partir dos imperative (a-d) to the texts below as in the example.
exemplos, faça
inferências a. To give orders or instructions. c. To ask people to do things.
para b. To give warnings. d. To wish things.
compreender
as diferentes Text 1 Text 2
formas de uso
do imperativo. Divulga•‹o/<http://www.peta2.com> Marish/Shutterstock/Glow Images

Warning

BEWarE
OF
DOg

Available at: <www.peta.org/>.
Accessed in: August 2014.

Text 3 Text 4

2014 Mimi and Eunice © 1984 Peanuts Worldwide LLC./
Dist. by Universal Uclick

Available at: <http://ninapaley.com/mimiandeunice/ Available at: <www.peanuts.com>.
category/ip/page/3/>. Accessed in: August 2014. Accessed in: March 2015.

8 Which text from exercise 7 is a campaign poster?

9 Read the following rules of the Assam State Zoo, in India, and complete

them with the verb forms from the box below.

DO NOT CROSS • SHOW • KEEP • DO NOT FEED

go to a. your ticket at the time of entry.
Language b. your children with you all the time while inside the Zoo.
reference in c. or try to feed the stray animals.
Context on d. the barrier.
page 174.
From: <www.zoochat.com/1957/zoo-rules-358428/>. Accessed in: August 2014.

130 Unit 7

Listening and Speaking

1 In your opinion, is it important to treat animals with respect? If so, how can

we do it?

29 2 Listen to a radio public service announcement (PSA) recorded by Ingrid

Newkirk, an English animal rights activist. Then, mark the correct item that
answers each question below.

a. How many companies do not use animals in product testing?

60 600 Reprodução/Wikimedia Commons tip

b. What organization does Ingrid Newkirk mention? Para identificar
informações
World Wildlife Fund (WWF). específicas,
preste atenção
People for the Ethical Treatment of Animals (PETA). nas palavras-
-chave, nos
c. Where is it located? substantivos
próprios e nos
It’s in Norfolk, Virginia 23510. números.

It’s in Norfolk, Virginia 23158. Ingrid Newkirk

29 3 Listen to the recording again and check your answers to exercise 2.

4 According to Ingrid Newkirk, which items below do companies still test

on animals?

Konstantin Faraktinov/Shutterstock/Glow Images Sebastian Duda/Shutterstock/Glow Images
r.classen/Shutterstock/Glow Images

5 Are you in favor or against animal testing? Why?

6 It is time to create your own PSA about animal rights! In small groups,

prepare a short speech and present it to the whole class. You can also record
and share it with other people. Before you start, read the suggestions below.

You can include:

a. Ideas to help people save animals;
b. The organization you support (PETA, WWF, Projeto Tamar etc.).

Use the Imperative. Examples:
Adopt animals. / Do not pollute the environment. / Protect sea turtles around
the world. / Contact PETA. / Support Projeto Tamar. / Take action.

Save the Animals! 131

Writing

tip In this unit you have read campaign posters on pages 122, 127 and 128.
Campaign posters deliver persuasive messages about a topic. They usually have
Ao revisar eye-catching images and a slogan or a headline message. Sometimes there is
os cartazes, also a short text to provide some additional relevant information. You can find
considere, por other examples of campaign posters at <www.peta2.com/campaigns/featured/>.
exemplo:
1 In small groups (of three or four students), make a campaign poster to
 objetivo: O
cartaz está encourage people to protect animals. The text can be about pet adoption,
adequado animal rights, a protest against animal tests etc.
ao público-
-alvo e ao seu Writing Context
objetivo?
Before writing your text, complete the following paragraph describing the
 leiaute: A dis- elements of the writing context.
tribuição dos
elementos You and two or three are going to write a
verbais e não
verbais está in order to encourage people to protect
equilibrada?
. You are going to use a persuasive tone. Your text can be
 imagens: As
imagens published on a traditional school or on the Internet so
estão
relacionadas the other classmates and the whole school community can read it.
ao texto e o
tornam mais Step by Step
atraente?
1. Decide what to write about. What do you want people to do?
 cores: As 2. Think about your target audience (students, teacher, local community etc.) so
cores usadas
despertam that you can tailor your text to that audience.
interesse
sem prejudi- 3. Brainstorm for ideas. Think of ideas for slogans, images, colors, fonts and overall
car a leitura?
messages.
 tipo e
tamanho da 4. Choose the size of your poster (e.g. A4 paper).
fonte: O texto 5. Look for potential images and choose a memorable one. A beautiful image can
está legível a
distância? give you ideas for a slogan.

 slogan: O slogan 6. Define your slogan or headline message. It should be no longer than eight to
transmite a
ideia central ten words.
do texto e
chama a 7. Below the slogan, you can add some other relevant information in a smaller font
atenção do
leitor? size. But don’t use too much text. Try to keep your poster visual.

 ortografia: 8. Make the first version of your campaign poster. Try to place the slogan, text and
As palavras
estão escri- images in an eye-catching configuration.
tas correta-
mente? 9. Exchange campaign posters with classmates and discuss the texts.
10.Make the necessary corrections.
Reescreva seu 11. Create the final version of your campaign poster by hand or use a computer to
texto com base
na revisão feita design it.
por você e seus
colegas. 2 It’s time to share your campaign poster with your classmates and other

people. You can put it up on a school board or publish it on the Internet
(a blog, the school’s website, a non-profit organization’s website etc.).

132 Unit 7

Divulga•‹o/<http://www.peta.org>Looking ahead

Read the campaign poster below and, in small groups, discuss the following questions
about animals.

Available at: <www.peta.org/media/psa/type/print/?category_
name=general-animal-rights#foobox-1/2/AllAnimals2.jpg?
20131017065550>. Accessed in: August 2014.

a. Você concorda com o cartaz acima? Por quê?
b. Na sua opinião, o que significa, na prática, ter compaixão pelos animais?
c. Quais animais você conhece que estão em risco de extinção? O que pode ser feito para

salvar essas espécies ameaçadas?

d. O que você acha do uso de animais em experimentos científicos? Justifique sua resposta.
e. Na sua opinião, em quais casos é aceitável ter um animal de estimação em casa?

Justifique sua resposta.

Extra reading
<www.petakids.com/save_animals.asp>
<www.kidzone.ws/animals/animal_classes.htm>
<www.helpguide.org/life/pets.htm>
<http://g1.globo.com/ciencia-e-saude/debate-pesquisa-animais/platb/>

Extra Videos
<www.peta.org/videos/>
<http://channel.nationalgeographic.com/wild/videos/guide-dog-puppies/>
<www.petakids.com/videos/>

Save the Animals! 133

Exploring Different
Art Forms

Warming Up!

Nas fotos, vemos diferentes formas de arte. Quais são elas? Você conhece os autores de
algumas delas?
Quais outras formas de arte você conhece? Por meio de qual(is) delas você geralmente se
expressa?

134 
© Muniz, Vik/Licenciado por AUTVIS, Brasil, 2014.
AISA - Everett/Shutterstock/Glow Images

Cedida por Tarsila Educa•‹o/<www.tarsiladoamaral.com.br> Weinstein Gallery/Associated Press/Glow Images

Learning Objectives

• to talk about different forms of art
• to talk about abilities
• to learn how to use the modal verb can
• to explore comic strips

 135 DrimaFilm/Shutterstock/Glow Images Igor Bulgarin/Shutterstock/Glow Images Carlos Junior/Folhapress

Before Reading

1 The following pictures illustrate four different forms in art. Match the forms

of art (a-d) to the pictures.

a. drawing
b. sculpture
c. painting
d. photography
PeJo/Shutterstock/Glow Images
Fabio Braga/Folhapress

Reprodução/Museu do Louvre, Paris, França
Caio Mazzilli/Arquivo da editora

2 Take a look at the structure and the pictures in the following text. Then,

mark the correct item that completes each sentence below.

a. The text is

a cartoon. a comic strip.

b. The characters are

school friends. members of a family.

c. The kids express themselves through

drawings. graffiti.

tip 3 Mark the words you expect to find in the text. Use the Glossary if necessary.

Ao ler histórias art camera crayon photograph picture
em quadrinhos,
observe as Reading
relações entre
os elementos Now read the text below to check your predictions.
verbais e não
verbais.

Zits e Zoé & Zezé © 2015 King Features Syndicate/Ipress

KIRKMAN, Rick; SCOTT, Jerry. December 27, 2009. Available at: <www.thecomicstrips.com/
store/add.php?iid=42412>. Accessed in: August 2014.

136 Unit 8

Reading for General Comprehension

Complete the following statement about the text with words from the box below.
art • humor • poetry • school

The purpose of the text is to entertain its readers. It can help us discuss the

concept of by using .

Reading for Detailed Comprehension

1 Mark the correct statements about the text.

a. The little girl likes drawing.

b. She helps her little brother to draw.

c. The little boy is a professional artist.

2 When the girl says “They like anything if you call it art.”, what does

she suggest?

The parents think the boy is a great artist.

The parents like the boy’s drawing because it is a form of personal expression.

3 Complete each sentence below with a word from the text.

a. is the little boy. Language
Note
b. The kids use to draw.
be good at
c. The little boy is not good at . I’m good at Art.
I’m not good at
Geography.

4 What does the little girl say to encourage her brother to draw? Mark all the

correct items below.

“Go on. Try it.” “Keep going.” “Now watch.”

“More.” “Good.”

5 You can usually find the following features in comic strips. Mark the items

that you can find in the text on page 136.

a. The use of speech bubbles. c. The use of onomatopoeia.
b. The use of thought bubbles. d. The use of a humorous tone.

 Think about it!
O uso do humor é uma característica comum das histórias em quadrinhos.
No último quadrinho da história da página 136, ao descobrir que as pessoas
valorizam os trabalhos de arte, o menino tem a ideia de passar a fazer seus
trabalhos de Matemática com giz de cera. Qual parece ser a intenção dele
com isso? Você achou a ideia engraçada? Você acha que ela pode realmente
dar certo?

Exploring Different Art Forms 137

Romero Britto/Acervo do artista Reading for Critical Thinking

Discuss the questions with your classmates:

a. Na história em quadrinhos da página 136, a menina acredita que seus pais

gostam de qualquer coisa que é apresentada como arte. Ela parece ter uma
visão clara sobre o que é arte? Por quê?

b. Na sua opinião, todas as pessoas têm a mesma opinião sobre o que pode ser

considerado arte? E para você, o que é arte?

c. Você acredita que as diferentes formas de arte devem ser valorizadas pela

sociedade? Por quê?

Vocabulary Study

Colors

Look at the following work of art by Romero Britto, Colors of Brazil. Then, do
exercises 1-4.

 Think about it!
Romero Britto (Recife, 6 de outubro de 1963) é um
pintor, escultor e serígrafo brasileiro radicado em
Miami, nos Estados Unidos. Ele começou sua carreira
aos 18 anos em Pernambuco e, atualmente, é um
dos mais premiados pintores brasileiros. Suas obras
são conhecidas por sua alegria e cor. Vários
colecionadores e admiradores chamam suas obras
de “arte da cura”. Em sua opinião, a arte pode servir
para fins terapêuticos?

Colors of Brazil. 1996. Romero Britto. Acrylic
on canvas, 80 x 90 inches.

1 What colors can you find in this painting? The words below can help you.

white black purple green blue yellow

gray brown orange pink red violet

30 2 Listen to the recording and repeat the words from exercise 1.

3 How can you describe the painting above?

abstract colorful contemporary vibrant

138 Unit 8

4 Do you like this type of painting?

5 What happens if you combine the following colors? Complete each gap

below with the name of the correct color. Then, use a crayon to color each
white rectangle.

Primary + Primary = Secondary

yellow orange

yellow green

[1] Ourania2005/Flickr Open/Getty Images; [2] Natee K Jindakum/Shutterstock/Glow Images; [3] Arieliona/Shutterstock/Glow Images; red blue [10]
[4] Donald P Oehman/Shutterstock/Glow Images; [5] dotshock/Shutterstock/Glow Images; [6] Maya Kruchankova/Shutterstock/Glow Images;
Abilities
[7] Eddie Linssen/Alamy/Glow Images; [8] Jacek Chabraszewski/Shutterstock/Glow Images; [9] Kzenon/Shutterstock/Glow Images;
[10] Ian Shaw/Alamy/Glow Images; [11] Monkey Business Images/Shutterstock/Glow Images; [12] Muellek Josef/Shutterstock/Glow Images 6 What can the people in the following pictures do? Use the words and

expressions from the box below to complete the gaps as in the example.

whistle • swim • draw • paint • sing • fly a kite • dance
ride a bike • cook • speak English • play the guitar • play soccer

[1] [4] [7]

whistle

[2] [5] [8] [11]

[3] [6] [9] [12]

Exploring Different Art Forms 139

31 7 Now listen to the recording and check your answers to exercise 6. Then,

tip listen to the recording again and repeat the words and expressions.

Estude 8 What can you do? Choose abilities from exercise 6 to complete the sentence
combina•›es
poss’veis de below. Then, compare your answers with those of a classmate.
palavras que I can
costumam
ser usadas .
em ingl•s para
aumentar seu 9 Complete the following diagrams with the words and expressions in the
vocabul‡rio e
utiliz‡-las em box below.
seus textos.
Organizar a horse • a picture • the tango • the piano • Portuguese • ‘Happy Birthday’
palavras e
express›es ride play soccer / the guitar speak English dance to the music
por campo
sem‰ntico
tambŽm pode
ajudar voc• a
ampliar e fixar
o vocabul‡rio
aprendido.

Now a bike sing a song draw a house

complete the Taking it Further
Vocabulary
Corner on
page 164 with
what you have

learned.

The following text is about Joey Kane, a boy who has a lot of abilities. Read
it and do exercises 1-3.

tip EVERYTHING I CAN DO Joey Kane/America Press Inc.
Living with Down Syndrome
Fa•a previs›es
sobre o texto a Joey Kane
partir do t’tulo, One special thing about me is that I have
do subt’tulo,
da imagem Down syndrome. Down syndrome means having
e do seu an extra chromosome in my body. It’s the way I
conhecimento was born. (...)
prŽvio sobre o
assunto. Some people think that because I have Down
syndrome I can’t do what other people can do. But
tip that is not true. Everyone can share their talents,
even if they have Down syndrome. My theme song
N‹o se is “Anything You Can Do (I Can Do Better)” (...).
preocupe em
compreender I can do things that other people can do even though I have a disability.
todas as I can swim, play basketball, play Ping-Pong, be good at Math and give hugs
palavras de to people. I can go to college, but I need to qualify for accommodations
um texto. Nem because of my learning disability. (...)
sempre isso
Ž necess‡rio People can look at me and know that I have Down syndrome. But they
para voc•
atingir seus don’t see me as having Down syndrome. They see me as myself. (...)
objetivos de
leitura. From: AMERICA MAGAZINE. Volume 209, number 2, July 15-22, 2013, p. 22. (fragment)

140 Unit 8

1 What can Joey do? Choose the pictures below that refer to Joey’s abilities.

Ilustrações: Galvão Bertazzi/Arquivo da editora X X

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

a. Joey has a learning disability.

b. In Joey’s opinion, he can’t do what other people can do.

c. In his opinion, everybody can share their talents.

 Think about it!
Como Joey explica, a síndrome de Down é um distúrbio genético produzido pela
presença de um cromossomo a mais. De acordo com o último parágrafo do
texto, as pessoas não veem Joey como “alguém que tem síndrome de Down”,
mas como a pessoa que ele é. O que você acha da atitude das pessoas que
convivem com ele? E da sua postura em relação à síndrome de Down? Na sua
opinião, o que contribui para que Joey tenha essa confiança em si mesmo?

Exploring Different Art Forms 141

Language in Use

Can

1 Read the fragments below from the text “Everything I can do” on page 140.

Then, mark the correct item that completes each sentence below.

I. “... I canÕt do what other people can do”
II. “I can do things that other people can do...”
III. “I can swim, play basketball, play Ping-Pong...”

tip a. The fragment “I can swim, play basketball, play Ping-Pong...” is equivalent to

A partir dos “I love to swim, play basketball, play Ping-Pong...”.
exemplos, faça
inferências “I am able to swim, play basketball, play Ping-Pong...”.
para
compreender b. In the fragments above, the verb can expresses
regras de
uso da língua ability. possibility.
inglesa.
c. The negative form of the verb can is used in
Language
Note fragment I. fragment II.
can’t = cannot
d. We use can or can’t

before the main verb. after the main verb.

2 Look at the people in the following pictures. What are their artistic talents?

Complete the sentences below as in the example. Use the subtitles to help you.

Raquel Cunha/Folhapress RogŽrio Cassimiro/Folhapress Tyler Golden/NBC/Getty Images

Brazilian graffiti artists Os Gêmeos Brazilian dancer Deborah Colker Jamaican singer Tessanne Chin

Os Gêmeos can do Deborah Colker Tessanne Chin
really well. well.
graffiti together.

Patrick Aventurier/Getty Images Josh Brasted/Getty Images Adam Berry/Getty Images

French painter Pierre Soulages American musician Stevie Wonder Peruvian fashion photographer Mario
Testino
Pierre Soulages Stevie Wonder
and sing very well. Mario Testino
beautifully.
pretty well.

142 Unit 8

3 What can you and your friends do? What can’t you and your friends do?

Complete the following sentences. Then, compare your answers with those
of a classmate.

a. I can and , but I can’t or .

b. My best friend can and , but .

c. can , but .

d. .

4 We use can for different reasons. Match some of the uses of can (A-C) to the

comic strips below.

A. To express ability. B. To ask for permission. C. To make a request.

Comic strip 1

© 2014Thaves/Paws, Inc. All Rights Reserved/
Dist. By Atlantic Syndication/Universal Uclick

© 2012 Jim Davis/Paws, Inc. All Rights Reserved/ THAVES, Bob; THAVES, Tom. June 25, 2014. Available at: <www.gocomics.com/  Think about it!
Dist. By Atlantic Syndication/Universal Uclick frankandernest/2014/06/25>. Accessed in: August 2014. As tirinhas
costumam se
© 2010 Lynn Johnston Prod., Inc / Comic strip 2 caracterizar pela
Dist. by Universal Uclick presença do humor.
DAVIS, Jim. November, 2012. Available at: <http://garfield.com/comic/2012-11-12>. Para isso, muitos
Accessed in: August 2014. recursos podem ser
usados, como um
Comic strip 3 jogo de palavras,
uma fala ou reação
JOHNSTON, Lynn. For better or for worse. October 11, 2010. Available at: inesperada etc.
<http://catalog.fborfw.com/indexdate.php?q=2010-10-11>. Accessed in: August 2014. Na tirinha 1,
por exemplo,
a expressão
phonographic
memory (memória
fonográfica) faz
referência a
qual expressão
conhecida?
Qual das tirinhas
do exercício 4
você acha mais
engraçada?
Por quê?

Exploring Different Art Forms 143

Go to 5 Go back to exercise 4 and focus on comic strips 2 and 3. Then, complete
Language
Reference the statement below with before or after.
in Context on
page 175. In interrogative sentences, we use can the subject.
For example, “Can you come here?”; “Can I play?”.

Listening and Speaking

1 Do you like paintings? Mark your favorite themes below.

Animals Landscapes Monsters Nature People

tip 32 2 Listen to a podcast about an art exhibition and choose the painting that

best illustrates the artist’s style.

Podcast é um Pete Fowler/Acervo do artista
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.

prudkov/Shutterstock/Glow Images

144 Unit 8

32 3 Listen to the recording again and mark the correct item that completes each tip

sentence below. Antes de ouvir

a. The exhibition is about o áudio, leia
os itens do

nature. monsters. exercício para
conhecer as

b. The paintings are informações
solicitadas.

crazy and creative. colorful and abstract. Você deverá
prestar

c. The artist Pete Fowler is atenção a
elas durante a

American. British. escuta.

d. His inspiration for his work comes from

people. movies.

32 4 Listen to the recording once more and check your answers to exercise 3.

5 What is your opinion about Pete Fowler’s ideas for his paintings?

6 Interview your classmates to find out about their artistic abilities. Complete

the following chart with your classmates’ names when their answer is
affirmative. Take turns as in the example below.

Galvão Bertazzi/Arquivo da editora Student A: Can you draw? Language
Student B: Yep. And you? Note

Student A: Nope, I can’t. What things can you draw? Yep = Yes
Student B: Cars! Nope = No
cool = great =
Student A: Cool. Can you paint? = awesome

Find someone who can... ClassmatesÕ names

... draw.
... paint.
... sing.
... write poems.
... play a musical instrument.
...
...
...

7 What is the most popular artistic ability in exercise 6?

Exploring Different Art Forms 145

Writing

In this unit you have read several comic strips on pages 136 and 143.
A comic strip is a sequence of drawings in panels that tells a story or a single
panel that describes a situation with humor. By using illustrations, comic strips
can express ideas that cannot be expressed through words alone.

1 Read the comic strip below and compare it to the first comic strip on page 143.

Notice that both texts are about the same topic and have similar characteristics.
What are they? Talk to a classmate about them.

© 1997Thaves/Paws, Inc. All Rights
Reserved/Dist. By Atlantic

Syndication/Universal Uclick

THAVES, Bob; THAVES, Tom. May 24, 1997. Available at: <www.gocomics.com/
frankandernest/1997/05/24>. Accessed in: August 2014.

2 Create a single panel comic strip to illustrate an ability you have. Your comic strip

can also be about a talent that a friend or a person you admire has. Be careful to
do it in a humorous way without embarrassing anyone. Do not write real names.

Writing Context

tip Before writing your text, complete the following paragraph describing
the elements of the writing context.
Ao revisar
a tirinha, You are going to write a single panel in order to illustrate an
considere, por
exemplo: ability or a a person has (you, a friend or someone you admire).

 objetivo: A You are going to use a humorous tone. Your text can be published on a
tirinha está
adequada ao traditional school or on the Internet so that other classmates
seu objetivo?
 linguagem and the whole school community can read it.
verbo-visual:
As imagens e Step by Step
o texto estão
bem integra- 1. Decide what to write about. It can be about an ability or talent you have. If you
dos?
 cores: As prefer, your comic strip can be about a friend or a person you admire.
cores usadas
ajudam a 2. Plan your comic strip first and think of the situation you are going to describe.
despertar o 3. Imagine what the characters are saying or thinking and write it down. You can
interesse do
leitor? use speech or thought bubbles.
 ortografia:
As palavras 4. Make drawings to describe the situation. Add colors to your comic strip.
estão escri- 5. Exchange comic strips with classmates and discuss the texts. Talk about how
tas correta-
mente? you feel when you read them.

Reescreva seu 6. Make the necessary corrections.
texto com base 7. Make a final version of your comic strip.
na revisão feita
por você e seus 3 It’s time to share your comic strip with your classmates and other people.
colegas.
You can use one of the online resources to create and publish your comic
strip: <bitstrips.com/create/comic>; <www.wittycomics.com/>.

146 Unit 8

Looking Ahead

1 Take a look at the pictures below and, in small groups, discuss the following questions

about them.

Reprodução/Museu do Louvre, Paris, França. Samara Pereira de Araújo/Acervo da artista

The Mona Lisa (La Gioconda) by Mona Lisa Nordestina tip
Leonardo da Vinci, 1503-1506
Observe as
Divulgação/Fox Broadcasting Company Art Collection of the Biblioteca Luis Ángel Arango, Colombia. possíveis
referências e
relações entre
diferentes
obras de
arte para
compreendê-
-las melhor.

Mona Lisa Simpson Mona Lisa by Fernando Botero, 1978.

a. Qual dos quadros acima serviu de inspiração para a criação dos demais?
b. Essa obra de arte tem sido recriada por vários artistas. Na sua opinião, por que isso tem

acontecido?

c. O que os quadros têm em comum? O que eles têm de diferente?
d. Para você, qual das recriações é a mais criativa? Por quê?

2 Se voc• fosse Leonardo da Vinci, como seria sua Mona Lisa? Fa•a a sua pr—pria

releitura da obra e compartilhe com seus colegas.

Extra Reading
<www.factmonster.com/ipka/A0900629.html> (Forms of Art)
<www.factmonster.com/ipka/A0906942.html> (Art Movements)
<www.metmuseum.org/learn/for-kids>

Extra Video
<http://artforkidshub.com/>

Exploring Different Art Forms 147

7&8

Reading

1 Before reading the following text, take a look at its structure and pictures. Then,

mark the correct item that completes each sentence below.

a. The text is b. The characters are probably

a cartoon. relatives.

a comic strip. strangers.

2 Now read the text below to check your predictions.

Brian Crane/Acervo do cartunista

Available at: <www.gocomics.com/pickles/2014/08/23>. Accessed in: September 2014.

3 What is the relationship between the characters in the text above?

4 Write T (True) or F (False). Then, correct the false statement(s).

a. According to the man, his generation can use modern technology easily.
b. The man can cook and sew clothes.
c. The man can’t do things that his wife can.

148 Units 7 & 8