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

 Think about it!
Na tirinha, os personagens falam sobre as habilidades de cada geração. O pai cita
habilidades da sua geração que, na verdade, ele próprio não sabe colocar em prática, mas
sua esposa sabe. Você acha que pessoas de diferentes gerações desenvolvem habilidades
diferentes? Por quê? Na sua opinião, por que o homem não desenvolveu as habilidades
citadas, mas sua esposa sim?

5 The words and expressions in the box below are from the text on the tip

previous page. Use them to complete the following definitions. Observe as
palavras e
be (pretty) handy with  •  from scratch  •  like expressões em
seu contexto
a. for example de uso para
b. without any previous preparation or knowledge inferir seus
c. be (very) good at using something, significados.

especially a tool

6 Read the following dictionary entry and mark the correct

item that completes each sentence below.

a. In”But my generation can do things yours can’t”, the verb can

means
“to know how to do something” (definition 2).
“to have permission to do something” (definition 3).

b. In “and canning fruits and vegetables.”, the word can means

“a metal container for food or liquids.”
“to preserve food by putting it in a can.”

Language in Use

Imperative Susan L. Pettitt Photography/Acervo da artista

1 Read the text below and circle the verbs in the imperative.

Respect the animals
The magnificent animals in the Zoo are wild and
possess all their natural instincts. You are a guest in
their home. They are sensitive and have feelings.
PLEASE don't tap on glass, cross barriers, throw anything into
exhibits, make excessive noise, tease or call out to them.
If you see anyone doing so, please call (415) 753-7069 immediately.

Available at: <www.flickr.com/photos/tiger_empress/2165053810/>. Accessed in: August 2014.

Review 4 149

2 Complete each sign below with a verb from the following box.

stop  •  remove  •  don’t feed  •  do not touch

Banco de imagens/Arquivo da editora CAUTION WARNING

FRAGILE DO NOT
EQUIPMENT ENTER

PLEASE THE ANIMALS
SHOES

Can

3 We use can for different reasons. In the following sentences, write:

(A) if can expresses ability; (B) if can expresses request; (C) if can expresses permission.

a. Can you help me, please? d. Can I go to the toilet, please?

b. I can speak a foreign language. e. Can you wait for me, please?

c. Can I ask a question? f. Daniela Mercury can sing really well.

4 In each item below, put the words into the correct order to make sentences.

a. you / What / do / can / ?
b. play / you / Can / guitar / the / ?
c. cook / My / can’t / father / .
d. really / dance / can / well / She / .
e. can / do / very / graffiti / They / well / .

5 Mark the picture below that refers to a sentence from exercise 4. Which sentence is it?

Pavel L Photo and Video/Shutterstock/Glow Images
Diego Cervo/Shutterstock/Glow Images

150 Units 7 & 8

Galv‹o Bertazzi/Arquivo da editora Time for Fun!

It’s time to play “Where are the animals?” with a classmate.
INSTRUCTIONS

•  E  ncontre 10 animais na imagem abaixo.
•   Complete o quadro com os nomes dos 10 animais em inglês.
•  G  anha o jogo quem completar primeiro o quadro.

•  •  • 
•  •  • 
•  •  • 
• 

Review 4 151

Thinking about Learning

What can I do now?

Talk about animals and protests... with
Talk about abilities... confidence
Talk about different art forms...
Use the Imperative... well
Use the modal verb can...
Explore campaign posters... with some
Explore comic strips... difficulty

What words/expressions have I learned in units 7 and 8?

Words/Expressions Words/Expressions in use

What learning resources have I used in units 7 and 8?

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

152 Units 7 & 8

2B Dennis Hallinan/Alamy/Glow Images

Viewing Families through Art (Second Part)

Na unidade 8, você falou sobre diferentes formas de arte. Leia a tarefa abaixo e siga
as instruções para fazer a segunda parte do Project 2, Viewing Families through Art.
TASK: After having selected different artworks (paintings, drawings, sculptures, graffitis,

movies etc.) about families or created your own, it is time to organize and show them to
the whole school community and the world!
1. Produce it! In groups, organize the works of art you selected and/or created
in the first part of the project and review the basic information you wrote about
each of them (title, author, year of production etc.). You can also write keywords
(or sentences) to describe how families are presented in each artwork.
2. Share it locally! Organize an exhibition at your school to show what you and your
classmates have done. Invite teachers, family members, friends, and other people
from your community to get to know different ways of viewing families through
different art forms. You can also promote a debate on the topic.
3. Share it globally! Take pictures of the exhibition. Use the Internet to share them
with people all over the world and help them think about what a family is.

 Think about it!
Reflita sobre o desenvolvimento do projeto a partir das questões a seguir.
 Como você se sentiu ao pesquisar e/ou criar obras de arte retratando famílias?
 Você se surpreendeu com a visão de família apresentada nessas obras? Por quê?
 Como foi a organização da exposição na escola?
 Como as pessoas reagiram à exposição?
 Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?

Project 2B 153

Greetings Saying Goodbye:

Saying Hello:  
 Bye bye.
   See you.
 Hi, there.
 Hiya.

Asking how people are:  Hey, up?
 Not much.
 How are you (today)? . And you?
 I’m fine,

Good evening! Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
G’day

G’day (informal) = Good day

154

Personal Interests

dancing doing judo fying a kite

playing the guitar playing the piano

playing with friends riding a bike singing

Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora

watching movies .
My favorite free-time activities are
Vocabulary Corner 155

Numbers 12 twelve 23
Cardinal Numbers 13 thirteen 29
14 fourteen 30 thirty
1 one 15 40
2 two 16 50
3 three 17 60 sixty
4 18 70 seventy
5 19 nineteen 80 eighty
6 20 twenty 90 ninety
7 21 twenty-one 100 a/one hundred
8 eight 22
9
10 years old.
11 eleven

I am

Ordinal Numbers 12th twelfth 23rd
1st first 13th thirteenth 29th
2nd second 14th fourteenth 30th thirtieth
3rd third 15th 40th
4th fourth 16th 50th
5th 17th 60th sixtieth
6th 18th 70th seventieth
7th 19th nineteenth 80th eightieth
8th eighth 20th twentieth 90th ninetieth
9th ninth 21st twenty-first 100th a/one hundredth
10th 22nd
11th
grade.
I’m in the

156

politician nurse farmer dentist

Occupations

Kurt Fehlhauer/Alamy/Glow Images michaeljung/Shutterstock/Glow Images Uwe Umstätter/Masterlife/Latinstock KPG_Payless/Shutterstock/Glow Images

singer painter lawyer

Alex Valent/Shutterstock/Glow Images

Annette Shaff/Shutterstock/Glow Images Diego Cervo/Shutterstock/Glow Images Comstock/Stockbyte/Getty Images Blend Images/Shutterstock/Glow Images

computer programmer michaeljung/Shutterstock/Glow Images
engineer

reporter

Vocabulary Corner 157
michaeljung/Shutterstock/Glow Images John Roman/Alamy/Glow Images kurhan/Shutterstock/Glow Images bikeriderlondon/Shutterstock/Glow Images Dana Hursey/Masterlife/Latinstock

Country: My birthday is on I want to be a/an
Argentina
Nationality: Countries and Nationalities Months of the Year
Argentinian, Argentine

158

Photographee.eu/Shutterstock/Glow Images

Country: scientist
Nationality:

(date). writer rSnapshotPhotos/Shutterstock/Glow Images Creativa Images/Shutterstock/Glow Images
.
Country:
Nationality:

Arquivo da editora/Fonte: ONU Thomas EyeDesign/Getty Images Renato Soares/Pulsar Imagens

Arquivo da editora/Fonte: ONU Country: Country: Country:
Nationality: Chile China
Nationality: Nationality:
Country: Chilean Chinese
England
Nationality: Country: Country:
English Nationality: Nationality:

Country: Country: Country:
Greece Nationality: Nationality:
Nationality:
Greek Country: Country:
Mexico New Zealand
Country: Nationality: Nationality:
Nationality: Mexican New Zealander

Country: Country: Country:
Nationality: Russia Nationality:
Nationality:
Russian Vocabulary Corner 159

Arquivo da editora/Fonte: ONU

Country: Country:
Nationality: Nationality:

IÕm from . IÕm .

School Subjects

French

Ilustrações: Galvão Bertazzi/
Arquivo da editora

Music Physical Education

Drama
My favorite school subject is

160

Days of the Week Galvão Bertazzi/Arquivo da editora

M .
T
W
T
F
S
S

My favorite day of the week is

Family Members

Uncle Aunt Sister
Cousin Me

Brother

Galvão Bertazzi/
Arquivo da editora

Vocabulary Corner 161

162

kitchen cabinet Furniture Parts of the House

[7] [3]
[4]
table

Sergio Stakhnyk/Shutterstock/Glow Images

ppa/Shutterstock/Glow Images Elena Elisseeva/Shutterstock/Glow Images

[8] hall

bookcase study Iriana Shiyan/Shutterstock/Glow Images

[5] [6] [1] Photographee.eu/Shutterstock/Glow Images Eviled/Shutterstock/Glow Images
[2] Santiago Cornejo/Shutterstock/Glow Images
[9] chest of drawers

[10]

[1] donatas1205/Shutterstock/Glow Images; [2] Neamov/Shutterstock/Glow Images; [3] Dan70/Shutterstock/Glow Images; Mehmet Dilsiz/Shutterstock/Glow Images OlegD/Shutterstock/Glow Images Igorsky/Shutterstock/Glow Images
[4] Coprid/Shutterstock/Glow Images; [5] Photobac/Shutterstock/Glow Images; [6] lynnette/Shutterstock/Glow Images;
[7] ArtBitz/Shutterstock/Glow Images; [8] Neamov/Shutterstock/Glow Images; [9] Twin Design/Shutterstock/Glow Images;
[10] K. Miri Photography/Shutterstock/Glow Images.

eagle Animals and Pets

stock_shot/Shutterstock/Glow Images Andrzej Kubik/Shutterstock/ Igor Kovalenko/Shutterstock/Glow Images AnetaPics/Shutterstock/Glow Images Shebeko/Shutterstock/Glow Images worananphoto/Shutterstock/Glow Images
Glow Images

hippo

MartinMaritz/Shutterstock/ KAMONRAT/Shutterstock/Glow Images john michael evan potter/ Natali Glado/Shutterstock Aksenova Natalya/Shutterstock/ Photography/Shutterstock/Glow Images
Glow Images Shutterstock/Glow Images /Glow Images Glow Images

Vocabulary Corner 163 duck

frog

[6AP_f51_VC Ð foto de um
gorila.]

Zuzule/Shutterstock/Glow Images iredman/Shutterstock/Glow Images Tom Reichner/Shutterstock/ Lenor Ko/Shutterstock/Glow Images D and D Photo Sudbury/Shutterstock/ grass-lifeisgood/Shutterstock/Glow Images
Glow Images Glow Images

164

My favorite color is Colors

purple

Member/Shutterstock/Glow Images Fiona Ayerst/Shutterstock/ Sergey Uryadnikov/Shutterstock/ Rob Hainer/Shutterstock/Glow Images
Glow Images Glow Images

light green whale

.

dark green Miles Away Photography/ Skynavin/Shutterstock/Glow dyoma/Shutterstock/Glow Images Stephaniellen/Shutterstock/Glow
Shutterstock/Glow Images Images Images

zebra

Johan Swanepoel/Shutterstock/ KAMONRAT/Shutterstock/ Szasz-Fabian Jozsef/Shutterstock/ EBFoto/Shutterstock/Glow Images
Glow Image Glow Images Glow Images

ride a horse Abilities

Ourania2005/Flickr Open/Getty Images Monkey Business Images/ Ahturner/Shutterstock/Glow Images Natee K Jindakum/Shutterstock/ Muellek Josef/Shutterstock/Glow Images Maya Kruchankova/Shutterstock/
Shutterstock/Glow Images Glow Images Glow Images

surf play the piano

I can
but I canÕt

Beata Jancsik/Shutterstock/Glow Images Donald P Oehman/Shutterstock/ Gary S Chapman/Getty Images Ian Shaw/Alamy/Glow Images Kzenon/Shutterstock/Glow Images
Glow Images

, skate
.
dotshock/Shutterstock/Glow Images lzf/Shutterstock/Glow Images Jacek Chabraszewski/Shutterstock/ Arieliona/Shutterstock/Glow Images Eddie Linssen/Alamy/Glow Images
Vocabulary Corner 165 Glow Images

Subject Pronouns

Leia o texto a seguir e observe o uso dos subject pronouns you e I.

© 1984 Peanuts Worldwide LLC./
Dist. by Universal Uclick

SCHULZ, Charles. November, 2001. Available at: <www.peanuts.com>. Accessed in: September 2014.

No segundo e no terceiro quadrinhos, you se refere ao ator para quem Sally
escreve a carta. No terceiro quadrinho, I se refere a Sally.

• Os subject pronouns correspondem, em português, aos pronomes pessoais do
caso reto.

“You are my favorite TV actor.” “I think you are grate.”

Veja, no quadro a seguir, os subject pronouns.

Subject Pronouns I you he she it we you they

Verb to be: affirmative form

Releia o texto acima e observe o uso do verb to be are.

• Usamos o verb to be para expressar ser ou estar.
“You are my favorite TV actor.”
I am a student.
She is happy.
Veja, no quadro a seguir, a forma afirmativa do verb to be no presente.

Forma afirmativa am from Brazil.
I are
You is
He / She / It are
We / You / They

166

Extra Practice

Complete the following sentences with am, are or is.

a. Peanuts a popular comic strip.

b. I a big fan of Peanuts. Its main characters Charlie

Brown and Snoopy.

c. Snoopy Charlie Brown’s dog.

d. Charlie Brown has a little sister too. Her name Sally.

e. Charlie Brown and Sally different from each other.

Possessive Adjectives

Leia o texto a seguir e observe o uso dos possessive adjectives my, her, our
e his.

© 1984 Peanuts Worldwide LLC./
Dist. by Universal Uclick

SCHULZ, Charles. October, 2010. Available at: <www.peanuts.com>. Accessed in: September 2014.

No primeiro quadrinho, my se refere a quem fala e her se refere à irmã de quem
fala. No quarto quadrinho, our se refere à menina que fala e à sua irmã e his se
refere ao pai das meninas.

• Usamos os possessive adjectives para indicar posse. Eles são usados antes de
um substantivo ou um grupo nominal.

“My name is 3”
“this is my sister”
“her name is 4”
“our brother’s name is 5”
“our last name is 95472”
“our dad”
“his head”

Veja, no quadro a seguir, os possessive adjectives.

Subject I you he she it we you they
Pronouns

Possessive my your his her its our your their
Adjectives

Language Reference in Context 167

Extra Practice

1 Complete the following sentences. Use possessive adjectives.

a. The comic strip Peanuts is very popular around the world. creator

is Charles Schulz.

b. Peanuts is about the life of Charlie Brown and dog, Snoopy.

c. Lucy and brother, Linus, are characters in Peanuts.

d. Peppermint Patty and Marcie are best friends. friendship is so

beautiful!

e. Marcie is bad at sports. favorite activity is reading.

2 Complete the following sentences about some characters from Peanuts.

Use he’s or his.

a. Linus is Lucy’s little brother. a sweet child.

b. Schroeder is a musical genius. favorite musical instrument is the piano.

c. Charlie Brown has a quiet, good friend. name is Franklin.

d. Snoopy is Charlie Brown’s pet. an imaginative dog.

e. Woodstock is a little yellow bird. friend is Snoopy.

3 Read the comic strip below and mark the correct items about it.

© 1981 Jim Davis/Paws, Inc. All Rights Reserved/
Dist. By Atlantic Syndication/Universal Uclick

DAVIS, Jim. May, 2014. Available at: <http://garfield.com/comic/2014-05-20>. Accessed in: January 2015.

a. In “Here’s his list of friends”, his refers to

Jon. friends.

b. Is Jon a popular person on the social network?

Yes, he is. No, he isn’t.

4 Complete the following sentences about the comic strip Garfield. Use

he’s or his.

a. Jim Davis is an American cartoonist. the creator of Garfield.

b. The comic strip is about the life of the cat Garfield and owner,

Jon Arbuckle.

c. Garfield is an orange, lazy cat. also pessimistic and sarcastic.

d. Jon has a dog too. name is Odie.

168

Verb to be: negative and interrogative forms

Leia o texto a seguir e observe o uso do verb to be.

© 2014 Thaves/Dist. by Universal Uclick

THAVES, Bob; THAVES, Tom. July 30, 2014. Available at: <www.gocomics.com/frankandernest/1997/05/24>.
Accessed in: September 2014.

Na tirinha, o verb to be é usado na forma afirmativa (Õm) e na forma negativa (Õm not).

Veja, nos quadros a seguir, as formas negativa e interrogativa do verb to be no
presente.

• Em frases negativas, usamos not • Em frases interrogativas, usamos o
depois do verb to be. verb to be antes do sujeito.

ÒIÕm not a tree huggerÓ Is it a squirrel? Yes, it is.

Forma negativa Forma interrogativa
Am I
I am Are you
Is he / she / it
You are Are we / you / they from Brazil?
He / She / It not from Brazil.

is

We / You / They are

Respostas curtas

Afirmativa Negativa

I am. I 'm not.
you are. you aren't.
Yes, he / she / it isn't.
he / she / it No, we / you / they aren't.
we / you / they is.
are.

(Õm not = am not; arenÕt = are not; isnÕt = is not)

Extra Practice

Complete the following sentences with the correct form of the verb to be.

a. Squirrels small animals, but they pets.

b. squirrels intelligent creatures? Yes, they .

Language Reference in Context 169

Question Words

Leia o texto a seguir e observe o uso de what.

Reprodu•‹o/<http://www.peta.org>

Available at: <www.peta.org/blog/whats-hot-dog-2/>.
Accessed in: August 2014.

No cartaz, what Ž usado para perguntar o que faz parte do cachorro-quente.
Outras question words s‹o usadas para fazer outros tipos de perguntas.

• Usamos what para perguntar sobre coisas, fatos ou atividades.

What is in your hot dog?

What is your favorite food?

• Usamos what time para perguntar sobre um hor‡rio/hor‡rios.

What time is breakfast?

What time is your English class?

• Usamos where para perguntar sobre um lugar/lugares.

Where are you from?

Where is your school?

• Usamos when para perguntar sobre • Usamos who para perguntar sobre
uma data/datas. uma pessoa/pessoas.

When is your birthday? Who is your favorite singer?

When is Carnival? Who is your Portuguese teacher?

170

Extra Practice

1 Match the columns below.

a. Where is your school? Physical Education.

b. What is your favorite school subject? March 10th.

c. What time is your Physical Education class? ItÕs in Rio Vermelho, Salvador.

d. Who is your Physical Education teacher? 9:00.

e. When is the first school assembly? Carol Dias.

2 In each item below, put the words into the correct order to make questions.

a. movie / is / What / favorite / your / ?
b. your / favorite / Who / actress / is / ?
c. she / is / from / Where / ?
d. her / When / birthday / is / ?

Plurals

Leia o texto a seguir e observe o uso de plurals.

© 1984 Peanuts Worldwide LLC./
Dist. by Universal Uclick

SCHULZ, Charles. November, 2006. Available at: <www.peanuts.com>. Accessed in: September 2014.

Na tirinha, encontramos v‡rios substantivos no plural. Cats Ž a forma plural de cat.
Horses Ž a forma plural de horse. Animals Ž a forma plural de animal. People Ž a
forma plural de person.

Veja, no quadro a seguir, as regras ortogr‡ficas para formar o plural de substantivos.

Regras ortográficas para Exemplos animal → animals
substantivos no plural toy → toys
cat → cats wish → wishes
A maioria dos substantivos: horse → horses watch → watches
substantivo + s gas → gases kiss → kisses
waltz → waltzes
Substantivos terminados em s, fox → foxes calf → calves
z, x, sh, ch, ss: story → stories wife → wives
substantivo + es city → cities
activity → activities man → men
Substantivos terminados em life → lives woman → women
consoante + y: half → halves
substantivo - y + ies
person → people
Substantivos terminados em f child → children
ou fe:
substantivo - f ou fe + ves

Substantivos com plural
irregular:

Language Reference in Context 171

Genitive Case (’s)

Releia a tirinha da página anterior e observe o uso do Ôs (em dog’s life).

• Usamos o genitive case (Õs) para indicar posse. O termo usado antes de Õs se
refere a que ou quem possui e o termo usado após Õs se refere ao elemento
possuído.

“A dog’s life is a lonely life.” (= The life of a dog is a lonely life.)
Snoopy is Charlie Brown’s dog. (= Snoopy is the dog of Charlie Brown.)
His sister’s name is Sally. (= The name of his sister is Sally.)

Extra Practice

1 Rewrite the following sentences as in the example below.

a. The baby of a cat is a kitten. A cat’s baby is a kitten.
b. The baby of a horse is a foal.
c. The baby of a dog is a puppy.
d. The name of his dog is Snoopy.
e. The name of his owner is Charlie Brown.

2 Write the plurals of the following words.

a. baby c. puppy

b. kitten d. owner

3 Who are they? Look at the following pictures and write sentences as in the

example below.

Jo‹o Cordeiro Jr/Folhapress a. He’s Luciano Huck. Who’s she?

She’s Angélica.

She’s Luciano Huck’s wife.

Bruna Prado/Futura Press Angélica and Luciano Huck

b. He’s Gilberto Gil. Who’s she?

Gilberto Gil and Preta Gil

çlvaro Riveros/Futura Press c. The woman on the left is Fernanda Montenegro.

Who is the woman on the right?

Fernanda Montenegro and
Fernanda Torres

172

There is/There are

Leia o texto a seguir e observe o uso de there isnÕt.

Mark Anderson/Andertoons Cartoon

ANDERSON, Mark. Available at:
<www.andertoons.com/>. Accessed in: September 2014.

No cartum, there isnÕt Ž usado para indicar que n‹o existe um joystick na sala de aula.
• Usamos there is/there are para indicar que algo existe. Eles correspondem, em

portugu•s, ao verbo existir. Em frases afirmativas, usamos there is para singular
e there are para plural.
There is a blackboard in the classroom.
There are a lot of students in the classroom.
• Em frases negativas, usamos there isnÕt para singular e there arenÕt para plural.
ÒThere isn’t a joystick.Ó
There aren’t any pictures on the wall.
• Em frases interrogativas, usamos Is there (singular) ou Are there (plural) antes do
sujeito.

Is there a computer lab in your school?
Are there posters in your classroom?

Prepositions of Place

Galv‹o Bertazzi/Arquivo da editora in on under behind in front of next to between

Language Reference in Context 173

Extra Practice

In each item below, put the words into the correct order to make
sentences.

a. science / is / there / lab / a / in / school / my / .
b. our / are / lot / there / books / a / of / library / in / .
c. in / computers / there / are / school / your / ?
d. isn’t / school / a / club / my / in / book / there / .
e. there / a / under / desk / is / book / your / ?
f. is / to / school / supermarket / next / our / there / a / .

Imperative

Leia os textos a seguir e observe o uso do imperative.

Banco de imagens/Arquivo da editora

Available at: <www.roadsafetysw.co.uk/>. Available at: <www.ads-ngo.com/wp-content/
Accessed in: September 2014. gallery/dont-text-and-drive/dtd_bb_large.jpg>.

Accessed in: September 2014.

No primeiro texto, o imperative é usado em “Stop. Look. Listen.” para alertar
pedestres. No segundo texto, o imperative é usado em “Don’t text and drive.” para
alertar motoristas.

• Podemos usar o imperative para dar dicas, conselhos, alertas, ordens e instruções.

Save the animals.
“Don’t text and drive.”
“Stop. Look. Listen.”
Read the text again.

• Em frases negativas no imperativo, usamos don’t ou do not antes do verbo
principal.

Don’t take photos here. Do not feed the animals.

174

Veja, nos quadros a seguir, as formas afirmativa e negativa do imperative.

Forma afirmativa Forma negativa

Save a life. feed the animals.
take photos here.
Don’t

Adopt an animal.

Extra Practice

1 Match the columns below.

a. b. c. WARNING d.
BEWARE
QUIET DonÕt use Mobile OF DOG DO NOT ENTER
PLEASE
Banco de imagens/
It means “Be careful. There is a dangerous dog around.” Arquivo da editora
It means “You are not authorized to get in.”
It means “It is prohibited to use cell phones.”
It means “Please, be silent.”

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

them with the verb forms in the box below.

USE • DO NOT CARRY • DO NOT SMOKE • CO-OPERATE

a. with the staff for security check.
b. the toilet.
c. any food items inside the Zoo.
d. inside the Zoo.

Available at: <www.zoochat.com/1957/zoo-rules-358428/>. Accessed in: January 2015.

Can

Leia o texto a seguir e observe o uso do verbo modal can.

Brian Crane/Acervo do cartunista

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

Language Reference in Context 175

No segundo quadrinho, can se refere ˆ capacidade que a gera•‹o do ser humano
tem de fazer coisas que a gera•‹o da filha n‹o tem. No terceiro quadrinho, can’t
indica que o ser humano n‹o tem capacidade de fazer essas coisas.

• Podemos usar o verbo modal can para indicar:

Ð capacidade. “my generation can do things yours can’t”
She can speak English very well.

Ð permiss‹o. Can I go to the toilet, please?
Can I ask a question?

• Em frases negativas, usamos can’t ou cannot.

“you can’t do any of those things”

I can’t speak Italian.

• Em frases interrogativas, usamos can antes do sujeito.

Can you play the guitar?

Veja, nos quadros a seguir, a forma interrogativa do verbo modal can e as
respostas curtas.

Forma interrogativa

Can I you he she use modern
it we you they technology?

Respostas curtas

Afirmativa Negativa

I you he she I you he she
Yes, can. No, it can’t.

it we you they we you they

Extra Practice Galv‹o Bertazzi/Arquivo da editora

Read the following sentences and write (A) if can expresses ability or (B) if
can expresses permission.

a. Can you speak English fluently?
b. You can ask a question now.
c. The girls can dance really well.
d. Can I go home, please?
e. Her grandfather can cook delicious dishes.
f. Can I join your group?

176

Este glossário apresenta uma seleção de palavras e expressões utilizadas no livro,
acompanhadas do sentido com que são utilizadas nele. Algumas dessas palavras podem ser
utilizadas em mais de um sentido.

1 Para você entender melhor como usar o glossário, observe o uso da palavra own em dois

trechos da unidade 6.

• His parents also own luxury homes in Spain and in the Hamptons on Long Island.

(page 106, text, Taking it Further, unit 6)

• There’s an alcohol-fueled heated shower of his own design. (page 109, exercise 8c,

Language in Use, unit 6)

Procure own no glossário e responda:

a. Qual o melhor significado para a ocorrência da palavra na página 106?
b. E na página 109?

Para saber mais sobre as palavras que se encontram no glossário ou para consultar
outras, use um dicionário.

2 Agora, veja a mesma palavra em um dicionário bilíngue e responda:

a. Quais as possíveis classes gramaticais de own?
b. Como se diz “completamente só” em inglês?
c. Quais informações sobre os verbetes podem ser encontradas neste dicionário?

classe gramatical

definição em inglês

transcrição fonética

expressões com o verbete

exemplos de uso em frases

PHRV

DICIONÁRIO OXFORD ESCOLAR:
para estudantes brasileiros de inglês.
Oxford: Oxford University Press, 2007. p. 585.

Glossary 177

A busy: ocupado, atarefado
buy: comprar
about: sobre, a respeito de by hand: à mão
achieve: atingir, alcançar
add: adicionar, acrescentar C
⇨ add up to: totalizar
address: endereço; endereçar, dirigir-se a cake: bolo
afraid: temeroso, com medo calf: bezerro
after: depois (de) candy: doce
almost: quase capital: capital; maiúscula
alongside: ao lado (de) care: cuidado
already: já ⇨ under the care of: sob os cuidados de
also: também carry on: continuar, seguir em frente
ambassador: embaixador catchy: que pega fácil; fácil de memorizar
another: (um) outro chain: corrente
assembly: reunião matinal; assembleia character: personagem
attend: comparecer a chart: quadro
aunt: tia cherry: cereja
average: média; médio climb: subir; escalar
close: perto, próximo; fechar(-se)
B ⇨ close by: perto
college: faculdade
barrier: barreira column: coluna
basement: porão comic strip: tirinha
bear: urso communal: comum
⇨ teddy bear: ursinho de pelúcia concept: conceito
become: tornar(-se) confidence: confiança
before: antes (de) cook: cozinhar
behave: comportar-se cookbook: livro de culinária
believe: crer, acreditar country: país
below: abaixo cousin: primo(a)
between: entre cover: capa
beware: tomar cuidado cow: vaca
birth: nascimento crayon: giz de cera
blood: sangue cross: atravessar; cruzar
board game: jogo de tabuleiro
bone: osso D
both: ambos
breastfeed: amamentar daily: diário
bright: brilhante dawn: madrugada
bug: inseto ⇨ the break of dawn: o raiar do dia
building: edifício, prédio; construção death: morte
decrease: diminuir
178 Glossary

deep: fundo, profundo; muito profundo foreign: estrangeiro(a)
degree: diploma former: antigo, anterior
design: desenhar, criar forward: para frente; jogador atacante
detail: detalhe ⇨ look foward to: aguardar, esperar
dirt: sujeira; terra
dish: prato (ansiosamente)
drawing: desenho free: livre
dream: sonho; sonhar friendly: amigável
dribble: driblar friendship: amizade
fudge: caramelo, doce de leite
E funny: engraçado

each: cada G
easily: facilmente
edge: borda; margem gadget: aparelho, dispositivo
either: qualquer um dos dois gain: ganhar, obter
embarass: constranger, envergonhar gap: lacuna
entertain: entreter go: ir
entry: entrada ⇨ go on: continuar, seguir em frente
establish: estabelecer ⇨ go out: sair; apagar-se
even though: apesar de goal: objetivo
exchange: trocar goalkeeper: goleiro
grape: uva
F great: ótimo; muito
greeting: saudação
fairy: fada ground: solo, chão, terra
fall: cair ⇨ ground level: andar térreo
⇨ fall apart: desfazer-se; fazer-se em pedaços grow: crescer; cultivar
farewell: despedida ⇨ grow up: crescer
farm: fazenda guest: convidado; hóspede
feed: alimentar
feel: sentir H
female: feminino
fill in: completar hall: corredor; entrada
find: encontrar handy: hábil
⇨ find out: descobrir happiness: felicidade
fit: caber hard: duro
flag: bandeira harvest: colheita
foal: potro headline: manchete
following: a seguir, seguinte heated: aquecido
foot: pé height: altura
⇨ feet (pl): pés help: ajudar

Glossary 179

hope: esperar learning: aprendizagem
household: doméstico left: esquerdo
housekeeper: governanta librarian: bibliotecário
hug: abraço; abraçar lively: animado
lock: trancar
I
M
illiterate: analfabeto, iletrado
impairment: deficiência magazine: revista
increase: aumentar; subir main: principal
interview: entrevista; entrevistar major: principal
introduce: apresentar male: masculino
invite: convidar man: homem
manage: gerenciar
J match: relacionar, correlacionar
media: meios de comunicação
jam: geleia messy: bagunçado
judge: juiz; jurado midfielder: jogador meio de campo
jump: pular might: poder (ser que)
miserable: triste, infeliz
K miss: perder
missing: que falta
keep: manter moon: lua
keep calm: manter-se calmo
key: chave; fundamental N
kind: tipo
kite: pipa neglectful: negligente
kitten: gatinho(a) nephew: sobrinho
know: saber; conhecer newspaper: jornal
next: próximo
L nice: legal, agradável
nobody: ninguém
label: rotular noise: barulho
landscape: paisagem non-profit: sem fins lucrativos
last: último
late: atrasado; tarde O
lately: ultimamente
laundry: lavanderia office: escritório
law: lei often: com frequência, frequentemente
learn: aprender only: apenas
other: outro(s)
180 Glossary

overall: geral, total resource: recurso
own: pr—prio(a)(s); possuir, ter reveal: revelar
ownership: propriedade rhyme: rima; rimar
ride: andar de; montar a
P right: direita; direito
role: papel
panel: quadrinho (de hist—ria em quadrinhos) room: c™modo; lugar, espa•o
pass by: passar (por) round: redondo; ao redor
peace-loving: pac’fico row: linha, fileira
peanut: amendoim ⇨ in a row: enfileirado
perhaps: talvez ruler: governante
pet: animal de estima•‹o run: estender-se; correr
picture: fotografia, figura
place: lugar S
plus: mais
poetry: poesia school board: mural escolar
poor: pobre scratch: arranhar(-se)
popcorn: pipoca ⇨ from scratch: (come•ar) do zero
power: poder; luz, eletricidade screen: tela
prediction: previs‹o self-esteem: autoestima
print: impresso send: enviar
provide: oferecer sensitive: sens’vel
puppy: cachorrinho(a) sew: costurar
purpose: prop—sito, objetivo shabby: surrado, em mau estado
share: compartilhar
Q shelter: abrigo, refœgio
shoe: sapato
quick: r‡pido sibling: irm‹(o)
side: lado
R sky: cŽu
soap opera: novela
rain: chuva; chover soda (pop): refrigerante
raise: criar someone: alguŽm
raspberry: framboesa sort: classificar
reach: alcan•ar source: fonte
reader: leitor spell: soletrar
recipe: receita spread: espalhar
recording: grava•‹o staircase: escada
relative: relativo; parente stay up: ficar acordado
report: relatar; denunciar step: passo; pisar
rescue: resgatar, salvar strange: estranho; esquisito

Glossary 181

strawberry: morango U
stray: perdido(a); solto(a)
strength: força; ponto forte uncle: tio
style: estilo
summer: verão V
sun: sol
support: apoiar; sustentar value: valorizar; valor
surround: cercar, rodear
sympathizer: simpatizante W
sweet: meigo, gentil
waltz: valsa
T want: querer
warehouse: armazém
tap: bater levemente warning: advertência
tease: provocar; importunar watch: assistir
teenager: adolescente way: forma, maneira; caminho
theme: tema weekly: semanal
then: depois, em seguida well-being: bem-estar
thick: grosso whether: se
thought: pensamento whistle: assobiar
through: através de, por wild: selvagem
throughout: por todo, durante todo winter: inverno
throw: arremessar; jogar wish: desejo; desejar
tidy: arrumado without: sem
time: tempo wolf: lobo
toilet: banheiro woman: mulher
too: muito, demais worldwide: pelo mundo todo
tool: ferramenta writer: escritor
true: verdade
try: tentar Y
twin: gêmeo(a)
yet: ainda; contudo

182 Glossary

Este índice remissivo aponta os tópicos gramaticais trabalhados nos quatro livros
da coleção. Os tópicos trabalhados neste livro são indicados pelo número da página.
Os tópicos trabalhados nos livros do 7o, 8o e 9o anos remetem apenas a esses livros.

adverbs of frequency 7o prepositions of place 110

comparatives 8o Present Continuous 7o
spelling rules for comparative adjectives 8o spelling rules for verbs in the -ing form 7o

conditional sentences 9o Present Perfect 9o
first conditional 9o and Past Simple 9o
second conditional 9o irregular verbs 9o
since/for 9o
countable and uncontable nouns 7o
Present Simple 7o; 8o
expressions of quantity 7o and Present Continuous 7o; 8o
spelling rules for verbs in the 3rd person
Future with will 8o singular 7o

genitive case 94 pronouns 26, 39; 7o; 8o
object pronouns 7o
Imperative 128; 7o possessive adjectives 39
reflexive pronouns 9o
modal verbs 142; 7o; 9o relative pronouns 9o
can 142; 7o subject pronouns 26
must, have to, should 9o
question words 75; 7o
passive voice 9o
superlatives 8o
Past Continuous 8o spelling rules for superlative adjectives 8o

Past Simple 8o; 9o there is/there are 107; 7o
to be (was/were) 8o; 9o
regular verbs 8o; 9o verb to be 26, 57, 73; 7o
irregular verbs 8o; 9o affirmative form 26
and Past Continuous 8o interrogative form 57
and Present Perfect 9o negative form 57

plurals 93

Index 183

ABREU-TARDELLI, L. S.; CRISTOVÃO, V. L. L. (Org.). Linguagem e educação – O ensino e aprendizagem de gêneros
textuais. Campinas: Mercado de Letras, 2009.
ALEXANDER, L. G. Longman English Grammar. Londres: Longman, 1988.
BAKHTIN, M. M. Speech Genres and Other Late Essays. Austin: University of Texas Press, 1986.
BAZERMAN, C. Gênero, agência e escrita. Judith Chambliss Hoffnage. São Paulo: Cortez, 2006.
BLOCK, D.; CAMERON, D. (Ed.). Globalization and Language Teaching. Londres: Routledge, 2002.
BRASIL. Parâmetros Curriculares Nacionais – Língua Estrangeira. Ministério da Educação, 1998.
______. Ensino fundamental de nove anos – orientações gerais. Ministério da Educação, Secretaria de Educação
Básica, Departamento de Políticas de Educação Infantil e Ensino Fundamental, Coordenação Geral do
Ensino Fundamental. Brasília, 2004. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/Ensfund/
noveanorienger.pdf>. Acesso em: jan. 2015.
CELANI, M. A. A. (Org.). Reflexões e ações (trans)formadoras no ensino-aprendizagem de inglês. 1. ed. Campinas:
Mercado de Letras, 2010.
CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The Grammar Book. New York: Heinle and Heinle, 1999.
COPE, B.; KALANTZIS, M. (Ed.). Multiliteracies: Literacy Learning and the Design of Social Futures. Londres:
Routledge, 2000. p. 3-8.
FAIRCLOUGH, N. Language and Power. Londres: Longman, 1989.
FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1987.
GOWER, R; PEARSON, M. Reading Literature. Londres: Longman, 1986.
HANCOCK, M. English Pronunciation in Use (Intermediate). Cambridge: Cambridge University Press, 2004.
LAVE, J.; WENGER, E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University
Press, 1991.
LEDERMAN, L.; POTTER, L. E. Atividades com jogos para o ensino de inglês. São Paulo: Disal, 2013.
LEFFA, Vilson (Org.). A interação na aprendizagem das línguas. 2. ed. Pelotas: Educat, 2006.
LIBERALI, F. C. Atividade social nas aulas de língua estrangeira. São Paulo: Moderna, 2009.
LIGHTBOWN, P. M.; SPADA, N. How Languages Are Learned. Revised edition. Oxford; New York: Oxford
University Press, 1999.
MARCUSCHI, L. A. Produção textual, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008.
PALTRIDGE, B. Genre and the Language Learning Classroom. Ann Arbor: The University of Michigan Press, 2004.
PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press, 2000.
QUIRK, R.; GREENBAUM, S. A University Grammar of English. Londres: Longman, 1973.
SARDINHA, T. B.; SHEPHERD, T. M. G.; DELEGÁ-LÚCIO, D.; FERREIRA, T. L. S. B. (Orgs.) Tecnologias & Mídias no
Ensino de Inglês: O Corpus nas “Receitas”. São Paulo: Macmillan, 2012.
SWAN, M. Practical English Usage. 3rd ed. Oxford: Oxford University Press, 2009.
UR, P. A course in language teaching: practice and theory. Cambridge: Cambridge University Press, 1996.
VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1984.
______. Pensamento e linguagem. São Paulo: Martins Fontes, 1993.

184 Bibliography