Way to English - 9 ano (Clique no último botão para ver em tela cheia)

Language in Use

Second Conditional

1 Complete the following quotes with the correct form of the verbs in CapItal letters.

a. DO:

"Can you imagine what I if I could do all I can?"

b. CEASE: (Jeff Rich)

"If life were predictable, it to be life, and be without flavor."

c. BE: (Eleanor Roosevelt)

"If poets realistic, they wouldn’t be poets."

d. NOT BE: (Peter Davison)

"If the world were perfect, it ."

e. CAN GIVE: (Yogi Berra)

"If I my teenaged self any advice, it would be ‘Calm down!’"

f. DO: (Zooey Deschanel)

"It’s a hard life... but if I could, I it all again."

(Natalia Makarova)
Available at: <www.brainyquote.com>. Accessed in: May 2015.

Review 4 149

Passive Voice Reprodução/<www.theguardian.com>

2 read the following text about the freedom of the Internet and complete it with the

correct form of the verbs in parentheses.

www.theguardian.com

The Guardian view on the freedom of the internet: it’s under attack
around the world

The internet is not a culture in itself. It Georgejmclittle/Shutterstock/Glow Images
has (has / is had) no values

and (works / is worked)

indifferently either for or against freedom and

democracy. But, however, it

(employs / is employed), it

(works / is worked) powerfully. So it has

become an arena in which

(struggles / is struggled) over power and ideas (fight / are fought) out

all across the world. This is not just a matter of competing messages. Governments want

to control what (says / is said) and what (hears / is

heard) and where they can’t control it, then at any rate to listen in and take advantage of

what they (learn / are learned) there.

From: <www.theguardian.com/commentisfree/2014/dec/11/guardian-view-freedom-internet-under-attack-around-world>.
Accessed in: May 2015. (fragment)

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

sentences are in the passive voice.

a. was / Freedom of speech / in the First Amendment of the United States Constitution in

1791 / established

b. first introduced / in 1215 / Protection of speech / was

c. persecuted / The Greek philosopher Socrates / for an early argument / was / promoting

free speech.

150 Units 7 & 8

Time for Fun!

It’s time to play "tic-tac-toe" with your classmate.

INSTRUCTIONS
•   Escolha uma marcação: X ou O.
•  N  a sua vez de jogar, escolha uma pergunta e, ao respondê-la de forma adequada, faça sua 

marcação.
•  O   vencedor do jogo é aquele que conseguir fazer três marcações em sequência (linha, 

coluna ou diagonal).

What if... ?

If one song were to If you were given If you you could
describe your life, three wishes, what stop time, what would
what song would it would you wish for
you do and why?
be and why? and why?

If you could be If you could meet If you had a
an animal, what any famous person, time machine,
animal would you where would you
dead or alive, go and why?
be and why? who would it be

and why?

If you could be If you could If only one book
invisible for a day change one thing in existed, which book
what would you do the world, what would would you like it to

and why? it be and why? be and why?

Review 4 151

Thinking about Learning

What can I do now?

Talk about freedom of expression... with
confidence

Talk about leisure activities...

Use the second conditional… well
Use the passive voice…
Explore opinion polls... with some
Explore game reviews... 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:

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

Embracing Diversity (Second Part)

Na unidade 7, você falou sobre o direito à liberdade de expressão. leia a tarefa
abaixo e siga as instruções para fazer a segunda parte do project 2, Embracing Diversity.

TASK: After having interviewed someone with an inspiring story about diversity, it is time to

review your notes to create a podcast and share the story with your local community

and the world! tip
1. Produce it! In groups, review
Marilyn Angel Wynn/Nativestock/Getty Images
your notes and select the most Podcast é um
interesting parts of the interview. arquivo digital
reconstruct the person’s story to de áudio que
se encontra

create a podcast. You can add disponível
music and sound effects. Visit na Internet.
the following link to learn how to Os conteúdos
create your own podcast: podem variar
bastante, mas
é comum

•  <www.wikihow.com/Interview-People> haver
depoimentos,

2. Share it locally! Organize an event at your school in which you play entrevistas,
dicas,

the podcasts that you and your classmates have recorded. You can instruções
organize the stories by the dimensions of diversity (ethnic, cultural, e/ou
gender etc.). Invite teachers, family members, friends and, if possible, comentários
em geral.

the people interviewed to listen to the podcasts and join in a discussion

on the topic.

3. Share it globally! publish the podcast on the school’s website or on a blog and
let people all over the world get inspired by the stories! You can also publish a
photograph of the interviewee and a short text to introduce the podcast.

 Think about it!
Reflita sobre o desenvolvimento do projeto a partir das questões a seguir.
• Como você se sentiu ao entrevistar uma pessoa que contou uma história inspiradora sobre
diversidade e respeito às diferenças?
• Como foi a apresentação dos podcasts e a discussão sobre diversidade na escola?
• Como as pessoas reagiram aos podcasts na Internet?
• Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?
• Você acredita que sua escola possa desenvolver iniciativas para a promoção da diversidade?
Em caso afirmativo, quais?

Project 2B 153

Health Problems

backache

nausea skin irritation

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

154

Ilustrações: cTermit/Shutterstock/Glow Images

WhatÕs the weather like today? ItÕs landslide Repina Valeriya/Shutterstock/Glow Images Natural Disasters
Bruno Ismael Silva Alves/Shutterstock/Glow Images
The Weather

foggy Jianghaistudio/Shutterstock/Glow Images

snowslide Dariush M/Shutterstock/Glow Images

Lysogor Roman/Shutterstock/Glow Images

. mTaira/Shutterstock/Glow Images

Vocabulary Corner 155 GVictoria/Shutterstock/Glow Images Lysogor Roman/Shutterstock/Glow Images

thriller Reprodução/Walt Disney Studios Motion Pictures Reprodução/TWC-Distribution Kinds of Movie

My favorite kind of movie is action

156 Reprodução/Warner Bros Pictures Reprodução/Samuel Goldwyn Reprodução/Walt Disney Studios Motion Pictures
Reprodução/Dream Works Animation

Everett Collection/Keystone/Consolidated Pictures Group

Album/Latinstock/Troika Pictures

western

 .

Everett Collection/Keystone Murdo Macleod/Everett Collection/Keystone/Warner Bros. Pictures Album/Latinstock/Pixar Animation Studios/Walt Disney Pictures

Word Formation: Suffixes

Sufixos Palavras Classe gramatical
noun
er adverb
noun
researcher

ly

surprisingly

ship

relationship

Word Formation: Prefixes

Prefixos Palavras Classe gramatical

dis verb

disappear noun or
adjective
in
adjective
intolerance

un

unequal

Vocabulary Corner 157

Leisure Activities
Indoor Activities

chatting with friends on
the phone

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

My favorite indoor activity is  .

158

Outdoor Activities

playing marbles

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

My favorite outdoor activity is  .

Vocabulary Corner 159

Review: Past Simple

Leia o texto a seguir e observe o uso do Past Simple.

http://www.unwomen.org

Women in Education hotographee.eu/Shutterstock/Glow Images

Language • The early school leavers rate among women
Note aged 18-24 in 2010 was 8.4%, which was much
lower than the male rate of 12.6%.
honours
(BrE) • In 2011 more girls obtained an A or B on the
honors (AmE) honours paper in the Leaving Certificate exams
in English, Irish, French, Biology, Chemistry,
Art and Music while more boys obtained an A
or B on the honours paper in Maths, Physics,
Construction studies and Engineering.

• Men accounted for nearly five sixths of third-level graduates in Engineering,
manufacturing and construction and 57% of graduates in Science, while women
accounted for 82% of graduates in Health and welfare, 74% in Education and 63%
in Arts and humanities.

• Women are more likely to have a third-level qualification, with over half (53%) of
women aged 25-34 having a third-level qualification compared with nearly four
out of ten men (39%) in this age group.

From: <www.genderequality.ie/en/GE/Pages/WhatisGE>. Accessed in: May 2015. (fragment)

From: <www.un.org/en/globalissues/briefingpapers/efa/>. Accessed in: May 2015

No texto, o Past Simple é utilizado para se referir a fatos que aconteceram no
passado em um momento determinado. Note que, no texto, foram utilizados
verbos regulares (obtained, accounted) e o verbo irregular to be (was) no
Past Simple.

• Em geral, usamos o Past Simple para ações que aconteceram no passado
em um momento determinado.
“The early school leavers rate among women aged 18-24 in 2010 was
8.4%...”

“In 2011 more girls obtained an A or B on the honours paper...”

• Usamos, geralmente, o Past Simple para falar de ações e estados
completos no passado.
They studied for his English exam yesterday.

She visited her grandparents over the weekend.

160

Extra Practice

The sentences below are some of the statistics about gender equality in
Ireland. Complete them with the correct form of the verbs in parentheses. Use
the Past Simple tense.

a. Men (work) an average of 39.4 hours a week in 2011

compared with 30.6 for women and married men (work)
longer hours than married women.

b. The Education and Health sectors (employ) the highest

proportions of women in 2010.

c. Women’s income in 2009 (be) around 73% of men’s

income.

d. The average age at which women (give) birth to their first

child (rise) from 25 years in 1980 to 29.4 years in 2010.

e. Life expectancy for women in Ireland (be) 81.6 years in

2006, nearly 5 years more than the value for men of 76.8 years.

Available at: <www.genderequality.ie/en/GE/Pages/WhatisGE>. Accessed in: May 2015.

Reflexive Pronouns thodonal88/Shutterstock/Glow Images

Leia o texto a seguir e observe o uso do reflexive pronoun themselves.

http://www.unrol.org

The United Nations has the responsibility to
ensure that all its actions promote and protect
gender equality and women’s empowerment.
UN efforts to help establish the rule of law
for all on the basis of equality are essential
to this end. Advancing gender equality and
empowering women are widely recognized as
ends in themselves as well as means to achieve
the UN goals of sustainable peace and security,
human rights protection, and sustainable
economic and social development.

From: <www.unrol.org/article.aspx?article_id=28>. Accessed in: May 2015. (fragment)

No texto, o pronome reflexivo themselves é utilizado para se referir à palavra
“ends”.

• Usamos reflexive pronouns quando o sujeito e o objeto da ação são a
mesma pessoa:
She looked at herself in the mirror.
The players hurt themselves in the match.

Language Reference in Context 161

• Usamos também reflexive pronouns quando enfatizamos o agente da ação:
I found it myself.

The singer wrote the lyrics herself, without any help.

Subject I you he she it we you they
Pronouns
myself yourself himself herself itself ourselves yourselves themselves
Reflexive
Pronouns

Extra Practice

Complete each sentence below with the correct reflexive pronoun.

a. All young women should believe in and work hard.

b. She applied to the job of teaching kids.

c. We bought something to eat.

d. I wrote the speech .

Modal Verbs (Should, Must, Have to) KuKanDo/Shutterstock/Glow Images

Leia o texto a seguir e observe o uso do modal verb should.

http:///kidshealth.org

Noise-induced hearing loss from using earbuds usually
takes a while. Because it happens gradually, a lot of
people don’t know they have a problem until it’s too late.
Signs you may have hearing loss are:
• ringing, buzzing, or roaring in your ears after hearing

a loud noise
• muffling or distortion of sounds
What should you do if you think you have signs of hearing loss? Call your doctor. The
doctor may examine you and send you to see an audiologist. The audiologist will most
likely give you a series of tests to determine how much your hearing has been affected.
The audiologist can also answer any questions you might have about using earbuds
and about protecting your hearing.

From: <http://kidshealth.org/teen/safety/safebasics/earbuds.html#cat20449>.
Accessed in: May 2015. (fragment)

No texto, o verbo modal should é utilizado para perguntar o que deve ser
feito se o leitor tiver sinais de perda de audição (“What should you do if you
think you have signs of hearing loss?”).

• Usamos, geralmente, o verbo modal should para indicar aconselhamento,
recomendação e o verbo modal must ou have to para indicar
obrigatoriedade, necessidade. Note que usamos verbos modais antes de
um verbo principal no infinitivo (sem a partícula to).

162

You should do more exercise. It would do you good.
All students at this school must wear a uniform.
You have to drive carefully. If not, you may get involved in a car accident.

• Para formar frases negativas com should, usamos not depois do verbo
modal e antes do verbo principal.
You should not let others dictate what is good for you.
Parents shouldnÕt choose their child’s career.

• Para formar frases negativas com have to, usamos um verbo auxiliar na
negativa (don’t / doesn’t/ didn’t/ won’t) antes de have to.
You donÕt have to follow in your parents’ footsteps if it’s not what you want.
You wonÕt have to cry anymore. It’s over.

• A forma must not indica proibição. Para indicar ausência de necessidade ou
de obrigação, usamos a forma negativa de have to.
You must not come to the party because you were not invited.
You donÕt have to come, if you don’t want to.

• O verbo modal must não tem uma forma para expressar o passado e,
quando desejamos expressar a mesma ideia no passado, usamos a forma
had to.
Yesterday I didnÕt have to stay up so late studying.
When I was younger, I had to walk to school every single day.

Extra Practice

Complete the following sentences with the correct form of the modal verbs
in parentheses.

a. The best headphones, noise-canceling headphones, help block out other

noises. That way, you (should / don’t have to) turn up the

volume on your music as loud to hear it well.

b. Talk to a parent or call a doctor right away if you have any symptoms of a

perforated eardrum. You (should / don’t have to) also

see a doctor if you continue to have symptoms after getting treatment for a

perforated eardrum.

c. External otitis is not contagious, so you (must / don’t have

to) limit your contact with friends as long as you’re feeling well enough to

socialize.

d. If you think you have external otitis, you (should /

shouldn’t) see your doctor. This is the fastest way to relieve the ear pain and

to prevent the spread of infection.

Available at: <http://kidshealth.org/teen/safety/safebasics/earbuds.html>; <http://kidshealth.org/teen/
diseases_conditions/sight/eardrums.html?tracking=T_RelatedArticle>; <http://kidshealth.org/teen/
infections/bacterial_viral/swimmers_ear.html?tracking=T_RelatedArticle>. Accessed in: May 2015.

Language Reference in Context 163

Present Perfect

Leia o texto a seguir e observe o uso do Present Perfect.

http://www.epa.gov Reprodu•‹o/<http://www.epa.gov>
a studentÕs guide to

Learn the Basics See the Impacts Think Like a Scientist Be Part of the Solution! SHARE

Home » See the Impacts » The Signs of Climate Change » Higher Temperatures Meryll/Shutterstock/Glow Images

What’s happening now?

Temperatures have risen during the last 30
years, and 2001 to 2010 was the warmest
decade ever recorded. As the Earth warms
up, heat waves are becoming more common
in some places, including the United
States. Heat waves happen when a region
experiences very high temperatures for
several days and nights.

From: <www.epa.gov/climate/climatechange/kids/impacts/signs/temperature.html>.
Accessed in: May 2015. (fragment)

No texto, o Present Perfect é utilizado para dizer que as temperaturas têm
aumentado nos últimos 30 anos (“Temperatures have risen during the last 30
years”). Note que, no texto, foi utilizado o verbo irregular no Present Perfect
(risen).

• Usamos, geralmente, o Present Perfect (have/has + particípio passado
do verbo principal) para falar de ações que começaram no passado e
continuam no presente:
The world’s climate has become warmer over the past 50 years.

Some scientists believe that human activities have caused climate change.

• Usamos também o Present Perfect para falar de ações que aconteceram no
passado e têm importância ou consequência no presente:
Many animal species have become extinct.

Forma afirmativa

I You We They have
has
He She It changed over the past decades.

The average global
temperature

• Em frases negativas, usamos haven’t/hasn’t antes do particípio passado do
verbo principal.
She hasn’t noticed the changes.
They haven’t become more common over the years.

164

Forma negativa

I You We They havenÕt
hasnÕt
He She It adapted to changes in the
environment.

Human immune system

(havenÕt = have not / hasnÕt = has not)

• Em frases interrogativas, usamos Have/Has antes do sujeito:
Has she noticed the changes? Yes, she did.
Have they become more common over the years? No, they havenÕt.

Forma interrogativa

Have I
you

he

Has she global warming?
caused

it

we

Have you

they

Respostas curtas

Afirmativa have. Negativa havenÕt.
has. hasnÕt.
I have. I havenÕt.
you you
he he
she she
Yes, No,
it it
we we
you you
they they

• Usamos, geralmente, ever no Present Perfect para saber se alguma vez
aquela ação já aconteceu:
Have you ever planted a tree?
Have you ever been to the Amazon?

• Usamos também ever com o superlativo para indicar que alguma pessoa ou
algo é o mais interessante, o melhor, o pior etc. que alguém já conheceu,
viu, ouviu etc.:
Ribeir‹o Preto is the hottest city IÕve ever been to.

• Usamos, geralmente, never no Present Perfect para falar de ações que
nunca aconteceram até o momento.
ItÕs never been this warm before.

Language Reference in Context 165

Verbos irregulares no passado agrupados por ordem alfabŽtica

Forma básica* Passado Particípio Tradução**
Passado
be was, were been ser, estar
bear bore borne suportar, ser portador de
beat beat beaten bater
become became become tornar-se
begin began begun começar
behold beheld beheld contemplar
bend bent bent curvar
bet bet bet apostar
bid bid bid oferecer, fazer uma oferta
bind bound bound unir, vincular, comprometer
bite bit bitten morder
bleed bled bled sangrar, ter hemorragia
blow blew blown assoprar, explodir
break broke broken quebrar
breed bred bred procriar, reproduzir
bring brought brought trazer
broadcast broadcast broadcast transmitir, irradiar
build built built construir
burn burnt/burned burnt/burned queimar
buy bought bought comprar
can could could poder
catch caught caught pegar, capturar
choose chose chosen escolher
come came come vir
cost cost cost custar
cut cut cut cortar
deal dealt dealt negociar, tratar
dig dug dug cavar, escavar
do did done fazer
draw drew drown desenhar
dream dreamt/dreamed dreamt/dreamed sonhar
drink drank drunk beber
drive drove driven dirigir, ir de carro
eat ate eaten comer
fall fell fallen cair
feed fed fed alimentar
feel felt felt sentir(-se)
fight fought fought lutar
find found found achar, encontrar
flee fled fled fugir, escapar
fly flew flown voar, pilotar
forbid forbade forbidden proibir
forget forgot forgot/ forgotten esquecer
forgive forgave forgiven perdoar
freeze froze frozen congelar, paralisar
get got got/ gotten obter
give gave given dar
go went gone ir
grow grew grown crescer, cultivar
hang hung*** hung pendurar
have had had ter, beber, comer

166

hear heard heard ouvir
hide hid hid/ hidden esconder
hit hit hit bater
hold held held segurar
hurt hurt hurt machucar
keep kept kept guardar, manter
know knew known saber, conhecer
colocar em posição horizontal,
lay laid laid assentar
liderar
lead led led aprender
learn learnt/learned learnt/learned deixar, partir
leave left left emprestar (dar emprestado)
lend lent lent deixar, alugar
let let let deitar
lie lay lain perder, extraviar
lose lost lost fazer, fabricar
make made made significar, querer dizer
mean meant meant encontrar, conhecer
meet met met superar
overcome overcame overcome alcançar, surpreender
overtake overtook overtaken pagar
pay paid paid colocar
put put put deixar, abandonar
quit quit quit ler
read read read andar de (bicicleta, carro etc.), andar
a (cavalo)
ride rode ridden tocar (campainha, sinos etc.)
subir, erguer-se
ring rang rung correr, concorrer, dirigir
rise rose risen serrar
run ran run dizer
saw sawed sawn ver
say said said procurar obter, objetivar
see saw seen vender
seek sought sought mandar
sell sold sold estabelecer, colocar, pôr em
send sent sent determinada condição, marcar,
ajustar
set set set sacudir, tremer
brilhar
shake shook shaken atirar, alvejar
shine shone shone mostrar, exibir
shoot shot shot encolher, contrair
show showed shown fechar, cerrar
shrink shrank shrunk cantar
shut shut shut afundar, submergir
sing sang sung sentar
sink sank sunk dormir
sit sat sat deslizar, escorregar
sleep slept slept cheirar
slide slid slid falar
smell smelled/smelt smelled/smelt gastar
speak spoke spoken girar, fiar
spend spent spent cuspir
spin spun spun
spit spit/spat spit/spat

Language Reference in Context 167

spread spread spread espalhar
stand stood stood parar de pŽ, aguentar
steal stole stolen roubar
stick stuck stuck furar, fincar, enfiar
stink stank stunk cheirar mal
strike struck struck golpear, desferir, atacar
strive strove striven esfor•ar-se, lutar
swear swore sworn jurar, prometer, assegurar
sweep swept swept varrer
swim swam swum nadar
swing swung swung balan•ar, alternar
take took taken tomar
teach taught taught ensinar, dar aula
tear tore torn rasgar, despeda•ar
tell told told contar, dizer
think thought thought pensar
throw threw thrown atirar, arremessar
undergo underwent undergone submeter-se a, suportar
understand understood understood entender
uphold upheld upheld sustentar, apoiar, defender
wear wore worn vestir, usar, gastar
weep wept wept chorar
win won won vencer, ganhar
write wrote writeen escrever, redigir

* Forma b‡sica = infinitivo sem a partícula to
** Apresentamos aqui os sentidos mais comuns dos verbos listados. Em v‡rios casos, os verbos

podem assumir outros sentidos. ƒ necess‡rio sempre observar o contexto para compreender o
significado do verbo em uso.
*** Quando hang Ž usado no sentido de enforcar Ž um verbo regular (hang Ð hanged).

Verbos irregulares no passado agrupados por formas
semelhantes

Forma básica, Passado e Particípio Passado
com a mesma forma

Forma b‡sica Passado Partic’pio Tradu•‹o
Passado
bet bet bet apostar
bid bid bid oferecer, fazer uma oferta
broadcast broadcast broadcast transmitir, irradiar
cast cast cast atirar, deitar
cost cost cost custar
cut cut cut cortar
hit hit hit bater
hurt hurt hurt machucar
let let let deixar, alugar
put put put colocar
quit quit quit deixar, abandonar
read read read ler
set set set estabelecer, colocar, p™r
em determinada condi•‹o, marcar, ajustar
shut shut shut fechar, cerrar
spread spread spread espalhar

168

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

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

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

Forma b‡sica Passado Partic’pio Tradução
Passado
blow blew blown assoprar, explodir
draw drew drown desenhar
fly flew flown voar, pilotar
grow grew grown crescer, cultivar
know knew known saber, conhecer
throw threw thrown atirar, arremessar

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

Forma b‡sica Passado Partic’pio Tradução
Passado
break broke broken quebrar
choose chose chosen escolher
freeze froze frozen congelar, paralisar
speak spoke spoken falar
steal stole stolen roubar

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

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

Language Reference in Context 169

Passado e Partic’pio Passado com o som /ɔːt/

Forma básica Passado Particípio Tradução
Passado
bring brought brought trazer
buy bought bought comprar
catch caught caught pegar, capturar
fight fought fought lutar
seek sought sought procurar obter, objetivar
teach taught taught ensinar, dar aula
think thought thought pensar

Passado e Partic’pio Passado com o som /ɛnt/

Forma básica Passado Particípio Tradução
Passado
bend bent bent curvar
lend lent lent dar emprestado
send sent sent mandar
spend spent spent gastar

Passado e Partic’pio Passado com o som /ept/

Forma básica Passado Particípio Tradução
Passado
keep kept kept guardar, manter
sleep slept slept dormir
sweep swept swept varrer
weep wept wept chorar

Extra Practice

The sentences below are fast facts about global warming. Complete them
with the correct form of the verbs in parentheses. Use the Present Perfect
tense.

a. All three major global surface temperature reconstructions show that Earth

(warm) since 1880.

b. The Greenland and Antarctic ice sheets (decrease) in

mass.

c. Both the extent and thickness of Arctic sea ice (decline)

rapidly over the last several decades

d. Average temperatures (climb) 1.4 degrees Fahrenheit (0.8

degree Celsius) around the world since 1880.

e. Average temperatures in Alaska, western Canada, and eastern Russia

(rise) at twice the global average.

Available at: <http://climate.nasa.gov/evidence>; <http://news.nationalgeographic.com/
news/2004/12/1206_041206_global_warming.html>. Accessed in: May 2015.

170

Present Perfect or Past Simple?

Leia o texto a seguir e observe o uso do Present Perfect e do Past Simple.

http://www.nyfa.edu

Reprodu•‹o/<http://www.nyfa.edu>

A year on from when we last looked at gender inequality in Hollywood, recent
events have forced the issue of disparity in pay between female and male actors
into view. As the Sony hack revealed, Jennifer LawrenceÑthe second highest paid
actress of 2014Ñalongside her co-star Amy Adams, both received lower amounts
of the back-end of American Hustle than their male counter-parts.

From: <www.nyfa.edu/nyfa-news/has-female-equality-in-hollywood-progressed-in-2014.php>.
Accessed in: May 2015. (fragment)

No texto, utiliza-se o Present Perfect para falar de eventos recentes que
est‹o relacionados ˆ disparidade de sal‡rios entre atores e atrizes de Hollywood
(Òrecent evets have forced the issue of disparity in pay between female and male
actorsÓ). J‡ o Past Simple Ž utilizado para falar da œltima vez que se analisou
a desigualdade de g•nero em Hollywood (Òwhen we last looked at gender
inequality in HollywoodÓ).

• Usamos, geralmente, o Present Perfect para a•›es que aconteceram no
passado, sem determinar o momento em que elas aconteceram.
She has watched Titanic a couple of times.
All my friends have seen Ghost, The Musical.
I’ve downloaded a fascinating documentary about global warming.

• Usamos, geralmente, o Past Simple para a•›es que aconteceram no
passado em um momento determinado.
She watched Titanic in 1997.
All my friends saw Ghost, The Musical last weekend.
I downloaded a fascinating documentary about global warming this morning.

Since X For

• Usamos, geralmente, since no Present Perfect para indicar o in’cio

de uma a•‹o que come•ou no passado e continua no presente:

She has watched documentaries since she was a little girl. início da ação

Meryl Streep has made over 60 movies since her debut in 1977.

• Usamos, geralmente, for no Present Perfect para indicar a dura•‹o
de uma a•‹o que come•ou no passado e continua no presente:
The Indian flm industry has become widespread for almost a duração da ação

century.

Tom Cruise has starred in movies for over 30 years.

Language Reference in Context 171

Extra Practice

The sentences below are about Bollywood. Complete them with the
correct form of the verbs in parentheses. Use the Present Perfect or the Past
Simple tense.

a. The emergence of Nollywood, Africa’s local movie industry

(contribute) to the declining popularity of Bollywood films.

b. Bollywood plots (tend) to be melodramatic.

c. In 1937, Ardeshir Irani (make) the first color film in Hindi,

Kisan Kanya.

d. Pakistan (ban) the legal import of Bollywood movies in 1965.

e. The Hindi film industry (prefer) films that appeal to all

segments of the audience.

f. Early in 2008, the Pakistani government (ease) the ban and

(allow) the import of even more movies.

g. Cinema actually (be) the most vibrant medium for telling

India its own story.

Available at: <http://en.wikipedia.org/wiki/Bollywood>. Accessed in: May 2015.

Relative Pronouns: Who, Which, That Dirk Ercken/Shutterstock/Glow Images
Reprodu•‹o/<http://eur-lex.europa.eu>
Leia o texto a seguir e observe o uso do relative pronoun which.

http://eur-lex.europa.eu

institutionalised Violence against women and girls is a worldwide,
(BrE) institutionalised phenomenon, which may vary
institutionalized depending on a societyÕs social, economic, cultural
(AmE) and political context. It has serious consequences for
the physical and mental health of victims, as well as
to societal development in general. It mainly results
from economic and power inequalities between
sexes, customs, traditions, religious values, political instability and armed conflict.

From: <http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:dh0003>.
Accessed in: May 2015. (fragment)

No texto, o pronome relativo which é utilizado para se referir à expressão “a
worldwide, institutionalised phenomenon”. Trata-se da violência contra mulheres
e meninas, que é um fenômeno mundial institucionalizado.

• Usamos relative pronouns para unir elementos em uma frase e para evitar
repetição. Note que os pronomes relativos se referem a um elemento anterior.

172

Banco de imagens/Arquivo da editora• Which se refere a coisas.
Differences among people, which are a result of gender inequalities, must

come to an end.

• Who se refere a pessoas.
She is the girl who lives next door.

• That se refere a coisas ou a pessoas.
Unfortunately, violence against women is a phenomenon that occurs

everywhere.

Extra Practice

The following sentences are about women who changed history. Write
a new sentence with the relative pronoun in CAPITAL LETTERS as in the
example below.

a. Cleopatra was a politician. Cleopatra spoke nine languages.

WHO – Cleopatra was a politician who spoke nine languages.

b. Marie Curie was the first woman to win a Nobel Prize. The Nobel Prize is

considered one of the most prestigious awards.
WHICH –

c Margaret Thatcher was a politician. Margaret Thatcher had conservative

views.
WHO –

d. Eleanor Roosevelt was a champion of human rights. Eleanor Roosevelt fought

for women’s causes and the causes of black people, poor people, and the
unemployed.
THAT –

First Conditional

Leia a citação a seguir e observe o uso da oração First Conditional.

ÒIf you believe you can make a difference, then you will
make a difference. Believe in yourself, your family and

your community and you will win.Ó

(Lindsay Fox)

Available at: <www.brainyquote.com>. Accessed in: May 2015.

Language Reference in Context 173

• Usamos a oração condicional do tipo 1 (First Conditional) para apresentar
situações possíveis e prováveis de acontecer no presente ou no futuro.
A estrutura dessa oração condicional é:

Oração Condicional Oração Principal
If + verbo no Present Simple, will + forma básica do verbo principal

If you trust yourself, any choice you make will be right.
If you donÕt believe in yourself, you wonÕt succeed.

• Se invertermos a posição das orações, eliminamos a vírgula.
Any choice you make will be right if you trust yourself.
You wonÕt succeed if you donÕt believe in yourself.

Extra Practice

Complete the following quotes with the correct form of the verbs in
parentheses.

a. So that’s my philosophy: If you believe in yourself, the chances and the

opportunities (come around). - Mindy Cohn

b. Some people (believe) anything if you whisper it to

them. - Miguel de Unamuno

c. If you (have) something to say of any worth, then

people will listen to you. - Oscar Peterson

d. If I (not practice) the way I should, then I

(not play) the way that I know I can. - Ivan Lendl

Available at: <www.brainyquote.com>. Accessed in: May 2015.

Second Conditional

Leia a cita•‹o a seguir e observe o uso da ora•‹o Second Conditional.

ÒI would give no thought of what the world might say of me Banco de imagens/Arquivo da editora
if I could only transmit to posterity the reputation of an honest man.Ó

(Sam Houston)

Available at: <www.brainyquote.com>. Accessed in: May 2015.

• Usamos a oração condicional do tipo 2 (Second Conditional) para
apresentar situações hipotéticas ou pouco prováveis no presente ou no
futuro. A estrutura dessa oração condicional é:

Oração Condicional Oração Principal
If + verbo no Past Simple, would + forma básica do verbo principal

174

If I had the chance, I wouldnÕt do anything different.
If I had the money, I would travel all over the world for a year.

• Se invertermos a posição das orações, eliminamos a vírgula.
I wouldnÕt do anything different if I had the chance.
I would travel all over the world for a year if I had the money.

• Na oração condicional do tipo 2, geralmente utilizamos a forma were
(passado do verbo be) para todas as pessoas.
If life were predictable, it wouldnÕt be life.
If I were you, I wouldnÕt miss this opportunity.

Extra Practice

Complete the following quotes with the correct form of the verbs in
parentheses.

a. If I were an animal, I (be) an eagle. – Jamie Foxx

b. If I (can) change one thing about myself... I would try

to control my generosity. – Jimmy Cliff

c. I (not want) to live if I could not perform. It’s in my will.

I am not to be revived unless I can do an hour of stand-up.
Joan Rivers

d. I have no interest in returning to yesteryear. I love the conveniences

and delights of today’s time. I (not go back) if I

(can). – Charles R. Swindoll

Available at: <www.brainyquote.com>. Accessed in: May 2015.

Passive Voice

Leia o texto a seguir e observe o uso da passive voice.

http://www.www.generationnext.com.au

realise (BrE) Tips on how to beat a computer game addiction infni/Shutterstock/Glow Images
realize
1. Help the young person realise they have a problem
(AmE) by looking at how they feel about school, their friends,
socialise socialising face to face and participating in other activities.
(BrE) 2. Make sure the computer is not in their bedroom but a
socialize common area of the house like the lounge or rumpus room
(AmE) so that they cannot hide away and play all the time.
3. Computer games should be played in free time so help
decide when free time is and what other commitments they
might have (e.g. chores, homework, other activities). (...)

From: <www.generationnext.com.au/2012/08/how-to-help-teens-with-computer-game-addiction>.
Accessed in: May 2015. (fragment)

Language Reference in Context 175

• Geralmente, usamos a voz passiva (verbo auxiliar be + verbo principal no
partic’pio passado) para enfatizar a ação ou o seu resultado.
All game levels were completed.

Game addiction should be fought against.

• Usamos o agente da passiva, introduzido pela preposição by, para
mencionar quem ou o quê pratica a ação.
Mobile games can be created by ordinary people.

Computer games are played by people of different ages.

• Usamos também a voz passiva quando não sabemos, não podemos ou não que-
remos identificar quem ou o quê pratica a ação. Isso é comum quando a ação é
realizada por pessoas em geral. Nesses casos, não usamos o agente da passiva.
Mobile games are created every day.

ItÕs common for a person who is confronted about an addiction to get
defensive.

• Veja, no quadro a seguir, as diferenças entre as vozes ativa e passiva.
Observe que o verbo auxiliar be é usado no mesmo tempo verbal do verbo
principal da frase correspondente na voz ativa.

Present Active Voice Passive Voice
Simple They play computer games. Computer games are played.

Past They played computer games. Computer games were played.
Simple
They have played computer Computer games have been
Present games. played.
Perfect
They are playing computer games. Computer games are being played.
Present
Continuous They were playing computer games. Computer games were being
played.
Past
Continuous They will play computer games. Computer games will be played.

Future They can play computer games. Computer games can be played.
with will

Modal
verbs

Extra Practice

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

a. be / can / anywhere. / Mobile games / played

b. not / Video gaming / is / a sport. / considered

c a disorder? / online game addiction / recognized / Is / as

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.

A arrow: seta; flecha branch: ramo
assumption: suposição brave: valente, corajoso(a)
abroad: no/ para o exterior attend: comparecer a breast: seio
abyss: abismo audience: público breathe: respirar
accomplish: realizar, alcançar average: média; médio brief: breve
achieve: atingir, alcançar avoid: evitar broadcast: transmissão,
acknowledge: admitir;
B programa
reconhecer broaden: ampliar(-se), alargar(-se)
acknowledged: reconhecido(a) bear: urso burn: queimar; arder
actually: na verdade, na beard: barba burst: estourar; ataque
beat: vencer, derrotar; bater; bushfire: queimada
realidade busy: ocupado(a), atarefado(a);
addict: viciado(a) batimento
addiction: vício beg: implorar congestionado(a); intenso(a),
address: abordar, enfrentar; behalf: interesse, favor cheio(a)
⇨ on someone’s behalf: em buzz: zumbir
endereçar; endereço
afford: permitir(-se); proporcionar nome de alguém C
aftermath: desfecho behave: comportar-se
afraid: temeroso, com medo behavior: comportamento camp: acampamento
ahead: à frente belt: cinto campaigner: ativista
aid: auxílio beneath: debaixo de, sob care: cuidado
allow: permitir blend: misturar; mistura careful: cuidadoso(a), atento(a)
alongside: ao lado (de) blessed: abençoado(a) carefully: cuidadosamente,
already: já bloodstream: corrente sanguínea
amazed: admirado(a) blow: soprar atentamente
ambassador: embaixador(a) carry: carregar, transportar
amount: quantidade; quantia ⇨ blow up: explodir; estourar ⇨ carry on: continuar, seguir em
amusing: divertido(a), board game: jogo de tabuleiro
boost: aumentar frente
engraçado(a) bossy: mandão ⇨ carry out: conduzir
ancient: antigo(a) bother: aborrecer; incomodar; caste: casta
anger: raiva catchy: fácil de memorizar
angry: zangado(a) chatear cell: célula
appealing: atraente bothered: incomodado(a) chain: corrente
arise: surgir ⇨ I’m not bothered (BrE): Para challenge: desafiar; desafio
arrange: arrumar; organizar charge: carregar; cobrar
mim tanto faz
brain: cérebro

Glossary 177

chase: perseguir cut: cortar enable someone to do
cheer: animar, alegrar ⇨ cut back: fazer cortes; reduzir something: permitir,
⇨ cheer up: animar-se ⇨ cut someone off: deserdar possibilitar a alguém fazer algo
chest: peito
chew: mastigar alguém; afastar-se de alguém endeavor: empenho; empenhar-se
chore: tarefa endurance: resistência
citizen: cidadão D enhance: aumentar, melhorar;
clash: entrar em conflito; choque,
data: dados realçar
oposição deal with something: lidar com; enrich: enriquecer
clear: limpar, remover enrol: inscrever-se
⇨ clear something away/up: resolver ensure: garantir
decrease: diminuir entry: entrada
arrumar algo, pôr algo em deep: fundo, (muito) profundo evaluate: avaliar; examinar
ordem degree: grau; diploma even though: apesar de
climb: subir; escalar delay: adiar, atrasar exchange: trocar
close: perto, próximo; fechar(-se) delighted: encantado(a) exposure: exposição
cloud: nuvem demand: demandar; demanda,
coast: costa F
college: faculdade exigência
come: vir depict: retratar fable: fábula
⇨ come across: deparar-se com deserve: merecer facet: faceta
⇨ come along: ir junto design: desenhar, criar fair: justo(a)
⇨ come out: aparecer; ser device: aparelho, dispositivo fairy tale: conto de fadas
lançado, ser publicado dictatorship: ditadura fall: cair
commitment: compromisso disease: doença ⇨ fall apart: desfazer-se; fazer(-se)
common sense: bom senso disorder: desordem; distúrbio
compelling: envolvente display: exibir; expor em pedaços
compulsory: obrigatório draft: rascunho, esboço ⇨ fall sleep: adormecer
convey: expressar; levar drop: soltar; largar; abandonar feat: proeza, façanha
cope (with something/ ⇨ drop out: desistir, largar feature: ser estrelado por;
someone): dar conta (de algo), drought: seca
enfrentar algo/ alguém dry: seco(a) característica, aspecto
counselor: conselheiro(a) due to: devido a feed: alimentar
counterpart: equivalente dust: poeira, pó fellow: colega, companheiro(a)
cover: capa; coberta; cobrir; duty: dever, obrigação figure something/ someone out:
tapar
customer: cliente E entender algo/ alguém
costume: fantasia; traje típico fill in: completar
couple: casal; alguns earthquake: terremoto finding: resultado, descoberta
crash: batida, colisão ease: aliviar fireworks: fogos de artifício
crop: colheita, plantio edge: borda; margem fit: caber; servir
cross: atravessar; cruzar effort: esforço fitness: boa forma (física)
crowd: multidão either: qualquer um dos dois fix: consertar; dar um jeito em;
cruise: cruzeiro elderly: idoso(a)
current: atual empowerment: empoderamento combinar
flame: chama
⇨ spark the flames: acender as

chamas
flourish: florescer, prosperar
flow: fluir, correr; corrente, fluxo

178 Glossary

flu: gripe goal: objetivo inhibit: impedir; inibir
forecast: previsão goodwill: boa vontade inner: interno, interior; íntimo(a)
forehead: testa greenhouse: estufa instead: em vez disso
foreign: estrangeiro(a) ground: chão ⇨ instead of: em vez de, em
former: antigo, anterior grow: crescer; cultivar
fossil fuel: combustível ⇨ grow up: crescer lugar de
foster: de criação guest: convidado; hóspede insurance: seguro
forward: para frente; jogador guilt: culpa invitation: convite
issue: questão
atacante H itchy: que coça
⇨ look forward to: aguardar,
hands-on: prático(a) J
esperar (ansiosamente) hang out: sair com alguém
freckle: sarda harass: importunar, assediar joke: piada
freshman: calouro(a) harassment: assédio joy: alegria
funding: financiamento hard: duro(a)
furniture: mobília hardly ever: quase nunca K
furthermore: além disso harm: dano, mal; prejudicar
harmful: prejudicial, nocivo keep: manter; conservar
G heated: aquecido(a) ⇨ keep up (with something/
height: altura
gadget: aparelho, dispositivo helpless: indefeso(a) someone): acompanhar
gap: lacuna high: alto(a) (alguém/algo), seguir o ritmo
gather: juntar ⇨ be in high spirits: estar (de alguém/algo)
get: receber, obter, conseguir key: chave; fundamental;
⇨ get along with someone: animado(a) gabarito
hinder: atrapalhar, dificultar kick someone out: expulsar
dar-se bem (com alguém) hire: contratar; alugar alguém
⇨ get away (from): ficar longe hit: bater; batida; sucesso kind: gentil, cordial
host: anfitrião(ã); sediar knowledge: conhecimento
(de), afastar-se (de) household: doméstico
⇨ get through something: however: entretanto L
huge: enorme
passar por algo, sobreviver, hungry: faminto(a) label: rotular
atravessar hurricane: furacão lack: faltar, carecer de
gift: presente; dom hurt: doer, machucar lack of something: falta de algo
give: dar hurtful: ofensivo, cruel lake: lago
⇨ give out: distribuir land: aterrisar, pousar
⇨ give something away: revelar I landscape: paisagem
algo lately: ultimamente
⇨ give up (something): improve: melhorar laugh: rir
abandonar (algo); desistir income: renda, rendimentos laughter: risada
(de fazer algo) incoming: novo, entrante launch: lançar; inaugurar
glacier: geleira increase: aumentar; subir law: lei
gland: glândula indeed: de fato, certamente lazy: preguiçoso(a)
go: ir lead: liderar; liderança;
⇨ go on: continuar, seguir
em frente protagonista
⇨ go out: sair; apagar-se
Glossary 179

leave someone/something out: mood: humor, disposição pleased: contente, feliz
deixar fora alguém/ algo, move: mover(-se); mudar(-se) de plenty: bastante
excluir alguém/ algo poetry: poesia
local policy: política
lecture: palestra ⇨ move forward: avançar polite: educado, gentil
leisure: lazer muscle: músculo poll: pesquisa; votação
length: comprimento; duração portray: retratar, descrever
lengthen: prolongar N pose: causar (problema,
letdown: decepção
level: nível; nivelar nevertheless: no entanto, dificuldade)
lightning: raio, relâmpago contudo power: poder; luz, eletricidade
likelihood: probabilidade predictable: previsível
lineup: sequência; grupo newfound: recém-descoberto(a) pregnant: grávida
literacy: alfabetização nod: movimento afirmativo com prejudice: preconceito
lively: alegre, animado press: apertar; imprensa
lock: trancar a cabeça, sinal de aprovação pride: orgulho
look forward to something: nonprofit: sem fins lucrativos ⇨ take pride in something:

esperar ansiosamente por algo O orgulhar-se de algo
loss: perda prior: prévio(a)
loud: alto(a); barulhento(a) outfit: roupa, traje prize: prêmio
outgoing: extrovertido(a) prompt: rápido(a), imediato(a)
M outlook: perspectiva propel: impulsionar
outnumber: ser mais numeroso proud: orgulhoso(a)
mainly: principalmente prove: provar, comprovar
maintain: manter que, ultrapassar provide: oferecer
major: principal output: produção push: apertar, pressionar;
manage: gerenciar overall: geral, total
manners: boas maneiras, bons overcome: superar promover
overload: excesso
modos overnight: durante a noite; da Q
marble: bola de gude; mármore
master: dominar; superar noite para o dia quarter: 25 centavos de dólar
match: relacionar, correlacionar own: próprio(a)(s); possuir, ter quest: busca
matter: importar; questão, ownership: propriedade queue: fila
quick: rápido
assunto; matéria P
mean: significar; mesquinho(a); R
pace: ritmo
rude pale: pálido(a); claro(a) rainfall: precipitação atmosférica
media: meios de comunicação pass by: passar (por) raise: criar
melt: derreter pattern: padrão range: ir de algo até algo; limite;
might: poder (ser que) perform: desempenhar; executar
mind: mente perhaps: talvez gama
mindful of something: pick something up: apanhar, rash: brotoeja
rate: taxa
consciente de algo, atento a pegar rather: um tanto; ou melhor
algo pioneer: pioneiro(a) rather than: ao invés de
mining: mineração plain: liso(a); puro(a)
mischievous: travesso(a) playwright: dramaturgo(a)
mold: forma, molde; moldar please: agradar

180 Glossary

reach: alcançar; ao alcance role: papel (em uma peça/ show: mostrar, exibir
⇨ reach out to someone: atingir um filme) ⇨ show up: aparecer, dar as caras
shudder: estremecer
alguém root: raiz; origem shy: tímido(a)
realize: dar-se conta (de), row: linha, fileira sibling: irmão, irmã
⇨ in a row: enfileirado sick: doente
perceber rule: regra sight: visão
recognize: reconhecer rush: correr silly: tolo(a)
record: gravar; registrar; disco; skinny: magricelo(a)
S slang: gíria
música; registro snowflake: floco de neve
recording: gravação safety/seat belt: cinto de soap opera: novela
recruit: recrutar segurança solely: unicamente
refuse: negar-se (a fazer algo); solve: resolver
scared: assustado(a) sore: dolorido(a); inflamado(a)
recusar, rejeitar scholar: estudioso(a), sort: classificar
regardless of: indiferente a, sem soul: alma
acadêmico(a) soulful: comovente
levar em conta school board: mural escolar source: fonte
rehearsal: ensaio school counselor: orientador speak up: falar mais alto;
rehearse: ensaiar; rever
relative: relativo; parente pedagógico denunciar
release: soltar, liberar; soltura; scorching: abrasador(a) speech: fala; discurso
score: pontuação, nota; pontuar, spell: soletrar
lançamento sponsor: patrocinador(a);
reliable: seguro, confiável marcar
relieve: aliviar scratch: arranhar(-se) patrocinar
rely on something/ someone: ⇨ from scratch: (começar) do zero spot: marca; lugar
scream: gritar; grito spread: espalhar
contar com alguma coisa/ screen: tela spreadsheet: planilha
alguém seek: buscar, procurar sprinter: velocista
remain: permanecer, ficar self-steem: autoestima staff: equipe, quadro de
remind someone (about/of sensitive: sensível
something): lembrar alguém sentence: condenar; funcionários
(de algo) stand: permanecer
repair: consertar; conserto condenação, pena; frase, ⇨ stand for: significar
replace: substituir sentença ⇨ stand out: destacar-se
report: relatar; denunciar set: pôr, colocar; arrumar ⇨ stand up for someone/
rescue: resgatar, salvar ⇨ set aside: pôr algo de lado;
researcher: pesquisador(a) reservar algo something: defender alguém/
resemble: parecer(-se) com setting: lugar; cenário; algo
resource: recurso configuração (informática) ⇨ stand up to someone: fazer
rest: resto; descansar, apoiar-se several: vários(as) frente a alguém
reveal: revelar shadow: sombra standard: padrão
review: rever; revisão; resenha, shallow: raso(a); superficial step: passo; pisar
crítica share: compartilhar ⇨ step down: renunciar
reward: recompensar; sharp: afiado(a) ⇨ step forward: dar um passo
recompensa shelf: prateleira, estante à frente
rhyme: rima; rimar shelter: abrigo, refúgio
rid: eliminar algo de algo shine: brilhar
riddle: charada shorten: encurtar
roam: vagar

Glossary 181

stick: grudar, colar threaten: ameaçar V
stormy: tempestuoso(a) throat: garganta
straight: reto(a); em linha reta through: através de, por valuable: de valor, valioso(a)
strength: força, ponto forte throughout: por todo, durante value: valorizar; valor
strengthen: fortalecer vanilla: baunilha
stretch: estender-se; esticar(-se) todo
struggle: lutar; luta throw: atirar; jogar W
sum: soma, total ⇨ throw away: jogar fora
⇨ sum something up: resumir timeline: linha do tempo warn: prevenir, avisar, advertir
timeout: intervalo wave: acenar
(algo) tiny: minúsculo(a) weakness: fraqueza
support: apoiar; sustentar tongue twister: trava-língua wealth: riqueza
surround: cercar, rodear tool: ferramenta wealthy: rico(a)
survey: enquete, pesquisa, toothbrush: escova de dentes weigh: pesar
toss: jogar, atirar weight: peso
levantamento well-being: bem-estar
swap: troca; trocar (descuidadamente) well-known: conhecido(a)
sweep: varrer; arrastar tough: duro(a); resistente; firme; wet: molhado(a)
sweet: meigo, gentil; doce whatever: (tudo) o que
swing: balanço difícil whenever: sempre que
switch: trocar; mudar track: seguir a pista de, rastrear whereas: ao passo que,
⇨ switch off: desligar(-se), trade: trocar; comércio
trend: tendência enquanto
apagar(-se) trick: truque whether: se
swollen: inchado(a) trip: viagem whole: todo, inteiro; integral
trouble: problema wide: amplo(a)
T trust: confiar wild: selvagem
turn: virar; virada willpower: força de vontade
tackle: enfrentar ⇨ turn something off: apagar be willing to do something:
tailor: fazer sob medida;
algo estar disposto(a) a fazer algo
personalizar; alfaiate twist: torcer; dar voltas; wise: sensato(a); sábio(a)
take away: tirar wish: desejo; desejar
take care: tomar cuidado reviravolta withdraw: retirar(-se); recuar;
take out: retirar algo
take place: realizar-se U sacar
tale: conto, fábula wonder: perguntar-se
tap: bater levemente be unaware of something: worldwide: pelo mundo todo
target: alvo, objetivo desconhecer algo wrist: pulso
taste: sabor wristband: pulseira;
tasty: saboroso(a) underlying: latente
tears: lágrimas unforgettable: inesquecível munhequeira
tease: provocar, importunar unless: a não ser que
thick: grosso; denso unscathed: ileso(a) Y
thigh: coxa upcoming: próximo/a(s)
thin: magro(a) update: atualizar; atualização yet: ainda; contudo
thought: pensamento upper: superior
threat: ameaça upset: aborrecido(a), chateado(a)

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 6o, 7o e 8o anos remetem apenas a esses livros.

adverbs of frequency 7o Present Continuous 7o
comparatives 8o spelling rules for verbs in the
-ing form 7o
spelling rules for comparative
adjectives 8o Present Perfect 60, 73, 74
conditional sentences 107, 127 and Past Simple 73
first conditional 107 irregular verbs 74
second conditional 127 since/for 74
countable and uncountable nouns 7o
expressions of quantity 7o Present Simple 7o; 8o
Future with will 8o and Present Continuous 7o; 8o
genitive case 6o spelling rules for verbs in the
Imperative 6o; 7o 3rd person singular 7o
modal verbs 6o; 7o; 38
can 6o; 7o pronouns 6o; 7o; 26, 93
must, have to, should 38 object pronouns 7o
passive voice 141 possessive adjectives 6o
Past Continuous 8o reflexive pronouns 26
Past Simple 8o; 25, 73 relative pronouns 93
to be (was/were) 8o; 25 subject pronouns 6o
regular verbs 8o; 25
irregular verbs 8o; 25 question words 6o; 7o
and Past Continuous 8o superlatives 8o
and Present Perfect 73
plurals 6o spelling rules for superlative
prepositions of place 6o adjectives 8o
there is/there are 6o; 7o
verb to be 6o; 7o
affirmative form 6o
interrogative form 6o
negative form 6o

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