TO7º- ano – Ensino Fundamental – Anos Finais – Língua Estrangeira Moderna – Inglês
WAY
7ENGLISH
for Brazilian Learners
Claudio Franco • Kátia Tavares
TO7¼- ano Ð Ensino Fundamental Ð Anos Finais Ð L’ngua Estrangeira Moderna Ð Ingl•s
WAY
7ENGLISH
for Brazilian Learners
Claudio de Paiva Franco
Doutor em Estudos Linguísticos (Linguística Aplicada)
pela UFMG.
Mestre em Linguística Aplicada pela UFRJ.
Professor de Língua Inglesa da Faculdade de Letras da UFRJ.
Proficiente em Inglês pela Universidade de Cambridge
(CPE), Inglaterra.
Foi professor de Educação Básica das redes estadual
(Ensino Médio) e federal (Ensino Fundamental e Médio).
Autor de livros didáticos de Inglês.
Kátia Cristina do Amaral Tavares
Doutora em Linguística Aplicada e Estudos da Linguagem
pela PUC-SP.
Mestre em Letras Anglo-Germânicas pela UFRJ.
Professora de Língua Inglesa da Faculdade de Letras da UFRJ.
Foi professora de Educação Básica das redes estadual
(Ensino Médio) e federal (Ensino Fundamental e Médio)
e de Ensino Superior na PUC-Rio.
Autora de livros didáticos de Inglês.
1a edição | São Paulo | 2015
Diretoria de conteúdo e inovação pedagógica
Mário Ghio Júnior
Diretoria editorial
Lidiane Vivaldini Olo
Gerência editorial
Luiz Tonolli
Editoria de Língua Estrangeira e Arte
Mirian Senra
Edição
Carmela Ferrante, Danuza Dias Gonçalves e
Barbara Manholeti (estag.)
Arte
Ricardo de Gan Braga (superv.),
Andréa Dellamagna (coord. de criação), Erik TS (program. visual),
Leandro Hiroshi Kanno (editor de arte),
Luiza Massucato (assist. de arte) e
Tangente Design (diagram.)
Revisão
Hélia de Jesus Gonsaga (ger.), Rosângela Muricy (coord.),
Ana Paula Chabaribery Malfa, Luís Maurício Boa Nova e
Brenda Morais (estag.)
Iconografia
Sílvio Kligin (superv.), Claudia Bertolazzi (pesquisa),
Cesar Wolf e Fernanda Crevin (tratamento de imagem)
Ilustrações
Galvão Bertazzi
Cartografia
Eric Fuzii, Marcelo Seiji Hirata,
Márcio Santos de Souza e Robson Rosendo da Rocha
Fotos da capa
Ópera de Sydney – Cultura Travel/Gary John Norman/
Getty Images
Monte Rushmore – Jeremy Woodhouse/Getty Images
Elevador Lacerda – Filipe Frazao/Shutterstock/Glow Images
Canguru – MyLoupe/UIG/Getty Images
Ônibus inglês – Songquan Deng/Shutterstock/Glow Images
Protótipos
Magali Prado
Título original da obra: Way to English for
Brazilian Learners – 7o ano
Copyright © Claudio de Paiva Franco e
Kátia Cristina do Amaral Tavares
Direitos desta edição cedidos à Editora Ática S.A.
Avenida das Nações Unidas, 7221, 3o andar, Setor C
Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061
www.atica.com.br / [email protected]
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Franco, Claudio de Paiva
Way to English for Brazilian Learners : língua
estrangeira moderna : inglês : ensino fundamental II /
Claudio de Paiva Franco, Kátia Cristina do Amaral Tavares.
-- 1. ed. -- São Paulo : Ática, 2015.
Obra em 4 v. para alunos do 6o ao 9o ano.
1. Inglês (Ensino fundamental) I. Tavares, Kátia
Cristina do Amaral. II. Título.
15-03092 CDD-372.652
Índice para catálogo sistemático:
1. Inglês : Ensino fundamental 372.652
2015
ISBN 978 85 08 17341 9 (AL)
ISBN 978 85 08 17342 6 (PR)
Cód. da obra CL 713390
CAE 543 641 (AL) / 543 642 (PR)
1a edição
1a impressão
Impressão e acabamento
2
Apresentação
Caro aluno
Você já deve ter percebido a presença da língua inglesa em
seu dia a dia – em filmes, músicas, jogos eletrônicos, sites etc.
Na Internet, o inglês é bastante utilizado para a divulgação de
conteúdos para pessoas do mundo inteiro. Na comunicação
entre indivíduos de diferentes países, seja a distância, seja
presencialmente, a língua inglesa também é muito usada.
Assim, aprender inglês é importante para ter acesso a tudo
isso e poder participar de interações nesse idioma de forma
ativa e crítica.
Esta coleção foi planejada pensando em contribuir para sua
formação como indivíduo que utiliza a linguagem em diversas
práticas sociais. Dessa forma, as atividades foram elaboradas a
partir de situações de uso da língua inglesa para que você seja
capaz de desenvolver, de forma integrada, as habilidades de
ler, ouvir, falar e escrever em inglês. Além disso, a diversidade
cultural e a riqueza da variedade linguística são valorizadas.
Ao longo dos quatro volumes, você encontra uma grande
variedade de gêneros textuais e de temas de relevância para
você e a sociedade como um todo. Ao aprender a língua
inglesa, você descobre novas formas de pensar, sentir e agir
no mundo. Nesta coleção, o ensino da língua não acontece
de maneira isolada, é sempre articulado com as demais
disciplinas do currículo, convidando você a refletir criticamente
sobre diversas questões e a participar mais ativamente da
sua comunidade.
Como buscamos valorizar seu papel na construção coletiva
do conhecimento ao longo de toda a obra, esperamos que, ao
utilizar a coleção, você se sinta sempre convidado a se engajar
com entusiasmo, junto com seus colegas e seu professor,
em um processo de aprendizagem colaborativo, prazeroso e
enriquecedor.
Os Autores
3
Conheça seu livro
Conheça as seções que fazem parte deste livro.
Esta seção, além de retomar algumas estratégias de aprendizagem e de Music
leitura estudadas no volume anterior, apresenta novas estratégias que vão Matters
ajudar você a se sentir mais confiante para realizar as atividades propostas ao
longo do livro. Warming Up!
Leia o texto abaixo para responder às questões 1-5. Who are these people? What do they do?
Why are fruits and vegetables good for you?
Fruits and vegetables are good for you because they
provide important vitamins, minerals, fiber, and natural
plant compounds known as phytochemicals. As well as
their health benefits, these phytochemicals are responsible
for the color, taste and smell of a fruit or vegetable.
From: GRAIMES, Nicola. KidsÕ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 8.
1 Identifique, no texto acima, palavras parecidas com o português, como fruits
(frutas).
2 Extraia fragmentos do texto equivalentes às expressões abaixo.
a. compostos naturais de plantas
b. benef’cios ˆ saœde
c. cor, sabor e cheiro
3 Segundo o texto, por que frutas e legumes fazem bem para as pessoas?
Aleksey Troshin/Shutterstock/Glow Images Using the
Neale Cousland/Shutterstock/Glow Images
Zoran Karapancev/Shutterstock/Glow ImagesDictionary
Jemal Countess/Time Inc/Getty Images
Além do glossário deste livro (página 176), você tem o hábito de usar
dicionários para consultar palavras em inglês? Você já utilizou algum dicionário
na Internet ou no celular?
Ao fazer os exercícios desta seção, você vai aprender a usar dicionários de
diferentes tipos para ajudar na sua aprendizagem de inglês.
Leia o trecho abaixo para responder às questões 1-4.
Nearly two dozen
countries – from
Australia to Nigeria to
Mexico – print money
on SHEETS OF PLASTIC
instead of paper. These
brightly colored bills
are so tough they can
be washed with soap
and water.
4 Assinale os itens abaixo que estão corretos em relação aos fitoquímicos. tip Available at: 5,000 Awesome Facts (About everything!). National Geographic Kids.
washington, D.C.: National Geographic, 2012. p. 131. (Fragment).
Os fitoqu’micos são nutrientes provenientes de frutas e legumes. Antes de
Ainda não conhecemos os efeitos benŽficos dos fitoqu’micos na saœde. recorrer ao 1 Você pode deduzir que o trecho acima é parte integrante de qual texto?
Os fitoqu’micos são respons‡veis pela cor, sabor e cheiro de frutas e legumes. dicionário,
busque inferir “35 Amazing Facts About Africa”
8 o significado “50 winning Facts About the olympics” 32
de palavras “25 money Facts That will make You say Ka-ching!”
Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 8 12/05/15 17:38 desconhecidas Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 32 12/05/15 11:51
a partir da 2 O texto se refere a cédulas de qual material?
Tips into Practice observação do Warming Up
contexto em Plastic. Paper.
que elas são
utilizadas. 3 No texto, quais palavras são utilizadas para caracterizar esse tipo de cédula?
“colored”, “bills”. “colored”, “tough”.
Apresenta dicas para você colocar em 4 Observe o contexto de uso da palavra tough no texto acima. Em seguida, Explore o título da unidade e as
prática diversas estratégias de leitura e imagens de abertura para levantar
consulte o Dicionário 1, na página seguinte, e assinale o melhor termo hipóteses relacionadas ao tema.
aprendizagem. equivalente em português para tough no texto em questão.
Forte. Difícil.
16
Using the Dictionary
Apresenta exercícios e dicas de uso
de diferentes tipos de dicionários
bilíngues e monolíngues.
Before Reading Taking it Further
1 In your opinion, is it important to be fashionable? Why (not)? Read the text below and do exercises 1-4.
2 Take a look at the layout, the structure and the source of the following text. www.ossur.com/corporate/team-ossur/alan-oliveira
Then, mark the correct item that completes each sentence below.
a. Debate.org is an online Alan Oliveira
community. newspaper. It doesnÕt matter what you dream, Julian Finney/Getty Images
what matters is to dream and make it come true.
b. The text is composed of
What is your ultimate sporting ambition?
a debate topic (“Is fashion harmful to society?”) and two online forum posts. I want to be the most popular athlete in the
world and to be the best in all races. I also want
an opinion poll (“Is fashion harmful to society?”) and four online forum posts. to compete in the Olympics.
c. The online forum posts on the right (“Fashion is art.” / “Fashion shows a Vocabulary Study What do you like doing outside of your sport?
person’s creativity.”) shows I like to play video games, to go to the movies,
to do some radical sports and skating.
positive views on fashion. negative views on fashion. Sports
14 1 Listen to the recording and repeat the words from the box below. Then, use When you have time to see your friends, what
tip 3 What do you expect to read in the text below? do you like to do?
them to complete the following gaps as in the example. I like to have fun and talk. I try to forget a little
Use o que você Reading bit about athletics.
já sabe sobre beach volleyball • gymnastics • horseback riding
o assunto e Now read the text below to check your predictions. basketball • judo • running • sailing • soccer • swimming • tennis Available at: <www.ossur.com/corporate/team-ossur/alan-oliveira>. Accessed in: October 2014. (Fragment.)
o gênero do www.debate.org/opinions/is-fashion-harmful-to-society
texto para Reprodu•‹o/<www.debate.org> Christopher Lee/Getty Images Athlete: Stephane Reix/For Picture/Corbis/Latinstock Athlete: tip 1 The text above is in the section
estabelecer Daniel Dias Sarah Menezes
hipóteses Identifique se
sobre o que PlAce of birth: PlAce of birth: o texto Ž um
você vai ler. Campinas, São Paulo Teresina, Piauí anœncio, p™ster,
entrevista
+ CREATE NEW TOPIC SPort: SPort: etc. para, com “Facts and Highlights”. “Q&A” (Questions and Answers).
swimming base no que
Is fashion harmful to society? voc• j‡ sabe 2 According to Alan’s quote, what is really important?
YES or NO sobre esse
g•nero textual, What you dream. To have a dream and make it come true.
compreender
51% say Yes 49% say No melhor o texto, 3 Mark the correct statements about Alan.
seus objetivos e
I feel that fashion is harmful to society, because Fashion is art. “Fashion is the most powerful sua estrutura. a. He is a Brazilian Paralympic athlete.
b. He wants to be the most popular athlete in the world.
it promotes a culture that is based solely on art there is. It shows the world who we are Scott Barbour/Getty Images Athlete: Popperfoto/Getty Images Athlete: c. He never forgets about athletics.
Thomaz Bellucci Marta d. He likes to have fun and talk to his friends.
appearance. The fashion industry encourages an and who we’d like to be.” It’s movement,
PlAce of birth: PlAce of birth: 4 What does Alan like doing? Choose the pictures below that refer to his
unrealistic outlook for men and women in regards design and architecture all in one. [...] Tietê, São Paulo Dois Riachos, Alagoas
favorite activities.
to their bodies and their looks. [...] Summing it up, fashion is a daily way to SPort: SPort:
Posted by: MilitaryGregorio28 Report Post embrace art and express who you are or who
Like Reply 62 you want to be.
Fashion is definitely harmful to society, because Report Post
it inspires people to make potentially harmful Like Reply 64 3
lifestyle choices. Societal problems, such as Fashion shows a person’s creativity. Fashion Ilustrações: Galvão Bertazzi/Arquivo da editora
anorexia and teen violence, are exemplary as to shows what type of person someone is, and
why fashion can actually be harmful. The media without that kids are the same as everyone
pushes the idea of beauty, as it is associated with else. [...] Report Post Oleg Nikishin/FIVB/Getty Images Athlete: Alexandre Loureiro/Getty Images Athlete:
apparently emaciated super models and punks Like Reply 51 Emanuel Rego Robert Scheidt
wearing baggy pants and chains. [...] PlAce of birth: PlAce of birth:
Curitiba, Paraná São Paulo, São Paulo
Posted by: UtterDusty75 SPort: SPort:
Report Post Athlete: Athlete:
Tiago Splitter Luiza Almeida
Like Reply 25 PlAce of birth: PlAce of birth
Joinville, Santa Catarina São Paulo, São Paulo
Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014. SPort: SPort:
102 Unit 6 92 Unit 5
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Reading Taking it Further
Prepare-se para ler o texto principal 90 Unit 5 Amplie seus conhecimentos sobre o
da unidade, fazer atividades de tema da unidade.
compreensão e refletir criticamente Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 90 12/05/15 11:54
sobre o texto que acabou de ler.
Vocabulary Study
Estude o vocabulário de forma
sistemática e contextualizada.
4
Language in Use Listening and Speaking
Question Words 1 What holidays are celebrated in your school? How do you usually celebrate them?
1 Read the following fragments from page 122 and mark the correct item that 9 2 Listen to a ten-year-old boy talk about his favorite holiday. The recording is part
completes each sentence below. of an online project that invites children to share podcasts about celebrations
I. “How do I get there?” III. “Do they have parking facilities?” all over the world. Choose the picture that best illustrates his favorite holiday.
II. “Where can I stay near there?” IV. “... where can I store my luggage?” tip
Sergio Israel/Pulsar Imagens
a. Which fragment is a yes/no question (the expected answer is either “yes” or “no”)? Yoshikazu Tsuno/Agência France-Presse Podcast é um
arquivo digital
Fragment I. Fragment III. Fatih Aktas/Anadolu Agency/Getty Images de áudio que
está disponível
b. Which fragments are Wh-questions (the questions start with a question word)? na Internet.
Os conteúdos
Fragments I, II and IV. Fragments II, III and IV. podem variar Listening and
bastante, mas é Speaking
c. Which question word refers to places? Language in Use comum haver
depoimentos, Participe de
“How” (Fragment I). “Where” (Fragments II and IV). Aprimore seus entrevistas, atividades de ouvir e
conhecimentos dicas, falar ingl•s, com uso
d. Which question word refers to manner? gramaticais a partir 9 3 Listen to the recording once more and mark the correct item that answers instruções e/ou de ‡udio e com seus
de situa•›es de uso comentários colegas.
“How” (Fragment I). “Where” (Fragments II and IV). da l’ngua. each question below. em geral.
2 What tourist attraction is the text below about? Read it quickly and answer a. Where is the boy from? Turkey. tip
China.
the questions on the following page as in the example. Antes de ouvir
o áudio, leia
How to Get to the Top of Corcovado? b. When is Çocuk Bayrami celebrated? os itens do
April 21st. exercício para
There are a few viable ways: April 23rd. conhecer as
informações
Bus + Train From Copacabana and c. What do people do each year? solicitadas.
They wear different costumes, sing songs and dance. Você deverá
Ipanema you can catch local bus 583 and prestar
atenção a
from Largo do Machado 422, 569 or 498 – elas durante
a escuta.
they go to Cosme Velho where the train They perform plays and exchange expensive presents. Faça isso
em todos os
leaves from. You can also get a subway 9 4 Listen to the recording again and check your answers to exercise 3. exercícios de
compreensão
+ bus integrated ticket that drops you at oral.
the same stop. The train departs every 5 Interview your classmates to find out about their experiences concerning
30 minutes 8:30h/19:00h everyday. different holidays. Complete the chart below with your classmates’ names
when their answer is affirmative. Take turns as in the following example.
Taxi + Train Same thing as the
bus, but a bit more expensive and in
compensation a lot faster if you live in Language
Note
Copacabana, Ipanema or Leblon. Find someone who... ClassmatesÕ names
We use
Van From the subway station Largo do at before
celebrations: at
Machado you can take a van all the way visits the family at Christmas. Christmas, at
spends New Year’s Eve with friends. Easter.
to the top and back, the same service you eats chocolate eggs on Easter Sunday. We use on
Student A: Do you visit the family at Christmas? before dates and
have from Praça do Lido in Copacabana. Student B: Sure! How about you? special holidays:
on Easter
Tickets are sold at a desk at the subway Christ The Redeemer on Corcovado mountain as seen from a Sunday, on my
birthday.
station that is open everyday 8:00h/17:00h. small plane.
Adapted from: <www.gringo-rio.com/sights-in-rio/rio-de-janeiro-attractions/corcovado>. Accessed in: December 2014.
A Tour Around Brazil 127 Let's Celebrate! 63
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Writing Looking Ahead
In this unit you have read some online forum posts on pages 102, 107 and 108. Read the following texts. Then, talk to a classmate and answer the questions below.
Basically, a forum is a place online where forum members can interact and
discuss various topics. An initial post opens the forum and presents one or more Reprodu•ão/<www.thesun.co.uk> tip
topics for discussion. Then, forum members post messages with their views on Reprodu•ão/<www.dailymail.co.uk>
the subject and to reply to previous ones. They can share personal opinions Email address Password Apoie-se
and a lot of information. nas imagens
e no seu
tip 1 Write a reply to the opening post from the forum on page 102 (“Is fashion School boots out conhecimento
four-year-old because de mundo
Ao revisar harmful to society?”). of ÔBeckhamÕ hair para inferir
os textos, o significado
considere, Writing Context de termos
por exemplo: desconhecidos
Before writing your text, match the columns below to identify the Bullied 12-year-old girl who was e compreender
• objetivo: elements of the writing context. threatened with expulsion from school melhor o texto.
As infor- for refusing to cut her natural afro hair
Writing mações a. Writer: classmates and other people is welcomed back without having to
estão b. Readers: classroom board/Internet cut a single strand
Escreva um texto a adequadas c. Genre: you
partir da observa•‹o ao objetivo d. Objective: informal tone Looking Ahead Available at: <www.thesun.co.uk/sol/ Available at: <www.dailymail.co.uk/news/
do texto? e. Style: online forum post homepage/news/4399544/School-boots- article-2516925/Vanessa-Van-Dyke-12-threatened-
de textos que voc• f. Media: discuss if fashion is harmful to Debata com seus expulsion-refusing-cut-afro-hair-welcomed-school.
explorou na unidade. • conteúdo: society colegas quest›es out-four-year-old-because-of-Beckham-
Há pelo relevantes sobre o hair.html>. Accessed in: October 2014. html>. Accessed in: January 2015.
menos um tema da unidade.
argumento a. O que as notícias dos dois jornais têm em comum?
para
justificar b. Você já foi vítima de preconceito por adotar algum corte de cabelo ou penteado?
a opinião
expressa? Step by Step c. Na sua opinião, as escolas agiram corretamente? Por quê (não)?
Ele está 1. Write down your ideas and experiences concerning the question presented in
claro e Read the following quote by Coco Chanel (1883-1971), a famous French fashion
coerente? the post that opens the forum. designer. Do you agree with it? Talk to a classmate and discuss your ideas about it.
• linguagem: 2. If necessary, talk to other people and/or do research on the Internet to get PHOTOCREO Michal Bednarek/Shutterstock/Glow Images Fashion is not something that exists in dresses only.
A resposta more information on the topic. Fashion is in the sky, in the street, fashion has to do
está
redigida de 3. Write a first draft of the post. Include one or two arguments to support your with ideias, the way we live, what is happening.
maneira opinion.
clara e Coco Chanel.
objetiva? 4. Exchange posts with a classmate and discuss both texts.
5. Make the necessary corrections.
• ortografia: 6. Write the final version of the post.
As palavras
estão
escritas
correta-
mente?
Reescreva
seu texto
com base na
revisão feita
por você e
seus colegas.
2 It’s time to share your post with your Nonwarit/Shutterstock/Glow Images Extra Reading
<www.theguardian.com/sustainable-business/sustainable-fashion-blog>
classmates. You can organize all the <www.huffingtonpost.com/2013/11/26/vanessa-vandyke-expelled_n_4345326.html>
posts on a classroom board or create
a real online forum. Then read your Extra Video
classmates’ posts and choose one (or <http://video.teenvogue.com/series/global-threads>
more) to reply to.
112 Unit 6 Fashion: in or out? 113
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Time for Fun! 2A
It’s time to play a board game with your classmates. Traditional Clothing around the World (First Part)
You need: INSTRUCTIONS Na unidade 6, você falou sobre roupas. Observe como as imagens abaixo mostram
roupas tradicionais de regiões do Brasil e do mundo e leia a tarefa a seguir para fazer
Galv‹o Bertazzi/Arquivo da editora • Comece o jogo na casa START. a primeira parte do Project 2, Traditional Clothing around the World.
• Jogue o dado para mover sua peça.
• Faça o que se pede em cada casa. TASK: In small groups, search for pictures of clothing that have characterized different regions
• Ganha o jogo quem chegar primeiro à in Brazil and around the world for a number of generations. Write down the name of each
piece of traditional clothing, the region or country where people usually wear it and, if
casa FINISH. possible, its cultural and/or historical meaning.
a die a counter
Review, Time Brazilian ÒbombachaÓ Indian sari Project
(baggy riding pants)
for Fun!, Thinking Planeje, desenvolva
Gerson Gerloff/Pulsar Imagens e apresente projetos
about Learning Photodisc/Getty Images interdisciplinares em
grupo.
Reveja os conteœdos Michal Durinik/Shutterstock/Glow Images
Galv‹o Bertazzi/Arquivo da editora trabalhados, divir- Takayuki/Shutterstock/Glow Images
ta-se com jogos
e avalie sua Hawaiian Muumuu dress Japanese kimono
aprendizagem a cada
duas unidades.
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 117 Review 3 117 In this part of the project, it is only necessary to select pictures of Go to page
tradicional clothing and write down some basic information to identify 153 for the
12/05/15 11:59 each piece of clothing. Later, you are going to display the pictures on a second part of
thematic map. this project.
Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 119 Project 2A 119
12/05/15 12:00
Ao final do livro, a se•‹o Vocabulary Corner organiza o vocabul‡rio aprendido. A se•‹o Language
Reference in Context resume conteœdos lingu’sticos de forma contextualizada e apresenta novos
exerc’cios para voc• estudar. O Glossary traz o significado das palavras que aparecem no livro.
5
Contents
Conhe•a seu livro ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 4
Tips into Practice ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 8
Using the Dictionary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 16
Digital LetÕs
World Celebrate!
• Exploring cartoons • Exploring fact files
• Establishing connections with Portuguese, Maths and Arts • Establishing connections with History and Geography
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 18 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 52
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 20 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 54
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56
Internet Slang ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Holidays ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 24 Action Verbs ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 57
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 25 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 58
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59
Review: verb to be, there is/there are, can, imperative ˚ ˚ ˚ ˚ ˚ ˚ 25 Present Simple (I/ You/ We/ They) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 28 Adverbs of Frequency ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 61
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 30 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 63
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 31 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 64
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 65
Music We Are All
Matters Human
Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora • Exploring lyrics and parodies • Exploring quizzes
• Establishing connections with Science and Arts • Establishing connections with Science, Portuguese and Arts
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 32 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 66
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 34 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 68
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
Kinds of Music ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 The Body ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70
Musical Instruments ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 72
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 38 Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39
Present Continuous ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39 Present Simple (He/She/It) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 42 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 77
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 44 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 78
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 45 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 79
Review 1 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 46 Review 2 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 80
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 49 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 83
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 50 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 84
Project 1A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 51 Project 1B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 85
6
Empowerment A Tour Around
through Sport Brazil
• Exploring opinion polls • Exploring maps
• Establishing connections with Physical Education and Arts • Establishing connections with Geography and Arts
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 86 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 120
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 88 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 122
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124
Sports˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 Tourist Attractions ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 92 Means of Transportation ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 125
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 126
Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127
Review: Present Simple ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Question Words ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127
Object Pronouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 95 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 130
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 96 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 132
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 98 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 133
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 99
Fashion: Eat a
in or out? Rainbow
• Exploring online forum posts • Exploring recipes
• Establishing connections with Arts, History, Geography • Establishing connections with Science
and Science Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 134
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 136
Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 100 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138
Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 102
Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Food ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 140
Clothes ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141
Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 106
Language in Use˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Countable and Uncountable Nouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141
Expressions of Quantity ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 143
Present Simple or Present Continuous? ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 144
Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 110 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 146
Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 112 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 147
Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 113
Review 3 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 114 Review 4 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 148 Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 117 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 151
Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 118 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 152
Project 2A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 119 Project 2B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 153
Vocabulary Corner ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 154
Language Reference in Context ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 165
Glossary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 176
Index ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 183
Bibliography ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 184
7
Aleksey Troshin/Shutterstock/Glow Images Esta seção, além de retomar algumas estratégias de aprendizagem e de
leitura estudadas no volume anterior, apresenta novas estratégias que vão
ajudar você a se sentir mais confiante para realizar as atividades propostas ao
longo do livro.
Leia o texto abaixo para responder às questões 1-5.
Why are fruits and vegetables good for you?
Fruits and vegetables are good for you because they
provide important vitamins, minerals, fiber, and natural
plant compounds known as phytochemicals. As well as
their health benefits, these phytochemicals are responsible
for the color, taste and smell of a fruit or vegetable.
From: GRAIMES, Nicola. KidsÕ Fun & Healthy Cookbook. New York: DK Publishing, 2007, p. 8.
1 Identifique, no texto acima, palavras parecidas com o português, como fruits
(frutas).
2 Extraia fragmentos do texto equivalentes às expressões abaixo.
a. compostos naturais de plantas
b. benefícios à saúde
c. cor, sabor e cheiro
3 Segundo o texto, por que frutas e legumes fazem bem para as pessoas?
4 Assinale os itens abaixo que estão corretos em relação aos fitoquímicos.
Os fitoquímicos são nutrientes provenientes de frutas e legumes.
Ainda não conhecemos os efeitos benéficos dos fitoquímicos na saúde.
Os fitoquímicos são responsáveis pela cor, sabor e cheiro de frutas e legumes.
8
Reprodu•‹o/WWF Canada5 Muitas vezes, algumas estratégias de leitura, como observar palavras
parecidas com o português e o uso de imagens, nos ajudam a compreender
um texto. O que ajudou você a compreender o texto?
Leia o texto abaixo para responder às questões 6-9.
that's where we come in. because conservation can't live in silence. to turn conservation into
conversation, visit us at www. panda.org. donate your voice. JOIN US TODAY. FOR FREE.
Available at: <www.panda.org>. Accessed in: April 2015.
6 Qual o objetivo do pôster (campaign poster) acima?
Explicar que os leopardos não falam.
Incentivar a preservação de certas espécies de animais.
7 Explique, com suas próprias palavras, a relação entre o objetivo da
campanha e o trecho “turn conservation into conversation”.
8 Assinale as estratégias utilizadas no texto para chamar a atenção do leitor.
a. The use of difficult words.
b. The use of an unusual image of a tiger.
c. The use of the imperative (“visit”, “donate”, “join”).
d. The use of a catchy phrase (“Because they can't speak for themselves”).
9 O que ajudou você a compreender o texto?
Tips into Practice 9
Nesta seção, pense nas estratégias de aprendizagem e de leitura que você
já usa e aprenda outras. Antes de fazer os exercícios sobre o texto abaixo,
conheça algumas dicas de estratégias que são importantes antes, durante e/ou
depois da leitura do texto.
tip
A
Ative seu conhecimento prévio sobre o tema do texto
para favorecer o estabelecimento de hipóteses sobre
o que será lido.
tip
B
Annie Griffths Belt/National Geographic Creative I HAVE DOWN Faça previsões
SYNDROME sobre o texto a
partir do título e
das palavras-
-chave.
tip Know me before
you judge me
C
Busque
relacionar a
legenda tanto à
imagem quanto
às ideias do
texto.
I have Down syndrome. But IÕm a normal teenager.
tip Even though I have Down syndrome, my life is a lot like yours. tip
I read books and watch TV. I listen to music with my friends. I’m on
D the swim team and in chorus at school. And I get along with my F
sisters – except when they take my CDs without asking!
Apoie-se no Busque inferir
vocabulário já Some of my classes are with typical kids, and some are with kids with o significado
conhecido e learning disabilities. I have an aide who goes with me to my harder de palavras
em palavras classes, like Math and Biology. She helps me take notes and gives me desconhecidas
parecidas com tips on how I should study for tests. a partir da
o português observação do
para ajudá-lo na contexto em
compreensão que elas são
do texto. utilizadas.
tip Having Down syndrome is what makes me “me.” And I’m proud tip
of who I am. I’m a hard worker, a good person, and I care about my
E friends. G
Não se Adapted from: NATIONAL GEOGRAPHIC KIDS, Identifique a
preocupe com December 2006/ January 2007, p. 34-35. fonte do texto
as palavras para ajudá-lo a
desconhecidas, criar hipóteses
pois nem sobre o que
sempre é será lido.
necessário
saber o
significado de
cada palavra
para atingir
o objetivo de
leitura.
10
Para fazer as atividades a seguir, utilize as dicas de estratégias de leitura tip
sugeridas.
A
1 What do you know about Down syndrome? Mark the items below that are
can help you!
correct about this syndrome.
Down syndrome is a genetic disorder.
It causes learning disabilities in children.
It occurs when an individual has an extra chromosome.
All people with Down syndrome have the same personality and abilities.
2 Before reading the text on page 10, take a look at the title, picture and
source. Then, mark the correct item that completes each sentence below.
a. The text is about tip
people with Down syndrome. B
a teenager with Down syndrome. can help you!
b. The text is from a
magazine. website.
c. The publication is for tip
adults. G
children and teenagers. can help you!
Now read the text on page 10 and do exercises 3-7. tip
C
3 Is the girl’s perspective on her condition positive or negative? can help you!
tip
4 Mark the activities below that are part of the girl’s life. D
can help you!
Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
Tips into Practice 11
5 Based on the text, mark the correct statements below.
In the girl’s opinion, her life is very different from the lives of other kids.
Math and Biology are difficult school subjects for her.
There is a person who helps the girl at school.
All her classes are with typical kids.
6 How can we say “And I’m proud of who I am.” in Portuguese?
“E eu me orgulho de quem eu sou.” tip
F
“E eu me envergonho de quem eu sou.” can help you!
7 A jovem que aparece no texto da página 10 se chama Melissa Riggio. A partir
da leitura desse texto, complete o texto abaixo, retirado do site de Melissa.
tip www.riggio.net
H Michael Loccisano/FilmMagic
Estabeleça
relações entre
diferentes
textos em língua
inglesa.
tip My name is Melissa Riggio. I’m eighteen years old
I and I am graduating from high school this June. I have
Ao aprender but is a lot like
novas palavras,
busque yours. I sing in my school , I am on the
aprender
também como team and I work at our local YMCA.
pronunciá-las.
Por exemplo, ao Available at: <www.riggio.net>. Accessed in: September 2014.
pronunciarmos
a palavra chorus,
notamos mais
facilmente sua
semelhança
com “coro” em
português.
12
Read the following text and do exercises 8-12. Learn new tips! Reprodu•‹o/Newsweek
tip tip
J K
Identifique se Observe as
o texto é um relações entre
anúncio, cartum, os elementos
pôster etc. verbais
para, com base (palavras) e
no que você já não verbais
sabe sobre esse (imagens,
gênero textual, cores, tipos e
compreender tamanhos de
melhor o texto, fonte etc.).
seus objetivos e
sua estrutura.
tip tip
L M
Note que o título Note que os
apresenta a subtítulos
ideia geral do ampliam/
texto. detalham a ideia
apresentada no
título.
tip
From: NEWSWEEK, July 24, 2013. N
8 Mark the correct item that completes each sentence below. Busque sempre
identificar a
a. The text is a que elemento
o pronome se
magazine cover. motivational poster. refere para
compreender
b. The name of the publication is como as ideias
se relacionam
em um texto.
Newsweek. You can live forever.
9 Identifique, no texto acima, palavras parecidas com o portugu•s. De quais
outras palavras voc• j‡ conhece o significado?
Tips into Practice 13
10 Qual a relação entre a imagem e o título do texto?
11 No subtítulo “Is immortality plausible? Or is it quack science?”, a que
palavra o pronome “it” se refere?
12 Ao observar o contexto de uso da expressão “quack science”, podemos
inferir qual significado?
ciência plausível, aceitável. ciência fraudulenta, mentirosa.
Read the following text and do exercises 13-17.
Do Do
be sure to finish your wash your hands both
meal as wasting food is before and after eating,
considered extremely pay close attention to
disrespectful. the fingernails.
Don't Don't Galv‹o Bertazzi/Arquivo da editora
eat too quickly or too eat with your left hand, it's
slowly, a medium pace considered unclean. Use the
right hand instead, cutlery
is important.
is rarely provided.
Available at: <http://visual.ly/dining-etiquette-around-world-0>. Accessed in: September 2014.
13 What is the main objective of the text above?
To provide examples of good and bad restaurants in India.
To explain the do’s and don’ts (rules) of Indian eating etiquette.
14
14 Based on the text, mark the correct statements below.
a. It is important to eat slowly.
b. It is a sign of disrespect to leave food on your plate.
c. It is important to wash your hands before and after eating.
d. In India, it is not a problem to eat with your left or right hand.
15 The imperative is used in the text to
wish things.
give instructions.
16 Match the opposites below.
a. after (as in Òafter eatingÓ) start tip
b. disrespectful (as in Òextremely disrespectfulÓ) respectful O
c. finish (as in Òfinish your mealÓ) clean Busque associar
as palavras
d. left (as in Òeat with your left handÓ) slowly aos seus
antônimos como
e. quickly (as in Òeat too quicklyÓ) before uma forma
de ampliar
f. unclean (as in ÒitÕs considered uncleanÓ) right e estudar o
vocabulário.
17 Get to know other eating customs from different countries! Complete the
following texts with items from exercise 16.
Japan NFdesign/Shutterstock/Glow Images
DO:
It is polite to say how grateful you are for receiving the meal
eating and to say thanks after finishing it.
Saudi Arabia hand as the left
DONÕT:
If using your hands to eat, only use your
is considered unclean.
Thailand
DO:
Eat – Thais like to spend a lot of time over meals,
exchanging conversation with families and friends. Mealtime is a leisure time.
Available at: <www.foodnculture.com/food-etiquette-around-the-world-rtr/>.
Accessed in: January 2015.
Tips into Practice 15
Using the
Dictionary
Além do glossário deste livro (página 176), você tem o hábito de usar
dicionários para consultar palavras em inglês? Você já utilizou algum dicionário
na Internet ou no celular?
Ao fazer os exercícios desta seção, você vai aprender a usar dicionários de
diferentes tipos para ajudar na sua aprendizagem de inglês.
Leia o trecho abaixo para responder às questões 1-4.
Nearly two dozen Neale Cousland/Shutterstock/Glow Images
countries – from
Australia to Nigeria to
Mexico – print money
on SHEETS OF PLASTIC
instead of paper. These
brightly colored bills
are so tough they can
be washed with soap
and water.
tip Available at: 5,000 AWESOME Facts (About Everything!). National Geographic Kids.
Washington, D.C.: National Geographic, 2012. p. 131. (Fragment).
Antes de
recorrer ao 1 Você pode deduzir que o trecho acima é parte integrante de qual texto?
dicionário,
busque inferir “35 Amazing Facts About Africa”
o significado “50 Winning Facts About the Olympics”
de palavras “25 Money Facts That Will Make You Say Ka-ching!”
desconhecidas
a partir da 2 O texto se refere a cédulas de qual material?
observação do
contexto em Plastic. Paper.
que elas são
utilizadas. 3 No texto, quais palavras são utilizadas para caracterizar esse tipo de cédula?
“colored”, “bills”. “colored”, “tough”.
4 Observe o contexto de uso da palavra tough no texto acima. Em seguida,
consulte o Dicionário 1, na página seguinte, e assinale o melhor termo
equivalente em português para tough no texto em questão.
Forte. Difícil.
16
Observe, a seguir, o verbete referente à palavra tough em quatro
dicionários diferentes para responder às questões 5 e 6.
Banco de imagens/Arquivo da editra Dicionário 1 www.learnersdictionary.com
tough /tʌf/ adj (tougher, -est) 1 duro 2 forte, sólido 3 (medida) rígido 4 (carne) duro Dicionário 4
5 (decisão, etc.) difícil: to have a tough time passar por uma situação difícil 6 (coloq):
Tough (luck)! Azar o seu! LOC (as) tough as nails / old boots (coloq) duro na queda ◆ tough /tʌf/ adjective
be/get tough (with sb) ser rigoroso (com alguém) toughen vt, vi ~(sth/sb) (up) tornar algo/
alguém, tornar-se mais rígido/forte/difícil toughness s 1 dureza, resistência 2 firmeza tougher; toughest
From: DICIONÁRIO OXFORD ESCOLAR: para estudantes Learner’s definition of TOUGH
brasileiros de inglês. Oxford: Oxford University Press, 2007. p. 703.
1 a: very difficult to do or deal with
Dicionário 2
• a tough [=hard] assignment/problem
tough • tough choices
tuhf • She had a tough time in college.
adjective, tough-er, tough-est. • It’s been a tough year for our family. = This
1. strong and durable, not easily broken or cut.
2. not brittle or tender. year has been tough on [=hard on] our family.
3. difficult to masticate, as food: a tough steak.
4. of viscous consistency, as liquid or semiliquid matter: tough molasses. b: often followed by to + verb
5. capable of great endurance; sturdy; hardy: tough troops.
6. not easily influenced, as a person; unyielding; stubborn: a tough man • It was tough to quit smoking.
• The problem was tough to solve.
to work for.
Definitions Synonyms Learners Orig 2 a: physically and emotionally strong: able to do
Available at: <Dictionary.com> (App) hard work, to deal with harsh conditions etc.
Dicionário 3 • tough soldiers
• Are you tough enough for the job?
tough /tʌf/ adj
1 difficult: Starting a new job can be tough. b: physically strong and violent
2 not easily damaged, cut etc: Children’s shoes have to be tough.
3 strong and not afraid of violence: a tough guy •tough criminals
•He’s been hanging around with a brunch of
From: CAMBRIDGE ESSENTIAL ENGLISH DICTIONARY: The best start to
learning English. Cambridge: Cambridge University Press, 2004. p. 334. tough guys.
3 a: strong and not easily broken or demaged
• tough fibers
• The rug is made of tough material.
b: difficult to cut or chew
• tough meat
Available at: <www.learnersdictionary.com/
definition/tough>. Accessed in: December 2014.
5 Correlacione as colunas abaixo.
Dicionário 1 Dicionário monolíngue online.
Dicionário 2 Dicionário bilíngue impresso.
Dicionário 3 Dicionário monolíngue impresso.
Dicionário 4 Dicionário monolíngue para celular.
6 Assinale qual(is) dicionário(s) apresenta(m) as seguintes informações sobre o
verbete tough.
1234
a. classe gramatical (adjetivo) tip
b. flexão de grau do adjetivo (comparativo e superlativo)
c. transcrição fonética Ao consultar
d. áudio com a pronúncia uma palavra
e. expressões idiomáticas com a palavra no dicionário,
f. exemplos de uso em frases é necessário
compreender
seu contexto
de uso.
17
Digital William Perugini/Shutterstock/Glow Images
World
Chris Ryan/Shutterstock/Glow Images
Warming Up!
The photos show teenagers using digital devices in different situations. What are these
digital devices? What activities do you do with technology?
18
Twin Design/Shutterstock/Glow Images
Sergey Novikov/Shutterstock/Glow Images
Learning Objectives
• to talk about the effects of technology on our lives
• to review the verb to be, there is / there are, can and the imperative
• to explore cartoons
• to establish connections with Portuguese, Maths and Arts
19
Before Reading
1 Circle the items from the box below that stand for positive effects of the
Internet on our lives.
cyberbullying • easy access to information • effective means of communication
interaction in online communities • Internet addiction
tip 2 Take a look at the layout, the title, the picture and the source of the following
Observe o text. Then, mark the correct item that completes each sentence below.
leiaute, o título,
a imagem e a. The audience of the poster is
a fonte do
texto. Isso high school students. elementary school students.
ajudará você a
compreendê-lo. b. The text presents five important actions that people take
tip in the digital world. in the school classroom.
Note que os c. The text establishes connections between the picture and
textos são
escritos em the actions of digital citizens. the clothes of digital citizens.
função do seu
público-alvo Reading
(audience),
ou seja, dos Now read the text below to check your predictions.
leitores (em
potencial). Reprodu•‹o/Common Sense Media
Available at:
<www.commonsensemedia.org/
educators/elementary_poster>.
Accessed in: September 2014.
20 Unit 1
Reading for General Comprehension
Mark the main objective of the text.
To show students the negative effects of the digital world in our lives.
To help students make safe and important decisions in the digital world.
Reading for Detailed Comprehension
1 Mark the correct statements about the text.
a. All digital citizens spend long hours using technology.
b. All digital citizens respect people in online communities.
c. All digital citizens share personal information on the Internet.
d. All digital citizens reject cyberbullying when they see it happening.
2 Complete the following sentences with the words and expressions from the
box below.
“all digital citizens” • “other digital citizens”
“listening to their instincts” • “cyberbullying”
a. In “STAND UP TO CYBERBULLYING when they see it happening”, they refers to tip
and it refers to . Observe o
contexto
b. In “RESPECT THEMSELVES AND OTHERS in online communities”, others refers para inferir
o significado
to . de palavras
e expressões
c. The expression “listening to their gut feelings” is equivalent to desconhecidas.
.
tip
Reading for Critical Thinking Procure ter
uma postura
Discuss the questions below with your classmates. crítica diante
dos textos,
a. O texto descreve o que os cidadãos digitais fazem. Na sua opinião, o que é considerando
novas
cidadania? O que um cidadão deve fazer? E como um cidadão digital deve agir? perspectivas
sobre o tema e
b. No pôster, cada ação dos cidadãos digitais está relacionada a uma parte relacionando-o
com a
do corpo ou do vestuário da menina. Por exemplo, o boné, que protege a realidade a sua
cabeça, está relacionado à proteção das informações privadas. Que relações volta.
podem ser estabelecidas entre as outras ações dos cidadãos digitais citadas
no pôster e as partes do corpo ou do vestuário da menina a que estão
ligadas?
c. Considerando as ações descritas no pôster, você e seus colegas costumam agir
como verdadeiros cidadãos digitais? O que pode ajudar vocês a exercer melhor
sua cidadania digital?
Digital World 21
Vocabulary Study
tip Internet Slang
Ao ler cartuns, Read the cartoon below and do exercises 1 and 2.
observe as
relações entre © Randy Glasbergen/<www.glasbergen.com>
os elementos
verbais e não
verbais.
GLASBERGEN,
Randy. Available at:
<www.glasbergen.
com/>. Accessed in:
September 2014.
Think about it!
No cartum acima, por que a menina diz que sua professora não é capacitada
para ensinar a escrever? Você concorda com ela? Para a menina, como se
deve escrever a palavra “you”?
1 Who uses Internet slang (abbreviations and acronyms)?
The girl. The girl’s teacher.
2 Match the columns below.
a. U means “bye for now”.
b. BRB means “be right back”.
c. BFN means “you”.
3 ItÕs time to learn new Internet slang. Complete the gaps below with the
words and expressions from the box.
before • please • today • great • your • thanks • hugs and kisses
forever • laughing out loud • best friends forever • you too • I love you
a. 2DAY g. LOL
b. 4EVER h. PLS
c. B4 i. THX / THKS
d. BFF j. U2
e. GR8 k. UR
f. ILU l. XOXO
22 Unit 1
4 Translate the following text messages as in the example below.
12:35 12:35 12:35
Thx 4 the present. Of course u r my Miss U2. Come Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
ILU! BFF! xoxo here 2day, pls!=D
Thanks for the present.
I love you!
Le@rning on the Web
Para conhecer outras gírias da Internet (abreviações e acrônimos), visite: <www.internetslang.com/> (acesso
em: abril de 2015)
5 and are examples of emoticons. Do you use emoticons in your text
messages? Complete the gaps below with sad, angry or scared.
>> How Cyberbullying Victims Feel Banco de imagens/Arquivo da editora
}=( =/ =( =S =0 =l
Frustrated Embarrassed Not Bothered
Available at: <www.safetyweb.com/poster>. Accessed in: September 2014. (fragment)
Think about it! Now
Em mensagens de celular, e-mail, chats, blogs e redes sociais, são comuns o uso
de abreviações para tornar a digitação mais rápida e o uso de emoticons para complete the
expressar sentimentos. Você costuma usar abreviações e emoticons? Em que Vocabulary
situações? Quais abreviações, em inglês ou em português, você mais costuma Corner on
usar? Na sua opinião, o uso dessas abreviações é adequado ou deve ser evitado? page 154 with
Por quê? what you have
learned.
Digital World 23
Taking it Further
tip 1 Read the following cartoon and mark the correct item that completes each
Para melhor sentence below.
compreender
o humor © Randy Glasbergen/<www.glasbergen.com> a. The characters are in
nos cartuns,
observe os a library.
elementos não
verbais, como a school classroom.
a expressão
facial dos b. The little boy feels
personagens,
e sua relação scared. confused.
com os
elementos c. The little boy is
verbais.
good at modern technology.
bad at modern technology.
GLASBERGEN, Randy. Available at: <www.glasbergen.com/>.
Accessed in: September 2014.
2 Mark the items below that are examples of tools that can be used in education.
Reprodu•‹o/Editora Penguin Valentyna Chukhlyebova/Shutterstock/Glow Images Dimedrol68/Shutterstock/Glow Images Denis Rozhnovsky/Shutterstock/Glow Images
a book an e-book reader a CD a computer
Tischenko Irina/Shutterstock/Glow Images Maxx-Studio/Shutterstock/Glow Images Doug Schneider/Getty Images wavebreakmedia/Shutterstock/Glow Images
a chalk board a cell phone an interactive a tablet
(blackboard) whiteboard
3 What educational tools are there in your school?
Think about it!
Na situação retratada no cartum, o menino parece estar acostumado a
tecnologias digitais, nas quais há ícones para clicar, e estranha o quadro de giz.
A professora, que parece conhecer os diferentes tipos de tecnologias, busca
esclarecer a situação para o aluno. Você acredita que uma geração pode
aprender com a outra sobre as novas e as antigas tecnologias? Por quê (não)?
24 Unit 1
Language in Use
Review: verb to be, there is / there are, can, imperative
1 Go back to page 24 and read the cartoon again. Then, mark the correct item
that completes each sentence below.
a. The sentence “There aren’t any icons to click.” is equivalent to
“There are no icons to click.”
“There are a lot of icons to click.”
b. In “It’s a chalk board.”, Õs
expresses possession.
is the contracted form of is.
2 Complete the following sentences with the correct form of the verb to be as
in the example below.
a. Computers and tablets are examples of modern technology.
b. your best friend good at modern technology?
c. A good digital citizen a person who uses technology in a
responsible way.
d. Good digital citizens rude online. They always
respectful to others.
e. Good digital citizens always safe online.
f. you a good digital citizen?
3 Complete the following sentences about the cartoon on page 24. Use
there is, there isnÕt, there are or there arenÕt as in the example below.
a. There is a chalk board in the classroom.
b. an interactive whiteboard.
c. a poster on the wall.
d. a chair for the teacher.
e. computers for the students.
Galv‹o Bertazzi/Arquivo da editora
Digital World 25
4 Read the following cartoon and mark the correct item that completes each
sentence below.
© 2012 Frederick Deligne/Cagle Cartoons
DELIGNE, Frederick. Available at: <www.caglecartoons.com/>.
Accessed in: September 2014.
a. The cartoon shows a conversation between a book and
a tablet.
an e-book reader.
b. The question “Are you able to do the splits?” is equivalent to
“Can you do the splits?”
“Are you good at the splits?”
5 In each item below, put the words into the correct order to make sentences.
a. paper / books? / Can / e-books / replace
b. stay / on / Can / Internet? / the / you / safe
c. use / you / Can / in / cell / the / classroom? / phones
d. e-books / tablet? / you / a / Can / read / on
6 Go back to exercise 5 and, in pairs, ask and answer the questions.
26 Unit 1
7 Complete each gap in the poster below with a verb from the following box.
Notice that the verbs are in the imperative.
be • connect • don’t be • don’t share • keep • think
Reprodu•‹o/fuzion.ie
Adapted from: <www.fuzion.ie/index.cfm/page/cyberbullying>. Accessed in: September 2014.
Think about it! Go to
O pôster “Safebook” traz recomendações para o leitor usar as redes sociais de
forma segura e faz sugestões de como reagir ao cyberbullying. Você adota as Language
medidas recomendadas no pôster para se proteger na Internet? Quais outras Reference
medidas você costuma adotar? No pôster, “tell, unfriend, block, report” resumem in Context on
as atitudes que devem ser tomadas diante do cyberbullying. Você concorda com page 165.
elas? Na sua opinião, como o cyberbullying pode ser evitado?
Digital World 27
Listening and Speaking
1 What can you use the Internet for? Complete the diagram below. Then,
compare your answers with those of a classmate.
I can use the Banco de imagens/Arquivo da editora
internet to
tip 2
Não se 2 Listen to a radio commercial recorded by Wichita Northwest High School.
preocupe em
entender todas What is the recording about?
as palavras
e todas as Fighting against cyberbullying.
informações
do áudio. Finding information on the Internet.
O objetivo do
exercício 2 2
é identificar
o tema do 3 Listen to the recording again and complete the recommendations for
anúncio de
utilidade pública staying safe online.
que está sendo
veiculado. Chamille White/Shutterstock/
Glow Images
tip
a. Control . Make it stop.
Antes de ouvir
o áudio, leia b. Alter the issue. Don’t be .
os itens do
exercício para c. Delete . Realize its history and move forward.
conhecer as
informações 2
solicitadas.
Você deverá 4 Listen to the recording once more and check your answers to exercise 3.
prestar
atenção a 5 Mark the cyberbullying statistics mentioned in the recording.
elas durante
a escuta. 42% of kids have been bullied while online.
Faça isso 10% of kids do not tell an adult when they’ve been the victims of cyberbullying.
em todos os
exercícios de
compreensão
oral.
28 Unit 1
oliveromg/Shutterstock/Glow Images6 It is time to create your own radio commercial about preventing
cyberbullying or staying safe online! In small groups, prepare a short speech
and present it to the whole class. You can also record and share it with other
people. Before you start, read the suggestions below.
You can include:
a. Cyberbullying statistics (see statistics below);
b. Tips to help kids stay safe online (see tips below).
Use the imperative. Examples:
Stop cyberbullying. / Realize its history and move forward.
www.dosomething.org/facts/11-facts-about-cyber-bullying
Facts about cyberbullying
1 70% of students report seeing
frequent bullying online.
2 Over 80% of teens use a cell
phone regularly, making it the
most common medium for
cyberbullying.
3 68% of teens agree that
cyberbullying is a serious problem.
4 Girls are about twice as likely as
boys to be victims of cyberbullying.
Source: <www.dosomething.org/facts/11-facts-about-cyber-bullying>.
Accessed in: January 2015.
www.safetynetkids.ork.uk/personal-safety/staying-safe-online
staying saFe online
1 Don’t post any personal information online – like your address, email
address or mobile number.
2 Think carefully before posting pictures or videos of yourself.
3 Never give out your passwords.
4 Don’t befriend people you don’t know.
5 Remember that not everyone online is who they say they are.
6 Think carefully about what you say before you post something online.
Source: <www.safetynetkids.org.uk/personal-safety/staying-safe-online>.
Accessed in: January 2015.
Digital World 29
Writing
In this unit you can find cartoons on pages 22, 24 and 26. The three cartoons
you have read in this unit are about the effects of technology on education and
communication. Cartoons are frequently published in magazines and newspapers.
The combination of visual and verbal elements is what makes them funny.
tip 1 In pairs, create a cartoon about the effects of technology on our lives.
Ao revisar Exercise your creativity and sharpen your ability to see and create humor.
os textos,
considere, por Writing Context
exemplo:
Before writing your text, complete the gaps below to identify the
• objetivo: O elements of the writing context.
texto est‡
adequado ao a. Writer: you and d. Objective: create humor
seu objetivo? b. Readers: classmates and other people
H‡ humor no c. Genre: e. Style: tone
cartum?
f. Media: school board / Internet
• linguagem
verbo-visual: Step by Step
As imagens
e o texto 1. With a classmate, think of a funny situation about the effects of technology on
est‹o bem
integrados? our lives and create a drawing to describe it.
A linguagem
Ž usada de 2. Add captions or speech bubbles to your cartoon. Eliminate all unnecessary
forma
criativa? words. Remember that humor is often produced by the unexpected.
• ortografia: 3. Exchange cartoons with classmates and discuss them.
As palavras 4. Make the necessary corrections.
est‹o escri- 5. Work to create the final version of your cartoon.
tas correta-
mente?
Reescreva seu
texto com base
na revis‹o feita
por voc• e seus
colegas.
2 ItÕs time to share the cartoon with your classmates and other people. What
about running a cartoon contest and inviting the school community to vote?
Samuel Borges Photography/Shutterstock/Glow Images
30 Unit 1
Galv‹o Bertazzi/Arquivo da editoraLooking Ahead
In this unit you have talked about the digital world and some important actions that
good digital citizens take. Read the pie chart below about the time people spend
online. Then, talk to a classmate and answer the questions below.
Source: <www.googlygooeys.com/time-spent-online-a-pie-chart-why-are-you-online/>.
Accessed in: September 2014.
a. De acordo com o gráfico, as pessoas gastam seu tempo na Internet fazendo duas coisas:
Ògetting distracted” e “getting things done”. Em qual delas as pessoas gastam mais
tempo?
b. Segundo o gráfico, quais atividades são exemplos de distrações na Internet? Quais você
costuma realizar?
c. Você concorda com o gráfico acima? Por quê (não)?
d. Na sua opinião, o gráfico se aplica a um bom cidadão digital? Por quê (não)?
Extra Reading
<www.safetyweb.com/stop-cyber-bullying>
<stopcyberbullying.org/kids/index.html>
Extra Videos
<www.stopbullying.gov/cyberbullying/what-is-it/>
<www.nsteens.org/Videos/Cyberbullying>
Digital World 31
Zoran Karapancev/Shutterstock/Glow ImagesMusic
Jemal Countess/Time Inc/Getty ImagesMatters
Warming Up!
Who are these people? What do they do?
32
Rob Ball/Redferns/Getty Images Jeff Kravitz/FilmMagic/Getty Images Paulo Whitaker/Reuters/Latinstock
Learning Objectives
• to talk about music
• to learn how to use the Present Continuous tense
• to explore lyrics and parodies
• to establish connections with Science and Arts
33 Adriano Vizoni/Folhapress Thiago Lontra/Agência O Globo Fotoarena/Folhapress
Before Reading
1 How important is music in your life? Why?
2 Take a look at the structure, the title and the picture of the following text.
Then, mark the correct item that completes each sentence below.
a. The text is
a speech by Gene Kelly. the lyrics of a song called “Singin’ in
the Rain”.
b. “Singin’ in the Rain” is the name of
a song and a musical film. a speech and a documentary.
c. Gene Kelly is responsible for
tip the lyrics of "Singin’ in the Rain." the performance of "Singin’ in the Rain."
Ative seu conhe- 3 In your opinion, is “Singin’ in the Rain” a happy or a sad song? Why?
cimento prévio
sobre o tema Reading
do texto para
favorecer o Now read the text below to check your predictions.
estabelecimento
de hipóteses
sobre o que
será lido.
SinginÕ in the Rain* CrŽdito/Arquivo da Editora
I’m singing in the rain
Just singin’ in the rain
What a glorious feeling
I’m happy again
I’m laughing at clouds
So dark up above
The sun’s in my heart
And I’m ready for love
Let the stormy clouds chase
Everyone from the place
Come on with the rain
I have a smile on my face
I walk down the lane
With a happy refrain
Just Singin’, singin’ in the rain
Dancing in the rain
I’m happy again Gene Kelly performing the song in the 1952 musical
I’m singin’ and dancin’ in the rain film Singin’ in the Rain
I’m dancin’ and singin’ in the rain Language Note
*Lyrics by Arthur Freed / Music by Nacio Herb Brown singin’ = singing
dancin’= dancing
Available at: <http://letras.mus.br/gene-kelly/20939/>.
Accessed in: December 2014.
34 Unit 2
Reading for General Comprehension
Mark the correct statement about “Singin’ in the Rain”.
It is a happy song about a person who is in love.
It is a sad song about a person who is feeling depressed.
Reading for Detailed Comprehension Galvão Bertazzi/Arquivo da Editora
1 Choose two lines from the lyrics that support each statement below. tip
a. The song expresses a person’s feelings. Note que,
em letras
“I’m happy again”. de música, a
“What a glorious feeling”. linguagem é
“Let the stormy clouds chase”. usada de forma
poética.
b. There is no light in the sky.
“So dark up above”.
“I walk down the lane”.
“Let the stormy clouds chase”.
c. The person is in love.
“The sun’s in my heart”.
“And I’m ready for love”.
“Everyone from the place”.
2 Mark the correct statements about the song.
a. It contains a lot of repetition (e.g. repetition of the expressions singinÕ in the
rain and dancinÕ in the rain; repetition of the line IÕm happy again).
b. It contains rhymes (e.g. rain, again, chase, place, face, lane, refrain).
c. It contains contracted forms.
d. The tone of the text is formal.
Reading for Critical Thinking
Discuss the questions below with your classmates. tip
a. A canção fala de alguém que está feliz, cantando na chuva. Na sua opinião, a Ao ler um
texto, procure
música pode ajudar a alegrar as pessoas? Isso costuma acontecer com você? considerar
novas
b. Na letra da canção, a chuva e a escuridão no céu (“So dark up above”) perspectivas
sobre o tema
contrastam com o estado de espírito de quem tem o sol no coração (“The sunÕs e relacione-o
in my heart”). Na sua opinião, é possível sentir-se feliz mesmo quando a situação com a
externa é (ou parece) desfavorável? Por quê? Você conhece alguma história realidade a sua
sobre isso para compartilhar? volta.
Music Matters 35
Vocabulary Study
tip Kinds of Music
Agrupar as 1 What are your favorite kinds of music?
palavras por
assunto é uma Blues. Heavy metal. Reggae.
boa forma
de aprender Bossa Nova. Hip-hop. Rock.
e fixar
vocabul‡rio Classical. Indie. Other:
novo.
Country. Pop.
Language
Note Dance. R&B. I like all kinds of music.
R&B - rhythm
and blues 3
2 Listen to the recording and repeat the words from exercise 1.
4 3 Listen to the recording and write down the kind of music being played as in
the example below. Compare your answers with those of a classmate.
a. R&B g.
b. h.
c. i.
d. j.
e. k.
f. l.
4 In pairs, ask and answer the following questions.
a. Who is your favorite singer or group?
b. What is your favorite song? Why?
c. In your opinion, what makes a song popular, its lyrics or melody?
Musical Instruments
5 Can you play a musical instrument? If so, what do you play?
Galv‹o Bertazzi/Arquivo da editora
36 Unit 2
5 6 Listen to the recording and repeat the words from the box below. Then, use
them to complete the crossword puzzle.
accordion • drums • electric guitar • flute • guitar • piano • saxophone • violin
1
2 4 7
3 6
5
8
Galv‹o Bertazzi/Arquivo da editora
6 7 What sound does each musical instrument from exercise 6 make? Listen to Now
the recording and write down the name of the musical instrument as in the complete the
example below. Compare your answers with those of a classmate. Vocabulary
Corner on
a. electric guitar d. g. page 155 with
b. e. h. what you have
c. f.
learned.
Music Matters 37
Taking it Further
tip Health benefits 1 Are you good at singing?
of
Não se 2 Before reading the text on the left,
preocupe com SINGING
as palavras take a look at its structure, pictures
desconhecidas, The health benefits of singing are and title. What do you expect to
pois nem both physical and psychological. read in the text?
sempre é
necessário Singing has physical Your body produces 3 Now read the text and mark the
saber o benefits because it ‘feel good’
significado de is an aerobic activity hormones called correct statements about singing.
cada palavra that increases Endorphins, which If necessary, use the Glossary.
para atingir oxygenation in the rush around your
seus objetivos blood stream and body when you a. It has physical and mental
de leitura. exercises major sing, which is linked
muscle groups in to our sense of benefits.
tip the upper body, emotional
even while sitting. well-being. b. It is an anaerobic activity.
Apoie-se em c. It makes your body produce “feel
palavras When people sing together
parecidas com they feel increased Sense good” hormones.
o português, of Community, Belonging
como benefits e and Shared Endeavour. d. It can be bad for your posture.
hormones, para e. It is good for your immune system.
ajudar você a Increases lung capacity, improves
compreender o posture. 4 According to the text, what makes
texto.
Clears respiratory tubes and sinuses. people feel increased sense of
Language community?
Note Increases mental alertness through
preposition + greater oxygenation. 5 In each fragment below, there is a
verb in -ing:
Health verb in bold. Two of them have
benefits of a similar meaning. Which ones?
singing. Make inferences.
Are you good
at singing? Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Boosts Immunity by promoting “Increases lung capacity”.
healthy lymphatic system. “Boosts immunity”.
“Lowers blood pressure”.
Lowers Blood Pressure.
6 How do you feel when you sing or
KEEP CALM AND SING FOR JOY
Source: <http://visual.ly/health-benefits- listen to music?
singing>. Accessed in: December 2014.
Think about it!
O texto acima é um infográfico que apresenta, com a ajuda de recursos
visuais, dados sobre os efeitos que cantar tem no corpo humano. Na sua
opinião, as informações estão claras e bem organizadas? As imagens estão
adequadas? Por quê? Dos benefícios físicos e psicológicos mencionados no
texto, qual/quais você já conhecia? Qual deles está mais relacionado à letra da
canção da página 34?
38 Unit 2
Language in Use
Present Continuous
Read the lines below from “SinginÕ in the Rain” on page 34 and do exercises 1 - 3.
ÒIÕm singing in the rainÓ
ÒIÕm laughing at cloudsÓ
ÒIÕm dancinÕ and singinÕ in the rainÓ
1 Circle the action(s) the person is performing in each line. tip
2 What do the lines above have in common? A partir da
observa•‹o
They describe actions that always happen (permanent events). dos exemplos,
They describe actions happening around the time of speaking (temporary events). fa•a
infer•ncias
3 What is the structure of the verb tense used in the lines above (Present para
compreender
Continuous)? regras de
uso da l’ngua
inglesa.
Main verb in the -ing form.
Verb to be (am / is / are) + main verb in the -ing form.
Read the comic strip below and do exercises 4-6.
© 2015 King Features Syndicate/Ipress
SCOTT, Jerry; BORGMAN, Jim. August, 2014. Available at: <http://zitscomics.com/comics/august-26-2014>.
Accessed in: December 2014.
4 Mark the correct statements about the comic strip.
The boy is listening to music. Language Note
He is using his cell phone. Negative form in the Present Continuous tense
He isnÕt using the computer.
He isnÕt playing the electric guitar. He isnÕt (= is not) using the computer.
He and his mother arenÕt (= are not) singing.
He is looking at his mother. verb to be+ not +main verb in
He and his mother arenÕt singing.
(am/is/are) the -ing form
5 In your opinion, is the boy listening to his mother?
Yes, he is. No, he isnÕt.
Music Matters 39
6 In each item below, put the words into the correct order to make questions
about the boy. Then, answer the questions.
a. to his mother? / the boy / talking / Is
Is the boy talking to his mother? Yes, he is.
b. he / on a chair? / Is / sitting
c. to loud music? / listening / Is / he
Language Note
Interrogative form in the Present Continuous tense
Is the boy listening to his mother?
Are you studying English now?
verb to be + subject + main verb in
(am/is/are) the -ing form
Short answers in the Present Continuous tense = Short answers with the verb to be in
the Present:
Yes, I am. No, IÕm not.
Yes, he/she/it is. No, he/she/it isnÕt
Yes, you/we/they are. No, you/we/they arenÕt.
Read another comic strip and do exercises 7 - 9.
© 2015 King Features Syndicate/Ipress
HAMBROCK, John. December, 2012.
Available at: <http://edisonleecomic.com/comics/december-11-2012/>.
Accessed in: October 2014.
7 What is Edison Lee, the character with glasses, doing?
He is playing a game,
8 What is ÒmultitaskingÓ?
The ability to play difficult games.
The ability to do several activities at the same time.
40 Unit 2
9 What do this comic strip and the one on page 39 have in common?
Both characters are multitasking.
Both characters are doing their homework.
Think about it!
No último quadrinho, Edison Lee pede desculpas ao amigo e pergunta se ele
disse alguma coisa. O que isso demonstra? Você já passou por alguma situação
semelhante à de Edison Lee? Na sua opinião, quando fazemos várias atividades
ao mesmo tempo, é possível manter a concentração em todas elas?
10 Read the comic strips again and focus on the verbs in the Present
Continuous tense. Then, complete the box below.
Spelling rules for verbs in the -ing form Examples
Most verbs: sing singing listen
verb + ing do play
eat watch
Verbs ending in e: dance dancing
verb - e + ing smile smiling
use using
* Verbs ending in consonant + vowel + get getting
consonant: run running
verb + last consonant + ing swim
Verbs ending in ie: die dying
lie lying
verb - ie + + ing
* We do not double the final consonant when the stress is on the first syllable. For example, listening,
happening, offering.
11 These people are multitasking. What are they doing? Use the Present
Continuous tense.
Galv‹o Bertazzi/
Arquivo da editora
a.
Music Matters 41
Galvão Bertazzi/Arquivo da editora
b.
Galvão Bertazzi/
Arquivo da editora
Go to c.
Language
Reference 12 Do you multitask? If so, what do you usually do?
in Context on
page 166.
tip Listening and Speaking
Ative seu 1 In your opinion, can music affect our emotions? In small groups, try to think
conhecimento
prévio sobre of examples to support your answer.
o tema do
texto oral para 2 You are going to listen to a news program on the radio about how music
favorecer o
estabelecimen- makes you feel. Before listening to it, complete the column “How I feel
to de hipóteses when I listen to it…”.
sobre o que
será ouvido. Kinds of music How I feel when I listen to it… How people feel, according to the recording...
Samba
Classical music
7 3 Now listen to the news program and complete the column “How people
feel, according to the recording...” in exercise 2.
42 Unit 2
7 4 Listen to the recording again and mark the correct statements about what
scientists are doing.
They are asking what people think about when they listen to music.
They are helping people change their feelings when they listen to music.
They are measuring the heart beat of people as they listen to different kinds
of music.
They are asking people to think of a special person or a special time as they
listen to different kinds of music.
7 5 Listen to the recording once more and check your answers to exercise 4.
6 What do scientists want to discover?
Why we have different feelings.
What we feel when we listen to hip-hop.
7 Interview three classmates to find out what kind of music they listen to in
different situations. Complete the chart below.
What kind of music Classmate 1: Classmate 2: Classmate 3:
do you listen…
to relax?
to cheer you up?
when you feel sad?
when you feel happy?
when you want to
dance?
Vectomart/Shutterstock/Glow Images
Music Matters 43
Writing
In this unit you have read the lyrics of the song “Singin’ in the Rain” on page 34.
Now, it is time to make a parody of this song. A parody is a song that has the
words changed in it to create a funny song. Parody lyrics should be easy to sing.
tip 1 In small groups (of 4 our 5), use all your creativity to create a parody of the
Ao revisar song “Singin’ in the Rain”. Remember that a good song parody should be
os textos, as easy to sing as the original song lyrics.
considere,
por exemplo: Writing Context
• objetivo: Before writing your text, complete the following paragraph describing
As mudanças the elements of the writing context.
feitas na letra
da música You and three or four classmates are going to make a of
atendem ao
objetivo do the song in order to create a version of it.
texto? Há
humor na You are going to use a humorous tone. Your song parody can be performed
paródia?
so that other classmates and school members can watch your performance.
• linguagem:
A letra da Step by Step
paródia
elaborada 1. Read the lyrics of “Singin’ in the Rain” again on page 34.
está tão fácil 2. Find a topic that you want the parody to be about. Start by answering the
quanto a letra
original da question: “What are you doing in the rain?”.
música?
3. Develop the parody. You can make as many parodies as you want, but choose
• ritmo: A letra
da paródia one to put down on paper and perform.
permite que
se mantenha 4. Exchange parodies with other classmates and discuss both texts.
o ritmo 5. Make the necessary corrections.
original da 6. Write the final version of the song parody.
canção?
2 It’s time to perform your song parody. You and your classmates can organize
• ortografia:
As palavras a musical event at your school to share the performances of the parodies.
estão Invite teachers, family members, friends, and other people from your
escritas community to watch the performances.
corre-
tamente?
Reescreva seu
texto com base
na revisão feita
por você e seus
colegas.
Galv‹o Bertazzi/
Arquivo da editora
44 Unit 2
Looking Ahead
In your opinion, how can music help people?
Do you know some of the benefits of music? Read the text below to find out 20
benefits of music. Then, talk to a classmate and answer the questions below.
20 surprising, science-backed health benefits of music
Research suggests that music not only helps us cope with pain — it can also
benefit our physical and mental health in numerous other ways.
Help Physically: Help Mentally:
1. Ease pain. 9. Reduce stress.
2. Motivate people to bike harder. 10. Induce a meditative state.
3. Improve running motivation and 11. Relieve symptoms of depression.
performance.
12. Elevate mood.
4. Increase workout endurance.
13. Improve cognitive performance.
5. Speed up post-workout recovery.
14. Help people perform better in
6. Improve sleep quality. high-pressure situations.
7. Help people eat less. 15. Reduce anxiety as much as a tip
8. Enhance blood vessel function. massage.
Observe o
Edyta Pawlowska/Shutterstock/Glow Images 16. Relax patients before surgery. contexto
e use seu
17. Ease stress after surgery. conhecimento
prévio para
18. Elevate mood while driving. inferir o
significado
19. Help cancer patients manage de palavras
stress and anxiety. desconhecidas.
Apoie-se em
20. Ease recovery in stroke patients. palavras
parecidas com
Available at: <www.usatoday.com/story/news/health/2013/12/17/health-benefits-music/4053401/>. o português.
Accessed in: December 2014.
a. In your opinion, what are the top 5 benefits of music (based on the text)?
b. How does music usually help you (physically and mentally)?
c. What other benefits of music can you think of?
d. Can you live without music? Why (not)?
Extra Reading
<http://elearninginfographics.com/tag/music-education-infographic/>
<www.vh1savethemusic.org/why-music/benefits-to-the-brain>
Extra Video
<http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins>
Music Matters 45
Reading © Randy Glasbergen/<www.glasbergen.com>
1 Are you a digital person?
2 Before reading the cartoon below, take a look at the picture. In your opinion, is it a
romantic dinner? Why (not)?
Now read the text below and do exercises 3 and 4.
GLASBERGEN, Randy. Available at: <www.glasbergen.com/>. Accessed in: January 2015.
3 What are the characters doing? Mark the correct statement about the text.
They are having breakfast.
They are texting each other.
They are chatting with other people.
4 Is it the first time they meet each other in person?
5 How about you? Do you chat with people you do not know in person? In your
opinion, is it safe?
46 Units 1 & 2
Language in Use
Review: verb to be, there is/there are, can, imperative
1 Complete the following text with the items in the box below.
can • don’t talk • is • are • there are
Tips for safe surfing
many precautions you can take as a child, teen or young
adult while surfing the Internet.
First, ALWAYS remember that you should NEVER give ANY personal information out
about yourself unless you are with an adult, and they approve. While not all sites or
individuals that collect information from children are illegal, it is better to be safe than
sorry. It also illegal to collect any personal information about children
under the age of 13. This is called COPPA, the Children’s Online Privacy Protection Act
of 1998.
Perhaps one of the best pieces of advice that you’ve probably heard over and over,
“ to strangers” is good to remember when you on the
Internet. The only problem is, pretty much everyone is a ‘stranger’ online, when you think
about it. (...)
Available at: <www.safesurfingkids.com/tips_for_kids.htm>. Accessed in: January 2015.
Present Continuous
2 What are they doing? Use the Present Continuous tense as in the example below.
Galv‹o Bertazzi/Arquivo da editora
a. She’s texting. b.
Review 1 47
c. d. Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora
e. f.
3 In each item below, put the words into the correct order to make sentences.
a. English. / studying / He / is
b. phone? / the / Are / on / talking / you
c. today. / her / isn’t / shoes / red / She / wearing
d. games. / We / playing / are / computer
48 Units 1 & 2
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Way to English for Brazilian learners (Ensino Fundamental II / PNLD 2017) - Claudio Franco, Kátia Tavares
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