Way to English - 7 ano (Clique no último botão para ver em tela cheia)

2 According to the text on the previous page, answer the following questions.

a. What is one of the worldÕs most magnificent waterfalls?

b. Where can you appreciate art and architecture?

c. Which city is known as the old Ôstone cityÕ?

3 Mark the correct statement about Ilha do Mel.

It is acessible by car. It offers wild beaches and coastal walks.

Language in Use

Question Words

1 The following text presents some interesting facts about Brazil. Read it and mark the

correct statement.
Country Facts
¥ The name Brazil comes from a tree named brazilwood.
¥ Brazil is the only country in South America that speaks Portuguese.
¥ The capital city is Brasilia, while the largest city is Sao Paulo.
¥ Brazil shares a border with all South American countries except for Chile and Ecuador.
¥ Brazil covers 3 time zones.
¥ Around 60% of the Amazon Rainforest is located in Brazil.
¥ The climate in the majority of Brazil is tropical.
¥ There are around 2500 airports in Brazil.

Available at: <www.sciencekids.co.nz/sciencefacts/countries/brazil.html>. Accessed in: December 2014. (Fragment).

Brasilia is the largest city in Brazil.

Brazil shares a border with Chile and Ecuador.

Only Brazil speaks Portuguese in South America.

2 Go back to the text in exercise 1 and write questions about Brazil as in the example

below. Use the question words from the following box.

Where ¥ What ¥ How much ¥ How many ¥ How many

a. Where does the name Brazil come from?

ÒThe name Brazil comes from a tree named brazilwood.Ó

b.

ÒBrazil covers 3 time zones.Ó

Review 4 149

c.

“Around 60% of the Amazon Rainforest is located in Brazil.”

d.

“The climate in the majority of Brazil is tropical.”

e.

“There are around 2500 airports in Brazil.”

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

a. live? / do / Where / you

b. is / population / town? / your / of / What / the

c. What / tourist / town? / main / in / are / your / attractions / the

4 Go back to exercise 3 and answer the questions.

Countable and Uncountable Nouns

. 5 Do you like acarajŽ? Read the ingredients of this traditional Brazilian food. Then, circle

the uncountable items.

Traditional AcarajŽ ✔ 1 teaspoon of salt
(or to taste)
Ingredients
✔ 2 cups of dried black beans ✔ black pepper
✔ 1 small onion ✔ oil for frying
✔ 2 cloves of garlic
✔ several dried shrimps
Galvão Bertazzi/
Arquivo da editora

Vinicius Tupinamba/
Shutterstock/Glow Images

Available at: <http://southamericanfood.about.com>. Accessed in: December 2014.

Expressions of Quantity

. 6 Complete the sentences below with How much or How many.

a. states are there in Brazil?
b. fruit juice do you drink a week?
c. time do you spend cooking?
d. languages can you speak?

150 Units 7 & 8

Time for Fun!

It’s time to play “5 Things” with your classmates.

INSTRUCTIONS
• Em cada rodada, complete os itens de acordo com o que se pede. Em cada rodada,

há sempre cinco itens. Com seus colegas, escolha as categorias das rodadas 4, 5 e 6.
• O vencedor de cada rodada é aquele que completar os cinco itens primeiro.

Round 1 Round 2
Name five fruits Name five vegetables
1 1
2 2
3 3
4 4
5 5

Round 3 Round 4
Name five green fruits or vegetables Name five
1 1
2 2
3 3
4 4
5 5

Round 5 Round 6
Name five Name five
1 1
2 2
3 3
4 4
5 5

Review 4 151

Thinking about Learning

What can I do now?

Talk about tourism in Brazil... with
Talk about food... confidence
Use question words...
Use countable and uncountable nouns... well
Use expressions of quantity...
Explore maps... with some
Explore recipes... 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

Traditional Clothing around the World (Second Part)

Na unidade 7, você criou um mapa turístico. Leia a tarefa abaixo e siga as instruções
para fazer um mapa temático de roupas tradicionais na segunda parte do Project 2,
Traditional Clothing around the World.

TASK: After having selected pictures of different items of traditional clothing from Brazil and
other countries, it is time to display them on a map according to their place of origin.
Include some basic information to identify each piece of clothing and show the thematic
map to your school community and the world.

1. Produce it! In groups, organize the pictures of traditional clothing you selected in
the first part of the project and review the basic information you wrote about each
item (name, origin, historical and/or cultural aspects etc.). Search for a map on the
Internet which shows the place of origin of each selected item of clothing and display
the pictures on the map. Below each picture, write down the name of each item and,
if possible, other interesting pieces of information about it (see example below).
You can make a collage or a digital map.

2. Share it locally! Use the school board or the school website to share your map with
other members of the school community.

3. Share it globally! Use the Internet to share your map with people from all over
the world.

5¼ W

0 110 km Orkney Shetland
Islands Islands

Scottish kilt Hebrides N

• Originated in the 16th Century HIGHLANDS Ferness

• Usually worn on formal GRAMPIAN
occasions and at sports events Aberdeen
w
• Adapted as an item of Images TAYSIDE North Sea
fashionable informal male SCOTLAND
clothing in recent years Banco de imagens/Arquivo da editora
ATLANTIC Perth Prestopans
OCEAN Stirling
North C
Falkirk
NORTHERN
IRELAND Belfast Glasgow Edinburgh

Michal Durinik/Shutterstock/Glo hannel Gretna Newcastle
Green upon Tyne

55¼ N

ENGLAND

 Think about it!
Reflita sobre o desenvolvimento do projeto a partir das questões a seguir.
 Como você se sentiu ao pesquisar roupas tradicionais do Brasil e do mundo?
 O que você aprendeu sobre diferentes culturas com essa pesquisa?
 Como foi a exposição do mapa na escola? Como as pessoas reagiram ao mapa?
 Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?

Project 2B 153

Internet Slang K OK
LOL
2DAY PLS
4EVER SRY sorry
B4 THX / THKS
BFF TXT text
B4N bye for now U2
CYA see ya / see you UR
FYI for your information XOXO
GR8 Y why
IDK I don’t know ZZZ sleeping
ILU
IMO in my opinion
IMHO in my humble opinion

Galv‹o Bertazzi/Arquivo da editora

154

Musical Instruments

bagpipe

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

harp keyboard

trumpet .
My favorite musical instrument is
Vocabulary Corner 155

My favorite holiday is Holidays

156

dwph/Shutterstock/Glow Images Alexandre Tokitaka/Pulsar Imagens Volt Collection/Shutterstock/Glow Images Leo Caldas/Pulsar Imagens

Valentine's Day Labor Day

.

Syda Productions/Shutterstock/Glow Images Zerbor/Shutterstock/Glow Images Tiplyashina Evgeniya/Shutterstock/Glow Images Poznyakov/Shutterstock/Glow Images

I usually take a shower go to school have lunch Action Verbs

do homework
Pavel Semenov/Shutterstock/Glow Images MJTH/Shutterstock/Glow Images Steve Debenport/E+/Getty Images Aleksandr Markin/Shutterstock/Glow Images

at . have dinner

Vocabulary Corner 157 Debbie Oetgen/Shutterstock/Glow Images Eldad Carin/Shutterstock/Glow Images Ronnie Kaufman, Larry Hirshowitz/Brand X/Getty Images bikeriderlondon/Shutterstock/Glow Images

Debbie Oetgen/Shutterstock/Glow Images Doug Martin/Science Source/Getty Images Ljupco Smokovski/Shutterstock/Glow Images PathDoc/Shutterstock/Glow Images

The Body mouth

nose

shoulder

Piotr Marcinski/
Shutterstock/Glow Images

thigh
knee

/plural:

I have hair and toes
eyes.
158

My favorite sport is Sports

fstockfoto/Shutterstock/Glow Images Abel Tumik/Shutterstock/Glow Images Sergey Golotvin/Shutterstock/Glow Images Monkey Business Images/Shutterstock/Glow Images

Suzanne Tucker/Shutterstock/Glow Images Sainthorant Daniel/Shutterstock/Glow Images pirita/Shutterstock/Glow Images wdeon/Shutterstock/Glow Images

. skateboarding cycling

Vocabulary Corner 159 Neale Cousland/Shutterstock/Glow Images Hugo Felix/Shutterstock/Glow Images PhotoStock10/Shutterstock/Glow Images Monkey Business Images/Shutterstock/Glow Images

socks a shirt

160

I’m wearing [9] a cap Clothes

[13] shoes [5]
[14]
glasses

[1]

[10]

[6]

shorts [2]

a hat

[7]

[11]
[15]

underwear [8] [4]
right now. [12]
[3]
[16]
a jacket

[1] uremar/Shutterstock/Glow Images; [2] Tarzhanova/Shutterstock/Glow Images; [3] pbombaert/Shutterstock/Glow Images; [4] Steve Collender/Shutterstock/Glow Images; [5] Coprid/Shutterstock/Glow Images;
[6] Rob Wilson/Shutterstock/Glow Images; [7] sagir/Shutterstock/Glow Images; [8] Karkas/Shutterstock/Glow Images; [9] Mindscape studio/Shutterstock/Glow Images; [10] Kutlayev Dmitry/Shutterstock/Glow Images;
[11] PhotoNAN/Shutterstock/Glow Images; [12] kedrov/Shutterstock/Glow Images; [13] Evikka/Shutterstock/Glow Images; [14] mama_mia/Shutterstock/Glow Images; [15] Gemenacom/Shutterstock/Glow Images; [16] sagir/Shutterstock/Glow Images.

square

The main tourist attraction in my town is Inacio Teixeira/Pulsar Imagens Thiago Leite/Shutterstock/Glow Images Ismar Ingber/Pulsar Imagens Tourist Attractions

forest

Palê Zuppani/Pulsar Imagens

bridge

Paulo Nabas/Shutterstock/Glow Images Rubens Chaves/Pulsar Imagens Fabio Colombini/Acervo do fotógrafo

zoo monument
.
Ed Viggiani/Pulsar Imagens Filipe Frazao/Shutterstock/Glow Images cifotart/Shutterstock/Glow Images ostill/Shutterstock/Glow Images
Vocabulary Corner 161

[13] [9] Fruit Food
Dairy
melon grapefruit
butter
162
[5]

[1]

[15] [10] blackberries [6] [8] 3]
[14]
kiwi [2]
[4]
[11] [7]

blueberries

[16] [12]

[1] Igor Kovalchuk/Shutterstock/Glow Images; [2] Alexandr Vlassyuk/Shutterstock/Glow Images; [3] Sommai/Shutterstock/Glow Images; [4] mexrix/Shutterstock/Glow Images;
[5] Dionisvera/Shutterstock/Glow Images; [6] John Smith Design/Shutterstock/Glow Images; [7] unverdorben jr/Shutterstock/Glow Images; [8] Alex Staroseltsev/Shutterstock/Glow Images;

[9] Maks Narodenko/Shutterstock/Glow Images; [10] Tim UR/Shutterstock/Glow Images; [11] Julia Ivantsova/Shutterstock/Glow Images; [12] svetok30/Shutterstock/Glow Images;
[13] Viktar Malyshchyts/Shutterstock/Glow Images; [14] Valentyn Volkov/Shutterstock/Glow Images; [15] mama_mia/Shutterstock/Glow Images; [16] Anna Kucherova/Shutterstock/Glow Images.

[1] Valentina Proskurina/Shutterstock/Glow Images; [2] Maks Narodenko/Shutterstock/Glow Images; [3] Aleksey Troshin/Shutterstock/Glow Images; [4] Egor Rodynchenko/Shutterstock/Glow Images;
[5] George_C/Shutterstock/Glow Images; [6] Africa Studio/Shutterstock/Glow Images; [7] Anna Kucherova/Shutterstock/Glow Images; [8] Fatseyeva/Shutterstock/Glow Images;

[9] Viktar Malyshchyts/Shutterstock/Glow Images; [10] Valentina Razumova/Shutterstock/Glow Images; [11] Egor Rodynchenko/Shutterstock/Glow Images; [12] Gavran333/Shutterstock/Glow Images;
[13] Portogas D Ace/Shutterstock/Glow Images; [14] Hong Vo/Shutterstock/Glow Images; [15] Jiang Hongyan/Shutterstock/Glow Images; [16] Dmitrydesign/Shutterstock/Glow Images;
[17] Africa Studio/Shutterstock/Glow Images; [18] xpixel/Shutterstock/Glow Images; [19] Jian Hongyan/Shutterstock/Glow Images; [20] Maks Narodenko/Shutterstock/Glow Images.

[13] cabbage eggplant/aubergine beetroot/beet plums [1]
[2]
okra/lady‘s fingers onion [11] [12] Vegetables
[9]
[17] [6]
[18]
[14] [10] [4]
swede/rutabaga/turnip [3]
potato cauliflower

[15] [7]
[16] [8]

[20] [5]
[19]

sweetcorn/corn/maize

Vocabulary Corner 163

164

tip

Em inglês,
existem
palavras
diferentes para
denominar
os animais e
a carne que
deles se obtém:
do porco,
obtém-se pork;
do boi, beef.

[9] beef Meat and Beans crackers Grains

My favorite food is

[6] [3]

pasta

[10] [7] [1] [2]

ham black beans

[4]

[11]

pork

[8]

[12] [5]

.

[1] Zurbagan/Shutterstock/Glow Images; [2] Asier Romero/Shutterstock/Glow Images; [3] ; nito/Shutterstock/Glow Images;
[4] Inga Nielsen/Shutterstock/Glow Images; [5] PanStock/Shutterstock/Glow Images; [6] Brian Kinney/Shutterstock/Glow Images;
[7] robynleigh/Shutterstock/Glow Images; [8] Danny Smythe/Shutterstock/Glow Images; [9] Dan Kosmayer/Shutterstock/Glow Images;
[10] Kondor83/Shutterstock/Glow Images; [11] gosphotodesign/Shutterstock/Glow Images; [12] Juan G. Aunion/Shutterstock/Glow Images.

Reprodu•‹o/<www.stopcyberbullying.org> Review: verb to be, can, imperative

Leia o texto a seguir e observe o uso do verb to be, do verbo modal can e do
imperative.

http://stopcyberbullying.org

Take a stand against cyberbullying

Education can help considerably in preventing and dealing with the
consequences of cyberbullying. The first place to begin an education
campaign is with the kids and teens themselves. [...]
If we can help kids understand how much bullying hurts, how in many cases
(unlike the children’s chant) words can hurt you, fewer may cooperate with the
cyberbullies. [...]
We need to teach our children that silence, when others are being hurt, is not
acceptable. [...]

Available at: <http://stopcyberbullying.org/take_action/take_a_stand_against_cyberbullying.html>.
Accessed in: December 2014. (fragment)

No texto, o verb to be é usado na forma afirmativa (is) e na forma negativa
(is not).

• Usamos o verb to be para expressar ser ou estar.
“The first place to begin an education campaign is with the kids ...”
“silence [...] is not acceptable.”

No texto, o verbo modal can, em “words can hurt you”, se refere à capacidade
que as palavras têm de machucar as pessoas.

• Podemos usar o verbo modal can para indicar:
– capacidade.
“Education can help considerably in preventing [...] cyberbullying.”
She can swim very well.
– permissão.
Can I go to the toilet, please?
Can I ask a question?

Language Reference in Context 165

No texto, o imperative é usado em “Take a stand against cyberbullying”
para incentivar as pessoas a combaterem o cyberbullying.

• Podemos usar o imperative para dar dicas, conselhos, alertas, ordens e
instruções. Em frases negativas no imperativo, usamos don’t ou do not antes
do verbo principal.

Stop cyberbullying.

Don’t suffer in silence. Speak up!

Extra Practice

Complete the following sentences with the words in the box below.

can • can • is • are • block • report

a. Cyberbullying a serious problem.

b. Cyberbullying occur anywhere (at home, school etc.).

c. In the US, cyberbullying have very serious legal consequences.

d. Often, people who are victims also bullies.

e. incidents of cyberbullying.

f. the cyberbully’s email address or cell phone number.

Available at: <www.helpguide.org/articles/abuse/cyberbullying.htm>. Accessed in: December 2014.

Present Continuous

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

© 2007 Thaves/Dist. by Universal Uclick for UFS

THAVES, Bob; THAVES, Tom. July 27, 2007. Available at: <www.gocomics.com/frankandernest/2007/07/27>.
Accessed in: December 2014.

No cartum, as falas dos personagens estão no Present Continuous para
perguntar (“What are you doing, Ernie?”) e descrever (“I’m trying to make
every dollar count!”) o que Ernie está fazendo no momento da fala.

• Usamos o Present Continuous para:
– falar de ações que ocorrem no momento da fala/escrita.
He is teaching Math right now.
They are talking about money.

166

– expressar mudanças que ocorrem momentaneamente (tendências atuais).
Green fashion is becoming more and more popular.
Many people are wearing eco-friendly clothes these days.

Forma afirmativa am
I is becoming popular.
He / She / It are
You / We / They

– Em frases negativas, usamos not depois do verb to be (am / is / are) e
antes do verbo principal.

I'm not wearing my school uniform today.
She isn't working now.

Forma negativa am
I is not becoming popular.
He / She / It are
You / We / They

(am not = ’m not ; is not = isn’t ; are not = aren’t)
– Em frases interrogativas, usamos o verb to be (am / is / are) antes do sujeito.

Are you wearing your school uniform today? No, I’m not.
Is he working now? No, he isn’t.

Forma interrogativa becoming popular?
Am I
Is he / she / it
Are you / we / they

Respostas curtas Negativa ‘m not.
Afirmativa am. I isn’t.
is. No, he / she / it aren’t.
I are. you / we / they
Yes, he / she / it

you / we / they

Veja, no quadro a seguir, as regras ortográficas para verbos terminados em -ing.

Regras ortográficas para verbos terminados em -ing Exemplos

A maioria dos verbos: do doing
verbo + ing try trying

Verbos terminados em e: come coming
verbo – e + ing become becoming

Verbos terminados em consoante + vogal + consoante: stop stopping
verbo + última consoante + ing swim swimming

Verbos terminados em ie: die dying
verbo – ie + y + ing lie lying

Language Reference in Context 167

Extra Practice

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

Present Simple (I / you / we / they)

Leia a seguir dois fatos sobre animais e observe o uso do Present Simple.

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

Male lions sleep for twenty hours a day. Hippos use their sweat as sunscreen.

Available at: <www.lolme.org/gifs/12-awesome-animal-facts/>. Accessed in: December 2014.

As duas frases acima apresentam fatos sobre dois animais: leões e
hipopótamos. Nelas, encontramos os verbos to sleep e to use na 3a pessoa do
plural do Present Simple (sleep e use).

• Usamos o Present Simple para:
– falar de fatos e generalizações.
Hippos typically live for around 45 years.
Hippos eat mostly grass.

– falar de rotinas, hábitos, ações do dia a dia.

They always drink water. Forma afirmativa live in Brazil.
They have breakfast every morning. I / You / We / They

• Em frases negativas com I / You / We / They, usamos don't (= do not) antes
do verbo principal. Note que o verbo principal está em sua forma básica.

Hippos don't swim. Forma negativa swim.
Giant pandas don't hibernate. I / You / We / They don’t

168

• Em frases interrogativas com I / You / We / They, usamos Do antes do
sujeito. Note que o verbo principal está em sua forma básica.

Do hippos give birth in water? Yes, they do.
Do giant pandas hibernate? No, they don't.

Forma interrogativa swim?
Do I / you / we / they

Respostas curtas do. Negativa
Afirmativa No, I / you / we / they don’t.

Yes, I / you / we / they

Extra Practice

Complete the following sentences with the correct form of the verbs in
parentheses. Use the Present Simple tense.

a. Snakes their tongues to help them smell. stock_shot/Shutterstock/Glow Images

(use)

b. Parrots vocal cords. (not have)

c. A hamster’s teeth never growing. (stop)

d. Western Hognose snakes dead when they

feel threatened. (play)

e. Dogs often when they are nervous or excited. (yawn)

Available at: NATIONAL GEOGRAPHIC KIDS. 5,000 Awesome Facts (About Everything!). Washington,
D.C.: National Geographic, 2012. pp. 202-203.

Present Simple (He / She / It)

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

© 2013 Paws, Inc. All Rights Reserved/
Dist. Universal Uclick

DAVIS, Jim. Garfield. Available at: <http://garfield.com/comic/2013-10-31>. Accessed in: December 2014.

Nos dois primeiros quadrinhos da tirinha, encontramos o verbo to sleep na

3a pessoa do singular do Present Simple (sleeps). Note que esse tempo verbal

é utilizado no texto acima para descrever

que o gato vampiro dorme durante todo Forma afirmativa

o dia (e noite). He / She / It sleeps all day.

Language Reference in Context 169

• Em frases negativas com He / She • Em frases interrogativas com He /
/ It, usamos doesn't (= does not) She / It, usamos Does antes do
antes do verbo principal. Note sujeito. Note que o verbo principal
que o verbo principal está em sua está em sua forma básica.
forma básica.
Does the vampire cat sleep all
Garfield doesn't sleep all day. day? Yes, he does.

The vampire cat doesn't attack Does Garfield sleep all day? No,
people. he doesn't.

Forma negativa all day. Forma interrogativa sleep all day?
He / She / It doesn’t sleep Does he / she / it

Respostas curtas Negativa
Afirmativa
Yes, he / she / it does. No, he / she / it doesn’t.

Veja, no quadro a seguir, as regras ortográficas para verbos na 3a pessoa do
singular do Present Simple.

Regras ortográficas para verbos na 3a pessoa do singular Exemplos

A maioria dos verbos: sleep sleeps eat eats
verbo + s
buy buys drink drinks
Verbos terminados em o, s, z, x, sh, ch:
verbo + es do does fix fixes
miss misses wash washes
Verbos terminados em consoante + y: buzz buzzes catch catches
verbo – y + ies
study studies
cry cries

Exceção have has

Extra Practice

Complete the following sentences with the correct form of the verbs in
parentheses. Use the Present Simple tense.

a. A cat 230 bones in its body. A human 206. (have)

b. Adult cats 30 teeth. (have)

c. A cat almost never at another cat. (meow)

d. On average, a cat for about 12 to 15 Renata Apanaviciene/Shutterstock/
Glow Images
years. (live)

e. A cat about 100 different sounds. (make)

f. Cats about 14 hours a day. (sleep)

g. A cat against people to mark out its

territory. (rub)

Available at: <http://facts.randomhistory.com/interesting-facts-about-cats.html>. Accessed in: December 2014.

170

Object Pronouns

Leia o cartaz a seguir e observe o uso do object pronoun it.

Reprodu•‹o/Fitness Australia

Available at: <http://fitnessaustralia.groupsite.com/post/talking-to-the-
public-about-their-health-and-fitness>. Accessed in: December 2014.

No cartaz, it se refere à palavra exercise.

Os object pronouns correspondem, em português, aos pronomes pessoais
do caso oblíquo. Costuma-se usá-los para evitar repetição.

• Usamos esses pronomes para fazer referência a um termo anterior.

object pronoun

– My brother is a talented swimmer. I admire him very much.

my brother (= he)
object pronoun

– Marta is a famous soccer player. People call her “Pelé with skirts”.

Marta (= she)

Veja, no quadro a seguir, os object pronouns.

Subject I you he she it we you they
Pronouns

Object me you him her it us you them
Pronouns

Language Reference in Context 171

Extra Practice

Complete each sentence below with the correct object pronoun.

a. Exercise is good for your physical and mental health. Do regularly.

b. Sarah Menezes is a Brazilian judoka. Do you know ?

c. They can’t swim. Help !

d. Usain Bolt is a Jamaican sprinter. People know as “Lightning Bolt”.

Present Simple or Present Continuous?

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

© 2013 Paws, Inc. All Rights Reserved/
Dist. Universal Uclick

DAVIS, Jim. Garfield. Available at: <http://garfield.com/comic/2013-11-26>. Accessed in: December 2014.

Na tirinha, Jon utiliza o Present Simple para falar de ações e estados
permanentes como o fato de ter um gato e de ele ser grande e laranja.
Já o Present Continuous é utilizado para Jon descrever o que Garfield
está vestindo naquele momento específico.

• Usamos, geralmente, o Present Simple para ações permanentes como fatos,
hábitos e ações do dia a dia.
“Yes, I have a cat.” “Yes, heÕs big and orange.” “this signifies a rite of passage”

• Usamos, geralmente, o Present Continuous para ações temporárias como
mudanças e ações em desenvolvimento no presente.
“Yes, heÕs wearing a necklace.”

Extra Practice

Complete the following sentences about the comic strip above with the
correct form of the verbs in parentheses. Use the Present Simple or the
Present Continuous tense.

a. Garfield and Jon together. (live)
b. Jon on the phone at the moment. (talk)
c. Garfield always
d. Jon jokes. (make)
a blue shirt. (wear)

172

Question Words

Leia as piadas a seguir e observe o uso de question words How e What.

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

Q. How do bees get to school? Q. What do planets read?
A. On the school buzz. A. Comet books.

From: NATIONAL GEOGRAPHIC KIDS. Just Joking: 300 Hilarious Jokes, Tricky Tongue Twisters, and
Ridiculous riddles. Washington D.C.: National Geographic Society, 2012. pp. 32, 43.

Na primeira piada, o pronome interrogativo how é usado para perguntar
como as abelhas vão para a escola. Na segunda piada, what é usado para
perguntar o que os planetas leem.

Veja, no quadro a seguir, a ordem dos elementos em perguntas com questions
words.

Question Verbo Sujeito Verbo Complemento
word auxiliar bees principal to school?
planets
How do she get /////////////////////////////////////
television?
What do I read? the train?

How often does watch

Where can catch

Extra Practice

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

a. do / know / bees / What / you / about / ?

b. Where / I / buy / to / can / tickets / Corcovado / ?

c. bike / her / How often / does / school / ride / to / she / ?

Language Reference in Context 173

Countable and Uncountable Nouns [1] John Kasawa/Shutterstock/Glow Images; [2] Ivaschenko Roman/Shutterstock/Glow Images; [3] Evdokimov Maxim/Shutterstock/Glow Images

Leia o texto a seguir e observe o uso do substantivo sugar.

Sugary foods
Like fat, sugar is a concentrated source of

energy. It is found in foods such as jam,
sweets, cakes, chocolate, and cookies.
The psychological benefits of eating
these foods are obvious – they taste
lovely! However, too much sugar
causes tooth decay, obesity, and
mood swings so it is important to
limit your intake.

[3]

Lollipops

[1] Juice [2] Jam

From: GRAIMES, Nicola. Kids’ Fun & Healthy Cookbook.
New York: DK Publishing, 2007. p. 15.

No texto, a palavra sugar aparece em “sugar is a concentrated source
of energy” e em “too much sugar causes tooth decay”. Note que sugar
é um substantivo incontável (uncountable), sendo utilizado no singular
(no caso, acompanhado pelo verbo is) e com expressões incontáveis (no caso,
acompanhado da expressão de quantidade too much).

• Os substantivos podem ser classificados em countable (contáveis) ou
uncountable (incontáveis). Os substantivos contáveis têm singular e plural.
Os incontáveis são usados apenas no singular.

Veja, no quadro a seguir, alguns substantivos contáveis e incontáveis do texto.

Countable nouns Uncountable nouns

sweets sugar
cakes jam
cookies chocolate

174

Expressions of Quantity

Leia o texto anterior e observe o uso da expressão “too much sugar”.

No texto, a expressão too much acompanha o substantivo incontável sugar e
expressa ideia de excesso, exagero. No caso, se refere ao consumo de açúcar
em excesso.

• As expressões com much (como too much, not much e how much) são
utilizadas com substantivos incontáveis. As expressões com many (como too
many, not many e how many) são utilizadas com substantivos contáveis.
Veja, no quadro a seguir, algumas expressions of quantity.

Expressions of quantity + countable nouns Expressions of quantity + uncountable nouns

too many = an excessive number/quantity too much = an excessive amount
not many = a few not much = a little
How many...? How much...?

Extra Practice

1 Mark the sentence that contains an uncountable noun.

a. Broccoli is rich in vitamin C.
b. It’s important to eat vegetables every day.
c. Eat an apple a day and keep the doctor away.

2 Complete the sentences below with much or many.

a. How water do you drink a day? .
b. Don’t eat too salt. It’s bad for your health.
c. How
servings of fruit do you eat a day? Not

Galvão Bertazzi/Arquivo da editora

Language Reference in Context 175

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 baggy: largo(a)
barrier: barreira
achieve: atingir, alcançar beat: batimento; bater
add: adicionar, acrescentar befriend: fazer amizade com
⇨ add up to: totalizar behave: comportar-se
addiction: vício bench: banco
afraid: temeroso, com medo blender: liquidificador
agree: concordar blind: cego(a)
aide: ajudante, assistente blood: sangue
allow: permitir ⇨ blood pressure: pressão arterial
alongside: ao lado (de) ⇨ blood stream: corrente sanguínea
already: já ⇨ blood vessel: vaso sanguíneo
amazed: admirado(a) board game: jogo de tabuleiro
amount: quantidade; quantia bone: osso
ancient: antigo(a) booklet: folheto
anger: raiva boost: aumentar
angry: zangado(a) boot: chutar
appealing: atraente ⇨ boot out: mandar embora
arrange: arrumar; organizar bothered: incomodado(a)
astonishing: assombroso(a) ⇨ I’m not bothered (BrE): para mim tanto faz
attend: comparecer a bowl: tigela
avenue: avenida breathe: respirar
average: média; médio bright: brilhante
avoid: evitar broadcast: transmissão; programa
buck the trend: ir contra a corrente
B busy: ocupado, atarefado
buzz: zumbir
backyard: quintal

176 Glossary

C current: atual
customer: cliente
candy: doce cut: cortar
care: cuidado ⇨ cut back: fazer cortes; reduzir
careful: cuidadoso(a), atento(a) cutlery: talheres
carefully: cuidadosamente, atentamente
carry: carregar, transportar D
⇨ carry on: continuar; seguir em frente
catchy: que pega fácil; fácil de memorizar dairy: laticínio
cell: célula decay: cárie
chain: corrente decrease: diminuir
chalk: giz deep: fundo, profundo; muito profundo
⇨ chalk board: quadro-negro delighted: encantado(a)
challenge: desafio; desafiar design: desenhar; criar
chant: canção device: aparelho; dispositivo
chase: perseguir dirt: sujeira; terra
cheer up: animar-se disease: doença
chop: picar dish: prato
chorus: coro, em coro disorder: desordem; distúrbio
citizen: cidadão display: exibir; expor
cliff: penhasco draft: rascunho, esboço
climb: subir; escalar drench: ensopar
close: perto, próximo; fechar(-se) drop: soltar; largar; abandonar
⇨ close by: perto drummer: baterista
coast: costa dry: seco(a)
college: faculdade dune: duna
commissioner: comissário(a); encarregado(a) de um
E
departamento
communal: comum ease: aliviar
contest: concurso; disputa edge: borda; margem
cope (with something/someone): dar conta (de either: qualquer um dos dois
emaciated: definhado(a), caquético(a)
algo); enfrentar algo/alguém embarass: constranger, envergonhar
costume: fantasia; traje típico embarassing: constrangedor(a)
cove: enseada embellish: embelezar
cover: capa; coberta; cobrir; tapar
cross: atravessar; cruzar

Glossary 177

empowerment: empoderamento get: receber; obter; conseguir
endeavor: empenho; empenhar-se ⇨ get along with someone: dar-se bem (com
endurance: resist•ncia
enhance: aumentar; melhorar; real•ar alguŽm)
entry: entrada give: dar
even though: apesar de ⇨ give out: distribuir
exchange: trocar go: ir
eyesight: vis‹o ⇨ go on: continuar, seguir em frente
⇨ go out: sair; apagar-se
F goal: objetivo
goodness: valor nutritivo
fall: cair grain: cereais
⇨ fall apart: desfazer-se; fazer-se em peda•os grove: arvoredo
feast: banquete; fazer um banquete grow: crescer; cultivar
feat: proeza, fa•anha ⇨ grow up: crescer
feather: pena guest: convidado; h—spede
feed: alimentar gum: gengiva; chiclete
fiber: fibra gut: intestino
fill in: completar ⇨ gut feeling: intui•‹o
fingernail: unha da m‹o
fit: caber, servir H
fitness: boa forma (f’sica)
fizzy drink: refrigerante handicraft: artesanato
folate: ‡cido f—lico handy: h‡bil
foreign: estrangeiro(a) hard: duro
former: antigo, anterior harm: prejudicar
forward: para frente; jogador atacante harmful: prejudicial, nocivo
⇨ look forward to: aguardar, esperar (ansiosamente) height: altura
fringe: margem; franja hem: bainha (da cal•a)
frozen: congelado(a) hibernate: hibernar
highlight: destaque
G household: domŽstico
hug: abra•o; abra•ar
gadget: aparelho, dispositivo huge: enorme
gather: juntar hurt: doer, machucar
hurtful: ofensivo, cruel

178 Glossary

I lipstick: batom
lively: alegre, animado
improve: melhorar lock: trancar
increase: aumentar; subir locker: guarda-volumes; armário
indulge: dar-se ao luxo/capricho (de algo) lower: baixar
instead: em vez disso luck: sorte
⇨ instead of: em vez de, em lugar de lung: pulmão
issue: questão
M
J
major: principal
jam: geleia manage: gerenciar
jams: pijama marvel: maravilhar-se (com algo)
jaw-dropping: de cair o queixo match: relacionar, correlacionar
joint: articulação, junta matter: questão, assunto; importar
joke: piada meal: refeição
joy: alegria measure: medir; calcular
media: meios de comunicação
K medium: médio(a); meio
might: pode (ser que)
keep: manter move: mover(-se); mudar(-se) de local
key: chave; fundamental ⇨ move forward: avançar
kind: gentil, cordial muscle: músculo
knowledge: conhecimento
N
L
non-profit: sem fins lucrativos
label: rotular northeastern: nordeste
landscape: paisagem
lane: pista, faixa 0
lately: ultimamente
laugh: rir office: escritório
laze about/around: ficar à toa olive oil: azeite
leisure: lazer outfit: roupa, traje
length: comprimento outlook: perspectiva
lightbulb: lâmpada outrageous: abusivo(a)
lighthouse: farol overall: geral, total

Glossary 179

overcoming: superação Q
own: próprio(a); possuir, ter
ownership: propriedade quack: fraudulento, charlatão
queen: rainha
P quick: rápido(a)

pace: ritmo R
paddle: remo; remar
pain: dor rail: ferrovia; trilho
pale: pálido(a); claro(a) rainbow: arco-íris
parade: desfile raise: criar
park: parque; estacionar range: gama
parking (lot): estacionamento reach: alcançar
pass by: passar (por) realize: dar-se conta (de), perceber
peanut: amendoim recipe: receita
peel: pele; descascar recording: gravação
perform: desempenhar; executar refuse: negar-se (a fazer algo); recusar, rejeitar
perhaps: talvez rehearsal: ensaio
pin: alfinete; prender, segurar relative: relativo; parente
plain: liso(a); puro(a) reliable: seguro, confiável
pleased: contente, feliz relieve: aliviar
plenty: bastante replace: substituir
poetry: poesia report: relatar; denunciar
polite: educado, gentil rescue: resgatar, salvar
poll: pesquisa; votação resemble: parecer(-se) com
pose: causar (problema, dificuldade) resource: recurso
pour: despejar rest: resto; descansar
power: poder; luz, eletricidade reveal: revelar
print: impresso; imprimir rhyme: rima; rimar
promenade: calçadão (da orla marítima) ribbon: fita
proud: orgulhoso(a) rid: eliminar algo de algo
provide: oferecer ride: andar de; montar a
pulp: polpa (de fruta) rip: rasgar
purpose: propósito, objetivo roar: estrondo; barulho; rugido; rugir
push: apertar, pressionar; promover role: papel

180 Glossary

row: linha, fileira soap opera: novela
⇨ in a row: enfileirado solely: unicamente
rush: correr solve: resolver
sort: classificar
S source: fonte
speech: fala; discurso
sand: areia spell: soletrar
scared: assustado(a) sponsor: patrocinador(a); patrocinar
school board: mural escolar spot: marca; lugar
scratch: arranhar(-se) spread: espalhar
⇨ from scratch: (começar) do zero sprinter: velocista
screen: tela stand: permanecer
scrub: esfregar ⇨ stand up to someone: fazer frente a alguém
seam: costura standard: padrão
self-esteem: autoestima step: passo; pisar
sensitive: sensível stitch: ponto; costurar
serving: porção store: armazenar, guardar; loja
setting: configuração (informática) stormy: tempestuoso(a)
several: vários(as) straight: reto(a); em linha reta
shallow: raso(a); superficial strand: fio
shanty-town: favela strength: força, ponto forte
share: compartilhar stretch: estender(-se); esticar(-se)
sharp: afiado(a) stroke: derrame
shave: barbear(-se); depilar(-se) sum: soma, total
shelter: abrigo, refúgio ⇨ sum something up: resumir (algo)
show: mostrar, exibir support: apoiar; sustentar
⇨ show up: aparecer, dar as caras surround: cercar, rodear
sight: visão swallow: engolir
silk: seda swap: troca; trocar
slang: gíria sweet: meigo, gentil; doce
slice: fatia
smooth: suave; uniforme; sem caroços T
smoothie: vitamina (bebida)
snack: lanche tap: bater levemente
sneeze: espirro; espirrar tap dance: sapateado
soap: sabão, sabonete taste: sabor

Glossary 181

tasty: saboroso(a) V
teamwork: trabalho em equipe
tease: provocar, importunar vacationer: pessoa que está de fŽrias, turista
teaspoon: colher de chá value: valorizar; valor
thick: grosso; denso viable: viável
thought: pensamento
threat: ameaça W
threaten: ameaçar
through: atravŽs de, por warning: advert•ncia
throughout: por todo, durante todo wealth: riqueza
throw: atirar; jogar weigh: pesar
⇨ throw away: jogar fora weight: peso
thunderous: estrondoso(a) well-being: bem-estar
tongue twister: trava-língua whenever: sempre que
tool: ferramenta whether: se
toothbrush: escova de dentes whistle: assobiar
tough: duro(a); resistente; firme; difícil whiz: bater o liquidificador na velocidade máxima
trac: trato whole: todo, inteiro; integral
trade: trocar wide: amplo(a)
tray: bandeja wild: selvagem
trim: aparar; podar wipe: esfregar; enxugar
trip: viagem ⇨ wipe out: perder o controle
turkey: peru wish: desejo; desejar
wood: madeira
U wooden: de madeira
worldwide: pelo mundo todo
(be) unaware (of something): desconhecer algo workout: ginástica, treino
unforgettable: inesquecível
unspoiled: intacto(a); não destruído(a) Y
upper: superior
yet: ainda; contudo

182 Glossary

Este índice remissivo aponta os tópicos gramaticais trabalhados nos quatro livros da coleção.
Os tópicos trabalhados neste livro são indicados pelo número da página. Os tópicos trabalhados
nos livros do 6o, 8o e 9o anos remetem apenas a esses livros.

adverbs of frequency 61 Present Continuous 39
comparatives 8o spelling rules for verbs in the -ing form 41

spelling rules for comparative adjectives 8o Present Perfect 9o
conditional sentences 9o and Past Simple 9o
irregular verbs 9o
first conditional 9o since/for 9o
second conditional 9o
countable and uncountable nouns 141 Present Simple 59, 73, 93, 107; 8o
expressions of quantity 143 and Present Continuous 107; 8o
Future with will 8o spelling rules for verbs in the 3rd person
genitive case 6o singular 74
Imperative 6o; 25
modal verbs 6o; 26; 9o pronouns 6o; 95; 8o
can 6o; 26 object pronouns 95
must, have to, should 9o possessive adjectives 6o
passive voice 9o reflexive pronouns 9o
Past Continuous 8o relative pronouns 9o
Past Simple 8o; 9o subject pronouns 6o
to be (was/were) 8o; 9o
regular verbs 8o; 9o question words 6o; 127
irregular verbs 8o; 9o superlatives 8o
and Past Continuous 8o
and Present Perfect 9o spelling rules for superlative adjectives 8o
plurals 6o there is/there are 6o; 25
prepositions of place 6o verb to be 6o; 25

affirmative form 6o
interrogative form 6o
negative form 6o

Index 183

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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.
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CELANI, M. A. A. (Org.). Reflexões e ações (trans)formadoras no ensino-aprendizagem de inglês. 1. ed. Campinas:
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CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The Grammar Book. New York: Heinle and Heinle, 1999.
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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.
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LEDERMAN, L.; POTTER, L. E. Atividades com jogos para o ensino de inglês. São Paulo: Disal, 2013.
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PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press, 2000.
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Ensino de Inglês: O Corpus nas “Receitas”. São Paulo: Macmillan, 2012.
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184 Bibliography