Way to Go! - 3 ano (Clique no último botão para ver em tela cheia)

Claudio FrancoSOMOS Educação ELnínsgiMnuooadMEesértndraaion–gIenigralês
Kátia Tavares

WAY
TO

3

MAPNRUOAFLEDSOSOR

SOMOS Educação3 Claudio Franco
ELnínsgiMnuooadMEesértndraaion–gIenigralês Kátia Tavares

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. Possui
certificado de proficiência em inglês da
Universidade de Cambridge. 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. Mestra 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-RJ. Autora de livros didáticos de inglês.

2ª edição
São Paulo, 2016

SOMOS Educação Diretoria editorial Dados Internacionais de Catalogação na Publicação (CIP)
Lidiane Vivaldini Olo (Câmara Brasileira do Livro, SP, Brasil)

Gerência editorial Franco, Claudio de Paiva
Luiz Tonolli Way to go! : língua estrangeira moderna :

Editoria de Língua Estrangeira e Arte inglês : ensino médio / Claudio Franco, Kátia
Mirian Senra Tavares . -- 2. ed. -- São Paulo : Ática, 2016.

Edição Obra em 3 v.
Carmela Ferrante e Barbara Manholeti (estag.)
1. Inglês (Ensino médio) I. Franco, Claudio de
Gerência de produção editorial Paiva. II. Título.
Ricardo de Gan Braga
16-02738 CDD-420.7
Arte Índices para catálogo sistemático:
Andréa Dellamagna (coord. de criação),
1. Inglês : Ensino médio 420.7
Priscila Zenari (progr. visual de capa),
Leandro Hiroshi Kanno (progr. visual de miolo),
Leandro Hiroshi Kanno (coord. e edição), Fábio Cavalcante

e Lívia Vitta Ribeiro (assist. e diagram.)

Revisão
Hélia de Jesus Gonsaga (ger.),
Rosângela Muricy (coord.), Gabriela Macedo de Andrade,

Luís Maurício Boa Nova,
Paula Teixeira de Jesus,
Brenda Morais e Gabriela Miragaia (estagiárias)

Iconografia
Sílvio Kligin (superv.), Denise Durand Kremer (coord.),

Claudia Bertolazzi (pesquisa),
Cesar Wolf e Fernanda Crevin (tratamento de imagem)

Ilustrações
Sirayama

Cartografia
Eric Fuzii

Foto da capa: Perfect Lazybones/Shutterstock

Protótipos
Magali Prado

Direitos desta edição cedidos à Editora Ática S.A.
Avenida das Nações Unidas, 7221, 3o andar, Setor A

Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061

www.atica.com.br / [email protected]

2016

ISBN 978 85 08 17965 7 (AL)
ISBN 978 85 08 17966 4 (PR)

Cód. da obra CL 713360
CAE 566 145 (AL) / 566 146 (PR)

2a edição
1a impressão

Impressão e acabamento

2

APRESENTA‚ÌO Caro aluno

szefei/ShutterstockSOMOS EducaçãoO número de pessoas que usa a língua inglesa e tem outro idioma como língua
materna é maior do que a quantidade de falantes nativos de inglês. Dessa
forma, a língua inglesa possibilita a comunicação escrita e oral entre
pessoas do mundo todo, seja presencialmente ou a distância, seja para fins
pessoais, profissionais, artísticos ou acadêmicos. Assim, saber inglês é um
conhecimento importante para o mercado de trabalho e um instrumento valioso
para o desenvolvimento acadêmico, além de facilitar o acesso a diferentes formas
de entretenimento e de arte. Aprender inglês, portanto, é uma maneira de se
preparar e se qualificar para tudo isso.

Esta coleção foi planejada pensando-se em contribuir para o desenvolvimento da
sua formação como indivíduo que utiliza a linguagem em diversas práticas sociais.
Dessa forma, ao longo dos três volumes, você encontra uma grande variedade de
gêneros textuais e de temas de relevância social, além da valorização do uso da
língua inglesa como instrumento de ampliação das possibilidades de acesso a
diversas formas de pensar, sentir e agir no mundo. Para tal, o ensino da língua não
acontece de maneira isolada, mas é sempre articulado com as demais disciplinas
do currículo, convidando você a refletir de modo crítico sobre diversas questões e
a participar mais ativamente da sua comunidade.

Todas 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
compreensão e de produção tanto da escrita quanto da fala. Além disso, a obra
busca explorar a diversidade cultural e a riqueza das variações linguísticas.

Como buscamos valorizar seu papel na construção coletiva do conhecimento ao
longo de toda a coleção, esperamos que a obra seja um convite para você se
engajar com entusiasmo, junto com seus colegas e seu professor, em um processo
de aprendizagem colaborativo, prazeroso e enriquecedor.

Os Autores

Contents FabioaColombini/AcervoçdofotógrafoãoUNIT 1
UNIT 2
Maridav/ShutterstockSOMOS EducConheça seu livro ......................................................................................... 8
Doing Research on the Internet................................................................... 11
Tips into Practice.......................................................................................... 13

ETHNIC DIVERSITY IN BRAZIL

EXPLORING CARTOONS
ESTABLISHING CONNECTIONS WITH GEOGRAPHY, HISTORY AND SOCIOLOGY

Warming Up .................................................................................................................... 21
Reading ........................................................................................................................... 24
Vocabulary Study .......................................................................................................... 26

Word Formation........................................................................................................... 26
Collocations................................................................................................................. 27
Language in Use ............................................................................................................ 27
Review: Present Perfect or Past Simple? ................................................................... 27
Past Perfect ................................................................................................................ 29
Listening and Speaking................................................................................................ 31
Writing............................................................................................................................. 33
Looking Ahead................................................................................................................ 34

WOULDA, COULDA, SHOULDA

EXPLORING POLLS
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY

Warming Up .................................................................................................................... 35
Reading ........................................................................................................................... 38
Vocabulary Study.......................................................................................................... 40

Multi-word Verbs ......................................................................................................... 40
Discourse Markers ...................................................................................................... 40
Language in Use............................................................................................................. 41
Modal Verbs ................................................................................................................. 41
Modal Verbs with have ................................................................................................ 41
Third Conditional..........................................................................................................42
Wish / If only.................................................................................................................43
Listening and Speaking................................................................................................ 45
Writing............................................................................................................................. 47
Looking Ahead............................................................................................................... 48

Review 1 ........................................................................................................ 49
Reading...................................................................................................... 49
Language in Use........................................................................................ 50
Studying for Exams................................................................................... 52
Thinking about Learning........................................................................... 53

Project 1A ..................................................................................................... 54

4

oseOto/BSIP/Diomediação
Michaeljung/Shutterstock/GlowSOMOS ImagesEducaINSPIRING STORIES, INSPIRING VALUES UNIT 3
UNIT 4
EXPLORING STORIES
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY 5

Warming Up .................................................................................................................... 55
Reading........................................................................................................................... 58
Vocabulary Study........................................................................................................... 60

Prepositions ................................................................................................................ 60
Noun Phrases .............................................................................................................. 60
Language in Use............................................................................................................. 61
Direct and Indirect Speech ......................................................................................... 61
Listening and Speaking................................................................................................ 65
Writing............................................................................................................................. 67
Looking Ahead ............................................................................................................... 68

CAREER EXPECTATIONS

EXPLORING PERSONAL STORIES
ESTABLISHING CONNECTIONS WITH SOCIOLOGY

Warming Up .................................................................................................................... 69
Reading ........................................................................................................................... 72
Vocabulary Study.......................................................................................................... 74

Multi-word Verbs ......................................................................................................... 74
Collocations................................................................................................................. 75
Prepositions ................................................................................................................ 75
Language in Use .............................................................................................................76
Direct and Indirect Speech (II) ................................................................................... 76
Listening and Speaking................................................................................................ 79
Writing ............................................................................................................................ 81
Looking Ahead ............................................................................................................... 82

Review 2........................................................................................................ 83
Reading ...................................................................................................... 83
Language in Use........................................................................................ 84
Studying for Exams................................................................................... 86
Thinking about Learning........................................................................... 87

Project 1B ..................................................................................................... 88

Contents

UNIT 5ZubinShroff/Taxi/GettyçImagesão
LaurenceSOMO Dutton/Stone/GettyS ImagesEduca UNIT 6 SAVE THE AMAZON!

6 EXPLORING FACT FILES
ESTABLISHING CONNECTIONS WITH GEOGRAPHY AND BIOLOGY

Warming Up .................................................................................................................... 89
Reading........................................................................................................................... 92
Vocabulary Study.......................................................................................................... 94

Noun Phrases .............................................................................................................. 94
Discourse Markers ...................................................................................................... 94
Prepositions ................................................................................................................ 95
Language in Use............................................................................................................ 95
Passive Voice ............................................................................................................... 95
Listening and Speaking................................................................................................ 99
Writing........................................................................................................................... 101
Looking Ahead............................................................................................................. 102

TO SHOP OR NOT TO SHOP?

EXPLORING ADVERTISING POSTERS
ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY

Warming Up .................................................................................................................. 103
Reading......................................................................................................................... 106
Vocabulary Study........................................................................................................ 108

Idioms ........................................................................................................................ 108
Discourse Markers .................................................................................................... 109
Word Formation......................................................................................................... 109
Language in Use.......................................................................................................... 110
Passive Voice (II) ....................................................................................................... 110
Listening and Speaking.............................................................................................. 113
Writing........................................................................................................................... 115
Looking Ahead............................................................................................................. 116

Review 3....................................................................................................... 117
Reading..................................................................................................... 117
Language in Use....................................................................................... 118
Studying for Exams..................................................................................120
Thinking about Learning.......................................................................... 121

Project 2A....................................................................................................122













































b. How does the colonizer address the native inhabitants?

▲ Rudely. ■ Politely.

c. What is the colonizer’s real intention?

▲ He wants to assimilate the culture of the native inhabitants.

■ He wants to impose the culture of his country on the native inhabitants.
BancoSOMOdeimagens/ArquivodaSeditora Educação
d. What is the tone of the cartoon?

▲ Sad. ■ Ironic.

e. Which verb forms complete the following sentence about the topic of the cartoon?

During the European colonization of the Americas, explorers ✪ control of the native
inhabitants’ land and ✪ their culture and ideologies on them.

▲ took — imposed ■ have taken — have imposed

PAST PERFECT

Read the statements and the graph below. Then do exercises 6-9. Write the answers in your
notebook.

I. A large proportion of immigrants in recent decades were originally Brazilian emigrants.
The 2000 census revealed that two thirds of all immigrants between 1990 and 2000 were
Brazilian citizens who had previously lived abroad.

II. In addition to North America and Europe, at the beginning of the 1980s Japan became the
third major migration destination for Brazilians. Of these main destinations for emigrants,
only Japan had recruited Brazilian workers.

Return of Former Brazilian Emigrants 1990-2000 TIP Busque sempre

60.000 estabelecer relações entre
50.000 a linguagem verbal e a não
40.000 verbal. O gráfico ao lado
30.000 ilustra o trecho I ou II?
20.000 Como o gráfico e esse
10.000 trecho se relacionam?

UruguayBolivGiaermanyFrance ItalPyortuAgargl entina UK USA JapanOthePrasraguay

Source: Instituto Brasileiro de Geografia e Estatística (IBGE), Census 2000.

STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_
upload/groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016.

29Ethnic Diversity in Brazil

6. When did each action happen? In your notebook, match the columns in the boxes below.

Statement I

a. First action I. The 2000 census reveals that two thirds of all immigrants between
1990 and 2000 are Brazilians.

SOMOS Educaçãob. Second actionII. Brazilian citizens leave the country to live abroad.

Statement II I. Japan becomes the third major migration destination for Brazilians.
a. First action II. Japan recruits Brazilian workers.
b. Second action

7. The Past Perfect tense (had lived/had recruited) is used in the statements to refer to something

that happened
a. before another action in the past.
b. after another action in the past.

8. Go back to the text on page 24 and find a sentence with two verbs in the Past Perfect.

9. What is the structure of the Past Perfect tense?

… Brazilian citizens who had previously lived abroad.
… only Japan had recruited Brazilian workers.
Brazil had been one of the first multiracial states…

a. auxiliary verb had + main verb in the Past Simple form
b. auxiliary verb had + main verb in the Past Participle form

10. Replace each icon ✪ with the correct form of the verbs in parentheses to complete the text

below. Use the Past Simple or the Past Perfect tense. Write the answers in your notebook.

Public awareness of prejudice based on skin colour ✪ (be) slow to develop due to Go to
the social structures that ✪ (grow) over the centuries and deeply rooted paternalism.
Until the 1980s the government ✪ (deny) responsibility for human rights violations LANGUAGE
such as racism or even the existence of racism. Only at the beginning of the 1990s REFERENCE
was there open dialogue between the government and various civil society groups,
which ✪ (lead), in 1995, to the elaboration of the “National Programme of Human and
Rights” (Programa Nacional de Direitos Humanos, PNDH).
EXTRA
STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_upload/ PRACTICE
groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016. (Fragment) on page

157

30 UNIT 1

Buyenlarge/GettySOMOS EdImagesucação LISTENING AND SPEAKING
Reprodução/People
1. Look at the magazine cover below and answer the questions in

pairs. Write the answers in your notebook.
a. Who is on the cover of the magazine?

b. What happened at the time?

c. What does the expression “makes history” refer to?

PEOPLE magazine. Time Inc. (Time Warner).
November 17, 2008. (Cover)

2

2. Listen to a television reporter talking about the fight for equality in the United States. Choose

the topics that she mentions. Write the answers in your notebook.
a. Barack Obama’s relationship with his father as
a child.
b. Barack Obama’s victory in the American
Presidential election.
c. Conflicts between black and white people
when Barack Obama was a child.
d. The introduction of the Civil Rights Act in 1964.
e. The role of Malcolm X as a human rights
activist.
f. The importance of Martin Luther King in the
civil rights movement.
g. The publication of the Universal Declaration of
Human Rights.

2

3. Listen to the recording again and replace each icon ✪ with what you hear to complete the

sentences below. Write the answers in your notebook.
a. American ✪ has a troubled history.
b. As recently as 50 years ago, African Americans were fighting to be granted the same ✪ as

white people.
c. There was a time that in some places in the US black and white children couldn’t go to the

same ✪ together.
d. ✪ was the most famous American campaigner for civil rights.

2

4. Listen to the recording once more and check the answers to exercises 2 and 3.

31Ethnic Diversity in Brazil

5. Do you think some people changed their attitude towards black people with the election of

Barack Obama? If so, how?

3

SPOKEN LANGUAGE

WilliamPhilpott/GettyEImages ducação
Homophones are pairs of words with different spellings, and different meanings, but the

same pronunciation. For example, two /tuː/ and too /tuː/; new /nuː/ and knew /nuː/.

Listen to five sentences. For each sentence, choose the word you hear as in the example

below (▲ or ■). Write the answers in your notebook.

Example: a. ▲

a. ▲ know ■ no TIP Quando uma palavra
b. ▲ see ■ sea
c. ▲ write ■ right começa com kn, em inglês, o k
d. ▲ here ■ hear não é pronunciado, como em
know, knife, knee, knight.

e. ▲ where ■ wear

Listen to the recording again and check your answers.

6. In pairs, talk about famous civil rights activists. Use the expressions and information from the

following boxes to help you. You can also talk about other people from your country who have
fought for equality.

AlaorFilho/AEOS Rosa Parks (1913-2005) Have you ever heard about…?
AlessiaSPierdomenico/ShutterstockOM�African-American civil rights activist What was she/he best known for?
and “mother of the freedom movement”; What (else) do you know about…?
�international icon of resistance to racial What do you think about…?
segregation;
�best known for the Montgomery Bus If I'm not mistaken, she/he was...
Boycott (a protest campaign against the As far as I'm concerned, she/he was…
policy of racial segregation on the buses She/he was recognized as…
of Montgomery, Alabama). Everyone knew her/him as…

Abdias do Nascimento (1914-2011)
�Afro-Brazilian scholar, artist, politician
and leader in Brazil’s black movement;
�nominated for the Nobel Prize for Peace
in 2004;
�best known for supporting legislation to
address racial problems.

Nelson Mandela (1918-2013)
�South African anti-apartheid
revolutionary and politician;
�President of South Africa from
1994 to 1999;
�best known for tackling
institutionalized racism, poverty and
inequality.

32 UNIT 1

WRITING

In this unit you can find cartoons on pages 22 and 28. Each of them has a drawing and a caption.
The combination of the visual and the verbal elements drives the humor. Cartoons can address
several different issues of our lives and they are frequently published in magazines and
newspapers. Some of them, like The New Yorker (<www.newyorker.com/humor/caption>) and
The Boston Globe (<www.boston.com/bostonglobe/toons/>), even run cartoon caption
contests which are quite popular.
Take the challenge to write cartoon captions. Exercise your creativity and sharpen your ability to
see and create humor in all areas of life.

1. In pairs, create a cartoon to encourage a positive attitude towards ethnic diversity. Be careful to

use humor without expressing prejudice.
Ilustrações:Sirayama/SOMOS Educação
Arquivo da editoraWRITING CONTEXTSTEP BY STEP

Before writing your text, match the columns below to 1. With your classmate, choose one of the drawings
from this page or create your own.
identify the elements of the writing context. Write the
2. Study the cartoon drawing and ask yourself a few
answers in your notebook as in the example below. questions: What is the most obvious thing
happening? What could be happening here that is
Example. a. III NOT obvious? Remember that humor is often
produced by the unexpected.
a. Writer: I. classmates and other people
3. Study the details of the cartoon and ask yourself:
b. Readers: II. school board/Internet What could this detail mean? What else could this be?

c. Genre: III. you and your classmate 4.Write down one or more captions. Eliminate every
unnecessary word. Study the placement of the
d. Objective: IV. humorous tone punch words, the words that drive the joke. They
should normally be at the end of the caption.
e. Style: V. cartoon
5.Exchange captions with classmates and discuss all
f. Media: VI. encourage a positive attitude of them. Choose the best ones.

towards ethnic diversity 6. Make the necessary corrections.
7. Write the final version of the cartoon caption.
TIP Ao revisar os textos, considere, por exemplo:

• objetivo: As informações estão adequadas a seu objetivo e ao
público-alvo?

• linguagem: As linguagens verbal e não verbal estão bem integradas
para criar humor no cartum?

• ortografia: As palavras estão escritas corretamente?
Reescreva seu texto com base na revisão feita por você e seus colegas.

2. Now it’s time to share your cartoon with your classmates and other people. What about running a

cartoon contest and inviting the school community to vote?

33Ethnic Diversity in Brazil

LOOKING AHEAD
Reprodução/<www.multicultclassics.blogspot.com.br>
Ethnic diversity in Brazil has inspired Brazilian
AcervoEducaçãArtístico-CulturalodosPaláciosdoGovernodoEstado,Sãoartist Tarsila do Amaral. Look at her painting
Paulo, SP./Tarsila do Amaral EmpreendimentosOperários and discuss the following questions
in pairs.

Do you think Brazilian identity is based on
ethnicity? Why (not)?

Do you believe that discrimination in Brazil is Tarsila do Amaral, Operários, 1933.
more a matter of social class than of ethnicity?
Why (not)?

Read the cartoon and discuss the questions below in groups of three.

In your opinion, what are the
advantages of living in a multicultural/
multiethnic world?

How would you answer the question in
the cartoon?

Available at: <http://multicultclassics.blogspot.com.br/2009/11/7298_ethnic-SOMOSStew Hardie/Shutterstock
insightwhite_corporations.html>. Accessed in: March 2016.

EXTRA READING

<http://focus-migration.hwwi.de/Brazil.5879.0.html?&L=1>
<http://encyclopedia.jrank.org/articles/pages/6027/

Brazilian-Racial-Formations.html>
<www.duniamagazine.com/2012/01/a-racial-democracy-race-and-

ethnicity-in-brazil/>
<www.unesco.org/new/en/brasilia/social-and-human-sciences/

ethnic-and-racial-relations/>

EXTRA VIDEO

<www.youtube.com/watch?v=3bBGWyByAIA>
(Africans in Brazil: a brief history)

34 UNIT 1

Woulda, Coulda, 22Unit
Shoulda

SOMOS EducaçãoWarmingCan you guess how this person is feeling? Do you have any regrets?

UP

LeventeGyori/Shutterstock

LEARNING • to take part in discussions on regrets
• to learn how to use modal verbs and modal verbs with have
OBJECTIVES • to learn how to use the third conditional
• to learn how to use wish/if only
• to explore polls

35

1. There are a lot of movies about people who have the opportunity to do everything differently. Find

out about some of those movies and complete their descriptions by replacing each icon ✪ with
an expression from the box below. Write the answers in your notebook.

two wishes • start over • travels back in time • divine powers

EverettãCollection/Keystoneo
Never been kissed is about a journalist who has never had a Reprodução/Universal Pictures
real relationship. One day her boss assigns her to report
undercover at a high school to help parents become more
aware of their children’s lives. She sees her assignment as
an opportunity to ✪ and correct the mistakes she made in
high school.
Columbia/EverettSOMOS ECollection/Keystoneducaç
Never Been Kissed (1999) A television reporter complains about God too often and is
given ✪ for one week to learn how difficult it is to run the
world. He uses his new abilities for personal gain and not
for helping people. He soon learns that being God is very
challenging.

Bruce Almighty (2003)

A 13-year-old girl has ✪ — to become popular in high Reprodução/Europa Filmes
school and to be 30. She plays a game on her 13th birthday
and wakes up the next day as a 30-year-old woman. She
realizes that she has made the wrong choices as an adult
and wishes she were 13 again. Finally, she is able to make
things right.

13 Going on 30 (2004) A young man experienced severe blackouts during traumatic
moments when he was a child. Since the age of seven he has
written a diary of his blackout moments so he can remember
what happens. One day at college, he finds that when he reads
his old diaries he ✪, and he is able to “redo” parts of his past.

The Butterfly Effect (2004)

Available at: <www.imdb.com>. Accessed in: March 2016.

2. What movie from exercise 1 do the following main characters belong to? Write the answers in

your notebook.

a. She wished to get older.

b. She had the chance to fix things.

c. He could change parts of his past.

d. He regretted playing the role of someone extremely powerful.

3. If you could, would you travel back in time? If so, what for?

36 UNIT 2

BEFORE READING

1. Copy the diagram below in your notebook and replace each icon ✪ with a word related to regret

to complete it. Choose words from the following box.
rue • joy • remorse • lament • praise • sorrow • contentedness • complain • celebrate

rue ✪
Phloxii/Shutterstock/GlowSOMImagesOS Educação
REGRET

✪✪
✪

2. Turn over the page and, before reading the text, look at the layout, the structure and the source

of the text. Then, choose the correct item that completes each sentence below (▲ or ■). Write the

answers in your notebook.

a. The text is c. The author posts new texts every

▲ an article. ▲ week.

■ a letter of advice. ■ month.

b. The author is d. The author writes texts for

▲ an expert on the subject. ▲ teenagers only.

■ an amateur on the subject. ■ people in general.

37Woulda, Coulda, Shoulda

Masson/Shutterstock/Glowa ImagesçãoREADING
IakovSOMOFilimonov/Shutterstock/GlowSImages Educ
Now read the text to check your predictions.

LEARNING FROM YOUR REGRETS

“If only I had known then what I know now.” How often I hear that phrase replayed by those
who dwell on missed opportunities and regrets.

Jane regrets dropping out of college to get married. “I wish I had had a better education
and had made something of myself. Now that my kids are older, I’m bored. I would’ve liked
to have an important career, but it’s too late now,” she laments.

Rick regrets taking the easy way out. “I entered my dad’s business right after college.
Financially, I’ve got no complaints. But I have a hard time shaking off the feeling that I would
have become someone special if only I had had the courage to go out on my own back then.”

Regrets like these can become a constant reminder of “what could have been”. But it
doesn’t have to be that way. Regrets can also enlighten and be an incentive for new
opportunity. Here’s how that might happen:

Conquer your negative emotions. People often imagine that they would have done
things differently if they had known better. Yet, the decisive factor in their
decision-making is often an emotional one, not a lack of information. Jane could still get
her college degree if she weren’t afraid that the commitment would be too much for her.
As she reflects on her past, she recognizes that feeling overwhelmed was the same reason
she dropped out of school years ago. If Jane is to learn from her regrets, she needs to deal
with her fears in a different manner this time.

Use your regrets to motivate yourself to take a different action. Rick can motivate
himself to do something different now, instead of simply regretting his long ago decision.
Perhaps, he could move the business in a new direction, start a second career, or blaze a
creative trail in a completely different field. Ruing your regrets is a passive approach to life;
using your regrets to make a better life for yourself is a positive and active approach.

Anticipate future regrets before you make major decisions. If Jane does decide to
return to college, it would be helpful for her to anticipate what might make her regret this
decision too. If her goal is to have a thriving career, she should choose an appropriate
program. Simply taking the easiest courses (which would be her typical pattern) would
likely result in her regretting her decision once again.

Use regrets to learn more about what’s important to you. Rick imagines that he
might have become a musician if he hadn’t gone into his dad’s business. But he conveniently
ignores how music might play a role in his life now. Too often people assume that it’s too late
in life to make any changes. Not true, unless you get entrenched in the position that: it should
have been a certain way then so there’s nothing you can do about it now.

Many people regret decisions they’ve made or opportunities they’ve lost. But only a few
make those “woulda, coulda, shouldas” work for them. You can be one of those people! It’s
never too late to use your regrets as a catalyst for revamping your life.

“Make your ‘woulda, coulda, shouldas’ work for you.”

Copyright 2006: Linda Sapadin, Ph.D. is a psychologist in private practice who specializes in helping individuals, families and couples overcome self-defeating patterns of behavior.

Adapted from: <www.drsapadin.com>. Accessed in: March 2016.

38 UNIT 2

READING FOR GENERAL COMPREHENSION

Which fragment below summarizes the main idea of the text? Choose the correct item that
answers this question. Write the answer in your notebook.
a. “Regrets can also enlighten and be an incentive for new opportunity.” (4th paragraph)
b. “Too often people assume that it’s too late in life to make any changes.” (8th paragraph)
c. “Many people regret decisions they’ve made or opportunities they’ve lost.” (9th paragraph)
SOMOS Educação
READING FOR DETAILED COMPREHENSION

1. Choose the correct item that completes the sentence below.

Jane and Rick are examples of people who

a. regret decisions they have made. b. have never lost any opportunities.

2. In your notebook, answer the questions below with a fragment from the text.

a. What does Jane regret?
b. What about Rick?
c. According to the author, what is really important when people make decisions?
d. And how can people have a positive approach to life?

3. What are the author’s recommendations? Choose the correct items that answer this question.

Write the answer in your notebook.
a. Overcome your negative emotions.
b. Use regrets to learn more about what is valuable to you.
c. Use your regrets to motivate yourself to take a different action.
d. Avoid predicting future regrets before you make major decisions.

4. What does the writer do to explain each recommendation? Choose the correct item that answers

this question. Write the answer in your notebook.

a. She shares her personal life experiences.

b. She makes comments on other people’s life experiences.

5. Use your own words to explain the meaning of the fragment below. Write the answer in your

notebook.
“It’s never too late to use your regrets as a catalyst for revamping your life.”

6. What does the expression “woulda, coulda, shouldas” refer to? Choose the correct item that

answers this question. Write the answer in your notebook.

a. Regrets.

b. Opportunities.

39Woulda, Coulda, Shoulda

READING FOR CRITICAL THINKING

Discuss the following questions with your classmates.
a. Does the author offer useful tips to deal with regrets and move on to a productive life? Which

one do you consider the most important? Why?
b. Do you make your “woulda, coulda, shouldas” work for you? If so, how?
SOMOS Educação
VOCABULARY STUDY

MULTI-WORD VERBS

Read the fragments below and do exercises 1 and 2. Write the answers in your notebook.
a. … those who dwell on missed opportunities and regrets. (1st paragraph)
b. Jane regrets dropping out of college to get married. (2nd paragraph)
c. … she needs to deal with her fears in a different manner this time. (5th paragraph)

1. Match the multi-word verbs to their meanings. Write the answers in your notebook.

a. dwell on I. stop doing something before you have completely finished

b. drop out II. take action in order to achieve something or to solve a problem

c. deal with III. keep thinking or talking about something, especially something bad

2. Replace each icon ✪ with a multi-word verb from exercise 1 to complete the sentences below.

a. She doesn’t want to ✪ the past any longer.

b. She ✪ of school at 14.

c. You have to find a way to ✪ mixed feelings.

DISCOURSE MARKERS
3. Read the fragments below.

I. Yet, the decisive factor in their decision-making … (5th paragraph)
II. Not true, unless you get entrenched in the position that … (8th paragraph)

Now replace each icon ✪ with a discourse marker from the box below to complete the following
statements. Write the answers in your notebook.

but • moreover • except if • provided that

a. In fragment I, the discourse marker yet is equivalent to ✪.
b. In fragment II, the discourse marker unless is equivalent to ✪.

4. Now copy the Discourse Markers box (on page 171) on a special page in your notebook and

complete it with what you have learned. Notice that this box will be used in other units.

40 UNIT 2

LANGUAGE IN USE

MODAL VERBS

Read the fragments below and do exercises 1-3. Write the answers in your notebook.
I. Jane could still get her college degree …
II. … she should choose an appropriate program.
III. But he conveniently ignores how music might play a role in his life now.
SOMOS Educação
1. In fragment I, we can find the modal verb could. Which modal verbs can you find in fragments II and III?
2. Copy the table below in your notebook and complete it.

In fragment… the modal verb… expresses…

I could ▲ certainty. ■ possibility.

II ✪ ▲ recommendation. ■ obligation.

III ✪ ▲ certainty. ■ possibility.

3. Choose the correct item that completes the sentence below.

We use modal verbs

a. before the infinitive of other verbs. b. after the infinitive of other verbs.

4. Replace each icon ✪ with the correct modal verb in parentheses to complete the quotations

below. Write the answers in your notebook.

a. (could/should)
“I usually say I did the best I ✪ with what I had. I have no major regrets.”

(Stokely Carmichael)

b. (should/might)

“Music ✪ probably provide answers in terms of lyrical content and give people a sense of

togetherness and oneness, as opposed to being alone in their thoughts and dilemmas or

regrets or happiness or whatever.”

(Peabo Bryson)

c. (could/should)

“If I have any regrets, I ✪ say that I’m sorry I wasn’t a better writer or a better singer.”

(Patti Smith)

MODAL VERBS WITH HAVE
5. Read the fragments below and choose the correct item that completes each sentence on the

next page (▲ or ■). Write the answers in your notebook.

I. Regrets like these can become a constant reminder of “what could have beenÓ.
II. … it should have been a certain way then so there’s nothing you can do about it now.
III. Rick imagines that he might have become a musician …

41Woulda, Coulda, Shoulda

a. The forms could have been (fragment I) and might have become (fragment III) express

▲ criticism. ■ past possibility.

b. The form should have been (fragment II) expresses

▲ criticism. ■ past possibility.

SOMOS Educaçãoc. After modal verb + have, we use

▲ the base form of the main verb. ■ the past participle of the main verb.

6. Replace each icon ✪ with the correct modal verb in parentheses to complete the following

sentences. Write the answers in your notebook.

michaeljung/Shutterstock

a. I think that engineering ✪ an interesting career choice for you.

Why don’t you try it? (might be/might have been)

b. The more I think about my current job, the more I believe I ✪
another career path when I was younger. (should choose/
should have chosen)

c. I do not know if I ✪ to a better college, but it doesn’t matter
now. We can’t change the past. (could go/could have gone)

d. Many people choose not to quit their jobs, although they know
they ✪ it as soon as possible. (should do/should have done).

e. When Rick was a teenager, he ✪ afraid of telling his father about his career aspirations.
(might be/might have been)

f. Vocational training ✪ the key to unlocking job opportunities. Consider going to a vocational
training school. (could be/could have been)

THIRD CONDITIONAL

Read the fragments below and do exercises 7 and 8. Write the answers in your notebook.
I. … I would have become someone special if only I had had the courage to go out on my own back then.
II. People often imagine that they would have done things differently if they had known better.
III. Rick imagines that he might have become a musician if he hadn’t gone into his dad’s business.

7. Choose the correct item that completes each sentence below (▲ or ■).

a. In fragment I, it is correct to say that

▲ Rick believes he has become someone special. ■ Rick didn’t have the courage to go out
b. In fragment II, people believe that on his own.

▲ the access to information in the past was easy. ■ things would have been different if
c. We use the third conditional to talk about they had been wise enough.

▲ unreal situations in the past. ■ improbable situations in the future.

42 UNIT 2