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

WAY ENGLISHTO for Brazilian Learners7 7º- ano – Ensino Fundamental – Anos Finais – Língua Estrangeira Moderna – Inglês ENGLISH Claudio Franco for Brazi • Kátia Tavares lian Learners7 WTE_Ingles_7ano_PNLD2017_Capa_AL_PR.indd 2 6/9/15 5:32 PM

WAY ENGLISHTO for Brazilian Learners7 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. 7¼- ano Ð Ensino Fundamental Ð Anos Finais Ð L’ngua Estrangeira Moderna Ð Ingl•s 1 a edição | São Paulo | 2015 WTE_Ingles_Vol7_PNLD2017_001a002_Inic.indd 1 6/9/15 12:11 PM

2 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) 1 a edição 1 a impressão Impressão e acabamento WTE_Ingles_Vol7_PNLD2017_001a002_Inic.indd 2 6/9/15 12:11 PM

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 Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 3 12/05/15 17:39

Conheça seu livro Conheça as seções que fazem parte deste livro. 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. 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? 4 Assinale os itens abaixo que estão corretos em relação aos fitoquímicos. Os fitoqu’micos são nutrientes provenientes de frutas e legumes. Ainda não conhecemos os efeitos benŽficos dos fitoqu’micos na saœde. Os fitoqu’micos são respons‡veis pela cor, sabor e cheiro de frutas e legumes. 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. Aleksey Troshin/Shutterstock/Glow Images 8  Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 8 12/05/15 17:38 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. Antes de recorrer ao dicionário, busque inferir o significado de palavras desconhecidas a partir da observação do contexto em que elas são utilizadas. tip Available at: 5,000 Awesome Facts (About everything!). National Geographic Kids. washington, D.C.: National Geographic, 2012. p. 131. (Fragment). 1 Você pode deduzir que o trecho acima é parte integrante de qual texto? “35 Amazing Facts About Africa” “50 winning Facts About the olympics” “25 money Facts That will make You say Ka-ching!” 2 O texto se refere a cédulas de qual material? Plastic. Paper. 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. 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. Neale Cousland/Shutterstock/Glow Images 16 Warming Up! Who are these people? What do they do? Music Matters Zoran Karapancev/Shutterstock/Glow Images Jemal Countess/Time Inc/Getty Images 32  Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 32 12/05/15 11:51 92 Unit 5 Alan Oliveira What is your ultimate sporting ambition? I want to be the most popular athlete in the world and to be the best in all races. I also want to compete in the Olympics. What do you like doing outside of your sport? I like to play video games, to go to the movies, to do some radical sports and skating. When you have time to see your friends, what do you like to do? I like to have fun and talk. I try to forget a little bit about athletics. www.ossur.com/corporate/team-ossur/alan-oliveira Taking it Further Read the text below and do exercises 1-4. Available at: <www.ossur.com/corporate/team-ossur/alan-oliveira>. Accessed in: October 2014. (Fragment.) 1 The text above is in the section “Facts and Highlights”. “Q&A” (Questions and Answers). 2 According to Alan’s quote, what is really important? What you dream. To have a dream and make it come true. 3 Mark the correct statements about Alan. a. He is a Brazilian Paralympic athlete. b. He wants to be the most popular athlete in the world. c. He never forgets about athletics. d. He likes to have fun and talk to his friends. 4 What does Alan like doing? Choose the pictures below that refer to his favorite activities. Identifique se o texto Ž um anœncio, p™ster, entrevista etc. para, com base no que voc• j‡ sabe sobre esse g•nero textual, compreender melhor o texto, seus objetivos e sua estrutura. tip Ilustrações: Galvão Bertazzi/Arquivo da editora Julian Finney/Getty Images It doesnÕt matter what you dream, what matters is to dream and make it come true. Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 92 12/05/15 11:54 102 Unit 6 Before Reading 1 In your opinion, is it important to be fashionable? Why (not)? 2 Take a look at the layout, the structure and the source of the following text. Then, mark the correct item that completes each sentence below. a. Debate.org is an online community. newspaper. b. The text is composed of a debate topic (“Is fashion harmful to society?”) and two online forum posts. an opinion poll (“Is fashion harmful to society?”) and four online forum posts. c. The online forum posts on the right (“Fashion is art.” / “Fashion shows a person’s creativity.”) shows positive views on fashion. negative views on fashion. 3 What do you expect to read in the text below? Reading Now read the text below to check your predictions. Use o que você já sabe sobre o assunto e o gênero do texto para estabelecer hipóteses sobre o que você vai ler. tip Is fashion harmful to society? 51% say Yes 49% say No Available at: <www.debate.org/opinions/is-fashion-harmful-to-society>. Accessed in: December 2014. YES or NO I feel that fashion is harmful to society, because it promotes a culture that is based solely on appearance. The fashion industry encourages an unrealistic outlook for men and women in regards to their bodies and their looks. [...] Posted by: MilitaryGregorio28 Fashion is definitely harmful to society, because it inspires people to make potentially harmful lifestyle choices. Societal problems, such as anorexia and teen violence, are exemplary as to why fashion can actually be harmful. The media pushes the idea of beauty, as it is associated with apparently emaciated super models and punks wearing baggy pants and chains. [...] Posted by: UtterDusty75 Fashion shows a person’s creativity. Fashion shows what type of person someone is, and without that kids are the same as everyone else. [...] Fashion is art. “Fashion is the most powerful art there is. It shows the world who we are and who we’d like to be.” It’s movement, design and architecture all in one. [...] Summing it up, fashion is a daily way to embrace art and express who you are or who you want to be. Like Reply Like Reply Like Reply Report Post Report Post Report Post Report Post 6 2 64 3 Like Reply 5 1 2 5 www.debate.org/opinions/is-fashion-harmful-to-society + CREATE NEW TOPIC Reprodu•‹o/<www.debate.org> Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 102 12/05/15 11:55 90 Unit 5 Vocabulary Study Sports 14 1 Listen to the recording and repeat the words from the box below. Then, use them to complete the following gaps as in the example. beach volleyball  •  gymnastics  •  horseback riding basketball  •  judo  •  running  •  sailing  •  soccer  •  swimming  •  tennis Athlete: Daniel Dias PlAce of birth: Campinas, São Paulo SPort: swimming Athlete: Sarah Menezes PlAce of birth: Teresina, Piauí SPort: Athlete: Thomaz Bellucci PlAce of birth: Tietê, São Paulo SPort: Athlete: Marta PlAce of birth: Dois Riachos, Alagoas SPort: Athlete: Emanuel Rego PlAce of birth: Curitiba, Paraná SPort: Athlete: Robert Scheidt PlAce of birth: São Paulo, São Paulo SPort: Athlete: Tiago Splitter PlAce of birth: Joinville, Santa Catarina SPort: Athlete: Luiza Almeida PlAce of birth São Paulo, São Paulo SPort: Christopher Lee/Getty Images Stephane Reix/For Picture/Corbis/Latinstock Scott Barbour/Getty Images Popperfoto/Getty Images Oleg Nikishin/FIVB/Getty Images Alexandre Loureiro/Getty Images David Sherman/NBAE/Getty Images Alex Livesey/Getty Images Apple_Ingles_Vol7_PNLD2017_086a099_Unit5.indd 90 12/05/15 11:54 Tips into Practice Apresenta dicas para você colocar em prática diversas estratégias de leitura e aprendizagem. Reading Prepare-se para ler o texto principal da unidade, fazer atividades de compreensão e refletir criticamente sobre o texto que acabou de ler. Using the Dictionary Apresenta exercícios e dicas de uso de diferentes tipos de dicionários bilíngues e monolíngues. Vocabulary Study Estude o vocabulário de forma sistemática e contextualizada. Warming Up Explore o título da unidade e as imagens de abertura para levantar hipóteses relacionadas ao tema. Taking it Further Amplie seus conhecimentos sobre o tema da unidade. 4 Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 4 12/05/15 17:40

A Tour Around Brazil 127 Language in Use Question Words 1 Read the following fragments from page 122 and mark the correct item that completes each sentence below. I. “How do I get there?” II. “Where can I stay near there?” III. “Do they have parking facilities?” IV. “... where can I store my luggage?” a. Which fragment is a yes/no question (the expected answer is either “yes” or “no”)? Fragment I. Fragment III. b. Which fragments are Wh-questions (the questions start with a question word)? Fragments I, II and IV. Fragments II, III and IV. c. Which question word refers to places? “How” (Fragment I). “Where” (Fragments II and IV). d. Which question word refers to manner? “How” (Fragment I). “Where” (Fragments II and IV). 2 What tourist attraction is the text below about? Read it quickly and answer the questions on the following page as in the example. How to Get to the Top of Corcovado? There are a few viable ways: Bus + Train From Copacabana and Ipanema you can catch local bus 583 and from Largo do Machado 422, 569 or 498 – they go to Cosme Velho where the train leaves from. You can also get a subway + bus integrated ticket that drops you at the same stop. The train departs every 30 minutes 8:30h/19:00h everyday. Taxi + Train Same thing as the bus, but a bit more expensive and in compensation a lot faster if you live in Copacabana, Ipanema or Leblon. Van From the subway station Largo do Machado you can take a van all the way to the top and back, the same service you have from Praça do Lido in Copacabana. Tickets are sold at a desk at the subway station that is open everyday 8:00h/17:00h. Adapted from: <www.gringo-rio.com/sights-in-rio/rio-de-janeiro-attractions/corcovado>. Accessed in: December 2014. Christ The Redeemer on Corcovado mountain as seen from a small plane. Sergio Israel/Pulsar Imagens Apple_Ingles_Vol7_PNLD2017_120a133_Unit7.indd 127 12/05/15 12:03 112 Unit 6 Writing In this unit you have read some online forum posts on pages 102, 107 and 108. 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 topics for discussion. Then, forum members post messages with their views on the subject and to reply to previous ones. They can share personal opinions and a lot of information. 1 Write a reply to the opening post from the forum on page 102 (“Is fashion harmful to society?”). Step by Step 1. Write down your ideas and experiences concerning the question presented in the post that opens the forum. 2. If necessary, talk to other people and/or do research on the Internet to get more information on the topic. 3. Write a first draft of the post. Include one or two arguments to support your opinion. 4. Exchange posts with a classmate and discuss both texts. 5. Make the necessary corrections. 6. Write the final version of the post. Ao revisar os textos, considere, por exemplo: • objetivo: As informações estão adequadas ao objetivo do texto? • conteúdo: Há pelo menos um argumento para justificar a opinião expressa? Ele está claro e coerente? • linguagem: A resposta está redigida de maneira clara e objetiva? • ortografia: As palavras estão escritas corretamente? Reescreva seu texto com base na revisão feita por você e seus colegas. tip Writing Context Before writing your text, match the columns below to identify the elements of the writing context. a. Writer: b. Readers: c. Genre: d. Objective: e. Style: f. Media: classmates and other people classroom board/Internet you informal tone online forum post discuss if fashion is harmful to society 2 It’s time to share your post with your classmates. You can organize all the posts on a classroom board or create a real online forum. Then read your classmates’ posts and choose one (or more) to reply to. Nonwarit/Shutterstock/Glow Images Apple_Ingles_Vol7_PNLD2017_100a113_Unit6.indd 112 12/05/15 11:56 Time for Fun! It’s time to play a board game with your classmates. INSTRUCTIONS You need: • Comece o jogo na casa START. • Jogue o dado para mover sua peça. • Faça o que se pede em cada casa. • Ganha o jogo quem chegar primeiro à casa FINISH. a die a counter Galv‹o Bertazzi/Arquivo da editora Galv‹o Bertazzi/Arquivo da editora Review 3 117 Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 117 12/05/15 11:59 Traditional Clothing around the World (First Part) 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 a primeira parte do Project 2, Traditional Clothing around the World. TASK: In small groups, search for pictures of clothing that have characterized different regions 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 possible, its cultural and/or historical meaning. 2A Go to page 153 for the second part of this project. In this part of the project, it is only necessary to select pictures of tradicional clothing and write down some basic information to identify each piece of clothing. Later, you are going to display the pictures on a thematic map. Brazilian ÒbombachaÓ (baggy riding pants) Indian sari Gerson Gerloff/Pulsar Imagens Takayuki/Shutterstock/Glow Images Michal Durinik/Shutterstock/Glow Images Photodisc/Getty Images Hawaiian Muumuu dress Japanese kimono Project 2A 119 Apple_Ingles_Vol7_PNLD2017_114a119_Review3.indd 119 12/05/15 12:00 Fashion: in or out? 113 Looking Ahead Read the following texts. Then, talk to a classmate and answer the questions below. Apoie-se nas imagens e no seu conhecimento de mundo para inferir o significado de termos desconhecidos e compreender melhor o texto. tip Available at: <www.thesun.co.uk/sol/ homepage/news/4399544/School-bootsout-four-year-old-because-of-Beckhamhair.html>. Accessed in: October 2014. Available at: <www.dailymail.co.uk/news/ article-2516925/Vanessa-Van-Dyke-12-threatenedexpulsion-refusing-cut-afro-hair-welcomed-school. html>. Accessed in: January 2015. Extra Reading <www.theguardian.com/sustainable-business/sustainable-fashion-blog> <www.huffingtonpost.com/2013/11/26/vanessa-vandyke-expelled_n_4345326.html> Extra Video <http://video.teenvogue.com/series/global-threads> a. O que as notícias dos dois jornais têm em comum? b. Você já foi vítima de preconceito por adotar algum corte de cabelo ou penteado? c. Na sua opinião, as escolas agiram corretamente? Por quê (não)? Read the following quote by Coco Chanel (1883-1971), a famous French fashion designer. Do you agree with it? Talk to a classma te and discuss your ideas about it. School boots out four-year-old because of ÔBeckhamÕ hair Bullied 12-year-old girl who was threatened with expulsion from school for refusing to cut her natural afro hair is welcomed back without having to cut a single strand Fashion is not something that exists in dresses only. Fashion is in the sky, in the street, fashion has to do with ideias, the way we live, what is happening. Coco Chanel. Reprodu•ão/<www.thesun.co.uk> Reprodu•ão/<www.dailymail.co.uk> PHOTOCREO Michal Bednarek/Shutterstock/Glow Images Email address Password Let's Celebrate! 63 Listening and Speaking 1 What holidays are celebrated in your school? How do you usually celebrate them? 9 2 Listen to a ten-year-old boy talk about his favorite holiday. The recording is part of an online project that invites children to share podcasts about celebrations all over the world. Choose the picture that best illustrates his favorite holiday. Podcast é um arquivo digital de áudio que está disponível na Internet. Os conteúdos podem variar bastante, mas é comum haver depoimentos, entrevistas, dicas, instruções e/ou comentários em geral. tip Antes de ouvir o áudio, leia os itens do exercício para conhecer as informações solicitadas. Você deverá prestar atenção a elas durante a escuta. Faça isso em todos os exercícios de compreensão oral. tip Language Note We use at before celebrations: at Christmas, at Easter. We use on before dates and special holidays: on Easter Sunday, on my birthday. 9 3 Listen to the recording once more and mark the correct item that answers each question below. a. Where is the boy from? China. Turkey. b. When is Çocuk Bayrami celebrated? April 21st. April 23rd. c. What do people do each year? They wear different costumes, sing songs and dance. They perform plays and exchange expensive presents. 9 4 Listen to the recording again and check your answers to exercise 3. 5 Interview your classmates to find out about their experiences concerning different holidays. Complete the chart below with your classmates’ names when their answer is affirmative. Take turns as in the following example. Find someone who... ClassmatesÕ names visits the family at Christmas. spends New Year’s Eve with friends. eats chocolate eggs on Easter Sunday. Student A: Do you visit the family at Christmas? Student B: Sure! How about you? Yoshikazu Tsuno/Agência France-Presse Fatih Aktas/Anadolu Agency/Getty Images Apple_Ingles_Vol7_PNLD2017_052a065_Unit3.indd 63 12/05/15 11:52 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. Language in Use Aprimore seus conhecimentos gramaticais a partir de situa•›es de uso da l’ngua. Listening and Speaking Participe de atividades de ouvir e falar ingl•s, com uso de ‡udio e com seus colegas. Review, Time for Fun!, Thinking about Learning Reveja os conteœdos trabalhados, divir - ta-se com jogos e avalie sua aprendizagem a cada duas unidades. Project Planeje, desenvolva e apresente projetos interdisciplinares em grupo. Looking Ahead Debata com seus colegas quest›es relevantes sobre o tema da unidade. Writing Escreva um texto a partir da observa•‹o de textos que voc• explorou na unidade. 5 Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 5 12/05/15 17:40

Contents Conhe•a seu livro ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 4 Tips into Practice ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 8 Using the Dictionary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚16 Review 2 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 80 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 83 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 84 Project 1B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 85 Review 1 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 46 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 49 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 50 Project 1A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 51 Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 18 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 20 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Internet Slang ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 22 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 24 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 25 Review: verb to be, there is/there are, can, imperative ˚ ˚ ˚ ˚ ˚ ˚ 25 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 28 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 30 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 31 • Exploring cartoons • Establishing connections with Portuguese, Maths and Arts Digital World Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 52 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 54 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56 Holidays ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 56 Action Verbs ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 57 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 58 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59 Present Simple (I/ You/ We/ They) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 59 Adverbs of Frequency ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 61 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 63 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 64 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 65 LetÕs Celebrate! • Exploring fact files • Establishing connections with History and Geography Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 32 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 34 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Kinds of Music ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Musical Instruments ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 36 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 38 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39 Present Continuous ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 39 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 42 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 44 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 45 • Exploring lyrics and parodies • Establishing connections with Science and Arts Music Matters Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 66 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 68 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70 The Body ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 70 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 72 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73 Present Simple (He/She/It) ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 73 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 77 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 78 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 79 We Are All Human • Exploring quizzes • Establishing connections with Science, Portuguese and Arts Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Celebrate! Geography 6 Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 6 12/05/15 17:40

Review 3 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 114 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 117 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 118 Project 2A ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 119 Review 4 ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 148 Time for Fun! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 151 Thinking about Learning ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 152 Project 2B ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 153 Vocabulary Corner ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 154 Language Reference in Context ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 165 Glossary ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 176 Index ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 183 Bibliography ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 184 Empowerment through Sport Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 86 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 88 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 Sports ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 90 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 92 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Review: Present Simple ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 93 Object Pronouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 95 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 96 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 98 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 99 • Exploring opinion polls • Establishing connections with Physical Education and Arts A Tour Around Brazil Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 120 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 122 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124 Tourist Attractions ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 124 Means of Transportation ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 125 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 126 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127 Question Words ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 127 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 130 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 132 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 133 • Exploring maps • Establishing connections with Geography an d Arts Eat a Rainbow Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 134 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 136 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138 Food ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 138 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 140 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141 Countable and Uncountable Nouns ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 141 Expressions of Quantity ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 143 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 144 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 146 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 147 • Exploring recipes • Establishing connections with Science Warming Up! ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 100 Reading ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 102 Vocabulary Study ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Clothes ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 104 Taking it Further ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 106 Language in Use ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Present Simple or Present Continuous? ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 107 Listening and Speaking ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 110 Writing ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 112 Looking Ahead ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ ˚ 113 • Exploring online forum posts • Establishing connections with Arts, History, Geography and Science Fashion: in or out? Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora 7 Apple_Ingles_Vol7_PNLD2017_003a007_Inic.indd 7 12/05/15 17:40

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. 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. 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. Aleksey Troshin/Shutterstock/Glow Images 8  Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 8 5/12/15 6:22 PM

5 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. 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? Reprodu•‹o/WWF Canada 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. Tips into Practice 9 Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 9 5/12/15 6:22 PM

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. Faça previsões sobre o texto a partir do título e das palavras- -chave. B tip Busque relacionar a legenda tanto à imagem quanto às ideias do texto. C tip Apoie-se no vocabulário já conhecido e em palavras parecidas com o português para ajudá-lo na compreensão do texto. D tip Não se preocupe com as palavras desconhecidas, pois nem sempre é necessário saber o significado de cada palavra para atingir o objetivo de leitura. E tip Busque inferir o significado de palavras desconhecidas a partir da observação do contexto em que elas são utilizadas. F tip Identifique a fonte do texto para ajudá-lo a criar hipóteses sobre o que será lido. G tip Know me before you judge me Even though I have Down syndrome, my life is a lot like yours. I read books and watch TV. I listen to music with my friends. I’m on the swim team and in chorus at school. And I get along with my sisters – except when they take my CDs without asking! Some of my classes are with typical kids, and some are with kids with learning disabilities. I have an aide who goes with me to my harder classes, like Math and Biology. She helps me take notes and gives me tips on how I should study for tests. Having Down syndrome is what makes me “me.” And I’m proud of who I am. I’m a hard worker, a good person, and I care about my friends. Adapted from: NATIONAL GEOGRAPHIC KIDS, December 2006/ January 2007, p. 34-35. I have Down syndrome. But IÕm a normal teenager. Ative seu conhecimento prévio sobre o tema do texto para favorecer o estabelecimento de hipóteses sobre o que será lido. A tip Annie Griff ths Belt/National Geographic Creative I HAVE DOWN SYNDROME 10  Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 10 5/12/15 6:23 PM

Para fazer as atividades a seguir, utilize as dicas de estratégias de leitura sugeridas. 1 What do you know about Down syndrome? Mark the items below that are 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 people with Down syndrome. a teenager with Down syndrome. b. The text is from a magazine. website. c. The publication is for adults. children and teenagers. Now read the text on page 10 and do exercises 3-7. 3 Is the girl’s perspective on her condition positive or negative? 4 Mark the activities below that are part of the girl’s life. can help you! A tip can help you! B tip can help you! G tip can help you! C tip can help you! D tip Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Tips into Practice 11 Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 11 5/12/15 6:23 PM

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.” “E eu me envergonho de quem eu sou.” 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. can help you! F tip Estabeleça relações entre diferentes textos em língua inglesa. H tip Ao aprender novas palavras, busque aprender também como pronunciá-las. Por exemplo, ao pronunciarmos a palavra chorus, notamos mais facilmente sua semelhança com “coro” em português. I tip Available at: <www.riggio.net>. Accessed in: September 2014. Michael Loccisano/FilmMagic My name is Melissa Riggio. I’m eighteen years old and I am graduating from high school this June. I have but is a lot like yours. I sing in my school , I am on the team and I work at our local YMCA. www.riggio.net 12  Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 12 5/12/15 6:23 PM

Read the following text and do exercises 8-12. Learn new tips! From: NEWSWEEK, July 24, 2013. 8 Mark the correct item that completes each sentence below. a. The text is a magazine cover. motivational poster. b. The name of the publication is 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? Identifique se o texto é um anúncio, cartum, pôster etc. para, com base no que você já sabe sobre esse gênero textual, compreender melhor o texto, seus objetivos e sua estrutura. J tip Busque sempre identificar a que elemento o pronome se refere para compreender como as ideias se relacionam em um texto. N tip Note que os subtítulos ampliam/ detalham a ideia apresentada no título. M tip Observe as relações entre os elementos verbais (palavras) e não verbais (imagens, cores, tipos e tamanhos de fonte etc.). K tip Note que o título apresenta a ideia geral do texto. L tip Reprodu•‹o/Newsweek Tips into Practice 13 Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 13 5/12/15 6:23 PM

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. 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. Do be sure to finish your meal as wasting food is considered extremely disrespectful. Don't eat too quickly or too slowly, a medium pace is important. Don't eat with your left hand, it's considered unclean. Use the right hand instead, cutlery is rarely provided. Do wash your hands both before and after eating, pay close attention to the fingernails. Galv‹o Bertazzi/Arquivo da editora 14  Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 14 5/12/15 6:23 PM

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 b. disrespectful (as in Òextremely disrespectfulÓ) respectful c. finish (as in Òfinish your mealÓ) clean d. left (as in Òeat with your left handÓ) slowly e. quickly (as in Òeat too quicklyÓ) before f. unclean (as in ÒitÕs considered uncleanÓ) right 17 Get to know other eating customs from different countries! Complete the following texts with items from exercise 16. Busque associar as palavras aos seus antônimos como uma forma de ampliar e estudar o vocabulário. O tip Japan DO: It is polite to say how grateful you are for receiving the meal eating and to say thanks after finishing it. Saudi Arabia DONÕT: If using your hands to eat, only use your hand as the left 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. NFdesign/Shutterstock/Glow Images Tips into Practice 15 Apple_Ingles_Vol7_PNLD2017_008a015_Tips.indd 15 5/12/15 6:23 PM

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. Antes de recorrer ao dicionário, busque inferir o significado de palavras desconhecidas a partir da observação do contexto em que elas são utilizadas. tip Available at: 5,000 AWESOME Facts (About Everything!). National Geographic Kids. Washington, D.C.: National Geographic, 2012. p. 131. (Fragment). 1 Você pode deduzir que o trecho acima é parte integrante de qual texto? “35 Amazing Facts About Africa” “50 Winning Facts About the Olympics” “25 Money Facts That Will Make You Say Ka-ching!” 2 O texto se refere a cédulas de qual material? Plastic. Paper. 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. 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. Neale Cousland/Shutterstock/Glow Images 16 Apple_Ingles_Vol7_PNLD2017_016a017_Using the Dictionary.indd 16 5/13/15 9:22 AM

Ao consultar uma palavra no dicionário, é necessário compreender seu contexto de uso. tip Observe, a seguir, o verbete referente à palavra tough em quatro dicionários diferentes para responder às questões 5 e 6. Dicionário 1 tough /tʌf/ adj (tougher, -est) 1 duro 2 forte, sólido 3 (medida) rígido 4 (carne) duro 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 ◆ 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 From: DICIONÁRIO OXFORD ESCOLAR: para estudantes brasileiros de inglês. Oxford: Oxford University Press, 2007. p. 703. Dicionário 3 tough /tʌf/ adj 1 difficult: Starting a new job can be tough. 2 not easily damaged, cut etc: Children’s shoes have to be tough. 3 strong and not afraid of violence: a tough guy From: CAMBRIDGE ESSENTIAL ENGLISH DICTIONARY: The best start to learning English. Cambridge: Cambridge University Press, 2004. p. 334. 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. a. classe gramatical (adjetivo) b. flexão de grau do adjetivo (comparativo e superlativo) c. transcrição fonética d. áudio com a pronúncia e. expressões idiomáticas com a palavra f. exemplos de uso em frases Dicionário 4 tough /tʌf/ adjective tougher; toughest Learner’s definition of TOUGH 1 a: very difficult to do or deal with • a tough [=hard] assignment/problem • tough choices • She had a tough time in college. • It’s been a tough year for our family. = This year has been tough on [=hard on] our family. b: often followed by to + verb • It was tough to quit smoking. • The problem was tough to solve. 2 a: physically and emotionally strong: able to do hard work, to deal with harsh conditions etc. • tough soldiers • Are you tough enough for the job? b: physically strong and violent •tough criminals • He’s been hanging around with a brunch of 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. www.learnersdictionary.com Dicionário 2 tough tuhf adjective, tough-er, tough-est. 1. strong and durable, not easily broken or cut. 2. not brittle or tender. 3. difficult to masticate, as food: a tough steak. 4. of viscous consistency, as liquid or semiliquid matter: tough molasses. 5. capable of great endurance; sturdy; hardy: tough troops. 6. not easily influenced, as a person; unyielding; stubborn: a tough man to work for. Definitions Synonyms Learners Orig Available at: <Dictionary.com> (App) 1 2 3 4 Banco de imagens/Arquivo da editra 17 Apple_Ingles_Vol7_PNLD2017_016a017_Using the Dictionary.indd 17 5/13/15 9:22 AM

Digital World Warming Up! The photos show teenagers using digital devices in different situations. What are these digital devices? What activities do you do with technology? William Perugini/Shutterstock/Glow Images Chris Ryan/Shutterstock/Glow Images 18  Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 18 12/05/15 10:05

• 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 Learning Objectives Twin Design/Shutterstock/Glow Images Sergey Novikov/Shutterstock/Glow Images 19 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 19 12/05/15 10:05

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 2 Take a look at the layout, the title, the picture and the source of the following text. Then, mark the correct item that completes each sentence below. a. The audience of the poster is high school students. elementary school students. b. The text presents five important actions that people take in the digital world. in the school classroom. c. The text establishes connections between the picture and the actions of digital citizens. the clothes of digital citizens. Reading Now read the text below to check your predictions. Observe o leiaute, o título, a imagem e a fonte do texto. Isso ajudará você a compreendê-lo. tip Note que os textos são escritos em função do seu público-alvo (audience), ou seja, dos leitores (em potencial). tip Available at: <www.commonsensemedia.org/ educators/elementary_poster>. Accessed in: September 2014. Reprodu•‹o/Common Sense Media 20 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 20 12/05/15 10:05

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 and it refers to . b. In “RESPECT THEMSELVES AND OTHERS in online communities”, others refers to . c. The expression “listening to their gut feelings” is equivalent to . Reading for Critical Thinking Discuss the questions below with your classmates. a. O texto descreve o que os cidadãos digitais fazem. Na sua opinião, o que é cidadania? O que um cidadão deve fazer? E como um cidadão digital deve agir? b. No pôster, cada ação dos cidadãos digitais está relacionada a uma parte do corpo ou do vestuário da menina. Por exemplo, o boné, que protege a cabeça, está relacionado à proteção das informações privadas. Que relações 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? Observe o contexto para inferir o significado de palavras e expressões desconhecidas. tip Procure ter uma postura crítica diante dos textos, considerando novas perspectivas sobre o tema e relacionando-o com a realidade a sua volta. tip Digital World 21 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 21 12/05/15 10:05

Vocabulary Study Internet Slang Read the cartoon below and do exercises 1 and 2. Ao ler cartuns, observe as relações entre os elementos verbais e não verbais. tip   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 b. BRB means c. BFN means “bye for now”. “be right back”. “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 b. 4EVER c. B4 d. BFF e. GR8 f. ILU g. LOL h. PLS i. THX / THKS j. U2 k. UR l. XOXO © Randy Glasbergen/<www.glasbergen.com> GLASBERGEN, Randy. Available at: <www.glasbergen. com/>. Accessed in: September 2014. 22 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 22 12/05/15 10:05

12:35 Thx 4 the present. ILU! 12:35 Miss U2. Come here 2day, pls!=D 12:35 Of course u r my BFF! xoxo 4 Translate the following text messages as in the example below. Le@rning on the Web Para conhecer outras gírias da Internet (abreviações e acrônimos), visite: <www.internetslang.com/> (acesso em: abril de 2015) Now complete the Vocabulary Corner on page 154 with what you have learned. >> How Cyberbullying Victims Feel   Think about it! 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 expressar sentimentos. Você costuma usar abreviações e emoticons? Em que situações? Quais abreviações, em inglês ou em português, você mais costuma usar? Na sua opinião, o uso dessas abreviações é adequado ou deve ser evitado? Por quê? 5 and are examples of emoticons. Do you use emoticons in your text messages? Complete the gaps below with sad, angry or scared. Thanks for the present. I love you! }=( =/ =( =S =0 =l Frustrated Embarrassed Not Bothered Available at: <www.safetyweb.com/poster>. Accessed in: September 2014. (fragment) Banco de imagens/Arquivo da editora Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Digital World 23 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 23 12/05/15 10:05

Taking it Further 1 Read the following cartoon and mark the correct item that completes each sentence below. Para melhor compreender o humor nos cartuns, observe os elementos não verbais, como a expressão facial dos personagens, e sua relação com os elementos verbais. tip GLASBERGEN, Randy. Available at: <www.glasbergen.com/>. Accessed in: September 2014. a. The characters are in a library. a school classroom. b. The little boy feels scared. confused. c. The little boy is good at modern technology. bad at modern technology. 2 Mark the items below that are examples of tools that can be used in education. 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)? a book an e-book reader a CD a chalk board a cell phone (blackboard) an interactive whiteboard a computer a tablet © Randy Glasbergen/<www.glasbergen.com> Reprodu•‹o/Editora Penguin Tischenko Irina/Shutterstock/Glow Images Denis Rozhnovsky/Shutterstock/Glow Images Doug Schneider/Getty Images wavebreakmedia/Shutterstock/Glow Images Valentyna Chukhlyebova/Shutterstock/Glow Images Dimedrol68/Shutterstock/Glow Images Maxx-Studio/Shutterstock/Glow Images 24 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 24 12/05/15 10:05

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 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 25 12/05/15 10:05

4 Read the following cartoon and mark the correct item that completes each sentence below. 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. © 2012 Frederick Deligne/Cagle Cartoons DELIGNE, Frederick. Available at: <www.caglecartoons.com/>. Accessed in: September 2014. 26 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 26 12/05/15 10:05

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   Think about it! 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 medidas recomendadas no pôster para se proteger na Internet? Quais outras medidas você costuma adotar? No pôster, “tell, unfriend, block, report” resumem as atitudes que devem ser tomadas diante do cyberbullying. Você concorda com elas? Na sua opinião, como o cyberbullying pode ser evitado? Go to Language Reference in Context on page 165. Reprodu•‹o/fuzion.ie Adapted from: <www.fuzion.ie/index.cfm/page/cyberbullying>. Accessed in: September 2014. Digital World 27 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 27 12/05/15 10:05

Não se preocupe em entender todas as palavras e todas as informações do áudio. O objetivo do exercício 2 é identificar o tema do anúncio de utilidade pública que está sendo veiculado. tip Antes de ouvir o áudio, leia os itens do exercício para conhecer as informações solicitadas. Você deverá prestar atenção a elas durante a escuta. Faça isso em todos os exercícios de compreensão oral. tip 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 internet to 2 2 Listen to a radio commercial recorded by Wichita Northwest High School. What is the recording about? Fighting against cyberbullying. Finding information on the Internet. 3 2 Listen to the recording again and complete the recommendations for staying safe online. a. Control . Make it stop. b. Alter the issue. Don’t be . c. Delete . Realize its history and move forward. 4 2 Listen to the recording once more and check your answers to exercise 3. 5 Mark the cyberbullying statistics mentioned in the recording. 42% of kids have been bullied while online. 10% of kids do not tell an adult when they’ve been the victims of cyberbullying. Chamille White/Shutterstock/ Glow Images Banco de imagens/Arquivo da editora 28 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 28 12/05/15 10:05

6 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. 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. www.dosomething.org/facts/11-facts-about-cyber-bullying 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. www.safetynetkids.ork.uk/personal-safety/staying-safe-online Source: <www.dosomething.org/facts/11-facts-about-cyber-bullying>. Accessed in: January 2015. Source: <www.safetynetkids.org.uk/personal-safety/staying-safe-online>. Accessed in: January 2015. oliveromg/Shutterstock/Glow Images Digital World 29 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 29 12/05/15 10:05

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. 1 In pairs, create a cartoon about the effects of technology on our lives. Exercise your creativity and sharpen your ability to see and create humor. 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? Ao revisar os textos, considere, por exemplo: • objetivo: O texto est‡ adequado ao seu objetivo? H‡ humor no cartum? • linguagem verbo-visual: As imagens e o texto est‹o bem integrados? A linguagem Ž usada de forma criativa? • ortografia: As palavras est‹o escritas corretamente? Reescreva seu texto com base na revis‹o feita por voc• e seus colegas. tip Writing Context Before writing your text, complete the gaps below to identify the elements of the writing context. a. Writer: you and b. Readers: classmates and other people c. Genre: Step by Step 1. With a classmate, think of a funny situation about the effects of technology on our lives and create a drawing to describe it. 2. Add captions or speech bubbles to your cartoon. Eliminate all unnecessary words. Remember that humor is often produced by the unexpected. 3. Exchange cartoons with classmates and discuss them. 4. Make the necessary corrections. 5. Work to create the final version of your cartoon. d. Objective: create humor e. Style: tone f. Media: school board / Internet Samuel Borges Photography/Shutterstock/Glow Images 30 Unit 1 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 30 12/05/15 10:05

Looking 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. 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> Galv‹o Bertazzi/Arquivo da editora Source: <www.googlygooeys.com/time-spent-online-a-pie-chart-why-are-you-online/>. Accessed in: September 2014. Digital World 31 Apple_Ingles_Vol7_PNLD2017_018a031_Unit1.indd 31 12/05/15 10:05

Warming Up! Who are these people? What do they do? Music Matters Zoran Karapancev/Shutterstock/Glow Images Jemal Countess/Time Inc/Getty Images 32  Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 32 5/12/15 4:58 PM

33 • 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 Learning Objectives Paulo Whitaker/Reuters/Latinstock Fotoarena/Folhapress Jeff Kravitz/FilmMagic/Getty Images Thiago Lontra/Agência O Globo Rob Ball/Redferns/Getty Images Adriano Vizoni/Folhapress Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 33 5/12/15 4:58 PM

34 Unit 2 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 the lyrics of "Singin’ in the Rain." the performance of "Singin’ in the Rain." 3 In your opinion, is “Singin’ in the Rain” a happy or a sad song? Why? Reading Now read the text below to check your predictions. Ative seu conhecimento prévio sobre o tema do texto para favorecer o estabelecimento de hipóteses sobre o que será lido. tip Language Note singin’ = singing dancin’= dancing SinginÕ in the Rain* 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 I’m singin’ and dancin’ in the rain I’m dancin’ and singin’ in the rain *Lyrics by Arthur Freed / Music by Nacio Herb Brown Available at: <http://letras.mus.br/gene-kelly/20939/>. Accessed in: December 2014. Gene Kelly performing the song in the 1952 musical film Singin’ in the Rain CrŽdito/Arquivo da Editora Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 34 5/12/15 4:58 PM

Music Matters 35 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 1 Choose two lines from the lyrics that support each statement below. a. The song expresses a person’s feelings. “I’m happy again”. “What a glorious feeling”. “Let the stormy clouds chase”. 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. a. A canção fala de alguém que está feliz, cantando na chuva. Na sua opinião, a música pode ajudar a alegrar as pessoas? Isso costuma acontecer com você? b. Na letra da canção, a chuva e a escuridão no céu (“So dark up above”) contrastam com o estado de espírito de quem tem o sol no coração (“The sunÕs in my heart”). Na sua opinião, é possível sentir-se feliz mesmo quando a situação externa é (ou parece) desfavorável? Por quê? Você conhece alguma história sobre isso para compartilhar? Note que, em letras de música, a linguagem é usada de forma poética. tip Ao ler um texto, procure considerar novas perspectivas sobre o tema e relacione-o com a realidade a sua volta. tip Galvão Bertazzi/Arquivo da Editora Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 35 5/12/15 4:58 PM

36 Unit 2 Vocabulary Study Kinds of Music 1 What are your favorite kinds of music? Blues. Heavy metal. Reggae. Bossa Nova. Hip-hop. Rock. Classical. Indie. Other: Country. Pop. Dance. R&B. I like all kinds of music. 2 3 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 b. c. d. e. f. g. h. i. j. k. 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? Agrupar as palavras por assunto é uma boa forma de aprender e fixar vocabul‡rio novo. tip Language Note R&B - rhythm and blues Galv‹o Bertazzi/Arquivo da editora Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 36 5/12/15 4:58 PM

Music Matters 37 1 2 3 4 6 7 5 8 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 6 7 What sound does each musical instrument from exercise 6 make? Listen to the recording and write down the name of the musical instrument as in the example below. Compare your answers with those of a classmate. a. electric guitar b. c. d. e. f. g. h. Now complete the Vocabulary Corner on page 155 with what you have learned. Galv‹o Bertazzi/Arquivo da editora Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 37 5/12/15 4:58 PM

38 Unit 2 Taking it Further Apoie-se em palavras parecidas com o português, como benefits e hormones, para ajudar você a compreender o texto. tip Language Note preposition + verb in -ing: Health benefits of singing. Are you good at singing? Source: <http://visual.ly/health-benefitssinging>. 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? 1 Are you good at singing? 2 Before reading the text on the left, take a look at its structure, pictures and title. What do you expect to read in the text? 3 Now read the text and mark the correct statements about singing. If necessary, use the Glossary. a. It has physical and mental benefits. b. It is an anaerobic activity. c. It makes your body produce “feel good” hormones. d. It can be bad for your posture. e. It is good for your immune system. 4 According to the text, what makes people feel increased sense of community? 5 In each fragment below, there is a verb in bold. Two of them have a similar meaning. Which ones? Make inferences. “Increases lung capacity”. “Boosts immunity”. “Lowers blood pressure”. 6 How do you feel when you sing or listen to music? Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora Health benefits of SINGING SINGING KEEP CALM AND SING FOR JOY Não se preocupe com as palavras desconhecidas, pois nem sempre é necessário saber o significado de cada palavra para atingir seus objetivos de leitura. tip The health benefits of singing are both physical and psychological. Singing has physical benefits because it is an aerobic activity that increases oxygenation in the blood stream and exercises major muscle groups in the upper body, even while sitting. Your body produces ‘feel good’ hormones called Endorphins, which rush around your body when you sing, which is linked to our sense of emotional well-being. When people sing together they feel increased Sense of Community, Belonging and Shared Endeavour. Increases lung capacity, improves posture. Clears respiratory tubes and sinuses. Increases mental alertness through greater oxygenation. Boosts Immunity by promoting healthy lymphatic system. Lowers Blood Pressure. WTE_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 38 21/04/16 12:08

Music Matters 39 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. 2 What do the lines above have in common? They describe actions that always happen (permanent events). They describe actions happening around the time of speaking (temporary events). 3 What is the structure of the verb tense used in the lines above (Present Continuous)? 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. A partir da observa•‹o dos exemplos, fa•a infer•ncias para compreender regras de uso da l’ngua inglesa. tip 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. He is using his cell phone. He isnÕt using the computer. He isnÕt playing the electric guitar. He is looking at his mother. He and his mother arenÕt singing. 5 In your opinion, is the boy listening to his mother? Yes, he is. No, he isnÕt. Language Note Negative form in the Present Continuous tense He isnÕt (= is not) using the computer. He and his mother arenÕt (= are not) singing. verb to be + not + main verb in (am/is/are) the -ing form © 2015 King Features Syndicate/Ipress Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 39 5/12/15 4:59 PM

40 Unit 2 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 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. 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 Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 40 5/12/15 4:59 PM

Music Matters 41   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? Spelling rules for verbs in the -ing form Examples Most verbs: verb + ing sing singing do eat listen play watch Verbs ending in e: verb - e + ing dance dancing smile smiling use using * Verbs ending in consonant + vowel + consonant: verb + last consonant + ing get getting run running swim Verbs ending in ie: verb - ie + + ing die dying lie lying 10 Read the comic strips again and focus on the verbs in the Present Continuous tense. Then, complete the box below. * 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. a. Galv‹o Bertazzi/ Arquivo da editora 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. Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 41 5/12/15 4:59 PM

42 Unit 2 Kinds of music How I feel when I listen to it… How people feel, according to the recording... Samba Classical music Ative seu conhecimento prévio sobre o tema do texto oral para favorecer o estabelecimento de hipóteses sobre o que será ouvido. tip b. c. 12 Do you multitask? If so, what do you usually do? Listening and Speaking 1 In your opinion, can music affect our emotions? In small groups, try to think of examples to support your answer. 2 You are going to listen to a news program on the radio about how music makes you feel. Before listening to it, complete the column “How I feel when I listen to it…”. Go to Language Reference in Context on page 166. Galvão Bertazzi/Arquivo da editora Galvão Bertazzi/ Arquivo da editora 7 3 Now listen to the news program and complete the column “How people feel, according to the recording...” in exercise 2. Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 42 5/12/15 4:59 PM

Music Matters 43 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 do you listen… Classmate 1: Classmate 2: Classmate 3: to relax? to cheer you up? when you feel sad? when you feel happy? when you want to dance? Vectomart/Shutterstock/Glow Images Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 43 5/12/15 4:59 PM

44 Unit 2 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. 1 In small groups (of 4 our 5), use all your creativity to create a parody of the song “Singin’ in the Rain”. Remember that a good song parody should be as easy to sing as the original song lyrics. Step by Step 1. Read the lyrics of “Singin’ in the Rain” again on page 34. 2. Find a topic that you want the parody to be about. Start by answering the question: “What are you doing in the rain?”. 3. Develop the parody. You can make as many parodies as you want, but choose one to put down on paper and perform. 4. Exchange parodies with other classmates and discuss both texts. 5. Make the necessary corrections. 6. Write the final version of the song parody. Writing Context Before writing your text, complete the following paragraph describing the elements of the writing context. You and three or four classmates are going to make a of the song in order to create a version of it. You are going to use a humorous tone. Your song parody can be performed so that other classmates and school members can watch your performance. Ao revisar os textos, considere, por exemplo: • objetivo: As mudanças feitas na letra da música atendem ao objetivo do texto? Há humor na paródia? • linguagem: A letra da paródia elaborada está tão fácil quanto a letra original da música? • ritmo: A letra da paródia permite que se mantenha o ritmo original da canção? • ortografia: As palavras estão escritas corretamente? Reescreva seu texto com base na revisão feita por você e seus colegas. tip 2 It’s time to perform your song parody. You and your classmates can organize a musical event at your school to share the performances of the parodies. Invite teachers, family members, friends, and other people from your community to watch the performances. Galv‹o Bertazzi/ Arquivo da editora Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 44 5/12/15 4:59 PM

Music Matters 45 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. Observe o contexto e use seu conhecimento prévio para inferir o significado de palavras desconhecidas. Apoie-se em palavras parecidas com o português. tip 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> 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: 1. Ease pain. 2. Motivate people to bike harder. 3. Improve running motivation and performance. 4. Increase workout endurance. 5. Speed up post-workout recovery. 6. Improve sleep quality. 7. Help people eat less. 8. Enhance blood vessel function. Help Mentally: 9. Reduce stress. 10. Induce a meditative state. 11. Relieve symptoms of depression. 12. Elevate mood. 13. Improve cognitive performance. 14. Help people perform better in high-pressure situations. 15. Reduce anxiety as much as a massage. 16. Relax patients before surgery. 17. Ease stress after surgery. 18. Elevate mood while driving. 19. Help cancer patients manage stress and anxiety. 20. Ease recovery in stroke patients. Available at: <www.usatoday.com/story/news/health/2013/12/17/health-benefits-music/4053401/>. Accessed in: December 2014. Edyta Pawlowska/Shutterstock/Glow Images Apple_Ingles_Vol7_PNLD2017_032a045_Unit2.indd 45 5/12/15 4:59 PM

Reading 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? © Randy Glasbergen/<www.glasbergen.com> 46 Units 1 & 2 Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 46 12/05/15 10:09

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. a. She’s texting. b. Galv‹o Bertazzi/Arquivo da editora Review 1 47 Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 47 12/05/15 10:09

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 c. e. d. f. Ilustra•›es: Galv‹o Bertazzi/Arquivo da editora 48 Units 1 & 2 Apple_Ingles_Vol7_PNLD2017_046a051_Review1.indd 48 12/05/15 10:09