EF2 MP 8ANO INGLES ANGLO p2 PDF

MODULE
20
DRIVING TOWARDS
THE FUTURE
graphicsdunia4you/Shutterstock
Learning objects
• Informative texts
• Textual references – use of object
pronouns and possessive adjectives
• Verb review: the future
Skills
• Interpret opinions in a text.
• Apply reading strategies to analyze
a text.
• Establish relationships between
terms, expressions and ideas that
have the same referent in order to
build grammatical cohesive links.
• Identify and make use of the simple
future (will) in predictions.
“There are no passengers on

Spaceship Earth. We are all crew.”
Marshall McLuhan
148
GETTING STARTED
Read the cartoon and answer the following question.

She is worried about the destruction of the environment/beautiful
What is the painter worried about? natural sceneries by toxic chemicals.
© 2012 Jeff Stahler/Dist. by Andrews McMeel Syndication for UFS
READING
PRE-READING
Answer the following questions.
a) In your opinion, where does air pollution come from?
Possible answer suggestions: Air pollution comes from different sources. We cause air pollution directly, for example,
Língua Inglesa • Módulo 20
when we use electricity, fuels and transportation./ We can also cause air pollution indirectly when we buy products and
services that use energy in their production and delivery./Farming is one of the biggest causes of air pollution,
in fact, in Europe, it is the biggest cause.
b) What could be done to avoid air pollution?

Possible answer suggestions: Find other sources of energy, reduce the number of cars on the streets etc.
Sources and more information: <www.cleanerandgreener.org/resources/air-pollution.html>, <www.theguardian.com/

environment/2016/may/17/farming-is-single-biggest-cause-of-worst-air-pollution-in-europe>. Accessed on: Aug. 7th, 2017. 149
READING
1 Read and listen.
32
What will the car of the future be like?
Safer, more comfortable and, above all, green. Car manufacturers
Semmick Photo/Shutterstock
are continually working to find a solution to one of the biggest
problems of our times — air pollution. And then, of course, we can’t
forget the safety and comfort factors. But what are the proposals for
a cleaner world?
In the last decades, the amount of carbon dioxide in the
atmosphere has dramatically increased by more than 40 percent.
Nowadays, even breathing is difficult in some cities because of
the problem of smog. Are cars to blame for all of this? To a certain
extent, yes. Cars produce substances which are dangerous both for
our health and for the environment. Around 20 percent of carbon
dioxide emissions worldwide can be traced to cars annually.
What can we do? The first thing we should do is to reduce the
number of cars on the roads and, especially, in large cities. We should
also use unleaded petrol, if it is impossible to leave our car in the garage. Then we should plant
lots and lots of trees, as they absorb carbon dioxide in the air and produce all essential oxygen.
But most importantly, we should try to find some alternative energy sources.
Electric-powered cars may be part of the solution to the problem of pollution in our cities.
These cars don’t produce any substances which are dangerous for either mankind or the
environment. Manufacturers are testing various types of electric-powered cars at present and
some of them are already available on the market.
Most modern electric cars look no different from normal cars. They come in different shapes,
colors and sizes depending on the car manufacturer and who the car is designed for. They tend
to be lighter than normal vehicles; therefore, they take less energy to move.
For many people, electric vehicles are a very big step to take in the lifestyle they are used to.
However, if we look back in time at when we brought new technology into our lives, this is simply
just another big step. When the horse-drawn carriage was our main form of transportation, it
was hard for people to see the benefits in using motor cars powered by internal combustion
engines. Attitudes changed as people came to understand the technology better and now most
households have one if not more cars.
Electric vehicles are becoming more popular as many of the major car makers are now
making them. You can even buy electric sports cars, such as the Tesla Roadster.
Available at: Kid n. 3: Eli, Italy, 1995, <www.scientificamerican.com/article/atmospheric-carbon-dioxide-hits-record-levels/> and <www.livestrong.com/
article/156537-facts-of-car-pollution/>. Accessed on: Aug. 7th, 2017. (Based.)
2 Read the following statements and decide if they are right (R), wrong (W), or not
mentioned (NM). Correct the wrong ones.
a) Electric cars do not cause much pollution. ( R )
b) Car manufacturers have found a solution to the problem of pollution. ( W )

They are continually working to find a solution to the problem.
c) Breathing is harder in big cities because of smog. ( R )
150 Ensino Fundamental 2 ¥ 8o ano

d) There is a lot of smog in the countryside too. (NM) Useful language
How do you say these
e) Cars are responsible for twenty per cent of carbon dioxide emissions in the world. ( R ) words and expressions
in Portuguese? Use the
context to help you.
f) The world would be more polluted if we drove electric-powered cars. ( W ) a) towards:
The world would probably be less polluted if we drove electric-powered cars. em direção a; rumo a
g) Electric-powered cars don’t harm the environment as petrol cars do. ( R ) b) car manufacturers:
fabricantes de carros
h) Electric cars will be on the market soon. ( W ) (montadoras)

Some electric cars are already on the market. c) proposals:
i) Most people are already changing from petrol cars to electric-powered cars. ( W ) propostas
It’s becoming more popular, but most people still have petrol cars. d) even breathing:
até mesmo respirar
j) Several important car makers are making electric sports cars. (NM)
e) smog (smoke + fog):
poluição do ar causada
3 What does the word green mean in the text? pela fumaça e
It means “ecological”/that does not pollute. descargas dos carros

f) to blame for:
4 What do the underlined words refer to in the text? ter a culpa de
a) “… both for our health …”: g) to a certain extent, yes:

the reader, people in general até certo ponto, sim; de
b) “What can we do?”: certa forma, sim.
the reader, people in general h) can be traced to cars:
c) “… as they absorb carbon dioxide in the air…”: pode ser atribuída aos
the trees carros
d) “…these cars don’t produce …”: i) unleaded petrol:
electric-powered cars gasolina sem chumbo
e) “… and some of them are already available on the market.”: em sua composição
electric-powered cars (não poluente)

j) electric-powered cars:
carros movidos à
LISTENING eletricidade
k) for either mankind or
PRE-LISTENING the environment:
tanto para os homens
Read the following list of diseases and tick ( ü ) the ones which are related to the respiratory
system. como para o meio
a) asthma ( ü ) h) emphysema ( ü ) ambiente Língua Inglesa ¥ Módulo 20
b) hepatitis ( ) i) lung cancer ( ü )

c) gastroenteritis ( ) j) encephalitis ( )
d) bronchitis ( ü ) k) heart disease ( )
e) skin and eye irritation. ( ) l) diarrhea ( )
f) stomach cramps and aches ( ) m) vomiting ( )
g) chronic obstructive pulmonary disease ( ü ) n) respiratory infections ( ü )
151
33 LISTENING
Listen to the text and complete the following information.
Air pollution short-term health effects Air pollution long-term health effects
Chronic respiratory disease, lung

Irritation to the eyes , cancer , heart disease,
nose throat and even damage to the brain , nerves,
and .
liver , or kidneys.
Upper respiratory infections such as
Continual exposure to air pollution affects
bronchitis and pneumonia .
the lungs of growing children and may
Headache , nausea, and allergic complicate
aggravate or medical conditions
reactions. in the elderly .
It can aggravate the medical conditions of individuals with It is estimated that half a million people die prematurely
asthma and emphysema . every year in the United States as a result of
smoking cigarettes .
LANGUAGE WORK
VERB REVIEW: THE FUTURE WILL

Read the following sentences and complete the rules.
In my opinion, cars will be safer and will not (won’t) pollute the planet.
Will we have greener sources of energy?
a) To make the simple future affirmative we put will or ’ll
before the base form of the verb.

b) To make the simple future negative we put will not or won’t

c) To make the simple future interrogative we put will before the
subject .
Zoonar GmbH/Alamy/Latinstock
LANGUAGE USAGE
1 Put the verbs into the simple future.
Mathew asked a fortune-teller about his future. Here is what she told him:
a) You will earn (earn) a lot of money in the lottery.
b) With the money, you will travel (travel) around the world.
c) In one particular country, you will find (find) the love of your life.
d) But she won’t fall (not fall) in love with you at first.
e) Also, she won’t accept (not accept) to go out with you.
f) But you will insist (insist) dating her.
g) After some time, she will find out (find out) you are her soul mate.
h) You will marry (marry) her.
i) You won’t have (not/have) any kids.
j) You will live (live) happily ever after.
2 Read and complete the following sentences using the verbs in the box.
Sam Aronov/Shutterstock
What will life be like in the next decades? Michio Kaku, famed Futurist,
Physicist, and TV Personality, took us on a guided trip to the future.
follow disappear design be (3×)
see replace control grow extend
have there to be appear mean
a) Computers as we now know them will disappear ; they will be

everywhere and nowhere […], just like electricity and running water.
b) Augmented reality will be everyday reality.
c) If the internet is accessible via contact lenses, biographies will appear next to
the faces of the people we talk to, and we will see subtitles if they speak a
foreign language.
d) In decades to come, we will control computers with our minds.
e) As in science fiction, via the internet we will be able to experience
telepathy (mind-to-mind contact) and telekinesis (mind controlling matter), to upload
memories, create a brain-net (memories and emotions sent over the internet).
f) Robots will be commonplace.
g) In the future, scientists will grow more complex organs, like livers and
kidneys.
h) Parents will design their offspring. In a few decades, parents may be able to
choose many genetic characteristics of their children.
i) Cybermedicine will extend lives.
j) We will still have wars, but nations will mean less
in the future, and there will be fewer wars.
Available at: <www.nytimes.com/2013/11/28/opinion/kaku-a-scientist-predicts-the-future.html>. Accessed on: Aug. 7th, 2017.
3 Ask Dr. Michio Kaku five questions about his predictions for the future. The first one has
already been done for you.
Will we travel to space on vacation? Língua Inglesa ¥ Módulo 20
Personal answers. Possible question suggestions: Will we have colonies on Mars?/Will we work fewer hours and have
more leisure time?/Will scientists be able to find and cure new diseases before they spread and kill many people?/
Will natural disasters be detected and prevented before they happen?
4 Do you think Dr. Michio Kaku’s predictions will actually happen? Discuss with your
classmates and teacher. Personal answers.
153
HOMEWORK
1 Read the text and answer the questions.
When cars fly

Reprodução/www.nextgov.com
Baby steps toward autonomyÉ

Google, Tesla and Uber − companies that didn’t even exist when Toyota introduced
the Prius, in 1997 − have become major players in the auto industry. Both Google and
Tesla aim to introduce fully autonomous cars − that is, cars that drive themselves −
within the next several years, and Uber recently founded an R&D center (Research and
Development) in Pittsburgh with an eye leading to our driverless future.
Self-driving cars are expected to be much safer than human-driven ones. But even
if the first robot cars hit the roads in the next few years, most of us probably won’t give
up driving entirely for at least another 15 or 20 years. In the meantime, traditional cars
will gradually take over certain aspects of driving.
Companies have been adding semiautonomous features to cars since the 1990s −
things like adaptive cruise control, which uses sensors to adjust a car’s speed based on
the traffic in front of it, and automated parallel parking. Some cars automatically stop
− or at least slow down − if a driver doesn’t step on the brake in time to avoid a collision,
and in certain Mercedes-Benz models, the driver will be able to change lanes simply by
hitting the turn signal for two seconds (the car will take care of the rest). Within a few
years, cars may be able to determine when an accident is likely and make adjustments
to the cabin − moving seats, closing windows, retracting the steering wheel.
Available at: <www.theatlantic.com/magazine/archive/2016/05/when-cars-fly/476382/>. Accessed on: Aug. 7th, 2017. (Adapted.)
a) What do Google and Tesla plan to do in the next years?

They aim to introduce fully autonomous cars.
b) Are autonomous cars safer than human-driving cars?

Yes, they are expected to be much safer.
c) Will we give up driving as soon as self-driving cars become popular?

No. It’s probable that we won’t give up driving entirely for at least another 15 or 20 years.
d) What have manufacturers been doing to traditional cars?

They have been adding semiautonomous features.
e) What will cars be in the coming years?

The driver will be able to change lanes simply by hitting the turn signal for two seconds and cars may
be able to determine when an accident is likely and adjust the cabin.
f) Read the infographic, what is the prediction for the future of cars?
In 2070, there will be only self-driving cars on the roads, and traditional cars will be outlawed.
2 Read the text and complete the spaces with the verbs from the box.
go shape make (2×) continue become
be (5×) have farm reach enable

What will the Earth look like in 500 years?
by Robert Lamb
If you could travel back in time five centuries, you’ d encounter a prosperous Aztec Empire in Central Mexico, a freshly
painted Mona Lisa in Renaissance Europe and cooler temperatures across the Northern Hemisphere. This was a world in the
middle of the Little Ice Age (A.D. 1300 to 1850) and a period of vast European exploration now known as the Age of Discovery.
What if we could look 500 years into the future and glimpse the Earth of the 26th century? What will the
weather be like?
Depending on whom you ask, the 26th century will either be a little chilly or infernally
hot. Some solar output models suggest that by the 2500s, Earth’s climate will have cooled back down to near
Little Ice Age conditions. Other studies predict that ongoing climate change and fossil fuel use will make much of
the planet too hot for human life by 2300.
Some experts date the beginning of human climate change back to the Industrial Revolution in the 1800s, others to
agricultural practices in prehistoric times. Either way, humans that use tools effectively alter their environment – and our
26th century tools might be quite impressive indeed.
Theoretical physicist and futurist Michio Kaku predicts that in a mere 100 years, humanity will make the leap
from a type zero civilization to a type I civilization on the Kardashev Scale. In other words, we will become a species
that can control the entire sum of a planet’s energy.
Using such power, 26th-century humans will be masters of clean energy technologies such as fusion and
solar power. Furthermore, they will be able to manipulate planetary energy in order to control global climate.
Physicist Freeman Dyson, on the other hand, estimates the leap to a type I civilization would occur within about 200 years.
Technology has improved exponentially since the 1500s, and this pace will probably continue
in the centuries to come. Physicist Stephen Hawking proposes that by the year 2600, this growth would see 10 new
theoretical physics papers published every 10 seconds. If Moore’s Law holds true and both computer speed and complexity
double every 18 months, then some of these studies may be the work of highly intelligent machines.
What other technologies will shape the world of the 26th century? Futurist and author Adrian Berry
believes the average human life span will reach 140 years and that the digital storage of human personalities
will enable a kind of computerized immortality. Humans will farm the oceans, travel in starships and
reside in both lunar and Martian colonies while robots explore the outer cosmos.
Where will we go from there? In your opinion, what will some other predictions be ?
Available at: <http://science.howstuffworks.com/environmental/earth/geology/earth-500-years.htm>. Accessed on: Aug. 7th, 2017. (Adapted.)
3 Listen to the text again and check your answers in activity 2.

33
4 Read the text above again and write right (R), wrong (W) or not mentioned (NM). Correct the wrong statements.
a) North America and Europe were colder five years ago than they are today. ( W )
North America and Europe were colder five centuries ago than they are today.
b) The Little Ice Age affected the Aztec Empire dramatically. ( NM )
c) There is no agreement between experts whether the climate will be too cold or too hot 500 years from now. ( R )
Língua Inglesa ¥ Módulo 20
d) The use of tools by humans has helped stabilize weather conditions across the centuries. ( W )
It has helped cause climate change.
e) The Kardashev Scale has categories that go from type 0 to type III. ( NM )
f) According to the Kardashev Scale, a type I civilization can master all the energy resources of its home planet. ( R )
155
MODULE CALVIN AND
21 HOBBES – I’M
HUNGRY!
crisserbug/iStock/Getty Images
Learning objects
• A comic strip: Calvin and Hobbes
• If-clauses type 1 (probable conditions)
• Verb sequences in conditional
clauses type 1
Skills
• Interpret a comic strip.
• Recognize and make use of
conditional sentences to talk about
cause and consequence (type 1).
parkerphotography/Alamy/Latinstock
instock
• Much more than just a form
parkerphotography/Alamy/Lati
of entertainment for kids,
comic books are a serious
and sophisticated art form.
156
GETTING STARTED
Read the text and answer the following questions.
A history of the comic book

Originating in the United States in the late 1800s, the comic
Education Images/UIG/Getty Images

book contains everyday language, slang, and idiom, as well as color
and a sophisticated interplay between text and image. […] As such,
a comic book is much more than just a series of words and pictures
with marginal cultural importance. […]
Available at: <www.randomhistory.com/1-50/033comic.html>.
Accessed on: Aug. 7th, 2017.
a) Where and when was the comic book created?

In the United States in the late 1800s.
b) According to the author words, can comic books be considered a type of art, in your
opinion?
Yes, they can be considered a serious and sophisticated art form.
c) What characteristics can we find in comic books?

Everyday language, slang, and idiom, as well as color and a sophisticated interplay between text and image.
READING
PRE-READING
Discuss the following questions with your classmates and teacher and write the answers below.
Personal answers.
a) Do you like reading comics? Why (not)?
Possible answer suggestions: Yes, I do. Because they are funny./No, I don’t. Because the stories are
not interesting.
b) If yes, which ones do you like?

Possible answer suggestions: I like Peanuts, Calvin and Hobbes, Spider Man, X-Man etc. Língua Inglesa ¥ Módulo 21
c) Do you prefer long stories or comic strips? Why?

Possible answer suggestions: I prefer long stories/comic strips.
157
READING
34
1 Read and listen to the story and write (R) right, (W) wrong or (NM) not mentioned
according to it.
© 1986 Watterson/Dist. by Andrews McMeel Syndication
Useful language
words or expressions
a) man-eating tiger:
tigre que come gente
b) He seems so gentle.:
Ele parece tão delicado.
Available at: <www.gocomics.com/calvinandhobbes/1986/10/05>. Accessed on: July 8th, 2017.
c) actually:
na verdade a) It’s lunch time. ( NM ) d) Susie agrees with Calvin. ( W )
d) He’s got sharp claws!:
b) Hobbes is a real tiger. ( W ) e) Susie finds Hobbes sweet. ( R )
Ele tem garras afiadas!
e) He’s so cute!: c) Hobbes is a dangerous tiger. ( W )
Ele é tão fofinho!
GROUP WORK
f) compliments:
elogios
2 Work in groups of three and read the comics.

LANGUAGE WORK
IF-CLAUSES TYPE 1
Read the following sentences and complete the rule.
If-clause Main clause Main clause If-clause
If he gets your arm, you’ll (will) never find it They will have something to eat if they
again! go home.
If Hobbes doesn’t eat now, he will be very Susie will not (won’t) find her arm if
hungry. Hobbes eats it.
We call these conditional or if-clauses.
We use the simple present tense in the if-clause and the simple future tense in
© 1986 Watterson/Dist. by Andrews McMeel

Syndication
the main clause.
Note: We can begin the sentence with the if-clause or with the main clause. If the
sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes
after the main clause, we do not use a comma separating them.
If we stay at home, we will watch TV. (if at the beginning of the sentence – comma)
We will watch TV if we stay at home. (if after the main clause – no comma)
LANGUAGE USAGE
1 Complete the following sentences using the verbs in parentheses.

a) If you study (study) hard, you will pass (pass) your exams.
b) We will get (get) a good job if we learn (learn) English.
c) My friend Sarah will be (be) sad if she doesn’t go (not/go) to the club
next weekend.
d) If Sam reads (read) The Amazing Spider-Man, he will enjoy (enjoy) it.
e) If the weather is (be) nice tomorrow morning, I will go (go) to
the beach.
f) They won’t travel (not/travel) to the countryside tomorrow if it rains (rain).
2 Answer the questions below. Start your answers with If. Personal answers. Possible answer suggestions:
a) What will you do if your best friend doesn’t come to the party?
If my best friend doesn’t come to the party, I will be very sad.
b) What will you do if it rains on the weekend?

If it rains on the weekend, I will stay home and read a book. Língua Inglesa • Módulo 21
c) What will you do if you stay home tonight?

If I stay home tonight, I will watch a movie on TV and go to sleep earlier.
d) What will your parents do if you skip classes?

If I skip classes, they will suspend my allowance.
e) What will you do if somebody steals your wallet?

If somebody steals my wallet, I will shout for help.
159
HOMEWORK
1 Read the cartoon and tick ( ü ) the correct alternative according to it.
Ralph Hagen/CartoonStock
Available at: <www.cartoonstock.com/cartoonview.asp?catref=rhan706>.
a) The boy is asking Santa Claus for a computer as a Christmas present. ( )

b) The boy wants to include Santa Claus’ email address in his mailing list to be more practical for him to ask for a
Christmas present the next year. ( ü )
c) The boy is helping Santa Claus to take note of all the Christmas presents kids are asking for. ( )
2 Use your own ideas to rewrite and complete the following sentences. Personal answers. Possible answer suggestions:
a) If you leave before 9 a.m. tomorrow, I won’t see you .
b) If the bus is late, I will catch it .
c) If my father buys a new computer, I will ask him to give me the old one .
d) If my friend changes school, I will miss him/her a lot .
e) If my brother gets a soccer ball as a birthday present, we will play together .
f) If I go to Rio de Janeiro on my holidays, I will go to the beach every day .
g) If we don’t protect the environment, the world will suffer with natural disasters .
3 Your uncle wants to travel to Europe. He is not sure which season is better for him. Look at the chart below and
complete the sentences using the verbs to be and to travel.
July December
Price € 1,380.00 € 900.00
Season Summer (sunny and hot) Winter (very cold)
a) If you travel to Europe in July, the weather will be sunny and hot.
b) The trip to Europe will be very cheap if you travel in December.
c) If you travel to Europe in December, the weather will be very cold.
d) The trip will be very expensive if you travel in July.
MODULE
22
HÄGAR THE
HORRIBLE
Nejron Photo/Shutterstock
Learning objects
• A comic strip: Hägar the Horrible
• If-clauses
conditions)
type 2 (improbable

clauses (type 2)
Skills
• Identify situations in which conditional
clauses (If-clauses) – type 2 are used
(improbable conditions).
• Recognize situations in which
conditional sentences are used to
talk about assumptions (type 2).
“Narrator: The age of the Vikings

is said to have ended with the conquest
of England in 1066.
Hägar: Don’t you believe it.”
Hägar The Horrible
161
GETTING STARTED
What do you know about Hägar the Horrible’s characters? Match the images with the
corresponding information.
a) Hägar c) Lucky Eddie e) Hamlet g) Kvack
b) Helga d) Honi f) Snert h) Lute
Fotos: © 2017 King Features Syndicate/Ipress
g f h e
d b a c
( e ) Although a brilliant son, he’s a complete mystery to his father.

( b ) She is Hägar’s wife. Dressed always in her horned helmet, she is a true Valkyrie.
( a ) He may look like a fierce warrior, but once you get past the sword and shield, he is a
loving husband, a devoted father and a family man.
( d ) The beautiful daughter who loves Lute.
( f ) It’s one of the family’s pet, which has a similar personality to his owner's.
( h ) A poet and a troubadour who can neither rhyme nor sing.
( g ) Another pet of the family, who is Hägar’s wife’s friend and confident.
( c ) He’s everything a Viking shouldn’t be: not too bright, but very gentle.
READING
PRE-READING
Look at the comic strip and answer.
a) Who are the characters in this comic strip?
Hägar and his best friend Lucky Eddie.
b) What do you know about the main character?

Hägar is a shaggy, untidy, short, overweight, red-bearded Viking.
c) Where do you think Hägar lives?

He lives in a village, somewhere in Norway.

d) When do the stories take place?
Sometime in the Middle Ages.
e) Do you like reading comic strips and stories about Hägar? Why (not)?
Personal answer.
READING
1 Read and listen.
35
© 2017 King Features Syndicate/Ipress
2 Read again and answer the questions.

a) Where are the characters?
They are at the bar/pub/tavern.
b) What are they doing?

They are talking and drinking beer.
c) Look at the face of Hägar’s friend. Does he understand Hägar’s questions?

No, he doesn’t.
d) What does the word here refer to?

The world. (It is an existentialist question.)
e) What does Hägar’s friend think the word here refers to?
The bar/pub/tavern.
LANGUAGE WORK
IF-CLAUSES TYPE 2
Read this example and complete the rule.
Hägar’s friend says:
If-clause Main clause
If you were at home, you would have to help with the dishes, right?
He is imagining this situation. The real situation is that Hägar is not at home.
When you imagine a situation like this, you use the past tense in the
if- clause and would in the main clause.
163
VERB TO BE (WERE/WAS) IN IF-CLAUSES 2
Were is used for all persons in If-clauses 2, but we can also use was in more informal
situations.
sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes after
the main clause, we do not use a comma separating them.
If we stayed at home, we would watch TV. (if at the beginning of the sentence – comma)
We would watch TV if we stayed at home. (if after the main clause – no comma)
LANGUAGE USAGE
1 Let’s imagine some situations. Start your answers
cheapbooks/Shutterstock
with If. Personal answers.
a) What would your parents do if you didn’t pass
your exams?
Possible answer suggestion: If I didn’t pass my exams, my
parents would ground me.
b) What would you do if you won a million dollars

in the lottery?
Possible answer suggestion: If I won a million dollars in the lottery, I would save it and travel around the world.
c) What would you do if you were not invited to your best friend’s birthday party?
Possible answer suggestion: If I were not invited to my best friend’s birthday party, I would phone her/him
and ask what the matter was.
d) What would you do if you got lost in a new city?

Possible answer suggestion: If I got lost in a new city, I would ask for help.
e) What would you do if you forgot your best friend’s birthday?

Possible answer suggestion: If I forgot my best friend’s birthday, I would apologize and spend a whole weekend
with him/her.
Personal answers. Possible

2 Use your imagination and complete the following sentences. answer suggestions:
a) If he studied for the test, he would not fail it .
b) My friend wouldn’t get a good job if he didn’t know any foreign languages .
c) If my best friend forgot my birthday, I would be very sad .
d) Sarah’s sister would take me to the station if she were here .
e) You would get a good mark if you studied a bit harder .
3 Read the situations and complete the sentences with the verbs in parentheses. (If-clauses
1 or 2).
a) Situation: I’ll try to give your message to Pedro, but I’m not sure whether I’ll see him
or not.
If I see (see) Pedro, I will give (give)
Atstock Productions/Shutterstock
him your message.
b) Situation: Linda wants to go to the movies but she is not sure she has enough money.
If Linda has (have) enough money, she
Settawat Udom/Shutterstock
will go (go) to the movies.
c) Situation: Jack is sleepy and would like to take a nap, but he can’t because he’s in an
important meeting.
If Jack weren’t (not/be) in an important meeting,
sirtravelalot/Shutterstock
he would go (go) home and take a nap.
d) Situation: It’s possible for you to upload videos easily because you have a fast internet
connection.
It wouldn’t be (not/be) possible for you to upload
funkyfrogstock/Shutterstock
videos easily if you didn’t have (not/have) a fast

internet connection.

e) Situation: I want to play outside today, but it won’t be possible because it’s raining.
If it weren’t (not/be) raining, I would play
Tomsickova Tatyana/Shutterstock
(play) outside today.
165
HOMEWORK
1 Read the following comic strip and tick ( ü ) the correct alternative according to it.

You can infer by reading the cartoon that…
a) Hägar will leave home soon. ( )
b) Hägar isn’t messy. ( )
c) Helga’s home would be in a better shape if Hägar left. ( ü )
2 Put the verbs in parentheses in the correct form (If-clauses 2).

a) If I were (be) you, I would not sell (not/sell) my old bike.
b) If we went (go) to bed early, we would not feel (not/feel) tired the next day.
c) If Luísa knew (know) how to play badminton, she would enjoy (enjoy) it, but she doesn’t.
d) If Rafael didn’t spend (not/spend) the money I give him every week on video games, he
would buy a new pair of tennis shoes.
3 Ms. Smith is complaining about her daughter’s performance at school. What does she say? Use the cues in
parentheses and start your sentences with If.
a) (she/study harder/get good marks)
If she studied harder, she would get good marks.
b) (she/not go out during the week/not miss so many classes)

If she didn’t go out during the week, she wouldn’t miss so many classes.
c) (she/not miss so many classes/learn more)

If she didn’t miss so many classes, she would learn more.
d) (she/ask for help/her teachers and classmates/help her to study)

If she asked for help, her teachers and classmates would help her to study.
e) (she/pay more attention in class/not have so many questions)

If she paid more attention in class, she would not have so many questions.

MODULE
23
THE LEGEND OF
THE THREE SISTERS
Morten Falch Sortland/Getty Images

Learning objects
• Athree
narrative text: The legend of the
sisters
• The Iroquois
• Textual
pronouns
references – use of personal
• Subject and object pronouns (review)

• Vocabulary: legends
Skills
• Interpret a legend (a literary text).
• Recognize mythical characteristics
and values in the text.
• Infer, the use of figurative words or
expressions from elements present
in the text.
• Recognize and make use of personal
pronouns.
• Identify and use words and
expressions of the same semantic
field/theme.
“Does progress mean that we

dissolve our ancient myths? If we forget
our legends, I fear that we shall close
an important door to the imagination.”
James Christensen
167
GETTING STARTED
Read the definition of legend and discuss the following questions with your classmates.
A legend is a story from the past that is believed by many people but cannot be proved to be true.
Available at: <www.merriam-webster.com/dictionary/legend>. Accessed on: Aug. 7th, 2017.
a) How do you say legend in Portuguese?

Lenda.
b) Do you know the legend of the Three sisters? If yes, what is it about? If not, what do you
think it is about?
Personal answers.
c) Do you know any Brazilian legend? If yes, which one(s)?

Personal answers.
READING
PRE-READING
1 Read the following quote and observe the picture. Then answer the questions.
“In late spring, we plant corn, beans and squash. They’re not just plants – we call them the
Ryan Delaney/WRVO
three sisters. We plant them together, three kinds of seeds in one hole. They want to be together
with one another, just as we Indians want to be together with one another. As long as the three
sisters are with us we know we will never starve. The Creator sends them to us each year. We
celebrate them now. We thank Him for the gift He gives us today and every day.”
Chief Louis Farmer (Onondaga)
Available at: <http://gvseedsavers.blogspot.com.br/2008/10/three-sisters-are-special-family.html>. Accessed on: July 3rd, 2017.
a) Who is the man in the picture? Personal answers. Possible answer suggestions:
He is an Indian chief.
b) Do you think he is from Brazil?

No, he is a North American Indian chief.
c) What’s the legend about? What are the three sisters?

The legend is about food: corn, beans and squash.
d) Do you think this legend is somehow true?

In fact, “the three sisters” is related to a way of farming. These three vegetables help each other to grow: beans
fix nitrogen from the air, corn supports beans, and squash provides ground cover to hold moisture in order to keep
a healthy soil environment. It also keeps hungry animals away because of its prickly leaves.
For more information, visit <http://rodaleinstitute.org/the-three-sistersand-that-fourth-sister-no-one-really-talks-
about/>. Accessed on: Aug. 8th, 2017.

READING
36
1 Read and listen.
Many moons ago, the people in our village were very hungry. The Creator
sent the Three Sisters to come and live in the field nearby.
The oldest sister, Corn, grew tall and straight in the field around the
village, but the hot sun dried her feet and made her suffer. In addition, the
earth grew less nourishing each year that she stood there.
Her sister, Squash, laid herself at Corn’s feet and protected her by keeping
the soil moist and cool. It was difficult, however, for Squash to receive any
moisture. Corn’s straight leaves caught the rain and funneled rainwater to the
center for her to drink.
In order to help her sister, Corn relaxed the ends of her leaves to allow a
portion of the rain to fall to the ground.
The third sister, Bean, was so weak and thin that she could not support
herself at all. She could do something very special, however. She could make
her own nourishment in the soil, and this food became valuable for all three
of the sisters. Corn grew tall and allowed Bean to grow up towards the sun.
Soon all three of the sisters were growing strongly. The people of the village
saw that it was good. They were happy because now they always had food to
eat and they also learned what it means to work together.
Available at: <http://quatr.us/northamerica/before1500/religion/threesisters.htm>. Accessed on: Aug. 8th, 2017. (Adapted.)
2 Number these events from the story in the correct order.

a) Next, Bean arrived and helped her sisters making the soil more nutritious. ( 6 )
b) As a result, the Three Sisters grew strongly together. ( 8 )
c) At first, Corn was alone, so she suffered because of the dry weather. ( 3 )
d) The people in the village were very hungry. ( 1 )
e) Then came Squash and helped Corn keeping the soil humid. ( 4 )
f) The Creator was sorry for the village people and sent the Three Sisters to feed them. ( 2 )
g) Corn, in return, made her leaves more flexible to let some rainwater fall onto the
ground for Squash. ( 5 )
h) However, Bean was weak and thin, so Corn gave her support to grow up. ( 7 )
i) Finally, the village people never suffered from hunger again. ( 9 )
3 Write questions.
a) What did the Creator do ? (What/do) He sent the three sisters
to come and live near the Indians’ village. Língua Inglesa • Módulo 23
b) Why did Corn suffer ? (Why/suffer) She suffered because

the hot sun dried her feet.
c) Where did Squash lay herself ? (Where/lay) Her sister, Squash, laid
herself at Corn’s feet.
d) What was the third sister (Bean) like ? (What/like) The third sister, Bean,
was very weak and thin.
169
Useful language 4 What do the underlined words refer to in the text?
a) “[…] we call them the Three Sisters”. Chief Louis Farmer and his people/corn, beans and squash
words or expressions b) “We thank Him for the gift He gives us […]” the Creator
context to help you. c) “Corn’s straight leaves caught the rain and funneled rainwater to the center for her to
a) as long as: contanto drink.” Corn
que
d) “In order to help her sister, […]” Corn’s sister/Squash
b) starve: passar fome
e) “They were happy […]” The people of the village
c) in addition: além disso
d) less nourishing:
menos nutritivo
PAIR WORK
e) nourishment: nutrição
f) moist/moisture: In your opinion, what does the legend of the Three Sisters teach us? Discuss with a classmate
úmido/umidade and report to the class.
g) funneled: canalizavam
h) weak: fraco
i) own: próprio
LISTENING
PRE-LISTENING
Look at the map and answer the questions.
Bettmann Archive/Getty Images
a) What does the map show?

The Indian tribes in North America.
b) Who are the Iroquois?

The Iroquois are a group of five Native American tribes.
c) Where did they live?

They lived in the areas of Ontario, Canada, and the northeast of the United States.

LISTENING
37
Listen and tick ( ü ) the correct alternative(s).
1 The Iroquois Indians lived in what is now

a) New York State and along the St. Andrews River. ( )
b) New York State and along the St. Lawrence River. ( ü )
2 They were known as

a) the “Five Civilized Tribes”. ( ü )
b) the “Five most dangerous Tribes”. ( )
3 These tribes included the

a) Algonquin, Cherokee, Mohican, Cheyenne and Ottawa. ( )
b) Cayuga, Mohawk, Oneida, Onondaga and Seneca. ( ü )
4 They were hunters of many species of animals, such as

a) macaws ( ) d) beavers ( ü ) g) rabbits ( ü )
b) bears ( ü ) e) muskrats ( ü ) h) deer ( ü )
c) snakes ( ) f) squirrels ( )
5 They held six big festivals every year. Which ones?

a) The New Year Festival in the winter ( ü ) f) The Strawberry Festival ( ü )
b) The Squash Festival in the summer ( ) g) The Green Corn Festival ( ü )
c) The Maple Festival in the spring ( ü ) h) The Apple Festival ( )
d) The Bean Festival in the fall ( ) i) The Corn Planting Festival ( ü )
e) The Harvest Festival of Thanksgiving ( ü )
LANGUAGE USAGE
Rewrite the sentences replacing the underlined words with pronouns.

a) Modern day agriculturists consider the legend of the Three Sisters as the genius of the
Indians.
They consider it as the genius of the Indians.
b) The Iroquois planted beans, squash and corn together. Língua Inglesa ¥ Módulo 23
They planted them together.
c) The teacher read the history of the Iroquois to you and me.
He/She read it to us.
d) The Iroquois lived in longhouses. The History teacher and our class are going to visit a
Longhouse today.
They lived in longhouses. We are going to visit it today.
171
HOMEWORK
1 Read the text and fill in the spaces with the verbs in parentheses in the past tense.
The Iroquois lived (live) in a type of dwelling known as a longhouse. A longhouse is a long, narrow single
room that was built by Native American Indians, but also by those inhabiting Asia and Europe. Many cultures regard the
longhouse as the earliest form of a permanent structure. While longhouses could (can) reach lengths of 100
meters, they were (be) generally never wider than 5 to 7 meters.
The Iroquois longhouses had (have) doors on both ends. They were usually covered with animal skins
during the winters to keep some of the cold air out. The Iroquois designed (design) their longhouses so as many
as twenty families or more could (can) live in the same house. A family occupied (occupy) a booth
on either side of the hallway. The booth had (have) a wooden platform for sleeping.
Iroquois longhouses had (have) no windows, just the doors at each end. Missionaries wrote
(write) about how dark the inside of the houses were (be). The only other openings in the house
were (be) at the ceiling. There were holes there to allow the fire pit smoke to escape, but those holes
provided (provide) very little natural light. The families shared (share) the fire pits which were
located in the hallway.
Available at: <http://indians.org/articles/iroquois-longhouse.html>. Accessed on: Aug. 8th, 2017.
2 Listen to the text again and note down.

37 The Iroquois
a) The Iroquois’ favorite prey was the deer .
b) They used almost everything from this animal: the hide for clothing , the antlers and bones for tools,
and the meat as food.
c) Several Iroquoian tribes preferred fishing . There was always a wide variety of fishes to
choose from.
d) They held six big festivals every year . Each one lasted several
days .
e) The purpose of the festivals was to thank the good spirits for health , clothes , food and
happiness .
Stock Montage/Getty Images

MODULE SAYING GOODBYE
24 TO MY HOST
FAMILY
Ekaterina Pokrovsky/Shutterstock
Learning objects
• A dialogue
• Afarewell
personal letter of thanks and
• Textual references – pronouns

Skill
• Interpret a dialogue and a personal
letter of thanks and farewell.
“Remember me and smile, for it’s

better to forget than to remember me
and cry.”
Dr. Seuss
173
GETTING STARTED
Observe the image and read the quote on the previous page. Discuss the following questions
with a classmate. Personal answers. Possible answer suggestions.
a) Are you getting ready to the end of your eighth grade?
Yes, I am./No, I am not.
b) Are you counting down the days to the end of the year? How many days are left?
Yes, I am. There are _______ days left./No, I’m not.
c) You are going to spend about two months away from school. What and who will you miss
the most?
I don’t know./I’m going to miss my friends.
d) What are your plans for the end of the year and for your vacation?
I don’t know yet./I’m going to spend the end of the year with my family at home. Then we are going to travel to the beach.
READING
PRE-READING
Take a quick look at the image and the dialogue on the Reading section and answer the
questions.
a) Who is going to say goodbye to her host family?
Patricia.
Talvez alguns respondam “Tereza”. Aceite e diga que isso será verificado no texto.
b) What do you think she will miss the most when she goes (or comes) back to her home
country?
Possible answer suggestion: I think she will miss her host family and friends.
READING
1 Read and listen.
38
Patricia: My stay at the Redwoods’ is coming to an end soon. Now I have only 3 weeks
left in Burlington. It’s unbelievable how time flies! Soon it will be two… one… and then
I’ll be on a plane going back to Brazil.
Tereza: I don’t even want to think about that. I’m very sad, because I’m going to stay for
another year and you won’t be here… I’ll miss you a lot!
Patricia: Me too, and saying goodbye to you, to all my friends at school and to my host
family will be very hard, you know?
Tereza: Ok, but you will meet your family and your friends in Brazil, too.
Patricia: Yes, that’s right and saying goodbye does not mean I won’t see you all ever
again. By the way, I wrote a letter to Joan, Robert, Alan and Brenda. I intend to give it to
them at the airport because I think I won’t be able to say anything. See if it is OK.
Dear Joan, Robert, Alan and Brenda,
It’s time to say goodbye and at the moment I’m having mixed feelings: I’m very happy to
go back to my country and meet my family and friends again, but I’m also sad to leave
you.
I would like to thank you for being so kind by welcoming me into your home and doing so
many things for me during this year. I always felt comfortable and a valued member of the
family! You helped me when I needed and tried to do the best for me.
Thank you for giving me the opportunity to experience the culture of your beautiful country.
This way, I have become more mature and a more independent person. The idea of world I
have now is completely different from the one I had before.
Thank you again for making this year the best of my life!
I really hope to see you sometime in Brazil.
I love you all so much!
Patricia
175
Useful language 2 Read the following statements and decide whether they are right (R), wrong (W) or not
How do you say
mentioned (NM) according to the dialogue and the letter. Correct the wrong statements.
these expressions in a) Patricia is getting ready to leave the Redwoodsʼ home. ( R )
Portuguese? Use the
a) I’ll miss you a lot!
Sentirei muitas b) She is happy about leaving Canada and the people she met there. ( W )
saudades de você! She is having mixed feelings: she is sad about leaving Canada and the people she met there, but she is happy
about coming back to Brazil.
b) mixed feelings c) Patricia wrote a letter to the Redwoods because she had a problem with them the day
sentimentos mistos
before. ( W )
Because she thinks she won’t be able to say anything.
c) for being so kind by
welcoming me
por serem tão gentis
d) In her letter, Patricia tells the Redwoods how much she enjoyed staying with them
ao me receberem
during the time she spent in their home. ( NM )
d) more mature
mais madura
e) She got more mature and independent after the experience of living in a foreign
country. ( R )
3 What do the underlined words refer to in the dialogue?

a) “I don’t even want to think about that” Patricia’s return to Brazil
b) “I’ll miss you a lot!” Patricia
c) “I intend to give it to them” the letter/the Redwoods'
LANGUAGE USAGE
Read the following goodbye messages and complete them with the correct pronoun from the box.
it (2×) us they (2×) you I me
a) When best friends say goodbye to each other, what they are really
saying is ‘Hold that thought, I will be back soon’.
b) I will force myself to say the word goodbye, but my heart will never mean
it . Goodbye.
c) The only reason I am happy saying goodbye is because I know that life will find a way
to bring us back together again. Farewell.
d) When the sun says goodbye to earth, it leaves a beautiful sunset as a gift.
When friends say goodbye to each other, they leave mementos of
everlasting and priceless memories. Goodbye my friend, I will miss you.
e) I never knew that saying just one word could make me feel so blue, until I
said goodbye to a special friend like you .
Available at: <http://wishesmessages.com/goodbye-messages-for-friends-farewell-messages-in-friendship/>. Accessed on: Aug. 8th, 2017.

HOMEWORK
You are almost finishing the eighth grade by now. Write a short goodbye letter to a classmate. Follow these steps:
• Decide how to start your letter. Choose a greeting and take a look at Patricia’s letter, if needed.
• Tell your classmate about the experiences you have had during this year, and how much you’ve enjoyed being
his/her classmate.
• Say goodbye to him/her and wish him/her good vacations.
• Use the space below to write your draft.
• Don’t forget to proofread your letter.
• Write the final version on a separate sheet of paper and give it to your classmate.
177
178
MODULE
25
Reprodução/Coleção Philips,
Washington, EUA.
ROUNDUP
vocabulaRy
pResented in
REVIEW
functions and
modules 19 to 24
EXERCISES
Review stRuctuRes,
modules 19 to 24 – ROUNDUP
1 Read the text and answer the following questions.
Vincent van Gogh
Reprodução/Museu Van Gogh, Amsterdã, Holanda.
Reprodução/Museu de Arte Moderna

Vincent van Gogh was born in Holland on
March 30, 1853. During his early life, Van Gogh tried
a lot of professions. He worked as an art dealer, a
teacher, a bookseller, a minister’s assistant, and a
missionary before he became an artist.
When Vincent was 27 years old, he taught
himself how to paint. He stayed in Holland until
1886 when he moved to Paris. His brother, Theo,
was an art dealer there. He recognized Vincent’s
talent, and tried to help him sell his paintings but
Van Gogh self-portrait. The Starry Night.
they were too much darker than the art that was Painting by Vincent van Gogh, Painting by Vincent van Gogh, June 1889.
popular in Paris at the time. September 1889.
Theo encouraged and supported Vincent financially. He also introduced him to famous impressionist painters like Paul
Gauguin, Edgar Degas and Camille Pissarro, who influenced him. They used a lot of color in their work and preferred to
paint natural subjects outdoors.
In 1888, when Van Gogh was tired of living in the city, he left Paris and went to live in a small city called Arles in the
south of France.
In Arles, Van Gogh lived with Paul Gauguin. The two painted almost without break for some time, but Gauguin moved
out after a bad fight. Van Gogh was growing ill and beginning to see things that were not there. He also suffered from severe
depression and was admitted to an asylum in December 1888, after cutting off his own ear.
While he was in the asylum, Vincent painted one of his best-known paintings, The Starry Night. In mid-May 1890, he left
the asylum and spent the last few months of his life in Auvers, France.
On July 27, 1890, at the age of 37, Vincent van Gogh shot himself on the chest with a revolver. Two days later he died with
his younger brother, Theo, by his side.
Although Vincent van Gogh is a world-famous artist today, he did not get much recognition during his lifetime. Van
Gogh only sold one painting while he was alive. For most of his life he was very poor, often spending his money on art
supplies instead of food.
His mother threw away several of Vincent’s paintings during his life and even after his death. But she lived long enough
to see her son become a world-famous painter.
Available at: <http://artsmarts4kids.blogspot.com/2008/04/timeline.html>; <www.artnet.com/artists/vincent-van-gogh/biography>. Accessed on: Aug. 8th, 2017.
2 Write right (R), wrong (W) or not mentioned (NM) according to the text. Correct the wrong statements.
a) His brother, Theo, was an art dealer and thought Vincent was a good painter. ( R )
b) In Paris, Van Gogh met some famous impressionist painters. ( R )

c) He lived all his life in Paris. ( W )
He moved from Holland to Paris in 1886. He was 33 years old.
d) Van Gogh cut off his ear because he had a bad fight with Paul Gauguin. ( NM )
e) Vincent painted one of his most famous paintings, The Starry Night, while he was in an asylum for mentally
disturbed people. ( R )
179
ROUNDUP – modules 19 to 24
3 Read the text and complete it with the verbs in the box in the future (will).
go (2×) help work start try find not/take continue (2×) be
What are your plans after high school?

After high school, I will go straight to college. I won’t take
a break because if I do I might get accustomed to it and not want to go back to class. So, by avoiding this
I will continue my education into college. I will go to a six-year
university course. I will certainly be a pediatrician and going to a medical school
will help me prepare for my future career. After graduating from medical school and
completing all of the extra years of school required to become a pediatrician I will continue my
education. I will work hard to get a doctorate degree. After getting my doctorate degree, I
will start my career, get a nice house, and a nice car. I will try to balance
my work with an active social life.
I recently discovered that I also want to become a counselor. My only question is what kind of counselor? I think a
marriage counselor fits me because I love assisting people with their relationship issues. Most of the times my friends
come to me for advice and occasionally, my parents do too. I’m not sure how I’m going to balance both careers but I
know I will find a way.
4 Join the sentences. Complete them with the verbs in the box in the correct tense.
lock stop miss point stay win (not) lend take finish (not) visit rain
a) I’d be very frightened ( c ) if I didn’t visit them often.

b) I will stay at home ( d ) if you stopped smoking.
c) My parents would get very angry ( h ) if she didn’t know me very well.
d) You would probably feel better ( g ) if I miss the bus.
e) Marion will lock the door ( i ) if they offered it to me.
f) I would buy a nice house ( j ) if we finish this exercise early.
g) I’ll take a taxi home ( a ) if someone pointed a gun at me.
h) She wouldn’t lend me any money ( e ) if she leaves before you arrive.
i) I would take the job ( f ) if I won the lottery.
j) We’ll go for a walk ( b ) if it rains tonight.
5 What will/would you do? Make complete sentences. Follow the example. Personal answers. Possible answer suggestions.
... if it rains this weekend?
If it rains this weekend, I won’t go out.
a) … if a friend asked you the answers to a Math test?
If a friend asked me the answers to a Math test, I would tell him to wait until the end of the test.
b) … if somebody you don’t like invites you to his/her birthday party?

If somebody I don’t like invites me to his/her birthday party, I will thank him/her and give an excuse not to go.
c) … if someone gives you a pair of jeans you don’t like as a birthday present?
If someone gives me a pair of jeans I don’t like as a birthday present, I will try to change it at the store.

APPENDIX
LIST OF IRREGULAR VERBS
BASE FORM PAST MEANING
be was/were ser, estar, ficar
beat beat bater
become became tornar-se
begin began começar
break broke quebrar, partir
bring brought trazer
build built construir
buy bought comprar
can could poder, ser capaz de
choose chose escolher, preferir
come came chegar
cost cost custar
cut cut cortar, reduzir
do did fazer
draw drew desenhar, puxar, extrair, arrastar, empatar
dream dreamed/dreamt sonhar
drink drank beber
drive drove dirigir
eat ate comer
fall fell cair
feel felt sentir
find found achar
forget forgot esquecer
get got ter, receber, apanhar
give gave dar
go went ir
grow grew crescer
have had ter
hear heard ouvir
hold held segurar, levar, possuir
hurt hurt machucar
keep kept guardar
know knew saber
lay laid pôr, colocar
Appendix ¥ Língua Inglesa 181

APPENDIX
learn learned/learnt aprender
leave left deixar, sair/partir
let let deixar, permitir
lose lost perder
make made fazer, tomar
mean meant significar, querer dizer
meet met encontrar
pay paid pagar
put put pôr, colocar
read read ler
ride rode montar, andar (de bicicleta, a cavalo)
run ran correr
say said dizer
see saw ver
sell sold vender
send sent enviar
sing sang cantar
sleep slept dormir
speak spoke falar
spend spent gastar, despender
spill spilled/spilt derramar, entornar
stand stood estar de pé, levantar-se
steal stole tomar, pegar, roubar
swim swam nadar
take took pegar/levar
teach taught ensinar
tell told falar/narrar
throw threw jogar/arremessar
think thought pensar/achar
understand understood entender
wake woke acordar
wear wore vestir/usar/calçar
win won vencer/ganhar
write wrote escrever

APPENDIX
Notes
Notes • Língua Inglesa 183

Notes
184 Ensino Fundamental 2 • 8o ano

LÍNGUA
INGLESA
8
LEILA RIBEIRO DE CALDAS é
licenciada em Letras (Português/Inglês e respectivas
literaturas) pela Universidade Federal do Rio de
Janeiro (UFRJ), especialista pela UFRJ e mestre pela
Unicamp em Linguística Aplicada ao Ensino de Línguas
Estrangeiras. Tem longa vivência no ensino de inglês
para os níveis Fundamental, Médio e Superior e na
formação de professores. Atua principalmente nas
seguintes áreas: ensino/aprendizagem de LE – estudo
e ensino, formação do professor em pré-serviço e em
serviço, inglês (ensino básico e superior), produção de
material didático e abordagens de ensino. Atualmente
trabalha também com o ensino de inglês em cursos
superiores de Tecnologia. É coautora de materiais para o
ensino de inglês do Fundamental II (desde 1996) e Médio
e supervisiona projetos didáticos da Educação Infantil e
do Ensino Fundamental.
OLGA PAES DE ALMEIDA é bacharel e

licenciada em Letras (Português/Inglês) pela Faculdade
de Filosofia, Ciências e Letras Oswaldo Cruz, em São
Paulo, com especialização no ensino de línguas. Estudou
Inglês como língua estrangeira na Inglaterra e lecionou
Português como língua estrangeira na Berlitz School of
Languages em Manchester, Inglaterra. Foi professora da
Cultura Inglesa em Campinas e de várias instituições de
ensino, como o Colégio São Luís, em São Paulo. Lecionou
Inglês Instrumental no Departamento de Linguística
Aplicada da Unicamp e Inglês para fins gerais no Centro
de Línguas da mesma instituição. É coautora de materiais
para o ensino de inglês do Fundamental II (desde 1996)
e Médio e supervisiona projetos didáticos da Educação
Infantil e do Ensino Fundamental .
Direção de inovação e conteúdo: Guilherme Luz
Direção executiva: Claudio Ribeiro Falcão e
Irina Bullara Martins Lachowski
Direção editorial: Luiz Tonolli e Renata Mascarenhas
Coordenação pedagógica: Ricardo Leite
Gestão de projeto editorial: Camila Amaral Souza Blanco,
Duda Albuquerque, Fabrício Cortezi,
Henrique Braga e Rodolfo Marinho
Gestão e coordenação de área: Alice Silvestre e
Camila De Pieri Fernandes (Linguagens)
Edição: Danuza Dias Gonçalves (Língua Inglesa)
Gerência de produção editorial: Ricardo de Gan Braga
Planejamento e controle de produção editorial:
Paula Godo (ger.), Adjane Oliveira,
Daniela Carvalho, Paula P. O. C. Kusznir,
Georgia Der Bedrosian e Mayara Crivari
Revisão: Hélia de Jesus Gonsaga (ger.), Kátia Scaff Marques (coord.),
Rosângela Muricy (coord.), Adriana Rinaldi, Ana Paula C. Malfa,
Débora Tamayose, Gabriela M. de Andrade, Luís Maurício Boa Nova,
Paula T. de Jesus, Sandra Fernandez e
Vanessa de Paula Santos
Edição de arte: Daniela Amaral (coord.) e Keila Grandis
Diagramação: Estúdio Dito e Feito
Iconografia e licenciamento de texto: Sílvio Kligin (superv.),
Denise Durand Kremer (coord.), Claudia Bertolazzi, Claudia Cristina
Balista, Ellen Colombo Finta, Fernando Cambetas, Jad Silva, Roberta
Freire Lacerda Santos, Sara Plaça (pesquisa iconográfica), Liliane Rodrigues
e Thalita Corina da Silva (licenciamento de textos)
Tratamento de imagem: Cesar Wolf e Fernanda Crevin
Cartografia: Eric Fuzii (coord.)
Capa: Gláucia Correa Koller (coord.) e Erik Taketa
Foto de capa: Elnur/Shutterstock
Projeto gráfico de miolo: Gláucia Correa Koller (coord.) e
Talita Guedes da Silva
Todos os direitos reservados por SOMOS
Sistemas de Ensino S.A.
Rua Gibraltar, 368 – Santo Amaro
São Paulo – SP – CEP 04755-070
Tel.: 3273-6000
© SOMOS Sistemas de Ensino S.A.
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
CALDAS, Leila
SOMOS Sistemas de Ensino : ensino fundamental II :
língua inglesa , 8º ano / Leila Caldas, Olga
Almeida. -- 1. ed. -- São Paulo : SOMOS Sistemas de
Ensino, 2018.
ISBN: 978-85-468-1108-3 (aluno)

ISBN: 978-85-468-1109-0 (professor)
1. Inglês (Ensino fundamental) I. Almeida, Olga. II. Título.
17-06979 CDD-372.652
Índices para catálogo sistemático:

1. Inglês : Ensino fundamental 372.652
2018
ISBN 978 85 468 1108-3 (CA)
Código da obra 525838018
825838018
1ª edição
1ª impressão
Impressão e acabamento
Uma publicação
APRESENTAÇÃO
Dear student,
Finally you have come to this point – the 8th grade!
You will notice that you are ready to achieve another level of knowledge
reading longer texts, being aware of the problems around you, thinking critically
and speaking more naturally about them.
It sounds tough all right, but it will be worthwhile.
Ready for this new takeoff?
Olga and Leila
pikselstock/Shutterstock
CONHEÇA SEU LIVRO LANGUAGE USAGE
1 Rewrite the sentences in a polite way to match the situations in the pictures.
wavebreakmedia/Shutterstock
South_agency/Getty Images
a) In a restaurant: I want something to c) On the telephone: Hello. Is that
GETTING STARTED eat. from the travel agency? I want some
I’d like something to eat. information about hotels.
1 What do these people do at school? Read and match. I would like some information about hotels.
a) A bus driver ( b ) takes care of the school building.

b) A janitor ( d ) teaches the students.
Digital Vision/Getty Images
Philippe Turpin/Photononstop/
Agência France-Presse
c) A principal ( c ) is a teacher responsible for the whole school.
d) A teacher ( a ) drives the school bus.
2 Read the cartoon. Match the faces on the right to the occupations. Language usage
Dave Granlund/Cagle Cartoons, Inc.

b) In a store: My friend wants to try these d) In a travel agency: Good morning. I
f d b
Nesta seção você encontra sneakers.
My friend would like to try these sneakers.
want to know the price for a weekend
in Toronto.
Good morning. I’d like to know the price for a
weekend in Toronto.
atividades variadas e 2 Invite people to do the activities suggested in the pictures. Don’t forget to include when
a c e
Getting started contextualizadas para
you would like to do the activity.
Stock Photos/Latinstock
holbox/Shutterstock
CLUSTERX/Shutterstock
Ao realizar as atividades complementar o estudo dos
My face on the first day of school desta seção, você ativa seu tópicos gramaticais e o
conhecimento prévio e explora vocabulário do módulo. watch a love story go horseback riding go surfing
o vocabulário a respeito do
assunto que será abordado
Available at: <www.davegranlund.com/cartoons/2010/08/27/back-to-school-quiz/>. Accessed on: July 24th, 2017.
no módulo. PROBLEM-SOLVING SITUATION
1 Read the text.
What worries students about going back to school?

It’s the beginning of a new school year. You are feeling happy and confident – or maybe
sad and insecure. You are not the only one in this situation!
Problem-solving situation Look at the results of a survey conducted in the United States with 600 students about
their back-to-school worries:
Are your worries the same as the students’ in the survey? Whatever worries you most,
now you can see you are not alone!
Adapted from: <http://kidshealth.org/en/teens/

school-stress.hml>. Accessed on: Sept. 27th, 2012.
What worries you most about going back to school?
READING
PRE-READING
Você será convidado a usar os 32%
3%
Complete the mind map with words related to the topic “biodiversity hotspots”.
Personal answers.
Possible answer
suggestions:
endemic conhecimentos linguísticos recém- 30%
25%
10%
habitats ecosystem
organisms
Biodiversity
ecotourism -adquiridos, retomar o tema do schoolwork issues nothing social issues
Reading
environment hotspots species
animals (fauna)
plants (flora) nature

biology
módulo ou um assunto afim, para PAIR WORK
extracurricular issues appearance issues
2 Work with your partner. Calculate the numbers that correspond to the percentages on
READING
1 Read and listen.
Aqui você explora a habilidade refletir, discutir, levantar hipóteses the graph – remember that 600 students took the survey.
a) How many students worry about schoolwork issues?
b) How many consider social issues their main problem?
192
180
25
Biodiversity hotspots
Regions which have a huge diversity in terms of their biology (plants, animals and de leitura e compreensão de e resolver um problema ou um c) How many are worried about appearance most of all?
d) How many are anxious about extracurricular topics? 18
150
e) How many are the lucky ones who do not worry about anything? 60
nature in general) are known as biodiversity hotspots. These spots are also threatened
conflito apresentado que tenha

by a whole number of factors such as extensive species loss, climate change, and loss of
habitat, among others. Thirty-four sites all over the world are categorized as biodiversity
hotspots. Efforts are being made to protect these sites with respect to environment as
well as culture. These hotspots house a vast range of organisms that are endemic to
textos por meio de atividades TIME FOR FUN
Circle the emoji(s) that reflect(s) how you did on today’s lesson. Explain your reason why. You
Imagens: Elena_Che/Shutterstock
como base situações reais
these regions, which means that they are not found elsewhere on Earth.
There are biodiversity hotspots all over the world. They are different in sizes
que incluem propostas e may also use other emojis found on the internet to customize your message. Personal answer.
I chose this/these emoji(s) because:
Wolf Avni/Shutterstock
and composition. They range from the enormous to the tiny. The California Floristic
Province is huge – it stretches all through the West Coast of North America from
e contextualizadas.
Northern Mexico to Oregon, housing diverse plant and animal species. In contrast to
that, the Succulent Karoo in Africa is smaller, being an extremely arid region. South
America’s lush Atlantic Forest covers most of the Brazilian coast, from Rio Grande do
Norte to Rio Grande do Sul, reaching also inland areas of Paraguay and Argentina.
estratégias variadas de leitura 14 Ensino Fundamental 2 ¥ 8o ano
Biodiversity hotspots are important for a lot of reasons. Near 60% of the species on
Earth live in these regions and are endemic to them. Therefore, any damage to these
e depreensão do léxico
beto_junior/Shutterstock
spots create serious problems, because if native habitats are compromised, species
will die, causing a worldwide decline in biodiversity. Humans will lose access to many
plant species that are used to prepare medicine.
Legislation, although not always successfully, has been pretty useful in protecting
these biodiversity hotspots. Conservation organizations also try to lobby for and even
acquire these regions. The need for greater protection has arisen, and if this is not
trabalhadas em textos de
dealt with, the consequences may well be too much for us.
Available at: <www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm>. Accessed on: July 3rd, 2017. (Adapted.)
113
diferentes gêneros e origens. TIME FOR FUN
QUESTIONNAIRE: GETTING TO KNOW YOU BETTER

1 Read the questions and complete the “you” column with information about yourself.
Personal answers.
Questions You Your partner
a) What’s your name?
b) How old are you?
c) When is your birthday?
LISTENING Time for fun d) Where were you born?
e) Do you have any brothers or

sisters?
PRE-LISTENING
f) Do you have any hobbies? Which
1 Read the information about the two famous painters.
Esta é uma seção mais leve e ones?
g) What is your favorite sport?

Reprodução/Museu de Belas Artes, Boston,
Massachusetts, EUA.
Reprodução/Antiga Galeria Nacional,

Berlim, Alemanha.
h) What kind of music do you like?
divertida, porém também voltada (pop, rock, classical…)
i) Who is your favorite singer/

group?
j) How often do you go to the
ao assunto do módulo. Por meio movies?
k) What kind of movies do you like?

(adventure, dramas, thrillers…)
Claude Monet and Édouard Manet have similar names, both were French, they’re both
heavily associated with Impressionism, and worst of all, they were friends.
2 The following words will appear in the text you are going to listen to. Match them with
Listening de atividades mais lúdicas, como l) Who’s your favorite movie star?
m) Do you help with the house

chores? What do you do?
n) Are you a country, beach or city

their definitions.
a) affluent
b) still life
( d ) courageous
( e ) theme
Nesta seção apresentamos cruzadinhas, caça-palavras, person?
o) What’s your favorite social

network?
c) pegged ( b ) a picture consisting predominantly of inanimate objects
d) bold
e) subject matter
( a ) rich
( c ) classified diálogos e outras situações de poemas, jogos, etc., você poderá p) What do you like to do at recess?
q) What do you want to do when

you finish high school?
31 LISTENING r) What is the most important
Read the following chart and check ( ü ) Monet or Manet according to what you hear.
Claude Monet Édouard Manet

comunicação, que podem incluir retomar alguns conteúdos PAIR WORK
thing for you?
2 Work with a classmate you don’t know very well. Ask him or her the questions in activity 1.
He came from a poor family.
He was a rich person with important political connections.
He was the source of inspiration for future impressionist artists.
(ü)
(
(
)
)
(
(ü)
(ü)
)
textos narrativos ou descritivos, aprendidos no módulo. 22 Ensino Fundamental 2 ¥ 8o ano

Complete the “Your partner” column. Personal answers.
He had friends who were impressionists, but he never exhibited

(ü)
para você desenvolver a

( )
with them.
He didn’t want to copy older works. (ü) ( )
It wasn’t a problem to copy older works. ( ) (ü)

He liked to paint still life. (ü) ( )
He loved to paint busy scenes.
He is often described as a realist.
He is described as an impressionist.
(
(
(ü)
)
)
(ü)
(ü)
( )
habilidade de compreensão da HOMEWORK
He continued to use the color black and preferred the studio to

the open air.
( ) (ü)
145
linguagem oral. 1 Read the text and answer the questions.
When cars fly


ASKING FOR DIRECTIONS
Read the examples. things like adaptive cruise control, which uses sensors to adjust a car’s speed based on
Excuse me, how can I get to…?
Excuse me, is there a… near here?
Excuse me, where is the…?
Homework the traffic in front of it, and automated parallel parking. Some cars automatically stop
Excuse me, can you tell me the way to…?
LANGUAGE WORK Ao final de cada módulo, você to the cabin − moving seats, closing windows, retracting the steering wheel.

DIRECTIONS They aim to introduce fully autonomous cars.
1 Look and complete the chart with the phrases and words from the box.
go down across the street on the left turn right

encontra atividades para serem b) Are autonomous cars safer than human-driving cars?
feitas em casa. Elas funcionam


turn left turn right go down go up go along go through

Language work como uma extensão da sala de e) What will cars be in the coming years?
Nesta seção você vai estudar os aula e uma maneira de você f) Read the infographic, what is the prediction for the future of cars?
go straight ahead/on on the left
PREPOSITIONS AND EXPRESSIONS OF PLACE

on the right opposite across the street go as far as
conteúdos linguísticos de cada retomar e aprofundar o 2 Read the text and complete the spaces with the verbs from the box.
DO YOU REMEMBER?
2 Match the prepositions with the correct image.
módulo – teorias gramaticais que foi estudado. 154 Ensino Fundamental 2 ¥ 8o ano
next to opposite behind on the corner of in front of
a) b) c) e vocabulário – geralmente
contextualizados no texto inicial
opposite behind next to
do módulo e aqui sistematizados.

1 A NEW SCHOOL YEAR .................... 7 8 URBAN VIOLENCE .......................... 60
CONTENTS GETTING STARTED 8 GETTING STARTED 61
MODULE
MODULE
READING 9 READING 61
LISTENING 11 LISTENING 64
LANGUAGE WORK 13 LANGUAGE WORK 64
LANGUAGE USAGE 13 LANGUAGE USAGE 65
PROBLEM-SOLVING SITUATION 14 PROBLEM-SOLVING SITUATION 66
TIME FOR FUN 14 HOMEWORK 67
HOMEWORK 15
9 WHY DO WE NEED FOOD? ....... 68
2 BACK TO SCHOOL ......................... 17 GETTING STARTED 69
MODULE
GETTING STARTED 18 READING 69
MODULE
READING 18 LISTENING 71
LISTENING 20 PROBLEM-SOLVING SITUATION 73
PROBLEM-SOLVING SITUATION 21 HOMEWORK 74
TIME FOR FUN 22
HOMEWORK 23
10 YOUTH SPEAKING OUT .............. 76
GETTING STARTED 77
3
MODULE
A TYPICAL DAY IN THE LIFE READING 77
LISTENING 79
OF TWO TEENS................................... 25
MODULE
LANGUAGE WORK 80
GETTING STARTED 26
LANGUAGE USAGE 81
READING 26
PROBLEM-SOLVING SITUATION 82
LISTENING 29
HOMEWORK 83
LANGUAGE WORK 30
LANGUAGE USAGE 31
HOMEWORK 32 11 WHAT MAKES ME MAD ............... 85
GETTING STARTED 86
MODULE
4 DID YOU ENJOY YOUR READING
LANGUAGE WORK
86
88
STAY IN TORONTO? ...................... 33
MODULE
LANGUAGE USAGE 89
GETTING STARTED 34 12 PROBLEM-SOLVING SITUATION 90
READING 34 HOMEWORK 91
LISTENING 36
LANGUAGE WORK 37
LANGUAGE USAGE 38 12 ROUNDUP ............................................... 92
HOMEWORK 40
13 THE WORLD GOES GLOBAL ... 95
GETTING STARTED 96
5 KING HENRY VIII ........................... 42
MODULE
READING 96
GETTING STARTED 43
LANGUAGE WORK 98
MODULE
READING 43
LANGUAGE USAGE 99
LISTENING 45
HOMEWORK 102
HOMEWORK 47
14 GLOBALIZATION ......................... 103

6 ROUNDUP .............................................. 48 GETTING STARTED 104
MODULE
LISTENING 105
LANGUAGE WORK 105
7 WHAT’S YOUR PROBLEM? ...... 51 LANGUAGE USAGE 107
GETTING STARTED 52 PROBLEM-SOLVING SITUATION 108
READING 52 HOMEWORK 109
MODULE
LANGUAGE WORK 55
LANGUAGE USAGE 56
LISTENING 57
HOMEWORK 58
15 BIODIVERSITY 20 DRIVING TOWARDS
HOTSPOTS .......................................... 111 THE FUTURE .................................... 148
MODULE
MODULE
CONTENTS GETTING STARTED
READING
LISTENING
PROBLEM-SOLVING SITUATION
112
113
114
117
GETTING STARTED
READING
LISTENING
LANGUAGE WORK
149
149
151
152
HOMEWORK 118 LANGUAGE USAGE 152
HOMEWORK 154
16 A WEEKEND IN TORONTO .... 120

GETTING STARTED 121 21 CALVIN AND HOBBES –
MODULE
READING 121
I’M HUNGRY! ................................... 156
MODULE
LANGUAGE WORK 123
GETTING STARTED 157
LANGUAGE USAGE 124
READING 157
LISTENING 126
LANGUAGE WORK 159
TIME FOR FUN 127
LANGUAGE USAGE 159
HOMEWORK 128
HOMEWORK 160
17 OH GOSH! I THINK 22 HÄGAR THE HORRIBLE .......... 161

WE’RE LOST ..................................... 129 GETTING STARTED 162
MODULE
MODULE
GETTING STARTED 130 READING 162
READING 130 LANGUAGE WORK 163
LANGUAGE WORK 132 LANGUAGE USAGE 164
LANGUAGE USAGE 134 HOMEWORK 166
HOMEWORK 135
23 THE LEGEND OF THE

18 ROUNDUP ............................................ 137 THREE SISTERS ............................. 167
MODULE
GETTING STARTED 168
READING 168
19 A REVOLUTIONARY ART LISTENING 170
MOVEMENT...................................... 140 LANGUAGE USAGE 171
MODULE
GETTING STARTED 141 HOMEWORK 172

READING 141
LANGUAGE USAGE
LISTENING
144
145
24 SAYING GOODBYE TO MY
PROBLEM-SOLVING SITUATION 146 HOST FAMILY .................................. 173
MODULE
HOMEWORK 147 GETTING STARTED 174

READING 174
LANGUAGE USAGE 176
HOMEWORK 177
25 ROUNDUP ............................................ 178

MODULE
1
A NEW SCHOOL
YEAR
pikselstock/Shutterstock
Learning objects
• A thematic informational text
• Opinions
• A graph
• Vocabulary:
feelings
adjectives to describe
• Paragraph writing
Skills
• Interpret
text.
a thematic informational
• Identify the theme of a text.

• Identify and compare opinions
presented in a text.
• Analyze a graph.
• Identify and use words of the same
semantic field: adjectives that
describe feelings.
• Write a paragraph about back-to-
school feelings.
• It never gets easier, you just

get better.
7
GETTING STARTED
1 What do these people do at school? Read and match.

a) A bus driver ( b ) takes care of the school building.
b) A janitor ( d ) teaches the students.
c) A principal ( c ) is a teacher responsible for the whole school.
d) A teacher ( a ) drives the school bus.
2 Read the cartoon. Match the faces on the right to the occupations.
Dave Granlund/Cagle Cartoons, Inc.

f d b
a c e
My face on the first day of school
Available at: <www.davegranlund.com/cartoons/2010/08/27/back-to-school-quiz/>. Accessed on: July 24th, 2017.

3 Discuss the following questions.
a) Why do most people in the cartoon look unhappy?
Personal answer. Possible answer suggestion: Because they don’t want to get back to school. They were enjoying
their vacation.
b) Are your parents happy when your vacation ends and school starts? Justify your
answer.
Personal answers.
c) Do you agree with the message conveyed by the cartoon? Justify your answer.
Personal answers.
d) What was it like on your first day of school this year?

Personal answer.
READING
TIPS FOR THE FIRST DAY AT SCHOOL
PRE-READING
Answer the following questions. Personal answers.
a) Are you a new student at this school? If so, what school did you come from?
b) Think about your first day at school. How did you feel?
c) What tips do you expect to read in a text about the first day at school?
9
READING
1 Read and listen.
2
When you start a new school year, you may
Hero Images/Getty Images

find yourself in one of the following situations:
1. You look around and feel like a fish out of
water. Everything is new to you.
2. You look around and recognize most of the
faces you see – old friends, teachers and other
members of the school staff.
Which situation are you in? What should you
do in either case?
If you find yourself in the first situation, it is
obvious that you are in a new school. Changing
michaeljung/Shutterstock
schools can be stressful – leaving old friends and

old places you know. Starting again with new
people and new teachers can be a whole new
world. The first weeks may be hard, but don’t be
afraid. It can feel bad to be “out of the crowd”.
However, most people need mates and want to be
friends. Act confidently even if you feel shy. Come
out of your own shell and see it as an opportunity
– you can make new friends and still keep in touch
with your old ones – best of both worlds!
Now, if you find yourself in the second

situation, you are in a better position, for sure.
You have a lot of things to talk to your old friends
about, but don’t be blind to what’s happening
around you. Look at the new faces in your class
and be sure the new students are more than
willing to be part of the crowd. Make the first
move – talk to them and bring them in! One of
them may become your best friend. Who knows?
2 Answer the following questions. Personal answers.

a) Are you in situation 1 or in situation 2?
b) Do you agree with the information in the text about your situation? Why (not)?
c) Are there any new students in your class? If so, how many?
d) What do you already know about them?

Useful language
Match the words and expressions from the text to their meaning. Use the context to help you.
a) a fish out of water ( d ) classmates
b) the school staff ( g ) be incapable of understanding or noticing
c) out of the crowd ( e ) stop being timid and become more friendly and sociable
d) mates ( h ) be eager, ready to
e) come out of your own shell ( b ) the total number of people working in a school
f) keep in touch ( i ) take the initiative
g) be blind to ( c ) not belonging to the group
h) be willing to ( a ) somebody in an unfamiliar situation
i) make the first move ( f ) be in contact, communicate
LISTENING
PRE-LISTENING Look!
Are you eager to start a new school year? Complete the columns below with things you are Look forward to = happy,
eager and enthusiastic
looking forward to and things you are not. Personal answers. Possible answer suggestions: about something that is
going to happen
Things I’m looking forward to Things I’m not looking forward to Look forward to + verb
(-ing)
I’m looking forward to starting school. I’m not looking forward to meeting the bullies at school. Example: I am looking
I’m looking forward to meeting my friends again. I’m not looking forward to waking up early. forward to meeting my
friend.
I’m looking forward to playing soccer with my I’m not looking forward to having Math classes.
friends in the P.E. classes.
11
3 LISTENING
1 Listen to some students talking about their first day at school. Complete the columns
according to what they say.
Name Age Looking forward to Not looking forward to
Recess, making new

friends, meeting old
a) Julia friends, science lab.
12 Math, homework.
Changing classes, making

new friends, meeting
b) Darina teachers.
13 Waking up very early.
Meeting new teachers

and students, seeing
c) Marlee friends, playing school
sports, taking foreign
12 languages. Homework.
Math.
d) Ryan
13 Spanish classes.
Meeting new teachers.

e) Kendell
12 Homework.
Meeting some new

f) Jordan friends.
14 Rules and bullies.
Going back to school.

g) Nathan
11 Nothing.
PAIR WORK
2 Work with your partner. Compare your notes in the pre-listening. Are you feeling the
same way about the new school year?
Personal answers.

LANGUAGE WORK
ADJECTIVES TO DESCRIBE FEELINGS

Look at the emojis and the feelings they represent.
Imagens:
Elena_Che/
Shutterstock
happy sad stressed insecure
confident curious anxious alert
scared angry calm enthusiastic
shy sleepy
LANGUAGE USAGE
1 Circle three emojis and words in Language work that describe how you are feeling (or
felt) on the first day at school this year and write them down.
Personal answers.
2. Possible answer
suggestions: On my first
day at school this year, I Língua Inglesa • Módulo 1
2 Complete the following sentences using the words you circled in activity 1. Personal answers.
am feeling/felt insecure,
On my first day at school this year, I am feeling/felt , shy and anxious because it
and because is/was a new school and I
don't/didn’t know anybody.
On my first school day this
year, I am feeling/felt happy,
confident and enthusiastic
because I met many of my
. old school friends.
13
1 Read the text.
What worries students about going back to school?

It’s the beginning of a new school year. You are feeling happy and confident – or maybe
sad and insecure. You are not the only one in this situation!
Look at the results of a survey conducted in the United States with 600 students about
their back-to-school worries:
Are your worries the same as the students’ in the survey? Whatever worries you most,
now you can see you are not alone!
Adapted from: <http://kidshealth.org/en/teens/

school-stress.hml>. Accessed on: Sept. 27th, 2012.
What worries you most about going back to school?
3%
32%
10%
30%
25%
schoolwork issues nothing social issues
extracurricular issues appearance issues
PAIR WORK
2 Work with your partner. Calculate the numbers that correspond to the percentages on
the graph – remember that 600 students took the survey.
a) How many students worry about schoolwork issues? 192
b) How many consider social issues their main problem? 180
c) How many are worried about appearance most of all? 150
d) How many are anxious about extracurricular topics? 18
e) How many are the lucky ones who do not worry about anything? 60
TIME FOR FUN
Circle the emoji(s) that reflect(s) how you did on today’s lesson. Explain your reason why. You
Imagens: Elena_Che/Shutterstock
may also use other emojis found on the internet to customize your message. Personal answer.
I chose this/these emoji(s) because:

HOMEWORK
1 Answer each of the following questions by choosing one of the words in the box.
alert curious enthusiastic insecure scared shy
What do you call a person who

a) is afraid of or anxious about everything?
Scared
b) doesn’t feel comfortable in the company of people he/she doesn’t know?

Shy
c) has a desire to learn or know more about something or someone?

Curious
d) always feels or shows strong excitement about something?

Enthusiastic
e) is always worried about and afraid of what might happen?

Insecure
f) is able to think clearly and to notice things?

Alert
2 When you start a new school year, you usually build expectations about what it is going to be like. Write a
paragraph about your back-to-school feelings. Include things you are looking forward to and things you are not.
Personal answers. Possible answer suggestions:
This is the beginning of a new and different school year for me because I changed schools this year. I am very sad because I didn’t want to leave my old
school. I am anxious, too, because I don’t know anybody here and I don’t think I will make friends quickly because I am shy. But I am looking forward
to making friends and meeting the teachers. People say this is a very good school./This is the beginning of a new school year for me, but I don’t think
I will have any surprises or difficulties because I have studied here since I was seven years old. I am happy because I am going to meet my friends,
teachers and the rest of the school staff. I am not looking forward to taking tests and doing homework because these are the hardest parts of going
back to school.
3 The site Teens health asked some students how they plan to cope with the things that worry them most about
going back to school, and if they have some advice. Read what they say and place their advice in one of the
categories in the box.
1. Worries about schoolwork 2. Worries about appearance 3. Managing social pressures and problems
a) Mickie, 14, told us she has no worries about starting school, but she has this advice for looking good on the first
day: “Wear clothes that fit your style. Don’t wear something that makes you look like someone you are not.” ( 2 )
b) Chelsea, 16, said her teachers were a big help when she was trying to adapt to new subjects at school: “I asked
for help, so I felt more relaxed and normal.” ( 1 )
c) Kimberly, 14, told us, “I’m happy about going back to school – I’m bored at home! But I’m worried about
reputation, teasing, failing, and being a nerd.” ( 3 )
15
HOMEWORK
d) Rachel, 15, told us, “I’m kind of hard on myself, like I feel really bad if I don’t have A grades in every subject.” ( 1 )
e) Codi, 14, said, “I am not usually a shy person, but starting in a new school is scary. I don’t know anyone other
than those on my soccer team. I am afraid that once they see me out of my soccer clothes and in my skater
clothes they won’t want to talk to me.” ( 3 )
f) Jessie, 15, said, “I’m going to try to make new friends and talk more. Don’t worry about being awkward because
others are too. Lots of people are good at being cool, but they are insecure too.” ( 3 )
g) Keisha, 15, said, “Don’t worry about it so much. And when your family and friends say you look great, accept
the compliment, because it’s true!” ( 2 )
h) Lia, 14, reminds us, “If you’re worried about your clothes and how you look, just remember that it’s what’s on
the inside that matters.” ( 2 )
i) Daniel, 14, agreed. “I play sports so I have to keep my grades up to play.” How does he keep the balance? “Work
really hard and lean on my parents for lots of support. If you have parents around that actually take an interest
in you, take advantage of that and let them be there for you.” ( 1 )
Available at: <http://kidshealth.org/en/teens/school-stress.html>. Accessed on: Sep. 27th, 2017. (Adapted.)
4 Answer the questions below.

a) Which issues worry you most about this new school year?
Personal answer. Possible answer suggestion: I’m worried about schoolwork – how to have good grades.
b) What advice would you give to a student who was worried about social pressures and problems at school?
Personal answer. Possible answer suggestion: I think he/she should try to take part in a nice group because this
can avoid problems and help him/her not feel social pressures too much.

MODULE
2 BACK TO SCHOOL
Learning objects
• A dialogue
• Question words: where, what, how,
who, when, why, which, whose
• A poem: “I’m important”
• Questionnaire:
you better
Getting to know
Skills
• Interpret a dialogue.
• Analyze a poem.
• Ask and answer personal questions.
• Write a paragraph about oneself.
“There is only one thing better

than making a new friend, and that is
keeping an old one.”
Elmer G. Letterman
Rawpixel.com/Shutterstock
17
GETTING STARTED
CALVIN AND HOBBES

1 Read the comic strip. Who is the woman talking to Calvin?
His mother.
Calvin & Hobbes, Bill Watterson © 1986 Watterson/

Dist. by Andrews McMeel Syndication
2 What can we say about the comic strip? Mark the correct answer.
a) It’s Calvin’s first day at school. ( )
b) He is eager to go back to school. ( )
c) His mother agrees with him and lets him stay home. ( )
d) Calvin can’t convince his mother about not going to school. ( X )
e) Calvin loves going to school. ( )
READING
PRE-READING
Take a quick look at the dialogue on the next page and answer these questions.
a) What is the dialogue about?
Back to school./The students’ return to school after the holidays or vacation.
b) Who is going back to school?

Patricia and Tereza.
c) Is it a new school year?

No, they are going/coming back after the Christmas holidays (a period of recess of about two weeks.).
d) Who is Nicolas?
He is a new student.
e) Where is he from?
He is from Greece.

READING
1 Read and listen.
4
Patricia and Tereza are back to school after their Christmas holidays
Patricia: Hi Tereza! Nice to see you again. Wow, you look great!
Tereza: Hello Patricia, good to see you too. Back to school again!
Patricia: Yeah, and I’m really excited about it. I can’t wait to see all of our friends. We
have lots to talk about, don’t we? Do you know if there are any new students this term?
Tereza: No, I don’t. Let’s go in and check.
Patricia: Hummm… let me see… all the faces look familiar, but can you see that guy
sitting at the back of the classroom?
Tereza: Yes. He looks like a fish out of water. He must be new…
Patricia: Well, let’s say hello to everybody and then we’ll talk to him later on. It’s terrible
to start a new school without knowing anyone. Don’t you think so?
Tereza: Yeah, maybe we can help him not to feel so lonely… Come on.
Later...
Patricia: Hi, I’m Patricia and this is my best friend Tereza.
Nicolas: Hello, I’m Nicolas.
Tereza: Are you a new student here?
Nicolas: Yes. Are you both new students, too?
Tereza: No, we have been here for a few months.
Nicolas: Oh, so you already know everybody. That’s
good! Where are you from?
Patricia: I’m from Brazil and Tereza is from Mexico. Where Língua Inglesa • Módulo 2
are you from?
Nicolas: I’m from Greece.
Tereza: Greece? I love your country and its awesome
history.
Patricia: How long have you been here?
Nicolas: Only a week.
19
Useful language Patricia: Wow, not so long. And how do you like this school?
Find words and Nicolas: It’s hard to start going to a new school, especially in a different country, you
expressions in the know. Everything is so weird, and you don’t know which place to go for your own
dialogue to match the classes.
definitions.
a) one of the periods into Patricia: We know that very well. It happened to us too. That’s why we came up to you
which a year is divided to see if you need any help. Have you made any friends yet?
at school: term
b) solitary, isolated: lonely
Nicolas: No, I haven’t. Making new friends is hard for me too. It seems everyone is in
their own cliques already.
c) very strange and Patricia: Don’t worry. You can be part of our group now.
unusual: weird
d) small, exclusive groups Nicolas: Oh, that’s nice of you. By the way, how’s the cafeteria food around here? I’m
of friends: cliques really hungry.
Tereza: It’s OK. We still have some time before the first class. We can go together and
e) get and eat a snack
quickly: grab a bite grab a bite. We are hungry too.
2 Read the dialogue and decide if the statements are true (T) or false (F). Correct the false
statements.
a) Patricia and Tereza are starting a new school year. ( F )
They are coming back after the Christmas holidays.
b) They see a new student in the classroom. ( T )
c) Nicolas makes the first move to talk to Patricia and Tereza. ( F )

Patricia and Tereza make the first move to talk to him.
d) The two girls seem to be nice to people from different cultures and backgrounds. ( T )
e) Both girls are interested in dating the new guy. That’s why they approach him. ( F )
They are interested in helping him join the group/feel better/feel part of the crowd.
f) Nicolas thinks all the people around him in the classroom already have their own
groups. ( T )
g) Patricia and Tereza invite Nicolas to hang out after school. ( F )

They invite him to grab a bite at the school cafeteria before the class starts.
LISTENING
PRE-LISTENING
The words in the chart are in the poem you are going to listen to. Match the pairs of words
that rhyme by numbering them. The first pair is done for you.
am ( 1 ) right ( 2 ) too ( 3 ) thin ( 4 ) eyes ( 5 ) me ( 6 ) you ( 3 )

same ( 7 ) white ( 2 ) see ( 6 ) boys ( 5 ) scram ( 1 ) in ( 4 ) game ( 7 )

5 LISTENING
Listen to the poem. Mark the best answer.

1. The theme of the poem is 5. In the poem, “to scram” means
a) minority groups’ exclusion. ( ) a) to be quiet. ( )
b) the importance of all human beings. ( X ) b) to join the group. ( )
c) social inclusion. ( ) c) to go away immediately. ( X )
2. A title for the poem could be

a) “I’m more important than you” ( )
b) “Girls are better than boys” ( )
c) “I’m important” ( X )
3. The speaker in the poem seems

a) disrespectful to differences. ( )
b) prejudiced against differences. ( )
c) angry with somebody’s attitudes. ( X )
4. In the second line of the poem, the

speaker says, “Don’t call me names”.
To call her names means
a) to abuse or insult him/her. ( X )
b) to call her by him/her surname. ( )
c) to give him/her a nice nickname. ( )
PAIR WORK
Patricia and Tereza did the right thing when they welcomed a new student who was feeling
like a fish out of water in the classroom. Personal answers.
1 What would you do if you found yourselves in the girls’ situation in your classroom? Give
examples.
2 What would you do if you were in Nicolas’ situation? Give examples.
21
TIME FOR FUN
QUESTIONNAIRE: GETTING TO KNOW YOU BETTER

1 Read the questions and complete the “you” column with information about yourself.
Personal answers.
Questions You Your partner
a) What’s your name?
b) How old are you?
c) When is your birthday?
d) Where were you born?
e) Do you have any brothers or

sisters?
f) Do you have any hobbies? Which

ones?
g) What is your favorite sport?
h) What kind of music do you like?

(pop, rock, classical…)
i) Who is your favorite singer/

group?
j) How often do you go to the

movies?
k) What kind of movies do you like?

(adventure, dramas, thrillers…)
l) Who’s your favorite movie star?
m) Do you help with the house

chores? What do you do?
n) Are you a country, beach or city

person?
o) What’s your favorite social

network?
p) What do you like to do at recess?
q) What do you want to do when

you finish high school?
r) What is the most important

thing for you?
PAIR WORK
2 Work with a classmate you don’t know very well. Ask him or her the questions in activity 1.
Complete the “Your partner” column. Personal answers.
HOMEWORK
1 Use the words and expressions in the box to complete the sentences.
clique familiar a fish out of water grab a bite lonely look great term weird
a) I usually have some weird dreams, and wake up quite scared.

b) He looks like a fish out of water on the football field! No wonder, he is a beach
volleyball player!
c) The students will soon become familiar with the new school and their classmates.
d) Wow! You look great tonight! Where’s the party?
e) Mrs. Parker feels very lonely now that all her kids have left home. She is thinking about attending
some dance lessons for seniors at the local club.
f) The girls in that clique are very popular, but are also very mean.
g) Hey, Dave, are you leaving for the club? Wait for me, please. I just need a few minutes to
grab a bite to eat and then I’ll join you.
h) I’ve been very busy since the new term started. I am looking forward to our next school holiday.
2 Read the comic strips and mark the correct answers.
Stone Soup, Jan Eliot © 2011 Jan Eliot/

Available at: <www.cartoonstock.com/cartoonview.asp?catref=jel110916>. Accessed on: July 24th, 2017.
Stone Soup, Jan Eliot © 2011 Jan Eliot/

Available at: <www.cartoonstock.com/cartoonview.asp?catref=jel110910>. Accessed on: July 24th, 2017.
a) In the first strip:

( ) The mother is worried about the girls’ first day at a new school.
( X ) Apparently, Holly feels imprisoned at school.
( ) The girls have the same reaction about going back to school.
23
HOMEWORK
b) In the second strip, what can we infer from Holly’s last line?
( ) Both girls are very tired.
( ) It’s tiring to go back to school after one’s vacation.
( X ) The girls’ school year has 180 days.
3 Listen to the poem “I’m important” again. Answer the questions.

5
a) The speaker in the poem is talking about a situation that is more likely to happen
( ) at home. ( X ) at school.
b) How does the speaker in the poem probably feel?
( X ) Out of the crowd. ( ) Part of the crowd.
c) Which sentence(s) in the poem justify/justifies your answer in b?
Don’t call me names or tell me to “scram”!/I belong here just like you!/So, please don’t exclude me from your game.
d) Does the speaker want to change the way she is? Justify.
No, she doesn’t. She says: “We’re all different – no two the same/So you be you and I’ll be me!”
4 Use the information about your classmate in Time for fun to complete the paragraphs below. Underline the
appropriate pronouns and possessive adjectives. Personal answers.
My classmate’s name is a) . He/She is b) years old and his/her birthday is on
c) . He/She was born in d) . He/She has e) brothers/sisters.
His/Her hobbies are f) and , and his/her favorite sport is g) .
He/She likes h) music and his/her favorite singer/group is i) . He/She
goes to the movies j) and he/she likes k) . His/Her favorite movie star is
l) .
He/She sometimes helps with the house chores – He/She m) and .
He/She is a n) person. His/Her favorite social network is o) . He/She likes to
p) at recess.
When he/she finishes high school, he/she wants to q) . The most important thing for
him/her is r) .
5 Write a paragraph about yourself. Use the questionnaire in Time for fun as a guide.
Personal answer.

MODULE A TYPICAL DAY
3 IN THE LIFE
OF TWO TEENS
Learning objects
sil Imagens
• Athedescriptive text: A typical day in
rigo/Op•‹o Bra
life of two teens
• Free-time activities
• continuous
Simple present and present
Luiz Cl‡udio Ma
review
Skills
• Read two texts and do
comprehension activities.
• Listen and understand a text.
• Recognize and use the simple
present and the present
continuous tenses.
• Write a paragraph about a teenager.
“No matter where you are or where

you grow up, you always go through
the same awkward moments of being a
teenager and growing up and trying to
figure out who you are.”
Aimee Teegarden
s
Image
Glow
s/
tPhoto
Deposi
25
GETTING STARTED
PAIR WORK
Work with your partner. Look at the picture and discuss the
questions.
a) How do you keep track of homework, tests and other
appointments?
Personal answer.
b) Do you have an organizer or diary? If so, what is it like?

Describe it to your partner.
Personal answer.
READING
PRE-READING
Read the title of the module again and look at the pictures in the Reading section. Answer
the questions.
a) Do you think the two teenagers are Brazilian? Why (not)?
Personal answer. Possible answer suggestions: They could be. Because they look like Brazilian kids./No, because they
don’t look like Brazilian kids.
b) What is the girl doing in the picture?

She is texting on her cell phone.
c) What do you think the boy does?

He is probably a student.
READING
1 Read and listen.
6
�Hola! My name is Alejandra Perez and I am 13 years old. I live with my
parents in Buenos Aires, where I was born on March 18th, 2004.
Sladic/Shutterstock
At 6:30 a.m., my mom wakes me up. I switch on the television to listen to

music while I put on my uniform.
At 7:10 a.m., I have breakfast. I usually have coffee with milk and cereal or
hotcakes. After breakfast, I put on lip gloss and some black eyeliner. My school
does not like it, but it allows seventh graders to wear makeup. My classes start
at 8:10 a.m. My favorite class is Math. I don’t like History. I find it very boring.
We have lunch and recess at 11:10 a.m. For lunch, I have empanadas,
which are stuffed pastries filled with either meat; corn; vegetables; tuna or
cheese, and also fruit, water and chocolate. At recess, I talk to my friends and
listen to music. We like to exchange iPods or send each other text messages
on our cell phones.
After lunch, I have English classes. We are studying grammar, spelling and reading
comprehension this year. I love everything we’re learning in class!
At 2:30 p.m., my godparents, who run a day care center, come and get me at school. I stay
at the day care until my parents pick me up in the evening. At 3:45 p.m., I go to Miss Mary’s
class at the center. I love to help her with the kids. After that, I do my homework.
When I get home, at around 7:15 p.m., I walk my dog, Pelusa, and meet my friends and
neighbors. After taking a bath, I watch TV. Twice a week, I’m allowed to use the computer. I
chat or search the web and use my cell phone, too. I’m only allowed 10 minutes with each
friend on the phone, so we text each other.
I go to bed at 10:30 p.m. I’m almost sleeping already. �Buenas noches!
Anthony Asael/Art in All of Us/Corbis/Getty Images

Hello! My name is Irewole Adelegan and I’m 13 years old. I’m from
Nigeria and I live in Suleja, with my mom, my sister Olu and my aunt. I
attend Bishop James Yisa Secondary School. I’m in the 7th grade.
The alarm clock wakes me up very early, at 5:30 a.m. I freshen up and join
my mom and my sister in the living room for a brief prayer session. Then, I
wash the dishes, sweep the floor, fetch water for the toilet and take a bath.
I wait for the school bus near our house at 7:30 a.m. Olu takes a later
bus. My bus is usually filled to the brim. I squeeze my way in and 20 minutes
later we arrive at school.
School starts at 8:00 a.m., with an assembly of all the students. The
principal, Mr. Abraham, warns the senior students against bullying and
advises us to be obedient.
Our first class of the day is government. This week, we are learning about the process
of drafting and approving bills. It is quite interesting. Next, it is time for a lesson from our
business teacher. In our Biology class, we are studying the human digestive system.
At 10:15 a.m., we have a break and then we have Bible-knowledge class. Later, we have a
free period, but we are not allowed to leave the classroom.
At 12:50 p.m., we go to the computer room. This month, we are learning Microsoft Word.
School is over at 4:00 p.m. What a day! The school bus drops my sister and me at home. I
wash our school uniforms and socks.
It’s 7:00 p.m. – dinnertime! We are having amala and palm-nut soup now. Amala is made
from ground dried cassava. After that, we leave for the evening service at church. When we
return home, we watch a popular soap opera called Super Story.
It’s 10:00 p.m. now. I am very tired and yawning. I’m going to take a shower and then I am
off to bed.
2 Complete the card with information about Alejandra.
First name: Alejandra Last name: Perez Língua Inglesa ¥ Módulo 3

th
Age: 13 Birthday: March 18
Country: Argentina City: Buenos Aires
Likes: Listening to music, wearing makeup, Math, exchanging iPods and text messages with friends,
English classes, helping a teacher with the younger kids at the day care center.
Dislikes: History.
27
3 Alejandra is talking to Irewole online. Write the questions to complete the dialogue.
Alejandra: What’s your name?
Irewole: Irewole Adelegan.
Alejandra: How do you spell your last name?
Irewole: A-d-e-l-e-g-a-n.
Alejandra: How old are you?
Irewole: I’m thirteen years old.
Alejandra: Where are you from?
Irewole: I’m from Nigeria.
Alejandra: What grade are you in?
Irewole: 7th grade.
Alejandra: Me too! What time do you wake up?
Irewole: I wake up very early in the morning, at 5:30 a.m.
Alejandra: Do you help with the house chores?
Irewole: Yes. I wash the dishes, our uniforms and socks,

sweep the floor, and fetch water for the toilet.
Alejandra: What do you have for dinner?
Irewole: We usually have amala, which is made from

ground dried cassava.

PAIR WORK
4 Work with a partner. Read the dialogue between Alejandra and Irewole. Switch roles and
read it again.
Useful language
1. Read the text about Alejandra again and match the words to their meaning and/or definition. Use the context to help you.
a) switch on ( f ) refresh, wash up
b) hotcakes ( e ) to be present at
c) eyeliner ( c ) a cosmetic used to outline and accentuate the eyes
d) godparents ( g ) the act or practice of praying to God
e) attend ( b ) pancakes
f) freshen up ( a ) turn on
g) prayer ( d ) a couple who presents a child at baptism and promises to take
responsability for their religious education.
2. Read the text about Irewole again. Find words or expressions to match the definitions.
a) the director of a school: principal
b) as full as possible; very crowded: filled to the brim
c) opening the mouth wide as a sign of sleepiness or tiredness: yawning
d) go and get: fetch
e) to force one’s way to find space: squeeze my way
LISTENING
PRE-LISTENING
You are going to listen to two teenagers talking about how they spend their time when they
are not at school. What do you think they do? Write your guesses below.
a) Teen 1: . b) Teen 2: .
Tracy Whiteside/Shutterstock
Cultura Motion/Shutterstock
Personal answer. Possible answer suggestions: Personal answer. Possible answer suggestions: Língua Inglesa • Módulo 3
Mark goes swimming, plays soccer Claudia goes to the movies,
and computer games, watches TV plays tennis, watches TV, goes
and reads comics. swimming and texts friends.
29
7 LISTENING
Listen and write M (Mark) and C (Claudia) in the activities they do.
a) d) g) j)
C M M
b) M
e) h) k)
C
c) f) M
i) M
l)
C M
LANGUAGE WORK
SIMPLE PRESENT AND PRESENT CONTINUOUS – REVIEW

Study the chart to review the simple present.
I/You/We/They play computer games every

Affirmative He/She plays computer games every day.
day.
I/You/We/They don’t play computer games He/She doesn’t play computer games every
Negative
every day. day.
Do I/you/we/they play computer games Does he/she play computer games every
Interrogative
every day? day?
Yes, I/you/we/they do. Yes, he/she/it does.

Short answers
No, I/you/we/they don’t. No, he/she/it doesn’t.

Now, study the chart to review the present continuous.
I You/We/They He/She/It
Affirmative I am playing. You/We/They are playing. He/She/It is playing.
Negative I am not playing. You/We/They are not playing. He/She/It is not playing.
Interrogative Am I playing? Are you/we/they playing? Is he/she/it playing?
Yes, I am. Yes, you/we/they are. Yes, he/she/it is.

Short answers
No, I’m not. No, you/we/they aren’t. No, he/she/it isn’t.
LANGUAGE USAGE
1 Read the text about Alejandra again. Underline two sentences in the simple present and
circle two sentences in the present continuous. Copy them in the lines below.
Possible answer suggestions:
Simple present: At 6:30 a.m. my mom wakes me up./We have lunch and recess at 11:10 a.m./I don’t like History./
My school does not like it.
Present continuous: We are studying grammar, spelling, reading comprehension and music./I’m almost sleeping
already.
2 Read the text about Irewole again. Underline two sentences in the simple present and
circle two sentences in the present continuous. Copy them in the lines below.
Possible answer suggestions:
Simple present: Later, we have a free period, but we are not allowed to leave the classroom./The school bus drops
my sister and me at home./I wash our school uniforms and socks.
Present continuous: We are learning about the process of drafting and approving bills./We are studying the human
digestive system./I’m going to take a shower.
3 Write true sentences about yourself. Use the verbs in the box in the affirmative or
negative forms.
allow chat have like listen study
a) My school allows/doesn’t allow 8th graders to wear makeup.
b) At recess, I listen/don’t listen to music.
c) I chat/don’t chat with my friends on my cell phone until late.
d) I have/don’t have a lot of friends at school.
e) At the moment, I am studying/am not studying grammar in my English class.
f) I like/don’t like all the subjects at my school.
31
HOMEWORK
1 Read the information about Scottie and write a paragraph about him. Use the texts about Alejandra and Irewole
as reference.
Amy Myers/Shutterstock
Full name: Scottie Cook Favorite sports: American football and wrestling
From: Pleasant View, Kentucky Favorite wrestler: Daniel Bryan
Age: 14 Hobbies: surfing the internet and social networking
Grade: 8th Pets: four dogs and one cat
This is Scottie Cook. He lives in Pleasant View, Kentucky. He is fourteen years old and is in the 8th grade. His favorite sports are American football
and wrestling. His favorite wrestler is Daniel Bryan. In his free time, he loves surfing the internet and social networking. He loves animals and has
five pets: four dogs and one cat.
2 Complete the sentences with the words and expressions in the box.
assembly eyeliner fetch fill to the brim freshen up

hotcakes principal squeeze our way switch on yawn
a) We all needed to freshen up after such a long trip.

b) Technology is still just a dream in that village. There the women keep going back to the river to
fetch water.
c) The principal will speak to all the students at Friday’s assembly . Everybody must be at the
school gymnasium by 8:00 a.m.
d) Switch on the light, please. I can’t see anything.
e) A: Can I take your order, madam? B: Sure. Ricotta hotcakes with lemon topping and strawberries.
f) Ancient Egyptian art shows many human figures wearing eyeliner around their eyes.
g) If the glass is filled to the brim , I can’t drink without spilling some water.
h) The subway station was so crowded that we had to squeeze our way to get to the platform.
i) If you see someone yawning , you will probably yawn too.
3 Read the following sentences and correct them.

a) Do you text right now? Careful, the teacher comes!
Are you texting right now? Careful, the teacher is coming!
b) Let’s not play soccer. It rains now.

Let’s not play soccer. It is raining now.
c) Are your parents drive and talk on the cell phone at the same time?
Do your parents drive and talk on the cell phone at the same time?
d) Can you turn on the lights? It gets dark now.

Can you turn on the lights? It is getting dark now.
e) You still use the computer? Hurry up! I am having to check my e-mail immediately.
Are you still using the computer? Hurry up! I have to check my e-mail immediately.
f) A: How is your cold today? B: It gets better.

A: How is your cold today? B: It is getting better.
g) That guy tries to steal money from the old lady’s purse. Call the police.
That guy is trying to steal money from the old lady’s purse. Call the police.

MODULE DID YOU ENJOY
4 YOUR STAY IN
TORONTO?
Anne Heine/Alamy/Latinstock
Learning objects
• A dialogue
• The simple past: verb to be – review
• The simple past of regular and
irregular verbs – review
Skills
• Listen and understand a text.
• Recognize and use the simple
past of to be.
• Recognize and use the simple past
of regular and irregular verbs.
“The world is a book, and those

who do not travel read only one page.”
Saint Augustine
33
GETTING STARTED
Toronto is a cultural and cosmopolitan city, where there are different types of restaurants,
stores, elegant hotels and boutiques, museums, theaters and also very polite citizens.
DayOwl/Shutterstock
T. Lesia/Shutterstock
What do you know about this city? Test your knowledge.

a) After English and Chinese, what is the third most spoken language in Toronto?
Italian ( X ) Punjabi ( ) Spanish ( )
b) Toronto is located along the shoreline of which Great Lake?
Lake Ontario ( X ) Lake Erie ( ) Lake Michigan ( )
c) How many languages and dialects are spoken in Toronto?
30 ( ) 180 ( X ) 100 ( )
READING
PRE-READING
Take a quick look at the dialogue in the Reading section and answer the following questions.
a) Who are the people in the dialogue?
Patricia and Tereza.
b) Where are they?

They are at school.
c) What are they talking about?

They are talking about Tereza’s trip to Toronto.

READING
Divulgação/NETworks Presentations
1 Read and listen.
8
Patricia: Hi, Tereza. How was the week in Toronto with your parents?
Tereza: Hello, Patricia. Well… it went really fast!
Patricia: I mean, did you enjoy it?
Tereza: Yes, it was awesome! We visited the Sky Dome, the CN Tower and
went to the theater to see Beauty and the Beast. It was a great vacation!
Patricia: Are they still in Canada?
Tereza: Yes. Today they are going on a tour of Edmonton and Vancouver.
Patricia: That sounds like they are doing a lot of cool stuff.
Tereza: Yeah. By the way, Patty… I’m worried about school… As you know,
DayOwl/Shutterstock
I missed some classes last week.
Patricia: Some teachers asked about you. They thought you were ill.
Tereza: Oh gosh! What about the classes I missed? I emailed the teachers,
but even so, I’m anxious.
Patricia: We discussed some interesting topics. Kazuo’s presentation in the
History class was very nice.
Tereza: What was it about?
Patricia: It was about Henry VIII, the Tudor King, and his six wives.
Tereza: It’s a pity I couldn’t attend his presentation.
Patricia: Don’t worry. At the end of the class, Kazuo gave us some copies of
his project. Here is one for you.
Tereza: Thank you. What a nice clique we belong to!
Patricia: That’s right… Oh, there’s the bell. Come on.
35
2 Read the sentences. Write true (T), false (F) or not mentioned (NM). Rewrite the false
sentences.
a) Tereza and Patricia are at school. ( T )
Useful language
How do you say these expresions b) There weren’t any classes last week. ( F )
in Portuguese? Use the context to
There were classes last week.
help you.
a) I mean: quero dizer c) Tereza was absent from school the whole week. ( T )
b) On a tour of:
em uma excursão a/
em um passeio a d) Tereza’s parents traveled to Canada on business. ( F )
c) That sounds like they are doing a They were on vacation.
lot of cool stuff: e) Tereza’s parents are in Edmonton now. ( NM )
parece que eles estão
fazendo várias coisas
legais
f) Some teachers were worried about Tereza. ( T )
d) By the way:
por falar nisso
e) As you know: g) Kazuo is Patricia and Tereza’s classmate. ( T )
como você sabe
f) It’s a pity: h) Kazuo got a very good grade in his project. ( NM )
é uma pena/que pena
PAIR WORK
Work with your partner. Read the dialogue in the Reading section. Switch roles and read it again.
LISTENING
PRE-LISTENING
1 These are some words/expressions from the text you are going to listen to. Match them
with their meaning.
a) upset ( c ) ignored
b) shooting hoops ( e ) offensive, cruel, unkind
c) left out ( d ) become friends again
d) make up ( f ) things
e) mean ( a ) worried
f) stuff ( g ) visitors to another person’s home to spend the night
g) sleepovers ( b ) playing basketball
2 Wendy and Thomas are teenagers who have the same problem. What do you think it is?
Write your ideas below.
Possible answer suggestions: Maybe they are bullied at school; they didn’t do well at school; they don’t have any friends.

LISTENING
1 Listen to Thomas and Wendy’s story. What problem do they have in common?
9
They both felt left out by their classmates and friends.
2 Listen to the text again. Answer the questions.

9
a) Where were Thomas and Wendy when someone noticed they were having a problem?
Wendy: At school.
Thomas: At home.
b) Who noticed the girl’s strange behavior? Her teacher.
c) Who noticed the boy’s strange behavior? His mother.
d) How did the girl behave? She was sitting alone at lunch, looking sad and upset.
e) How did the boy behave?

At the basketball court: He was standing alone by the basketball court after school.
At home: He locked himself in his bedroom.
LANGUAGE WORK
SIMPLE PAST: VERB TO BE – REVIEW

Study the chart to review the simple past forms of to be.
Look!
was Interrogative forms
I
was not (wasn’t) Tereza was in Toronto last week. (affirmative)
sick last week.
were Was she at the CN Tower? (interrogative)
You Her parents were in Canada. (affirmative)
were not (weren’t)
Were they in Vancouver? (interrogative)
was Complete the rule:
He/She/It in Toronto.
was not (wasn’t) To ask questions in the simple past with verb to be,
we use was or were before the
were subject .
We/You/They worried yesterday.
were not (weren’t)
Do you remember?
SIMPLE PAST OF REGULAR AND IRREGULAR
VERBS – REVIEW Simple past forms
Interrogative
Study the chart to review the simple past forms. Read the sentence and complete the rule.
Did you enjoy your stay in Toronto with your parents?
I To make the interrogative form of the simple past of Língua Inglesa • Módulo 4
You regular and irregular verbs, we use did in front
of the subject + the base form of the main verb.
He
She visited Toronto last week. Negative
Read the sentence below and complete the rule.
It went to the CN Tower.
I did not enjoy my stay in Toronto with my parents.
We
To make the negative form of the simple past of
You regular and irregular verbs, we use did not or
They didn’t before the base form of the main verb.
37
LANGUAGE USAGE
1 Unscramble the words to ask questions. Then, answer the questions with information
about yourself. Personal answers.
a) last/you/evening/were/Saturday/where/?
Where were you last Saturday evening?
b) school/when/from/you/absent/were/?
When were you absent from school?
c) matter/what/the/with/you/was/?
What was the matter with you?
d) old/were/four/how/you/ago/years/?
How old were you four years ago?
e) yesterday/school/at/was/friend/your/best/?
Was your best friend at school yesterday?
2 Scan the dialogue in the Reading section to find the past forms of the verbs in the box.
Then, organize the base and past forms in the columns.
be can discuss email enjoy give go miss think visit
REGULAR VERBS IRREGULAR VERBS
Base form Past form Base form Past form

discuss discussed be was/were
email emailed can could
enjoy enjoyed give gave
miss missed go went
visit visited think thought
PAIR WORK
Work with your partner. Ask and answer about the people in the chart.
WHAT DID THEY DO YESTERDAY?
Patricia Tereza Alan and Brenda Paul

Go to the bowling alley () ( ) () ( )
Dance () ( ) () ( )
Leave the mall late () ( ) ( ) ( )
Miss school ( ) () ( ) ()
Watch a play ( ) () ( ) ()
Example:
A: Did Patricia go to the bowling alley yesterday?
B: Yes, she did.
A: Did Paul dance yesterday?
B: No, he didn’t.
GROUP WORK
Work in groups of four students. Read the situation below.
You and your family are planning a trip to Canada in July. You will have three days to spend in
Toronto and need to decide what to do and see. There are activities for the whole family, but
you have little time.
Take a look at some attractions and help your parents plan what to do and how much the
family will need just for the tours. Discuss ideas in your group and make the necessary
arrangements for each family. Kids under 12 and people over 65 pay half price.
Maurizio De Mattei/Shutterstock
Melissa Renwick/Toronto Star/Getty Images
TRphotos/Shutterstock
Toronto City Toronto Inner

$ 22 Downtown
Harbour and Niagara Falls
$ 33.70 $ 62
Hop-on
Hop-off Tour Island Cruise Toronto Bike Tour from $ 75.50
Tour Toronto
39
HOMEWORK
1 Read the sentences and number them in the correct order to form a paragraph. Listen and check.
10
Beauty and the Beast (Prologue)

( 4 ) Repulsed by her haggard appearance, the prince sneered at the gift and sent the old woman away.
( 3 ) But then, one winter’s night, an old beggar woman came to the castle and offered him a single rose in
return for shelter from the bitter cold.
( 6 ) And when he dismissed her again, the old woman’s ugliness melted away to reveal a beautiful
enchantress.
( 2 ) Although he had everything his heart desired, the prince was spoiled, selfish, and unkind.
( 1 ) Once upon a time, in a faraway land, a young prince lived in a shining castle.
( 5 ) But she warned him not to be deceived by appearances, for beauty is to be found within.
Walt Disney Pictures/Mandeville Films
Words to know
spoiled: said of a person whose life has always been easy melt away: disappear
haggard: very tired and thin face enchantress: a woman who puts a magic spell on someone
sneer: despise; not give importance to or something

2 Complete this dialogue. Use was, wasn’t, were or weren’t.
Paul: Were you at the club yesterday?
Alan: Yes, I was . Why weren’t you there?
Paul: It was my grandparents’ wedding anniversary and we had dinner together. Were
Patricia and Tereza there, too?

Alan: Patricia was there, but Tereza wasn’t . She was in Toronto with her
parents.
Paul: What about that boy from Japan, Kazuo, was he at the club too?
Alan: Yes, he was , but don’t worry, Paul. He wasn’t with Patricia; he was with another
girl from school.
3 Read the paragraph about Beauty and the Beast (exercise 1) again. Write the past forms of the regular verbs and
the irregular ones.
Past form of the regular verbs: lived, desired, offered, sneered, warned, dismissed, melted.
Past form of the irregular verbs: had, came, sent.
4 Complete the sentences. Use the verbs in the box, in the base or past forms.
break go leave eat make read say write
a) How did you go to the club last Saturday?

I went there by car.
b) What did the maid break in the kitchen?
She broke two plates.
c) What did you eat at the restaurant?
I ate some lasagna and some salad.
d) When did you read Harry Potter and the Philosopher’s Stone?
I read it three years ago.
e) What time did you leave home?
I left home at seven thirty. Língua Inglesa ¥ Módulo 4
f) Did you write a letter to your pen friend?
Yes, I wrote one yesterday.
g) Mom, I’m hungry. What did you make for lunch today?
I made roast chicken and potatoes.
h) What did you say ?
I said “Give me a break”.
41
MODULE
5 KING HENRY VIII
Learning objects Cate, Anne,

• Informational text: King Henry VIII Jane, Anne,
• Vocabulary related to historical facts
and biographies
Cate, Cate?
• A graph
• Vocabulary related to theater
Skills
• Read and understand an
informational text.
• Recognize words and expressions of
the same lexical field: historical facts
and biographies.
• Listen to and understand a text.
• Analyze information in a graph.
“He was so much in love with me

that I could have asked him for the
moon and stars, and he would have
gathered them for me.”
Anne Boleyn’s line, by Carolyn Meyer in
Doomed Queen Anne
World History Archive/Alamy/Latinstock/Galeria
Nacional de Arte Antiga, Roma, It‡lia.
42
GETTING STARTED
Ben A. Pruchnie/Getty Images
1 What do you know about the British monarchy?

Possible answer suggestions: There is a reigning queen – Queen Elizabeth. Her husband’s name is Phillip. Charles is the heir
to the throne. Prince William is his son. He is married to Catherine Middleton. They have two kids – George and Charlotte.
2 Look at the picture above. Can you name the members of the British Royal Family?
Queen Elizabeth, Prince Phillip, Prince Charles and his wife Camilla, Prince Harry, Prince William and his wife Catherine
Middleton, their children George and Charlotte.
READING
PRE-READING
Discuss the questions below with your classmates.
Wikivisual/Creative Commons
a) What do you know about Henry VIII?

Personal answers. Possible answer suggestions: He was a king of England. He had six wives. He really wanted to have a
son. He reformed the church in England, creating the Anglican Church. He was the first king to divorce. He lived in the 16th century.
b) Look at the cartoon. What does it say about Henry VIII?

It says he had several wives.
43
READING
1 Read and listen.
11
Here is part of Kazuo’s History class presentation:
Castelo Howard, Yorkshire, Inglaterra.
Henry VIII was born on June 28th, 1491 and became the second Tudor king of
England when he was 18 years old.
He had six wives. They were Catherine of Aragon, Anne Boleyn, Jane Seymour,
Anne of Cleves, Catherine Howard and Catherine Parr. He divorced two of these,
one died, one outlived Henry, and the other two had their heads cut off, being
Catherine Howard one of them.
One of the reasons that Henry VIII had so many wives was that he was
desperate for a son to be the next king after he died. Eventually, he only had three
surviving children and two of these were girls, Mary and Elizabeth. His only son and
the heir to the throne after his death was Edward.
The reign of Henry VIII saw the Reformation come to England. The Reformation
was a movement that questioned the authority of the Pope and the Roman
Catholic Church. While this movement was happening throughout Europe, Henry
had an argument with the Pope because he had refused to grant Henry a divorce
from Catherine of Aragon. Without the divorce, he could not re-marry and have a
son with his new wife. So, Henry split from the Roman Catholic Church and declared
himself head of the English, or Protestant, Church. As head, he could now grant
himself a divorce, without having to ask the Pope. He also confiscated Catholic land
in England. This was called the Dissolution of the Monasteries.
Henry VIII died on January 28th, 1547, aged 56.
Available at: <www.royal.uk/henry-viii-r1509-1547>. Accessed on: July 26th, 2017. (Adapted.)
2 Answer the questions below.

a) Why did Henry VIII marry so many times?
Because he was desperate to have a son.
b) How did he manage to divorce his first wife?

Henry split from the Roman Catholic Church and declared himself head of the English Church. As head, he could
give himself a divorce, without having to ask the Pope.
3 Mark the correct answer.
a) Catherine Howard, one of Henry’s wives,

( ) divorced him. ( X ) was beheaded. ( ) outlived him.
b) When Henry married Catherine of Aragon, his first wife,
( X ) he was a Catholic. ( ) he was the head of ( ) he was a
the Catholic Church. Protestant.
c) The Reformation
( X ) happened all over ( ) happened only ( ) confiscated the
Europe. in England. Catholic Church.
4 Write questions for these answers.
a) When was Henry VIII born?
He was born on June 28th, 1491.

b) How many wives did he have?
He had six wives.

c) Who was Edward?
He was Henry VIII’s only son.

d) Why did Henry VIII split from the Roman Catholic Church?
Because the Pope didn’t want Henry to divorce his first wife.
Cool stuff
An easy way to
remember what
happened to Henry
VIII's wives is the
rhyme:
Divorced, beheaded,
died
Divorced, beheaded,
survived
Castelo Howard, Yorkshire, Inglaterra.
LISTENING
PRE-LISTENING
Before listening, match each word with its meaning.
a) growth ( b ) the common man
b) the man in the street ( d ) actor’s part in a play or film
c) stage ( f ) dramatists; authors of plays
d) role ( a ) increase
e) talented ( e ) having talent; gifted Língua Inglesa ¥ Módulo 5
f) playwrights ( c ) the platform where the actors perform in a theater
LISTENING
1 Listen and write true (T) or false (F), according to what you hear.
12
a) Theater became very popular in the Tudor Age. ( T )
b) Only intellectuals and aristocrats liked theater. ( F )
45
Galeria Nacional de Retratos, Londres, Inglaterra.
c) Women participated in all the plays. ( F )

d) Young men played female roles. ( T )
e) A different play was presented every month. ( F )
f) Theater was the cinema of the Tudor Age. ( T )
g) William Shakespeare was the only playwright at the time. ( F )
PAIR WORK
2 Work with your partner. Discuss the following questions and write your
answers. Personal answers.
a) Do you like going to the theater? Why (not)?
William Shakespeare.
andersphoto/Shutterstock
b) What was the title of the last play you watched?
c) When did you watch it?
d) What was it about?
Shakespeare’s Globe Theatre, in London.

Igor Bulgarin/Shutterstock
e) Did you like the play? Why (not)?
f) Which do you prefer: theater plays, movies or TV programs? Why?
Dnipro, Ukraine. Dec. 29th, 2016 – Save Snow White

performed by members of the Dnipro State Drama Theatre.
PAIR WORK
You have learned just a small part of Henry VIII’s life story. Now, it is time to learn about other
important things he did during his reign.
Work in groups of four students. Look for information and interesting facts about Henry VIII
on the internet. Follow your teacher’s instructions and access:
<www.bbc.co.uk/history/people/henry_viii>
<www.ducksters.com/biography/world_leaders/henry_viii.php>
<www.theschoolrun.com/homework-help/king-henry-viii>
Accessed on: July 26th, 2017.

HOMEWORK
1 Read the information below. Mark the correct answers.
The most beautiful love story ever told comes to life!

The romantic Broadway musical for all generations, Beauty and
the Beast, is being performed at the Community Arts Center in
Williamsport this month! The opening night was a huge success.
Don’t miss it!
a) What percentage of tickets was not purchased in advance?

( ) 6% ( ) 18% ( X ) 30% ( ) 70%
b) What was the total percentage of ticket sales for the opening night?
( ) 70% ( ) 90% ( X ) 94% ( ) 96%
c) How many seats were sold for the opening night?
( ) 200 ( ) 190 ( ) 250 ( X ) 235
d) Which fraction represents the number of advance purchase tickets?
( X ) 7/10 ( ) 8/10 ( ) 2/3 ( ) 3/5
e) Elisa and four of her friends decided to watch the play. Elisa and two friends bought their tickets in advance and
the others purchased theirs at the door. How much did they pay altogether?
( ) $ 210 ( ) $ 220 ( X ) $ 270 ( ) $ 250
f) How much did the theater make on advance purchase tickets?
( ) $ 4,200 ( X ) $ 8,750 ( ) $ 8,500 ( ) $ 3,500
g) How many seats were empty on the opening night?
( X ) 15 ( ) 20 ( ) 50 ( ) 12
2 How much do you know about theater terms? Match the words in the box with the definitions. Use a dictionary,
if necessary.
acts background cast of characters playwright rehearsal
scenes setting stage directions title
a) This gives the audience an idea of what the play is about: title
b) The author of a play: playwright
c) The list of all the roles in the play. Descriptions of each may also be included: cast of characters
d) A brief overview of the play that may include information about what has already happened: background Língua Inglesa • Módulo 5
e) This part explains when and where the story happens: setting
f) These are instructions about the movement or emotion of the characters: stage directions
g) A grouping of scenes performed in sequence. A play can have just one or more of these groupings. They are
numbered in Roman numerals: I, II, III: acts
h) This is when the actors practice their lines: rehearsal
i) A small group of lines that show action in the story: scenes
47
48
DepositPhotos/Glow Images
6
MODULE
Luiz Cláudio Marigo/Opção Brasil Imagens
Anne Heine/Alamy/Latinstock
World History Archive/Alamy/Latinstock/Galeria
Nacional de Arte Antiga, Roma, Itália.
ROUNDUP
vocabulaRy
pResented in
REVIEW
functions and
modules 1 to 5
EXERCISES
Review stRuctuRes,
1 Read the paragraph. Complete the gaps with the correct form of the verbs in p
parentheses.
My American friend’s name is Jennifer, and she is 13 years old.
Marcel Weber/Cultura/Getty Images

She lives (live) in Williamsburg, Kentucky, and she
attends (attend) school at Williamsburg Middle School.
th
She is an 8 grader and her favorite sport to play is basketball. She
plays (play) for her school. Her favorite basketball team is
the Cleveland Cavaliers and her favorite players are (be)
LeBron James and Kevin Love. Her other favorite teams are the Atlanta
Braves (baseball) and San Francisco 49ers (American football).
She has (have) a twin brother and an older sister. She
is the youngest. She also has (have) a cat named Tiger.
2 Read Nicole’s fact file. Write a paragraph about her.

Granger Wootz/Getty Images
Full name: Nicole Perkins

Birthdate: June 14th, 2000
Free-time activities: going to the movies, hanging out with friends,
swimming and dancing
Physical description: tall, curly brown hair, brown eyes
Favorite actors: Dylan O’Brien and Johnny Depp
Favorite actresses: Jennifer Lawrence and Emma Watson
Favorite sport: soccer
Most prized possession: an autographed picture of Lady Gaga
This is Nicole Perkins. She is seventeen years old. Her birthday is on June 14th. In her free time, she goes to the movies, hangs out with friends, goes
swimming and dancing. She is tall, has curly brown hair and brown eyes. Her favorite actors are Dylan O’Brien and Johnny Depp. Her favorite actresses
are Jennifer Lawrence and Emma Watson. Her favorite sport is soccer. Her most prized possession is an autographed picture of Lady Gaga.
3 Complete the dialogue between Emma and her brother Aidan. He is always teasing her and wants to know
everything she is doing. Use the simple present or the present continuous form of the verbs in parentheses.
Aidan: Hey, Emma! What are you doing (do)?
Emma: I ‘m texting (text) a friend. Can’t you see?
Aidan: Who are you writing (write) to?
Emma: Why do you want (want) to know? It’s none of
your business. You know (know) I’m grounded this weekend because
of you.
Aidan: I bet (bet) you are texting (text) Ethan again…
Emma: Why don’t you go to your room and leave me alone for a moment?
Aidan: Because I don’t want (not want) to. I’m going to tell mom
you ‘re texting (text) your boyfriend and you are not supposed to do that.
Emma: She knows (know) I am dating Ethan and I ‘m
(be) old enough to have a boyfriend. So, now leave me alone.

Aidan: Ok, OK, don’t be mad at me… I ‘m just teasing
(tease) you.
49
4 Read the texts. Complete the gaps with the correct tense of the verbs in parentheses.
The history of theater

The word theater means (mean) a “place for seeing”,
Elnur/Shutterstock
but theater is (be) more than just a building where
plays are performed. It’s the whole idea behind what happens
(happen) there. Theater is where playwrights write
(write) scripts, directors supervise (supervise) rehearsals,

set designers and technical crew work (work) behind-
the-scenes, and the actors perform (perform) on stage. All
of these people have (have) an important role in the
theater, but it isn’t (not/be) true theater until an audience
is (be) there to experience it. The masks of comedy and tragedy are a symbol of the acting
began art. They represent the two main types of theatrical plays.
Exactly when theater (begin) is a mystery.
Prehistoric hunters acted (act) out stories about their
hunting expeditions. Ancient Egyptians performed (perform) sacred songs and danced (dance) for
their gods in religious ceremonies, but the idea of theater as dramatic entertainment came (come) later.
Renaissance theater
In the Renaissance period, from the fourteenth to the seventeenth centuries, an interest in classical Greek and Roman
art, culture and theater returned (return). Two major theater design traditions were developed at this time in
Italy: the proscenium arch that frames and divides the stage from the audience and the art of painting cloths as backdrops
for scenery.
Another major influence from this region was the commedia dell’arte, which means comedy of the profession. This form
of theater was (be) an improvised, quick-witted performance by wandering players. They wore
(wear) masks to portray a regular cast of characters and made up (make up) their lines as they went
(go) along. The daughters and wives of the players were (be) some of the first women to perform in theater.
In England, Queen Elizabeth I strongly supported (support) the theater. During Elizabethan times, as they are
known, the most famous playwright in history began (begin) his career. Born in 1564, William Shakespeare
was (be) an actor and poet, who wrote (write) plays for his company, the Lord Chamberlain’s
Men, to perform. Many of his plays, such as Romeo and Juliet, Hamlet, and A midsummer night’s dream, are still studied
and performed all over the world today.
Available at: <www.knowitall.org/kidswork/theater/history/index.html>. Accessed on: July 26th, 2017. (Adapted.)
5 Find one mistake in each sentence and correct it.

a) Mr. Blair doesn’t washes his car every Saturday.
Mr. Blair doesn’t wash his car every Saturday.
b) Paul’s brother was in New York last week?

Was Paul’s brother in New York last week?
c) Anna didn’t took her dog for a walk last night.

Anna didn’t take her dog for a walk last night.
d) They doesn’t meet their friends at the club on weekends.

They don’t meet their friends at the club on weekends.

MODULE
7
WHAT’S YOUR
PROBLEM?
LindaYolanda/Getty Images
Learning objects
• E-mails
problems
with common teenage
• Linking words: firstly, secondly, after

that, then, later
• Adjectives related to people’s
personality traits and physical
appearance
• Writing: An email to an advice column
Skills
• Interpret personal emails.
• Identify linking words that indicate a
sequence of ideas.
• Review and expand vocabulary
on personality traits and physical
appearance.
• Write a personal email to an advice
column.
“The hardest challenge is to be

yourself in a world where everyone is
trying to make you be someone else.”
e. e. Cummings
51
GETTING
GETTINGSTARTED
STARTED
1 Read about some problems teenagers usually have.
I have
no friends.
I’m not
I always happy with my
feel down and appearance.
depressed.
I often
have arguments
I’m with my mother and
Banco de imagens/
bullied at teachers.
Arquivo da editora
school.
2 Do you have any of the problems above? If so, what do you do about them?
Personal answers.
READING
PRE-READING
Look at the adjectives in the word cloud. Choose 3 to 5 of them to describe yourself.
Personal answers.
SHY
STUBBORN
BRAVE KIND BOSSY
CONFIDENT
RELIABLE INTELLIGENT
OUTGOING INSECURE
AGGRESSIVE

READING
1 Two teenagers wrote emails to the advice column of Teen Talk, a magazine for
13 adolescents. Read and listen.
Email 1
Juanmonino/iStock/Getty Images
Small and skinny

I am fourteen and very sad because I am small and skinny. I eat a lot and I don’t
understand why I don’t gain weight. Sometimes I pig out, but it makes no difference to my
weight. My legs are like two matchsticks! I hate miniskirts and leggings because of that. In
almost every magazine I read about how to lose weight, but I can’t find any suggestion about
my problem. What can I do to put on some weight?
I hope to get an answer soon.
Sad, 14, from Manchester, UK
Email 2
Terribly shy…
My problem may be silly, but it’s ruining my life. I am terribly shy and it
rstock
Syda Productions/Shutte
makes me feel very embarrassed and depressed. I can’t talk to people that
are more popular, more confident or more handsome than me. I also feel
embarrassed when I have to speak up in front of my class and talk to girls. I try
to be natural, but I blush and get scared in such situations. My voice doesn’t
come out. My parents just tell me I’ll grow out of it, but I’m not so sure. What
can I do? Are there any books I can read to help me?
Answer soon, please.
Shy, 15, from Lancaster, UK
2 Read the emails again. Complete the information.
Email 1 Email 2
Nickname: Sad Nickname: Shy
Age: 14 Age: 15
Gender: Female Gender: Male
From: Manchester, UK From: Lancaster, UK
Problem: She is small and skinny Problem: He is terribly shy
3 Answer the questions. Língua Inglesa • Módulo 7
a) In Sad’s opinion, what are her legs like?

They are like two matchsticks.
b) What clothes doesn’t she like to wear?

She doesn’t like to wear miniskirts and leggings.
c) What does she want to do?

She wants to put on some weight.
53
d) How does Shy feel about his problem?
He feels very embarrassed and depressed.
e) What do his parents say about his shyness?

They say he will grow out of it.
GROUP WORK
1 Sad’s and Shy’s emails were answered by Teen Talk, but the excerpts of their answers are
scrambled. Identify each excerpt (Sa for Sad and Sh for Shy). Number the excerpts in the
correct order. Look at the examples.
Jill’s advice column

Dear Sad, (Sa1)
Dear Shy, (Sh1)
Finally , if you are naturally small, accept the fact and just try to reach and maintain a
healthy weight for you. ( Sa5 )
Secondly , if you can understand when you feel the shyest, you can try to overcome
this little by little. Learning not to be shy is a gradual process and it takes practice. Here
are some tips:
Practice daily in your imagination meeting people and how you will start a
conversation. ( Sh3 )
Obviously, everybody overeats at times, but personally, I’m against the idea of pigging
out as a good way to gain weight. ( Sa4 )
Firstly , shyness is something we all face at some time in our lives. In fact, more than
40% of teens and adults in Britain consider themselves shy. However, being shy most
of the time can cause difficulties with day-to-day activities and relationships. For many
teens, just going to school can be stressful. ( Sh2 )
Act out scenes that could be difficult for you in real life, such as when you have to
speak up in front of your class.
Get involved in organized activities like team sports, social projects, theater or bands.
( Sh4 )
Secondly , why don’t you check with your doctor what is a good weight for your height
and build? He or she can also help you adopt a good eating plan of regular nutritious
meals. Another good idea is to eat slowly and digest your food properly. ( Sa3 )
Firstly , I’m sure there are lots of people who are not satisfied with their bodies. You
are not the only one. Remember, what the scales say is less important than being fit
and healthy. ( Sa2 )
Finally , if shyness is making you feel too unhappy or anxious, remember that trusted
adults or school counselors can help you. ( Sh5 )
I sincerely hope to have helped you.
Love,
Jill

Useful language
1. How do you say the underlined words and expressions in Portuguese? Use the context to help you.
a) Sometimes I pig out, but it makes no difference to my weight. como demais
b) My legs are like two matchsticks. dois palitos de fósforo
c) What can I do to put on some weight? ganhar um pouco de peso
d) I am terribly shy. terrivelmente tímido
e) I can’t talk to people that are more popular, more confident. confiante
f) I try to be natural, but I blush and get scared. fico assustado
g) My parents just tell me I’ll grow out of it. vou sair dessa
2. Find the opposites of the words below in the text.

a) big: small d) insecure: confident g) unpopular: popular
b) fat: skinny e) outgoing: shy
c) happy: sad f) ugly: handsome
Words to know
The words below are used to show a sequence of ideas.
firstly secondly after that then later finally
1. Find and circle some of these words in the text Jill’s advice column.
2. Do we use similar words in our language? Give their equivalents in Portuguese.
( X ) Yes ( ) No
Primeiramente/em primeiro lugar, em segundo lugar, depois disso, então, finalmente, etc.
2 Listen and check your answers in activity 1.

14
LANGUAGE WORK
DESCRIBING PEOPLE
Write the words below in the right group.
blond brown curly fuzzy gray heavy long
medium height short (2×) skinny slim wavy white Língua Inglesa • Módulo 7
Height: tall, medium height, short
Body build: fat, thin, heavy, skinny, slim
Length: shoulder length, long, short
Hair Style: straight, curly, fuzzy, wavy
Color: dark, red, blond, gray, white
55
LANGUAGE USAGE
Look at the pictures. Complete the sentences with the names of the people being described.
Tom
Cindy
James
John Sharon
Martha
a) John is medium height and slim. He has shoulder length straight brown hair.
Look! b) James is short and heavy. He has short straight brown hair.
He is tall and slim. c) Sharon is tall and skinny. She has long straight blond hair.
be + body build Cindy
d) is medium height and slim. She has short curly dark hair.
He has short blond hair. e) Tom is tall and slim. He has short wavy brown hair.
have + hair Martha
f) is tall and thin. She has long wavy blond hair.
LISTENING
PRE-LISTENING
Another teenager sent an e-mail to Teen Talk asking for advice. Read the subject of the email
and mark the correct answer.
From: Rick Olson

Subject: Friendship vs. Dating
To: teentalk@teentalk.com
The email is about problems with

( X ) relationships. ( ) bullying at school.
LISTENING
1 Listen and check your answer in the pre-listening activity.
15
2 Listen again. Complete the information.

15
Nickname: Worried
Age: 13
Gender: Female
From: Chicago
Problem: She doesn’t really love her boyfriend.
Advisor’s name: Jill
Advice: Be honest with him, without hurting his feelings.
PAIR WORK
Sasa Prudkov/Shutterstock
Work with a classmate. Read the situation.

Emma is a new student at school. She doesn’t have any friends. You
have noticed that other students bully her, call her names, laugh at her
and hide her things.
What advice can you give her?
Possible answer suggestions: She can try to talk to her new classmates about the bullying.
She can ask a teacher for help. She can talk to her parents about what is happening
to her at school.
57
HOMEWORK
1 Read the following email to Teen Talk advice page. Complete the text with the correct tense of the verbs in
parentheses.
From: Pampered in Seattle
To: Jill's
Subject: Fed up with mom treating me like a 10-year-old
Hi, Jill
I’m a 17-year-old guy, but my mom treats me like a 10-year-old boy. Whenever I go (go) out with my
friends on the weekend, she wants (want) me back home at least two hours before my friends.
Now I am getting (get) older and I stay (stay) at my friends’ houses more often, but my mom
always insists (insist) on calling their parents to make sure it’s all right with them first. It is (be)
so embarrassing! Also, if I am (be) out with my mates, she texts (text) me constantly to ask what
I am doing (do) and to check up on me.
Her attitudes are really beginning (really/begin) to depress me because I feel I am missing
(miss) out the fun with my friends, all because of my mom. I’ve tried telling her that she can’t (not/can)
wrap me up in cotton wool for the rest of my life, but she just says (say), “My house, my rules.”
I just don’t know (not/know) what to do anymore. My friends are avoiding
(avoid) me because of the hassle. Please help me, Jill!

Pampered in Seattle
2 Read the email again. Choose the correct definition for the words or expressions according to the context.
a) fed up
( ) interested ( X ) tired
b) mates
( X ) friends ( ) relatives
c) wrap me up in cotton wool
( X ) protect someone too much without allowing them to be independent enough
( ) enclose something or someone, especially in paper, and fasten the item or person
d) hassle
( ) fight ( X ) problem
3 Think about your best friend. Answer the questions below. Personal answers.
a) Is your best friend tall or short?
b) What color is his or her hair?

c) Is his or her hair long or short?
d) Is his or her hair curly, wavy or straight?
e) What color are his or her eyes?
f) Does he or she wear glasses?
4 Jessica wants to meet other teenagers on social media. Read how she describes herself. Then, write about yourself.
My name is
Jessica Owen and I’m from
Newcastle, England. I’m
14 years old. I’m tall and slim.
I have long dark hair and
brown eyes.
pixelheadphoto
digitalskillet/Shutterstock
5 Write an email to the advice column of a magazine sharing a problem that you have or somebody you know has.
From:
To:
Subject:
Personal answers.
59
MODULE
8 URBAN VIOLENCE
MachineHeadz/iStock/Getty Images
Learning objects
• A dialogue
• Past continuous
• Past continuous vs. simple past
• Use of text referents – object
• A graph
Skills
• Identify and make use of the past
continuous.
• Contrast the past continuous
and the simple past.
• Use the past continuous and the
simple past.
• Identify referents in texts.
• Analyze a graph.
“Violence is a disease, a disease

that corrupts all who uses it regardless
of the cause.”
Chris Hedges
60
GETTING STARTED
Read the cartoon. Mark (X) the correct answer.
Paul Fell via Artizans Syndicate

Available at: <http://paulfellcartoons.com>. Accessed on: July 31st, 2017.
You can infer from the cartoon that

a) the two men are being chased by the police. ( )
b) they are not worried about the gang violence epidemic. ( )
c) they are sure somebody will do something to stop the epidemic of gang violence. ( )
d) more black kids than white ones are victms of gang violence. ( X )
READING
PRE-READING
Discuss and answer the questions. Personal answers.
a) Do you live in a big or small city?
b) How violent is it?
c) What kind of problems are common in your city?

Possible answer suggestions: violence, crimes, pollution, unemployment etc.
61
READING
1 Read and listen.
16 Patricia is talking to Tereza at the school cafeteria.
Patricia: I read an article about violence in big cities last night and it made me think
about Rio and São Paulo… What’s it like in Mexico city?
Tereza: It’s not different. We have the same kinds of problems, such as muggings,
robberies, murders, rapes, you name it…
Patricia: Do you know what happened to my mother’s friend in São Paulo two years ago?
Tereza: What? Tell me!
Patricia: One night, at about seven o’clock, she was driving home from work when she
had to stop at the red lights. She was listening to music when suddenly two guys came
close to her car. One of them was carrying a gun and pointed it at her. They wanted
money and the watch she was wearing.
Tereza: Oh, Gosh! What did she do?
Patricia: She was scared to death and she told them she didn’t have any money, but they
could take her watch and her smartphone. It was not enough for them. They got into her
car and forced her to drive to the nearest ATM.
Tereza: Don’t tell me they were so cheeky! That was a “quicknapping”, then.
Patricia: Yes. And they spent about three hours going from one cash point to another to
get as much money as they could. She was really shocked!
2 Read the dialogue again. Number the scenes in the correct order.
1 3 8 5
2 6 7 4
3 Read the statements. Write true (T), false (F) or not mentioned (NM). Rewrite the false
statements.
a) Patricia read an article about violence in Rio and São Paulo yesterday. ( F )
She read an article about violence in big cities in general.
b) According to Tereza, Mexico city is as violent as Rio and São Paulo. ( T )

c) Patricia describes a robbery that happened downtown. ( NM )
d) Patricia’s mother’s friend was listening to the news. ( F )

She was listening to music.
e) Patricia’s mother’s friend was wearing a watch. ( T )
f) Patricia’s mother’s friend didn’t have any money in the bank. ( F )

The robbers could get money from her bank account at the ATMs.
g) The robbers were caught by two policemen. ( NM )
h) Patricia’s mother’s friend was a victim of rape. ( F )

She was a victim of a “quicknapping”.
4 What do the underlined words refer to in the dialogue between Patricia and Tereza?
a) … and it made me think about Rio and São Paulo…
Leonardo Emiliozzi/Shutterstock
the article Patricia read
b) What’s it like in Mexico city?

violence
c) We have the same kinds of problems…

people in Mexico city Look!
d) … she was driving home from work… Pronoun reference
Pronouns take the
Patricia’s mother’s friend
place of nouns to avoid
e) One of them was carrying a gun… repetition in a text. The
the robbers
pronoun must have a
clear antecedent – a
f) Don’t tell me they were so cheeky! noun or pronoun for
Tereza/the robbers which it is a substitute.
PAIR WORK
5 Work with a classmate. Read the dialogue of activity 1 again.
Useful language
How do you say these expressions in Portuguese?
a) What’s it like in Mexico city?
Como é (a violência) na cidade do México?
b) You name it
e coisas desse tipo
c) Scared to death Língua Inglesa ¥ Módulo 8
morrendo de medo
d) The nearest ATM (automated teller machine)
o caixa eletrônico mais próximo
e) They were so cheeky!
Eles foram tão audaciosos (caras de pau)!
f) Cash point
caixa eletrônico
63
LISTENING
PRE-LISTENING
Antonio Guillem/Shutterstock
Look at the picture. Answer the questions.
<Anglo_PH_EF2_8_Modu-
lo8_LI_CA_F004 Mulher a) What is happening?
segurando um menino no The baby is sick.
colo. Ela olha para um termô-
metro com preocupação (ver b) What is the woman doing?
referência – precisa ser um
She is checking the baby’s temperature.
menino, não menina).>
LISTENING
1 Read the sentences. Number them in the correct order.
( 1 ) One night while I was reading in bed, ( 5 ) As she was asking for my help, the
somebody knocked on my door. baby started to cry.
( 8 ) Fortunately, it was just a sore throat. ( 4 ) She was holding her baby boy Joey
( 7 ) I drove them to the hospital and the and looked very nervous.
doctor gave the baby some medicine. ( 6 ) He had very high temperature.
( 3 ) When I opened the door, I saw my ( 2 ) I jumped out of bed to see who
neighbor Sarah. it was.
2 Listen and check your answers.

17
LANGUAGE WORK
PAST CONTINUOUS
Read this sentence from the dialogue between Patricia and Tereza:
One of them was carrying a gun.
The verb form in bold in the sentence is in the past continuous tense.
1 When do we use this tense? Mark ( X ) the alternative that best completes the rule.
The past continuous
a) describes an action in the past. ( )
b) describes a continuous activity. ( )
c) describes a continuous activity in the past. ( X )
2 Find more examples of the past continuous tense in the dialogue (Reading section).
she was driving home from work./She was listening to music/the watch she was wearing.

3 Now, complete the charts.
AFFIRMATIVE AND NEGATIVE QUESTIONS
was Was I having a shower ?

I was not
having a shower.
/wasn’t
He he
was Was
She she running in the park?
wasn’t
running in the park.
was not/ it
It
We we
were texting a friend in Were texting a friend in class ?
You you
were not /weren’t class.
They they
PAST CONTINUOUS VS. SIMPLE PAST

Look at the scenes and read the examples:
Alan was working out at the fitness center./
Paul arrived.
Alan was working out at the fitness center
when Paul arrived.
In the example above, an action was happening
(past continuous) when something else happened
(simple past).
The Math teacher was explaining an equation./
Mel and Bob were texting their friends.
While the Math teacher was explaining
an equation, Mel and Bob were texting
their friends.
In the example above, both actions were
happening (past continuous) at the same time in
the past.
LANGUAGE USAGE
1 Look at the scene. Complete the sentences with the past continuous form of the verbs in
parentheses.
a) Two kids were flying (fly) kites at the
park yesterday afternoon.
b) A woman was reading (read) a book.
c) The little girl wasn’t crying (not cry).
d) The little girl and her parents
were feeding (feed) the pigeons.
e) Two boys were jogging (jog).
f) A girl was texting (text) a friend.
65
PAIR WORK
2 Work with a classmate. Ask and answer questions about the picture in activity 1.
Example:
A: What were the kids doing?
B: They were flying kites.
3 Look at the pictures. Write sentences using when or while and the verbs in the
simple past and/or past continuous.
a) The girl/play/volleyball
She/break/finger
The girl was playing volleyball when she broke her finger.
b) He/swim/sea
He/see/dolphin
He was swimming in the sea when he saw a dolphin.
c) The boy/fall off/the boat

He/fish
The boy fell off the boat while he was fishing.
d) The dog/bark
Mandy/take it/for a walk
The dog was barking while Mandy was taking it for a walk.
4 Underline the correct verb form to complete the story.
Some months ago, I walked/was walking home from school with my cousin when I heard/
was hearing somebody screaming. We turned/was turning to see who it was and then I saw/
was seeing a man being hit by four men. The men wore/were wearing ski masks. We started/
were starting to run. At that moment, I heard/ was hearing gunshots. I was very afraid. When I
ran/was running, I thought the men followed/were following us. I thought that if they saw us,
they could look for us at school and hurt us. After that, I was afraid to go to school. Every day, I
tried/was trying a different way to go to and come from school. I had nightmares.
Read the situation below. Write your ideas.

Gangs are not a new phenomenon, but they are still a problem that has to be addressed.
Criminal street gangs have become one of the most serious crime problems in Brazil. Gang
violence, particularly assaults, drive-by shootings, homicides and brutal home-invasion
robberies account for one of the largest personal threats to public safety in this country.
Imagine you are returning home from school and notice that someone is following you, but
you are not able to run away. This guy tries to grab your cell phone and your watch. What do
you do? What is the safest thing to do?
Possible answer suggestions: I give my cell phone and watch./I try to run away./I cry for help./The safest thing to do is to
give the thief my cell phone and watch.

HOMEWORK
1 Read the text.
Gang violence in America

Gang violence is a deep-rooted problem in America. It affects mainly low-income kids in poor neighborhoods.
All over America kids are being recruited into gangs every day. Very often, joining a gang is an instant death sentence.
Many kids see older kids in gangs and think it’s cool or normal to be in one and are quickly sucked into the gang lifestyle.
Others are drawn to gangs because of the large amount of money that can be made dealing with drugs. After these kids join
gangs, there are few ways out.
There is a serious amount of gang-related murders every day in America. Gang violence is a huge social issue because
it affects a great number of people. It doesn’t only affect those in gangs, but also their families and innocent bystanders.
There are many different reasons why criminal gangs form. One of these reasons is education. Those with no motivation
see no reason to continue their education and drop out of school just to form gangs in an effort to make money. Another
reason gangs form is for protection. Kids feel that if they have a group backing them, they are safer. Inevitably rivalries build
between these groups and violence occurs.
Available at: <http://townipproject09.wikispaces.com/Gang+Violence>. Accessed on: July 31st, 2017. (Adapted.)
2 Find synonyms in the text for the following words and expressions.
a) not having or earning much c) enormous: huge e) stop attending school or
money: low-income college: drop out
d) people present but
b) become involved: not involved; witnesses: f) helping: backing
join bystanders rivalries
g) competitions:
3 Decide if the statements are true (T) or false (F). Correct the false ones.
a) Gang violence affects only low-income classes in America. ( F )
It affects mainly low-income kids.
b) Gang violence is not a big problem in America. ( F )

It is a big, deep problem in America.
c) A considerable number of murder cases in America are related to gang activities. ( T )
d) To join a gang is like signing a death sentence. ( T )
e) Kids can easily escape a gang lifestyle if they don’t want to belong to it anymore. ( F )
It’s not easy. After they join gangs there are few ways out.
f) The only reason kids join gangs is lack of education. ( F )

There are many different reasons why criminal gangs form.
4 Complete the sentences with the past continuous or the simple past tense.
a) I was coming (come) to school when I met (meet) an old friend. Língua Inglesa • Módulo 8
b) While my parents were traveling (travel) around Europe, they lost (lose) their luggage.
c) My cousins were having (have) a good time at the beach while I was studying (study) for a catch-up
test last weekend.
d) When my cousin opened (open) the door, her neighbor was standing (stand) at the doorstep.
e) Carol’s little brother broke (break) his arm while he was playing (play) soccer.
f) What were you doing (do) when the telephone rang (ring)?
67
MODULE
9
WHY DO WE NEED
FOOD?
Crédito Crédito Crédito

Learning objects
• An informative text
• Vocabulary: food and health
Skills
• Interpret an informative text.
• Express
paul prescott/Shutterstock
opinion based on the
understanding of a text.
field: food and health.
“Close to a billion people – one-

eighth of the world’s population – still
live in hunger. Each year 2 million
children die through malnutrition.
This is happening at a time when
doctors in Britain are warning of the
spread of obesity. We are eating too
much while others starve.”
Jonathan Sacks
68
GETTING STARTED
Read the sentence and discuss the questions below. Personal answers.
“Hunger is not an issue of charity. It is an issue of justice.”
Jacques Diouf
a) Do you agree with the statement? Justify.

b) What are the reasons for hunger in the world in your opinion?
c) Do you think there isn’t enough food for the world population nowadays?
READING
PRE-READING
Discuss the questions below. Personal answers.
a) Do you think that we should care about the fact that so many people are hungry
worldwide?
b) How do you feel when you’re hungry? (tired, anxious, upset, angry)
c) How do you think you would feel if you couldn’t eat for a day? What if you couldn’t eat for
a week?
d) Does anyone in the classroom help fight hunger? If so, how?
READING
1 Read and listen.

18
Why do we need food?
When children don’t get enough food, they don’t have the energy to
NMUIM/Alamy/Latinstock
work, play or learn. Their bodies and brains don’t grow as well as they
should, and they are more likely to suffer from diseases.
Eating a balanced diet is the best way to stay healthy, but not every
child in the world can have proper food.
Malnutrition means not getting enough of the food you need. Every
year, millions of children die from diseases made worse by malnutrition. Língua Inglesa • Módulo 9
Hunger in the world

Why do people go hungry?
Environmental problems, such as droughts, floods, and deforestation
destroy the soil, making it hard to grow food.
War forces people away from their homes and off their land, so
it’s hard to plant crops and distribute food that is grown. During war,
governments spend money on weapons instead of food.
69
Gerson Gerloff/Pulsar Imagens
Overgrazing by animals damages the land and the soil, so crops cannot grow.
Overfishing affects not just the number of fish in the seas and rivers, but other
animals and plants in the food chain.
Besides, many people don’t have money to buy all the food they need, or enough
land and tools to grow it themselves. As food becomes less available, the price goes
up even more and the problem of hunger in the world gets worse.
Any good idea to solve the problem?
Why can’t we just send hungry people our extra food?
It would prevent people from dying, but it wouldn’t eliminate the reasons why
hunger happens. Governments need to make sure everyone has a way to grow or
buy the food they need.
tanapakorn tungmana/Shutterstock
Available at: A Life Like Mine: How children live around the world. New York: Dorling Kindersley; Unicef, 2002. (Adapted.)
2 Read the text again. Decide if the statements are true (T), false (F) or not
mentioned (NM) in the text.
a) Malnutrition can be caused by eating a lot. ( F )
b) Every day, 14% of the people in the world go to bed hungry. (NM)
c) People in general can grow their own food. ( F )
d) Just giving people food wouldn’t eliminate the reasons why hunger
happens. ( T )
3 Complete the graphic organizer.
HUNGER
REASONS CONSEQUENCES
Environmental problems
(droughts, floods, and War/Overgrazing/ Lack of energy to work,
deforestation) Overfishing play or learn
Kids’ bodies and brains

Lack of money to buy don’t grow as well as
food/Lack of land and Diseases/Millions of they should
tools to grow food children (people) die

Useful language
1. Match the words or expressions to their definitions.
a) grow (b ) an illness or unhealthy condition in your body
b) disease (d ) containing the right nutrients in the right amounts
c) drought (a ) become bigger and develop over a period of time
d) balanced (diet) (e ) an instrument used to kill or injure people, usually in a war or fight
e) weapon (c ) a prolonged lack of rainfall
2. How do you say these words and expressions in Portuguese? Use the context to help you.
a) more likely: mais provável
b) worse: pior
c) damages: danifica
d) less available: menos disponível
e) shortage: escassez
GROUP WORK
Food for thought
When there is a shortage of food, some parents in developing countries feed their sons better than their daughters,
resulting in worse malnutrition among girls.
What do you think about that? Discuss with your friends and report to the class. Personal answers.
LISTENING
PRE-LISTENING
Answer the questions. Personal answers.
a) What kind of food do you like?
b) Describe which foods people should eat more of (or less of) than others.

c) Do you consider your diet healthy? Why?
71
LISTENING
1 Try to complete the text with the words from the box.
balanced carbohydrates cereals energy fats fish
good healthy overweight protein sugars vegetables vitamins
Eat good food!

What happens when we do not eat a balanced diet?
One child in four does not get enough protein or calories, and this makes them sick for
many days each year. The right portion of foods like fish , meat or eggs
a day can give us the amount of protein we need.
Filling foods like rice, noodles, tavo
me
llo s
sa
bread and cereals are /S h
utt
er
st
oc
called carbohydrates . k
Without them, we have no

energy to get
through the day.
Also, if we do not get enough
vitamins and minerals,
that is, if we do not eat green salads,
fruits and vegetables ,
the body’s resistance becomes weak.
Foods containing
sugars and
fats , such as
candies and cakes, can taste really
good, but too much can make us
overweight and unhealthy.
So, the best thing to keep us
healthy and happy is to eat good food.
2 Listen and check your answers.

19
3 Complete the columns with items from the text in activity 1.
Protein Carbohydrates Vitamins and minerals Fats and sugars
fish rice green salads candies
meat noodles fruits cakes
eggs bread vegetables
cereals

GROUP WORK
1 Read the text and analyze the graphs.
There are 1.02 billion undernourished people in the world today. That means one in nearly
six people do not get enough food to be healthy and lead an active life. Hunger and malnutrition
are in fact the number one risk to the health worldwide — greater than AIDS, malaria and
tuberculosis combined.
Available at: <www.yourcause.com/clowclowiego>. Accessed on: July 31st, 2017. (Adapted.)
The changing distribution of hunger in the world: numbers and shares of undernourished people
by region, 1990-92 and 2014-16
1990-92 Number Regional share
H J (millions) (%)
2014-16
GI A 1990-92 2014-16 1990-92 2014-16
F H J
G IA A Developed regions 20 15 2.0 1.8
F
B Southern Asia 291 281 28.8 35.4
E E
B C Sub-Saharan Africa 176 220 17.4 27.7
B D Eastern Asia 295 145 29.2 18.3
E South-Eastern Asia 138 61 13.6 7.6
D F Latin America and
66 34 6.5 4.3
the Caribbean
G Western Asia 8 19 0.8 2.4
H Northern Africa 6 4 0.6 0.5
D
C C I Caucasus and
10 6 0.9 0.7
Central Asia
J Oceania 1 1 0.1 0.2
Total = 1.011 million Total = 795* million Total 1.011 795* 100 100
Notes: The areas of the pie charts are proportional to the total number of undernourished in each period. Data for 2014-16 refer to provisional estimates. All figures are rounded.
*Includes data for Sudan, which are not included in the figure for sub-Saharan Africa, following the partition of the country when South Sudan became an independent state in 2011.
Available at : <www.fao.org/hunger/key-messages/en>. Accessed on: July 31st, 2017.
2 Discuss the questions in your groups and write your conclusions.

a) Find out where Brazil is located in the graph of undernourished people.
Latin America and the Caribbean.
b) Which region has the largest population of undernourished people in the period 2014-2016?
Southern Asia.
c) Think about some solutions to help hungry people in Brazil and around the world.
Discuss your ideas in your group and present them to the class.
Personal answers. Possible answers suggestions: Donate food, donate money, gardening, education, helping
people find jobs, writing to members of our government etc./Contribute to charities/Do volunteer work
to help charities/Buy local produce and avoid purchasing imported foods/Make wise food purchases, avoiding
processed and convenience foods/Raise herb gardens, fruit trees etc./Plant neighborhood gardens/Put
on your plate only what you will eat.
73
HOMEWORK
We can eat more smartly

The United States has a super-size problem. Many Americans weigh too much! More than half of adults weigh more
than they should. There are two times as many adults who are seriously overweight as there were 20 years ago.
Doctors are worried about this growing problem. Obesity is dangerous. It can cause heart disease, diabetes and other
health problems.
Better shape up!
How do so many people get out of shape? Nancy Krebs is a
Jakub Cejpek/Shutterstock
doctor who works with kids. She says kids spend too much time
watching TV and not enough time doing physical activity, like
sports. Americans are eating out more than ever before. Fast-
food and take-out pizzas are delicious, but they are fattening.
They are also sold in sizes that are too big. Now, some fast-food
companies are offering choices that are lower in fat.
A recipe for success
Lunches in public schools are including better foods. Last
year, the government bought more than 973 million pounds of
fruits and vegetables for schools!
Parents and kids are also making changes. Danielle Bailey,
8, took part in the KidShape program in California. “It taught
me to eat more carrots, strawberries and grapes,” she says. “I
also learned to go for more walks in the park.” Now, Danielle
feels great. Take good care of yourself, and you will too!
Available at: <www.shelleducation.com>. Accessed on: Sept. 8th, 2017. (Based.)
Philippe Lissac/Getty Images
Peter Dazeley/Getty Images

2 Read the text again. Guess the meaning of the words and expressions in the context. Then, check your guesses in a
dictionary.
a) more smartly: de maneira mais inteligente
b) weigh: peso
c) overweight: acima do peso; obeso(a)
d) out of shape: fora de forma
e) lower in fat: com teor de gordura mais baixo
f) fattening: que engordam
3 Read the text once more. Decide if the statements are true (T) or false (F). Correct the false statements.
a) Less than half of the adults in the United States are out of shape. ( F )
More than half of adults are out of shape.
b) Obesity can cause serious health problems. ( T )
c) Americans are not eating out so much nowadays. ( F )

Americans are eating out more than ever before nowadays.
d) Some fast-food companies are offering choices that are not so rich in fat. ( T )
4 Answer the questions. Write complete answers.

a) What kind of problem is the United States having nowadays?
People are getting overweight (obese).
b) How do so many kids and adults get out of shape?

They spend too much time watching TV and not enough time doing physical activity, like sports. They are also eating out more than ever before.
c) What kind of problems can obesity cause?

It can cause heart disease, diabetes and other health problems.
d) Is the American government taking any actions to solve the problem? What did they do last year?
Yes, they are. Last year the government bought more than 973 million pounds of fruits and vegetables for schools.
5 Complete the sentences with the past continuous or the simple past tense.
a) Jenny was waiting (wait) for her husband when the accident happened (happen). Língua Inglesa ¥ Módulo 9
b) Ricky and his friend were listening (listen) to the radio when the telephone rang (ring).
c) Patricia was going (go) home from school when she met (meet) her Geography teacher.
d) I was taking (take) a shower when my mother arrived (arrive).
e) While I was watching (watch) TV last night, my brother was sleeping (sleep).
f) While Fred was paying (pay) attention to the teacher, the other students were talking (talk).
g) Wilma hurt (hurt) her finger when she was cooking (cook).
75
MODULE
10
YOUTH SPEAKING
OUT
Ariel Skelley/Getty Images

Learning objects
• Modal verbs: must/mustn’t, should/
shouldn’t
• An infographic
• Vocabulary: environment
Skills
• Interpret an informative text.
• Establish a relationship between
segments of a text, identifying the
antecedent of a pronoun.
• Compare and justify opinions and
views on a topic.
• Recognize and use modal verbs
must/mustn’t, should/shouldn’t.
• Analyze an infographic.
field: the environment.
“If you ever think you’re too small

to be effective, you’ve never been in
bed with a mosquito!”
Wendy Lesko
76
GETTING STARTED
Look at the cartoon and mark (X) the message it conveys.

Brian Adcock/Acervo do cartunista
Available at: <www.brianadcock.com/page5.html#top>. Accessed on: July 31st, 2017.
a) People are much more concerned about global warming than before. ( )
b) Too many people ignore the danger of global warming although the signs are obvious. ( )
c) Many people think that global warming’s a hoax, invented by Chinese scientists. ( )
d) Nowadays people are more interested in posting selfies on social media than in climate
change. ( X )
READING
PRE-READING
In your opinion, what is the most serious environmental issue Earth faces nowadays? Why?
Personal answers.
a) endangered species ( ) d) deforestation ( ) Língua Inglesa ¥ Módulo 10
b) overflowing landfills ( ) e) water pollution ( )
c) air pollution ( ) f) energy resources depletion ( )
77
READING
1 Read and listen.

20
Xiuhtezcatl, indigenous climate activist, at the high-
Patrice Pierrot/Newzulu/Alamy Live News/Latinstock
level event on Climate Change at the United Nations

My name is Xiuhtezcatl […]. I’m 15 years old, and I’m the youth
director of an organization called Earth Guardians and I’m working with
young people around the planet to protect our earth, our air, our water
and our atmosphere, for my generation and those to follow.
I stand before you today representing my entire generation, as well
as generations unborn. I stand before you representing the indigenous
peoples of this earth, and those that will inherit the effects of our climate
crisis we face today, as a global community.
My father raised me in the Aztec tradition. I learned from him that all life is sacred. He
Xiuhtezcatl Martinez
showed me that every living thing is connected because we all draw life from the same earth and
His first name is
we all drink from the same waters. […]
pronounced ‘Shoe-Tez- We are approaching 21 years of United Nation climate talks and in the last 20 years of
Caht’ and he’s a 17-year- negotiations almost no agreements have been made on a bonding climate-recovery plan. Our
old indigenous climate window of opportunity to take action is shrinking as the problem exponentially increases. […]
activist, hip-hop artist,
and powerful voice on
Because, as I said, what’s at stake right now is the future of your children, our children, my
the front lines of a global children, our grandchildren. […]
youth-led environmental It’s time to look to the skies for the solutions that we need. Because the future of energy is no
movement. longer down a hole. We need to reconnect with the Earth and end this mindset that we have, that
Available at: <www.
earthguardians.org/
we can take whatever we want without ever giving back or understanding the harm that we are
xiuhtezcatl/>. Accessed on: doing to the planet. It’s this mindset of destruction — of greed — that is tearing apart our planet.
July 31st, 2017.
[…] We must remember that we are all indigenous to this earth and that we are all connected. […]
We are being called upon to use our courage, our innovation, our creativity, and our passion
to bring forth a new world. So, in the light of this collapsing world that we see, what better time
to be born than now? What better time to be alive than now?
Because this generation, the people in this room right here, we should change the course of
history. Humans have created the greatest crisis that we see on the planet, and the greater the
challenge, the higher we’ll rise to overcome it. […] I don’t want you to stand up for us — I want
you to stand up with us, because together we can change the world. […]
Available at: <www.bustle.com/articles/95003-xiuhtezcatl-roske-martinez-a-15-year-old-climate-change-
activist-gave-an-incredible-speech-to-the-un>. Accessed on: Aug. 30th, 2017. (Adapted.)
2 Read the sentences. Write true (T), false (F) or not mentioned (NM). Rewrite the false
sentences.
a) Xiuhtezcatl Martinez and his friends formed an organization to help protect the
environment. (NM)
b) Xiuhtezcatl’s group raised the money to send him to participate in the UN General
Assembly. (NM)
c) He was raised in a family who taught him to respect the environment. ( T )

d) According to Xiuhtezcatl, many climate-recovery plan agreements have been made
during the past 20 years. ( F )
Almost no agreements have been made during the past 20 years.
e) Xiuhtezcatl’s main concern is the children’s future. ( T )
f) He says people are not to be blamed for the biggest crisis on the planet. ( F )
Humans have created the greatest crisis that we see on the planet.
3 What do the underlined words refer to in the text?

a) […] for my generation and those to follow. the generations
b) I stand before you […] the people attending the UN General Assembly
c) […] and those that will inherit […] the unborn generations
d) […] the effects of the climate crisis we face today […] people in general
e) I learned from him […] his father
f) […] the people in this room right here […] in the room where the Climate Change Conference is happening
g) […] the higher we’ll rise to overcome it. the challenge

h) I don’t want you to stand up for us […] the people attending the UN Climate Change Conference/
people of the activist’s generation
4 What does Xiuhtezcatl mean by saying “Because the future of energy is no longer down a hole”?
He means that the future of energy is not in a hole from where we extract fossil fuel (oil).
Useful language
How do you say these words or expressions in Portuguese? Use the context to help you.
a) unborn ( d ) mentality
b) inherit ( e ) destroying completely
c) at stake ( g ) produce
d) mindset ( f ) a selfish desire to have more of something
e) tearing apart ( a ) still to appear
f) greed ( b ) receive as a legacy
g) bring forth ( c ) in a position to be lost or gained
LISTENING
PRE-LISTENING
The text in the Reading section is part of a speech delivered at the UN General Assembly on
Climate Change, in 2015. In your opinion, what is the strongest passage of the activist’s speech?
Personal answer.
79
LISTENING
1 Listen to some information about Xiuhtezcatl Martinez and Earth Guardians. Mark ( X )
21 the correct information. Correct the wrong ones.
a) Martinez works to engage other youth leaders in important
Reprodução/<https://
www.earthguardians.org/>
environmental issues. ( X )
b) He and his brother have produced eco-hip-hop songs. ( X )

Moses Robinson/Getty Images
c) There are Earth Guardian teams in 25 different states in the United

States. ( )
There are Earth Guardian teams in 25 different countries around the world.
d) President Obama presented him with the “Youth Change Maker of

the Year” award in 2015. ( X )
2 Listen to the text again. Answer the questions.

a) What did the Earth Guardians crew do in…
… Togo, West Africa?
They organized a tree planting and community celebration in anticipation of Earth Day.
… Australia?
They held a Youth Environmental Awareness Day.
b) What does the New York crew do weekly?

The New York crew holds a weekly youth open mic night* at a farmer’s market. (*mic night =
microphone night – an occasion in a place such as a bar or club when anyone can go on
stage and sing, tell jokes, speak, read a poem etc.)
LANGUAGE WORK
MUST/MUSTN’T
Read a passage of Xiuhtexcatl’s speech again:
“We must remember that we are all indigenous to this earth and that we are all
connected.”
Now, read the following sentence:
“We mustn’t destroy our planet.”
1 Check ( ü ) the correct answer.
a) Which sentence shows it is the wrong thing to do?
( ) the first ( ü ) the second
b) Which sentence shows that it is necessary for someone to do something?
( ü ) the first ( ) the second
SHOULD/SHOULDN’T
Read another passage of Xiuhtexcatl’s speech:
“Because this generation, the people in this room right here, we should change
the course of history.”
Now, read the following sentence:
“We shouldn’t buy so many things and after some time, throw them away.”
2 Underline the correct words to complete the sentence.

We use should and shouldn’t to give advice/orders or to talk about what we think is right
or wrong to do.
LANGUAGE USAGE
1 Using ideas from the speech in the Reading section, write four sentences beginning with
we must or we mustn’t.
Personal answers. Possible answer suggestions: a) We must protect the environment.
b) We must change our ways and share what we have with the needy.
c) We mustn’t pollute the air and the rivers.
d) We mustn’t destroy forests.
2 Using ideas from the speech, give advice to world leaders saying what they should or
shouldn’t do to protect the environment for future generations.
Personal answers. Possible answer suggestions: a) They should sign agreements on climate-recovery plans.
b) They should do something to solve the problem of hunger in the world.
c) They shouldn’t allow their countries to produce so much waste.
d) They shouldn’t think only about money and power.
3 Complete the sentences using should or shouldn’t to give advice. Língua Inglesa ¥ Módulo 10
a) Rich countries shouldn’t be so selfish. They should share with the needy.
b) I don’t think your father should smoke anymore. He is getting sick because of that.
c) I think I should exercise more to be healthier.
d) You shouldn’t speak to your parents like this. It sounds so disrespectful!
e) Kids shouldn’t spend so much time playing computer games.
f) Cell phones shouldn’t/should be allowed in the classroom.
81
4 Look at the signs. Write sentences about what people must or mustn’t do when they see
them.
Pozezan/Shutterstock
a) d) g)
People mustn’t People must clean up Drivers must stop.

smoke. after their pets.
Vectorworks_Enterprise/
Shutterstock
lindaks/Shutterstock
b) e)
People mustn’t People mustn’t throw

fish. trash in the area.
Kayser_999/Shutterstock
c) f)
Standard Studio/Shutterstock
People mustn’t drink People mustn’t park

this water. their cars in this area.
PAIR WORK
varuna/Shu
tter
sto
ck
The future of our world is in our hands. Thousands of trees are cut down in tropical forests
every year, but are you ecologically aware?
Discuss with your partner the things we must or mustn’t do to save the Earth. Think about
reducing pollution, saving energy, using recycled materials, saving water, etc. Write some
sentences.
Personal answers. Possible answer suggestions:
We must reduce our waste./We mustn’t throw dangerous chemicals in the environment./We must
save energy./We must use renewable sources of energy./We mustn’t take long showers./We
mustn’t leave home appliances on all the time./We must separate recyclable from non-recyclable
garbage./We must reduce the use of pollutants./We mustn’t leave the faucet on while we are
brushing our teeth./We mustn’t buy furniture made from non-certified wood./We must always buy
certified wood.

HOMEWORK
1 Read the infographic and tick ( ü ) the best alternative.
Fill a Pool Pin your Green Idea

If all Facebook users shortened If every active Pinterest user pinned
their showers by 1 MINUTE we’d one reuse idea per month, there
save enough water to fill 1,136,364 would be 12 million new green ideas
olympic-size swimming pools. on the web.
Power Down
Up Your Eco-IQ
If all Twitter users shut down
If you dedicated just 2 minutes their computer for 1 hour, it’d be
each day to watching an like taking 9,128 cars off the road
enviromental video, you’d set each year.
aside 12 hours a year to improving
your eco-knowledge.
Words to know
Infographic: a visual
image, such as a chart
Donate to Illuminate or diagram, used to
Hit the Pavement
If every smart phone was represent information
If all Nike+® app users ran
recycled at the end of its life, or data.
outside just one day instead of
enough energy would be saved
on a treadmill, $ 442,500 could be
to power 199,800 homes for one Nike+® app: a device
saved on electricity bills. which measures and
year.
records the distance and
© 2012 Recyclebank
pace of a walk or run.

Pinterest: a virtual
pinboard that lets you
organize and share all
Available at: <www.huffingtonpost.com/2012/04/21/earth-day-2012-events_n_1440863.html>. Accessed on: July 30th, 2017. the things you find on
the web.
a) The infographic calls everybody to
( ) join a nongovernmental organization to protect the planet.
( ) participate in worldwide campaigns to save the environment.
( ) worry about the future of the planet.
( ü ) take small and daily actions to help protect the environment.
b) The main medium of communication used to spread this campaign is
( ) the television. ( ü ) the internet.
( ) newspapers. ( ) billboards.
2 Match the columns according to the information in the infographic.

Action People Língua Inglesa • Módulo 10
a) Cutting down on energy consumption ( d ) Video watchers
b) Saving water ( e ) Twitter users
c) Spreading earth-friendly ideas ( a ) Smart phone users
d) Improving one’s ecological awareness ( c ) Pinterest users
e) Cutting down on energy consumption and pollution ( a ) Nike+ app users
( b ) Facebook users
83
HOMEWORK
3 Match the words and expressions in the infographic to their meanings.

a) shorten ( c ) switch off
b) pin ( e ) reserve
c) shut down ( g ) an exercise machine that consists of a continuous moving
d) IQ belt on which to walk or run
e) set aside ( b ) fasten, attach or hold with pins
f) hit the pavement ( f ) walk outdoors
g) treadmill ( a ) reduce; decrease
( d ) intelligence quotient
4 Complete the text with must, mustn’t, should and shouldn’t.

wk1003mike/Shutterstock
Solutions to save the environment

Our lives depend on the environment. We must make every effort to save it, do our best to preserve it and
try hard to rehabilitate it. This is a “ must ” job we all have to do and we mustn’t only do it for the sake
of doing. We must do it right with visible results.
To save the environment and improve it, full-scale participation is necessary. This participation shouldn’t be
limited to State Environmental Authorities. Everyone must participate.
To avoid desertification, we must reforest all plateaus and forest basins by planting more trees to replace
cut and fallen trees. Forestation, which is growing trees in the plains and areas where they never existed, can also
save the environment. We must also create reserves by banning the cutting of indigenous trees and shrubs.
Establishment of “green institution” policies in every learning institution will add value to the environment. “Green-
eye-habitat,” where people are taught the significance of the habitat and the use of renewable energy instead of
wood and charcoal, is important.
Governments must adopt proper settlement policies. Watercourses must be protected and people
mustn’t settle nearby riverbanks. Proper waste disposal such as burying wastes into the soil and recycling the
waste to reuse it as fertilizers and other useful products should be employed.
All is not yet lost, but there is an urgent need to save our environment before it is too late. We must all
participate. Not tomorrow. The time is now.

MODULE
11
WHAT MAKES
ME MAD
Learning objects
• Comic strips: Calvin and Hobbes
rights reserved.
• Personal pronouns: subject and
object – review
el Syndication. All
Skills
• Read comic strips.
• Recognize
of Andrews McMe
and use subject and object
pronouns – review.
d by permission
•
Use
Analyze information in a graph.
Meel Publishing/
son. Andrews Mc
“A day can really slip by when
© 1987 Bill Watter

you’re deliberately avoiding what
you’re supposed to do.”
Bill Watterson
85
GETTING STARTED
Read the cartoon and answer the questions.
Bradford Veley/CartoonStock
Available at: <www.cartoonstock.com/

cartoonview.asp?catref=bven567>.
Accessed on: July 31st, 2017.
a) How does it explain the beginning of life on our planet?

Aliens poured their biomedical waste on a body of water on Earth – we’re made of aliens’ garbage.
b) What do you think of the explanation on the cartoon?

Personal answer.
READING
PRE-READING
1 Discuss the questions below with your classmates. Personal answers.
a) What do you know about the comic strip characters Calvin and Hobbes?
Possible answer suggestions: Calvin is a very intelligent and adventurous six-year-old boy. Hobbes is his stuffed
tiger.
b) What is your favorite comic strip character? Why?
2 Read the first and second panels in the comic strip. Why is Calvin so angry?
Calvin is angry because somebody threw garbage in a beautiful place (spot). And also because Calvin thinks future
civilizations will find out more than we would like them to know (that we didn’t care about nature, we polluted the
environment etc.).

READING
1 Read and listen.

22
©1987 Watterson/Dist. by Andrews McMeel Syndication
Available at: <www.gocomics.com/calvinandhobbes>. Accessed on: July 31st, 2017.
2 Tick ( ü ) the correct alternative. In the comic strip, Calvin is

a) admiring the beautiful environment. ( )
b) helping destroy the environment. ( )
87
c) protesting against the pollution of the environment. ( ü )
d) reducing the trash people throw in the environment. ( )
3 Decide if the statements are true (T) or false (F). Then, tick ( ü ) the correct alternative.
One way we get information about man’s past is by studying the things that are left in
nature after years and years have passed (called archaeological remains). We can infer
from the comics that Calvin thinks future civilizations will
I. still find remains of the trash we throw in the environment. ( T )
II. consider our generation a well-developed civilization. ( F )
III. not wear clothes. ( F )
IV. have a good opinion of us. ( F )
a) F – F – T – T ( ) d) T – F – F – T ( )
b) F – T – T – F ( ) e) T – T – F – F ( )
c) T – F – F – F ( ü )
4 Match the expressions in the comics with their meanings.

a) by Golly ( b ) very common
b) a dime a dozen ( c ) disgusting
c) gross thing ( d ) I agree with you
d) I’m with you ( a ) by God/by Gosh
LANGUAGE WORK
PERSONAL PRONOUNS
PERSONAL PRONOUNS
Subject Object
I Me
You You
He Him
She Her
It It
We Us
You You
They Them

Read the following example taken from the comic strip.
“I’ll bet future civilizations find out more about us than we’d like them to know.”
I, we, us and them are personal pronouns.
1 Who do they refer to in the comic strip?

a) The personal pronoun I refers to Calvin .
b) The personal pronoun we refers to the present generation/civilization .
c) The personal pronoun us refers to the present generation/civilization .
d) The personal pronoun them refers to future civilizations .
2 Analyze the position and the function of the pronouns in the example. Circle the correct
word to complete the sentences.
I and we are subject/object pronouns.
Us and them are subject/object pronouns.
LANGUAGE USAGE
Complete the sentences about Justin Bieber’s fans using subject and object pronouns.
a) My little sister loves Justin Bieber. She has a collection of magazines about
him .
b) In fact, Justin Bieber is getting more gold and glory than he imagined. His
remarkable success has a name: it is called Bieber mania.
c) Clair Wells, a fifteen-year-old fan, says, “ I was shouting and screaming in front
of the hotel and Justin waved to me !”.
d) Twin sisters, Barbara and Helena, said, “ We have seen his concert movie Justin
Bieber’s Believe thirty times. We cried until our parents gave us all four
books about Justin.”
e) Justin is very fond of his family. His mother is Pattie Mallette. Justin loves her , but
he never takes her with him on his tours.
Tinseltown/Shutterstock
89
GROUP WORK
fstop123/Getty Images
In Module 10, we met Xiuhtezcatl Martinez, a teenager who is the youth director of an
organization called Earth Guardians. He and other young people around the planet work to
protect the environment. In the Reading section, we saw Calvin complaining to Hobbes about
the way people treat the Earth when he sees garbage and pollution everywhere.
Work in small groups. Imagine your school wants to engage students in a project to raise
awareness about environmental problems we face nowadays, starting with pollution.
The eighth graders will have to come up with ideas for a campaign inside and outside school. Start
writing down your suggestions. Then, share them with the whole class.
Personal answers.

HOMEWORK
1 Read the comics in the Reading section again. What or who do the underlined words refer to?
a) Can you believe this?
Hobbes
b) […] they’re throwing trash everywhere.

People in general
c) You’d think planets like this […]

The Earth
d) I’m with you.

Calvin/Hobbes
2 Patricia got an email from her cousin Michele yesterday. Complete it with subject or object pronouns.
From: michele@cool.com
To: patty13@goodemail.com
Subject: Hello!
Hi, Patty!
How’s everything? I know you are really enjoying your stay in Canada, but everybody here misses
you . When will you come back? Grandma and grandpa cry every time they receive
a letter from you. Why don’t you call them one of these days?
Now, let me tell you the news from home. Last Saturday, Vivian and I went to the movies to see
Spider-Man: Homecoming with Tom Holland and Robert Downey Jr.
Have you seen it ? Holland is fantastic in this movie, too (as always!!!). He plays the role
of Spider-man in his teen years.
Aline wanted to come with us , but she had to study for a test. She cried and
cried, but her mother didn’t let her come.
Our little cousins Gabi and Tammy are cute and funny. They are very talkative, too. Last Saturday their
parents took them to the zoo. They loved to see the monkeys and the lions! Língua Inglesa • Módulo 11
Well, as you can see, I am trying to improve my English, too. Isn’t it much
better now?
Write back soon.
Love from us all.
Michele
91
92
© 1987 Bill Watterson. Andrews paul prescott/Shutterstock
McMeel Publishing/Used by
permission of Andrews McMeel
Syndication. All rights reserved.
MODULE
12
Ariel Skelley/Getty Images
LindaYolanda/Getty Images
ROUNDUP
vocabulaRy
pResented in
REVIEW
functions and
modules 7 to 11
EXERCISES
Review stRuctuRes,
MachineHeadz/iStock/Getty
Images
ROUNDUP – modules 7 to 11 modules 13 to 17 – ROUNDUP
1 Read a letter to an advice column of a teen magazine. Complete it with the correct form of the verbs in parentheses.
I long (long) to be skinny and I am really unhappy with the way I look.
I am 16, and each time I check (check) my weight, I see (see) that I have a healthy BMI (body mass
index) and that my body weight is ideal. I know this is good news, but it doesn’t make (not/make) me feel better.
I work out (work out) three or four times a week, I eat (eat) a very healthy diet and I
don’t drink (not/drink) soda. I rarely have take-aways and try hard to make myself feel good.
When I get dressed, I try to cover my tummy as it isn’t (not/be) as flat as it used to be. My bottom and
my thighs seem (seem) quite big. My mom says (say) it is just all part of growing up, which still
doesn’t make (not/make) me feel any better either.
Quite often I feel sick because I don’t eat (not/eat) enough. When I go out, I never think I look as good as
I should.
I know it sounds (sound) stupid and I have lots of reasons to be happy, but as much as I really try, I
can’t (not/can) see the point. I feel like I am never going to have (have) the image of myself
that I have in my head.
How can I change my body or the way I feel about it?
2 Complete the dialogue with the correct forms of the verbs in the box.
(not) enjoy go (2×) (not) like prefer say see (2×)
A: Did you go out last night, Sue?

B: Yes, I went to the movies, but I didn’t like the film.
A: What movie did you see ?
B: I saw Hugo, with Asa Butterfield.
A: Really? But Sandra said it is the best live-action movie ever made in 3D.
B: Well, maybe I didn’t enjoy it because I prefer comedies.
3 Write questions. Use the past continuous.

a) What/your brother/do/at the club/yesterday?
What was your brother doing at the club yesterday?
b) Where/she/play/the piano?
Where was she playing the piano?
c) You/sleep/at ten o’clock this morning?

Were you sleeping at ten o´clock this morning? Língua Inglesa ¥ Módulo 12
d) Mark/wear/his new tennis shoes/this morning?

Was Mark wearing his new tennis shoes this morning?
e) Your friends/dance/at the nightclub/last Saturday?

Were your friends dancing at the nightclub last Saturday?
f) Why/the babies/cry/during the night?

Why were the babies crying during the night?
93
4 Complete the sentences with while or when.
Niklas Halle´n/Agência France-Presse

A: Did you hear the news while you were having
lunch at the pub? A terrorist attacked people at the
Westminster Bridge and tried to invade the Parliament!
B: No, we heard the news when we were near the
London Eye, on the other side of the bridge.
A: Oh, Gosh! What did you do when you heard the
news?
B: At first, we didn’t realize what was happening.
When we tried to cross the bridge back to
Westminster and walk to the hotel, police officers didn’t
allow us to do it.
A: And how did you go back to the hotel, then?
B: We had to walk to Waterloo and take the tube there.
Rescue helicopters were flying over while we were
walking along the Thames. It was very frightening.
5 Complete these sentences with the past continuous tense. Use your own ideas. Possible answer suggestions:
a) Martha fell asleep while she was watching a boring program.
b) The children saw a UFO while they were playing in the park.
c) I heard a noise while I was opening the front door to get into my house.
d) The girl spoke English while she was shopping on Oxford Street.
6 Read the following statements and write sentences to go with them. Use must or mustn’t + the cues in the box.
We/send/Paul/an invitation card He/relax She/tidy/it She/hurry He/do/it

You/go/out of bed today We/make/any noise He/study/harder
a) Dad is very tired.

He must relax.
b) Marco’s grades are very bad.

He must study harder.
c) The baby is sleeping.

We mustn’t make any noise.
d) We’ll get married soon.

We must send Paul an invitation card.
e) Alice’s room is in a complete mess.

She must tidy it.
7 Complete the sentences using should or shouldn’t to give advice.

a) We should use electronic forms of communication instead of paper.
b) We should use the internet and mobile phones to promote paperless communication.
c) We shouldn’t use paper towels for every single thing in the house.
d) Instead of paper towels, people should use cloth towels.
MODULE
13
THE WORLD GOES
GLOBAL
Syda Productions/Shutterstock
Learning objects
• Adjectives and adverbs of manner
• Use of text referents – object
• An email to an advice column
Skills
• Use reading strategies to understand
an informative text.
adjectives and adverbs of manner.
“Technology can be our best

friend, and technology can also be
the biggest party pooper of our lives.
It interrupts our own story, interrupts
our ability to have a thought or a
daydream, to imagine something
wonderful, because we’re too busy
bridging the walk from the cafeteria
back to the office on the cell phone.”
Steven Spielberg
95
GETTING STARTED
PAIR WORK
1 Work in pairs. Look at the picture and describe it.
Wayne R Bilenduke/Getty Images

Possible answer suggestions: There is a man wearing
very heavy clothes and sitting in a place surrounded by
snow (a very cold place). It seems he is in the Arctic
region (maybe he’s an Inuit). He is completely alone,
but he is using a laptop. This shows that he can
communicate with other people and, although he’s alone,
he’s not disconnected from other people and places.
2 How can you complete the sentence? Discuss with your classmate. Mark (X) all the
correct sentences.
The man in the picture
a) seems to be an explorer in a polar region. ( X )
b) may belong to a community that lives in the Arctic region. ( X )
c) belongs to a group that is completely isolated from the rest of the world. ( )
d) seems to be/live in an extremely cold region. ( X )
e) doesn’t communicate with other people. ( )
3 Based on your answer in activity 2, work with your classmate to write a caption for the
picture in activity 1.
Legenda original: A local Inuit uses a laptop in the Canadian Arctic. Suggested possible answers: A man and his laptop
in the Arctic./A man is not alone if he has a laptop./An Inuit uses his laptop to talk to the world.
READING
PRE-READING
Answer the questions.
a) How did people do business before the internet became popular?
People did business more locally, in stores with face-to-face interaction. People also sent letters, made phone calls
and sent faxes. Transactions took much longer. Payment processes were also much slower.
b) How can you buy things without going to stores nowadays?

We can buy almost everything online nowadays.
c) Before the internet, how did people communicate with their friends and relatives who
lived far away?
People usually sent letters or telegrams. They also made phone calls.

READING
1 Read the text. Write the sentences in the paragraphs they belong to.
a) The internet has fueled globalization.

b) The internet also changed how people and companies buy goods.
c) As technology continues to change, what might the world look like ten years from now?
d) Before the days of the internet, the buyer could not have learned about suppliers and
products as easily.
e) Around the world, technological advances are changing the way we live and work.
The world goes global
elenabsl/Shutterstock
Around the world, technological advances are changing the way we live and work.
Every day,
new technologies make it possible for billions of emails and trillions of
dollars to crisscross national borders. Communication between people and
businesses and movement of goods and money is done more quickly than
ever before because of the internet.
As technology continues to change, what might the world look like ten years from now?
Inventions that
create faster ways to communicate might make the world seem even smaller
than it does today. And as globalization connects the world’s economies as
never before, people everywhere will learn about other nations and cultures.
The internet has fueled globalization.
Jiw Ingka/Shutterstock
The internet is a giant
electronic network that links computers all over the world. It was developed in the late 1960’s
when the U.S. military worked to connect its computers with those of college researchers so that
they could share their ideas more easily. As time went by, the internet became available almost
to everyone, and the way the world interacts changed forever.
The internet also changed how people and companies buy goods.
Today, just like you can shop online for anything you want, so can businesses. For example, a
business in need of computer software can use the internet to research and compare prices for
software products on a computer company’s website or at an online store. Then in seconds, the
buyer can purchase the product without leaving his or her desk.
Before the days of the internet, the buyer could not have learned about suppliers and products as easily.
As a result, business tended to

be conducted more locally and at a slower pace. Nowadays, companies can conduct business in
less time and from anywhere in the world.
Available at: BOEHM, R. G. et al. Exploring our world. New York: McGraw-Hill/Glencoe, 2008. p. 77-79. (Adapted.)
2 Listen and check your answers. Língua Inglesa • Módulo 13

23
3 Tick ( ü ) the sentence that best summarizes the topic of the text – its topic sentence.
a) The internet is a giant electronic network that links computers all over the world. ( )
b) People everywhere will learn about other nations and cultures. ( )
c) Technology and new methods of trade are affecting how people in the world interact. ( ü )
d) Trade is being affected by technology nowadays. ( )
97
4 What do the underlined words refer to in the text?
a) [...] might make the world seem even smaller than it does today. the world
b) It was developed in the late 1960’s [...] the internet
c) [...] when the U.S. military worked to connect its computers with those of college
researchers so that they could share their ideas more easily. The U.S. military/
computers/U.S. military and researchers
d) [...] without leaving his or her desk. the buyer
Useful language
Match the words with their definitions. Use the context to help you.
a) trade ( c ) products
b) crisscross ( f ) a company or person that provides a particular product or service
c) goods ( e ) buy
d) fueled ( a ) business
e) purchase ( d ) stimulated
f) supplier(s) ( g ) speed
g) pace ( b ) travel many times from one area to another
LANGUAGE WORK
ADJECTIVES AND ADVERBS
© 2007 Baldo Partnership/Dist. by

Andrews McMeel Syndication
Available at: <www.gocomics.com/baldo/2007/10/6>. Accessed on: July 27th, 2017.
Read the sentences below.

He had a quick breakfast.
He had his breakfast quickly and dashed off to work.
1 Answer these questions.

a) What was his breakfast like? quick
Look! b) How did he have his breakfast? quickly
Irregular adverbs
Quick is an adjective. An adjective describes a person, an animal or a thing.
of manner
Adjective Adverb
Quickly is an adverb of manner. An adverb of manner describes how something is done
good well or how it happens.
fast fast
hard hard 2 Work out the rule.
late late We add -ly to the adjective to form most adverbs of manner.

LANGUAGE USAGE
1 Angela is on vacation in the United States. She sent an email to her friend Tereza, but some
words are missing. Fill in each gap with either an adjective or an adverb from the columns.
Adjective Adverb
fantastic fantastically
frightening frighteningly
natural naturally
interesting interestingly
boring boringly
gradual gradually
glad gladly
sad sadly
real really
To: Tereza <tereza@coolmail.com>

Subject: News from New York.
Dear Tereza,
I’m having a fantastic time here in New York. The only problem is that
people talk so fast! I can’t always understand them. But I’m gradually
learning more American English.

Last night I went to a Halloween party. People wore really frightening
costumes. A guy had blood on his shirt. It wasn’t real , but it looked
horrible!
I was very scared when a girl wearing a strange mask came to me and laughed
horribly. But afterwards she took her mask off and apologized. She was a very
interesting person and we talked all night. Her hair was blond and I asked
her “Do you dye it?”, but she said “No. It’s naturally blond.” She asked me
“How old are you?”. I said “Thirteen.” She laughed. We were the same age!
At midnight, my parents picked me up. I sadly said “Goodbye” to
everyone. I had such a nice time! Língua Inglesa ¥ Módulo 13
On Saturday, we’ll go back home. It’s going to be so boring to go back
to school. But I’m glad I came here and saw everything! I want to
come back one day.
Lots of love,
Angela
99
2 Match the words from the text in activity 1 with their synonyms.
a) afterwards ( h ) return
b) apologize ( e ) frightened
c) fast ( g ) everybody
d) wore ( a ) later
e) scared ( b ) be sorry
f) dye ( d ) dressed
g) everyone ( c ) quickly
h) go back ( f ) color
3 Circle the correct word to complete each sentence.

Kotin/Shutterstock
a) Do you speak English good/well?

b) Are you good/well at Math?
c) Do you drive careful/carefully?
d) Is your father a careful/carefully driver?
e) Adele sings beautiful/beautifully.
f) Flamengo played bad/badly against Grêmio last night.
g) How good/well are you at soccer?
h) How good/well do you play soccer?
i) She looked at me angry/angrily.
4 Which word completes the following sentences correctly? Check ( ü ) either the adjective
or the adverb.
a) Ann is sleeping .
( ) heavy ( ü ) heavily
b) Maggie is .
( ü ) beautiful ( ) beautifully
c) My uncle speaks Chinese .
( ) fluent ( ü ) fluently
d) Ann’s husband learned to cook .
( ) quick ( ü ) quickly
e) I like to live in a house.
( ü ) comfortable ( ) comfortably
f) Jazz singers like to sing songs.
( ü ) sad ( ) sadly
g) The eagle can see .
( ) good ( ü ) well
PAIR WORK
Work with a classmate. Read and discuss the situations.
Imagine you wake up one day to find out the internet will be off for a week. How would you
deal with the situations below? Personal answers. Possible answer suggestions:
a) Your History teacher asked you to send a paper by email over the weekend.
I can print the paper and take it to my teacher’s house.
b) You want to watch the last episode of your favorite series, but it’s only available on
streaming.
I can wait until next week.
c) It’s your best friend’s birthday. You were planning to post a birthday video on social media.
I can call my friend and wish “Happy birthday”./I can buy a birthday card and give it to him/her.
d) You need to let your mom know you’ll be late for dinner.
I can call her.
e) You need to do some research for a Geography paper about volcanoes.

I can go to the local library and borrow some books on the topic.
101
HOMEWORK
1 Use the words in the box (from ˝The world goes global˝) to complete the text.
cultures economics globalization (2×) interact linking nations technologies trade
Globalization is sometimes defined as the linking of the world’s nations through trade. This
trade among nations allows people from different cultures to interact
with each other. People disagree about the effects of globalization on economics .
Some people think that it helps them with jobs and new technologies . However, others believe that
globalization destroys the cultural traditions of smaller groups.
2 Complete the columns with adjectives or adverbs.
Adjective Adverb
bad badly
dangerous dangerously
easy easily
good well
happy happily
hard hard
heavy heavily
horrible horribly
incredible incredibly
late late
peaceful peacefully
slow slowly
strong strongly
3 Rewrite the following sentences using the verbs in parentheses and adverbs formed from the underlined
adjectives.
a) Richard is a slow learner. He learns slowly . (learn)
b) Usain Bolt is a fast runner. He runs fast . (run)
c) Those children are very noisy. They play noisily . (play)
d) The puppy is very calm today. It is sleeping calmly now. (sleep)
e) The traffic in Brazil is very dangerous. People drive dangerously in Brazil. (drive)
f) The students are quiet today. They are working quietly . (work)
g) This exercise is very easy. The students can do it easily . (do)

MODULE
14 GLOBALIZATION
RoterPanther/iStock/Getty Images
Learning objects
• Degrees of comparison: comparatives
and superlatives (regular and
irregular adjectives and adverbs)
• Globalization: good or bad?
Skills
informative text.
• Identify and make use of
comparatives and superlatives
(regular and irregular forms of
adjectives and adverbs).
“No culture can live if it attempts

to be exclusive.”
Mahatma Gandhi
103
GETTING STARTED
1 Globalization is a trendy topic. We learn about it on TV, on the radio or in newspapers.

What do you know about it?
Personal answers. Suggested possible answers: Globalization is the process of interaction and integration among
people, businesses and governments of different nations.
2 Read the cartoon and the text. Discuss and answer the questions.
© 2002 Matt Wuerker/Dist. by Andrews McMeel Syndication

Available at: <www.cartoonistgroup.com/store/add.php?iid=6346>. Accessed on: July 2nd, 2017.
Nowadays, there are more and more exchanges among most countries in the world.
There are economic exchanges, i.e., a country buys and sells goods to another country.
There are also cultural exchanges thanks to trips, exhibitions, sports events…
Globalization is a process of interaction and integration among the people, businesses
and governments of different countries.
However, several people criticize aspects of globalization. The increase and dominance
of multinational corporations over local businesses, for example, has been seen as
negative by many.
a) What is globalization?
It is a process of interaction and integration among the people, businesses and governments of different countries.
b) What is a negative aspect of globalization?

It is the increase and dominance of multinational corporations over local businesses.
c) Does the cartoon support or criticize globalization? Why?

It criticizes globalization. Because it depicts the dominance of multinational corporations.

LISTENING
PRE-LISTENING
Check ( ü ) the correct answer to the question.
What is one of the impacts of globalization in our
everyday lives?
a) We can communicate with people in different parts of
the world instantly. ( ü )
b) We can find farm produce in local supermarkets. ( )
c) We can travel all over our country. ( )
24 LISTENING
Listen to the audio. Decide if the statements are true (T) or false (F). Correct the false
statements.
a) Everybody has the same opinion about globalization. ( F )
Some people think it is good, some people think it is bad.
b) Globalization has an enormous impact on jobs and cultures. ( T )
c) Globalization helps high-qualified workers compete globally and get better salaries. ( T )
d) Some people think companies such as Coca-Cola and McDonald’s help local businesses
grow. ( F )
Some people say big companies like Coca-Cola and McDonald’s destroy local businesses.
e) Globalization helped the film industry from several countries become popular around the
world. ( T )
LANGUAGE WORK
COMPARATIVES AND SUPERLATIVES

1 Read the comic strip. Answer the questions.
© Jerry Scott & Rick Kirkman/
a) How many characters are there in it?

There are three characters.

b) How do you think the characters are
related?
The boy and the girl are probably brother and
sister. The man is their father.
c) What are the boy and the girl doing?

They are arguing. Available at: <www.cartoonistgroup.com/store/add.php?iid=95230>. Accessed on: July 2nd, 2017.
105
2 Complete each sentence with a word from the cartoon.
a) The girl says she is older and taller than the boy.
b) The boy believes he is stronger and faster than the girl.
c) The man settles the argument saying he is the oldest, strongest , tallest and
fastest person in the room.
COMPARATIVES (ADJECTIVES AND ADVERBS)

Read the examples:
The girl is taller than the boy. (tall → adjective)
The boy runs faster than the girl. (fast → adverb)
The man is more intelligent than the children. (intelligent → adjective)
The man speaks more loudly than the children. (loudly → adverb)
3 Complete the rule.
To form the comparative of adjectives/adverbs in English:

Short adjectives: we add -er to the adjective/adverb and use the word
than .
Long adjectives: we use more before the adjective/adverb and use the word
than .
Spelling rules for short adjectives/adverbs:
big – bigger (adjective ending in a vowel + a consonant → double the consonant + -er)
easy – easier (adjective ending in consonant + y → drop y + -ier)
SUPERLATIVES (ADJECTIVES AND ADVERBS)

Read the examples:
The man is the tallest person in the room. (tall → adjective)
He probably runs the fastest. (fast → adverb)
He is the most intelligent person in the room. (intelligent → adjective)
He speaks the most loudly. (loudly → adverb)
4 Complete the rule.
To form the superlative of adjectives/adverbs in English:

Short adjectives: we add -est to the adjective/adverb, preceded by the .
Long adjectives: we use the most before the adjective/adverb.
Look! Spelling rules for short adjectives/adverbs:
Irregular comparative and superlative forms big – biggest (adjective ending in a vowel + a consonant →
Adjective/Adverb Comparative Superlative
→ double the consonant + -est)
good better best
bad worse worst
easy – easiest (adjective ending in consonant + y →
far farther/further farthest/furthest → drop y + -iest)

LANGUAGE USAGE
1 Use the adjectives in parentheses to compare people, places and things. Don’t forget to
use than.
a) Detective books are more interesting than grammar books. (interesting)
b) São Paulo is bigger than Campinas. (big)
c) Motorcycles are more dangerous than cars. (dangerous)
d) The south of Brazil is colder than the north. (cold)
e) Today is sunnier than yesterday. (sunny)
f) My father is thinner than my mother. (thin)
2 Write six sentences comparing the people below. Use the adjectives old, young, tall,
short, heavy and thin in the comparative form.
Name Age Weight Height

Anthony 14 58 kg 1.74 m
Blend Images/Shutterstock
Charles 10 40 kg 1.45 m
G. Evangelista/Op•‹o Brasil Imagens
Raoni 19 70 kg 1.80 m
Possible answer suggestions: 1) Raoni is heavier than Charles/Anthony. 2) Raoni is taller than Charles/Anthony.
3) Raoni is older than Charles/Anthony. 4) Charles is younger than Raoni/Anthony. 5) Charles is shorter than Raoni/
Anthony. 6) Charles is thinner than Raoni/Anthony.
107
3 Complete the sentences with the superlative form of the adjectives in parentheses.
a) The highest (high) point on Earth is the peak of Mount Everest.
b) The Amazon River has the greatest (great) volume of water in the world, but it is
not the longest . (long)
c) The protozoa are the simplest (simple) and the lowest (low) form of
animal life on Earth.
d) The most difficult (difficult) region to reach in the world, and also
the coldest (cold) one, is the Antarctic.
e) The most interesting (interesting) birds in the Antarctic are penguins.
f) The Great Lakes are the biggest (big) and the most important
(important) lakes in Canada.
4 Complete the sentences with the correct form of the adjectives. Use than when
necessary.
a) Robert is better than David at basketball. (good)
b) Vitória is far from Salvador, but São Paulo is farther/further . (far)
c) Life is difficult in towns, but in big cities it is much worse . (bad)
d) This is a good movie, but that one is better . (good)
PAIR WORK
Work with a classmate. Role-play the situation.
You are shopping with your friend. You are

Vasin Lee/Shutterstock
looking for a new smartphone and want

him/her to help you to choose a device that
is nice, but not too expensive. Follow the
Scanrail1/Shutterstock
prompts for your conversation. Which one

will you choose? Personal answers.
• You see a smartphone and ask your friend for
his/her opinion on the brand.
• Your friend says which brand he/she prefers
and why (light, slim, good camera).
• You see three other smartphones. Ask your
friend which one is the best.
• Your friend answers and explains why.
• You say you prefer another one because it is
more beautiful.
• Your friend agrees, but says it is more expensive.
Available at: <www.teach-this.com/images/resources/comparative-and-
superlative-practice.pdf>. Accessed on: Aug. 4th, 2017. (Adapted.)

HOMEWORK
1 Read the cartoon. Answer the questions.
Reprodução/<https://www.worldvision.
com.au/school-resources>
Available at: <www.worldvision.com.au/docs/default-source/school-resources/get-connected-full-issues/getconnected-06-global-citizenship.pdf ?sfvrsn=2>. Accessed on: Aug. 4th, 2017.
a) Where are the people?

They are at an airport.
b) Who is going to travel?

The boy wearing a cap is going to travel.
c) Who are the other people?

They are his parents.
d) What is the cartoon about?

Globalization, especially in communication technology and trade.
e) In your opinion, is there any kind of criticism in the cartoonist’s portrayal of globalization? Explain your answer.
Personal answer. Possible answer suggestions: I don’t think so. The family seems happy, the cartoonist uses bright and varied colors and
there is no sign of criticism about the fact that all items and goods in the picture come from different countries and regions of the world./I think so.
The cartoonist seems to be criticizing the lack of identity of the family members. In fact, we can't say exactly where they are from because
there is nothing that links them to any specific country or place.
109
HOMEWORK
2 Complete the chart. Identify the words as adjectives or adverbs. Then write their comparative and superlative forms.
Adjective Adverb Comparative Superlative
X uglier (than) the ugliest

a) Drugs make you ugly.
X more lively/livelier (than) the most lively/the liveliest

b) Kate is a lively baby.
X more brilliant (than) the most brilliant

c) Dan solved the problem brilliantly.
X better (than) the best

d) This machine is working well.
X more peacefully (than) the most peacefully

e) You can walk peacefully in town.
X worse (than) the worst

f) The car runs badly.
3 Complete the text with the comparative or superlative forms of the adjectives in parentheses.
Meet the world’s smartest kid

Reprodução/<https://youngactors.org.uk>
British Mensa (The High IQ Society) welcomed

Elise Tan-Roberts in April 2009. She was 2 years and 4
months old and became its youngest (young)
ever member. She is from Edmonton, north London,
and has an IQ of 156. At that age, she could recite the
English alphabet, count to 10 in Spanish and name types
of triangles. That put her two points higher
(high) on the scoreboard than Carol Vorderman, a British

media personality, who is also a member of Mensa.
According to experts Elise is now one of
the smartest (smart) kids in Britain.
You can only join Mensa if your IQ is higher
(high) than 148. Mensa has described the girl as an

“exceptional child”. British Mensa Chairman Chris Leek
said he didn’t know of any younger (young)
Mensa member outside the U.K.
However, some people argue that IQ tests are not the
best (good) way to measure intelligence.
They say that people who get high scores in standard
IQ tests are not necessarily cleverer (clever)
than others.
Available at: <www.dailymail.co.uk/news/article-1175141/Meet-Elise-girl-IQ-higher-Carol-Vorderman.html>. Accessed on: Aug. 4th, 2017. (Adapted.)

MODULE
15
BIODIVERSITY
HOTSPOTS
frantisekhojdysz/Shutterstock
Learning objects
• Vocabulary related to biodiversity
Skills
informative text.
field: biodiversity.
“Look deep into nature, and

then you will understand everything
better.”
Albert Einstein
111
GETTING STARTED
Read the text and look at the pictures. Answer the questions.
The world’s most remarkable places are also the most threatened. These are the biodiversity
hotspots: the richest and most threatened reservoirs of plant and animal life on Earth.
a) c)
Lucky-photographer/Shutterstock
Sequoia National Park (Sierra Nevada, California, Cape Floristic Region (South Africa).
the United States of America).
b) d)
Luciano Candisani/Kino.com.br
Sucuri river (Bonito, Mato Grosso do Sul, Brazil). Isalo National Park (Madagascar).
a) What are these places? Where are they?

They are biodiversity hotspots. a) Sequoia National Park in California; b) a river in Pantanal, Brazil; c) Cape Floristic
Region, South Africa; d) Isalo National Park, Madagascar.
b) Have you ever been to any of the places in the pictures? If so, did you like it/them?
Why (not)?
Personal answers. Possible answer suggestions: Yes, I have. I’ve been to Pantanal. I liked it very much because there
are many animal species there./I didn’t like it because I prefer to travel to big cities./I haven’t been to any of them.
c) If you haven’t been to any of them which one would you like to visit? Give reasons for
your choice.
Personal answer. Possible answer suggestions: I would like to visit Madagascar because I think there are many
different animal species there./it is very different from Brazil.

READING
PRE-READING
Complete the mind map with words related to the topic “biodiversity hotspots”.
Personal answers.
Possible answer endemic
suggestions:
habitats ecosystem
organisms ecotourism
Biodiversity
environment hotspots species
animals (fauna) biology
plants (flora) nature
READING
1 Read and listen.
25
Biodiversity hotspots
Regions which have a huge diversity in terms of their biology (plants, animals and
nature in general) are known as biodiversity hotspots. These spots are also threatened
by a whole number of factors such as extensive species loss, climate change, and loss of
habitat, among others. Thirty-four sites all over the world are categorized as biodiversity
hotspots. Efforts are being made to protect these sites with respect to environment as
well as culture. These hotspots house a vast range of organisms that are endemic to
these regions, which means that they are not found elsewhere on Earth.
There are biodiversity hotspots all over the world. They are different in sizes
Wolf Avni/Shutterstock
and composition. They range from the enormous to the tiny. The California Floristic
Province is huge – it stretches all through the West Coast of North America from
Northern Mexico to Oregon, housing diverse plant and animal species. In contrast to
that, the Succulent Karoo in Africa is smaller, being an extremely arid region. South
America’s lush Atlantic Forest covers most of the Brazilian coast, from Rio Grande do
Norte to Rio Grande do Sul, reaching also inland areas of Paraguay and Argentina.
Biodiversity hotspots are important for a lot of reasons. Near 60% of the species on
Earth live in these regions and are endemic to them. Therefore, any damage to these beto_junior/Shutterstock
spots create serious problems, because if native habitats are compromised, species Língua Inglesa • Módulo 15
will die, causing a worldwide decline in biodiversity. Humans will lose access to many
plant species that are used to prepare medicine.
Legislation, although not always successfully, has been pretty useful in protecting
these biodiversity hotspots. Conservation organizations also try to lobby for and even
acquire these regions. The need for greater protection has arisen, and if this is not
dealt with, the consequences may well be too much for us.
Available at: <www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm>. Accessed on: July 3rd, 2017. (Adapted.)
113
2 Read the text again. Complete the information.
Cool stuff Biodiversity hotspots

Number in the world: 34
vitormarigo/Shutterstock
Location: All over the world.
Threatened by:
Extensive species loss, climatic changes and loss of habitat, among others.
The first National Park in

the Atlantic Forest, the Size:
Itatiaia National Park, was They have different sizes. They range from the enormous to the tiny ones.
established in 1937. It is
located on the border of
Rio de Janeiro and Minas
Gerais and it is home to
360 bird and 67 mammal Importance:
Close to 60% of the species on Earth live in these regions and are endemic to them.
species.
Consequences if damaged: Species will die causing a worldwide decline in biodiversity.

Humans will lose access to many plant species that are used to prepare medicines.
Useful language
1. Match the words or expressions to their definitions.
a) biodiversity ( c ) native or restricted to a certain country or area
b) biodiversity hotspot ( d ) an environment where animals and plants live
c) endemic ( b ) a threatened area with a high diversity of endemic plants and animals
d) habitat ( a ) a variety of living things in an environment
2. Find words in the text with the same meaning as the following.
a) enormous: huge e) very small: tiny
b) an amount or number lost: loss f) characterized by luxuriant vegetation: lush
c) native: endemic g) harm: damage
d) give shelter to: house
LISTENING
PRE-LISTENING Please see comments on the answers in the Teacher's Manual.
How much do you know about amphibians? Do the quiz and find out!
The Tropical Andes is one of the richest and most diverse regions on Earth. This hotspot spans
1,542,644 km², from western Venezuela to northern Chile and Argentina, and includes large portions
of Colombia, Ecuador, Peru, and Bolivia.
It maintains the largest variety of amphibians in the world, with 664 distinct species.
Unfortunately, almost 450 amphibian species are listed as threatened and 363 of them are endemic
to the Tropical Andes.
Available at: <www.cepf.net/resources/hotspots/South-America/Pages/Tropical-Andes.aspx>. Accessed on: July 3rd, 2017. (Based.)

Cathy Keife
r /S h
utt
a) Which of these is not an amphibian? ers
to
ck
lizard ( X ) salamander ( )
frog ( ) toad ( )
stockfoto/S
hutt
e rs
toc
b) Amphibians usually have legs/feet. k
2( ) 6( )
4(X) More than 6 ( )
c) Amphibians are classified as animals without backbones.
True ( ) False ( X ) M a re k R
.S wa
dz
ba
d) Amphibians lay eggs like reptiles. /S
h
ut
te
True ( ) False ( X )
r st
o ck
e) In a process similar to insects, some amphibians go through
wing growth ( ) development of more than two eyes ( )
metamorphosis ( X ) none of them ( )
p pson/Shuttersto
f) Amphibians can absorb oxygen through their skin. tt Je ck
Ma
True ( X ) False ( )
g) Amphibians are
homoeothermic ( ) heterothermic ( X ) hydrothermic ( )
Available at: <www.biology4kids.com/extras/quiz_vertamphib/q10.html>. Accessed on: July 3rd, 2017. (Based.)
LISTENING
1 Listen to the text. Decide if the statements are true (T) or false (F). Correct the false
26 statements.
a) Amphibians live only in water. ( F )
Amphibians live part in water and part on land.
b) Amphibians are warm-blooded. ( F )

Amphibians are cold-blooded.
c) The frog’s skin is covered by a layer of mucus that keeps it from drying out. ( T )
d) Amphibians have lived on Earth for about 300,000 years. ( F )

Amphibians have lived on Earth for about 300 million years.
e) Only frogs are in danger of extinction. ( F )

More than 31% of the world’s amphibians are at risk of dying.
f) Habitat loss, climate change, and disease are problems that affect amphibian
survival. ( T ) Língua Inglesa ¥ Módulo 15
g) A deadly fungus disease has been killing many frogs and other amphibians in recent
decades. ( T )
h) Scientists are learning more about the dangers of losing amphibians to disease. ( T )
115
PAIR WORK
2 Work in pairs. Ask and answer questions to complete the chart about a biodiversity hotspot.
See suggested questions for this activity in the Teacher's Manual.
Instructions:
• First decide who is Student A and who is Student B.
• Student A reads the information about biodiversity hotspot below.
• At the same time, Student B reads his/her chart on the next page and prepares to ask
questions to complete it.
• Student B asks questions and completes his/her chart according to Student A’s answers.
• When Student B’s chart is complete, he/she reads information about his/her biodiversity
hotspot.
• Student A asks questions to complete his or her chart.
Student A’s biodiversity hotspot: The Coastal Forests of Eastern Africa

This biodiversity hotspot stretches from Southern Somalia through Kenya and Tanzania to
Southern Mozambique, with an area of 291,250 km2. It is home to around 4,000 plant species
(about 1,700 are endemic to this hotspot). A typical plant species found there is the African violet.
Among the hotspots’ endangered species are three types of monkey, three kinds of sunbirds and
two species of bush babies. Other animals found at the Coastal Forests are the black rhinoceros
and the savannah elephant. Some of the threats to this hotspot are the expansion of agriculture
(both for subsistence and for commercial farming) and logging.
Available at: <www.cepf.net/resources/hotspots/africa/Pages/Coastal-Forests-of-Eastern-Africa.aspx>. Accessed in: July, 2017. (Based.)
a) Name of hotspot The Mesoamerica
From central Mexico to the Panama Canal, including a

number of islands in both the Caribbean Sea and the
b) Location Pacific Ocean
c) Area (in km2) 1,130,019 km2
d) Number of plant species 17,000
e) Number of endangered bird species Over 40
f) A typical bird The quetzal
Cozumel harvest mouse and the Cozumel raccoon; several
g) Two other examples of animals found in the species of monkeys, the jaguar shrew (small mammals
hotspot that look like a mouse) and squirrels.
The golden toad (from Costa Rica)

h) An amphibian that is probably extinct
Habitat loss, fungal disease and climate change

i) Threats to amphibians

Student B’s biodiversity hotspot: The Mesoamerica
This biodiversity hotspot stretches from central Mexico to the Panama Canal, including a number
of islands in both the Caribbean Sea and the Pacific Ocean, comprising a total area of 1,130,019 km2.
It is home to around 17,000 plant species. In terms of animals, there are over 40 endangered bird
species in this biodiversity hotspot – a typical bird species found there is the quetzal, the national
symbol of Guatemala. Among other animals found at the Mesoamerica are the Cozumel harvest
mouse, the Cozumel raccoon, several species of monkeys, the jaguar shrew and several squirrels. An
animal that has probably been extinct is the golden toad, from Costa Rica. Some of the threats to
amphibians in this hotspot are habitat loss, fungal disease and climate change.
Available at: <www.cepf.net/resources/hotspots/North-and-Central-America/Pages/Mesoamerica.aspx>. Accessed on: July 3rd, 2017. (Based.)
a) Name of hotspot The Coastal Forests of Eastern Africa
From Southern Somalia through Kenya and Tanzania to

b) Location
Southern Mozambique
c) Area (in km2) 291,250 km2
d) Number of plant species 4,000
e) Number of endemic plant species 1,700
f) A typical plant species The African violet
Three types of monkey (small active nocturnal primates),

g) Two examples of endangered species
three kinds of sunbirds and two species of bush babies.
h) Two other animals found in the hotspot The black rhinoceros and the savannah elephant
Expansion of agriculture (both for subsistence and for

i) Threats to biodiversity
commercial farming) and logging
GROUP WORK
Work in small groups. Follow the instructions to learn about a new biodiversity hotspot.
North and Central

South America Europe and Central Asia Africa Asia-Pacific
America
Guinean Forests of West
California Floristic Province Cerrado Mediterranean Basin Himalaya
Africa
Madagascar and the Indian
Caribbean Islands Tropical Andes Caucasus Philippines
Ocean Islands Língua Inglesa • Módulo 15
Chilean Winter Rainfall
Mountains of Central Asia Southwest Australia
Valdivian Forests
• Choose a biodiversity hotspot.

• Surf the internet to find information about the hotspot you have chosen.
• Research about: characteristics of the region (climate, geography etc.), examples of animal
and plant species.
• Organize the information in a chart or in a text.
117
HOMEWORK
1 What do the underlined words in the text “Biodiversity hotspots” refer to?
a) […] diversity in terms of their biology […]:
regions
b) These spots are also threatened […]

biodiversity spots
c) […] which means that they are not found elsewhere on Earth.:
organisms
d) […] it stretches all through the West Coast of North America […]:
the California Floristic Province
e) […] if this is not dealt with […]:

the need for greater protection
2 Complete the sentences. Use words in the text “Biodiversity hotspots” which were included in the Useful
language box.
a) The giant sequoia is endemic to the western slopes of the Sierra Nevada.
b) Beneath the trees grew a kind of lush , wet, bushy vegetation.
c) The Amazon rainforest is considered the largest biodiversity reserve on Earth. It houses more than
half of all life species.
d) Leaves and bushes on the forest floor provide a rich source of food as well as refuge for tiny
animals.
e) Protecting the Amazon rainforest is a huge task, but it’s not an impossible one.
f) Natural forces like fire, drought, and storms can also damage large stretches of rainforest.
g) That plant is listed as endangered due to its habitat loss .
3 Read the text and write a short paragraph stating your opinion on the topic. Which opinion do you agree with?
Explain why.
Some of the most amazing places on Earth are also the most threatened. Our natural wonders and their unique
and irreplaceable wildlife are in danger. Some people suggest we should stay away from these landscapes and
seascapes to protect them, and some say we can help save the world’s most precious places by visiting them in a
responsible manner.
Possible answer suggestions: I agree with the first opinion. I think only specialized people, like scientists, biologists and environmentalists should be
allowed to visit places where there is unique and irreplaceable wildlife. Most tourists don’t care about protecting the places they visit and their fauna and
flora./I agree with the second opinion. I think we must visit our natural wonders to learn to respect and admire them. Governments and environmental
organizations must establish rules for visitors and teach people how to respect and protect ecosystems.

4 What do you really know about biodiversity hotspots? Take the quiz.
a) How many hotspots are currently identified in the world?
( ) 47
( ) 62
( X ) 34
( ) 21
b) Which of these hotspots has the highest number of endemic animal and plant variety?
( ) Tropical Andes.
( ) Caribbean Islands.
( ) Sundaland.
( X ) Madagascar and Indian Ocean Islands.
c) Name the only two hotspots which have entirely arid climates:
( ) Horn of Africa and Mountains of Central Asia.
( X ) Succulent Karoo and the Horn of Africa.
( ) Irano-Anatolian and Southeast Australia.
( ) Mediterranean Basin and Succulent Karoo.
d) Which are the biodiversity hotspots in North America?

( ) California Floristic Province, Great Boreal Forest, Tall Grass Prairie.
( ) Caribbean Islands, California Coastal Mountains, Madrean Pine-Oak Woodlands.
( ) Mesoamerica, Caribbean Islands, Tall Grass Prairie.
( X ) California Floristic Province, Caribbean Islands, Madrean Pine-Oak Woodlands.
e) What percentage of Madagascar and Indian Ocean Island species are endemic to the region?
( X ) 89%
( ) 99%
( ) 75%
( ) 69%
f) Where is the hotspot known as Wallacea?

( ) In the western Polynesian islands.
( ) In the islands of the Philippines and southern Japan.
( X ) In the central islands of Indonesia.
( ) In the islands of the South Atlantic.
119
MODULE
16
A WEEKEND IN
TORONTO
Songquan Deng/Shutterstock
Learning objects
• A dialogue
• Polite requests and invitations:
I’d like…/Would you like…?
• Making suggestions: What about…?
Why don’t/doesn’t…?
• Fall in Canada
Skills
• Read and understand a dialogue.
• invite
Identify and make use of would like to
people, talk about preferences
and as a polite form of want.
• Identify and make use of What
about…? and Why don’t/doesn’t…?
to make suggestions.
“When I think of myself, I think

of Toronto. My music would never
sound the way it does if it weren’t for
Toronto.”
Drake
120
GETTING STARTED
Read the text and look at the pictures. Discuss the question with your classmates.
Toronto is a city of neighborhoods, each distinct and diverse. According to the United
Nations, it is the most multicultural city in the world. Fortunately, for visitors, this means an
exhilarating range of cultural and culinary experiences.
Stephane Legrand/Shutterstock
Pete Spiro/Shutterstock
Do you come from a multicultural city? Give some examples to explain your answer.
Personal answer.
READING
PRE-READING
Read the facts about Toronto. Answer the question.
Did you know that…
DayOwl/Shutterstock
• more than 25 million people visit Toronto annually?
• in 2014, visitors to the Toronto region supported the tourism industry, which
employed more than 335,000 people in hospitality and related services?
• Toronto is also home to more than 50 major attractions, including art museums,
heritage sites, cultural centers and zoos? Hundreds of events, festivals, regattas
and marathons take place there throughout the year.
• the Toronto region has more than 43,000 hotel rooms, including several luxury Língua Inglesa ¥ Módulo 16
hotels?
Available at: <www1.toronto.ca/wps/portal/contentonly?vgnextoid=830f67b42d853410VgnVCM10000071d60f89RCRD>.
Accessed on: July 3rd, 2017. (Based.)
Would you like to visit Toronto sometime in your life? Why (not)?
Personal answers.
121
READING
Cool stuff 1 Read and listen.

T Toronto
The 27 Patricia, Alan and Brenda are planning a weekend in Toronto.
Blue Jays
Brenda: What would you like to visit in
Lester Balajadia/Shutterstock
njene/Shutterstock
Toronto this time, Patricia?
Patricia: Why don’t you, guys, suggest
something? There are lots of places
Toronto’s baseball team
I would like to visit and I don’t know
was founded in 1977. It where to start from.
is the only team outside Brenda: Well, we have only two days,
the United States to
participate and win the so what about going to the CN Tower
World Series, an annual and the Rogers Centre on the first day
championship of baseball and to the Art Gallery of Ontario on the
teams in North America.
Its mascot is a blue bird, second day?
called Ace. Patricia: That sounds fine. How much is it to get into the Art Gallery?
Based on: <www.cbc.ca/
kidscbc2/the-feed/8- Alan: Let me check my travel guide app. Here it is. It’s $ 7.50 for adults and $ 4 for
cool-facts-about-the- students. It’s a bit expensive, isn’t it?
toronto-blue-jays>.
Accessed on: July 3rd, 2017.
Patricia: That’s all right with me.
Brenda: It’s a pity we can’t go on Wednesday. It’s free from 5 to 10 p.m.
Patricia: We can come back on our vacation. Anyway, we won’t be able to see everything
in only one day, I guess.
Brenda: And what’s the admission to the CN Tower and the Rogers Centre?
Alan: Let’s see… The admission to the CN Tower for adults and students is $ 12 and to
visit the Rogers Centre will cost adults $ 9 and students $ 6.
Patricia: I’m looking forward to seeing the Toronto Blue Jays baseball team playing there.
Alan: Me too! I’m sure you’ll enjoy it.
2 Read the statements. Write true (T) or false (F). Correct the false statements.
a) It’s the first time Patricia visits Toronto. ( F )
It isn’t the first time Patricia visits Toronto.
b) She wants to go to the Rogers Centre first. ( F )

She doesn’t know where to start from.
c) Brenda suggests they go to the CN Tower and the Rogers Centre on Sunday. ( F )
She suggests going to the CN Tower and the Rogers Centre on their first day.
d) Patricia thinks the price for the Art Gallery is high. ( F )

Alan thinks the price is a bit high. Patricia says it is all right.
e) People don’t have to pay to visit the CN Tower. ( F )

The admission is $12 for adults and students.
f) Patricia is eager to see the Blue Jays playing at the Rogers Centre. ( T )

Useful language
How do you say these expressions in Portuguese? Use the context to help you.
a) What would you like to visit?: O que você gostaria de visitar?

b) Why don’t you, guys, suggest something?: Por que vocês não sugerem algo? (O uso da palavra guys indica conversa
com mais de uma pessoa.)
c) What about going?: Que tal irmos?

d) That sounds fine: Parece uma boa ideia/ Parece legal.
e) Travel guide app: Aplicativo de guia turístico
f) It’s a pity: É uma pena

g) We won’t be able: Não será possível/Não poderemos
h) I’m looking forward to seeing: Estou ansiosa para ver
GROUP WORK
3 Work in groups of three. Read the dialogue.
LANGUAGE WORK
WOULD LIKE
Read the examples:
A: What would you like to visit in Toronto?
B: I would like to visit Rogers Centre.
I would like (I’d like) is a polite way of saying what you want.
We can also use Would you like…? to invite people to do something:
A: Would you like to watch Spider-Man: Homecoming?
B: Yes, I would (I’d) love to.
OR: Yes, I would. Are we going tonight?
OR: No, thank you. I saw it last week.
WHY DON’T YOU…? WHAT ABOUT…?

Read the examples:
A: Why don’t you do your homework now?
B: Because I’m very busy.
A: What about going to the CN Tower?
B: That sounds fine.
OR: That’s a good idea.
We use Why don’t you…? and What about…? to make suggestions.

123
LANGUAGE USAGE
1 Rewrite the sentences in a polite way to match the situations in the pictures.
South_agency/Getty Images
a) In a restaurant: I want something to c) On the telephone: Hello. Is that
eat. from the travel agency? I want some
I’d like something to eat. information about hotels.
I would like some information about hotels.
Digital Vision/Getty Images
Philippe Turpin/Photononstop/
Agência France-Presse
b) In a store: My friend wants to try these d) In a travel agency: Good morning. I

sneakers. want to know the price for a weekend
My friend would like to try these sneakers. in Toronto.
Good morning. I’d like to know the price for a
weekend in Toronto.
2 Invite people to do the activities suggested in the pictures. Don’t forget to include when
you would like to do the activity.
holbox/Shutterstock
CLUSTERX/Shutterstock
watch a love story go horseback riding go surfing

Monkey Business Images/Shutterstock
kali9/Getty Images
go to the club play tennis
a) You: Would you like to go horseback riding (on Sunday)?

Ann: Yes, I would. I love horseback riding.
b) You: Would you like to go surfing (this afternoon)?
Daniel: No, thanks. I can’t surf.
c) You: Would you like to play tennis (tomorrow morning)?
Gabriel: Yes, I would love to. Tennis is my favorite sport.
d) You: Would you like to watch (The Notebook) (tonight)?
Mike: No, sorry. I don’t like love stories.
e) You: Would you like to go to the club (on Saturday)?
Emma: Yes, I would, but I’m not a member of the club.
3 Make suggestions for each situation. Use the expression Why don’t you…? and the cues
in parentheses.
a) I have a bad cold. (doctor) Why don’t you see a doctor?

b) I’m not doing well at school. (private classes) Why don’t you have private classes?
c) My computer is too old. (a new one) Why don’t you buy a new one?
d) I have a terrible headache. (an aspirin) Why don’t you take an aspirin?
4 Use the expression What about + verb + ing and the cues in parentheses to make
suggestions for the weekend. Língua Inglesa ¥ Módulo 16
a) (go/beach) What about going to the beach this weekend?

b) (read/book) What about reading a book?
c) (tidy/your room) What about tidying your room?
d) (study/Monday test) What about studying for your Monday test?
e) (play/soccer) What about playing soccer?
125
LISTENING
PRE-LISTENING
Discuss these questions with your classmates. Personal answers. Possible answer suggestions.
a) Which season of the year do you like best?
I like spring best.
b) What can you do during your favorite season?

I can go to the beach (as the sun is not too hot), do outdoor activities, etc.
c) When is it fall in Brazil? Describe the season.

Fall in Brazil lasts from March to June. It is a warm season until about the end of April. Then it becomes a bit cooler.
There isn’t much rain.
d) When is it fall in Canada? What do you think this season is like there?
Fall in Canada goes from September to December. The leaves become yellowish then red, making the scenery
very beautiful. When the leaves fall, it is still very beautiful because the ground is covered with leaves of different
colors. Fall in Canada is already a cold season for us Brazilians.
LISTENING
1 Listen and tick ( ü ) the correct statements. Rewrite the wrong ones.
28
John X Han/Shutterstock
a) People think fall is the best time to visit Toronto. ( ü )
b) Most major attractions are closed during fall. ( )

You will be able to enjoy most attractions.
c) Tourists can enjoy fall both in the Toronto area and also away from the city. ( ü )
d) People are not able at all to see Hollywood stars at the International Film Festival of
Toronto. ( )
People have a chance to see Hollywood stars at the International Film Festival of Toronto.
e) Toronto is a fantastic place to visit at any time of the year. ( ü )

2 Where would you expect to find the passage you listened to in activity 1? Check ( ü ) the
best answer.
a) In a fashion magazine. ( ) c) In a travel magazine/guide. ( ü )
b) In a sports magazine. ( ) d) In a fitness magazine. ( )
PAIR WORK
3 Work with a classmate. Discuss the questions.
a) Are the seasons in Canada the same as in Brazil? Explain your answer.
Possible answers suggestions: The names of the seasons and some characteristics of each of them are the same,
but they occur in different parts of the year because Canada is in the Northern Hemisphere. Besides, the weather
is much different too with very cold winters and mildly hot summers.
b) What time of the year would you like to visit Toronto?

Possible answers suggestions: I would like to visit Toronto in the spring or summer (from March to September)
because I can’t stand cold weather, but in the fall the natural scenery must be wonderful there.
TIME FOR FUN
THE INVITATION GAME

Work with a partner. Follow the instructions.
• Decide who is Student A and who is Student B.
• Students A and B choose three activities from the boxes as things they would like to do on
Saturday. They don’t tell each other which activities they chose.
• Student B invites Student A to do one of the activities in the chart.
• Student A accepts or refuses the invitation, depending on his/her choices.
• If Student A accepts the invitation, Student B scores a point.
• Then it is Student A’s turn to invite Student B.
• The student with most points at the end of the game is the winner!
study together for a test go to the movies

watch a TV series at home have a burger
go to a pop concert make cookies
do homework together do volunteer work
hang out at the mall play video games

go to the park play soccer
have a picnic swim at the club
go to a party go shopping
127
HOMEWORK
1 Read the text. Then read the statements and circle YES or NO.
Rogers Centre
DayOwl/Shutterstock
Rogers Centre (formerly known as Sky Dome) is a multi-purpose stadium downtown Toronto. It is located next to the
CN Tower, on the shore of Lake Ontario. It was open in 1989 and it is home to the baseball team Toronto Blue Jays and
to the football team Toronto Argonauts. While it is primarily a sports venue, it also hosts other large-scale events such as
conventions, trade fairs, concerts, funfairs, and monster truck shows.
The stadium was renamed “Rogers Centre” after the purchase of the stadium by Rogers Communications, which also
bought the Toronto Blue Jays, in 2005. The venue was noted for being the first stadium to have a fully retractable motorized
roof, as well as for the 348-room hotel attached to it, with 70 rooms overlooking the field. It is also the most recent stadium
built to accommodate both football and baseball in North America. The stadium was the centerpiece of the 2015 Pan
American Games, as the site of the opening and closing ceremonies.
Available at: <www.ballparksofbaseball.com/ballparks/rogers-centre>. Accessed on: July 3rd, 2017. (Based.)
a) Rogers Centre is a stadium intended just for baseball games. YES NO

b) The name of the stadium has always been Rogers Centre. YES NO
c) The Blue Jays and the Argonauts are both Canadian baseball teams. YES NO
d) People can stay at a hotel which is part of the stadium. YES NO
e) The stadium has a retractable roof allowing any sport to be played indoors or outdoors. YES NO
2 Answer the following questions. Personal answers. Possible answer suggestions.

a) What would you like to have for breakfast this morning?
I’d like to have orange juice, toast, jam, cheese and a cup of coffee.
b) Would you like to dance with me?

Well, I certainly would, but I can’t dance.
c) What about having dinner out tonight?

That’s a good idea. Where shall we go?
d) Why don’t we go for a walk in the park?

Sorry, I can’t. I am too busy today.
e) I’m going to the mall this afternoon. Would you like to come with me?
I’m sorry. I went to the mall yesterday.

MODULE
17
OH GOSH! I THINK
WE’RE LOST
Scanrail1/Art Berry/Shutterstock
Learning objects
• A dialogue
• A tourist guide
• Directions:
movement
prepositions of place and
• Vocabulary: tourist attractions

Skills
• Ask for directions and give
information about a particular place.
• Identify and make use of terms and
expressions that indicate location.
• Interpret a tourist guide.
field/theme: expressions that
indicate direction, prepositions,
tourist attractions.
• Identify information about directions
and locations of a particular place.
“For those who are lost, there will

always be cities that feel like home.”
Simon Van Booy, Everything beautiful began after
129
GETTING STARTED
Read this excerpt and discuss the following questions with a classmate.
Getting lost is a valuable experience. Your senses are sharpened, you see more and
remember more. I’m sure that getting lost sharpens the imagination – some might say that it’s
only by getting lost that we can find ourselves […], but my interests are more material. Getting
lost is fun. It’s interesting. It’s a great way to explore a city and learn how it is put together.
Available at: <https://greatwen.com/2015/09/25/getting-lost-in-london>. Accessed in: July, 2017.
a) Have you ever got lost in a city or in any other new place? Personal answers. Possible answer
suggestions:
Yes, I have./No, I haven’t.
b) Do you agree with the author of the excerpt on this page? Why (not)?
Yes, I do. Because we can learn a lot of things./No, I don’t. Because getting lost can be stressful.
c) What can you learn when you get lost in a new place?
We can learn about the new place and also how to deal with this situation.
d) What do you do when you get lost in a town or city?

When I get lost in a city I ask local people or a police officer for help.
READING
PRE-READING
Observe the map and locate the following places.
a) Osggode metro station
b) Grange Park
c) Art Gallery of Ontario
Reprodução/Google Maps, 2017.

READING
29
1 Read and listen.

There is an interesting exhibition about the influence of Impressionism in contemporary art
at the Art Gallery in Toronto. Patricia, Alan and Brenda want to see it because they have studied
this art movement at school. They are on their way when they suddenly realize they are lost.
Brenda: Oh, Gosh! I think we are lost. I’m not sure about where the Art Gallery is.
Do you know the way, Alan?
Alan: No, I’m afraid not. And we don’t have a smartphone
with us, so let’s ask the police officer over there.
Brenda: Oh, yes! I’ll ask him.
Patricia: I hope it’s not too far from here. I’m tired of
yesterday’s tour.
Brenda: Excuse me. Can you tell us the way to the Art
Gallery, please? I think it’s somewhere around here, but I’m
not sure.
Police officer: Yes, certainly. It’s in Dundas Street West. We
are at the corner of Queen Street and University Avenue, right? Go down Queen Street
three blocks and turn right on McCaul Street. Go up McCaul and turn left on Dundas
Street. The Art Gallery is between McCaul and Beverley Street. You can’t miss it.
Brenda: I’m sure we won’t. Thank you and bye now.
2 Answer the following questions.

a) Why is Patricia tired?
Useful language
She is tired because of yesterday’s tour.
How do you say
b) Where did they go yesterday? these expressions in
They went to the CN Tower and to the Sky Dome. (Based on previous lessons) Portuguese? Use the
c) Where are Patricia, Alan and Brenda going?
a) Oh Gosh!: Caramba!
They are going to the Art Gallery. (interjeição para
expressar surpresa)/
d) Where are they? Gosh – eufemismo
They are at the corner of Queen Street and University Avenue. para God
e) Why do they talk to the police officer? b) I think we are lost:

Acho que
Because they don’t know the way to the Art Gallery. estamos perdidos
f) Is the Art Gallery far from where they are? c) I’m afraid not: Temo
que não./Infelizmente
No, it isn’t. não Língua Inglesa • Módulo 17
g) What is the way to the art gallery? d) Yesterday’s tour:
O passeio de ontem
They have to walk three blocks on Queen Street and turn right on McCaul Street. Then they have to go up McCaul
e) Somewhere around
and turn left on Dundas Street. The Art Gallery is between McCaul and Beverly Street. here: Em algum lugar
por aqui
f) You can’t miss it:
GROUP WORK Vocês não vão errar./
É impossível errar
3 Work in groups of four and read the dialogue.
131
Read the examples.
Excuse me, how can I get to…?
Excuse me, is there a… near here?
Excuse me, where is the…?
Excuse me, can you tell me the way to…?
LANGUAGE WORK
DIRECTIONS
1 Look and complete the chart with the phrases and words from the box.
go down across the street on the left turn right
turn left turn right go down go up go along go through
go straight ahead/on on the left on the right opposite across the street go as far as
PREPOSITIONS AND EXPRESSIONS OF PLACE
DO YOU REMEMBER?
2 Match the prepositions with the correct image.
next to opposite behind on the corner of in front of
a) b) c)
opposite behind next to

d) e)
in front of on the corner of
PAIR WORK
3 Look at the map below and make short dialogues asking and answering about how to get
to places.
Park
Example:
A: Excuse me. Can you tell me how to get to the Fox cinema?
B: Yes, sure. Go down Edward Street, turn right on Main Street. The cinema is in front of
the theater. You can’t miss it.
A: I’m sure I won’t. Thank you.
133
LANGUAGE USAGE
Look at the pictures and complete these sentences with words that express the correct direction.
a) The bus is turning right on Marvin Street.
b) The protesters are going down Market Street.
c) You can see a monument on the right .
d) The theater is on the left .
e) My friends were going along Paulista Avenue when the accident happened.
HOMEWORK
1 Look at the map of central London and answer the questions.
Reprodução/Google Maps, 2017.

Oxe
ndo
nS
t.
St.
ton
Pan
Hay
ma
rke
t
a) You are at Trafalgar Square. How can you get to Her Majesty’s Theater?
I go down Pall Mall Street two blocks, turn right on Haymarket street. The theater is on the left.
b) From there, you want to go to the Prince of Wales Theatre. How can you get there?
I go up Haymarket street two blocks, turn right on Panton street, then turn left on Oxendon street. The theatre is almost at the end of this street.
c) There is a restaurant near the Prince of Wales Theater. How can you get there?
I turn left on Coventry street, then turn left on Haymarket street. The restaurant is on the left.
d) From the restaurant, you want to go to Piccadilly Circus Station. How can you get there?
I go up Haymarket street one block, turn left on Coventry street. The station in on the right.
135
HOMEWORK
2 Read the information about the Royal Ontario Museum and answer these questions.
Royal Ontario Museum
The thematic historical displays
Javen/Shutterstock
take you on a trip through the
past of mankind. Galleries are also
devoted to many other subjects,
including the kids’ favorite one –
the Dinosaur Gallery.
Admission:
$ 20 adults, $ 17 seniors (65+), $ 15.50
students (with a valid student card),
$ 15.50 youth (15-19), Free infant (0-3)
Open: Address:
Monday to Thursday – 10:00 a.m. to 5:30 p.m. 100 Queen’s Park, Toronto, ON, M5S 2C6
Saturday and Sunday – 10:00 a.m. to 5:30 p.m. Subway: St. George Station is the closest subway
Fridays – 10:00 a.m. to 8:30 p.m. stop.
The Museum is open daily except for December 25.
Available at: <www.rom.on.ca/en/visit-us/tickets-hours>. Accessed on: July 3rd, 2017. (Based.)
a) Where is the Royal Ontario Museum?

It’s at 100 Queen’s Park.
b) How much is it for people older than 65?

It’s $ 17.
c) Can you visit the museum at 9 a.m. on Sunday?

No, I/we can’t.
d) When is it closed?
On Christmas Day/On 25th December.
e) How can you get there?

We can get there by subway.
3 A family of 5, including father, mother, grandma (65) and two kids (7 and 2) want to visit the Royal Ontario
Museum. How much will they pay to get in?
They’ll pay $ 72.50.

Scanrail1/Art Berry/Shutterstock
MODULE
18
Syda Productions/Shutterstock
RoterPanther/
iStock/Getty Images
frantisekhojdysz/Shutterstock
ROUNDUP
Songquan Deng/Shutterstock
vocabulaRy
pResented in
REVIEW
functions and
modules 13 to 17
EXERCISES
Review stRuctuRes,
137
1 Read the text and choose the correct alternative in each item.
Rubber tree seed

Biopiracy is nothing new in Brazil. Long ago, right after the
Fhaizal Mazlan/Shutterstock
discovery of the land by the Portuguese in 1500, the discoverers
themselves and then other Europeans just stole from the Indians the
secret of how to extract a red pigment from pau-brasil (Brazil wood).
Emblematic of today’s situation, in which flora and fauna continue
to disappear, the wood that gave Brazil its name has completely
disappeared, being preserved only in a few botanical gardens.
The most infamous case is that of Englishman Henry Alexander
Wickham, who in 1876 stole rubber tree seeds, hiding them between
banana leaves and shipping them off to his country leading to a new
plantation of the Hevea brasiliens is in the British colonies in Malaysia.
In a few decades, the region would become the main exporter of latex, ruining in the process the rubber tree-based Amazon
economy. Wickham was knighted by King George V and loathed by Brazil’s rubber barons who called him “the Executioner
of Amazonas”.
Available at: <www.amazonlink.org/biopiracy/biopiracy_history.htm>. Accessed on: July 3rd, 2017. (Adapted.)
A. Read the first paragraph of the text and tick ( ü ) the correct alternative according to it.
a) The Portuguese were the first and only people who stole pau-brasil seeds from the Indigenous people. ( )
b) Biopiracy in Brazil started in the sixteenth century, immediately after the discovery. ( ü )
c) The tree called Brazil wood is very common in the Brazilian forests. ( )
d) Biopiracy is considered something new in Brazil. ( )
e) The State of Amazonas is still the most important latex exporter in the world. ( )
B. Based on the second paragraph, check if the statements are true (T) or false (F). Then tick ( ü ) the correct
alternative.
I. Wickham established a rubber industry in the Amazon region.
II. Wickham hid the rubber seeds on a ship between banana leaves.
III. Wickham took the rubber seeds to the British colonies in Malaysia and established the region as the world’s
main latex producers and exporters.
IV. The decline of the Brazilian rubber industry is not attributed to an Englishman.
a) T – T – F – F ( ) c) F – F – F – T ( ) e) T – F – T – F ( )
b) T – F – F – T ( ) d) F – T – T – F ( ü )
2 Complete the sentences. Use the correct form of the adjectives to make true sentences.
a) German is more difficult than English. (difficult)
b) Cristiano Ronaldo is considered to be one of the best soccer players in the world. (good)
c) I am taller than my sister. (tall)
d) My mother is stricter than my father. (strict)
e) Detroit is more violent than São Paulo. (violent)
f) The cheetah is the fastest animal in the world. (fast)
g) In my opinion, Edinburgh is prettier than Paris. (pretty)
3 Look at the chart below and write sentences comparing the different kinds of cars. Use the adjectives: fast, slow,
noisy, expensive, cheap, comfortable, dangerous, safe.
Car The Ford Model T The Honda Fit The electric-powered

Speed 40 km/h 190 km/h 161 km/h
Noise ** * ***
Price * *** ***
Comfort * ** ***
Danger * ** **
Examples:
The Ford Model T is cheaper than the Honda Fit.
The Ford Model T is less expensive than the Honda Fit.
4 Are the underlined words right (R) or wrong (W)? Correct the ones which are wrong.
a) He is a very carefully driver. He drives careful. ( W ) ( W )
He is a very careful driver. He drives carefully.
b) Maria worked from 9 to 7 today. She looks tiredly now. ( W )

She looks tired now.
c) Why are you working so slow? ( W )

Why are you working so slowly?
d) I didn’t sleep very well last night. ( R )
e) Mark is a hard worker. He works hard. ( R )( R )
f) Answer quick! Which is the tallest mountain in the world? ( W ) ( R )

Answer quickly!
g) That fighter is very strong. She fights strong. ( R )(W)

He fights strongly.
5 Choose the comparative of superiority or superlative to complete the sentences.

a) After the Sun and the Moon, Venus can be the brightest (bright) object in the sky.
b) Neptune, the eighth planet, is a little heavier (heavy) and bigger (big) than Uranus. Língua Inglesa ¥ Módulo 18
c) Some astronomers think Saturn is the most remarkable (remarkable) of all planets. It is also the second
largest (large).
d) Venus is a little bit smaller than (small) the Earth.
e) Mercury is the nearest (near) planet to the Sun and goes around it in the shortest (short) time.
f) In 2006, Pluto was relegated to dwarf planet status. Till then, it was considered the farthest/furthest (far) of
the nine planets from the Sun, in general.
139
MODULE
19
A REVOLUTIONARY
ART MOVEMENT
Monet,
Marmottan M
u Marmottan Paris, França.
onet Paris França
Learning objects
Museu
Reprodução/Museu
Reprodução/M
• The past simple tense (fixation and
expansion)
• The present simple tense in context
(fixation and expansion)
• Vocabulary: art movements –
painting, Impressionism, biographies
• An impressionist painting
Skills
• Interpret an informative text and
biographies.
• Recognize and make use of the past
and present simple tenses in textual
MONET, Claude. Impression, Sunrise. 1872. Oil on canvas. 48 cm × 63 cm. Musée Marmottan Monet.
sequences.
viia Getty Images/Museu d'Orsay, Paris, França.
expressions in the context of the

same semantic/theme field: artistic
movements and biographies.
• Analyze an impressionist picture
based on the information presented
in a text.
Leemage/Corbis via
“Impressionism is the newspaper

of the soul.”
Henri Matisse
DEGAS, Edgar. The ballet class.

1874. Oil on canvas. 85 cm × 75 cm.
Musée d’Orsay.
140
GETTING STARTED
Look at the paintings on the previous page. Then read the facts below and discuss the
questions with your classmates. Personal answers.
Interesting facts about Impressionism

– When a critic called the artists “impressionists”, it was meant as an insult.
– The established art community was outraged when the young impressionist artists held their
own exhibition in 1874.
– Impressionists often painted the same view or subject over and over trying to capture different
moments in light, color, and time.
– By the late 1880’s Impressionism was very popular and many artists throughout the world
were taking up the style.
Available at: <www.ducksters.com/history/art/impressionism.php>. Accessed on: July 7th, 2017.
a) Do you know any of the paintings depicted on the previous page?
b) What do you think about those paintings? Do you like them? Why or why not?
c) Why do you think Matisse said, “Impressionism is the newspaper of the soul.”?
d) Why do you believe that calling the artists “impressionists” was considered an insult?
e) In your opinion, why did Impressionism become very popular?
READING
PRE-READING
Look at the paintings on the opening page and the following ones on the next page. Then
answer the questions below.
a) What is the typical setting of these paintings, indoors or outdoors?
Outdoors. However, The ballet class painting by Degas shows an indoor scene.
b) Would you describe these works as realistic paintings or not? Why?

Suggested answer: Yes, I would. Yes, I would describe them as realistic because they capture everyday
scenes and the natural environment.
141
Reprodução/Museu Hermitage, São Petersburgo, Rússia.
READING
1 Read and listen.
30 Patricia, Alan and Brenda went to the Art Gallery in Toronto yesterday.
They had learned about the nineteenth century art movements at school.
Read about the one they liked best.
In the nineteenth century, a group of young painters in Paris broke away
from traditional religious, historical, or mythological subjects and turned
to their everyday life for inspiration. They favored subjects that appeared
informal and spontaneous and wanted their paintings to reflect the life they
saw around them. They traveled to the countryside, the coast, and the city,
and painted what they observed on the spot, capturing the activity and energy
of life in their art.
Those artists were very interested in how light appeared on subjects in
different weather and at different times of the day, so they preferred to work
outdoors in natural light, rather than in their studio with sketches. They
painted rapidly with quick brushstrokes to capture the moment and changes
RENOIR, Pierre-August. Child with a whip. 1885. in sunlight and weather.
Oil on canvas.
The sketchiness of this style, with its quick, visible brushstrokes, made critics
complain that the pictures did not look finished, that the work was sloppy.
Reprodução/Museu d'Orsay, Paris, França.
Most of the artists’ paintings were rejected from the established exhibition
in Paris, the Salon. In 1874, the group organized its first independent exhibition.
One of the works on display, by Claude Monet, was called Impression: Sunrise.
A critic mocked them, calling them “impressionists” – and the group adopted
the name.
A revolutionary art movement, Impressionism opened the door to
abstract painting, marking the beginning of modern art. Claude Monet,
Camille Pissarro, Edgar Degas, Pierre-Auguste Renoir are some of the major
impressionists.
RAIMONDO, J. Picture this! Activities and adventures in Impressionism. New York:
Watson – Guptill Publications, 2004. (Adapted.)
2 Read the statements and decide whether they are right ( R ), wrong ( W )
or not mentioned (NM) according to the text. Correct the wrong ones.
a) The movement described above was called Realism. ( W )
PISSARRO, Camille. Woman hanging out washing. 1887.
Oil on canvas. It was called Impressionism.
b) A critic called the artists impressionists to make fun of them. ( R )
c) Monet became the leader of this group of artists. ( NM )
d) Impressionist painters were fascinated by light, color and nature. ( R )
e) After many years of rejection, the impressionists gained critical and financial success. (NM)
f) They only painted outdoor scenes. ( W )

They preferred to work outdoors.

Useful language
Match the words with their meaning.
a) broke away ( d ) quickly made drawings
b) on the spot ( f ) incompleteness; “imperfection”
c) rather than ( i ) made fun of
d) sketches ( h ) exposed to view
e) brushstrokes ( c ) instead of
f) sketchiness ( e ) marks made by movements of a paintbrush in one direction
g) sloppy ( g ) incomplete and not done with care
h) on display ( a ) separated from, put an end to their connection with
i) mocked ( b ) at the scene
PAIR WORK
ANALYZING AN IMPRESSIONIST PAINTING
1 Take a look at Garden at Sainte-Adresse (1867) painting by Monet. Answer the questions
below and discuss them with a classmate.
Reprodução/Museu de Arte Metropolitano, Nova York, EUA.
MONET, Claude. Garden at Sainte-Adresse. 1867. Oil on canvas.
a) What do you think these people are doing?

Possible answer suggestions: They are chilling out in the garden. They are looking at sailboats in the sea.
b) Look at their clothing. Why are they dressed this way? What are the women holding?
Possible answer suggestions: Because it was fashionable at that time. They are holding parasols because it’s sunny.
c) Where is this? How would you describe this place?

Possible answer suggestions: It is a house garden by the sea. It’s beautiful, colorful and full of light.
d) Can you tell what country this is in? Look closely – find a clue in the picture.
Possible answer suggestions: It’s in France. I can see the French flag.
e) What is the weather like? How can we tell the sun is shining? What in the picture
shows it is a windy day?
It’s sunny and windy. We can tell it is sunny because of the women’s parasols and the shadows. We can see it
is windy because the flags are blowing and the sea is wavy.
f) Look out onto the water. What kinds of boats do you see? What do the boats tell us
about the weather?
We can see steamboats and sailboats. The boats tell us that it is windy because of the direction taken by
the smoke from the steamboats and because of the sailboats gliding on the sea.
143
g) Notice the waves. How can we tell they are moving?
We can tell the waves are moving because the painter used different shades of the same color to show
movement and strokes of color to show the reflection of the sun on some parts of the water.
h) What season is it in the picture? How can you tell?

Spring. Because of the flowers.
i) Notice the beautiful garden. What colors do you see in it?

Possible answer suggestions: Green, yellow, red, orange, blue and white.
2 Would you like to be in the picture? Why (not)? Personal answers. Possible answer suggestions:
Yes, I would. Because it seems a very beautiful and calm place. Despite the problems caused by the Industrial
Revolution in the 19th century, I think it was a nice period to live in (in Europe).
No, I wouldn’t. I think the place is too calm and peaceful for me. I wouldn’t like to dress up in those clothes and not to
have a cell phone and a computer.
3 You will find a list of characteristics of different art movements below. Tick ( ü ) the ones
that go with Impressionism.
( ü ) Everyday life scenes ( ) Religious figures
( ) Exotic locations ( ü ) Vivid colors
( ü ) Visible brushstrokes ( ü ) Emphasis on light and its changing qualities
( ) Mythic and legendary subjects ( ü ) Painted outdoors
( ) Delicate colors ( ü ) Emphasis on overall effect rather than on details
LANGUAGE USAGE
Complete the text with the verbs in parentheses in the correct tense (simple present or simple past).
Impressionism & Post-Impressionism

Both Impressionism and Post-Impressionism refer (refer) to influential artistic
Words to know
th
movements arising in late 19 -century France. Impressionists rejected (reject) the
c. 1860 and 1900:
system of state-controlled academies and salons in favor of independent exhibitions, the first of
about 1860 and 1900; painted
which was held in 1874. They (paint) contemporary landscapes and scenes
c. is an abbreviation was
for circa (Latin) of modern life […]. The term Impressionism (be) used to describe a group of
painters living in Paris who worked (work) between c. 1860 and 1900. These artists,
used especially in
approximate date. such as Frédéric Bazille, Edgar Degas, Claude Monet, Berthe Morisot, Camille Pissarro, Auguste
Renoir, Alfred Sisley and Mary Cassatt, sparked (spark) an international group of
followers and revolutionized Western conceptions of painting.
Post-Impressionism is (be) a term used to describe the reaction in the
1880s against Impressionism. It was led by Paul Cézanne, Paul Gauguin, Vincent van Gogh
and Georges Seurat. The Post-Impressionists rejected (reject) Impressionism’s
concern with the spontaneous and naturalistic rendering of light and color. Instead they
favored ( favor) an emphasis on more symbolic content, formal order and structure.
Both Impressionism and Post-Impressionism include (include) some of the most
famous works of modern art such as Monet’s Waterlilies, a Series of Waterscapes and Van Gogh’s
Starry Night. Impressionism and Post-Impressionism continue (continue) to be some
of the most well-known and beloved of artistic movements.
Available at: <www.oxfordartonline.com/public/page/themes/impressionismandpostimpressionism>. Accessed on: Aug. 7th, 2017.

LISTENING
PRE-LISTENING
1 Read the information about the two famous painters.
Reprodução/Museu de Belas Artes, Boston,
Massachusetts, EUA.
Reprodução/Antiga Galeria Nacional,

Berlim, Alemanha.
Claude Monet and Édouard Manet have similar names, both were French, they’re both
heavily associated with Impressionism, and worst of all, they were friends.
2 The following words will appear in the text you are going to listen to. Match them with
their definitions.
a) affluent ( d ) courageous
b) still life ( e ) theme
c) pegged ( b ) a picture consisting predominantly of inanimate objects
d) bold ( a ) rich
e) subject matter ( c ) classified
31 LISTENING
Read the following chart and check ( ü ) Monet or Manet according to what you hear.
Claude Monet Édouard Manet

He came from a poor family. (ü) ( )
He was a rich person with important political connections. ( ) (ü)
He was the source of inspiration for future impressionist artists. ( ) (ü)
He had friends who were impressionists, but he never exhibited
( ) (ü)
with them.
He didn’t want to copy older works. (ü) ( )
It wasn’t a problem to copy older works. ( ) (ü) Língua Inglesa ¥ Módulo 19
He liked to paint still life. (ü) ( )

He loved to paint busy scenes. ( ) (ü)
He is often described as a realist. ( ) (ü)
He is described as an impressionist. (ü) ( )
He continued to use the color black and preferred the studio to
( ) (ü)
the open air.
145
GROUP WORK
Work in groups of four students. Read the situation below.
You and your classmates are going to create an impressionist painting. Follow these
guidelines:
• Do some research about the impressionists and their work on the internet.
• Pay attention to the following characteristics: style of painting (visible brushstrokes, vivid colors
etc.) and subjects (themes, scenes) for inspiration.
• Select the material you are going to use.
• In groups, produce your own painting in the same style. Ask your art teacher for help if needed.

HOMEWORK
1 Project: read the instructions for the Problem-solving situation section. Start your research about the topic on the
internet and bring information to discuss with your group. Don’t forget to write down the site sources.
2 Fill in the spaces with the simple past of the verbs in parentheses.
Reprodução/Museu de Arte Metropolitano, Nova York, EUA.
Edgar Degas was (be) born in 1834 in France. This French artist
is famous for his pictures of the ballet and of ballet dancers. He worked
(work) at a time when a revolution was taking place in French art.

Several of his friends, including Claude Monet, began (begin) a
new style of painting called (call) Impressionism. However, unlike
the other impressionists, Degas didn’t share (not/share) their love for
the countryside and open-air painting, and he was not (not/be)
focused on the research on natural light. Instead, he studied (study)
the effects of artificial light (lamps with gas).
He came (come) from a wealthy Parisian family and
studied (study) art at The School of Fine Arts in Paris. Later he went (go) to Italy to study the
works of the great Italian artists. His own painting was (be) mainly of people, usually women and later ballet
girls in particular. He also made (make) a number of small pieces of sculpture of horses or ballet dancers.
Available at: <www.impressionniste.net/degas_edgar.htm>. Accessed on: Aug. 7th, 2017.
3 Complete the sentences below with the words from the box. Use the verbs in the correct tense.
on display sloppy break away spontaneous reject sketch
mythological mock complain on the spot
a) In the XVI century, Henry VIII broke away from the Roman Catholic Church and founded the Anglican
Church.
b) Nymphs and elves are mythological figures.
c) The students complained about the test. They said it was too difficult.
d) Your project is too sloppy , Dave. Do it again, please.
e) The police were on the spot a few minutes after they heard about the accident.
f) The naughty boys mocked the beggar who was asking for food. Shame on them! Língua Inglesa • Módulo 19
g) The winter collection is already on display at the department stores. Let’s go window-shopping.
h) Some students love to sketch their teachers and friends during class. Maybe they will be artists in
the future.
i) Nothing Harry says is spontaneous . He always thinks carefully before he speaks. I don’t trust this kind of
person.
j) The critics rejected the writer’s new book. They said it is too sentimental.
147
MODULE
20
DRIVING TOWARDS
THE FUTURE
Learning objects
• Informative texts
• Textual references – use of object
• Verb review: the future
Skills
• Interpret opinions in a text.
• Apply reading strategies to analyze
a text.
• Establish relationships between
terms, expressions and ideas that
have the same referent in order to
build grammatical cohesive links.
• Identify and make use of the simple
future (will) in predictions.
“There are no passengers on

Spaceship Earth. We are all crew.”
Marshall McLuhan
148
GETTING STARTED
Read the cartoon and answer the following question.

She is worried about the destruction of the environment/beautiful
What is the painter worried about? natural sceneries by toxic chemicals.
© 2012 Jeff Stahler/Dist. by Andrews McMeel Syndication for UFS
READING
PRE-READING
Answer the following questions.
a) In your opinion, where does air pollution come from?
Possible answer suggestions: Air pollution comes from different sources. We cause air pollution directly, for example,
when we use electricity, fuels and transportation./ We can also cause air pollution indirectly when we buy products and
services that use energy in their production and delivery./Farming is one of the biggest causes of air pollution,
in fact, in Europe, it is the biggest cause.
b) What could be done to avoid air pollution?

Possible answer suggestions: Find other sources of energy, reduce the number of cars on the streets etc.
Sources and more information: <www.cleanerandgreener.org/resources/air-pollution.html>, <www.theguardian.com/

environment/2016/may/17/farming-is-single-biggest-cause-of-worst-air-pollution-in-europe>. Accessed on: Aug. 7th, 2017. 149
READING
1 Read and listen.
32
Safer, more comfortable and, above all, green. Car manufacturers
Semmick Photo/Shutterstock
are continually working to find a solution to one of the biggest
problems of our times — air pollution. And then, of course, we can’t
forget the safety and comfort factors. But what are the proposals for
a cleaner world?
In the last decades, the amount of carbon dioxide in the
atmosphere has dramatically increased by more than 40 percent.
Nowadays, even breathing is difficult in some cities because of
the problem of smog. Are cars to blame for all of this? To a certain
extent, yes. Cars produce substances which are dangerous both for
our health and for the environment. Around 20 percent of carbon
dioxide emissions worldwide can be traced to cars annually.
What can we do? The first thing we should do is to reduce the
number of cars on the roads and, especially, in large cities. We should
also use unleaded petrol, if it is impossible to leave our car in the garage. Then we should plant
lots and lots of trees, as they absorb carbon dioxide in the air and produce all essential oxygen.
But most importantly, we should try to find some alternative energy sources.
Electric-powered cars may be part of the solution to the problem of pollution in our cities.
These cars don’t produce any substances which are dangerous for either mankind or the
environment. Manufacturers are testing various types of electric-powered cars at present and
some of them are already available on the market.
Most modern electric cars look no different from normal cars. They come in different shapes,
colors and sizes depending on the car manufacturer and who the car is designed for. They tend
to be lighter than normal vehicles; therefore, they take less energy to move.
For many people, electric vehicles are a very big step to take in the lifestyle they are used to.
However, if we look back in time at when we brought new technology into our lives, this is simply
just another big step. When the horse-drawn carriage was our main form of transportation, it
was hard for people to see the benefits in using motor cars powered by internal combustion
engines. Attitudes changed as people came to understand the technology better and now most
households have one if not more cars.
Electric vehicles are becoming more popular as many of the major car makers are now
making them. You can even buy electric sports cars, such as the Tesla Roadster.
Available at: Kid n. 3: Eli, Italy, 1995, <www.scientificamerican.com/article/atmospheric-carbon-dioxide-hits-record-levels/> and <www.livestrong.com/
article/156537-facts-of-car-pollution/>. Accessed on: Aug. 7th, 2017. (Based.)
2 Read the following statements and decide if they are right (R), wrong (W), or not
mentioned (NM). Correct the wrong ones.
a) Electric cars do not cause much pollution. ( R )
b) Car manufacturers have found a solution to the problem of pollution. ( W )

They are continually working to find a solution to the problem.
c) Breathing is harder in big cities because of smog. ( R )

d) There is a lot of smog in the countryside too. (NM) Useful language
e) Cars are responsible for twenty per cent of carbon dioxide emissions in the world. ( R ) words and expressions
f) The world would be more polluted if we drove electric-powered cars. ( W ) a) towards:
The world would probably be less polluted if we drove electric-powered cars. em direção a; rumo a
g) Electric-powered cars don’t harm the environment as petrol cars do. ( R ) b) car manufacturers:
fabricantes de carros
h) Electric cars will be on the market soon. ( W ) (montadoras)

Some electric cars are already on the market. c) proposals:
i) Most people are already changing from petrol cars to electric-powered cars. ( W ) propostas
It’s becoming more popular, but most people still have petrol cars. d) even breathing:
até mesmo respirar
j) Several important car makers are making electric sports cars. (NM)
e) smog (smoke + fog):
poluição do ar causada
3 What does the word green mean in the text? pela fumaça e
It means “ecological”/that does not pollute. descargas dos carros

f) to blame for:
4 What do the underlined words refer to in the text? ter a culpa de
a) “… both for our health …”: g) to a certain extent, yes:

the reader, people in general até certo ponto, sim; de
b) “What can we do?”: certa forma, sim.
the reader, people in general h) can be traced to cars:
c) “… as they absorb carbon dioxide in the air…”: pode ser atribuída aos
the trees carros
d) “…these cars don’t produce …”: i) unleaded petrol:
electric-powered cars gasolina sem chumbo
e) “… and some of them are already available on the market.”: em sua composição
electric-powered cars (não poluente)

j) electric-powered cars:
carros movidos à
LISTENING eletricidade
k) for either mankind or
PRE-LISTENING the environment:
tanto para os homens
Read the following list of diseases and tick ( ü ) the ones which are related to the respiratory
system. como para o meio
a) asthma ( ü ) h) emphysema ( ü ) ambiente Língua Inglesa ¥ Módulo 20
b) hepatitis ( ) i) lung cancer ( ü )

c) gastroenteritis ( ) j) encephalitis ( )
d) bronchitis ( ü ) k) heart disease ( )
e) skin and eye irritation. ( ) l) diarrhea ( )
f) stomach cramps and aches ( ) m) vomiting ( )
g) chronic obstructive pulmonary disease ( ü ) n) respiratory infections ( ü )
151
33 LISTENING
Listen to the text and complete the following information.
Air pollution short-term health effects Air pollution long-term health effects
Chronic respiratory disease, lung

Irritation to the eyes , cancer , heart disease,
nose throat and even damage to the brain , nerves,
and .
liver , or kidneys.
Upper respiratory infections such as
Continual exposure to air pollution affects
bronchitis and pneumonia .
the lungs of growing children and may
Headache , nausea, and allergic complicate
aggravate or medical conditions
reactions. in the elderly .
It can aggravate the medical conditions of individuals with It is estimated that half a million people die prematurely
asthma and emphysema . every year in the United States as a result of
smoking cigarettes .
LANGUAGE WORK
VERB REVIEW: THE FUTURE WILL

Read the following sentences and complete the rules.
In my opinion, cars will be safer and will not (won’t) pollute the planet.
Will we have greener sources of energy?
a) To make the simple future affirmative we put will or ’ll

b) To make the simple future negative we put will not or won’t

c) To make the simple future interrogative we put will before the
subject .
Zoonar GmbH/Alamy/Latinstock
LANGUAGE USAGE
1 Put the verbs into the simple future.
Mathew asked a fortune-teller about his future. Here is what she told him:
a) You will earn (earn) a lot of money in the lottery.
b) With the money, you will travel (travel) around the world.
c) In one particular country, you will find (find) the love of your life.
d) But she won’t fall (not fall) in love with you at first.
e) Also, she won’t accept (not accept) to go out with you.
f) But you will insist (insist) dating her.
g) After some time, she will find out (find out) you are her soul mate.
h) You will marry (marry) her.
i) You won’t have (not/have) any kids.
j) You will live (live) happily ever after.
2 Read and complete the following sentences using the verbs in the box.
Sam Aronov/Shutterstock
What will life be like in the next decades? Michio Kaku, famed Futurist,
Physicist, and TV Personality, took us on a guided trip to the future.
follow disappear design be (3×)
see replace control grow extend
have there to be appear mean
a) Computers as we now know them will disappear ; they will be

everywhere and nowhere […], just like electricity and running water.
b) Augmented reality will be everyday reality.
c) If the internet is accessible via contact lenses, biographies will appear next to
the faces of the people we talk to, and we will see subtitles if they speak a
foreign language.
d) In decades to come, we will control computers with our minds.
e) As in science fiction, via the internet we will be able to experience
telepathy (mind-to-mind contact) and telekinesis (mind controlling matter), to upload
memories, create a brain-net (memories and emotions sent over the internet).
f) Robots will be commonplace.
g) In the future, scientists will grow more complex organs, like livers and
kidneys.
h) Parents will design their offspring. In a few decades, parents may be able to
choose many genetic characteristics of their children.
i) Cybermedicine will extend lives.
j) We will still have wars, but nations will mean less
in the future, and there will be fewer wars.
Available at: <www.nytimes.com/2013/11/28/opinion/kaku-a-scientist-predicts-the-future.html>. Accessed on: Aug. 7th, 2017.
3 Ask Dr. Michio Kaku five questions about his predictions for the future. The first one has
already been done for you.
Will we travel to space on vacation? Língua Inglesa ¥ Módulo 20
Personal answers. Possible question suggestions: Will we have colonies on Mars?/Will we work fewer hours and have
more leisure time?/Will scientists be able to find and cure new diseases before they spread and kill many people?/
Will natural disasters be detected and prevented before they happen?
4 Do you think Dr. Michio Kaku’s predictions will actually happen? Discuss with your
classmates and teacher. Personal answers.
153
HOMEWORK
1 Read the text and answer the questions.
When cars fly


things like adaptive cruise control, which uses sensors to adjust a car’s speed based on
the traffic in front of it, and automated parallel parking. Some cars automatically stop
to the cabin − moving seats, closing windows, retracting the steering wheel.

They aim to introduce fully autonomous cars.
b) Are autonomous cars safer than human-driving cars?



e) What will cars be in the coming years?

f) Read the infographic, what is the prediction for the future of cars?
2 Read the text and complete the spaces with the verbs from the box.

What will the Earth look like in 500 years?
by Robert Lamb
If you could travel back in time five centuries, you’ d encounter a prosperous Aztec Empire in Central Mexico, a freshly
painted Mona Lisa in Renaissance Europe and cooler temperatures across the Northern Hemisphere. This was a world in the
middle of the Little Ice Age (A.D. 1300 to 1850) and a period of vast European exploration now known as the Age of Discovery.
What if we could look 500 years into the future and glimpse the Earth of the 26th century? What will the
weather be like?
Depending on whom you ask, the 26th century will either be a little chilly or infernally
hot. Some solar output models suggest that by the 2500s, Earth’s climate will have cooled back down to near
Little Ice Age conditions. Other studies predict that ongoing climate change and fossil fuel use will make much of
the planet too hot for human life by 2300.
Some experts date the beginning of human climate change back to the Industrial Revolution in the 1800s, others to
agricultural practices in prehistoric times. Either way, humans that use tools effectively alter their environment – and our
26th century tools might be quite impressive indeed.
Theoretical physicist and futurist Michio Kaku predicts that in a mere 100 years, humanity will make the leap
from a type zero civilization to a type I civilization on the Kardashev Scale. In other words, we will become a species
that can control the entire sum of a planet’s energy.
Using such power, 26th-century humans will be masters of clean energy technologies such as fusion and
solar power. Furthermore, they will be able to manipulate planetary energy in order to control global climate.
Physicist Freeman Dyson, on the other hand, estimates the leap to a type I civilization would occur within about 200 years.
Technology has improved exponentially since the 1500s, and this pace will probably continue
in the centuries to come. Physicist Stephen Hawking proposes that by the year 2600, this growth would see 10 new
theoretical physics papers published every 10 seconds. If Moore’s Law holds true and both computer speed and complexity
double every 18 months, then some of these studies may be the work of highly intelligent machines.
What other technologies will shape the world of the 26th century? Futurist and author Adrian Berry
believes the average human life span will reach 140 years and that the digital storage of human personalities
will enable a kind of computerized immortality. Humans will farm the oceans, travel in starships and
reside in both lunar and Martian colonies while robots explore the outer cosmos.
Where will we go from there? In your opinion, what will some other predictions be ?
Available at: <http://science.howstuffworks.com/environmental/earth/geology/earth-500-years.htm>. Accessed on: Aug. 7th, 2017. (Adapted.)
3 Listen to the text again and check your answers in activity 2.

33
4 Read the text above again and write right (R), wrong (W) or not mentioned (NM). Correct the wrong statements.
a) North America and Europe were colder five years ago than they are today. ( W )
North America and Europe were colder five centuries ago than they are today.
b) The Little Ice Age affected the Aztec Empire dramatically. ( NM )
c) There is no agreement between experts whether the climate will be too cold or too hot 500 years from now. ( R )
d) The use of tools by humans has helped stabilize weather conditions across the centuries. ( W )
It has helped cause climate change.
e) The Kardashev Scale has categories that go from type 0 to type III. ( NM )
f) According to the Kardashev Scale, a type I civilization can master all the energy resources of its home planet. ( R )
155
MODULE CALVIN AND
21 HOBBES – I’M
HUNGRY!
Learning objects
• A comic strip: Calvin and Hobbes
• If-clauses type 1 (probable conditions)
clauses type 1
Skills
conditional sentences to talk about
cause and consequence (type 1).
parkerphotography/Alamy/Latinstock
instock
• Much more than just a form
parkerphotography/Alamy/Lati
of entertainment for kids,
comic books are a serious
and sophisticated art form.
156
GETTING STARTED
Read the text and answer the following questions.
A history of the comic book

Originating in the United States in the late 1800s, the comic
Education Images/UIG/Getty Images

book contains everyday language, slang, and idiom, as well as color
and a sophisticated interplay between text and image. […] As such,
a comic book is much more than just a series of words and pictures
with marginal cultural importance. […]
Available at: <www.randomhistory.com/1-50/033comic.html>.
a) Where and when was the comic book created?

In the United States in the late 1800s.
b) According to the author words, can comic books be considered a type of art, in your
opinion?
Yes, they can be considered a serious and sophisticated art form.
c) What characteristics can we find in comic books?

Everyday language, slang, and idiom, as well as color and a sophisticated interplay between text and image.
READING
PRE-READING
Discuss the following questions with your classmates and teacher and write the answers below.
Personal answers.
a) Do you like reading comics? Why (not)?
Possible answer suggestions: Yes, I do. Because they are funny./No, I don’t. Because the stories are
not interesting.
b) If yes, which ones do you like?

Possible answer suggestions: I like Peanuts, Calvin and Hobbes, Spider Man, X-Man etc. Língua Inglesa ¥ Módulo 21
c) Do you prefer long stories or comic strips? Why?

Possible answer suggestions: I prefer long stories/comic strips.
157
READING
34
1 Read and listen to the story and write (R) right, (W) wrong or (NM) not mentioned
according to it.
© 1986 Watterson/Dist. by Andrews McMeel Syndication
Useful language
words or expressions
a) man-eating tiger:
tigre que come gente
b) He seems so gentle.:
Ele parece tão delicado.
c) actually:
na verdade a) It’s lunch time. ( NM ) d) Susie agrees with Calvin. ( W )
d) He’s got sharp claws!:
b) Hobbes is a real tiger. ( W ) e) Susie finds Hobbes sweet. ( R )
Ele tem garras afiadas!
e) He’s so cute!: c) Hobbes is a dangerous tiger. ( W )
Ele é tão fofinho!
GROUP WORK
f) compliments:
elogios
2 Work in groups of three and read the comics.

LANGUAGE WORK
IF-CLAUSES TYPE 1
Read the following sentences and complete the rule.
If he gets your arm, you’ll (will) never find it They will have something to eat if they
again! go home.
If Hobbes doesn’t eat now, he will be very Susie will not (won’t) find her arm if
hungry. Hobbes eats it.
We call these conditional or if-clauses.
We use the simple present tense in the if-clause and the simple future tense in
© 1986 Watterson/Dist. by Andrews McMeel

Syndication
the main clause.
sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes
after the main clause, we do not use a comma separating them.
If we stay at home, we will watch TV. (if at the beginning of the sentence – comma)
We will watch TV if we stay at home. (if after the main clause – no comma)
LANGUAGE USAGE
1 Complete the following sentences using the verbs in parentheses.

a) If you study (study) hard, you will pass (pass) your exams.
b) We will get (get) a good job if we learn (learn) English.
c) My friend Sarah will be (be) sad if she doesn’t go (not/go) to the club
next weekend.
d) If Sam reads (read) The Amazing Spider-Man, he will enjoy (enjoy) it.
e) If the weather is (be) nice tomorrow morning, I will go (go) to
the beach.
f) They won’t travel (not/travel) to the countryside tomorrow if it rains (rain).
2 Answer the questions below. Start your answers with If. Personal answers. Possible answer suggestions:
a) What will you do if your best friend doesn’t come to the party?
If my best friend doesn’t come to the party, I will be very sad.
b) What will you do if it rains on the weekend?

If it rains on the weekend, I will stay home and read a book. Língua Inglesa • Módulo 21
c) What will you do if you stay home tonight?

If I stay home tonight, I will watch a movie on TV and go to sleep earlier.
d) What will your parents do if you skip classes?

If I skip classes, they will suspend my allowance.
e) What will you do if somebody steals your wallet?

If somebody steals my wallet, I will shout for help.
159
HOMEWORK
1 Read the cartoon and tick ( ü ) the correct alternative according to it.
Ralph Hagen/CartoonStock
Available at: <www.cartoonstock.com/cartoonview.asp?catref=rhan706>.
a) The boy is asking Santa Claus for a computer as a Christmas present. ( )

b) The boy wants to include Santa Claus’ email address in his mailing list to be more practical for him to ask for a
Christmas present the next year. ( ü )
c) The boy is helping Santa Claus to take note of all the Christmas presents kids are asking for. ( )
2 Use your own ideas to rewrite and complete the following sentences. Personal answers. Possible answer suggestions:
a) If you leave before 9 a.m. tomorrow, I won’t see you .
b) If the bus is late, I will catch it .
c) If my father buys a new computer, I will ask him to give me the old one .
d) If my friend changes school, I will miss him/her a lot .
e) If my brother gets a soccer ball as a birthday present, we will play together .
f) If I go to Rio de Janeiro on my holidays, I will go to the beach every day .
g) If we don’t protect the environment, the world will suffer with natural disasters .
3 Your uncle wants to travel to Europe. He is not sure which season is better for him. Look at the chart below and
complete the sentences using the verbs to be and to travel.
July December
Price € 1,380.00 € 900.00
Season Summer (sunny and hot) Winter (very cold)
a) If you travel to Europe in July, the weather will be sunny and hot.
b) The trip to Europe will be very cheap if you travel in December.
c) If you travel to Europe in December, the weather will be very cold.
d) The trip will be very expensive if you travel in July.
MODULE
22
HÄGAR THE
HORRIBLE
Learning objects
• A comic strip: Hägar the Horrible
• If-clauses
conditions)
type 2 (improbable

clauses (type 2)
Skills
• Identify situations in which conditional
clauses (If-clauses) – type 2 are used
(improbable conditions).
• Recognize situations in which
conditional sentences are used to
talk about assumptions (type 2).
“Narrator: The age of the Vikings

is said to have ended with the conquest
of England in 1066.
Hägar: Don’t you believe it.”
Hägar The Horrible
161
GETTING STARTED
What do you know about Hägar the Horrible’s characters? Match the images with the
corresponding information.
a) Hägar c) Lucky Eddie e) Hamlet g) Kvack
b) Helga d) Honi f) Snert h) Lute
Fotos: © 2017 King Features Syndicate/Ipress
g f h e
d b a c
( e ) Although a brilliant son, he’s a complete mystery to his father.

( b ) She is Hägar’s wife. Dressed always in her horned helmet, she is a true Valkyrie.
( a ) He may look like a fierce warrior, but once you get past the sword and shield, he is a
loving husband, a devoted father and a family man.
( d ) The beautiful daughter who loves Lute.
( f ) It’s one of the family’s pet, which has a similar personality to his owner's.
( h ) A poet and a troubadour who can neither rhyme nor sing.
( g ) Another pet of the family, who is Hägar’s wife’s friend and confident.
( c ) He’s everything a Viking shouldn’t be: not too bright, but very gentle.
READING
PRE-READING
Look at the comic strip and answer.
a) Who are the characters in this comic strip?
Hägar and his best friend Lucky Eddie.
b) What do you know about the main character?

Hägar is a shaggy, untidy, short, overweight, red-bearded Viking.
c) Where do you think Hägar lives?

He lives in a village, somewhere in Norway.

d) When do the stories take place?
Sometime in the Middle Ages.
e) Do you like reading comic strips and stories about Hägar? Why (not)?
Personal answer.
READING
1 Read and listen.
35
2 Read again and answer the questions.

a) Where are the characters?
They are at the bar/pub/tavern.
b) What are they doing?

They are talking and drinking beer.
c) Look at the face of Hägar’s friend. Does he understand Hägar’s questions?

No, he doesn’t.
d) What does the word here refer to?

The world. (It is an existentialist question.)
e) What does Hägar’s friend think the word here refers to?
The bar/pub/tavern.
LANGUAGE WORK
IF-CLAUSES TYPE 2
Read this example and complete the rule.
Hägar’s friend says:
If-clause Main clause
If you were at home, you would have to help with the dishes, right?
He is imagining this situation. The real situation is that Hägar is not at home.
When you imagine a situation like this, you use the past tense in the
if- clause and would in the main clause.
163
VERB TO BE (WERE/WAS) IN IF-CLAUSES 2
Were is used for all persons in If-clauses 2, but we can also use was in more informal
situations.
sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes after
the main clause, we do not use a comma separating them.
If we stayed at home, we would watch TV. (if at the beginning of the sentence – comma)
We would watch TV if we stayed at home. (if after the main clause – no comma)
LANGUAGE USAGE
1 Let’s imagine some situations. Start your answers
cheapbooks/Shutterstock
with If. Personal answers.
a) What would your parents do if you didn’t pass
your exams?
Possible answer suggestion: If I didn’t pass my exams, my
parents would ground me.
b) What would you do if you won a million dollars

in the lottery?
Possible answer suggestion: If I won a million dollars in the lottery, I would save it and travel around the world.
c) What would you do if you were not invited to your best friend’s birthday party?
Possible answer suggestion: If I were not invited to my best friend’s birthday party, I would phone her/him
and ask what the matter was.
d) What would you do if you got lost in a new city?

Possible answer suggestion: If I got lost in a new city, I would ask for help.
e) What would you do if you forgot your best friend’s birthday?

Possible answer suggestion: If I forgot my best friend’s birthday, I would apologize and spend a whole weekend
with him/her.
Personal answers. Possible

2 Use your imagination and complete the following sentences. answer suggestions:
a) If he studied for the test, he would not fail it .
b) My friend wouldn’t get a good job if he didn’t know any foreign languages .
c) If my best friend forgot my birthday, I would be very sad .
d) Sarah’s sister would take me to the station if she were here .
e) You would get a good mark if you studied a bit harder .
3 Read the situations and complete the sentences with the verbs in parentheses. (If-clauses
1 or 2).
a) Situation: I’ll try to give your message to Pedro, but I’m not sure whether I’ll see him
or not.
If I see (see) Pedro, I will give (give)
Atstock Productions/Shutterstock
him your message.
b) Situation: Linda wants to go to the movies but she is not sure she has enough money.
If Linda has (have) enough money, she
Settawat Udom/Shutterstock
will go (go) to the movies.
c) Situation: Jack is sleepy and would like to take a nap, but he can’t because he’s in an
important meeting.
If Jack weren’t (not/be) in an important meeting,
sirtravelalot/Shutterstock
he would go (go) home and take a nap.
d) Situation: It’s possible for you to upload videos easily because you have a fast internet
connection.
It wouldn’t be (not/be) possible for you to upload
funkyfrogstock/Shutterstock
videos easily if you didn’t have (not/have) a fast

internet connection.

e) Situation: I want to play outside today, but it won’t be possible because it’s raining.
If it weren’t (not/be) raining, I would play
Tomsickova Tatyana/Shutterstock
(play) outside today.
165
HOMEWORK
1 Read the following comic strip and tick ( ü ) the correct alternative according to it.

You can infer by reading the cartoon that…
a) Hägar will leave home soon. ( )
b) Hägar isn’t messy. ( )
c) Helga’s home would be in a better shape if Hägar left. ( ü )
2 Put the verbs in parentheses in the correct form (If-clauses 2).

a) If I were (be) you, I would not sell (not/sell) my old bike.
b) If we went (go) to bed early, we would not feel (not/feel) tired the next day.
c) If Luísa knew (know) how to play badminton, she would enjoy (enjoy) it, but she doesn’t.
d) If Rafael didn’t spend (not/spend) the money I give him every week on video games, he
would buy a new pair of tennis shoes.
3 Ms. Smith is complaining about her daughter’s performance at school. What does she say? Use the cues in
parentheses and start your sentences with If.
a) (she/study harder/get good marks)
If she studied harder, she would get good marks.
b) (she/not go out during the week/not miss so many classes)

If she didn’t go out during the week, she wouldn’t miss so many classes.
c) (she/not miss so many classes/learn more)

If she didn’t miss so many classes, she would learn more.
d) (she/ask for help/her teachers and classmates/help her to study)

If she asked for help, her teachers and classmates would help her to study.
e) (she/pay more attention in class/not have so many questions)

If she paid more attention in class, she would not have so many questions.

MODULE
23
THE LEGEND OF
THE THREE SISTERS

Learning objects
• Athree
narrative text: The legend of the
sisters
• The Iroquois
• Textual
pronouns
references – use of personal
• Subject and object pronouns (review)

• Vocabulary: legends
Skills
• Interpret a legend (a literary text).
• Recognize mythical characteristics
and values in the text.
• Infer, the use of figurative words or
expressions from elements present
in the text.
• Recognize and make use of personal
pronouns.
field/theme.
“Does progress mean that we

dissolve our ancient myths? If we forget
our legends, I fear that we shall close
an important door to the imagination.”
James Christensen
167
GETTING STARTED
Read the definition of legend and discuss the following questions with your classmates.
A legend is a story from the past that is believed by many people but cannot be proved to be true.
Available at: <www.merriam-webster.com/dictionary/legend>. Accessed on: Aug. 7th, 2017.
a) How do you say legend in Portuguese?

Lenda.
b) Do you know the legend of the Three sisters? If yes, what is it about? If not, what do you
think it is about?
Personal answers.
c) Do you know any Brazilian legend? If yes, which one(s)?

Personal answers.
READING
PRE-READING
1 Read the following quote and observe the picture. Then answer the questions.
“In late spring, we plant corn, beans and squash. They’re not just plants – we call them the
Ryan Delaney/WRVO
three sisters. We plant them together, three kinds of seeds in one hole. They want to be together
with one another, just as we Indians want to be together with one another. As long as the three
sisters are with us we know we will never starve. The Creator sends them to us each year. We
celebrate them now. We thank Him for the gift He gives us today and every day.”
Chief Louis Farmer (Onondaga)
Available at: <http://gvseedsavers.blogspot.com.br/2008/10/three-sisters-are-special-family.html>. Accessed on: July 3rd, 2017.
a) Who is the man in the picture? Personal answers. Possible answer suggestions:
He is an Indian chief.
b) Do you think he is from Brazil?

No, he is a North American Indian chief.
c) What’s the legend about? What are the three sisters?

The legend is about food: corn, beans and squash.
d) Do you think this legend is somehow true?

In fact, “the three sisters” is related to a way of farming. These three vegetables help each other to grow: beans
fix nitrogen from the air, corn supports beans, and squash provides ground cover to hold moisture in order to keep
a healthy soil environment. It also keeps hungry animals away because of its prickly leaves.
For more information, visit <http://rodaleinstitute.org/the-three-sistersand-that-fourth-sister-no-one-really-talks-
about/>. Accessed on: Aug. 8th, 2017.

READING
36
1 Read and listen.
Many moons ago, the people in our village were very hungry. The Creator
sent the Three Sisters to come and live in the field nearby.
The oldest sister, Corn, grew tall and straight in the field around the
village, but the hot sun dried her feet and made her suffer. In addition, the
earth grew less nourishing each year that she stood there.
Her sister, Squash, laid herself at Corn’s feet and protected her by keeping
the soil moist and cool. It was difficult, however, for Squash to receive any
moisture. Corn’s straight leaves caught the rain and funneled rainwater to the
center for her to drink.
In order to help her sister, Corn relaxed the ends of her leaves to allow a
portion of the rain to fall to the ground.
The third sister, Bean, was so weak and thin that she could not support
herself at all. She could do something very special, however. She could make
her own nourishment in the soil, and this food became valuable for all three
of the sisters. Corn grew tall and allowed Bean to grow up towards the sun.
Soon all three of the sisters were growing strongly. The people of the village
saw that it was good. They were happy because now they always had food to
eat and they also learned what it means to work together.
Available at: <http://quatr.us/northamerica/before1500/religion/threesisters.htm>. Accessed on: Aug. 8th, 2017. (Adapted.)
2 Number these events from the story in the correct order.

a) Next, Bean arrived and helped her sisters making the soil more nutritious. ( 6 )
b) As a result, the Three Sisters grew strongly together. ( 8 )
c) At first, Corn was alone, so she suffered because of the dry weather. ( 3 )
d) The people in the village were very hungry. ( 1 )
e) Then came Squash and helped Corn keeping the soil humid. ( 4 )
f) The Creator was sorry for the village people and sent the Three Sisters to feed them. ( 2 )
g) Corn, in return, made her leaves more flexible to let some rainwater fall onto the
ground for Squash. ( 5 )
h) However, Bean was weak and thin, so Corn gave her support to grow up. ( 7 )
i) Finally, the village people never suffered from hunger again. ( 9 )
3 Write questions.
a) What did the Creator do ? (What/do) He sent the three sisters
to come and live near the Indians’ village. Língua Inglesa • Módulo 23
b) Why did Corn suffer ? (Why/suffer) She suffered because

the hot sun dried her feet.
c) Where did Squash lay herself ? (Where/lay) Her sister, Squash, laid
herself at Corn’s feet.
d) What was the third sister (Bean) like ? (What/like) The third sister, Bean,
was very weak and thin.
169
Useful language 4 What do the underlined words refer to in the text?
a) “[…] we call them the Three Sisters”. Chief Louis Farmer and his people/corn, beans and squash
words or expressions b) “We thank Him for the gift He gives us […]” the Creator
context to help you. c) “Corn’s straight leaves caught the rain and funneled rainwater to the center for her to
a) as long as: contanto drink.” Corn
que
d) “In order to help her sister, […]” Corn’s sister/Squash
b) starve: passar fome
e) “They were happy […]” The people of the village
c) in addition: além disso
d) less nourishing:
menos nutritivo
PAIR WORK
e) nourishment: nutrição
f) moist/moisture: In your opinion, what does the legend of the Three Sisters teach us? Discuss with a classmate
úmido/umidade and report to the class.
g) funneled: canalizavam
h) weak: fraco
i) own: próprio
LISTENING
PRE-LISTENING
Look at the map and answer the questions.
Bettmann Archive/Getty Images
a) What does the map show?

The Indian tribes in North America.
b) Who are the Iroquois?

The Iroquois are a group of five Native American tribes.
c) Where did they live?

They lived in the areas of Ontario, Canada, and the northeast of the United States.

LISTENING
37
Listen and tick ( ü ) the correct alternative(s).
1 The Iroquois Indians lived in what is now

a) New York State and along the St. Andrews River. ( )
b) New York State and along the St. Lawrence River. ( ü )
2 They were known as

a) the “Five Civilized Tribes”. ( ü )
b) the “Five most dangerous Tribes”. ( )
3 These tribes included the

a) Algonquin, Cherokee, Mohican, Cheyenne and Ottawa. ( )
b) Cayuga, Mohawk, Oneida, Onondaga and Seneca. ( ü )
4 They were hunters of many species of animals, such as

a) macaws ( ) d) beavers ( ü ) g) rabbits ( ü )
b) bears ( ü ) e) muskrats ( ü ) h) deer ( ü )
c) snakes ( ) f) squirrels ( )
5 They held six big festivals every year. Which ones?

a) The New Year Festival in the winter ( ü ) f) The Strawberry Festival ( ü )
b) The Squash Festival in the summer ( ) g) The Green Corn Festival ( ü )
c) The Maple Festival in the spring ( ü ) h) The Apple Festival ( )
d) The Bean Festival in the fall ( ) i) The Corn Planting Festival ( ü )
e) The Harvest Festival of Thanksgiving ( ü )
LANGUAGE USAGE
Rewrite the sentences replacing the underlined words with pronouns.

a) Modern day agriculturists consider the legend of the Three Sisters as the genius of the
Indians.
They consider it as the genius of the Indians.
b) The Iroquois planted beans, squash and corn together. Língua Inglesa ¥ Módulo 23
They planted them together.
c) The teacher read the history of the Iroquois to you and me.
He/She read it to us.
d) The Iroquois lived in longhouses. The History teacher and our class are going to visit a
Longhouse today.
They lived in longhouses. We are going to visit it today.
171
HOMEWORK
1 Read the text and fill in the spaces with the verbs in parentheses in the past tense.
The Iroquois lived (live) in a type of dwelling known as a longhouse. A longhouse is a long, narrow single
room that was built by Native American Indians, but also by those inhabiting Asia and Europe. Many cultures regard the
longhouse as the earliest form of a permanent structure. While longhouses could (can) reach lengths of 100
meters, they were (be) generally never wider than 5 to 7 meters.
The Iroquois longhouses had (have) doors on both ends. They were usually covered with animal skins
during the winters to keep some of the cold air out. The Iroquois designed (design) their longhouses so as many
as twenty families or more could (can) live in the same house. A family occupied (occupy) a booth
on either side of the hallway. The booth had (have) a wooden platform for sleeping.
Iroquois longhouses had (have) no windows, just the doors at each end. Missionaries wrote
(write) about how dark the inside of the houses were (be). The only other openings in the house
were (be) at the ceiling. There were holes there to allow the fire pit smoke to escape, but those holes
provided (provide) very little natural light. The families shared (share) the fire pits which were
located in the hallway.
Available at: <http://indians.org/articles/iroquois-longhouse.html>. Accessed on: Aug. 8th, 2017.
2 Listen to the text again and note down.

37 The Iroquois
a) The Iroquois’ favorite prey was the deer .
b) They used almost everything from this animal: the hide for clothing , the antlers and bones for tools,
and the meat as food.
c) Several Iroquoian tribes preferred fishing . There was always a wide variety of fishes to
choose from.
d) They held six big festivals every year . Each one lasted several
days .
e) The purpose of the festivals was to thank the good spirits for health , clothes , food and
happiness .
Stock Montage/Getty Images

MODULE SAYING GOODBYE
24 TO MY HOST
FAMILY
Learning objects
• A dialogue
• Afarewell
personal letter of thanks and
• Textual references – pronouns

Skill
• Interpret a dialogue and a personal
letter of thanks and farewell.
“Remember me and smile, for it’s

better to forget than to remember me
and cry.”
Dr. Seuss
173
GETTING STARTED
Observe the image and read the quote on the previous page. Discuss the following questions
with a classmate. Personal answers. Possible answer suggestions.
a) Are you getting ready to the end of your eighth grade?
Yes, I am./No, I am not.
b) Are you counting down the days to the end of the year? How many days are left?
Yes, I am. There are _______ days left./No, I’m not.
c) You are going to spend about two months away from school. What and who will you miss
the most?
I don’t know./I’m going to miss my friends.
d) What are your plans for the end of the year and for your vacation?
I don’t know yet./I’m going to spend the end of the year with my family at home. Then we are going to travel to the beach.
READING
PRE-READING
Take a quick look at the image and the dialogue on the Reading section and answer the
questions.
a) Who is going to say goodbye to her host family?
Patricia.
Talvez alguns respondam “Tereza”. Aceite e diga que isso será verificado no texto.
b) What do you think she will miss the most when she goes (or comes) back to her home
country?
Possible answer suggestion: I think she will miss her host family and friends.
READING
1 Read and listen.
38
Patricia: My stay at the Redwoods’ is coming to an end soon. Now I have only 3 weeks
left in Burlington. It’s unbelievable how time flies! Soon it will be two… one… and then
I’ll be on a plane going back to Brazil.
Tereza: I don’t even want to think about that. I’m very sad, because I’m going to stay for
another year and you won’t be here… I’ll miss you a lot!
Patricia: Me too, and saying goodbye to you, to all my friends at school and to my host
family will be very hard, you know?
Tereza: Ok, but you will meet your family and your friends in Brazil, too.
Patricia: Yes, that’s right and saying goodbye does not mean I won’t see you all ever
again. By the way, I wrote a letter to Joan, Robert, Alan and Brenda. I intend to give it to
them at the airport because I think I won’t be able to say anything. See if it is OK.
Dear Joan, Robert, Alan and Brenda,
It’s time to say goodbye and at the moment I’m having mixed feelings: I’m very happy to
go back to my country and meet my family and friends again, but I’m also sad to leave
you.
I would like to thank you for being so kind by welcoming me into your home and doing so
many things for me during this year. I always felt comfortable and a valued member of the
family! You helped me when I needed and tried to do the best for me.
Thank you for giving me the opportunity to experience the culture of your beautiful country.
This way, I have become more mature and a more independent person. The idea of world I
have now is completely different from the one I had before.
Thank you again for making this year the best of my life!
I really hope to see you sometime in Brazil.
I love you all so much!
Patricia
175
Useful language 2 Read the following statements and decide whether they are right (R), wrong (W) or not
How do you say
mentioned (NM) according to the dialogue and the letter. Correct the wrong statements.
these expressions in a) Patricia is getting ready to leave the Redwoodsʼ home. ( R )
Portuguese? Use the
a) I’ll miss you a lot!
Sentirei muitas b) She is happy about leaving Canada and the people she met there. ( W )
saudades de você! She is having mixed feelings: she is sad about leaving Canada and the people she met there, but she is happy
about coming back to Brazil.
b) mixed feelings c) Patricia wrote a letter to the Redwoods because she had a problem with them the day
sentimentos mistos
before. ( W )
Because she thinks she won’t be able to say anything.
c) for being so kind by
welcoming me
por serem tão gentis
d) In her letter, Patricia tells the Redwoods how much she enjoyed staying with them
ao me receberem
during the time she spent in their home. ( NM )
d) more mature
mais madura
e) She got more mature and independent after the experience of living in a foreign
country. ( R )
3 What do the underlined words refer to in the dialogue?

a) “I don’t even want to think about that” Patricia’s return to Brazil
b) “I’ll miss you a lot!” Patricia
c) “I intend to give it to them” the letter/the Redwoods'
LANGUAGE USAGE
Read the following goodbye messages and complete them with the correct pronoun from the box.
it (2×) us they (2×) you I me
a) When best friends say goodbye to each other, what they are really
saying is ‘Hold that thought, I will be back soon’.
b) I will force myself to say the word goodbye, but my heart will never mean
it . Goodbye.
c) The only reason I am happy saying goodbye is because I know that life will find a way
to bring us back together again. Farewell.
d) When the sun says goodbye to earth, it leaves a beautiful sunset as a gift.
When friends say goodbye to each other, they leave mementos of
everlasting and priceless memories. Goodbye my friend, I will miss you.
e) I never knew that saying just one word could make me feel so blue, until I
said goodbye to a special friend like you .
Available at: <http://wishesmessages.com/goodbye-messages-for-friends-farewell-messages-in-friendship/>. Accessed on: Aug. 8th, 2017.

HOMEWORK
You are almost finishing the eighth grade by now. Write a short goodbye letter to a classmate. Follow these steps:
• Decide how to start your letter. Choose a greeting and take a look at Patricia’s letter, if needed.
• Tell your classmate about the experiences you have had during this year, and how much you’ve enjoyed being
his/her classmate.
• Say goodbye to him/her and wish him/her good vacations.
• Use the space below to write your draft.
• Don’t forget to proofread your letter.
• Write the final version on a separate sheet of paper and give it to your classmate.
177
178
MODULE
25
Reprodução/Coleção Philips,
Washington, EUA.
ROUNDUP
vocabulaRy
pResented in
REVIEW
functions and
modules 19 to 24
EXERCISES
Review stRuctuRes,
Vincent van Gogh
Reprodução/Museu Van Gogh, Amsterdã, Holanda.
Reprodução/Museu de Arte Moderna

Vincent van Gogh was born in Holland on
March 30, 1853. During his early life, Van Gogh tried
a lot of professions. He worked as an art dealer, a
teacher, a bookseller, a minister’s assistant, and a
missionary before he became an artist.
When Vincent was 27 years old, he taught
himself how to paint. He stayed in Holland until
1886 when he moved to Paris. His brother, Theo,
was an art dealer there. He recognized Vincent’s
talent, and tried to help him sell his paintings but
Van Gogh self-portrait. The Starry Night.
they were too much darker than the art that was Painting by Vincent van Gogh, Painting by Vincent van Gogh, June 1889.
popular in Paris at the time. September 1889.
Theo encouraged and supported Vincent financially. He also introduced him to famous impressionist painters like Paul
Gauguin, Edgar Degas and Camille Pissarro, who influenced him. They used a lot of color in their work and preferred to
paint natural subjects outdoors.
In 1888, when Van Gogh was tired of living in the city, he left Paris and went to live in a small city called Arles in the
south of France.
In Arles, Van Gogh lived with Paul Gauguin. The two painted almost without break for some time, but Gauguin moved
out after a bad fight. Van Gogh was growing ill and beginning to see things that were not there. He also suffered from severe
depression and was admitted to an asylum in December 1888, after cutting off his own ear.
While he was in the asylum, Vincent painted one of his best-known paintings, The Starry Night. In mid-May 1890, he left
the asylum and spent the last few months of his life in Auvers, France.
On July 27, 1890, at the age of 37, Vincent van Gogh shot himself on the chest with a revolver. Two days later he died with
his younger brother, Theo, by his side.
Although Vincent van Gogh is a world-famous artist today, he did not get much recognition during his lifetime. Van
Gogh only sold one painting while he was alive. For most of his life he was very poor, often spending his money on art
supplies instead of food.
His mother threw away several of Vincent’s paintings during his life and even after his death. But she lived long enough
to see her son become a world-famous painter.
Available at: <http://artsmarts4kids.blogspot.com/2008/04/timeline.html>; <www.artnet.com/artists/vincent-van-gogh/biography>. Accessed on: Aug. 8th, 2017.
2 Write right (R), wrong (W) or not mentioned (NM) according to the text. Correct the wrong statements.
a) His brother, Theo, was an art dealer and thought Vincent was a good painter. ( R )
b) In Paris, Van Gogh met some famous impressionist painters. ( R )

c) He lived all his life in Paris. ( W )
He moved from Holland to Paris in 1886. He was 33 years old.
d) Van Gogh cut off his ear because he had a bad fight with Paul Gauguin. ( NM )
e) Vincent painted one of his most famous paintings, The Starry Night, while he was in an asylum for mentally
disturbed people. ( R )
179
3 Read the text and complete it with the verbs in the box in the future (will).
go (2×) help work start try find not/take continue (2×) be
What are your plans after high school?

After high school, I will go straight to college. I won’t take
a break because if I do I might get accustomed to it and not want to go back to class. So, by avoiding this
I will continue my education into college. I will go to a six-year
university course. I will certainly be a pediatrician and going to a medical school
will help me prepare for my future career. After graduating from medical school and
completing all of the extra years of school required to become a pediatrician I will continue my
education. I will work hard to get a doctorate degree. After getting my doctorate degree, I
will start my career, get a nice house, and a nice car. I will try to balance
my work with an active social life.
I recently discovered that I also want to become a counselor. My only question is what kind of counselor? I think a
marriage counselor fits me because I love assisting people with their relationship issues. Most of the times my friends
come to me for advice and occasionally, my parents do too. I’m not sure how I’m going to balance both careers but I
know I will find a way.
4 Join the sentences. Complete them with the verbs in the box in the correct tense.
lock stop miss point stay win (not) lend take finish (not) visit rain
a) I’d be very frightened ( c ) if I didn’t visit them often.

b) I will stay at home ( d ) if you stopped smoking.
c) My parents would get very angry ( h ) if she didn’t know me very well.
d) You would probably feel better ( g ) if I miss the bus.
e) Marion will lock the door ( i ) if they offered it to me.
f) I would buy a nice house ( j ) if we finish this exercise early.
g) I’ll take a taxi home ( a ) if someone pointed a gun at me.
h) She wouldn’t lend me any money ( e ) if she leaves before you arrive.
i) I would take the job ( f ) if I won the lottery.
j) We’ll go for a walk ( b ) if it rains tonight.
5 What will/would you do? Make complete sentences. Follow the example. Personal answers. Possible answer suggestions.
... if it rains this weekend?
If it rains this weekend, I won’t go out.
a) … if a friend asked you the answers to a Math test?
If a friend asked me the answers to a Math test, I would tell him to wait until the end of the test.
b) … if somebody you don’t like invites you to his/her birthday party?

If somebody I don’t like invites me to his/her birthday party, I will thank him/her and give an excuse not to go.
c) … if someone gives you a pair of jeans you don’t like as a birthday present?
If someone gives me a pair of jeans I don’t like as a birthday present, I will try to change it at the store.

APPENDIX
LIST OF IRREGULAR VERBS
be was/were ser, estar, ficar
beat beat bater
become became tornar-se
begin began começar
break broke quebrar, partir
bring brought trazer
build built construir
buy bought comprar
can could poder, ser capaz de
choose chose escolher, preferir
come came chegar
cost cost custar
cut cut cortar, reduzir
do did fazer
draw drew desenhar, puxar, extrair, arrastar, empatar
dream dreamed/dreamt sonhar
drink drank beber
drive drove dirigir
eat ate comer
fall fell cair
feel felt sentir
find found achar
forget forgot esquecer
get got ter, receber, apanhar
give gave dar
go went ir
grow grew crescer
have had ter
hear heard ouvir
hold held segurar, levar, possuir
hurt hurt machucar
keep kept guardar
know knew saber
lay laid pôr, colocar
Appendix ¥ Língua Inglesa 181

APPENDIX
learn learned/learnt aprender
leave left deixar, sair/partir
let let deixar, permitir
lose lost perder
make made fazer, tomar
mean meant significar, querer dizer
meet met encontrar
pay paid pagar
put put pôr, colocar
read read ler
ride rode montar, andar (de bicicleta, a cavalo)
run ran correr
say said dizer
see saw ver
sell sold vender
send sent enviar
sing sang cantar
sleep slept dormir
speak spoke falar
spend spent gastar, despender
spill spilled/spilt derramar, entornar
stand stood estar de pé, levantar-se
steal stole tomar, pegar, roubar
swim swam nadar
take took pegar/levar
teach taught ensinar
tell told falar/narrar
throw threw jogar/arremessar
think thought pensar/achar
understand understood entender
wake woke acordar
wear wore vestir/usar/calçar
win won vencer/ganhar
write wrote escrever

APPENDIX
Notes
Notes • Língua Inglesa 183

Notes

LÍNGUA
INGLESA
8
O domínio da língua inglesa nos dias atuais possibilita plena
participação social e inserção em um universo cultural que
desconhece fronteiras. Apresenta-se como instrumento
efetivo de comunicação nas mais diferentes regiões e
culturas, possibilitando às pessoas que se relacionem
internacionalmente, tenham acesso a mais informações,
capacitem-se melhor para o mercado de trabalho, partilhem
ou construam as próprias visões de mundo, enfim, adaptem-
-se à realidade de um mundo em constante mutação e
globalmente conectado. Comunicar-se em outra língua,
portanto, implica conhecer a cultura de outros povos e suas
manifestações e compará-las com a sua.
Você conhece William Shakespeare? Reconhece as

máscaras teatrais retratadas na capa? Essas máscaras
representam a tradição cultural da arte dramática e dois de
seus principais gêneros: a tragédia e a comédia. Foi nessa
arte que Shakespeare se destacou. Ele é considerado o
maior autor teatral do período renascentista e o gênio da
poesia dramática na cultura ocidental. Sua arte marcou o
início do inglês moderno.
Você já assistiu a alguma peça desse dramaturgo?
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MODULE

“There are no passengers on

Read the cartoon and answer the following question.

b) What could be done to avoid air pollution?

Sources and more information: <www.cleanerandgreener.org/resources/air-pollution.html>, <www.theguardian.com/

b) Car manufacturers have found a solution to the problem of pollution. ( W )

c) Breathing is harder in big cities because of smog. ( R )

150 Ensino Fundamental 2 ¥ 8o ano

h) Electric cars will be on the market soon. ( W ) (montadoras)

It means “ecological”/that does not pollute. descargas dos carros

a) “… both for our health …”: g) to a certain extent, yes:

b) “What can we do?”: certa forma, sim.

the reader, people in general h) can be traced to cars:

the trees carros

d) “…these cars don’t produce …”: i) unleaded petrol:

electric-powered cars gasolina sem chumbo

electric-powered cars (não poluente)

a) asthma ( ü ) h) emphysema ( ü ) ambiente Língua Inglesa ¥ Módulo 20

b) hepatitis ( ) i) lung cancer ( ü )

Chronic respiratory disease, lung

VERB REVIEW: THE FUTURE WILL

before the base form of the verb.

before the base form of the verb.

1 Put the verbs into the simple future.

a) Computers as we now know them will disappear ; they will be

1 Read the text and answer the questions.

When cars fly

Baby steps toward autonomyÉ

a) What do Google and Tesla plan to do in the next years?

b) Are autonomous cars safer than human-driving cars?

c) Will we give up driving as soon as self-driving cars become popular?

d) What have manufacturers been doing to traditional cars?

e) What will cars be in the coming years?

154 Ensino Fundamental 2 ¥ 8o ano

3 Listen to the text again and check your answers in activity 2.

b) The Little Ice Age affected the Aztec Empire dramatically. ( NM )

Read the text and answer the following questions.

A history of the comic book

Education Images/UIG/Getty Images

a) Where and when was the comic book created?

c) What characteristics can we find in comic books?

b) If yes, which ones do you like?

c) Do you prefer long stories or comic strips? Why?

© 1986 Watterson/Dist. by Andrews McMeel Syndication

158 Ensino Fundamental 2 ¥ 8o ano

© 1986 Watterson/Dist. by Andrews McMeel

1 Complete the following sentences using the verbs in parentheses.

b) What will you do if it rains on the weekend?

c) What will you do if you stay home tonight?

d) What will your parents do if you skip classes?

e) What will you do if somebody steals your wallet?

a) The boy is asking Santa Claus for a computer as a Christmas present. ( )

• Verb sequences in conditional

“Narrator: The age of the Vikings

( e ) Although a brilliant son, he’s a complete mystery to his father.

b) What do you know about the main character?

c) Where do you think Hägar lives?

162 Ensino Fundamental 2 ¥ 8o ano

2 Read again and answer the questions.

b) What are they doing?

c) Look at the face of Hägar’s friend. Does he understand Hägar’s questions?

d) What does the word here refer to?

1 Let’s imagine some situations. Start your answers