Alive High

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Alive high
Vera Menezes, Junia Braga, Ronaldo Gomes, Marisa Carneiro, Marcos Racilan, Magda Velloso
SM
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alive high
LÍNGUA ESTRANGEIRA MODERNA
INGLÊS 1
1º ANO
ENSINO MÉDIO
Vera Menezes
• Mestre em Inglês pela Universidade Federal de Minas Gerais (UFMG).
• Doutora em Linguística e Filologia pela Universidade Federal do Rio de Janeiro (UFRJ).
• Professora Titular de Linguística Aplicada na UFMG.
Junia Braga
• Mestre em Linguística Aplicada pela UFMG.
• Doutora em Linguística Aplicada pela UFMG.
• Professora de Língua Inglesa da UFMG.
Ronaldo Gomes
• Mestre em Estudos Linguísticos, área de concentração Linguística Aplicada pela UFMG.
• Doutor em Estudos Linguísticos, área de concentração Linguística Aplicada pela Faculdade de Letras da UFMG.
• Professor de Língua Inglesa da UFMG.
Marisa Carneiro
• Mestre em Linguística Aplicada pela Faculdade de Letras da UFMG.
• Doutora em Estudos Linguísticos, área de concentração Linguística Teórica e Descritiva pela Faculdade de Letras da
UFMG.
• Professora de Língua Inglesa no Ensino Superior.
Marcos Racilan
• Mestre em Linguística Aplicada pela Faculdade de Letras da UFMG.
• Professor de Língua Inglesa do Centro Federal de Educação Tecnológica de Minas Gerais (Cefet-MG).
Magda Velloso
• Mestre em Inglês pela Faculdade de Letras da UFMG.
• Doutora em Letras: Estudos Literários, área de concentração Literatura Comparada pela UFMG.
• Professora aposentada de Língua Inglesa na UFMG.
• Professora aposentada de Língua Inglesa e de Literatura de Língua Inglesa na Universidade Federal de São João del-
Rei (UFSJ).
2ª edição
São Paulo
2016
Editora SM
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Alive High – 1
© Edições SM Ltda.
Todos os direitos reservados
Direção editorial Juliane Matsubara Barroso
Gerência editorial Roberta Lombardi Martins
Gerência de design e produção Marisa Iniesta Martin
Edição executiva Ana Luiza Couto

Edição: Mariana Albertini
Colaboração técnico-pedagógica: Robert Caudle Garner
Coordenação de controle editorial Flavia Casellato

Suporte editorial: Alzira Bertholim, Camila Cunha, Giselle Marangon, Mônica Rocha, Talita Vieira, Silvana Siqueira, Fernanda
D’Angelo
Coordenação de revisão Cláudia Rodrigues do Espírito Santo

Preparação e revisão: Angélica Lau P. Soares, Luciana Chagas, Rosinei Aparecida Rodrigues Araujo,Taciana Vaz, Marco Aurélio
Feltran (apoio de equipe)
Coordenação de design Rafael Vianna Leal

Design: Leika Yatsunami, Tiago Stéfano
Coordenação de arte Ulisses Pires

Edição executiva de arte: Melissa Steiner
Edição de arte: Bernard Fuzetti
Diagramação: Gabriela Rodrigues
Coordenação de iconografia Josiane Laurentino

Pesquisa iconográfica: Bianca Fanelli, Susan Eiko
Tratamento de imagem: Marcelo Casaro
Capa Tiago Stéfano, Rafael Vianna Leal
Imagem de capa Markus Henttonen/Cultura/Glow Images
Projeto gráfico Marcelo Rainho, Tiago Stéfano
Editoração eletrônica Fajardo Ranzini Design Gráfico
Ilustrações Attílio, Psonha, Catarina Bessell
Fabricação Alexander Maeda
Impressão
Dados Internacionais de Catalogação na Publicação (CIP)

(Câmara Brasileira do Livro, SP, Brasil)
Menezes, Vera
Alive high : inglês, 1° ano : ensino médio/Vera Menezes ... [et al.] ; – 2. ed. – São Paulo : Edições SM, 2016. – (Alive high)
“Língua estrangeira moderna.”
Outros autores: Junia Braga, Ronaldo Gomes, Marisa Carneiro, Marcos Racilan, Magda Velloso
Suplementado pelo manual do professor.
Bibliografia.
ISBN 978-85-418-1401-0 (aluno)
ISBN 978-85-418-1400-3 (professor)
1. Inglês (Ensino médio) I. Menezes, Vera. II. Braga, Junia. III. Gomes, Ronaldo. IV. Carneiro, Marisa. V. Racilan, Marcos. VI. Velloso, Magda. VII. Série.
16-02743
CDD-420.7
Índices para catálogo sistemático: 1. Inglês : Ensino médio 420.7
2ª edição, 2016
Edições SM Ltda.
Rua Tenente Lycurgo Lopes da Cruz, 55
Água Branca 05036-120 São Paulo SP Brasil
Tel. 11 2111-7400
edicoessm@grupo-sm.com
www.edicoessm.com.br
Editora SM
Em respeito ao meio ambiente, as folhas deste livro foram produzidas com fibras das árvores de florestas plantadas, com origem certificada.
ABDR - Associação Brasileira de Direitos Reprográficos

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APRESENTAÇÃO
Caro aluno,
Este livro foi escrito para você, jovem do século XXI, que quer aprender
inglês e usar tecnologias de interação e comunicação para agir no mundo. Ao
elaborá-lo, escolhemos textos adequados à sua idade e planejamos
atividades variadas que proporcionam experiências diversas com o uso da
língua inglesa.
Com este livro, você terá oportunidade de rever o que já aprendeu e será
desafiado a aprender outros usos da língua, essenciais ao desenvolvimento
de suas habilidades orais e escritas em inglês.
Além disso, você vai escutar as canções que integram o CD e ouvir e ler
textos sobre assuntos variados e interessantes. Terá oportunidade de
refletir sobre experiências individuais e sociais e, assim, se sentirá motivado
a exercer sua cidadania nos contextos local e global. Você vai escrever textos
variados e será incentivado a compartilhar sua produção com outros
leitores.
Terá ainda a oportunidade de entrar em contato com algumas obras da

literatura em língua inglesa, conhecendo um pouco da cultura em que elas
foram produzidas. Por meio da literatura, você poderá observar
semelhanças e diferenças em relação à nossa cultura.
Enfim, você não vai apenas aprender inglês. Vai ampliar seu conhecimento
sobre temas diversos e aprender, também, a usar várias ferramentas digitais
para publicar seus textos na internet e interagir com usuários da língua
inglesa ao redor do mundo.
Com esta coleção, realizamos nosso sonho de oferecer aos estudantes

brasileiros um material de alta qualidade que valoriza a capacidade dos
jovens de aprender uma língua estrangeira.
Acreditamos que você vai se divertir e aprender muito com o conteúdo deste
livro e dos outros volumes da coleção.
Os autores
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CONHEÇA SEU LIVRO

Seu livro é composto de quatro partes, cada uma delas com duas unidades. As unidades são
bastante diversificadas e estão divididas em seções. Conhecer os conteúdos e objetivos de cada uma
delas o ajudará a utilizá-las de maneira mais participativa e eficaz.
ABERTURA DAS PARTS
Em páginas duplas, tem como objetivo ativar seu conhecimento prévio sobre os conteúdos das duas
unidades que compõem cada parte. No Learning plan, você poderá ver os conteúdos que serão
desenvolvidos nas duas unidades. Em cada abertura são também apresentadas ferramentas digitais
gratuitas que vão ajudá-lo em seu letramento digital. A abertura da Part 1 traz também orientações
sobre o projeto a ser desenvolvido durante o ano.
LEAD-IN
Em página dupla, esta é a seção de abertura de cada unidade do livro. Por meio de imagens e, em
alguns casos, de pequenos textos, seguidos de diversos tipos de atividades, tem como objetivo
ativar seu conhecimento prévio sobre o tema que será tratado na unidade. Você também vai ter um
primeiro contato com o vocabulário que será aprofundado ao longo da unidade.
LET’S READ!
Esta é a seção de leitura. Ela traz textos de diversos gêneros sobre temas relevantes para você e
para a sociedade. Por meio de atividades variadas, tem como objetivo levá-lo a desenvolver
habilidades de compreensão escrita (geral e/ou detalhada) e a se posicionar criticamente.
As palavras em roxo estão listadas no Glossário, no final do livro.

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LET’S LISTEN AND TALK!
Por meio de diferentes tipos de textos orais (diálogos, entrevistas, trechos de filmes e programas de
TV, podcasts, trechos de palestras, etc.) e atividades variadas, nesta seção você terá oportunidade
de desenvolver as habilidades de compreensão global e de compreensão de informações específicas
de um texto oral. Além disso, a partir da compreensão oral, poderá discutir assuntos relacionados
ao tema da unidade.
LET’S FOCUS ON LANGUAGE!
Esta é a seção de gramática. A partir da observação de situações de uso da língua, você terá a
oportunidade de deduzir as regras e empregá-las de forma contextualizada.
LET’S ACT WITH WORDS!
Esta seção, que encerra cada unidade, propõe atividades de produção escrita em diferentes gêneros
textuais, incluindo etapas de planejamento, escrita, avaliação e reescrita. Nela, você vai ter a
oportunidade de usar as estruturas linguísticas e o vocabulário apresentados na unidade de forma
contextualizada.
VOCABULARY CORNER
Nesta seção você terá oportunidade de desenvolver o vocabulário relacionado à unidade.
PROFESSION SPOT
Nesta seção você vai encontrar atividades baseadas em textos orais e/ou escritos sobre diferentes
carreiras e profissões. Vai poder refletir e discutir sobre diferentes carreiras e possibilidades
profissionais. Esta seção está presente em todas as unidades do volume 3 e em algumas dos demais
volumes.
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TURN ON THE JUKEBOX!
Nesta seção, presente em algumas unidades, há atividades de compreensão oral com músicas, que
vêm reproduzidas no CD que acompanha cada volume da coleção.
LEARNING TIPS
Cada uma das quatro partes apresenta uma seção com diferentes estratégias de aprendizagem.
TIME TO REFLECT
Cada unidade é seguida de um convite à reflexão sobre seu processo de aprendizagem.
LET’S STUDY FOR ENEM
Em todas as Parts, você vai encontrar uma seção com questões semelhantes às do Enem.
TIME FOR LITERATURE
Esta seção trabalha com literatura. Traz trechos ou extratos de obras literárias para que você se
familiarize com o texto ficcional em língua inglesa.
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Além dessas seções, ao longo do livro há vários BOXES que enriquecem os conteúdos.
» LANGUAGE IN ACTION: apresenta os objetivos de cada unidade.
» DID YOU KNOW...?: apresenta curiosidades, informações culturais e vocabulário relacionados a

uma atividade ou texto apresentado.
» PRONUNCIATION SPOT: apresenta questões relacionadas à pronúncia e à entonação.
» BEYOND THE LINES...: promove reflexões a partir dos temas dos textos com vistas ao
desenvolvimento do letramento crítico.
» HINT: apresenta estratégias para a recepção e produção de textos orais e escritos.
EXTRA ACTIVITIES
No final do livro, estão as Extra activities, conjunto de atividades que retoma o conteúdo estudado
nas unidades. Dessa forma, você pode estudar e praticar mais.
CROSSING BOUNDARIES
Nesta seção, que aparece após as Extra activities, você vai encontrar atividades interdisciplinares,
ou seja, que relacionam a língua inglesa com as demais disciplinas do Ensino Médio.
No FINAL do livro, você ainda vai encontrar:
» AUDIO TRANSCRIPTS: transcrições dos áudios não apresentadas nas unidades.
» GLOSSARY (INGLÊS-PORTUGUÊS): seleção de vocabulário utilizado em cada livro.
» LANGUAGE REFERENCE: quadros e listas de referência sobre aspectos linguísticos.
CD de áudio
Contém os áudios necessários para a realização das atividades de compreensão oral e de pronúncia
e/ou entonação. Traz também os áudios de todas as músicas.
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SUMÁRIO
PART 1 EXPRESS YOURSELF 11

LEARNING PLAN 11
UNIT 1 WHAT’S YOUR TALENT? 12
Language in action 12
LEAD-IN 13
LET'S READ!
Theodora Children’s Trust 14
Astro 15
LET'S LISTEN!
Talent show dialogues 17
LET'S FOCUS ON LANGUAGE!

Greetings and Introductions 19
VOCABULARY CORNER
Formal and informal greetings 21
LET'S TALK!
Interview in a talent show 22
LET'S ACT WITH WORDS!

Let’s present your talents orally with Voki 23
LEARNING TIPS 24
TIME TO REFLECT 25
UNIT 2 STREET ART 26
LEAD-IN 27
LET'S READ!
Graffiti 28
VOCABULARY CORNER
Types of street art 30
Can for ability, possibility and permission 32
LET'S LISTEN AND TALK!

Moss graffiti 36

Let’s create a graffiti of a cow for a CowParade event 37
LET'S STUDY FOR ENEM 38

TIME TO REFLECT 39
Derlon/Artist’s collection
PART 2 MOVE YOUR BODY 41

LEARNING PLAN 41
UNIT 3 YOU’VE GOT THE MOVES 42

LEAD-IN 43
Move Your Body 44
LET'S READ!
The Many Health Benefits of Dancing 46
VOCABULARY CORNER
Parts of the human body 48

A Day in the Life of a Dancer 49

Simple Present and adverbs of frequency 50

Let’s write short profiles 53
LEARNING TIPS 54
TIME TO REFLECT 55
UNIT 4 SING IT OUT 56
LEAD-IN 57
LET'S READ!
Flyers 58

Sk8r Boi 60
VOCABULARY CORNER
Musical instruments 62
PROFESSION SPOT
Working as a musician 63

Yes/No and WH-questions 64

Atlanta Music Project Testimonial 66

Let’s create a flyer! 67

TIME TO REFLECT 69
TIME FOR LITERATURE 70
Limericks 70
Chris Smith/Photographer’s collection

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PART 3 MAKE YOUR ART SPARKLE! 75

LEARNING PLAN 75
UNIT 5 ON THE RUNWAY 76

LEAD-IN 77
LET'S READ!
Peta 78

Must for obligation and deduction 80
PROFESSION SPOT
Careers in fashion 82

New Shoes 83

Fashion show for ‘big’ women 85

Let’s create a piece of propaganda to defend animals 87
LEARNING TIPS 88
TIME TO REFLECT 89
UNIT 6 VISUAL ARTS 90

LEAD-IN 91
LET'S READ!
Biographies and Autobiographies 92
VOCABULARY CORNER
Making nouns and material used in Arts 95

Simple Past and prepositions in and on for dates 96

The Artist 99
PROFESSION SPOT
Careers in Visual Arts 100

Let’s write a biography 101

TIME TO REFLECT 103
PART 4 FOLK EXPRESSIONS 105

LEARNING PLAN 105
UNIT 7 HANDICRAFTS 106

LEAD-IN 107
LET'S READ!
‘Wastruments’: Musical Instruments Made from Reused Objects 108
VOCABULARY CORNER
Materials for crafts 110

Coconut Handicraft, Rawai, Phuket 111

Possessive adjectives and genitive case 113
PROFESSION SPOT
People working with crafts 115

Let’s write instructions for making craftwork 116
LEARNING TIPS 118

TIME TO REFLECT 119
UNIT 8 FESTIVALS AND PARADES 120

LEAD-IN 121
LET'S READ!
“Bryshere ‘Yazz’ gray” and “TIFF” 122

Going to for predictions and future plans 125

Sample food festival 127

Go to the Mardi Gras 130
PROFESSION SPOT
Some professionals involved in Carnival 131

Let’s write a comment to post on a website 132
TIME TO REFLECT 135

TIME FOR LITERATURE 136
The Colour Purple: a sample of African-American literature 136
EXTRA ACTIVITIES 140

CROSSING BOUNDARIES
(Knowledge across English, Physics, Chemistry, Biology, and History) 168
• AUDIO TRANSCRIPTS 172

• GLOSSARY 174
• LANGUAGE REFERENCE 176
• RECOMMENDED BIBLIOGRAPHY FOR STUDENTS 191
• BIBLIOGRAPHY 192
Cesar Diniz/Pulsar Imagens
akiyoko/iStock/Getty Images
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Illustration: Catarina Bessell/ID/BR Photographs: iconogenic/Shutterstock.com/ID/BR, Africa Studio/Shutterstock.com/ID/BR, Suzanne Tucker/Shutterstock.com/ID/BR

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1 EXPRESS
PART
YOURSELF
LEARNING PLAN
Greeting and introducing
Understanding nonverbal signs
Giving information about you and others
Describing someone’s talents
Talking about street art and reflecting on it
Talking about possibilities and abilities
Developing an art project with graffiti
Year Project - Blog

What is a blog?
It is a journal that is available on the Web. The activity of updating a blog is “blogging,” and
someone who keeps a blog is a “blogger.” A blog is typically updated daily using software that
allows people with little or no technical background to update it and maintain it. Postings on a
blog are normally arranged in chronological order with the most recent additions featured
most prominently.
Adapted from <http://www.library.yorku.ca/cms/bibblog/what-is-ablog/>. Accessed on January 21, 2016.
Create a blog to publish your productions in English throughout this year.
One option of free online blog platform is Blogger. First you need to create a Google account. If
you already have a Gmail account, use it to sign in to use Blogger. Then give a name to your
blog and choose a template. It’s very user-friendly, so go ahead and write your first post. It is
available at <http://linkte.me/lbe87> (accessed on January 21, 2016).
If you have never blogged before, you will have the chance to have your voice heard on the
Internet.
There are many other free blogging websites on the Internet. Search for free blogging sites and
choose the one you like most.
Those tools usually offer different themes with many customization options and plug-ins to
make your blog attractive to your visitors.
Create your blog and spread the news! Invite your friends to post comments.
Página 12
UNIT 1 WHAT’S
YOUR TALENT?
LANGUAGE IN ACTION
• Learn how to greet someone and make introductions
• Understand nonverbal signs
• Learn how to give information about you and about others
• Learn how to describe someone’s talents
Christian Bertrand/Shutterstock.com/ID/BR
Josh Homme, singer of the band Queens of the Stone Age, in a festival in Benicàssim, Spain, 2014.
Gaizka Iroz/AFP
Gabriel Medina made his debut winning the World Qualification Series (WQS) when he was just 15. In the picture, the
Brazilian surfer celebrates his victory at the end of a competition in France, 2015.
David Ramos/Getty Images for BEGOC
Gordon Benson (in the middle) celebrates after claiming Britain’s first gold in the Baku 2015 European Games.
Freddie Baez/startraksphoto.com/Glowimages
Actress Jessica Parker and her daughter Marion, 2014.
Ian MacNicol/Getty Images
The paralympian swimmer Eleanor Simmonds, from Great Britain, poses during the IPC Swimming World
Championships in Glasgow, Scotland, 2016.
Hluboki/iStock/Getty Images
Página 13
LEAD-IN
1. Look at the silhouettes below and in your notebook make a list of the talents they
represent.
Images: 4x6/iStock/Getty Images and Vectorig/iStock/Getty Images
Rawpixel/iStock/Getty Images
2. What other talents do the pictures on the previous page represent?
3. Do you have any talents or anything you are very good at? Share your talents with the class.
4. What hand gestures can you identify in some of the photos used on the previous page?
Answer in your notebook.
a) number one sign
b) high five (a celebratory gesture)
c) A-OK (no problem, fine)
d) crossed fingers (hope)
e) V sign (victory or peace)
f) the disapproval sign (thumbs-down)
g) the approval sign (thumbs-up)
h) handshake (greeting ritual)
i) waving with palm facing outward (greeting)
j) silence sign
k) the “shaka” sign or “hang loose”
5. What do these hand signs mean? Discuss your ideas with a classmate. Then check your
guesses at the bottom of the page.
jcphoto/iStock/Getty Images
arcady_31/iStock/Getty Images
Studio concept/Shutterstock.com/ID/BR
Answers to activity 5: A) The A-OK or Okay sign; B) The love sign; C) The loser sign.
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LET’S READ!
BEFORE YOU READ…
a) What type of talent does the girl have in text 1?
b) What does she probably do to help sick children?
c) What else can we do to help sick people?
d) Can you guess the type of talent the boy in text 2 has?
e) What do the headphones tell us about his hobby?
f) Which nonverbal elements can help you understand the texts?
HINT
Em seu primeiro contato com um texto, procure fazer previsões sobre ele. Por exemplo, as
imagens, bem como as palavras que você já conhece em títulos e subtítulos, podem lhe dizer muito
sobre o assunto do texto.
1. Carefully read the two texts that follow.

Text 1
Fac-símile/The Clown Doctors
Available at <http://media.gimnazijabb.edu.rs/2010/03/THE-CLOWN-DOCTORS.ppt>. Accessed on January 19, 2016.
This text is part of a slide presentation available on the internet, entitled The Clown Doctor. This is the seventh slide
of a total of 13. In the presentation they explain in detail what clown doctors do in hospitals.
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Text 2
ASTRO – THE X FACTOR U.S. – AUDITION 1

Brian: Hello… Brian.
Steve: Brian, I’m Steve, nice to meet you. Uh, who are these people here?
Brian: Mom, stepdad. Here are my mom and my steppops. Y’know, they are both huge
supporters of me. And my mom, she’s… she’s my number one fan.
I have, er, an insane love for music. I listen to music all the time, so it’s in my blood.
[…]
Brian: I’ve always dreamed of performing at Madison Square Garden. To know that 20,000
people are here for me, that would be big.
Matt Sayles/AP Photo/Glowimages
American rapper Brian Bradley (stage name Astro) posing at a movie theater in California, 2011.
This text is a video transcription of an interview with Brian Bradley, also known as Astro. This young artist became
famous after taking part in “The X Factor” competition (USA).
Adapted and transcribed from <https://www.youtube.com/watch?v=GJu_lsb2oVQ> (0:00-0:26 and 0:41-0:48). Accessed on January
19, 2016.
2. Which statements are true for both Lucy and Brian? Answer in your notebook.
a) Both are artists.
b) Brian is a clown.
c) They help sick children in hospitals.

d) They are talented people.
e) Both are entertainers.
f) They are supported by their parents.
3. Based on your answers in activity 2, write in your notebook what you know about Lucy or
Brian.
Look at the examples.
Brian isn’t a clown./Brian is a singer.
4. Read text 2 again. Do you know what “The X Factor U.S.” is?
5. Who are Brian’s supporters?
6. Brian is talented in a specific area. What is it? Write down the correct option in your
notebook.
a) dance
JGI/Tom Grill/Getty Images
b) drama
caracterdesign/Vetta/Getty Images
c) clowning
Lars Thulin/Getty Images
d) DJing
Enamul Hoque/Getty Images
e) music
Jose Luis Pelaez Inc/Getty Images

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7. Text 2 is a transcription of part of a videotaped interview. Read it again and find examples
of the following characteristics of oral texts. Copy the words in your notebook.
a) Hesitation particles.
b) Abbreviations.
c) Repetition.
d) Informal vocabulary.
8. Notice that the text’s main function is to introduce people and present their talents. Now
find in the texts sentences or words that are used to express the ideas below. Use your
notebook to write down the answers.
a) Introducing yourself.
b) Introducing other people.
c) People’s age.
d) Talking about people’s occupation.
e) Names of occupations.
f) Talking about talents/hobbies.
DID YOU KNOW…?
Hollywood producers saw the importance of the work of giggle doctors and released a film
called Patch Adams. This 1998 film stars Robin Williams (1951-2014) and is based on a real
story.
Universal Pictures/Everett Collection/Fotoarena
American actor Robin Williams depicted on a poster of the 1998 film Patch Adams (directed by Tom Shadyac).
BEYOND THE LINES...
a) How can laughter contribute to curing sick children if clown doctors don’t focus on curing
the “body?”
b) Do you think 100% of the children react positively when they see clown doctors in
hospitals? Explain.
c) Do alternative procedures like this really work? Do you think all “real doctors” support the
work of “clown doctors?”
d) Do you think the approach clown doctors use in Brazil to entertain sick children is the same
as in other cultures?
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LET’S LISTEN!
1. These are dialogues related to talent shows in the USA and Nigeria. Can you predict what
the missing parts are? In your notebook, write the missing parts based on your knowledge
and the contextual information in the texts.
DIALOGUE 1
Brian: How you’all feeling? You feeling good? Anybody from Brooklyn here?
Jury member: Hi, A
Brian: It’s Brian Bradley.
Jury member: B
Brian: I’m fourteen years old.
Jury member: And C
Brian: I’m from Brooklyn, New York…
Transcribed from <https://www.youtube.com/watch?v=GJu_lsb2oVQ> (1:08-1:22). Accessed on January 30, 2016.
DIALOGUE 2
Reporter: So, how are you doing?
Interviewee: D
Reporter: I’m great.
Interviewee: Yes.
Reporter: So, are you a huge fan of Nigerian Idol?
Interviewee: Oh, I’m a very huge fan of Nigerian Idol.
Transcribed from <https://www.youtube.com/watch?v=Lw7Nu36QXTU> (1:55-2:03). Accessed on January 30, 2016.
DIALOGUE 3
Jury member: How are you?
Contestant: E
Jury member: Are you OK? You...

Contestant: F
Transcribed from <https://www.youtube.com/watch?v=kAnQQ4bwRgg> (0:12-0:18). Accessed on January 30, 2016.
DIALOGUE 4
Reporter: I’m on the streets of Lagos. I’m gonna be doing a vox pop on Nigerian Idol. So, let’s go talk
to a few people and see what they feel about Nigerian Idol... Hello. How are you doing?
Interviewee: G
Transcribed from <https://www.youtube.com/watch?v=Lw7Nu36QXTU> (0:03-0:13). Accessed on January 30, 2016.
AtnoYdur/iStock/Getty Images
Página 18
DIALOGUE 5
Rachel: Hi.
Jury member: Hi, Rachel.
Rachel: H
Jury member: What’ve you chosen, Rachel?
Rachel: It’s a surprise.
Jury member: Ah, I like surprises.
Rachel: OK.
Jury member: Good luck.
Rachel: Thank you.
Transcribed from <https://www.youtube.com/watch?v=TvdN945-GPU> (0:28-0:41). Accessed on January 20, 2016.
AUDIO 1 2. Now listen to the recording and check if your predictions were correct. Then discuss
these questions with a classmate.
a) Which of the expressions used in the dialogues are new for you?
b) How much did the transcript help you to understand the audio?
c) Did you pay attention to different accents while listening to the dialogues?
d) Which of the five dialogues matches the picture below?
Available at <http://www.youtube.com/watch?v=Lw7Nu36QXTU>. Accessed on February 20, 2016.

Image captured from the website <http://www.youtube.com/watch?v=Lw7Nu36QXTU>. Accessed on February 20,
2016.
DID YOU KNOW…?
Rachel Crow began singing as a toddler. She sang her first song, “Breathe” by Faith Hill, at just
18 months. She later went on to enter talent contests at local fairs.
Available at <http://www.sing365.com/music/lyric.nsf/Rachel-Crow-Biography/B918A4C25243E50048257A570048B2B5>.
Accessed on February 20, 2016.
Monica Schipper/Getty Images for The Jed Foundation/Love is Louder
Rachel Crow, 2014.

Página 19
1. Look at this excerpt from text 2 in the Let’s read! section. Choose the right option to
complete the statements. Write the answers in your notebook.
Brian: Hello… Brian.
Steve: Brian, I’m Steve, nice to meet you. Uh, who are these people here?
What can we say about Brian in this interaction?
a) He uses a formal introduction.
b) He uses an informal introduction.
And what can we say about Steve?
a) He is more formal.
b) He is more informal.
2. Read a dialogue from the movie The Express, the story of an African-American athlete who
changed the way fans looked at men of his color. Then answer the question in your notebook.
Gloria: I’m Gloria. This is my friend... Sarah. She’s visiting from Cornell.
Jack Buckley: Gloria and Sarah. OK. I’m Jack Buckley, but you can call me JB.
Gloria: JB. JB.
Jack Buckley: And this is my friend, Ernie.
Gloria: How do you do?
Ernie Davis: Very well.
In this interaction, how did Gloria adress Ernie?
a) In a formal way.
b) In an informal way.
Universal/Everett Collection/Fotoarena
Poster of the movie The Express (directed by Gary Fleder, 2008), depicting American actor Robin Brown in the role
of Ernie Davis.
3. What factors determine the level of formality in an interaction between people? Write
down the answers in your notebook.
a) cultural background
b) age
c) the place where they are
d) the relationship between them
e) other
4. Read the dialogue from the movie The Express again. Write down in your notebook the
parts in which someone introduces someone else to another person.
Look at some other options for Jack Buckley to introduce Ernie Davis.
Gloria, have you met Ernie?
I’d like to introduce you to Ernie.
Ernie could also have replied using one of the following options.
Pleased to meet you.
Nice to meet you.

Scene from The Express (from left: Rob Brown, Omar Benson Miller, Linara Washington, Nicole Beharie).
Página 20
5. Practice formal and informal greetings according to each of the following situations.
Choose greeting expressions from the Useful language box on the next page to complete the
bubbles.
a) Teacher being introduced to a mother.
Attílio/ID/BR
b) Old friends meeting on the street.
Attílio/ID/BR
c) Classmates meeting on the weekend.

Attílio/ID/BR
d) Teacher greeting students in the morning.
Attílio/ID/BR
DID YOU KNOW…?
In formal situations, when you meet someone for the first time, you can say “How do you do?”
and shake hands. In informal situations, you normally don’t shake hands, but you can say and
do “Give me five.”
Página 21
VOCABULARY CORNER
1. Take a look at the chart below. Use printed or online dictionaries to add more talents to the
list. At home, find images on the Web for each talent on your list, and create your own picture
dictionary. When we associate words to images, we learn.
Naming talents
actor gymnast
cartoonist juggler
ceramist mime
clown musician
comedian painter
dancer rapper
designer sculptor
graphic designer singer
HeroImages/Getty Images
Sculptor.
Eugenio Marongiu/Getty Images
Musician.
2. Useful language. In your notebook, write the correct combination of letters–numbers to

complete the chart accordingly.
• A Answering greetings formally

• B Answering greetings informally
• C Formal greetings
• D Giving personal information
• E Informal greetings
• F Introducing yourself
• G Options for answering NO
• H Options for answering YES
• I Talking about your talents
Useful language
I IV VII
How do you do?/Pleased to meet How do you do?/Pleased to meet My name is…
you. you.
I’m…
How are you? I am fine, thank you, and you?
Let me introduce myself. My
How are you doing? I am fine, and you? name’s…
Nice to meet you. Nice to meet you too. May I introduce myself? I am…
from…
Good morning/afternoon/evening Good morning/afternoon/evening
Let me just start by introducing
myself. My name is…
II V VIII
Hello. Fine thanks. You?/Fine!/Fine, and I’m a…
you?/I’m fine./I’m OK./I’m great!
Hi. Hi./Hello./Hi there!/Hey./Hiya. I’m a huge fan of…
Hiya. I’ve always liked…
Hey! I can…
What’s up? It makes me feel…
I find it very (relaxing, rewarding

etc.).
It’s quite…
III VI IX
(Yes) Sure! I’m afraid not. I’m from…
(Yes) Absolutely! No, I’m sorry. I live in…
(Yes) Certainly! Not really. I’m (your age).
(Yes) Of course. No way! I’m (your age) years old.
(Yes) By all means. Nope! I live with…
(Yes) No problem. Nah…
Yep!
Yeah!
Página 22
LET’S TALK!
1. Let’s play talent show! First, talk to your classmates using these questions.
a) What kind of TV show is being represented in the pictures below?
b) Do you know the woman in the picture?
c) What questions is the man probably asking her?
d) Do you think this contestant was successful?
Ian Gavan/Getty Images/AFP
English TV producer Simon Cowell.
antpkr/Shutterstock.com/ID/BR
Scottish singer Susan Boyle.
Shutterstock.com/ID/BR
Svetlana Smirnova/iStock/Getty Images
2. Now it's your turn to interview or be interviewed. Have a similar conversation with a
classmate using the information in these speech bubbles.
STUDENT A
(a member of a judging panel)
Greet your partner.
Ask his/her name.
Ask how old he/she is.
Ask where he/she is from.
Ask him/her what his/her talent is.
STUDENT B
(a contestant)
Greet back.
Say your (artistic) name.
Say your age.
Say where you are from.
Say what your talent is.
You can use vocabulary from the Useful language box in the previous section. Switch
roles and have fun!
Página 23

Let’s present your talents orally with Voki
With Voki, you can create speaking avatars, improve your oral skills and have fun.
First, watch or read Jackie Robinson’s avatar talking about his talent:
Available at <https://www.youtube.com/watch?v=TTwXYrGoRzw&list=PLjMtIr3TKDmS1aQHwheUMM8KRJYawCunY&index=1>. Accessed on January 19, 2016.
My name is Jackie Robinson. I was the first African-American to play in Major League Baseball,
thanks to Branch Rickey. I broke the color barrier on April 15, 1947, and trust me, it wasn’t easy. I
was spit at, called names, and purposely injured because of my skin color. Even though many times
I wanted to yell back, I did not because I would be giving people what they wanted, proving I am
worthless. It took great difficulty and determination, but in time I was liked even by the white fans.
Me breaking the color barrier led to many great black baseball players like Willie Mays and Hank
Aaron.
Available at
<https://www.youtube.com/atch?v=TTwXYrGoRzw&list=PLjMtIr3TKDmS1aQHwheUMM8KRJYawCunY&index=1>.Accessed on
January 22, 2016.
Go to <http://linkte.me/d75sk> (accessed on January 22, 2016) and learn how to

create your own avatar. You can record your own voice or type a text and use the text-
to-speech technology.
In case you need, Voki users have created useful tutorials to help you use this Web tool
more successfully. Some options: <http://linkte.me/b094i> or
<http://linkte.me/otd93> (accessed on January 22, 2016).
What is your talent?

Writing Steps
Organizing
• Think about your talents (something you can do to entertain or to make art).
• Make a list of the vocabulary you need to write about it.
Preparing the first draft
• Make a first draft of your script.
• Say who you are and what you can do.
• Use the Voki presentation above as a reference to write yours. Observe the kind of
language (grammar and vocabulary) and organization the writer uses.
Peer editing
• Evaluate it and discuss it with a classmate.
• Make the necessary corrections.
Publishing
• Publish your presentation on your blog.
• You can also publish it on a video-sharing website.
Genre: Presentation
Purpose: To give information about your talent(s)
Tone: Informal
Setting: Blog
Writer: You
Audience: Your classmates or blog readers

Página 24
LEARNING TIPS
Improving your pronunciation with phonetic
transcriptions
One of the ways to improve your pronunciation in English is to get more and more
familiar with phonetic transcriptions. They represent each distinct speech sound with
a separate symbol. They are largely used in dictionaries. Look at some examples of
phonetic symbols and some words exemplifying them.
Available at <http://www.photransedit.com/>. Accessed on April 4, 2016.
You can use PhoTransEdit, an online tool that may help you improve your
pronunciation. The earlier you start recognizing these symbols, the earlier you will
guarantee more proficiency in English.
This tool is available at <http://linkte.me/ug138> (accessed on January 18, 2016).
You type a word or a short text in English, then click on “transcribe” and, after a few
seconds, you get the phonetic transcription. The next step is to try to pronounce the
word or the sentence based on the result you get.
Available at <http://www.photransedit.com/Online/Text2Phonetics.aspx>. Accessed on April 4, 2016.
Available at <http://www.photransedit.com/Online/Text2Phonetics.aspx>. Accessed on April 4, 2016.

Página 25
TIME TO REFLECT
UNIT 1
In your notebook, use the following phrases to think and write about what you’ve learned so
far. You can start with…
Hands: Macrovector/Shutterstock.com/ID/BR
Heart: Iktash/Shutterstock.com/ID/BR
… and finish with one of the options below:
... expressing (dis)agreement.
... using nonverbal signs.
... giving information about myself and others.
... describing someone’s talent.
... naming talents.
... playing talent show.
... writing presentations.
... working with PhoTransEdit.
Examples: I liked using nonverbal signs. I need to get better at writing presentations.
What can I do to learn more?

Manage my time more effectively.
Do more exercises.
Use more multimedia/digital resources (videos, music, apps, clips, podcasts, etc.)
Read more.
Make international friends in social networks.
Read more newspapers and magazines in English.
Chat with my friends in English.
Watch a movie/series with subtitles in English.
Watch some tutorial videos in English.
Ask for help.
Other.
Images: Seudoux/Istock/Getty images
DRB Images, LLC/Getty Images

Página 26
UNIT
LANGUAGE IN ACTION
2 STREET ART
• Learn about street art and reflect on it
• Learn how to talk about possibilities and abilities
• Develop an art project with graffiti
Eduardo Anizelli/Folhapress
Graffiti in São Paulo (SP), 2015.
Jana & JS/Artist's collection
Somewhere in Germany, stencil by Jana & JS, 2014.

Flavianna Rodriguez/ID/BR
Felipe Dana/AP Photo
2011 CowParade in Rio de Janeiro (RJ), Brazil.
aleksandarvelasevic/ID/BR
Página 27
LEAD-IN
1. Do you know a street artist? If so, what kind of street art does he or she make?
Mauro Akin Nassor/Fotoarena
Living statue in Salvador (BA), 2014.
2. Look at the images on the previous page and answer the following questions in your
notebook.
a) What kind of colors are usually used in street art? Light and soft or strong and vibrant?
b) Is the verbal element (messages) in these works short and concise or long and elaborated?
3. Read this blog entry and find the picture you can associate it with.
Poster by Favianna Rodriguez: “As a woman of color, and as a Latina working predominantly in
spaces that affect la Raza, the current moment offers me the opportunity to talk about how
Wall Street has affected our families. In case you didn’t see it, Pew Research Center recently
released a report on how Latino Household Wealth fell by 66% from 2005 to 2009. That
means we lost 2/3 of our community’s assets! Now that’s an important reason why Latinos
should care about the Occupy movement.”
Available at <http://warincontext.org/2011/11/15/capitalism-is-the-crisis/>. Accessed on April 4, 2016.
What image in the previous page is the text referring to?

Images: Shutterstock.com/ID/BR
4. Based on the text in activity 3, what are some of the purposes of street art posters? Write
down the answer in your notebook.
a) To criticize society.
b) To decorate the walls.
c) To make art popular.
d) To denounce abuse.
e) To promote films.
f) To address social issues.
5. Which of the following do you think are true about the event represented in picture 4?
Answer in your notebook.
a) CowParade is the largest and most successful public art event in the world.
b) The material artists use to create these cows is bronze.
c) It uses the cow as a symbol because this is a universally liked animal.
d) The creators of these cows name them with funny titles using the words “cow” and “moo.”
e) Different artists are selected in a competition in each CowParade venue.
f) The host cities only include places in the United States and Europe.
Learn more about CowParade at <http://linkte.me/lbkd0>. Accessed on January 22,

2016.
DID YOU KNOW…?
Alex Hornest (1972), known as Onesto, is a Brazilian painter and sculptor. He lives in São
Paulo, and his work reflects urban themes. Learn more about Onesto’s work at
<http://linkte.me/m136w>. Accessed on April 5, 2016.
Archive/Private collection
Onesto, 2014.
Alex Hornest/Artist's collection
Mini celebridade, graffiti by Onesto, in São Paulo (SP), 2014.

Página 28
LET’S READ!
BEFORE YOU READ…
a) What do you know about graffiti? Where can you find it?
b) Do you think graffiti can be associated with vandalism? Explain.
1. Read the first paragraph of the text below. Does it add anything new to your answers? If so,
what?
GRAFFITI
Graffiti has existed for thousands of years in one form or another. It can be described as anything from a
simple scratch mark to an elaborate wall painting. Nigel Blunt from UKGraffiti.com believes that graffiti can
“enhance and alter its surroundings through a colourful explosion of geometric and serpentine shapes and
colours.”
However, many people associate graffiti with anti-social behaviour and gang culture, rather than being
considered an art form. So what are the laws around graffiti and where can you do it?
Is graffiti illegal?
The laws on public property are very strict and anyone caught doing graffiti can be arrested and prosecuted
under the Criminal Damage Act 1971. Offenders can go to prison for ten years or fined if the damage costs
more than £5,000. If the damage caused is less than £5,000, you could face three months imprisonment or a
£2,500 fine. The Anti- Social Behaviour Act 2003 introduced new powers for local councils to punish offenders
and to help them clear up illegal graffiti. These included:
• On-the-spot fines of £50 to anyone caught doing graffiti on public property. These can be given out by police
officers, community support officers or local authority officials;
• Giving local authorities the power to give clean-up notices to owners of street furniture such as phone boxes
if they have graffiti on them. If the property is not cleaned in 28 days the authority can remove the graffiti
themselves and charge the owner for this service;
• Making it an offence to sell spray paint to under-16s. If a shopkeeper can’t prove they took reasonable steps
to determine the age of the person, they can be fined up to £2,500.
Adapted from <http://performingartsfhs.weebly.com/uploads/9/0/4/3/9043417/home_learning_information_pack.docx> and

<http://www.otsnews.co.uk/update-graffiti-under-southport-pier-turns-out-to-be-polish-town/>. Accessed on January 22, 2016.
HINT
Não se preocupe se o significado de uma palavra não estiver claro. As palavras em volta dela e seu
próprio conhecimento sobre o tópico podem ajudá-lo a construir o significado.
2. The text “Graffiti” was originally published in the United Kingdom. Find elements in the
text indicating that it was created there.
3. Based on the text, complete the chart below in your notebook with arguments for and
against graffiti. Add your own ideas as well.
FOR
AGAINST
4. What is the penalty in the UK if people do unauthorized graffiti?

Página 29
5. Look at this illustration. Find a sentence in the text that describes this scene. Write it down
in your notebook.
Psonha/ID/BR
DID YOU KNOW…?
“Graffiti” is the plural formal of graffito. It comes from the Italian word graffito, which means
“a little scratch.”
6. Consider your answer in activity5. Do you agree with this punishment? Tell your reasons to
a classmate. You can use sentences as in these examples.
McIninch/iStock/Getty Images izusek/iStock/Getty Images
BEYOND THE LINES...
a) Is graffiti illegal in Brazil?
b) What do you think motivates people to express themselves in public places?
c) How do you personally view graffiti: As art, vandalism, or what?

d) How can we distinguish street art from vandalism?
7. Read these hypothetical situations in the UK and decide how much each person would
probably have to pay as punishment. Write the figures in your notebook.
a) Someone draws graffiti on the wall of an important theater. The theater owner spends
£3,500 to remove the pictures and repaint the wall.
b) A student does graffiti on a wall near his school. Police officers see him doing it, and they
immediately come to talk to him.
c) The owner of a shop sells spray paint to a 14-year-old girl. He knows her age, but he doesn’t
hesitate to sell her the product.
8. Do you agree that shopkeepers should be penalized if they sell spray paint to under-16s?
Justify your answer in your notebook.
Derlon/Artist's collection
Graffiti by Derlon, in São Paulo (SP), 2015.

Página 30
VOCABULARY CORNER
1. Street art has many other forms of expression besides the ones we have seen so far. In your
notebook, write down the correct combination of numbers–letters to complete the definition
of each form of street art. The images may help you.
Marc Bruxelle/Alamy/Latinstock
Yarn bombing works by Esther Poon on Pottinger Street, in Hong-Kong, 2015.
Mariana Topfstedt/Sigmapress/Folhapress
Video projection art in São Paulo (SP), 2015.
Ciro Schunemann/Artist's collection
Wood blocking by Ciro Schunemann, in São Paulo (SP), 2016.

Sergi Reboredo/Alamy/Latinstock
Flash mobbing in the Netherlands, 2015.
FORMS
I Graffiti
II Stencil
III Sticker
IV Mosaic
V Video projection
VI Street installation
VII Wood blocking
VIII Flash mobbing
IX Yarn bombing
DEFINITIONS
A used to propagate an image/message in public spaces with homemade stickers that commonly promote a political
agenda, comment on a policy or issue
B process of digitally projecting a computer-manipulated image onto a surface via a light and projection system
C artwork painted on a small portion of plywood or similar inexpensive material and attached to street signs with
bolts
D painting on the surfaces of public or private property that is visible to the public, commonly with a can of spray
paint or roll-on paint
E a large group of people who assemble suddenly in a public place, perform an unusual action for a brief time and
then quickly disperse
F street art that employs colorful displays of knitted or crocheted cloth rather than paint or chalk and that is almost
exclusively about beautification and creativity
G painting with the use of a paper or cardboard cutout to create an image that can be easily reproduced
H street art that uses 3-D objects and space to interfere with the urban environment
I art of creating images with an assemblage of smaller parts or pieces, to resemble a single giant piece of art
Adapted from <http://artradarjournal.com/2010/01/21/what-is-street-art-vandalism-graffiti-or-public-art-part-i/>. Accessed on

January 28, 2016.
Página 31
Jeremy Sutton-Hibbert/Getty Images
Sticker by the activist known as “281 AntiNuke”, in Tokyo, Japan, 2012.
Jewel Samad/AFP
Pixelated mosaic artwork by the French street artist known as “Invader” on a wall of a building in New York, USA,
2015.
Geoff Hargadon/Photographer’s collection
Graffiti by Malarky, in London, 2016.

Ozi Duarte/Artist's collection
Stencil by Ozi, in São Paulo (SP), 2015.
Vichan Poti/Brazil Photo Press/Folhapress
Street installation in Bangkok, Thailand, 2016.
2. Then decide: Which type of street art do you like most/least? Why?
BEYOND THE LINES...
a) Do you think street art is possible in urban places only or is it possible to bring this type of
art to rural areas as well? How would the themes be different?
b) Are street artists valued in your community? Are they considered “real artists?”
Página 32
1. Read these excerpts from the text “Graffiti.”

I. “So what are the laws around graffiti and where can you do it?”
II. “[…] anyone caught doing graffiti can be arrested […]”
III. “These [fines] can be given out by police officers, community support officers or local
authority officials.”
What is the function of the words in bold? Write the answer in your notebook.
a) ability/inability
b) possibility/impossibility
c) permission/prohibition
2. Read the sentences above again and answer in your notebook.

a) Which one(s) is/are about something that is possible to happen?
b) Which one asks whether something is possible or not?
We use can or can’t + verb to say that things are possible or impossible.
To ask if something is possible, we place can before the subject.
3. Now read another excerpt from the text “Graffiti.”

“If a shopkeeper can’t prove they took reasonable steps to determine the age of the person,
they can be fined up to £2,500.”
What is the function of the word in bold? Write down the answer in your notebook.
a) inability
b) impossibility
c) prohibition
4. Read these additional sentences related to street art.

I.“Anyone can become a street artist. A street artist is simply someone who does or displays
art in public spaces.”
What is the function of can? Answer in your notebook.
a) ability
b) possibility
c) permission
II. “Chalk is short and thick, it is the only writing tool I can possibly hold [...]” (Cui Xianren,
handicapped street artist) What is the function of can? Answer in your notebook.
a) ability
b) possibility
c) permission
Feature China/Barcroft Media
Chinese street calligrapher Cui Xianren using his hands to write Chinese characters, 2011.
Página 33
III. “Young adults can buy spray paint and markers.”
a) ability
b) possibility
c) permission
IV. “What American street artists can learn from Egyptian graffiti.”
a) ability
b) possibility
c) permission
Sources: <http://www.wisegeek.com/how-do-i-become-a-street-artist.htm> (a); <http://www.chinadaily.com.cn/china/2011-

10/25/content_13966136.htm> (b); <http://gothamist.com/2007/02/02/young_adults_ca.php> (c);
<http://www.flavorwire.com/189155/what-american-street-artists-can-learn-from-egyptian-graffiti> (d). All accessed on January
23, 2016.
5. The text “Graffiti” in the Let’s read! section focuses on punishments involving graffiti in the
UK. Read it again and answer these questions in your notebook.
a) What can happen if a person is caught doing graffiti?
b) What can happen if the damage is more than £5,000?
c) What can happen to owners if they don’t clean up street furniture in 28 days?
d) What can happen if a shopkeeper sells spray paint to under-16s?
6. Look at the sentences in the previous activity. What is the function of can in all of them?
7. Imagine you are a street artist. Decide what is possible to do with the following items.
Write sentences in your notebook as in the example provided below.
a)
scanrail/iStock/Getty Images
Vladitto/Shutterstock.com/ID/BR
b)
scanrail/iStock/Getty Images
sbelov/iStock/Getty Images
MNI/Shutterstock.com/ID/BR
Página 34
c)
ivanmateev/iStock/Getty Images
Photosync/Shutterstock.com/ID/BR
d)
gschroer/iStock/Getty Images
B Calkins/Shutterstock.com/ID/BR
e)
sbko/Shutterstock.com/ID/BR
Vladitto/Shutterstock.com/ID/BR
f)
Pamela Moore/Getty Images
MarsBars/iStock/Getty Images
syntika/iStock/Getty Images
Página 35
8. Look at these prohibition signs. Rewrite the messages in your notebook using the
appropriate verbs. The first one is done for you.
a)
Available at <http://www.winnipeg.ca/publicworks/graffiti/SignForRetailers.pdf>. Accessed on December 4, 2015.
b)
Available at <http://www.cfm24.co.uk/s2-portfolio/downloads/cfm_no_posters-1600x1200.jpg>. Accessed on December 4, 2015.
c)
Victor Harry Watt/ID/BR
d)
Syd TV/ID/BR
e)
pockygallery/Shutterstock.com/ID/BR
f)
alexmillos/Shutterstock.com/ID/BR
g)
BRFuzetti/ID/BR
Página 36
BEFORE YOU LISTEN…
a) Have you ever heard of moss graffiti?
b) In your opinion, does moss graffiti add anything to the environment? If so, in what ways?
Jennifer Ilett/Artist's collection
Jennifer Ilett/Artist's collection
Using living botanicals as her medium, Toronto-based artist Jennifer Ilett – in collaboration with Sprout Guerrilla –
has created Hello/Goodbye, a moss graffiti diptych.
1. In times of sustainability, some people are also using “green ideas” to do urban art. Listen
to a tutorial about “moss graffiti” and answer these general questions in your notebook.
a) Who is speaking: a female presenter or a male presenter?
b) Is this person a teenager or an adult?
2. Listen again and answer these specific questions.

a) Copy from the box below the supplies that are necessary for this type of art. Use your
notebook.
some moss/paintbrushes/chalk/paint/buttermilk/butter/a blender/a measuring cup/a

bucket/milk/a spray/bottle/stencils/scissors/glue/water-retention gel/corn/syrup/plastic
cups
b) Where is the best place to make the moss graffiti?
c) For how long do we have to blend the mixture?
3. What can you do to be a clean, legal graffiti artist? Use the cues in this chart as a starting
point to speak.
ask/consult/avoid/look for
for permission/community representatives/free walls/legal graffiti initiatives/offensive

language
Example: I can…
PRONUNCIATION SPOT – WORD STRESS
1. Stress is very important to English words. In your notebook, put the following words under
the correct stress pattern: sticker, permission, modernist, legibility, reasonable,
manipulated, colorful, important, authorities, colored.
stencil / graffiti / gallery / prosecuted / ability / contemporary / possibility
2. Now listen and check your answers.

Página 37

Let’s create a graffiti of a cow for a CowParade
event
Learn how to create online graffiti and bring CowParade to your school. Read about
this project at <http://linkte.me/lbkd0> (accessed on January 12, 2016).
To design words in graffiti style with different fonts, forms and colors, you can use the
Graffiti Creator, a free online tool available at <http://linkte.me/t463n> (accessed on
April 4, 2016).
Available at <http://schooart.weebly.com/graffiti-creator.html>. Accessed on March, 2016.
Shutterstock/ID/BR
Shutterstock/ID/BR
Howard Harrison/Alamy/Latinstock
2010 CowParade in Manchester, England.
Writing Steps
Organizing
• Option 1: Find a basic cow outline on the Web for you to customize.
• Option 2: Draw a big outline of a cow on paper and cut it out with a pair of scissors.
You can also use an old sheet of newspaper.
• Choose a theme for your cow.
• Think of words or short statements to create an impact.
• Select adequate style and color(s) for your graffiti.
• Make a first draft in your notebook or on an extra sheet of paper.
Peer editing
• Evaluate your work and discuss it with a classmate.
Publishing
• Paste your graffiti messages on your cow.
• Exhibit your cows on the school wall or make a digital versions and publish them on
your blog.
Genre: Graffiti
Purpose: To be part of a CowParade art exhibition
Tone: Informal
Setting: School wall or blog
Writer: You or your group
Audience: School community or blog readers

Página 38

ATENÇÃO: todas as questões foram elaboradas nos moldes das provas originais do Enem. Responda a todas as
questões no caderno.
1. Theodora Children’s Trust is a British charity that works to improve the well-being of
children in hospitals, hospices and specialist care centres. The charity trains people to become
Giggle Doctors in order to bring fun and laughter to these children. The Giggle Doctors work in
collaboration with hospital professionals. Learn everything about this amazing initiative at
<http://linkte.me/nph8f> (accessed on April 26, 2016).
Theodora Children's Charity. Fac-símile: ID/BR
Uma das ações de caridade da instituição britânica descrita no texto acima é a de:
a) apoiar médicos profissionais em hospitais.
b) formar profissionais do riso para alegrar crianças.
c) levar alegria a crianças em escolas.
d) promover a caridade em circos e hospitais.
e) treinar médicos para atuar como palhaços.
2. “It’s called yarn bombing, and it takes the most matronly crafts – knitting and crocheting –
and transfers them from the comforts of grandma’s rocking chair to the concrete and steel
surfaces of urban streets.”
Available at <http://www.toledoblade.com/local/2012/04/22/Yarn-bombers-leave-colorful-mark-on-city.html>. Accessed on

January 25, 2016.
Qual é a imagem adequada para ilustrar o texto acima?

blue caterpillar/Shutterstock.com/ID/BR
Africa Studio/Shutterstock.com/ID/BR
Plainpicture RM/Franco Cozzo/Diomedia
beebrain/Shutterstock.com/ID/BR
Jane Hewitt/Stockimo/Alamy/Latinstock
Página 39
TIME TO REFLECT
UNIT 2
… expressing (dis)agreement.
… naming different types of street art.
… naming materials used to produce street art.
… talking about possibilities and abilities.
… stressing words.
… creating a graffiti.
… working with Graffiti Creator.
Examples: I liked expressing (dis)agreement. I need to get better at naming different types of
street art.

Manage my time more effectively. Do more exercises.
Use more multimedia/digital resources (videos, music, apps, clips, podcasts, etc.).
Read more.

Ask for help.
Other.
violetblue/iStock/Getty Images
Página 40
Illustration: Catarina Bessell/ID/BR Photographs:BeyondImages/iStok/Getty Images, Wavebreakmedia/iStock/Getty Images, Jeff Kravitz/FilmMagic/Getty Images,
stuart.renneberg/Shutterstock.com/ID/BR, Horst Petzold/Shutterstock.com/ID/BR, pathdoc/Shutterstock.com/ID/BR, Daniel Ernst/iStock/Getty Images, Maksim Shmeljov/Shutterstock.com/ID/BR,
Valeria Soboleva/Shutterstock.com/ID/BR, Roman Shyshak/iStock/Getty Images, Ysbrand Cosijn/Shutterstock.com/ID/BR, La Vieja Sirena/Shutterstock.com/ID/BR, Boris
Ryaposov/Shutterstock.com/ID/BR, Eshma/iStock/Getty Images, NesaCera/Shutterstock.com/ID/BR
Página 41
PART 2 MOVE YOUR BODY

LEARNING PLAN
Talking about body movements
Talking about and discussing music and things related to it
Learning to talk about things that happen regularly
Learning to ask different types of questions
Writing profiles Creating flyers Making a poster
Let’s learn how to make flyers with

Smore and Band Flyers
Smore and Band Flyers are free tools to make digital flyers and posters.
They are quick and easy to use.
Choose one of them and surf its page to learn how to use it.
Use your imagination to create beautiful and attractive flyers.
It will be useful in Unit 4 (Let’s act with words!), but you can use it for other purposes.
They are available at <http://linkte.me/hvuqq>; <http://linkte.me/q3ula>.
Post flyers on your blog and have fun!
Available at <www.smore.com>. Accessed on May, 2016.

Available at <www.smore.com>. Accessed on May, 2016.
Available at <https://www.smore.com/>. Accessed on May 11, 2016.

Página 42
UNIT 3 YOU'VE GOT

THE MOVES
LANGUAGE IN ACTION
• Talk about body movements

• Discuss topics related to losing weight
• Learn to talk about things that happen regularly
• Write a short profile
Kichigin/Shutterstock.com/ID/BR
Performance of a Russian folk dance group at a street festival in Vologda, Russia, 2015.
AFPAttila Kisbenedek/AFP
Dancers of a Hungarian contemporary group perform on stage in Budapest, Hungary, 2015.

Toronto Star/Getty Images
Icon: Aleksandr Sulga/Shutterstock.com/ID/BR
Adapted from <http://m.teamusa.org/usa-judo/athletes/Robert-Anderson>. Accessed on January 26, 2016.
Rogério Reis/Pulsar Imagens
Indians from Yawalapiti tribe during the Kuarup ritual in Gaúcha do Norte (MT), Brazil, 2013.
Roma Yandolin/Demotix/Corbis/Fotoarena
Dancers perform at Russian Cup Wheelchair Dance Sport 2012, in Saint Petersburg.
Toronto Star/Getty Images
Team USA celebrates Parapan Am Wheelchair Basketball Final in Toronto, Canada, 2015.
Background: alexeikadirov/iStock/Getty Images

Página 43
LEAD-IN
1. Talk to a classmate and answer:

a) Which activities can you identify in the images on the previous page?
gafieira samba dancing/running/classical ballet/breakdancing/wrestling/belly

dancing/Flamenco dancing/folk/regional dancing/capoeira playing/contemporary
dancing/martial arts/basketball
b) How do you like to move your body?
going to the gym/cycling/swimming/jogging/hiking/other
2. I move my body to… Consider the activities you do to move your body. Tell a classmate what
your reasons are, using ideas from the box, if you want.
keep fit/have fun/socialize/stay healthy
3. Read five quotations related to the human body.

I“Let us read, and let us dance; these two amusements will never do any harm to the world.” –
Voltaire
Print Collector/Getty Images
Available at <http://www.goodreads.com/quotes/tag/dance>. Accessed on January 20, 2016.
Portrait of Voltaire, penname of François Marie Arouet (1694-1778), French writer and philosopher. 25,6 cm x 31,4
cm (10,10 in x 12,43 in)
II“Champions aren’t made in the gyms. Champions are made from something they have deep
inside them – a desire, a dream, a vision.” – Muhammad Ali
Available at <http://sportpsych.unt.edu/resources/athletes/31>. Accessed on January 20, 2016.
“I do not try to dance better than anyone else. I only try to dance better than myself.” –
III
Mikhail Baryshnikov
Available at <http://www.goodreads.com/quotes/tag/dance?page=3>. Accessed on April 5, 2016.

IV “I was slightly brain damaged at birth, and I want people like me to see that they shouldn’t
let a disability get in the way. I want to raise awareness – I want to turn my disability into
ability.” – Susan Boyle
Available at <http://www.disabled-world.com/disability/disability-quotes.php#ixzz28HASi2mM>. Accessed on January 20, 2016.
V “Dance is a song of the body. Either of joy or pain.” – Martha Graham
AS400 DB/Corbis/Fotoarena
Available at <http://www.quotegarden.com/dancing.html>. Accessed on January 20, 2016.
Martha Graham (1894-1991), American choreographer known as the mother of modern dance.
Now write in your notebook the correct combination of number–letters to match each
quotation above to its subject.
A Equality
B Health
C Pleasure
D Motivation
E Overcoming adversity
4. Look at the profile on the previous page. What information can you find about Robert
Anderson?
BEYOND THE LINES...
a) Are there places offering free physical activities in your community? If so, do people use
them?
b) Children tend to “move their bodies” more spontaneously than adults. Why do humans
normally get more reserved as they get older?
Página 44
• Make a list of as many aerobic actions as you can think of.
AUDIO 4 1. Listen to the song “Move Your Body” and check if it mentions any actions from your
list.
Jaguar PS/Shutterstock.com/ID/BR
Beyoncé Knowles (1981-), successful American singer who has also starred in several films.
Move Your Body

(by Beyoncé Knowles)
Whoo!
Clap your hands now! (×4)
Jump! (×8)
Mission One, let me see you run

Put your knees up in the sky ’cause we just begun
Hey! Hey!
Mission Two, this is how we do
Shuffle, shuffle to the right, to the left, let’s move!
Hey! Hey!
Mission Three, can you dougie with me?
Throw your own little swag on this Swizzy beat
Hey! Hey!
Mission Four, if you’re ready for more
Jump rope, jump rope, get your feet off the floor
Hey! Hey!
Chorus
I ain’t worried, doing me tonight
A little sweat ain’t never hurt nobody
Don’t just stand there on the wall
Everybody, just move your body
Move your body (×4)
Everybody, won’t you move your body? (×2)
Can you get me bodied? I wanna be myself tonight (×2)
Wanna move my body, I wanna let it out tonight
Wanna party, wanna dance
Wanna be myself tonight!
Mission Five, come here, let’s go

Time to move your little hips, vámonos, vámonos
Hey! Hey!
Mission Six, bring it back real quick
Do the Running Man and then turn around like this
Hey! Hey!
Mission Seven, time to break it down

Step and touch to the dancehall sound
Hey! Hey!
Mission Eight, feel that heart beat race
Snap your fingers, tap your feet, just keep up with this pace
Hey! Hey!
(Repeat Chorus)
Fellas on the floor, all my ladies on the floor

Everybody get ready to move your body!
Baby all I want is to let it go

Ain’t no worries, no
We can dance all night
Move your body
That means come closer to me
While we dance to the beat
Move your body...
Now run to the left, to the left, to the left

Now run to the left, to the left
Now run to the right, to the right, to the right
Run back to the right, to the right (Repeat)
Now wave the American flag

Wave the American flag (×3)
Hey!
[Swizz Beatz]
Now cool off, cool off
We can do it now... Hey!
Available at <http://www.metrolyrics.com/move-your-body-lyrics-beyonce-knowles.html>. Accessed on January 27, 2016.
2. The word “ain’t” appears three times in the lyrics with three different meanings. Find in the
lyrics the sentence that corresponds to each meaning below. Write down the answers in your
notebook.
a) hasn’t
b) there aren’t
c) am not
DID YOU KNOW…?
The word wanna is the reduction of “want to,” and it is commonly used in oral language.
Página 45
3. Listen to the song again and, in your notebook, list the actions below according to the
AUDIO 4
eight missions mentioned.
Example: Mission one is put your knees up.
a) shuffle to the right
b) put your knees up
c) do the “Running man”
d) move your little hips
e) snap your fingers
f) jump rope
g) break it down
h) dougie with me
4. Look at these illustrations. Use some of the actions in activity 3 to label each picture. Use
your notebook.
Illustrations: Psonha/ID/BR
5. What other body movements can we find in the lyrics? Copy the correct options in your
notebook.
a) clap your hands
b) stand
c) let it go
d) run
e) jump
f) get ready
g) touch
h) let it out
i) kneel
j) dance
k) wave
l) tap your feet
m) get your feet off the floor
n) turn around
6. Does your school offer any kind of physical activity after classes? If not, would you like to
have it? If so, do all students take part in it?
PRONUNCIATION SPOT – Aspiration/k/and/t/
The sounds/k/and/t/are easy consonants for you to say. Just remember that in the initial
position and in stressed syllables they are explosive in English.
AUDIO 5 1. Listen to the words and practice their pronunciation.

/k/clap/cool/’cause/keep/come
/t/two/to/time/turn/touch
2. Now, practice the aspiration in these four tongue twisters. Then listen to the
AUDIO 6
recording and decide if your performance is OK.
A proper cup of coffee from a proper copper coffee pot.
If a canner can can ten cans a day, how many cans can ten canners can today?
Two toads, totally tired.
The two-twenty-two train tore through the tunnel.

Página 46
LET’S READ!
BEFORE YOU READ…
a)What type(s) of physical activities do you do? Consider activities like dancing, doing
aerobics, and practicing sports.
b) Do you really believe that keeping your body active is good for your health? Why (not)?
c) What are the most common pastimes of people in your community?
d) What do people usually do in parks, in squares, or on the streets in their free time?
HINT
Durante a leitura, concentre-se e procure as informações relevantes.
The Many Health Benefits of Dancing

by Berkeley Wellness | November 20, 2014
With shows like Dancing With the Stars and So You Think You Can Dance in full swing, dancing is becoming
one of America’s favorite pastimes. There is even National Dance Day, which was started in 2010 to
“encourage Americans to embrace dance as a fun and positive way to maintain health and fight obesity.”
Dancing provides physical, psychological, and social benefits galore, so put on your dancing shoes and follow
along.
Better balance, improved mood

Many studies have found that dancing can improve balance, even in frail elderly people. Some have shown
improvements in gait, walking speed, and reaction time, as well as cognitive and fine motor performance.
Dance studies have included jazz, ballroom, tango, folk, and a series of slow, low-impact dance movements —
though any kind of dancing would likely be beneficial.
Interestingly, according to a review in the European Journal of Physical and Rehabilitation Medicine in 2009,
dancing may help people with Parkinson’s disease, which is characterized by rigid muscles, slowed movement,
and impaired balance.
Dancing may also be good for your mood. It has been shown to reduce depression, anxiety, and stress and
boost self-esteem, body image, coping ability, and overall sense of wellbeing, with the benefits lasting over
time. In one study, it even helped control “emotional eating” in obese women who eat as a response to stress.
The authors of a meta-analysis of 27 studies on the effectiveness of dance movement therapy, published in
Arts in Psychotherapy this year, concluded that dancing should be encouraged as part of treatment for people
with depression and anxiety.
Udo Weber/Dreamstime/Glowimages
Página 47
Though other forms of exercise can have many of the same benefits, dancing is more appealing to some people,
so they are more likely to stick with it.
For example, at the end of a study that compared tango dancing to mindfulness meditation, 97 percent of
participants chose to receive a voucher for a tango class rather than one for mindfulness meditation. (By the
way, the study found that both activities reduced depression, but only dancing reduced stress levels.) In
another study, attendance was higher with waltzing than conventional exercise, possibly because “dance is a
form of exercise in which movement, social interaction, and fun are mixed together,” the researchers said. […]
Available at < http://www.berkeleywellness.com/fitness/active-lifestyle/article/many-health-benefits-dancing>. Accessed on April

19, 2016.
1. Read the title. What do you think the benefits of dancing are? Read the text quickly and
check your answer.
2. Where was this text originally published? How do you know?
3. Now read the text again to answer the following questions in your notebook.
a) Who are the tips in the text probably addressed to?
b) What are the physical benefits of dancing, according to studies cited in the text?
c) What are the emotional benefits of dancing, according to studies cited in the text?
d) What dance styles are mentioned in the text?
e) What is the explanation given by the researcher for the fact that people prefer to do dancing
instead of meditation or exercise?
f) What physical and emotional benefits can dancing bring to people your age?
4. Can you find in the text words with the same meaning of the words below? Answer in your
notebook.
a) physically weak
b) manner of walking
c) promote
d) pleasing
e) consciousness
f) the act of being present at a place
5. Look at the pictures and write the correct combination of numbers–letters to match them
to the dancing style they represent. Use your notebook.
I Folk
II Waltz
III Tango
PHOTOSVIT/Shutterstock.com/ID/BR
Germany, 2015.
oleg66/iStock/Getty Images
Argentina, 2015.
Vladimir Trefilov/RIA Novosti/AFP

Russia, 2016.
Página 48
VOCABULARY CORNER
Look at the words in the box. In your notebook, write the correct combination of numbers–
letters to label the parts of the human body.
I belly (abdomen)
II hips
III toes
IV hand
V fingers
VI foot
VII knee
VIII back
IX head
X arm
XI leg
XII elbow
XIII shoulder
XIV thigh
MichaelSvoboda/Vetta/Getty Images
Alexander Yakovlev/Shutterstock.com/ID/BR
DID YOU KNOW…?
Capoeira is a martial art that combines elements of fight, acrobatics, music, dance and rituals.
[…] Although there are few official history records, it is known that Capoeira was created
nearly 500 years ago in Brazil by African slaves (mainly from Angola). Taken from their homes
against their will and kept in slavery, they started inventing fighting techniques for self-
defense. To cover their inside combats from their prisoners, the African slaves used their
traditional music, singing and dancing. Thus, the Capoeira continued its development and soon
became not only for self-defense but for rebellion.
Available at <http://www.capoeira-world.com/aboutcapoeira/what-is-capoeira/>. Accessed on May 6, 2016.

Private collection. Photography: ID/BR
Capoeira or The Dance of War, lithography by Johann Moritz Rugendas, 1835. 35,5 cm x 51 cm (13,9 in x 20 in)
BEYOND THE LINES...
a) Are there any famous professional athletes or dancers in your region?
b) What do you think about the value attributed to some athletes or dancers worldwide?
c) Do you know anyone who cannot or can barely make a living with their sport or artistic
activities? What could be the reasons?
Página 49
a) Look at the text below. What is it used for?
b) Do you use anything similar in your daily life?
HINT
Preste atenção nas palavras que são essenciais para a compreensão de um texto específico.
ÁUDIO 7 1. Take a look at this week organizer. Listen to the recording and complete the
planner with the information about one day in James Forbat’s (English National Ballet soloist)
life. Write the answers in your notebook.
Leo Mason/Corbis/Fotoarena
Jannoon028/iStock/Getty Images
English National Ballet’s dancer James Forbat performing Lest We Forget, at Sadlers Wells Theatre, in London (UK),
2015.
2. Let’s play Bingo. In pairs, interview a classmate and put a seed or pebble on each square
whenever the answer is YES.
The first one to complete six squares calls out Bingo! and is the winner.
Attílio/ID/BR
knows someone with a

does aerobic exercises likes working out
disability
wants to learn how to dance wants to work with sports goes dancing regularly
takes part in live has some kind of physical
enjoys playing sports
performances impairment
BRFuzetti/ID/BR
Página 50
1. Read the statements below taken from the transcription of the listening section. Then
answer the question and read the rule.
“I never get up before eight, which sounds really good, but we don’t finish till late.”
“After class there’s usually a short break, 15 minutes when the studio’s available […]”
“After the show you sometimes feel exhilarated, but usually I’m just tired.”
• Do the excerpts above refer to something that happens regularly?
Walter McBride/Getty Images
Cast members during a Rodgers and Hammerstein’s Cinderella National Tour rehearse at Gibney Dance Center in New
York City, 2014.
When we want to talk about things that happen regularly, we use the Simple Present. We add –
s or –es to the verb when the subject is third person singular (e.g. My energy drops).
When we want to say how frequently something happens, we can use words such as always
and never. Other possible words are sometimes, often, usually, among others.
2. Read this quotation: “What’s so special about dance is — everyone is equal, it doesn’t
matter where you are from or what background you have.”
Available at <http://www.royalballetschool.org.uk/>. Accessed on April 20, 2016.

• Now, read the following sentence aloud, choosing the right form to complete the rule: do or
does.
To make a negative statement in the Simple Present, we use A + not + verb when the subject is
third person singular and use B + not + verb when the subject is any of the other persons.
The contraction of do + not is don’t. The contraction of does + not is doesn’t.

Página 51
3. In your notebook, order the words below according to the frequency they suggest (from
the least frequent to the most frequent).
usually/sometimes/seldom/hardly ever/rarely/often/occasionally/never/frequently/always
4. How often do you…? Ask a classmate how often she or he does the activities below. Tell her
or him how often you do the activities too.
a) go to the movies
andresr/iStock/Getty Images
b) study English
shironosov/iStock/Getty Images
c) eat typical Brazilian food
Paul_Brighton/iStock/Getty Images
d) wear blue jeans

ozgurdonmaz/iStock/Getty Images
e) play soccer
fotokostic/iStock/Getty Images
f) travel to visit family and friends
Kostyazar/Shutterstock.com/ID/BR
5. Work in pairs: each student reads the information from one of the cards (card A below, and
card B on the next page). Then do the activities to find out about two athletes who overcame
their physical impairments.
a) Ask questions and, in your notebook, complete the missing information about the first part
of profiles 1 and
2. Use the information on cards A and B and the prompts below to help you.
Where/from?
What type of disability/have?
How old…?
What/do?
Where/go to school?
What/main style?
What/current rank?
b) In your notebook, write down the verb form that best completes the texts. Choose the
appropriate form from the options provided in the columns on the right.
CARD A – Student A – High school student. Hillsboro High School. Hillsboro, OH. Quadruple
amputee from a blood infection at 5 years old. Wrestling.
Página 52
PROFILE 1
DUSTIN CARTER
HOMETOWN
TYPE OF DISABILITY
AGE
OCCUPATION
MAIN STYLE OF MARTIAL ART
SCHOOL AFFILIATION
George Tiedemann/GT Images/Corbis/Fotoarena
Dustin Carter (right) in his match against Jason Ballantyne in the 103-pound bout during a championship in Virginia,
USA, in 2010.
Carter is a 103-pounder whose legs I at his hips, whose right arm II just after his elbow, and
whose left arm III even shorter. He had the rest taken from him at age 5 because of a blood
infection that required extensive amputations. His life IV easy, but he V by just fine –
particularly on the wrestling mat. […]
Adapted from <http://martialartistwithdisabilities.blogspot.com.br/>. Accessed on January 29, 2016.
am/is/are
am not/is not/
are not
end/ends
get/gets
stop/stops
PROFILE 2
JESSICA COX
HOMETOWN
TYPE OF DISABILITY
AGE
OCCUPATION
MAIN STYLE OF MARTIAL ART
SCHOOL AFFILIATION
Archive/Jessica Cox
Jessica Cox (1983), American from the state of Arizona, performing a movement in taekwondo, in 2012.
Jessica is recognized internationally as an inspirational keynote speaker. Born without arms,

Jessica now VI airplanes, VII cars, and otherwise VIII a normal life using her feet as others use
their hands. She IX the title of the first person without arms in the American Taekwondo
Association to get a black belt and the first woman pilot in aviation history to fly with her feet.
Convinced that the way we think X a greater impact on our lives than our physical constraints,
she chose to pursue a degree in psychology while in college at the University of Arizona.
Adapted from <http://martialartistwithdisabilities.blogspot.com.br/>. Accessed on January 29, 2016.

fly/flies
have/has
hold/holds
live/lives
drive/drives
Card B – Student B – Black Belt. Born without arms. Professional motivational speaker.
Taekwondo. Tucson, AZ.
Página 53

Let’s write short profiles
“A Profile is a short exercise in biography” (Lahr, J., 2000, p. xii)* and describes a
person with few lines. Photos or silhouettes are usually added to the text. Profiles
usually include name, age, occupation, family, and other important information.
*LAHR, J. Show and Tell, New Yorker profiles. New York: The Overlook Press, 2000.
Writing Steps
Organizing
• Choose four sportspeople or artists from your community.
• Gather information about them.
• Make a first draft.
Peer editing
• Evaluate your text and discuss it with a classmate.
Publishing
• Compose the profiles on cards of the same size.
• You can also publish them on your blog or on a wall newspaper.

Illustrations: BRFuzetti/ID/BR
Genre: Profiles
Purpose: To invite readers to learn about a person
Tone: Informal
Setting: Cards
Writer: You
Audience: Your classmates

Página 54
LEARNING TIPS
Let’s sing in English
Karaoke is fun and can help you learn English. You can practice reading, listening, and
pronunciation in a very relaxing way. You can also learn more vocabulary in context.
You can listen to the song and sing it as many times as you want.
Below are some suggestions of free online karaoke that you can enjoy.
Available at <http://www.singsnap.com>. Accessed on December 7, 2015.
Available at <http://www.singsnap.com/>. Accessed on February 3, 2016.
Available at <http://tubeoke.com/>. Accessed on December 7, 2015.
Available at <http://tubeoke.com/>. Accessed on February 3, 2016.

Available at <http://www.karaokegame.com/>. Accessed on December 19, 2015.
Available at <http://www.cantanding.com/>. Accessed on February 3, 2016.
Invite some classmates to sing karaoke! Learn English and have fun!
Página 55
TIME TO REFLECT
UNIT 3
… naming different types of body movements.
… reflecting about the reasons why we should exercise.
… identifying examples of contractions.
… naming the parts of the body.
… pronouncing the sounds/k/and/t/
… making questions about exercise routines.
… talking about things that happen regularly.
… expressing the frequency of regular actions.
… writing a prof ile.
Examples: I liked naming different types of body movements. I need to get better at identifying
examples of contractions.

Do more exercises.
Read more.
Ask for help.
Other.
Nikolas_jkd/iStock.Getty Images

Página 56
UNIT 4 SING IT OUT

LANGUAGE IN ACTION
• Learn to talk about music
• Learn to ask different types of questions
• Learn to create a flyer
Renato Soares/Pulsar Imagens
Rohappy/iStock/Getty Images
Evelyn Hockstein/The Washington Post/Getty Images
1 Music makes the people come together/Music mix the bourgeoisie and the rebel
(MADONNA)
2 I love rock n’ roll/So put another dime in the jukebox, baby
(GUNS N’ ROSES)
Controllers: Panacea_Doll/iStock/Getty Images
3 Let the music take you high ‘cause the party ain’t gonna stop till daylight Oooo oooo Could ya
keep it bumpin all night/Let the music take you high/Let the record spin until the daylight
(KESHIA CHANTÉ)
4 Cause there’s country music in my soul/People music for the young and the old/I’ll keep on
singing a song, keep on keeping on/Cause there’s country music in my soul
(BILL ANDERSON)
5 Hey mister music, sure sounds good to me/I can’t refuse it, what to be got to be/Feel like
dancing, dance cause we are free/Feel like dancing, come dance with me
(BOB MARLEY)
6 It ain’t nothin’ like hip hop music/Careful how you use it and please don’t abuse it when you
do it/Music can keep the party people dancin’ and put your mind in a trance and keep you
happy
(BONE THUGS-N-HARMONY)
Excerpts available at <http://letras.mus.br>; <http://www.metrolyrics.com>. Both accessed on January 28, 2016.
lasagnaforone/iStock/Getty Images
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LEAD-IN
1. Discuss these questions with a classmate.

a) Do you like music? What music style(s) do you usually listen to? Explain what you like about
it/them.
b) Do you prefer online radio or traditional radio to listen to music? CD, computer, or cell
phone? Have your preferences changed over time? How so? Why?
c) Do you play any instruments? Which one? If you don’t, which one would you like to play?
2. Read the excerpts of lyrics on the previous page. What is the common theme in all of them?
3. Below are the artists that recorded and performed the six songs on the previous page.
Did you already know these artists? Do you especially like any of them? Who?
Kevin Mazur/Getty Images for iHeartMedia
American pop singer Madonna performs at The Shrine Auditorium in Los Angeles, USA, in 2015.
Jason Kempin/WireImage/Getty Images
American hip-hop band Bone Thugs-N-Harmony in 2014.

Bennett Raglin/BET/Getty Images
Canadian singer and actress Keshia Chanté in 2015.
Paul Natkin/WireImage/Getty Images
American rock band Guns N’ Roses in 1987.
Terry Wyatt/Getty Images
American country singer Bill Anderson performs at The Grand Ole Opry in Nashville, USA, in 2014.
Mike Prior/Redferns/Getty Images
Jamaican reggae icon Bob Marley (1945-1981) performs at the Brighton Leisure Centre, England, in 1980.
4. Songs often contain very informal language. This includes contracted forms, abbreviations,
and non-standard grammar or dialect. Read the verses on the previous page again and find
some cases of informality in the text. Write them down in your notebook.
5. What other examples of informal language used in lyrics can you think of?
6. How about doing a search to get more information about the songs on the previous page?
You can search for the music style of each song, the title of each song, other artists that
recorded and performed these songs (Did they sing them in different styles?), etc.
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LET’S READ!
BEFORE YOU READ…
a) Do you like concerts? How do you prefer to watch them: Live, on DVD, or online?
b)What types of advertising techniques are used to promote concerts in your region? Think
about flyers, blogs, radio, ads on cars, local TV channel, billboards, etc.
c)Have you ever been to a concert? If so, tell a classmate where and when it was, whose
concert it was, if it was good, etc.
HINT
Observe que as partes mais importantes estão salientes no texto.
1. Have a look at texts 1 and 2. Are they examples of invitations, flyers, postcards or booklets?
Text 1
Available at <http://www.braziliandayarizona.com/news/official-brazilian-day-posters-are-set>. Accessed on January 29, 2016
Available at <http://www.braziliandayarizona.com/news/official-brazilian-day-posters-are-set>. Accessed on January 29, 2016.
DID YOU KNOW…?
Samba, an old Brazilian style of dance with many variations, is African in origin. It has been
performed as a street dance at carnival, the pre-Lenten celebration, for almost 100 years.
Available at <http://www.dancelovers.com/samba_history.html>. Accessed on May 6, 2016.

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Text 2
Available at <http://graciousheart.co.uk/wp-content/uploads/2015/01/Flyer-NEW-light-version.jpg>. Accessed on January 30, 2016.
Available at <http://graciousheart.co.uk/wp-content/uploads/2015/01/Flyer-NEW-light-version.jpg>. Accessed on January 30,

2016.
Flyer advertising shows of Brazilian music in London, England, 2015.
2. Why were these two texts created? Write down the answers in your notebook.
a) To promote Brazilian music events in English speaking countries.
b) To inform about the ticket prices of each music festival.
c) To present biographical information about the artists.
d) To highlight the companies and organizations sponsoring the event.
e) To inform the date, place, and schedule of the events.
f) To show images that can help people interested in the event identify the theme quicker.
3. Read these statements.

I. The event takes place in September.
II. The event takes place in Europe.
III. The information about the tickets is available online.

IV. The singer also plays the guitar.
V. The event hosts many art expressions.
VI. The event is endorsed by charity foundations.
VII. There is a competition in the event.
a) Which text(s) does each statement above correspond to? In your notebook, organize the
informations in two columns: Text 1 and Text 2.
Look at the example:
Text 1
The event takes place in September.
4. Can you think of Brazilian singers and bands that are famous internationally?
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a) Do you like pop music?
b) Why do you think most young people like it?
c) Do you have a favorite pop singer or band?
HINT
Ouvir a mesma música várias vezes pode ajudar a entendê-la.
1. Take a look at the title of the song below. What is unusual in the way the composer wrote
it? How would you pronounce this title?
AUDIO 8 2. The singer tells a story in this song. Listen to the song and sing along.
Larry Marano/Clear Channel/Getty Images
Canadian singer Avril Lavigne performs on stage during Y100’s Jingle Ball 2013, in Miami, USA.
SK8R BOI
(by Avril Lavigne)
He was a boy, she was a girl

Can I make it any more obvious?
He was a punk, she did ballet
What more can I say?
He wanted her, she’d never tell,
Secretly she wanted him as well
And all of her friends stuck up their nose,
They had a problem with his baggy clothes.
He was a skater boy, she said “see you later boy”
He wasn’t good enough for her
She had a pretty face, but her head was up in space
She needed to come back down to earth
Five years from now, she sits at home,

Feeding the baby, she’s all alone
She turns on TV, guess who she sees?
Skater boy rockin’ up MTV.
She calls up her friends, they already know,
And they’ve all got tickets to see his show
She tags along, stands in the crowd
Looks up at the man that she turned down.
He was a skater boy, she said “see you later boy”

He wasn’t good enough for her
Now he’s a superstar, slammin’ on his guitar
Does your pretty face see what he’s worth? (×2)
OSTILL/iStock/Getty Images
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Sorry girl, but you missed out

Well, tough luck, that boy’s mine now
We are more than just good friends
This is how the story ends
Too bad that you couldn’t see
See the man that boy could be
There is more than meets the eye
I see the soul that is inside.
He’s just a boy, and I’m just a girl

Can I make it any more obvious?
We are in love,
Haven’t you heard how we rock
each other’s world?
I’m with the skater boy, I said “see you later boy”
I’ll be backstage after the show
I’ll be at the studio singing the song we wrote
About the girl you used to know (×2)
Available at <http://www.vagalume.com.br/avril-lavigne/sk8er-boy.html>. Accessed on January 3, 2016.
3. Considering the theme of the song, the atypical title, and the images, what age group is it
aimed at? Do you think it appeals more to girls or boys? Why?
4. This song is about the relationship between a stereotypical intellectual type (the girl) and a
stereotypical skater boy type. The girl thinks they can’t be together because of the differences
between them. Think about other songs (any style) that tell similar stories. You can even
consider songs in your own language.
BEYOND THE LINES...
a) What do you think about people who judge others based on appearance?
b) What do you think about relationships between people from different backgrounds and
social status?
Pronunciation SPOT –/ʌ/and/ʊ/
AUDIO 9 1. Listen to the words and notice how the underlined letters are pronounced in the A-
group and in the B-group.
A/ʌ/luck come stuck
B/ʊ/could good look
AUDIO 10 2. With a classmate, guess whether these words are pronounced like the ones in the A-
group or in the B-group above. Then listen to the recording and check.
book/was/put/enough/punk/just/must/up/would
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VOCABULARY CORNER
1. Look at the image below and read the names of the musical instruments in the box.
acoustic guitar/electronic keyboard/flute/banjo/bongo drums/electric guitar/piano/bass
guitar/tambourine/violin/drums/harmonica/saxophone/triangle/accordion
Psonha/ID/BR
a) Now, in your notebook, choose some instruments and make sentences with the correct
information.
See an example: The acoustic guitar is pink.
DID YOU KNOW…?
Some Brazilian instruments have African heritage. Do you know these instruments?
G. Evangelista/Opção Brasil Imagens
afoxé
tamara_kulikova/iStock/Getty Images
agogô
Fernando Favoretto/Criar Imagem
berimbau
Artur Keunecke/Pulsar Imagens
xequerê/shequere
Source: <http://www.brazilmycountry.com/brazilian-music/brazilianinstruments/>. Accessed on May 10, 2016.

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PROFESSION SPOT
WORKING AS A MUSICIAN
1. “Musician” is the general term used to refer to a member of an orchestra or a band. Talk to
a classmate using these questions.
a) Would you like to work as a musician? Why (not)?
b) Which position would you prefer to take in the orchestra or band?
You can answer your classmate’s questions saying, for example:
I would be a clarinetist (or a clarinet player).
I would be a pianist (or a piano player).
I would be a trumpeter (or a trumpet player).
2. Let’s learn how to name these band members:
Chris Smith/Photographer’s collection
Members of Bio Ritmo salsa band (L–R: Giustino Riccio, Reinaldo Alvarez, Hector “Coco” Barez, Mike Montañez/back:
J.C. Kuhl, Bob Miller, Mark Ingraham, Marlysse Simmons, Edward Prendergast, Tobias Whitaker).
3. Class discussion.
a) Would a musician earn enough to make a comfortable living in your city or region?
b) What are the pros and cons of being a musician?
c) Does a person need to have a college degree to be a musician?

Página 64
1. The two questions below (I and II) were taken from the song “Sk8r Boi,” by Avril Lavigne.
In your notebook, write the correct combination of numbers–letters to match each of the
questions to its expected kind of answer.
I “What more can I say?”
II “Does your pretty face see what he’s worth?”
A “Yes” or “No” answer.
B An answer that provides some information.
2. Read the rules below and decide if they are about YES/NO questions or WH-questions.
Write the answers in your notebook.
a) It starts with an auxiliary verb followed by the subject and the verb.
b) It starts with a question word followed by an auxiliary verb, the subject, and the verb.
3. Get to know more about a classmate’s musical interests. Sit together and ask him or her
questions using the prompts below. Write out the questions and your classmate’s answers in
your notebook.
Do you…?
a) download/music/Web
b) ever/go/music/concerts
c) listen/radio programs/every day
d) play/any/musical instruments
e) read/lyrics/Internet/usually
See an example:
a) Question: Do you download music on the Web?
4. To ask WH-questions, we use different question words, depending on what we want to

know. Write correct combinations of numbers–letters to match the two columns accordingly.
I What
II Where
III When
IV Who
V How
VI Why
A asks for/about people.
B asks about time.
C asks about places or positions.
D asks for information about something.
E asks about reasons.
F asks about manners or conditions.
a) Now choose three question words from the list above and write questions to ask a classmate
you don’t know very well. Then sit with this classmate and ask him or her the questions you
have written.
Página 65
5. Read these short biographies about two famous Brazilian singers and, in your notebook,
write questions for the following answers. The underlined part of the answer will help you
choose a question word from the box. The first one is done for you.
Artist Biography by Chris True
Born Claudia Cristina Leite Ignatus on July 10, 1980 in São Gonçalo, Rio de Janeiro, Brazil, Claudia
Leitte was a well known and quite popular axé style singer, who got her start with the band Babado
Novo in 2001 […]. She turned professional as a teen, and worked with a spate of different smaller
axé groups before joining Babado […]. As the frontwoman for Babado Novo, Leitte won a number of
awards, including the 2007 Best Brazilian Female Singer, which was presented by GloboRadio.
2008 saw the dawn of Leitte's solo career, and it was kicked off officially by a performance at
Copacabana Beach […].
Rodolfo Buhrer/La Imagem/Fotoarena
Available at <http://www.allmusic.com/artist/claudia-leitte-mn0001462437>. Accessed on January 11, 2016.
Claudia Leitte, 2015.
Artist Biography by Jason Birchmeier
Brazilian axé music superstar Ivete Sangalo rose to fame as the lead singer of the Bahian group
Banda Eva in the 1990s and embarked on a successful solo career at the turn of the century. Among
her greatest hits are "Sorte Grande," an anthem at the time of its release, and "Festa." Born on May
27, 1972, in Juazeiro, Bahia, Sangalo made her recording debut as the lead singer of the axé group
Banda Eva in 1993 with an eponymous album release on Sony Music […].
Fabio Braga/Folhapress
Available at <http://www.allmusic.com/artist/ivete-sangalo-mn0000905574/biography>. Accessed on January 11, 2016.

Ivete Sangalo, 2014.
WHAT/WHO/WHEN/WHERE/HOW
a) What mistake about Claudia Leitte is in the text?
The mistake is Ignatus. Her surname is Ignácio.
b) Question:? Answer: Some of her greatest hits are “Sorte Grande” and “Festa.”
c) Question:? Answer: She comes from São Gonçalo, Rio de Janeiro.
d) Question:? Answer: It’s May 27, 1972.
e) Question:? Answer: Her full name is Claudia Cristina Leite Ignácio.
f) Question:? Answer: Ivete Sangalo is a former vocalist of Banda Eva.
g) Question:? Answer: Ivete Sangalo is in her forties.
h) Question:? Answer: Claudia Leitte is the younger singer.

Página 66
a) Do you know any projects for underprivileged people in your region?
b) What type of project do you think could be implemented in your neighborhood?
c) Why do you think projects that include music tend to be particularly successful?
d) Look at the images below. What kind of project do you think this is?
HINT
Leia as perguntas antes de ouvir a faixa 11 para que você possa localizar informações específicas.
AUDIO 11 1. Listen to a testimonial by Dantes Rameau about the Atlanta Music Project. Which of
these statements are true? Answer in your notebook.
a) I Dantes Rameau is an executive director.
II Dantes Rameau is a college student.
III Dantes Rameau is a history teacher.
b) I The project’s philosophy (mantra) is “music changes education.”
II The project’s philosophy (mantra) is “music for disadvantaged youth.”
III The project’s philosophy (mantra) is “music for social change.”
c) I The qualities that the project helps children to develop are confidence, creativity and
ambition.
The qualities that the project helps children to develop are confidence, autonomy and
II
ambition.
The qualities that the project helps children to develop are confidence, self-esteem and
III
ambition.
d) I One way they found to raise money for the project was by selling tickets for beach
vacations.
II One way they found to raise money for the project was by selling tickets for music concerts.
One way they found to raise money for the project was by selling tickets for students’
III
presentations.
Available at <http://www.youtube.com/watch?v=BQsMfMVu174>. Accessed on April 2, 2016.
Images captured from <http://www.youtube.com/watch?v=BQsMfMVu174>. Accessed on February 3, 2016.
AUDIO 11 2. Listen to the recording again and check your answers in activity 1.
AUDIO 11 3. Listen to the recording one more time and take notes of other information. Use
your notebook. Then compare your notes to a classmate’s. Are they similar?
4. Share with a classmate what you know or think about music. Ask and answer using WH-
questions. See some examples:
What is your favorite music style?
Who is the most famous singer in your region?
What is your favorite musical instrument?

Página 67

Let’s create a flyer!
A concert flyer is a small printed notice that advertises a musical event.
Writing Steps
Organizing
• Choose a band or singer to advertise.
• Observe the characteristics of a flyer and find out the main elements of this genre.
You can find more examples of flyers on the Internet as well.
• Make a first draft.
Peer editing
• Evaluate and discuss it with a classmate.
Publishing
• Publish the flyer on a wall board or on a blog.
To create a flyer, you can also use free online tools available at
<http://linkte.me/g3ula> and <http://linkte.me/hvuqq> (accessed on February 19,
2016).
oasis15/Shutterstock.com/ID/BR
Available at <http://www.atvriders.com/atvnews/fishersatvworld2008-tv-show-country-concert-event.html>. Accessed on December 4, 2015.

Available at <http://idealistdc.wordpress.com/category/music/>. Accessed on April 2, 2016.
Genre: Concert flyer
Purpose: To advertise a concert
Tone: Informal
Setting: A wall, a board, the Internet
Writer: You
Audience: Wall board or blog readers

Página 68

With shows like Dancing With the Stars and So You Think You Can Dance in full swing,
dancing is becoming one of America’s favorite pastimes. There is even National Dance
Day, which was started in 2010 to “encourage Americans to embrace dance as a fun
and positive way to maintain health and fight obesity.”
Available at <http://www.berkeleywellness.com/fitness/active-lifestyle/article/many-health-benefits-dancing>. Accessed on April

27, 2016.
1. O texto apresenta informações sobre os benefícios da dança e mostra a seguinte relação de

causa e efeito:
a) Os estadunidenses incentivam os artistas famosos a dançar na televisão.
b) Programas de competição de dança são passatempos dos estadunidenses.
c) Participar de atividades de dança contribui para a perda de peso.
d) O dia nacional da dança apresenta danças diversas na televisão.
e) A manutenção da saúde é alvo de políticas públicas.
2. Este folheto traz a programação de um show de música que acontecerá:

Avaiable at <http://graciousheart.co.uk/wp-content/uploads/2015/01/Flyer-NEW-light-version.jpg>. Accessed on March 4, 2016.
Available at <http://graciousheart.co.uk/wp-content/uploads/2015/01/Flyer-NEW-light-version.jpg>. Accessed on March 4, 2016.
a) na Broadway e no Brasil.
b) na cidade de Londres.
c) na cidade do Rio de Janeiro.
d) na fundação Gracious Heart.
e) no alto do Cristo Redentor.

Página 69
TIME TO REFLECT
UNIT 4
In your notebook, use the following phrases to think and write about what you've learned so
Hands: Macrovector/Heart: Iktash/shutterstock/ID/BR
… discussing the world of music.
… recognizing different music styles.
… reflecting about informality in lyrics.
… pronouncing the sounds/ʌ/and/ʊ/.
… naming different types of musical instruments.
… making questions with WH-words and auxiliary verbs.
… talking about musical preferences.
… expressing the frequency of regular actions.
… creating a flyer.
Examples: I liked naming different types of musical instruments. I need to get better at
pronouncing the sounds/ʌ/and/ʊ/.

Do more exercises.
Read more.
Ask for help.
Other.
Ismailciydem/iStock/Getty Images
Página 70
TIME FOR LITERATURE

INTRODUCTION TO LITERATURES IN ENGLISH
BEFORE YOU READ…
a) Are you a good reader of literary texts?
b) Which genre do you prefer – narrative, poems, or plays?
c) Have you ever read a literary text written in English?
You are going to read some literary texts written in English. Literary texts are basically of these
three genres:
Each genre can have different sub-genres. Now we are going to focus on the presentation of
small texts of poetry. This way you will have an idea of how language is used in literature.
Poetry
Let’s start by introducing limericks.
Limericks
A limerick is often a funny poem with a strong beat. Limericks are very light hearted poems
and can sometimes be utter nonsense. They are great for kids to both read and write as they
are short and funny.
A limerick consists of five lines.
The first line of a limerick poem usually begins with “There was a…” and ends with a name,
person or place.
The last line of a limerick is normally a little far-fetched or unusual.
A limerick should have a rhyme scheme of aabba:
This means lines 1,2 and 5 rhyme and lines 3 and 4 rhyme.
Also, lines 1,2 and 5 should have 7 – 10 syllables and lines 3 and 4 should have 5 – 7 syllables.
Adapted from <https://www.youngwriters.co.uk/types-limerick>. Accessed on April 4, 2016.
1. Many limericks are anonymous, as they were written a long time ago. Read some of them
and answer the questions in your notebook.
I. A flea and a fly in a flue
Were caught, so what could they do?
Said the fly, “Let us flee.”
“Let us fly,” said the flea.
So they flew through a flaw in the flue.
- Anonymous.
Available at <http://volweb.utk.edu/school/bedford/harrisms/limerick.htm>. Accessed on April 4, 2016.
a) According to the explanation in the text “Limericks” above, what is the rhyme pattern here?
b) What is this limerick about?
GLOSSARY
flee: fugir
flue: cano de chaminé
fly: mosca; voar
smash: despedaçar, esmagar

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II. There once was a young lady named Bright
Whose speed was much faster than light;
She set out one day,
In a relative way
And returned on the previous night.
- Anonymous.
Inflicted by Arthur Henry Reginald Buller, in the December 19, 1923 issue of Punch. Available at
<http://everything2.com/title/A+young+lady+named+Bright>. Accessed on February 3, 2016.
a) Who is the person depicted in this limerick?
b) Is the person’s name usual for a girl?
c) What is funny about this limerick?
III. There was an old man of Peru
Who dreamt he was eating his shoe.
He awoke in the night
In a terrible fright
And found it was perfectly true.
- Edward Lear. Available at <http://fun-english.narod.ru/limericks/limericks.htm>. Accessed on April 4, 2016.
a) What is this limerick about?
b) Where is the old man from?
IV. There was an old man in a boat,
Who said, ‘I’m afloat, I’m afloat!’
When they said, ‘No! you ain’t!’
He was ready to faint,
That unhappy old man in a boat.
- Edward Lear.
Available at <http://www.portablepoetry.com/poems/edward_lear/old_man_in_a_boat.html>. Accessed on March 31, 2016.

a) Why did the man exclaim he was afloat?
b) Why was the man ready to faint?
Attílio/ID/BR
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V. There was an old man with a beard
Who said, “It’s just how I feared! –
Two owls and a hen,
Four larks and a wren,
Have all built their nests in my beard.”
- Edward Lear.
Available at <http://www.poemhunter.com/poem/there-was-an-old-man-with-a-beard/>. Accessed on April 3, 2016.
a) What happened to the old man’s beard?
b) Why do you think this happened to him?
Lear, Edward. A Book of Nonsense. Illustr. Edward Lear. New York: James Miller Edition, c. 1875.
The author of limericks III, IV and V lived in the 19th century, and he is famous for his
limericks and other nonsense poetry. Learn a little bit about him by reading an excerpt of his
biography.
Edward Lear (12 May 1812 – 29 January 1888) was an English artist, illustrator, author and
poet, and is now known mostly for his literary nonsense, in poetry and prose and especially his
limericks, a form he popularized.
Available at <http://en.wikipedia.org/wiki/Edward_Lear>. Accessed on February 3, 2016.
Hulton Archive/Getty Images Mary Evans/Diomedia
English artist, illustrator, author and traveler Edward Lear (1812-1888), whose books include A Book of Nonsense.
Read two more limericks by Edward Lear and answer the questions about them.
VI. There was a young lady whose chin
Resembled the point of a pin;
So she had it made sharp,
And purchased a harp,
And played several tunes with her chin.
- Edward Lear.
Available at <http://www.poemhunter.com/poem/limerick-there-was-ayoung-lady-whose-chin/>. Accessed on April 3, 2016.
a) In your notebook, how would you draw the lady’s face depicted in limerick VI?
b) What instrument did she play?
c) How did she play this musical instrument?
d) What is the funny element in limerick VI?
VII. There was an old man of Whitehaven,
Who danced a quadrille with a raven;
But they said, “It’s absurd
To encourage this bird!”
So they smashed that old man of Whitehaven.
Available at <http://www.poemhunter.com/poem/limerick-there-was-an-old-man-ofwhitehaven/>. Accessed on February 3, 2016.
Eric Isselee/Shutterstock.com/ID/BR
Página 73
a) What did people think was odd in limerick VII?
b) What did the people do?
c) Which of these statements best summarizes limerick VII? Answer in your notebook.
A It shows how people envy a man who can dance.
B It demonstrates that birds can do absurd things.
C It symbolizes how people can be intolerant.
2. Complete this limerick in your notebook. Consider the rhyme and the context to come up
with the proper words. If you do not find all the words by yourself, search for this limerick on
the Web to get the answer.
There was an old person of Fife,

Who was greatly disgusted with __________;
They sang him a __________,
And fed him on salad,
Which cured that old person of __________.
Edward Lear. Available at <http://ingeb.org/songs/edwardle.html>. Accessed on April 4, 2016.
Pyms Gallery, London, England. Photography: ID/BR
Young Ireland: Grace Gifford, oil on canvas by William Orpen, 1907. 89 cm x 63.5 cm (35 in x 25 in)
3. Now we are going to read a limerick created by Grace Gifford Plunkett (1888-1955), an Irish
cartoonist of the twentieth century. Grace Gifford married an Irish revolutionary, Joseph Mary
Plunkett, on the night before he was executed for being one of the signatories of the Irish
Republic and having fought in the Easter Rising of 1916. They were married only for a few
hours and she never married again, but never lost her sense of humor. She made a living by
illustrating commercials, theater posters and sketches. She also published a couple of books of
her cartoons. Here’s Grace’s limerick:
There was a young man from Fingal,

Who went to a fancy dress ball.
Says he: “I will risk it,
& go as a biscuit”.
A dog ate him up in the hall!
0’NEILL, Marie. Grace Gifford Plunkett and Irish Freedom: Tragic Bride of 1916. Dublin; Portland, Or: Irish Academic Press, 2000.
a) Where did the young man come from?
b) How did the young man dress for the ball?
O’NEILL, Marie. Grace Gifford Plunkett and Irish Freedom: Tragic Bride of 1916. Dublin: Irish Academic Press, 2000. p.82
4. Now, in your notebook, write a limerick yourself. Use the guidelines below to help you.
• Think of some funny names, places, or situations.
• Find words that rhyme with the names you have thought about.
• Use the aabba 5-line form to write your own limerick.
• Illustrate your limerick.

Página 74
Illustration: Catarina Bessell/ID/BR Photographs: Duplass/Shutterstock.com/ID/BR, demidoff/Shutterstock.com/ID/BR, Staatsgalerie, Stuttgart, Alemanha. Fotografia: ID/BR,
Wavebreakmedia/iStock/Getty Images, S1001/Shutterstock.com/ID/BR, Maisei Raman/Shutterstock.com/ID/BR
Página 75
3 MAKE YOUR ART

PART
SPARKLE!
LEARNING PLAN
Reading propaganda
Learning vocabulary related to clothing and accessories
Learning to express logical necessity, personal obligation, deduction, and prohibition
Talking about actions in progress
Creating propaganda Talking about visual arts and about the past
Writing a biography
Let's create artistic word clouds

A word cloud is a visual representation of a text. The most prominent words in a text are
usually the keywords. A popular free software for word clouds is Wordle, available at
<http://linkte.me/xb3x3> (accessed on February 5, 2016). Here is an example using a
biography of a contemporary Ghanaian painter.
Available at <http://www.wordle.net/>. Accessed on May 9, 2016.
Available at <http://www.tagxedo.com/>. Accessed on May 9, 2016.

Ben Agbee/African Art Products
Ben Agbee, contemporary artist from Ghana (undated photo).
Watch a tutorial video at <http://linkte.me/e4bn0> (accessed on February 5, 2016) and learn

how to work with Wordle.
Another software available online is Tagxedo, which turns different types of text into visually
beautiful word clouds. You can create word clouds in different shapes and even upload photos
to use them as forms for your work, as in the example using Ben Agbee's photo above. This tool
is available at <http://linkte.me/c1et2> (accessed on February 5, 2016).
Watch a tutorial to learn how to use Tagxedo at <http://linkte.me/tu812> (accessed on

February 5, 2016).
Página 76
UNIT 5 ON THE
RUNWAY
LANGUAGE IN ACTION
• Read propaganda
• Learn vocabulary related to clothing
• Learn how to express logical necessity, personal obligation, deduction, and prohibition
• Learn to talk about actions in progress
• Create propaganda
Neilson Barnard/Getty Images
American fashion designer Zac Posen and British supermodel Naomi Campbell walk the runway during Fashion
Week Fall in New York, USA, 2015.
Burak Akbulut/Anadolu Agency/Getty Images
A model displays an oversized outfit during Madrid Fashion Show, in Spain, 2015.
PETA/ID/BR
American model, singer and actress Lisa B in a PETA campaign against using animal for clothing.
Burak Akbulut/Anadolu Agency/Getty Images
Models showcase designs on the runway during the Mercedes Benz Fashion Week, in Tokyo, Japan, 2015.
PETA/ID/BR
American celebrity Brody Jenner supports PETA in a campaign to save the seals.
Background: Gile68/Shutterstock.com/ID/BR
Página 77
Images: macrovector/iStock/Getty Images
LEAD-IN
1. Pay attention to people on page 76. Which items are they wearing?
a) shirt
b) jeans
c) sneakers
d) hat
e) T-shirt
f) pants
g) sandals
h) scarf
i) suit
j) dress
k) shoes
l) sun glasses
m) sweater
n) skirt
o) boots
p) tie
q) jacket
r) blouse
s) high heels
t) belt
2. What clothes and accessories are you wearing today?
3. What do men and women usually wear in your region (at school/parties, in
Winter/Summer)?
4. Messages intended to persuade readers to accept ideas or to behave in a certain way are
propaganda, and messages intended to persuade readers to buy services or products are
advertisements. Read the messages on the left page and answer.
a) Are they propaganda or advertisements?
b) What are their purposes?
5. Which of these characteristics of propaganda can you find in the examples on the left page?
a) Strategic use of color.
b) Images cause impact.
c) Use of short sentences.
d) Use of statements.
e) Use of imperative.
f) A specific group’s agenda is represented.

g) The central message is highlighted.
h) Emotions and feelings are evoked.
6. In this kind of discourse, we can find images that associate two or more concepts, blending
them into one image. What are the concepts involved in the PETA campaign with the image of a
woman?
7. Look at these images and find the blended elements.
Guido Daniele/Photographer's Archive
Body painting by Brazilian artist Guido Daniele.
Available at <http://vimeo.com/51837094>. Accessed on December 9, 2015.
Image from “Make it Possible” video. Available at <http://vimeo.com/51837094> (accessed on March 22, 2016).
Página 78
LET’S READ!
BEFORE YOU READ…
Look at the title and picture of the propaganda below. What is it arguing against? Answer in
your notebook.
a) Keeping animals in cages.
b) Using animals for research.
c) Using animals for clothing.
HINT
Identifique o propósito do texto, prestando atenção ao tema e aos recursos verbais e não verbais.
PETA. Available at <http://www.mediapeta.com/peta/Images/Main/Sections/MediaCenter/PrintAds/Fox_fur.pdf>. Accessed on December 9, 2015.
Available at <http://www.mediapeta.com/peta/Images/Main/Sections/MediaCenter/PrintAds/Fox_fur.pdf>. Accessed on February

5, 2016.
Página 79
1. Read the text created by PETA on the previous page and answer these questions in your
notebook.
a) Which animal is being used to illustrate their campaign?
a bear/a seal/a cow/a fox
an otter/a snake/a raccoon/a beaver
a chinchilla/a mink/a crocodile/a rabbit
b) Is the animal shown in its own habitat or not? Does it look happy or sad?
c) Who do you think the intended audience of this PETA campaign is?
d) What can you gain from reading this campaign?
e) Why must we stop buying fur, according to the text?
f) How many animals are needed to make a fur coat?
2. Besides the reasons presented in the text, are there any others for not using animal furs?
Work in groups and list as many reasons as you can. Ask your science teacher to help you.
DID YOU KNOW…?
PETA is an animal rights organization with millions of members and supporters worldwide. It
works through public education, cruelty investigations, research, animal rescue and protest
campaigns, among other commitments.
Learn more about PETA at <http://linkte.me/a0yuw> (accessed on March 6, 2016).
Jay Directo/AFP
PETA activists in Manila, Philippines, in 2015.
STRDEL/AFP
Indian actor Neil Nitin Mukesh pose for a photograph during a campaign for PETA in Mumbai, India, 2015.
BEYOND THE LINES...
a) How can this kind of propaganda influence people’s opinions?
b) In your opinion, is this PETA campaign a case of ethical or unethical propaganda?
c) Can you think of an example of unethical propaganda?
d) How effective do you think educational campaigns in Brazil/your state are?

Página 80
1. Read again an excerpt taken from the Let’s read! section. Then answer the question in your
notebook.
I. “But the fact is, to make a single coat, dozens of animals must pay with their lives.”
What does the word must indicate in the sentence above?
a) The action is a necessity/an obligation.
b) The action is an ability/a possibilty.
c) The action is a deduction.
2. Now read this statement and answer the following question:

I. Brody Jenner posed for the PETA campaign... He must be really engaged in this cause.
What does the word must indicate in this case?
a) an obligation/a necessity
b) a deduction
c) an ability/a possibility
We use must + verb to express deduction, personal obligation, or logical necessity.
If you use must in the negative (must not = mustn’t), you are expressing prohibition.
3. Read the text. Then, write in your notebook what people and/or the fashion industry must
do to be ethically fashionable. The prompts in the box below may help you to complete
sentences from a to g.
What Is Ethical Fashion?

Ethical Fashion is an umbrella term to describe ethical fashion design, production, retail, and purchasing. It
covers a range of issues such as working conditions, exploitation, fair trade, sustainable production, the
environment, and animal welfare. […]
Some of the issues around Ethical Fashion

Ethical Fashion aims to address the problems it sees with the way the fashion industry currently operates,
such as exploitative labour, environmental damage, the use of hazardous chemicals, waste, and animal cruelty.
• Serious concerns are often raised about exploitative working conditions in the factories that make cheap
clothes for the high street.
• Child workers, alongside exploited adults, can be subjected to violence and abuse such as forced overtime, as
well as cramped and unhygienic surroundings, bad food, and very poor pay. […]
• Cotton provides much of the world’s fabric, but growing it uses 22.5% of the world’s insecticides and 10% of
the world’s pesticides […].
• Current textile growing practices are considered unsustainable because of the damage they do to the
immediate environment. […]
• The low costs and disposable nature of high street fashion means that much of it is destined for incinerators
or landfill sites. […]
• Many animals are farmed to supply fur for the fashion industry, and many people feel that their welfare is an
important part of the Ethical Fashion debate. […]
Adapted from <http://www.vam.ac.uk/content/articles/w/what-is-ethical-fashion/>. Accessed on February 3, 2016.
be incinerated • have good food and good pay • offer good working conditions • use
insecticides • farm animals to supply fur for the fashion industry • recycle high street fashion
•exploit children • be sustainable/damage the immediate environment
Página 81
a) Factories
b) Factory workers
c) Cotton farmers
d) Current textile practices
e) People
f) High street fashion
g) People
4. Now, read the following excerpts from the text presented in the Let’s read! section and say
which one refers to an action in progress. Answer in your notebook.
I. “Just think, you only need 29 more to make a coat.”
II. “So, if you’re thinking about buying a fur – don’t.”
III. “Most people don’t realize the true cost of a fur.”
If you want to say that an action is in progress, use the Present Continuous. To make the
Present Continuous, use a form of the verb be in the present (am, is, or are) + a verb in the –
ing form.
For the negative, use am, is or are + not + verb in the –ing form.
To make a question, use am, is, or are + subject + verb in the –ing form.
5. What are they wearing? In your notebook, write the correct combination of numbers–
letters to match three of these descriptions to the photos below.
I He is wearing a checked blue shirt and red glasses.
II She is wearing a short dress and black sandals.
III She’s wearing white pants and a purple blouse.
IV He’s wearing a white sweater, a black scarf, pants, and boots.
V She’s wearing a light green dress and a brown leather belt.
VIHe’s wearing a checked red shirt, a white long-sleeve shirt, a black tie, a vest, and black
pants.
VII She’s wearing a blue blouse, a black belt, and a green skirt.
Victor Chavez/Getty Images
A model walks the catwalk during the Mercedes-Benz China Fashion Week, in Beijing, China, 2015.
Stuart C. Wilson/Getty Images
A model during the Pringle of Scotland show, in London, England, 2015.
FashionStock.com/Shutterstock.com/ID/BR
A model walks the runway at the Anje fashion show during Spring 2016 New York Fashion Week, in New York City,
USA, 2015.
Página 82
PROFESSION SPOT
CAREERS IN FASHION
1. Look at this illustration. Which careers in fashion can you identify? Use a dictionary to help
you.
Illustrations: Attílio/ID/BR
2. In your notebook, write the correct combination of numbers–letters to match the names of
careers in fashion and textiles to their corresponding definitions.
I dressmaker
II fashion designer
III handcraft tailor
IV personal stylist
V textile designer
A He/she produces made-to-measure clothing, such as dresses, skirts, and pants for his or her
customers.
B He/she advises individuals on new fashion trends, clothing styles, colors, and makeup.
C He/she can design items of clothing for a wide range of retailers, from everyday high-street
chains to exclusive design houses.
D He/she creates fabric designs and patterns for woven, knitted, and printed materials, which
can be used for clothing and interior furnishings.
E He/she produces custom-made suits, jackets, and coats for men and women.
Adapted from <http://www.creativeskillset.org/fashion_and_textiles/careers/design/>. Accessed on February 5, 2015.
3. How would you define the following careers in fashion? Use your notebook.
a) a T-shirt designer
b) a fashion photographer
Página 83
AUDIO 12 1. Listen to the song “New Shoes.” Then, replace the letters in the lyrics by the
appropriate form of the verbs below. Use your notebook.
look/feel/rub/run/see/smile/walk/wear/dance
HINT
Use as pistas do texto e seu próprio conhecimento para substituir as letras.
New Shoes
(by Paolo Nutini)
Woke up cold one Tuesday,

A tired and B quite sick,
I felt like there was something missing in my day-to-day life,
So I quickly opened the wardrobe,
Pulled out some jeans and a T-shirt that seemed clean,
Topped it off with a pair of old shoes
That were ripped around the seams,
And I thought these shoes just don’t suit me.
Chorus
Hey, I put some new shoes on,

And suddenly everything’s right,
I said, hey, I put some new shoes on and everybody C
It’s so inviting,
Oh, short on money,
But long on time,
Slowly strolling in the sweet sunshine,
And D late,
And I don’t need an excuse,
’Cause E my brand-new shoes.
Woke up late one Thursday,

And F stars as
G my eyes,
And I felt like there were two days missing,
As I focused on the time,
And I made my way to the kitchen,
But I had to stop from the shock of what I found,
A room full of all my friends all H round and round,
And I thought hello new shoes,
Bye bye ’em blues.
Chorus
Take me wandering through these streets,
Where bright lights and angels meet,
Stone to stone they take me on,
I to the break of dawn. (×2)
Chorus (×2)
Available at <http://letras.mus.br/paolo-nutini/695798/>. Accessed on February 5, 2016.
Christian Bertrand/Shutterstock.com/ID/BR
Scotish singer Paolo Nutini performs at FIB Festival in Benicàssim, Spain, 2014.
YakubovAlim/iStock/Getty Images
Página 84
2. In your notebook, answer these questions about the song.

a) How is the speaker feeling in the first stanza?
b) How is the speaker feeling in the second stanza?
c) What made him change his mood?
d) “A new pair of shoes” may be interpreted as a metaphor. Choose the expression which best
explains that metaphor.
Use your notebook.
change in life/a new job/different objectives
e) In your notebook, write the correct combination of numbers–letters to match the following
expressions with the words shoe and shoes to their respective meanings.
I Drop the other shoe.

II Step into someone’s shoes.
III The shoe is on the other foot.
IV To put oneself in someone else's shoes.
A To put yourself in someone else’s place.

B To take someone’s place.
C The situation is now the opposite of what it was before.
D Do the expected remaining part of something.
BEYOND THE LINES...
a) Do you think people’s well-being depends on having material things? If so, to what extent is
this true?
b) Some people say being is more important than having. Is it possible to reconcile them? Why
(not)? How would you do that?
3. Can you name the following kinds of shoes? Answer in your notebook.
a)
bravo1954/iStock/Getty Images
b)
MichaelBlackburn/iStock/Getty Images
c)
Antagain/iStock/Getty Images
d)
Riccardo_Mojana/iStock/Getty Images
e)
Kuklev/iStock/Getty Images
PRONUNCIATION SPOT –/d/vs/dʒ/and/t/vs/tʃ/
AUDIO 13 1. Notice how these four words from the song “New Shoes” are pronounced.
/d/ /dʒ/ /t/ /tʃ/
made jeans time kitchen
AUDIO 142. How are the underlined letters pronounced in the words below? Copy the box in
activity 1 in your notebook and put the following words in the right column. Then listen and
check.
damage/day/don’t/jacket/landfill/old
pantyhose/purchasing/range/sites/subjected/such
take/trade/T-shirt/Tuesday/two
Página 85
a)Look at the images below. Which words and sound effects will you probably hear in the
recording? Why?
b) Based on these images, what do you think the topic of this recording will be?
Available at <http://www.3news.co.nz/Fashion-show-for-big-women/tabid/372/articleID/253139/Default.aspx>. Accessed on January 20, 2016.
Available at <http://www.3news.co.nz/Fashion-show-for-big-women/tabid/372/articleID/253139/Default.aspx>. Accessed on January 20, 2016.
Images captured from <http://www.3news.co.nz/Fashionshow-for-big-

women/tabid/372/articleID/253139/Default.aspx>. Accessed on February 5, 2016.
HINT
As imagens geralmente ajudam a acionar nosso conhecimento de mundo para levantar hipóteses
sobre o que será ouvido.
1. Listen to the first part of a news broadcast about a fashion show. Write in your
AUDIO 15
notebook the correct answers.
a) According to the text, society expects women these days to look:
healthy/good/fashionable/happy
b) The fashion show in South Auckland features:
skinny models/plus size models
c) For Cat Pause, Massey University fat studies lecturer, there is a myth that fat people are:
lazy/sad/unhealthy/unmotivated/happy
Página 86
2. Now listen to the second part of the broadcast and, in your notebook, put the items
AUDIO 16
below in the order you hear them.
A Reporter Adrien Taylor: But True South isn’t your regular fashion show. There’s the glitz,
there’s the glamour and the catwalk, but there’s also a unique Pacific flavour.
B Reporter Adrien Taylor: Regular fashion shows are glitzy and glamorous affairs. Stick-thin
models put on their best pouts and the audience claps politely.
C Reporter Adrien Taylor: The clear message: if you’ve got it, flaunt it, even if you’ve got three
times as much as Kate Moss. Adrien Taylor, 3 News.
D Reporter Adrien Taylor: And there was a serious message behind all the smiles. Auckland
Council Pacific arts coordinator Ema Tavola: We’re celebrating Pacific women and big
women, and bigness is kind of the norm here in South Auckland, so tonight is really a
celebration of all things big and bold and Poly-fabulous.
E Reporter Adrien Taylor: And while big people are often portrayed as ticking health time-
bombs who should know better, the models were relishing their moment in the spotlight.
Model Loretta Aukuso: It made me feel beautiful, it made feel hot out there. I felt sexy out
there. And, you know, it’s about time that we had this kind of fashion line. It’s so good for us to
kind of wear clothes that accentuate the bits that we usually wanna hide. I love my body! I love
to show it off now.
F Reporter Adrien Taylor: The clothes are designed to look good and feel good. Stylist: My
clothes are all that fun, they’re about attitude, they’re about loving who you are, owing it and
rocking it.
BRFuzetti/ID/BR
3. Answer the following questions:

a) Is beauty in the eye of the media? Does the exposure to the media have any influence on
people's perception of beauty?
b) What are some of the things consumers must do before buying clothes? Make a list in your
notebook.
4. In groups, organize a fashion show. Each group will decide what clothes and personal items
to show on the classroom runway. During the show each student will be responsible to
describe a student while he or she walks along the runway.
USEFUL LANGUAGE
This is + name of the boy/girl. She/He is wearing + clothing and personal items description.
Página 87

Let’s create a piece of propaganda to defend
animals
Think of an animal in your region which is sacrificed by the fashion or cosmetics
industry and create a piece of propaganda to defend it.
Writing Steps
Organizing
• Examine the pieces of propaganda in this unit and find out the main elements of this
genre.
• Think of the main idea you want to defend.
• Think of what you expect your readers to do or to avoid doing.
• Select images to represent two concepts and create another one by blending them.
• Find good quotations or think of some creative messages and arguments.
• Choose a quotation or use your own message.
• Make it clear what you expect readers to do.
• Think of a strong argument.
• Appeal to emotions.
• Use imperative form.
• Use adjectives to create impact.
• Be concise.
• Make a first draft in a notebook.
Peer editing
• Evaluate your text and discuss it with a partner.

Publishing
• Post your propaganda on your blog or on a wall newspaper.
Available at <http://www.antifursocietyinternational.org/petitions/anti-fur-general/>. Accessed on December 8, 2015.
PETA/ID/BR
Available at <http://www.humaneresearch.org.au/campaigns/choosingcrueltyfree>. Accessed on December 8, 2015.
Beagle Freedom Project. Available at <http://www.beaglefreedomproject.org/get_cruelty_cutter_today>. Accessed on December 8, 2015.
Genre: Propaganda
Purpose: To defend an animal from cruelty
Tone: Informal
Setting: School wall or blog
Writer: You or your group

Página 88
LEARNING TIPS
Let’s learn vocabulary with pictures!
Online visual dictionaries are dictionaries which connect words with images.
windujedi/iStock/Getty Images
Adapted from <http://visual.merriam-webster.com/clothing-articles/clothing/sportswear/running-shoe.php>. Accessed on April

13, 2016.
You can explore different themes to access thousands of images and words.
no_limit_pictures/iStock/Getty Images
malexeum/iStock/Getty Images
masaltof/iStock/Getty Images
ID1974/Shutterstock.com/ID/BR
ValentynVolkov/iStock/Getty Images
karammiri/iStock/Getty Images
Le Do/iStock/Getty Images
ValentynVolkov/iStock/Getty Images
“A picture is worth a thousand words.”
If you don’t know the meaning of a word, try to find a picture.
Associating words to images helps to learn vocabulary.
Learn more vocabulary with visual dictionaries.
Build your own visual glossary.
Search for images on the Web, save them, and organize them into categories.
Some online visual dictionaries you can explore:

<http://visual.merriam-webster.com/index.php>
<http://www.pdictionary.com/>
<http://www.littleexplorers.com/languages/portuguese/Eisfor.shtml>
All accessed on February 13, 2016.

Página 89
TIME TO REFLECT
UNIT 5
… discussing about clothes and the fashion world.
… recognizing characteristics of propaganda.
… recognizing words related to clothes.
… using “must” in different situations.
… expressing actions in progress.
… expressing my opinion about the influence of fashion in our lives.
… pronouncing the sounds/d/and/dʒ/,/t/and/t∫/.
… creating a piece of propaganda.
Examples: I liked discussing about clothes and the fashion world. I need to get better at using
“must” in different situations.

Do more exercises.
Read more.
Ask for help.
Other.
CreativaImages/iStock
Página 90
UNIT 6 VISUAL ARTS

LANGUAGE IN ACTION
• Talk about visual art

• Talk about the past
• Read about visual artists
• Write a biography
Indianapolis Museum of Art, USA. Photography: Bridgeman Images/Easypix
Fine Wind, Clear Morning, woodblock print by Japanese artist Hokusai. 25,6 cm x 38,1 cm (10,24 in x 14,96 in) at
Indianapolis Museum of Art, USA.
George Allen Penton/Shutterstock.com/ID/BR
Artist beginning to create a piece of visual art.

Hermann J. Knippertz/AP Photo/Glowimages
Japanese designer Jun Murakoshi sits on his “shelving chairs” at the International Furniture Fair in Cologne,
Germany, 2008.
Dhavid Normando/Futura Press
Bronze statue of Brazilian poet Carlos Drummond de Andrade, on Copacabana beach, in Rio de Janeiro (RJ).
Seiji Togo Memorial Sompo Japan Nipponkoa Museum of Art, Tóquio, Japão. Photography: Bridgeman Images/Easypix
Sunflowers, 1889 (oil on canvas), by Vincent van Gogh (1853-1890). 100,5 cm x 76,5 cm (39,56 in x x 30,11 in) at
Museum of Art, in Tokyo, Japan.
David James/Kobal/The Picture De
Angelina Jolie directing the film Unbroken, 2014.
Paulo Lisboa/Brazil Photo Press/Folhapress
Photo exhibition titled “Gênesis,” by Sebastião Salgado, at Oscar Niemeyer Museum, in Curitiba (PR), 2014.
Página 91
Olena Ambrosova/Shutterstock.com/ID/BR
LEAD-IN
1. Visual arts are all forms of art which are predominantly visual in their nature. Read a more
complete definition of visual arts. Then label each picture on the left page using vocabulary
from the text. See an example:
Picture 1 printmaking
The visual arts are art forms that create works that are primarily visual in nature, such as
ceramics, drawing, painting, sculpture, printmaking, design, crafts, photography, video,
filmmaking, and architecture. These definitions should not be taken too strictly as many
artistic disciplines (performing arts, conceptual art, textile arts) involve aspects of the visual
arts as well as arts of other types. Also included within the visual arts are the applied arts such
as industrial design, graphic design, fashion design, interior design and decorative art.
Available at <http://en.wikipedia.org/wiki/Visual_arts>. Accessed on February 6, 2016.
2. What are your favorite types of visual arts?
3. Take a look at the pictures of artistic expressions on the previous page again and decide
which one(s) is/are created:
a) with the use of advanced technological resources.
b) with precise manual skills.
c) using different types of paint.
d) with different types of materials such as marble, steel, wood, stone, glass, bronze, ivory, etc.
e) mainly with pencil, crayon, pen, ink, chalk, and other materials.
f) basically with the use of cameras.
4. Read the excerpts of two famous visual artists’ biographies. Do they mention any of the
kinds of art represented on the previous page? If so, what are they?
Though he was a relatively poor student, Picasso displayed a prodigious talent for drawing at a
very young age. According to legend, his first words were ‘piz, piz,’ his childish attempt at
saying ‘lápiz’, the Spanish word for pencil.
Available at <http://www.biography.com/people/pablo-picasso-9440021>. Accessed on February 6, 2016.
Van Gogh began painting with intensity and emotion. The colors in his paintings became more
vibrant and bright. He would sometimes apply the paint directly onto the canvas from the
tubes leaving the paint thick with rough brush strokes. Sometimes it would take weeks for his
paintings to dry because the paint was so thick.
Available at <http://www.ducksters.com/biography/artists/vincent_van_gogh.php>. Accessed on February 6, 2016.
AnnaFrajtova/iStock/Getty Images
5. Do you know of any famous visual artists? Try to think about artists from the past and
contemporary times. Write their names in your notebook.
Página 92
LET’S READ!
BEFORE YOU READ…
a)Do you know any Brazilian visual artists who are famous abroad? What do you know about
their lives?
b) Have your ever seen famous paintings or other pieces of visual art in person?
DID YOU KNOW…?
An autobiography is a history of a person’s life written or told by that person. A biography is a

history of a person’s life written or told by someone else. A famous autobiography is The Diary
of Anne Frank, by Anne Frank. A famous biography is Diana: Her true story, by Andrew Morton.
Text 1: Ben Agbee’s Biography]
Ben Agbee, born in 1966 in Ghana, is one of the most successful Ghanaian artists. He has over the
years carved a niche for himself with extremely evocative works. Ben majored in art, graduating in
1989, and worked for four years in advertising and design before starting to paint and discovering
his talent that is markedly original and vigorous. His acrylic paintings are in vibrant and earthy
colors, mainly of women in attractive clothing, and incorporate unusual shapes.
[…]
Adapted from <http://www.africanartproducts.com/artist.asp?ArtistID=103>. Accessed on February 9, 2016.
Ben Agbee's personal archive/NOVICA
Contemporary African artist Ben Agbee (full name Benjamin Agbenyega), born in Ghana in 1966.
Text 2: Louise Holgate’s Autobiography
About In the right light, at the right time, everything is extraordinary.

I live in Birmingham with my husband and fouryear-old daughter. I’ve been a primary school
teacher for more years than I care to admit to, but am now following my dreams and developing a
career in photography.
I was a keen photographer as a teenager but it fell by the wayside as I got older and life got busier. I
picked up a camera again after my daughter was born, then bought a DSLR and started a Photo-a-
Day project. I quickly became hooked. I’ve always enjoyed being creative and with digital
photography I have finally found my form.
Available at <http://louiseholgate.wordpress.com/about/>. Accessed on February 9, 2016.
Louise Holgate/Private Collection
Photo titled “Angelique”, by Louise Holgate.

Página 93
Text 3: Cranio's Biography
About
He was born in 1982 and grew up in São Paulo. It was in 1998 that Fabio began to cover the gray
walls of his home town with his work and besides spray, he always carries lots of creativity and
good humor in his backpack.
Guilherme Zauith/Photographer's archive
Fabio de Oliveira Parnaiba, better known as Cranio (“Skull” in English).
The trademark blue Indian was the result of his search for a character that could show the
indigenous people from Brazil. It could not have been chosen better. With their typical blue and
distinctive shape, the Indians find themselves always in funny and curious situations, provoking the
observer to think about contemporary issues like consumerism, corrupt politicians and the
environment.
Cranio gets his inspiration from life, cartoons and the famous painter Salvador Dali. The artist has
been improving his techniques, innovating in the context, but without losing the style he is known
for.
One of the best comments that defines Cranio’s work came from a British collector: “Cranio has
developed an unique and significant group of characters who are not only vibrating, but also
pleasant to be seen. Furthermore, the images created by him always pass a message of important
concepts we often forget in our lives. These set of qualities is what makes his art excellent to
appreciate and great to think and philosophize about.”
Available at <http://cranioartes.com/about-sobre/>. Accessed on April 21, 2016.
1. A biography is a description of a person’s life which includes personal facts and

experiences. Read the three texts and, in your notebook, complete the table with the
information about Ben Agbee, Louise Holgate and Cranio. Look at the example.
Ben Agbee
born in Ghana
born in Ghana
started making art in 1998

lives in Birmingham
makes colorful and strong acrylic paintings
gets inspiration from Dali
loves photography
has created blue Indians as a trademark
worked in both adverting and design
has a daughter
graduated in 1989
2. Read the three texts again and answer the following questions in your notebook.
a) Who became an artist after getting married?
b) Who is the youngest artist of the three?
c) Who is originally from Africa?
d) Which artist has no degree in art?

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3. Look at some of Ben Agbee’s paintings:

I
Ben Agbee/Private Collection
Oil on canvas (2008), by Ghanaian artist Ben Agbee. 116 cm x 91 cm (46 in x 36 in)
II
III
IV
In your notebook, write the correct combination of numbers–letters to match each painting to
its title.
Página 95
VOCABULARY CORNER
1. Do you know how to refer to people who create visual art? Normally, we add the ending –
er (and in some cases –or) to the verb associated with the artistic expression. Some spelling
changes are sometimes necessary. Look at these examples.
artistic expression related verb professional

painting paint painter
Now, do the same with the artistic expressions below.
a) printmaking
b) design
c) photography
d) sculpture
e) filmmaking
f) illustration
2. All the materials in the box are used in visual arts. Choose words from the box to label the
pictures. In your notebook, write the correct combinations of numbers–letters to label the
pictures.
I chalk
II paint
III crayons
IV pen
V eraser
VI clay
VII glass
VIII wood
IX ink
X steel
XI marble
XII soapstone
PRILL/Shutterstock.com/ID/BR
malerapaso/iStock/Getty Images
Luciola Zvarick/Pulsar Imagens
robynmac/iStock/Getty Images
Artem Loskutnikov/Shutterstock.com/ID/BR
Eky Studio/Shutterstock.com/ID/BR
Sailorr/Shutterstock.com/ID/BR
Douglas Cometti/Folhapress
kemie/iStock/Getty Images
prudkov/Shutterstock.com/ID/BR
Robyn Mackenzie/Shutterstock.com/ID/BR
Página 96
1. Read the following excerpts:

I. “McKenna’s exhibit of 36 oil paintings and photographs opened last week at the museum.”
Available at <http://thealpenanews.com/page/content.detail/id/522308/Museum-exhibit-now-open-for-last-year-s-Juried-Art-
Exhibition-winner.html?nav=5011>. Accessed on February 9, 2016.
II. “The Cultural Arts Guild of Mastic Beach held their annual Art Show yesterday at the gazebo
on Neighborhood Road.”
Available at <http://trihamletnews.com/art-show-comes-to-mastic-beach/>. Accessed on February 9, 2016.
III. “Ben majored in art, graduating in 1989, and worked for four years in advertising and
design before starting to paint…”
IV. “I was a keen photographer as a teenager but it fell by the wayside as I got older and life
got busier.”
V. “He was born in 1982 and grew up in São Paulo.”
a) Which of these statements is the correct one? Answer in your notebook.
The words in bold tell us that the actions, states and events happened at a continuous period of
time in the past.
The words in bold tell us that the actions, states and events happened at a specific time in the
past.
The words in bold tell us that the actions, states and events happened in an undefined time at
the past.
We use the Simple Past to talk about actions, states, and events that happened and finished at
a specific time in the past. Although the time is not necessarily mentioned, it can be imagined
by the speaker. When we want to mention the time, we use expressions such as “last week”,
“yesterday”, “in + year”, among others.
b) Are the words in bold in sentences I and III regular verbs or irregular verbs?
c) Are the words in bold in sentences II, IV and V regular verbs or irregular verbs?
In the Simple Past, regular verbs always end in –ed. Irregular verbs have several different
endings. You can consult them in the list at the end of the book.
2. Read the sentence about Paul Gauguin (1848-1903), a French Post-Impressionist artist:
“… he didn’t have any art formal training.”
Available at <http://www.biography.com/people/paul-gauguin-9307741#synopsis>. Accessed on April 21, 2016.
Is the main verb in the past?
To make negatives, use did + not + verb in the infinitive:
“[…] he didn’t have any art formal training.”
To make interrogatives, use did + subject + verb in the infinitive:
Did Ben Agbee work in advertising?
3. Read the biographies and autobiographies in the Let’s read! section again. In your
notebook, make a list of the verbs in the Simple Past that you learned in this unit.
Página 97
4. The following answers are related to the texts in the Let’s read! section. In your notebook,
write questions to the answers beginning with the words in parentheses.
a) Ben graduated in 1989. (When)
b) Louise bought a DSLR. (What)
c) Louise started a Photo-a-Day project. (What) town. (Where)
d) Fabio grew up in São Paulo. (Where)
e) Fabio started making art in his home
5. Pieces of art can cost a lot of money. The more famous a piece of art is, the more money it
costs. As other valuable things, pieces of art are stolen more and more. Read about the
disappearance of Leonardo da Vinci’s Mona Lisa and do the activities below.
Replace the letters in the text with the appropriate form of the verbs in the boxes. Use your
notebook.
How Could Someone Steal a Painting From a Museum?

by Julia Layton
Musée du Louvre, Paris. Photography: Stuart Dee/Photographer's Choice/Getty Images
Mona Lisa, c.1503-1506 (oil on panel) by Leonardo da Vinci (1452-1519); 77 × 53 cm (30,3 in × 20,8 in); Louvre,
Paris, France.
assume/be/call/disappear/see
When Leonardo da Vinci’s Mona Lisa A from the Louvre museum in Paris in 1911, the world B shocked. The
theft went undetected for days. Museum staff C the empty sp ace on the wall and D the painting had been
moved to the Louvre’s restoration center for upkeep. But by the second day, the Louvre E the police.
be/end/leave/remove/stick/take/use/walk
The theft of the Mona Lisa by museum worker Vincenzo Perugia F brilliant in its simplicity. It’s unclear what
type of security the museum G at the time, but some facts are known for sure. After Perugia’s shift H on
Sunday, he hid in a room. When everyone had gone home, he I his hiding place, J the Mona Lisa off the wall, K
it from its frame, L the priceless work under his shirt and M out into the night. […]
Read more at <http://people.howstuffworks.com/steal-painting-from-museum.htm>. Accessed on April 21,
2016.
6. According to the text, why was the Mona Lisa stolen from the Louvre?
a) Because security did not call the police immediately.
b) Because security thought the Mona Lisa had been moved to the Louvre's restoration center.
c) Because security did not check if all the employees had gone home.
BEYOND THE LINES...
a) What makes a piece of art cost so much money?
b) What should define the price of a piece of art?
c) “Making art for money” and “making art for art’s sake.” Do you think these two ideas can
coexist?
Página 98
7. Can you find in the text some expressions that can be used to refer to past time? Copy them
in your notebook.
8. Read the statements below and pay special attention to the words in bold.
I. Ben Agbee, born in 1966 […].
II. Famed French artist Paul Gauguin, born on June 7, 1848 […].
Available at <http://www.biography.com/people/paul-gauguin-9307741#synopsis>. Accessed on April 21, 2016.
Replace the letters A and B with correct information to complete the rule below. Use your
notebook.
We use A for complete dates or days of the week; we use B to refer to a specific month or year.
9. Whose bio is it? Replace the letters with the preposition in or on to complete these short
biographies. Use your notebook.
I Artist, painter, born A 1853 in Zundert, Netherlands. His famous works include Starry Night,
The Bedroom, Irises, Sunflowers. He died B July 29, 1890. (Post-Impressionism)
II Artist, inventor, scientist born C April 15, 1452 in Vinci, Italy. He died D 1519 in Amboise,
Kingdom of France. His famous works were Mona Lisa, The Last Supper, The Vitruvian Man.
(High Renaissance)
III Poet, journalist, born E 1902, Itabira, Brazil. He died F 1987. The first of his numerous
collections of poetry, Alguma poesia (“Some Poetry”), written G 1930, demonstrates both his
affinity with the Modernist movement and his own strong poetic personality. (Modernism)
Write in your notebook the correct combination of numbers–letters to match each biography
to each notable person below.
SPL/Latinstock
Leonardo Da Vinci, engraved portrait by J. Posselwhite, 1835. 68,5 cm × 88,9 cm (27 in × 35 in)
Musee d'Orsay, Paris, France. Photography: Bridgeman Images/Easypix
Self portrait, oil on canvas by Vicent van Gogh, 1889. 65 cm × 54,5 cm (25,59 in × 21,45 in)
Lewy Moraes/Folhapress
Carlos Drummond de Andrade, 1982.
10. Now take a look at this statement: I live in Birmingham.

a) In your notebook, write the following rule.
We use the preposition __ to indicate location.
b) Can you find other examples of this use in the bios?

Página 99
• What does the poster of The Artist tell you about the movie?
Warner Bros./ID/BR
Poster of the movie The Artist (2011), directed by Michel Hazanavicius.
AUDIO 17 1. Listen to the audio of the movie trailer and do the following activities.
a) In your notebook, write the following sentence with the missing words.
George Valentine was Hollywood’s big star until =QQ= stole his spotlight out =QQ=
b) Which expressions does the speaker use to describe the film?
exciting/unexpected gift/beautiful/magnificent creation/elegant/rich production
c) What does the speaker say to invite listeners to watch the film?
2. Invite a friend to the movies. Use the prompts below to help you.
Student A makes the invitation Student B answers the invitation
Greet your partner. Greet back.
Invite him/her. Ask what movie.
Make a suggestion. Ask what day and time.
Suggest a date and time. Accept or decline the invitation.
Decide on a meeting point. Say good-bye.

USEFUL LANGUAGE
Making invitations Accepting invitations Declining invitations
Do you want to go to the Sure. What time? I can’t. I have work to do.
movies tonight?
I’d love to, thanks. I’m sorry. Can I take a rain
Would you like to go to the check on that?
movies tomorrow? That’s awesome.
I’m really sorry, but I’ve got
How about going to the Great. When can we go? something else going on.
movies?
PRONUNCIATION SPOT – LETTERS vs SYLLABLES
AUDIO 18 1.Listen to these words.

stole/heart/head/glass/movie/miss/chalk/steel/spotlight/crayons/stone/disappear
• In your notebook, write down the number of letters and syllables. Use the appropriate
columns. See an example.
Number of Number of
letters syllables
stole 5 1
2. What can we say based on activity 1? Answer in your notebook.

a) Usually, there are fewer syllables than letters.
b) All the letters in a word are always pronounced.
c) Double consonants (-ss, -pp) have a single sound.
d) Some letters are not pronounced.

Página 100
PROFESSION SPOT
CAREERS IN VISUAL ARTS
Look at a list of some careers in the field of visual arts in the first column. In your notebook,
organize them according to the five categories in the right column. The first item in each
category is already done for you.
actor Arts Management – The following careers are geared toward anyone
interested in the business side of the visual arts, including museums,
advertising designer restoration, organizations, and firms:
art auctioneer art auctioneer
art critic Fine Arts – The following visual arts careers are for those who simply
create fine art on their own, usually working in their private studios,
with the goal of exhibition and sale of their work:
art gallery owner
ceramic artist
art restorer
baker/culinary artist
Performing Arts – The following careers are possibilities for anyone
interested in theater or film work, either in front of or behind the
book illustrator camera, on stage, or behind the curtains:
cake decorator actor
cartoonist Art Trades – The following visual arts careers are jobs in which one
can make a solid living, after learning the specific skills of the trade:
ceramic artist
baker/culinary artist
choreographer
Editorial Art – The following visual arts job positions are similar to
comic book artist the careers in the media arts. In the editorial art field, however, these
artists either write about art for print or are given assignments to
work for print production:
costume designer
advertising designer
dance instructor
Adapted from
film critic <http://www.elmira.edu/academics/programs/Majors_Minors/Art/Grad_School/Caree
r_Opportunities.html>. Accessed on February 2, 2016.
film director
graphic designer
greeting card
designer
makeup artist
medical illustrator
mosaic artist
painter
police sketch artist
printmaker
sculptor
set designer
signmaker
special effects artist
tattoo artist
web designer
Página 101

Let’s write a biography
A biography is an account of a person’s life. This is the type of text you are invited to
create here.
Writing Steps
Organizing
• Choose a visual artist from your community. He or she can be alive or dead.
• Interview the artist, his or her relatives or friends to gather information about him or
her.
• Find or take a picture of the artist or draw one.
• Make a first draft, highlighting what makes this artist so special.
• Include information about artistic profession; place and date of birth; some major
facts about his/her life; general description of his/her artistic work, and the
importance of his/her art. If the artist is dead, you can tell why, when, where and the
cause of death.
• Use verbs in the past and adverbs of time.
Peer editing
Publishing
• Publish it on your blog or on a wall newspaper.

hadynyah/iStock/Getty Images
A potter at work in his studio, in Ouarzazate, Morocco.
meaofoto/Shutterstock.com/ID/BR
Portrait artist at work in Chiang Mai, Thailand.
Genre: Biography
Purpose: To make an account of the life of an artist
Tone: Formal
Setting: Blog or wall newspaper
Writer: You
Audience: Blog readers or wall newspaper readers

PRImageFactory/iStock/Getty Images
Página 102

PETA/ID/BR
English singer, actress and fashion designer Kelly Osbourne supports PETA in a campaign to save the seals.
1. PETA é um acrônimo para uma organização não governamental intitulada “People for the
Ethical Treatment of Animals”. Nessa propaganda, a artista Kelly Osbourne apoia PETA em
uma campanha para:
a) convidar para um espetáculo em prol das focas.
b) demonstrar que eles não usam peles de focas.
c) denunciar os países que usam peles de focas.
d) impedir que a Europa compre peles de focas.
e) protestar contra a matança de focas no Canadá.
2. A expressão SAVE THE SEALS tem a função de:

a) apresentar uma justificativa.
b) comover o leitor emotivo.
c) descrever um problema ético.
d) pedir ao leitor uma doação.
e) persuadir o leitor a fazer algo.
3. O trecho abaixo foi retirado da biografia da fotógrafa Louise Holgate. Ele nos informa que
ela:
I live in Birmingham with my husband and four-year-old daughter. I’ve been a primary school
teacher for more years than I care to admit to, but am now following my dreams and developing a
career in photography.
Available at <http://louiseholgate.wordpress.com/about/>. Accessed on March 31, 2016.
a) admite ter deixado de ser professora.
b) é professora primária há muitos anos.
c) foi professora, mas agora é fotógrafa.
d) gosta de ser professora de fotografia.
e) sempre sonhou em ser professora.

Página 103
TIME TO REFLECT
UNIT 6
… recognizing expressions of visual arts.
… forming words.
… naming materials used to produce visual arts.
… using “must” in different situations.
… expressing events in the past.
… using “in” and “on”.
… making invitations.
… counting letters and syllables.
… writing a biography.
Examples: I liked recognizing expressions of visual arts. I need to get better at naming materials
used to produce visual arts.

Do more exercises.
Read more.
Ask for help.
Other.
DRB Images, LLC/Getty Images

Página 104
Illustration: Catarina Bessell/ID/BR Photographs: racorn/Shutterstock.com/ID/BR, Zzvet/iStock/Getty Images, José Bassit/Pulsar Imagens, Flashon Studio/Shutterstock.com/ID/BR,
Garsya/Shutterstock.com/ID/BR
Página 105
4 FOLK
PART
EXPRESSIONS
LEARNING PLAN
Talking about future plans and making predictions for the near future
Learning vocabulary related to festivals and parades
Planning a festival at school Adding comments to posts on the Web
Talking about handicrafts
Writing instructions for making handicrafts
Learning how to express possessive relations
Create talking photos with

Fotobabble and share them in a
few seconds
Go to Fotobabble <http://linkte.me/u60d4> (accessed on February 9, 2016), upload a photo
and then record a description or talk about your memories. Give a title and choose a theme for
the background (examples: snowflakes, red hearts, confetti, etc.). Then save and share it. You
can post it on different social networks, in your blog, and send it by email.
Fotobabble. Facsimile: ID/BR

Fotobabble. Facsimile: ID/BR
Página 106
UNIT 7
HANDICRAFTS
LANGUAGE IN ACTION
• Talk about handicrafts

• Follow instructions on how to make a handicraft
• Learn how to express possessive relations
• Write instructions for making a handicraft
Sérgio Dotta/ID/BR

Cassandra Cury/Pulsar Imagens
Inês Calixto/Pulsar Imagens
Rurus Artesanato/ID/BR
Rivaldo Gomes/Folhapress
G. Evangelista/Opção Brasil Imagens

Nereu Jr./Fotoarena
Página 107
LEAD-IN
akiyoko/iStock/Getty Images
1. Look at the pictures on the previous page. Match each item to one of the categories below.
a) Home decor
b) Personal accessories
2. In your notebook, write the correct combination of numbers–letters to match each

handicraft photo on the previous page to its caption.
A Brazilian figureheads from the São Francisco River are placed on the prow of the boats. Some
people believe they have the power to scare away river demons.
B These pairs ofearrings look like gold, but their material is “golden grass.” Golden grass is
found in Tocantins, in the heart of Brazil.
C See how you can recycle your T-shirt in two steps!
D Her necklace is made of a bottle cap.
E Lampshades made of recycled plastic bottles are sophisticated handicrafts.
F Brazilian seeds and their beautiful colors can be arranged to make a tray.
G Filet lace is a very old hand embroidery technique found in the Northeast of Brazil.
H Marajoara art in ceramics is famous in the state of Pará.
I Clay ladies can be found in Caruaru market in Pernambuco and in handicraft shops in
different parts of Brazil.
3. Do you (or anyone in your family) make handicrafts? If so, describe the work.
4. Which handicrafts on the left page were made from natural materials? Which ones were
made using recycled objects? Write the names of the pieces in your notebook.
5. Let’s create an innovative handicraft project! Look around your environment and see what
materials you can use and what objects you could create. Illustrate your project with pictures.
Use your notebook.
BEYOND THE LINES...
a) Is every handicraft activity beneficial to the environment? Are there any examples that
represent a menace to it?
b) Do people in your region recycle objects for handicrafts? Is it a profitable activity? Do local
people buy them or do they only attract tourists?
DID YOU KNOW…?
Luis Salvatore/Pulsar Imagens
Indigenous handicraft made of seed beads.
Brazilian handicraft was greatly influenced by the Brazilian indigenous culture. Bags made of
braided fibers and ornaments with feathers, seeds and fish scales are used in regions of the
country that are not even close to indigenous villages.
Source: <http://prodoc.museudoindio.gov.br/noticias/retorno-de-midia/66-influencia-dacultura-indigena-em-nossa-vida-vai-de-
nomesa-medicina>. Accessed on May 7, 2016.
Página 108
LET’S READ!
BEFORE YOU READ…
a) Do you have handicraft objects in your house? If you do, what objects do you have?
b) Can you make handicraft objects? If not, would you like to learn this art?
HINT
É útil aprender a selecionar o que é relevante quando lemos um texto.
1. Read the text below. Then answer the following questions.
National Recycling Week. Facsimile: ID/BR

Available at <http://recyclingweek.planetark.org/documents/doc-704-srrc-recycled-arts-and-crafts-guide-2012.pdf>. Accessed on
February 19, 2016.
Página 109
DID YOU KNOW…?
A do-it-yourself (DIY) text is a kind of text which teaches you to do something.
2. What is the purpose of the DIY text on the previous page?
3. What sort of person does the text assume you are?
4. Read the title and the subtitle of the text.

a) The title of the text is a blend of two words. Which are they?
b) Does the subtitle help you answer the previous question? Why (not)?
5. Read the text again and rewrite the instructions in steps. Use the parts that actually tell you
what to do. We have started them for you.
Shaker
Step 1 Choose a clean container with a lid.
Plastic Bottle Panpipe
Step 1 Get some empty bottles.
6. Take a look at the pictures and find the names of the reused objects mentioned in the text.
Use your notebook.
a)
Getty Images/fStop
b)
Natthapenpis Jindatham/Shutterstock. com/ID/BR
c)
oatmeal2000/iStock/Getty Images
d)
alenkadr/iStock/Getty Images
e)
Karisssa/iStock/Getty Images
f)
WeeraDanwilai/iStock/Getty Images
7. What’s the purpose of the section “Options” in the text Shaker?
8. Can you think of options for the Plastic Bottle Panpipe?
9. Based on the materials you consume in your community, discuss with the class what other
things could be used to make “wastruments”.
10. Suppose you are going to organize some recycling workshops in your community. What
workshops would you offer?
Página 110
VOCABULARY CORNER
1. Besides recycled objects, handicrafts make use of other materials and tools. Look at the
items in the pictures and label them in your notebook, using words from the box.
beads/ceramic/tiles/clay/fabric/glass/glue/needles/nylon/paint/scissors/seeds/stones/yar
n/wood/handsaw
Crepesoles/Shutterstock.com/ID/BR
Igor Dutina/Shutterstock.com/ID/BR
PJjaruwan/iStock/Getty Images
kavring/Shutterstock.com/ID/BR
E
mimo/Shutterstock.com/ID/BR
tescha555/Shutterstock.com/ID/BR
Vaidas Bucys/Shutterstock.com/ID/BR Rubens Chaves/Pulsar Imagens
Ragnarock/Shutterstock.com/ID/BR
Olga Sapegina/Shutterstock.com/ID/BR
Givaga/Shutterstock.com/ID/BR
J
Anna Marynenko/Shutterstock.com/ID/BR
Andrey Eremin/Shutterstock.com/ID/BR Taurus/Shutterstock.com/ID/BR
Ivan Montero Martinez/Shutterstock. com/ID/BR
magicoven/Shutterstock.com/ID/BR
Smuay/Shutterstock.com/ID/BR
O
Página 111
a) Do you have any objects that are made with recycled material? What?
b) Do you know anyone who makes money by recycling things?
AUDIO 19 1. Listen to the recording and do the following activities. What is the main idea of the
text?
a) To inform about how a community turns coconut shells into a commercial activity.
b) To inform about the impact of coconut production on the tourist sector in Phuket.
c) To inform about the beaches and the sightseeing in Phuket and its surroundings.
2. What do the words attractive, outstanding, valuable, and delicate qualify? Write the answer
in your notebook.
a) the waste
b) the products
c) the community
3. Look at these upcycled items. Which of them is related to the type of handicraft mentioned
in the recording?
a)
John Kasawa/Shutterstock.com/ID/BR
b)
Pia Chaib/Archive
c)
Peter Rowley/haemengine
d)
NJUStudio/ID/BR
e)
rhonda/Dollar Store Craft
Página 112
4. Now, with a partner, answer the questionnaire below.

a) Do you have any artistic talents?
b) Do you know anyone who has artistic talents? What kind?
c) Do you know any artists that make a living with handicrafts?
d) Can you name some of the objects used in the upcycled items in activity 3?
e) Can you name objects at home that can be upcycled?
f) Can you think of any agricultural products that can be upcycled in your region?
5. Share with the class your partner’s ideas of what can be upcycled in your region or
community.
BEYOND THE LINES...
a) In some situations, children are involved in working in the informal sector, for example, to
make handicrafts. Do you think this is OK? Why (not)?
b) In your opinion, what is the ideal age for a young person to start working?
c) How can child labor be avoided in the informal sector?
PRONUNCIATION SPOT – COMPOUND WORDS
A compound word is created when two or more words are joined together (e.g. bedroom) or
used adjacent to one another so often that the combination of words is interpreted as a single
noun (e.g. police station).
AUDIO 20 1. Listen to the following compound words.

handmade/cardboard/homemade/classroom/basketball/dressmaker/lampshades/paper
beads/computer programmer/gas station/air conditioner/greeting cards
2. In your notebook, copy these compound words using capital letters in the word stress.
Example: HANDmade.
AUDIO 213. There are cases of non compound words which can cause some confusion. In these
cases, the stress comes on the second word. Listen to the pairs of words and copy the
compounds in your notebook.
green house/black bird/White House/blueprint/girl friend/greenhouse/Blackbird/white

house/blue print/girlfriend
4. How do the pairs of words in activity 3 differ in meaning? How can you tell the difference?
Página 113
1. Read the following three statements from the Lead-in section and do the activities.
I. See how you can recycle your T-shirt in two steps!
II. Brazilian seeds and their beautiful colors can be arranged to make a tray.
III. Her beautiful necklace is made of a recycled bottle cap.
a) Who do the words in bold refer to? In your notebook, write the correct combination of
numbers–letters to match the columns.
I “your T-shirt”
II “their beautiful colors”
III “Her beautiful necklace”
A a plural element in the text
B a necklace that belongs to a girl/woman
C the readers in general
b) What relationship do the words in bold above establish with the elements they refer to?
The words your, their and her are used to show possession of something or close
relationship to someone or something.
c) Replace the numbers in the chart below with the appropriate words from the box. Answer in
your notebook.
I My
You Your
He 1
singular
She 2
It 3
plural We Our
You 4
They Their
Its/Her/Your/His
2. Replace the letters with the most appropriate words from the chart above and learn about
some Brazilian artists and their craft. Use your notebook.
a) The golden grass is a plant grown in Jalapão, in the state of Tocantins. A main feature is the
color that resembles gold. According to reports from local artisans the production with golden
grass is indigenous heritage from the Xerente people. With this material they can create B art:
bracelets, earrings, key chains, bags, belts, vases, decorative items and utensils.
Andre Dib/Pulsar Imagens
Golden grass harvesting in Jalapão (TO), 2015.

Página 114
b) Aparecido Gonzaga Alves, also known as Din, started working with wood in the 2000s,
sanding parts for a sculptor that is C friend. Din’s best-known pieces are the sculptures he
makes of Luiz Gonzaga. Known as the King of Baião, Luiz Gonzaga was an important popular
Brazilian singer and composer. Born in Pernambuco, the artist sang accompanied by D
accordion, bass drum and triangle and was often invited to play in June parties and forró
parties.
c) After 30 years working with ceramics, Zezinha became one of the most prestigious artisans
of the Jequitinhonha Valley. She began making crafts out of necessity, as it was the only source
of income available at the time. Zezinha carves flowers and pets, but the clay dolls became E
trademark. The artisan’s work has an improved technique and differentiated finish. Women
portrayed by F are mostly brides or mothers.
Adapted from <http://www.artenata.com.br/brazilian-art/>. Accessed on February 11, 2016.
3. Another way of saying that something belongs to someone or something else is by adding
’s. Read an example taken from the transcription of the Let's listen and talk! section.
“Rawai is one of Phuket’s famous tourist locations and our community in particular […]”
In this case, “Phuket’s famous tourist locations” means “the famous tourist locations located in
Phuket.”
If the possessor is a singular noun, add ’s, like in girl’s handicraft. If the possessor is a plural
noun, just add an apostrophe (’), like in workers’ project.
If we have more than one possessor of the same item, we add ’s to the last noun, like in Carol
and Pedro’s art teacher.
For irregular plurals add ’s, like in the children’s crafts.
4. Based on what you learned about the art craft in activity 2, identify who made the following
crafts. In your notebook, write the correct combination of numbers–letters to match the
columns.
I The lady with a flower dress is =QQ=.
II The sculpture of Luiz Gonzaga is =QQ= craft.
III The =QQ= craft has influenced the work done with golden grass.
A Xerente’s.
B Zezinha’s craft.
C Aparecido’s.
Larissa Pampolha/Artenata
Página 115
PROFESSION SPOT
PEOPLE WORKING WITH CRAFTS
1. Look at the craftspeople’s pictures below. In your notebook, name them. Use words from
the box.
carpenter/potter/stonemason/tailor/weaver
D
E
Illustrations:Hausbuch der Mendelschen, Germany. Photography: ID/BR
2. Relate the materials and tools used by the craftspeople above to their crafts. Replace the
letters below with the correct words from the box of the previous activity. Use your notebook.
a) Wood is a primary ingredient in the carpenter’s craft.
b) Yarn is a primary material for the B work.
c) The C main craft material is clay.
d) The D primary material is fabric.
e) The E primary tool is the handsaw.
f) The F craft is based on stone.
g) The Gmain tools are his or her hands.
h) The H main tool is a pair of scissors.
3. Take a look at the word lampshade from the Let’s listen and talk! section. It is formed by
two words. Which are they?
In English, a very productive process of word formation is compounding. The parts of a

compound word can be written as a single word, as in workshop, hyphenated, as in fire-
fighting, or written as two words, as in air conditioning.
4. Answer the questions below in your notebook.

a) What do you call a book you use to take notes?
b) What do you call a card you use for buying on credit?
c) What do you call a board that has keys?
d) What do you call a paper that publishes news?
e) What do you call a station where you take a bus?
f) What do you call a lot you use for parking?
g) What do you call a room you use for taking baths?
5. In your noteboook, write with a capital letter the stressed part of each compound word in
activity 4.
Página 116

Let’s write instructions for making craftwork
Before you start, take a look at the text below and answer the questions.
Recycled greeting cards

Receiving birthday cards, festive greeting cards and special occasion cards are great,
but we don’t always want to keep them all. Unwanted cards can be recycled with your
normal paper recycling, or you can use them to make your own unique recycled
greeting cards.
Materials
• Any old greeting cards you no longer wish to keep
• Scissors and glue
• A4 or A5 sheets of cardboard (A5 is half the size of an A4 page)
Optional
• Assorted craft materials for extra decoration.
Instructions
1. If you have an A4 piece of cardboard, cut it in half so that you have two A5 pieces.
2. Fold each A5 piece in half to form a new card.
3. Using the old greeting cards, cut out any images, shapes, colours, letters or words
that you might wish to use on your new cards.
4. Make your own unique cards by sticking on material from the old cards, as well as
any other materials you may wish to use – ribbons, tinsel, crayons, colour pencils, etc.
Available at <http://recyclingweek.planetark.org/documents/doc-704-srrc-recycled-arts-and-crafts-guide-2012.pdf>. Accessed on

February 10, 2016.
a) Who is it addressed to?
b) What are the parts of the text?
c) The language in the text is presented in short paragraphs or items?
d) To give instructions do we normally use the imperative form or future forms?
iStock/Getty Images
Página 117
Writing instructions for making a craft

Writing Steps
Organizing
• Choose a handicraft you know how to make.
• Find a good picture or make a drawing to illustrate the instructions.
• Make a first draft of the instructions.
• Use the imperative form. Some examples of useful expressions are Make…; Use…;
Fold… in half; Fold down…; Fold up…; Unfold…; Open up…; Get a piece of…; Cut…; Pierce
one hole…; Tie...; Paint…; Make a horizontal/vertical crease…;Make the triangle into a
square…
Peer editing
Publishing
• Publish the instructions on a blog or a wall newspaper.
kokouu/iStock/Getty Images
Genre: Instructions for craftwork
Purpose: To help people create a handicraft
Tone: Informal Setting: Blog or wall newspaper Writer: You or your group
Audience: Wall newspaper or blog readers

Priya/Color Conceptions
wrangler/Julia Tsokur/Andrei Kuzmik/Shutterstock.com/ID/BR
i9370/Shutterstock.com/ID/BR
stable/Shutterstock.com/ID/BR
iStock/Getty Images
Página 118
LEARNING TIPS
Playing a memory game to associate words to
images
Memry is a memory game that uses Flickr pictures as cards. You write a tag and the
game cards suit the word. You work with only one concept at a time. Here are some
basic guidelines for you to play and learn with this Web tool.
• Go to Memry <http://linkte.me/lkvl9> (accessed on April 11, 2016).
• Choose a tag and type it. Example: parades (see picture 1).
• Press Play! to begin the game (see picture 2).
• Click on the squares to find the right matches (see picture 3).
• The game is over when all photos have been matched (see picture 4).
• If you want to enlarge the picture, click on it and it will open in Flickr.
Available at <http://www.pimpampum.net/memry>. Accessed on April 9, 2016.
2
All images captured from <http://www.pimpampum.net/memry/enter.php>. Accessed on on February 11, 2016.

You can also e-mail the game to your friends. Alternatively, you can make this memory
game in paper with a collection of words and images taken from old magazines, for
example. Have fun!
Página 119
TIME TO REFLECT
UNIT 7
… discussing about handicraft and sustainability.
… naming materials used in handicraft works.
… talking about personal abilities related to handicraft.
… using compound word stress.
… using possessive forms.
… forming compound words.
… writing instructions.
Examples: I liked discussing about handicraft and sustainability. I need to get better at using
possessive forms.

Manage my time more effectively. Do more exercises.
Read more.

Ask for help.
Other.
Izabela Habur/Getty Images

Página 120
UNIT 8 FESTIVALS
AND PARADES
LANGUAGE IN ACTION
• Talk about future plans and make predictions for the near future
• Learn vocabulary related to festivals and parades
• Plan a festival at school
• Add a comment to a post on the Web
Cheltenham Comedy Festival. Facsimile: ID/BR
Banner of the Cheltenham Comedy Festival 2012.
2
Putu Sayoga/Getty Images
Women wearing costumes and carrying fruit on their heads during a parade for the opening of the Bali Food Festival,
in Indonesia, 2013.
Embratur/Governo Federal
Parintins Folklore Festival participants during the 2014 parade.
Shi Yali/Shutterstock.com/ID/BR
Dragon boat teams during the 2013 Dragon Boat Race, in Taiwan.
5
Celso Pupo/Shutterstock.com/ID/BR
Presentation of the Império da Tijuca samba school at Sambódromo, Rio de Janeiro, Brazil, in 2014.
Página 121
LEAD-IN
vlada88/Shutterstock.com/ID/BR
1. What is the most famous festival in Brazil? And in your state?
2. In your notebook, write the correct combination of numbers–letters to match each of these
texts to its corresponding image on the left page.
A Brazil is world-famous for its Carnival celebrations. Carnival is celebrated all around the
country, but the most famous celebrations happen in Rio, Bahia and Pernambuco.
Available at <http://leilamelquiades.blogspot.com.br/2011/03/carnival-in-brazil.html>. Accessed on February 11, 2016.
B The Boy with Tape on his Face promises a comedy evening like no other: mime with noise,
stand-up with no talking, and drama with no acting, when he performs live at Parabola Arts
Centre.
Available at <http://www.soglos.com/comedy/32987/The-Boy-with-Tape-on-his-Face-in-Cheltenham>. Accessed on April 12, 2016.
C Dragon boats are giant sized boats painted attractively and embellished with a dragon head
and tail. The race begins with the rowing of boats to the rhythm of pounding drums. Once the
night falls the breathtaking Dragon Lanterns and brightly lit creations comealive and truly
steal the show.
Available at <http://www.funonthenet.in/festivals/unique-festivals-world.html>. Accessed on February 11, 2016.
D The second largest festival in Brazil, the Parintins Folklore Festival, is only dwarfed by the
Carnival celebration in Rio de Janeiro. Called the Festival do Boi Bumbá it takes place for three
days at the end of June.
Available at <http://www.rio.com/vacation-planning/parintins-folk-festival>. Accessed on February 11, 2016.
E Bali Food Festival You are invited to take part in this year’s event, where you will be able to
show-off your culinary delights or products whilst being part of a truly fun weekend. We
expect over 30,000 visitors for the three days.
Available at <http://www.foodreference.com/html/indonesia-food-shows.html>. Accessed on February 11, 2016.
Look at the picture of Sam Wills on the right and answer these questions.
a) In what festival can we find this man?
b) What is he called?
c) What is Sam’s profession?
d) What are his main means of communication with his public: gestures, voice or facial
expressions?
3. Look at picture 4 on page 120. Based on the clothes people are wearing, what was the
weather forecast probably like on that day: warm, cold or freezing?
DID YOU KNOW…?
Yum means “Delicious!” You can also say Yummy or Yum-yum.
Photo Jannica Honey/Courtesy www.gagreflex.co.uk
Sam Wills (born in 1978 in New Zealand) performing The Boy with Tape on His Face.
Página 122
LET’S READ!
BEFORE YOU READ…
a) Do you like going to music festivals or concerts?
b) What is the last one you went to?
c) Who would play at your “ideal” music festival?
1. The text below was published in 2015 during the organization of the Download Festival.
Read it quickly and answer the following questions in your notebook.
HINT
Observar em que seção da revista o texto está, bem como suas ilustrações e links, o ajudará a
prever as informações nele registradas.
Bryshere ‘Yazz’ Gray at iHeartRadio Fest 2015: ‘The Drama Is

Going to Get More Impactful’ on ‘Empire’
9/19/2015 by Ashley Iasimone
Bryshere “Yazz” Gray is in the midst of filming the second season of Empire, but he made an appearance on
stage at the iHeartRadio Music Festival in Las Vegas to introduce one of Friday night’s performers, Lil Wayne.
Billboard caught up with Yazz, who’s known for playing the role of Hakeem Lyon on Empire, backstage at the
show.
“I’m happy to be here in Vegas. I’m actually bringing out one of my role models I always looked up to musically,
so it’s great,” Yazz said.
When asked about the upcoming season of Empire, he wouldn’t give away any spoilers – but he did divulge a
few details about what to expect when the show returns on Sept. 23.
“We’re actually filming season two, episode seven now, so right now we’re in it – I know what’s going on. I just
wanna tell you,” Yazz teased, before continuing: “I can just tell you this. The storyline is going to increase, the
drama is going to get more impactful, the music is gonna get better and better. You’re just gonna see brothers
fight for success.”
“Our writers trust in us, and they trust that we’re gonna take what they give us and we’re gonna make it a
great creation, you know. So, we know… we’re just not gonna tell you,” he said with a laugh.”
Yazz went on to talk about the evolution of his character Hakeem’s music.
“This season, you can expect from Hakeem just to have music that’s gonna evolve better than last season.
You’re gonna see him grow,” he said. “The music gets better. We have Ne-Yo working, we have Swizz Beatz
working with us, so it’s great. It’s a very dynamic team we have right now.”
“So what you can expect from Yazz … you never know,” he added. “I could drop a single here, I could drop a
single there. Just stay tuned. Really. Anything with Yazz is a secret. It's unpredictable.”
Available at <http://www.billboard.com/articles/columns/music-festivals/6700651/bryshere-yazz-gray-empire-season-2-
iheartradio-festival-2015#disqus_thread>. Accessed on February 12, 2016.
a) Who is the intended audience?
b) What is the purpose of the text?

Página 123
2. Read the text again and find out the answers for the following pieces of information. Write
in your notebook the correct combination of letters–numbers to match information of both
columns.
A the name of the festival
B the festival takes place in
C one of the singers that will play on Friday
D the name of the character Yazz plays on Empire
E the date when the show is expected to return
F Yazz’s statement about the music on Empire
I Las Vegas
II Lil Wayne
III Hakeem Lyon
IV iHeartRadio Fest 2015
VI Sept. 23
V the music is gonna get better and better
3. Has anyone ever organized a festival in your community/region/state? If so, what was it?
4. Has anyone ever organized a festival similar to iHeartRadio Fest 2015 in your
community/region/state? If so, what was it?
5. Read about the TIFF Next Wave Film Festival and answer the questions on the next page.
Use your notebook.
tiff.
The TIFF Next Wave Film Festival is the new annual festival exclusively for youth aged 14 to 18. This exciting
event includes twenty films made for youth – and in some cases by youth – along with an array of activities in
which students are exposed to the world of cinema and to life behind the lens. From February 15 through 17,
TIFF Bell Lightbox will be turned over to the next generation of movie lovers!
With films from across the globe and spanning all genres, TIFF Next Wave Film Festival brings the world of
cinema to Toronto’s youth audiences. The festival also includes an exciting slate of special guests, seminars
and showcases for young filmmakers. Select screenings are accompanied by Q&A sessions with directors and
special guests.
Available at <http://www.dailymotion.com/video/x17c14m_tiff-next-wave-2013-trailer_shortfilms>. Accessed on February 12,
2016.
DID YOU KNOW…?

The Toronto International Film Festival (TIFF) is a Canadian event for film lovers. It offers screenings, lectures,
discussions, workshops, and industry support. Filmmakers from Canada and around the world meet at TIFF.
Adapted from <http://tiff.net/about>. Accessed on February 12, 2016.
Toronto International Film Festival Inc./ID/BR

Página 124
a) Who is the TIFF event for?
b) What is the purpose of this Canadian festival?
c) Who are the people in the picture?
6. Read the text about the TIFF Next Wave Film Festival again and match the items in the left
column to the corresponding information in the right column. Write in your notebook the
correct combination of letters–numbers.
A festival venue
B city where the festival takes place
C age of target audience
D number of films in the festival
E what is also part of the festival
F what select screenings also include
I Bell Lightbox
II 14 to 18
III Q&A sessions with directors and special guests
IV 20
V Toronto
VI special guests, seminars, and showcases
7. The two texts you have just read are about music and film festivals. Make a list of different
festivals in your region and ask your classmates if they have plans to go. See an example.
DID YOU KNOW…?
Q&A means Question and Answer.
Are you going to the Ora-Pro-Nobis Festival in May in Sabará?
Yes, I am./No, I am not. I live too far away./No, I am going to (name of another festival).
8. In your notebook, label the images using the words from the box.
Carnival float/costume/crowd/Venetian mask/face paint kit/Mardi Gras beads
StockPhotosArt/Shutterstock.com/ID/BR
dlewis33/iStock/Getty Images
dlewis33/iStock/Getty Images
Marcelo de Jesus/UOL/Folhapress
E
Vinicius Tupinamba/Shutterstock.com/ID/BR
sergruss/Shutterstock.com/ID/BR
Página 125
1. Read these two statements. One of them was taken from the first text in the Let’s read!
section.
I. The storyline is going to increase, the drama is going to get more impactful, the music is
gonna get better and better. You’re just gonna see brothers fight for success.
II. Tonight I am going to Budapest – for the Sziget Music Festival!
Available at <http://www.imperatortravel.com/2012/08/tonight-i-am-going-to-budapest-for-the-sziget-festival.html>. Accessed on

February 26, 2016.
a) The parts in bold express a prediction, an ongoing event or a future plan?
2. Let’s learn how to speak of the future! Read the rules below and replace the capital letters
with words from the box. Use your notebook.
interrogative
future plans/intentions
negative
predictions
Present Continuous
a) When we want to express A or B, we use the structure am/are/is + going to + verb.
b) To make the C, we add not after am/are/is.
c) To make the D, we use am/are/is + subject + going to + verb.
d) We can also use the E when we want to talk about the near future.
3. Imagine you are attending the TIFF event. Look at the four films below. Decide which
one(s) you are(not) going to watch and give reasons. Write your plans in your notebook, as in
the example on the next page.
Source: <http://tiff.net/festivals/nextwave15/nextwave-films-2015>. Accessed on February 11, 2016.
Página 126
I’m going to... (and…) because...
I’m definitely not watching… (or…) because…
4. Suppose you and your classmates need to organize a festival for your school. What do you
think you are going to need? You have a budget of 500 dollars to spend on the general cost of
the event. Make a list, choosing items to prepare for the party and calculate costs for 150
people. Check prices in local markets. If you need more money, decide on an adequate price for
the tickets. Include prices in dollars or reais.
You can add more ideas to the options above and include items the school can offer free of charge.
• Ask and answer questions as in the examples below.
Syda Productions/Shutterstock.com/ID/BR
Página 127
• Does your school or community promote any festival regularly? If so, what kind of festival is
it? Does it take place annually?
HINT
Ao ouvir um áudio pela primeira vez, relaxe e procure tomar nota de qualquer coisa que
entender.
AUDIO 22 1. Listen to the recording.
2. Now, decide which of these statements is the correct one. Answer in your notebook. I. This
text is an interview about a festival. II. This text is a commercial about a festival. III. This text is
a news report about a festival.
3. Based on your experience with English, what variant do you recognize in this audio
material: British or American English?
4. How many speakers take part in this audio material?
AUDIO 22 5. Listen to the recording again. Then answer in your notebook.

a) What is the name of the food festival?
Savor Food Festival
Sample Food Festival
b) What is the date of the festival?
Saturday, October 6
Friday, October 5
6. What can you find at this festival?

a) live music
b) local shops
c) soft drinks
d) children’s activities
e) tasting plates
f) producers and lifestyle exhibitors
7. Look at this picture captured from the video and write appropriate answers in your
notebook.
Available at <http://www.youtube.com/watch?v=qN-UaMWMcYA>. Accessed on December 7, 2015.
Image captured from <http://www.youtube.com/watch?v=qN-UaMWMcYA>. Accessed on April 13, 2016.
a) What are they doing?
b) What are they going to do?

Página 128
8. Imagine you are holding a food festival. With a classmate, make a to-do list to guide your
steps. Use the prompts below, if necessary. Present your plans to the class.
Organization Things to do
Venue/site plan Choose a location
Date and time Set a date and a time
Equipment List the necessary equipment
Kinds of food Choose the kinds of food
Participants Decide who to invite to participate
Advertisement/media Decide how to advertise the event
Decoration/music Choose the decoration/music, etc.
USEFUL LANGUAGE
• The festival is going to be… at school/the school courts/the gymnasium
• We… serve…
Brazilian/regional dishes/finger food/regional desserts
• We… decorate the table/the walls with balloons/pictures of food/banners of typical dishes,
etc.
• The band/DJ is going to play… good music/country music/jazz/rock.
• We… use posters/flyers… to advertise.
PRONUNCIATION SPOT – SOUNDS/M/AND/N/
The sounds/m/and/n/aren’t commonly pronounced in final position in Brazilian Portuguese.

Instead, we nasalize the final vowel sound.
AUDIO 231. Listen and compare how these proper names would be usually pronounced by a
Brazilian and an American.
Melvin Benn
Kasabian
Sean Penn
Ann Sheridan
Cheltenham
Sam
Liam Neeson
Jason Statham
AUDIO 24 2. Listen and repeat the words and proper nouns below. Pay attention to the final
sounds/m/and/n/.
yum
from
some
ma’am
Eminem
Kim Kardashian
can
been
an
one
One Direction
Owen Wilson
Página 129
The Parade Game

Get together in groups of four.
Each group should have a dice and four counters (if you do not have counters, you can use
coins).
Imagine you are going to take part in a Carnival parade. Roll the dice and move across the
board. You must tell your group why you need that item in the parade. If you fell on the
umbrella square, you could say:
I need an umbrella because I am going to dance frevo.
If you give a reasonable and creative explanation, you may roll the dice when it is your turn
again.
If the other players think your explanation is not reasonable, you will miss your next turn.
If another student takes the same item, he or she should give a different reason. The more
creative, the better!
Psonha/ID/BR
USEFUL LANGUAGE
I need…
I’m going to take… because I’m going to…

Página 130
1. Do you like Carnival songs?
2. In your notebook, read the text and answer the following questions.
a) In addition to Brazil, do you know any other countries/cities that celebrate Carnival?
b) Do you know what kind of music is played in Mardi Gras in New Orleans?
DID YOU KNOW…?
Mardi Gras
A Christian holiday and popular cultural phenomenon, Mardi Gras dates back thousands of years to pagan
spring and fertility rites. Also known as Carnival, it is celebrated in many countries around the world. Brazil,
Venice and New Orleans play host to some of the holiday’s most famous public festivities, drawing thousands
of tourists and revelers every year.
New Orleans is famous for a unique variety of music created from the one-of-a-kind cultural gumbo the city
has been steeped in since its foundation. Marching bands, various street performers, and local hip-hop, and
punk scenes ensure that a visit to New Orleans at any time of the year has something for every music lover,
while the Mardi Gras celebrations and parades emphasize traditional New Orleans jazz and brass bands.
Adapted from <http://www.history.com/topics/holidays/mardi-gras>; <http://www.cheatsheet.com/entertainment/10-new-

orleans-anthems-just-in-time-formardi-gras.html/?a=viewall>. Accessed on February 17, 2016.
3. Now that you know a bit more about Mardi Gras in New Orleans, let’s listen to a
AUDIO 25
song that is popular in the festival. Listen to it without reading the lyrics and answer the
following questions in your notebook.
a) What will people show in New Orleans if you go to see the Mardi Gras?
b) Does the singer recommend a visit to New Orleans during Mardi Gras?
Go to the Mardi Gras

Professor Longhair
While you stroll in New Orleans
You ought to go see the Mardi Gras
If you go to New Orleans
You ought to go see the Mardi Gras
When you see the Mardi Gras
Somebody’ll tell you what’s Carnival for

Get your ticket in your hand
If you wanna go through New Orleans
Get your ticket in your hand
If you wanna go through New Orleans
You know when you get to New Orleans
Somebody’ll show you the Zulu King
You will see the Zulu King
Down on St. Claude and Dumaine
You know, you’ll see the Zulu King
Down on St. Claude and Dumaine
An if you stay right there
I’m sure you’ll see the Zulu Queen
Available at <http://www.metrolyrics.com/go-to-the-mardi-gras-lyrics-professor-longhair.html>. Accessed on March 3, 2016.
andyKRAKOVSKI/iStock/Getty Images
View of a balcony in New Orleans, Louisiana, USA, decorated for carnival celebration of Mardi Gras.
4. How different are the songs played in Mardi Gras in New Orleans and the songs played in
Carnival in Brazil?
5. What other musical styles, apart from samba and axé, can also be found in Carnival in
Brazil?
AUDIO 25 6. Listen to the song again and sing along!

Página 131
PROFESSION SPOT
SOME PROFESSIONALS INVOLVED IN CARNIVAL
1. Look at this snapshot of Brazilian Carnival. It shows two participants dancing during the
2015 Carnival parade in Rio. Can you think of the professionals involved in this production?
Answer the questions in your notebook.
Marcelo Cortes/Fotoarena
The “mestre-sala” (L) and the “porta-bandeira” (R) of one of Rio de Janeiro First Group samba schools posing for the
cameras, in 2015.
a) Who designed their costumes?
b) Who sewed the costumes?
c) Who embroidered the flag?
d) Who made the hats?
e) Who was responsible for the LED light work?
f) Who made the shoes?
g) Who was responsible for the makeup?
h) Who was responsible for the creation of the music?
i) Who took care of the sound during the parade?
j) Who was responsible for the samba movements?

choreographer
composer
costume designer
embroiderer
hatter
illuminator
makeup artist
seamstress
shoemaker
sound technician
2. Do you see yourself doing any of the activities listed above? Why (not)? Do you know
anyone who has any of those jobs?
BEYOND THE LINES...
a) Are parades only used for entertainment? What can they also be used for?
b) What other types of parades can you think of?
c) Do the festivals and parades in your region reflect elements of the local culture, or do they
“import” elements from other cultures as well?
Página 132

Let’s write a comment to post on a website
Comments are used to express personal opinion, join a debate, or add more
information about the text under discussion.
Rio Carnival
Unsurprisingly, this is the most popular time to visit Rio de Janeiro, so expect everything to be more expensive.
[...]
Archive/Real World Holidays
Woman parades for a samba school during the Carnival in Rio de Janeiro (RJ).
Accommodation
Copacabana is the obvious choice, with beach parties happening every night and easy transport links to the
Sambadrome. But don’t rule out the nearby neighbourhoods of Ipanema, Leblon and Leme, which have as
much to offer as Copacabana in the way of street parties and location.
For a slightly quieter night’s sleep, head to the hillside neighbourhood of Santa Teresa, with its cobbled streets
and fantastic views.
Go to the blog Real World Holidays and see more: <http://www.realworldholidays.co.uk/>.

Alan Betensley/Photographer's collection
Sambadrome will be packed wherever you choose to sit.

Página 133
BRFuzetti/ID/BR
Adapted from Rio Carnival 2016. Available at <http://www.realworldholidays.co.uk/blog/2015/10/23/rio-carnival-2016/>.

Accessed on February 13, 2016.
Writing steps
Organizing
• Read the excerpt of a blog post on the previous page and identify the problem.
• Decide if you agree or disagree with the author.
• List arguments to justify your opinion.
• Make a first draft of a comment in your notebook.
• Use first person to show your voice (e.g. I think…/In my opinion…).
Peer editing
• Evaluate your text and discuss your first draft with a partner.
Publishing
• Access the blog at <http://linkete.me/o1r2q> (accessed on February 13, 2016).
• Insert your comment in the form under the news and submit it.
• Alternatively, if you do not have access to the Internet, you can make a summary of
the news, add your comment, and publish it on a wall newspaper.
Genre: Comment
Purpose: To reflect about a piece of news
Tone: Informal
Setting: Blog or a wall newspaper
Writer: You

Página 134

“THE TREASURY”
Based on the simple ethos that everything has potential and nothing is trash, The Treasury is a
jewellery fixing and re-creation workshop. Bring along your old or broken jewellery to fix or
remake it into something new.
Available at <http://recyclingweek.planetark.org/events/display/373>. Accessed on November 13, 2015.
1. O excerto acima foi retirado do anúncio de um evento sobre artesanato, realizado em 2012
na Austrália. O anúncio apresentava uma lista de oficinas de reciclagem de objetos usados. A
oficina “The Treasury” teve como objetivo:
a) consertar e recriar ornamentos pessoais.
b) contribuir para formação de joalheiros.
c) discutir o potencial da criação de joias.
d) fixar e difundir a recriação de bijuterias.
e) transformar lixo em peças artesanais.
Rio Carnival
Unsurprisingly, this is the most popular time to visit Rio de Janeiro, so expect everything to be more expensive.
[…]
Accommodation
Copacabana is the obvious choice, with beach parties happening every night and easy transport links to the
Sambadrome. But don’t rule out the nearby neighbourhoods of Ipanema, Leblon and Leme, which have as
much to offer as Copacabana in the way of street parties and location.
For a slightly quieter night’s sleep, head to the hillside neighbourhood of Santa Teresa, with its cobbled streets
and fantastic views.
Archive/Real World Holidays
Woman parades for a samba school during the Carnival in Rio de Janeiro (RJ).
Available at <http://www.realworldholidays.co.uk/blog/2015/10/23/rio-carnival-2016/>. Accessed on November 17, 2015.
2. Este excerto, retirado de um blog com informações sobre o carnaval no Rio de Janeiro,
oferece informações sobre acomodações. O autor recomenda que os turistas:
a) compareçam ao carnaval de rua antes de ir ao Sambódromo.
b) escolham outros bairros do Rio de Janeiro tão bons quanto Copacabana.
c) evitem festas na praia onde faltem facilidades de transporte.
d) fiquem longe dos bairros de Ipanema, Leblon e Santa Teresa.
e) participem de festejos em localidades menos óbvias da cidade.

Página 135
TIME TO REFLECT
UNIT 8
… discussing about different types of festivals.
… recognizing frequent words related to festivals and parades.
… talking about near future events.
… talking about the steps to organize an event.
… pronouncing the sounds/m/and/n/.
… forming compound words.
… creating a comment to be posted on the Web.
Examples: I liked discussing about different types of festivals. I need to get better at forming
compound words.

Do more exercises.
Use more multimedia/digital resources (videos, music, apps, clips, podcasts etc.)
Read more.
Ask for help.
Other.
shvili/iStock/Getty Images
Página 136
TIME FOR LITERATURE

THE COLOR PURPLE : A SAMPLE OF AFRICAN-
AMERICAN LITERATURE
BEFORE YOU READ…
a) Have you seen the film The Color Purple?
b) Do you know any other films related to the history of black people?
c) Have you ever read any works about African-Americans?
d) Do you know any Brazilian writers of African ancestry?
Alice Walker is a very well-known African-American novelist and this reading section will be
focused on her work. Considering that it would be impossible to reproduce the entire text of
the novel The Color Purple in the space we have here, we chose to present some excerpts.
Orion Publishing Co/Archive
Poster of Alice Walker’s book The Color Purple, by Orion Publishing Co.
First, learn something about Alice Walker by reading the biographical text below.
Alice (Malsenior) Walker was born on February 9, 1944, in Eatonton, Georgia. She worked as
a social worker, teacher and lecturer, and took part in the 1960s Civil Rights Movement in
Mississippi. Having won the 1983 Pulitzer Prize for Fiction, she is also an acclaimed poet and
essayist.
She is best known for her stories about African-American women who achieve heroic stature
within the borders of their ordinary day-to-day lives.
Like many of Walker’s fictional characters, she was the daughter of a sharecropper (a farmer
who rents his land), and the youngest of eight children. At age eight, Walker was accidentally
injured by a BB gun shot to her eye by her brother. Her partial blindness caused her to
withdraw from normal childhood activities and begin writing poetry to ease her loneliness.
She found that writing demanded peace and quiet, so she spent a great deal of time working
outdoors sitting under a tree.
Mark Sagliocco/Getty Images
Alice Walker attends The Color Purple Broadway Opening Night, in New York, USA, 2015.
Adapted from <http://www.biography.com/people/alice-walker-9521939> and <http://www.notablebiographies.com/Tu-

We/Walker-Alice.html>. Both accessed on February 5, 2016.
The Color Purple is about Celie, a woman so down and out that she can only tell God her
troubles, which she does in the form of letters. Poor, black, female and uneducated, held down
by class and gender, Celie learns to lift herself up from sexual exploitation and brutality with
the help of the love of another woman. Here Walker presented problems of women bound
within an African context, encountering many of the same problems that Celie faces.
Adapted from <http://www.notablebiographies.com/Tu-We/Walker-Alice.html>. Accessed on April 12, 2016.

Página 137
As The Color Purple is a long novel, we are going to reproduce some Celie’s letters from the
first pages, so we can have an idea of the way the novel is written and how it develops. In the
beginning we are told of how Celie suffers sexual violence from her father, Alphonso (Fonso),
after which she has two babies who are taken from her.
You better not never tell nobody but God. It’d kill your mammy.
DEAR GOD,
I am fourteen years old. I am I have always been a good girl. Maybe you can give me a sign letting
me know what is happening to me.
Last spring after little Lucious come I heard them fussing. He was pulling on her arm. She say It too
soon, Fonso, I ain’t well. Finally he leave her alone. A week go by, he pulling on her arm again. She
say Naw, I ain’t gonna. Can’t you see I’m already half dead, an all of these chilren.
[…]
DEAR GOD,
My mama dead. She die screaming and cussing. She scream at me. She cuss at me. I’m big. I can’t
move fast enough. By time I git back from the well, the water be warm. By time I git the tray ready
the food be cold. By time I git all the children ready for school it be dinner time. He don’t say
nothing. He set there by the bed holding her hand an cryin, talking bout don’t leave me, don’t go.
She ast me bout the first one Whose it is? I say God’s. I don’t know no other man or what else to say.
When I start to hurt and then my stomach start moving and then that little baby come out […]
chewing on it fist you could have knock me over with a feather.
Don’t nobody come see us.
She got sicker an sicker.
Finally she ast Where it is?
I say God took it.
He took it. He took it while I was sleeping. Kilt it out there in the woods. Kill this one too, if he can.
DEAR GOD,
He act like he can’t stand me no more. Say I’m evil an always up to no good. He took my other little
baby, a boy this time. But I don’t think he kilt it. I think he sold it to a man an his wife over
Monticello. I got breasts full of milk running down myself. He say Why don’t you look decent? Put
on something. But what I’m sposed to put on? I don’t have nothing.
I keep hoping he fine somebody to marry. I see him looking at my little sister. She scared. But I say
I’ll take care of you. With God help.
WALKER, Alice. The Color Purple. London: Phoenix, 2007. p.3-5.

GLOSSARY
fuss: fazer estardalhaço
cuss: corruptela da palavra curse, que significa amaldiçoar

Página 138
TIME FOR LITERATURE

1. Who are the letters addressed to?
2. What information about the narrator (Celie) can you find in the letters?
3. Why did the narrator cross out “I am” in “I am I have always been a good girl.” in the first
letter?
a) Because she feels guilty for being raped by her father.
b) Because she is not sure if she is a good girl anymore.
c) Because she wants God to believe in her innocence.
4. Who is Lucious?
5. When the narrator is asked by her mother “Whose it is?,” in the second letter, what does the
pronoun it refer to?
6. Why does the narrator answer that the baby is “God’s?”
a) Because she does not know how she had her baby.
b) Because she doesn’t want her mother to be hurt.
c) Because she believes that God gave her the baby.
7. What happened to her first baby?
a) God took it to the woods.
b) Her father took it and killed it.
c) She lost it in the woods.
8. What can we infer, in the second letter, when she says in the text “Kill this one too, if he
can?” Copy in your notebook the true statement.
a) She wants her father to die.
b) She wants God to kill her father.
c) The narrator has another baby coming.
9. Literature is an art expression in which African American English is strongly used by

authors. What do you think about the importance of its use?
10. The narrator does not use standard English. In the three letters, we can see the dropping of
letters (sposed for supposed), double negatives (He can’t stand me no more), interrogatives
using the verb in the wrong order (Where it is?), etc. In this way, the author is showing that
negro women at the time (first half of the 20th century) did not have formal education. First
column reproduces some non-standard forms used by the narrator. In your notebook, write
the correct combination of numbers–letters to match the items in the first column to the
corresponding standard form.
I ain’t
II naw
III gonna
IV git
V cryin
VI kilt
A going to
B crying
C am not
D no
E get
F killed
Página 139
11. Go back to the text and find sentences which describe violence against women.
12. Have you ever seen or heard about violence in the home?
13. Read the following headlines. What do they reveal?
Available at <http://www.nytimes.com/2015/09/21/nyregion/new-yorkcity-to-add-housing-for-domesticviolence-victims.html?_r=0>. Accessed on December 7, 2015.
Available at <http://www.oneindia.com/mumbai/mumbaishocker-16-year-old-girl-getspregnant-after-father-rapesher-1834561.html>. Accessed on December 7, 2015.
Available at <http://www.telegraph.co.uk/women/womens-life/11342879/Nigerias-Boko-Haram-isnt-justkidnapping-girls-its-enslavingthem.html>. Accessed on December 7, 2015.
Available at <www.huffingtonpost.com/news/violence-against-children>.Accessed on December 7, 2015.
14. Literature makes us reflect about our own reality. Think of the victims of violence you
know or you’ve read about.
a) Do they behave like Celie?
b) Do they react? What do they do to protect themselves?
c) In case of violence, where can children and women get help in your community?
ONDE CONSEGUIR AJUDA EM TODO O TERRITÓRIO

BRASILEIRO
DISQUE 180: Central de Atendimento à Mulher
Funciona 24 horas por dia, de segunda à domingo, inclusive feriados. A ligação é gratuita e o
atendimento é de âmbito nacional.
DISQUE 100: Disque Denúncia Nacional de Abuso e Exploração Sexual contra
Crianças e Adolescentes
Funciona diariamente de 8h às 22h, inclusive nos finais de semana e feriados. A identidade do

denunciante é mantida em absoluto sigilo.
Página 140
EXTRA ACTIVITIES
PART 1
Look at some of the images below.
a) Do you wear your hair like this?
b) Do you wear shoes like these?
c) What is your fashion style?
d) In talent shows, what do contestants normally look like?
e)What are the common stereotypes for some kinds of singers concerning their clothes and
hairstyles?
AUDIO 26 1. Listen to the song and read the lyrics.

Talent Show
(The Replacements)
In my waxed up hair and my painted shoes
Got an offer that you might refuse
Tonight, tonight, we’re gonna take a stab
Come on along, we’ll grab a cab
We ain’t much to look at so
Close your eyes, here we go
We’re playin’ at the talent show
Playin’ at the talent show
Come on along, here we go

Check us out, here we go
Well we got our guitars and we got our thumb picks
And we go on after some lip-synch chicks
We’re feelin’ good from the pills we took
Oh, baby, don’t gimme that look
Close your eyes, here we go
Come on along, here we go
Hop a ride, here we go
Well it’s the biggest thing in my life I guess
Look at us all, we’re nervous wrecks
Hey, we go on next
Playin’ at the talent show (×4)
Wish us luck if you can’t go
An empty seat in the front row
We might even win but you never know
It’s too late to turn back, here we go
Talent show
It’s too late to turn back, here we go

Talent show
Available at <http://www.metrolyrics.com/talent-show-lyrics-replacements.html>. Accessed on February 7, 2016.
Westend61/Getty Images
fStop/Getty Images
Mikhail Zahranichny/Shutterstock.com/ID/BR
aggressor/Shutterstock.com/ID/BR
Chris McKenna/Wikimedia Commons
Página 141
DID YOU KNOW…?
Break a leg is an expression used to wish good luck to actors and musicians before their
performance on stage.
AUDIO 26 2. Listen to the song one more time and sing along.
3. Now answer these questions about the song “Talent Show.”

a) What is the speaker’s talent?
b) Who is the speaker talking to?
c) What does he want her to do?
d) How does the speaker feel?
4. Find in the lyrics the corresponding words for the images that illustrate the previous page.
5. Choose the right option to complete the following statement. What option below is the
term lip-synch chicks (verse 14) referring to?
a) Some chickens performing a synchronized dance in a talent show.
b) A chorus responsible for back vocals to help singers at a show.
c) A group of girls who make lip movements pretending they are singing.
d) Actors who make different synchronized sounds by moving their lips.
6. The use of contractions and reductions is typical of colloquial language, as in these three
examples taken from the song. Write the correct combination of numbers–letters to match the
two columns accordingly.
I gonna
II ain’t
III gimme
A give me
B going to
C are not
7. Read these verses taken from the song and answer the questions.
We’re feelin’ good from the pills we took
a) Do you think they have taken pills prescribed by a doctor? Justify your answer in your
notebook.
b) What kind of look did the other person give: approval or disapproval?
PRONUNCIATION SPOT CONTRACTIONS AND REDUCTIONS
Listen again to some verses of the song which contain contractions and reductions.
AUDIO 27
Repeat them after the recording.
Tonight, tonight, we’re gonna
take a stab
Come on along, we’ll grab a cab
BEYOND THE LINES...
a) What items can only be bought with prescriptions in Brazil?
vitamins/analgesics/antibiotics/antacids/antidepressants
b) Why shouldn’t people take pills without a prescription?
c) Have you heard of any talented person who died because of drug abuse?
Página 142
EXTRA ACTIVITIES
1. Read the following tip and decide who comes first in an introduction.
ETIQUETTE TIP OF THE MONTH

“ALWAYS say the most important person’s name first. In business rank and status are the primary
determinants to who takes precedence over whom. Gender and age are typically not factors.”
Available at <http://www.advancedetiquette.com/newsletter/july_issue.htm>. Accessed on April 14, 2016.
a) Your boss or your best friend?
b) Your new boyfriend/girlfriend or your70-year-old aunt/uncle?
c) Your customer or your employees?
d) Your new friend or your old friend?
2. This is another way to introduce a person to someone else.

LUCY is 23 and works for Theodora Children’s Trust. She is one of many clown doctors who
brings a smile to the faces of sick children.
Compare it to the introductions in activity 3 (below). What other information is mentioned

here?
a) date of birth
b) age
c) place of work
d) marital status
e) kind of job one does
3. Imagine you have to introduce the talented people below on a blog. In your notebook, add
as much information about them as you can. Search different sources for information to
include in your introductions.
a) Gabriel Muniz
b) Adriana Varejão
c) Lygia da Veiga Pereira
d) MV Bill
Tyrone Siu/Reuters/Latinstock
Gabriel Muniz performs with a soccer ball during a World Cup promotional event in Hong Kong, 2014.
Zô Guimaraes/Folhapress
Brazilian plastic artist Adriana Varejão during her exhibition at Oi Futuro, Rio de Janeiro (RJ), 2015.
Fabio Braga/Folhapress
Brazilian researcher Lygia da Veiga Pereira, 2015.
Wallace Damião/APP/Folhapress
Brazilian rapper MV Bill (Alex Pereira Barbosa), in Rio de Janeiro (RJ), 2014.
Página 143
LET’S READ!
1. Read this text and do the activities that follow.
Cinema Blend/ID/BR
SYNOPSIS
Poster of the movie The Express, 2008.
Based on the incredible true story, The Express follows the inspirational life of college football hero Ernie
Davis (Rob Brown), the first African-American to win the Heisman Trophy. Following his draft by the NFL,
tragedy struck the star athlete and he was never able to take the professional field. But his tale would forever
change the face of professional sports.
Raised in poverty in Pennsylvania coal-mining country, Davis overcame seemingly insurmountable obstacles
to become an unstoppable running back for the Syracuse Orangemen. Under the guidance of coach Ben
Schwartzwalder (Dennis Quaid) – a hard-nosed surrogate father with an obsession for winning a national
championship – Davis would develop from an impressive high-school athlete into a legend.
While everyone agreed Ernie Davis was a miracle player, few thought this quiet young man would become an
icon for the burgeoning civil rights movement dividing America in the early 1960s. Refusing to play by the
unspoken racist rules of the day, Davis broke through one barrier after another to alter the way fans looked at
men of his color.
Though leukemia struck the player a terrible blow in the prime of his life, his spirit soared when most would
crumble. Forcing his bull-headed coach to re-examine a life lived in color-based privilege, Davis would join the
ranks of black pioneers who inspired a movement that smashed barriers on and off the playing field.
Available at <http://www.cinemablend.com/previews/The-Express-2442.html>. Accessed on February 18, 2016.
a) Where was this text taken from? Copy the answer in your notebook.
It was taken from a website specialized in art and culture
It was taken from a website specialized in movies.
It was taken from a website specialized in theater plays.
b) What is the aim of the text? Copy the answer in your notebook.
To analyze the obstacles of a person’s life.
To describe how some problems were solved.
To provide a short account (summary) of a movie.
2. What is it possible to say about Ernie Davis’s life? Copy the answers in your notebook.
a) He was a successful African-American sportsman.
b) He reached the top when he started running.
c) He started his career as a high-school athlete.
d) He had an important role in America’s civil rights.
e) He was diagnosed with leukemia during his career.
f) He interrupted his career because of his racist coach.
3. Do you know any stories similar to Ernie Davis’s? Share with your classmates.
Página 144
EXTRA ACTIVITIES
HINT
Primeiramente, leia todas as possibilidades e tente encontrar a ligação contextual entre as partes.
1. Street art. Write in your notebook the correct combination of numbers–letters to match the
two columns.
I “The laws on public property are very strict and anyone caught doing graffiti can…
II “Street art can…
III “The M&M Marketplace is the only wall in the Portland Metro area that graffiti artists can…
IV “CowParade can…
A … legally paint on, said Joey Mac, 22, a TMK1 writer from Beaverton.”
B … therefore be considered as an atypical exhibition, which can amaze and amuse.”
C … be found around the world and street artists often travel to other countries foreign to them
so they can spread their designs.”
D … be arrested and prosecuted under the Criminal Damage Act 1971.”
Sources: <http://www.otsnews.co.uk/warren-james-responsible-for-cleaning-up-graffiti/> (I);

<http://en.wikipedia.org/wiki/Street_art> (II);
<http://www.oregonlive.com/hillsboro/index.ssf/2012/07/graffiti_artists_paint_legally.html> (III);
<http://www.articledashboard.com/Article/Open-Air-Art-Exhibition-Cow-Parade-in-Madrid/715153> (IV). All accessed on January
18, 2016.
2. What are street artists allowed to do, and what are they prohibited from doing? Read the
text, and then replace the capital letters A and B with information to complete the statement.
Use your notebook.
The Legalization of Street Art in Rio de Janeiro, Brazil

Posted In Art, Culture, Rio de Janeiro, Street Art
by Michelle Young
“Brazilian graffiti art is considered among the most significant strand[s] of a global urban art movement, and its
diversity defies the increasing homogeneity of world graffiti.” — Design Week
Michelle Young/Photographer’s Archive
Graffiti on a wall in Rio de Janeiro.
In March 2009, the Brazilian government passed law 706/07 which decriminalizes street art. In an
amendment to a federal law that punishes the defacing of urban buildings or monuments, street art was made
legal if done with the consent of the owners. As progressive of a policy as this may sound, the legislation is
actually a reflection of the evolving landscape in Brazilian street art, an emerging and divergent movement in
the global street art landscape. In Brazil, there is a distinction made between tagging, known as pichação, and
grafite, a street art style distinctive to Brazil.
Available at <http://untappedcities.com/2012/02/13/the-legalization-of-street-art-in-rio-de-janeiro-brazil/>. Accessed on January

20, 2016.
Street artists in Brazil can A, but they can’t B.

Página 145
VOCABULARY CORNER
1. Look at the greetings below and answer the questions.
a) Which ones would you use to greet a classmate?
b) Which ones would you use to greet the school principal?
2. Encrypted sentence. Use some of the images to help you solve this puzzle. Write down the
sentence in your notebook.
Archive/Sextafeira Produções
Umbrella sky, street installation in Águeda, Portugal, 2014.

Galvani Galo/Artist’s collection
Graffiti by artist Galvani Galo, Mogi das Cruzes (SP), Brazil, 2015.
Rivaldo Gomes/Folhapress
Street art by plastic artist Eduardo Srur, near a stream in São Paulo (SP), Brazil, 2014.
Luit Chaliha/Barcroft Media/Getty Images
Collective dance in Assam, India, 2015.
Dmitry Rogulin/TASS/Getty Images
Stalingrad Triumph video projection in Volgograd, Russia, 2016.

Página 146
EXTRA ACTIVITIES
LET’S READ!
PART 2
1. The following websites are about famous social projects that involve music. Visit these
links and make notes about how these projects help children around the world. Share your
notes with your classmates.
AfroReggae/ID/BR
AfroReggae: <http://www.afroreggae.org/>. Accessed on April 23, 2016.
Atlanta Music Project/ID/BR
Atlanta Music Project: <http://atlantamusicproject.org/>. Accessed on April 23, 2016.

el Sistema USA/Fundacion del Estado para El Sistema Nacional de las Orquestras Juveniles e Infantiles (FESNOJIV)
El Sistema USA: <http://elsistemausa.org/el-sistema/venezuela/>. Accessed on November 3,

2015.
Do you know other social projects in your country or region which involve music? Use the
Internet or any other source to search about this topic. Present your results to your classmates.
2. Some music styles have typical musical instruments. Write in your notebook the name of
the musical instruments usually associated with each genre below. You can repeat the same
name in more than one genre.
Página 147
3. Aled Davies is a British Paralympic athlete. Read his fact file and answer the questions in
your notebook.
Leon Neal/AFP
Aled Davies, from Great Britain, takes part in the Men’s Shot Put F42 Event, in London, 2014.
Fact file:
Hometown: Bridgend
Born: 24 May 1991
Events: discus & shot put
Class: F42
Disability: born with hemimelia of right leg
Medals won: (Gold, Bronze) Men’s Discus Throw F42; Men’s F42/44 Shot Put
a) Where is he from?
b) How old is he now?
4. Now write the correct combination of numbers–letters to match each question of an

interview with Aled Davies to its answers in the box. Use your notebook.
Questions
I Apart from athletics, what is your favourite sport?
II What is the greatest moment in your career so far?
III Who is your sporting idol?

IV Do you have a party trick?
Aled Davies profile
A “It has to be winning the bronze medal at the World Championships in New Zealand.”
B “I always wear the same pair of socks when I throw.”
C “I’m a big rugby fan, which is no surprise considering I’m from Wales. I also like ultimate cage
fighting.”
D “I have two. The first is Dan Greaves, who throws discus in the class above me and the
second is the runner Richard Whitehead, who’s a good friend and the original Mr. Motivator.”
E “I can dance. Growing up, I trained as a salsa dancer.”
Adapted from <http://paralympics.channel4.com> (interview) and <http://paralympics.channel4.com/the-

sports/athletics/gevent=shot/index.html> (fact file). Both accessed on January 3, 2016.V Do you have any
superstitions?
Página 148
EXTRA ACTIVITIES
1. Take a look at diver Tom Daley’s usual day. In your notebook, complete the text about his
daily routine. Use the verbs from the box in the appropriate form. You can use them more than
once.
Michael Regan/Getty Images/AFP
British Olympic diver Tom Daley prepares to perform a dive in Men’s 10m semi-final at Aquatics Center, in London,
2015.
7:30 am Wake up and shower

8 am Breakfast
9 am School for two lessons
10:15 am-12:15 pm Morning training session
1 pm Jacket potato and chicken
to replenish protein levels
2 pm Back to school for another
couple of lessons
4:30 pm Dinner
5:30 pm Afternoon training
session
10:30 pm Lights out
Adapted from <http://www.menshealth.co.uk/blogs/trainlike-an-olympian/train-like-an-olympian-tom-daley>. Accessed on

February 3, 2016.
go/have/eat/take
Tom Daley has a very disciplined routine. In the morning, the diver wakes up and takes a shower at
7:30. Afterwards, he A and B.
Then, from 10:15 am to 12:15 pm, he C.
In the afternoon, he D at 1 o’clock and E at 2. Next, at 4:30 pm, he F and, at 5:30 pm, he G In the
evening, he H to bed at 10:30.
2. Imagine you are a reporter and you have to make a profile of a music idol. What questions
would you ask him or her to get the following pieces of information?
a) full/real name
b) age
c) place of birth
d) occupation
3. Now, use the questions you created in activity 2 to simulate an interview with a music idol.
Search his/her profile on the Internet and answer the questions.
Página 149
VOCABULARY CORNER
1. Read the instructions for the following exercise routine. Replace the capital letters with the
appropriate parts of the body. Use words from the boxes. Write the answers in your notebook.
Judo Pushup
shoulders/feet/chin/head/hips
Begin in a pushup position but move your A hip-width apart and forward, and raise your B so
your body almost forms an upside-down V.
Lower the front of your body until your C nears the floor. Then lower your hips as you raise your
D and E toward the ceiling. Now reverse the movement and return to the starting position.
Available at <http://www.menshealth.com/mhlists/quick-full-body-workout/judopushup.php>. Accessed on April 26, 2016.
Illustrations available at <http://www.menshealth.com/mhlists/quickfull-body-workout/judo-pushup.php>. Accessed on March 27, 2016.
Body-Weight Squat
knees/feet/thighs/hips
Stand with your F shoulder-width apart. Lower your body as far as you can by pushing your G
back and bending your H until your I are parallel to the floor. Pause, and slowly stand back up.
Available at <http://www.menshealth.com/mhlists/quick-full-body-workout/body-weight-squat.php>. Accessed on April 26, 2016.
Sprinter Situp
elbow/knee/back/arms/legs
Lie on your J with your K straight and L at your sides, keeping your elbows bent at 90 degrees. As
you sit up, twist your upper body to the left and bring your left M toward your right N while you
swing your left arm back. Lower your body to the starting position, and repeat to your right. That’s
1 rep.
Available at <http://www.menshealth.com/mhlists/quick-full-body-workout/sprintersitup.php>. Accessed on April 26, 2016.
2. Musical instruments have a strong connection with the parts of our body. In your opinion,
what part of our body is associated to a larger number of music instruments?
3. Which parts of your body are used to play musical instruments? Relate the names of the
instruments you saw in Unit 4 with the parts of your body used to play them.
MOUTH/HANDS
HANDS/FINGERS
HANDS/FEET
Página 150
EXTRA ACTIVITIES
4. Share with a classmate what you know or think about music. Use the prompts below to ask
and answer WH-questions.
Illustrations:ilyast/iStock/Getty Images
LUNAMARINA/iStock/Getty Images
agcuesta/iStock/Getty Images
ConstantinosZ/iStock/Getty Images
goktugg/iStock/Getty Images
yarn/iStock/Getty Images
Czgur/iStock/Getty Images
OlgaMiltsova/iStock/Getty Images
wsfurlan/iStock/Getty Images
DSGpro/iStock/Getty Images
tiler84/iStock/Getty Images
AleksandarNakic/iStock/Getty Images
Rouzes/iStock/Getty Iamges
srdjan111/iStock/Getty Images
Background: niclienos/iStock/Getty Images

Página 151
VOCABULARY CORNER
PART 3
1. What are these people wearing? Choose words from the box to label the items. Use your
notebook.
belt
dress
hat
jacket
leggings
miniskirt
pants
pantyhose/nylons
sandals scarf
T-shirt
shoes
sneakers
boots
sunglasses
sweater
sweatshirt
jeans shirt
shorts
a)
Matthew Sperzel/Getty Images
Blogger Bryanboy at New York Fashion Week, on February 2014.
b)
Kirstin Sinclair/Getty Images
Editor Allen Chung at London Collections: Men, on June 17, 2012, England.
c)
Silvia Olsen/REX/Shutterstock
Blogger Gala Gonzalez, at New York Fashion Week, 2015.
d)
Silvia Olsen/REX/Shutterstock
Blogger Chiara Ferragni, at Milan Fashion Week, 2015.
e)
Celine Gaille/R4610/DPA/AFP
Blogger Kyle Anderson arriving at the Carven Fall 2015 runway show in Paris, on March 5, 2015.
Página 152
EXTRA ACTIVITIES
1. In your notebook, describe what these people are doing. Use the items in the box. The first
one is done for you.
• look in a store window
• sew
• sketch a design for a dress
• try on a suit
• walk down the catwalk
• put on boots
a) The woman is sewing.
Tuul and Bruno Morandi/Alamy/Latinstock
Indian woman in Gujarat, India, 2015.
b) The model…
Manuel Velasquez/Anadolu Agency/AFP
A model at the Mercedes Benz Fashion Week in Mexico City, Mexico, 2015.
c) The woman…
AleksandarNakic/iStock/Getty Images
d) The boy and his girlfriend…
Diego Cervo/Shutterstock.com/ID/BR
e) The man…
JGI/Jamie Grill/Blend Images/Getty Images
f) The fashion designer…
Brand X Pictures/Getty Images
Não escreva no no livro.

Página 153
LET’S READ!
1. Read the text below. What kind of text is it?
Tonnit Design, Dubai, UAE/ID/BR
Print ad titled “Catch of the Season, 2 (Fashion is for taking)” for a mall in Dubai, United Arab Emirates.
Tonnit Design, Dubai, UAE/ID/BR
2. Now, answer in your notebook the questions about the text.

a) Where is the shopping mall located?
b) What is the woman in the campaign wearing?
blouse/boots/sandals/skirt/dress/gloves/pants/flip-flops/suit/docksides/coat
c) Have a look at the fishing net. What clothing items and accessories can you see?
d) What does the ad want to sell?
e) Why do you think people buy brand-name clothes?

f) Do young people feel pressured to wear certain brands and fashionable accessories in your
community? How do you feel about it?
g) Do you think you are judged on what you wear or have?

Página 154
EXTRA ACTIVITIES
1. The fashion industry is strongly criticized for many reasons in protests around the world.
Look at these pictures and say what the people are doing. Use the verbs from the box to write
sentences in your notebook.
protest condemn complain criticize
a)
Tolga Akmen/Anadolu Agency/Getty Images
Demonstration against fur products in London, England, 2015.
b)
National Eating Disorder Awareness Week/University of Nebraska
Campaign promoted by the UNL's Eating Disorder Education and Prevention group, 2012.
c)
Antonio Calanni/AP Photo/Glowimages
A woman shows a protest banner during the event “Italy Fashion Femen,” Milan, Italy, 2012.
d)
Jim West/Alamy/Latinstock
Demonstration against sweatshops in Ann Arbor, Michigan, USA, 1999.
2. The Week of Modern Art of 1922 was an artistic festival which inaugurated Modernism in
Brazil – a cultural movement marked by a strong focus on Brazilian cultural elements and
freedom of style. Read the text below and replace the letters with the appropriate forms of the
verbs in the box. Use your notebook.
define/occur (x2)/be/celebrate/take/give/include
The art festival that A place in São Paulo, Brazil, from February 11 to 18, 1922, is known as the
Week of Modern Art. In Portuguese, it is called the “Semana de Arte Moderna.” Because of historical
evidence, it is clear that this week B Brazilian Modern Art and Brazilian Modernism. Before this
festival C, a group of Brazilian artists had started rethinking their works. The Modernist movement
in Brazil was marked by blending and D itself particularly in the context of Brazilian society. This
festival Eimportant for Brazil as it F international exposure to Modern Art. The week’sevents G in
São Paulo’s Municipal Theater, and they H lectures, concerts, poetry recitations, and exposition of
plastic arts.
Adapted from <http://whysocurious.net/modern-art-week/>. Accessed on February 2, 2016.

Página 155
VOCABULARY CORNER 1.
Let’s test your artistic knowledge! With a classmate, answer the following quiz.
a) What tool is normally used by designers to make their pieces of art?
a brush
a digital pen
a pen
b) What artistic expression depends heavily on advanced technology?
3D filmmaking
painting
printmaking
c) What material is commonly used in sculptures?
chalk
marble
paint
d) What cannot be used for illustrating?
a crayon
a pen
a stone
e) What artistic expression is not made using cameras?
filmmaking
photography
printmaking
f) What material is not found ready in the environment?
glass
marble
stone
2. Look at this store window. What clothing items and accessories does it display?
Psonha/ID/BR
Página 156
EXTRA ACTIVITIES
VOCABULARY CORNER
PART 4
1. Take a look at the following handicrafts. In your notebook, write the names of materials
and tools that can be used to make them.
a)
tanukiphoto/iStock/Getty Images
b)
Nattika/Shutterstock.com/ID/BR
c)
Juca Varella/Folhapress
d)
Publio Furbino/Shutterstock.com/ID/BR
2. Talk to a classmate: What handicraft would you create to give to your best friend, your
mother, or a teacher on his or her birthday? Remember to reverse roles.
Página 157
LET’S READ!
1. Do you think sustainability and art have anything in common?
2. Do you know any projects that link both areas?
3. Read the text below. Then choose the true statements. Answer in your notebook.
Amor-Peixe Project Consolidated as an Example of Sustainable Handicraft
Production
10 Novembro 2010 | 0 Comments
By Geralda Magela
The Amor-Peixe Association was set up in 2003, in Corumbá, a Brazilian city on the banks of the Paraguay
River, which forms the frontier between Brazil and Paraguay. With a lot of hard work and creativity, the
women make use of fish skins that were formerly thrown away and turn them into beautiful handicraft objects
such as belts, bags, wallets, diaries, clothing, bracelets and costume jewellery. The project not only brings in an
income for the women but it enhances their self-esteem and is an excellent example of making good use of
waste materials.
Since 2003 WWF-Brazil has been supporting the association by providing environmental education and
fostering social insertion. In 2007, the NGO ran a series of capacity building workshops designed to enable the
group to re-organise its structure.
That work was coordinated by biologist Terezinha Martins of WWF-Brazil’s Pantanal Programme and
professor Josenildo Souza e Silva from the Federal University of Rondônia, a fisheries engineer and a specialist
in participative methodologies.
The educators and the group established a work plan that included a series of live workshops and activities to
be undertaken in the intervals between them. At the workshops they learned about design, associativism,
entrepreneurship, environment, participative management and public policies.
The knowledge acquired in the capacity building courses and the other activities has helped these
craftswomen to improve their organisation and produce objects that are more attractive to the market while at
the same time valuing the Pantanal’s regional culture and the environment. “Nowadays they receive
invitations to participate in events like fairs and seminars and their work is widely recognised as an example
of sustainable handicrafts”, declares Terezinha.
The recycling work generates income and reinforces these Pantanal women’s identities. In addition to the
social and organisational aspect, the project has strongly emphasised environmental considerations. In the
Amor-Peixe, nothing is thrown away. Everything is made use of. Even the fish scales are transformed into
costume jewellery. […]
WWF-Brasil/Terezinha Martins
A group of craftswomen share with other women the knowledge they acquired. Available at
<http://www.wwf.org.br/?26703/Amor-Peixe-project-consolidated-as-an-example-of-sustainable-handicraft-production>.
Accessed on April 30, 2016.
a) The Amor-Peixe Association began in 2007.
b) The women use fish bone to make handicraft objects.
c) The handicraft items are a source of income for the women.
d) WWF-Brazil helped the project by running workshops.
e) The Pantanal’s culture is valued by the work of the project.
f) The project helped reinforce the women’s identity.
g) The project was coordinated by two engineers.
h) The name of the author of this article suggests she is Brazilian.

Página 158
EXTRA ACTIVITIES
1. Read two other fragments from the “Amor-Peixe Project” text. Replace the letters in the
text with the appropriate options from the box. When you have finished, visit the website and
check if your answers are correct.
A skin’s/skins
B member’s/members
C partner’s/partners
D partner’s/partners
E group’s/groups
F association’s/association
G Brazil/Brazil’s
H association’s/association
“At the end of October, the Amor-Peixe Women’s Association in Corumbá (Mato Grosso do Sul) and WWF-
Brazil ran a capacity building course on associativism and handicraft production using tanned fish A for new B
of the association. A meeting was also arranged with the new C that will be supporting the women’s group
from now on. The workshop and the alliance of new D marked the finalisation of the formal support WWF-
Brazil has been giving to the project since 2003.”
“Today Amor-Peixe has become an example of community organisation and is frequently called on to share its
experience with other E. In the middle of November, the F president Joana Ferreira was invited to come to
Brasília (G capital) to take part in a workshop organised by the Ministry of Agrarian Development where she
will make a presentation of the H experience to other groups.”
Available at <http://www.wwf.org.br/?26703/Amor-Peixe-project-consolidated-as-an-example-of-sustainable-
handicraftproduction>. Accessed on February 13, 2016.
2. Take a look at these pictures. What are the people in line going to do in each situation?
Marcelo D’Sants/Frame
Paul McCartney’s fans in front of Allianz Parque Stadium, São Paulo (SP), 2015.
Pat Greenhouse/The Boston Globe/Getty Images
Residents line up to get on a bus on the Newport Avenue, in Boston, USA, 2015.
Davi Ribeiro/Folhapress
People line up to buy tickets for a film festival in São Paulo (SP), 2014.
Kevin Frayer/Getty Images
Students at lunchtime in a school in Beijing, China, 2015.

Página 159
T IME FOR LITERATURE
Plays
You will read the beginning of the first act of a very famous play by Samuel Beckett, called
Waiting for Godot. This play is divided into two acts, and it was first published in 1956. Waiting
for Godot is part of the tradition of the Theater of the Absurd, which is explained in the text
below.
The “Theatre of the Absurd” is a term coined by Hungarian-born critic Martin Esslin. The term
refers to a particular type of play that became popular during the 1950s and 1960s. This
theater movement presented on stage the philosophy articulated by French philosopher Albert
Camus in his 1942 essay, The Myth of Sisyphus, in which he defines the human condition as
basically meaningless. Camus argued that humanity had to resign itself to recognizing that a
fully satisfying rational explanation of the universe was beyond its reach; in that sense, the
world must ultimately be seen as absurd. Famous writers of this kind of play are Eugène
Ionesco, Samuel Beckett, Jean Genet, Arthur Adamov, and Harold Pinter.
Adapted from <http://www.theatredatabase.com/20th_century/theatre_of_the_absurd.html>. Accessed on January 30, 2016.
1. The next text is a short biography of one of the most representative writers of the Theater
of the Absurd movement. Read it and then answer the questions in your notebook.
Samuel Beckett
Samuel Barclay Beckett (13 April 1906 - 22 December 1989) was an Irish avant-garde novelist,
playwright, theatre director, and poet, who lived in Paris for most of his adult life and wrote in both
English and French. His work offers a bleak, tragicomic outlook on human nature, often coupled
with black comedy and gallows humour.
Beckett is widely regarded as among the most influential writers of the 20th century. Strongly
influenced by James Joyce, he is considered one of the last modernists. As an inspiration to many
later writers, he is also sometimes considered one of the first postmodernists. He is one of the key
writers in what Martin Esslin called the “Theatre of the Absurd.” His work became increasingly
minimalist in his later career.
Beckett was awarded the 1969 Nobel Prize in Literature “for his writing, which – in new forms for
the novel and drama – in the destitution of modern man acquires its elevation.”
Available at <https://en.wikipedia.org/wiki/Samuel_Beckett>. Accessed on January 30, 2016.

Reg Lancaster/Express/Getty Images
Samuel Beckett (1906-1989), considered Beckett was awarded the 1969 Nobel Prize in one of the most
influential writers of the 20th century.
a) What nationality was Beckett?
b) What important prize did he win during his life?
c) What literary genres are his works?
d) In what languages did he write?

Página 160
EXTRA ACTIVITIES
2. You are going to read the beginning of the first act of Waiting for Godot, in which two
characters are introduced. They are in the middle of the road discussing aimlessly while they
wait for someone called Godot. The discussion of Godot only appears some pages later. This
reading passage gives us an idea of what the Theater of the Absurd is about – the
meaninglessness of life.
Waiting for Godot

By Samuel Beckett
Robbie Jack/Corbis/Fotoarena
Actors Ian McKellen as Estragon (L) and Roger Rees as Vladimir (R) in Waiting for Godot, at the Theatre Royal
Haymarket in London, England, 2010.
ACT I
A country road. A tree.
Evening.
Estragon, sitting on a low mound, is trying to take off his boot. He pulls at it with both hands, panting.
He gives up, exhausted, rests, tries again.
As before.
Enter Vladimir.
ESTRAGON:
(giving up again). Nothing to be done.
VLADIMIR:
(advancing with short, stiff strides, legs wide apart).
I’m beginning to come round to that opinion. All my life I’ve tried to put it from me, saying Vladimir,
be reasonable, you haven’t yet tried everything. And I resumed the struggle. (He broods, musing on
the struggle. Turning to Estragon.) So there you are again.
ESTRAGON:
Am I?
VLADIMIR:
I’m glad to see you back. I thought you were gone forever.
ESTRAGON:
Me too.
VLADIMIR:
Together again at last! We’ll have to celebrate this. But how? (He reflects.) Get up till I embrace you.
ESTRAGON:
(irritably). Not now, not now.
VLADIMIR:
(hurt, coldly). May one inquire where His Highness spent the night?
ESTRAGON:
In a ditch.
VLADIMIR:
(admiringly). A ditch! Where?
ESTRAGON:
(without gesture). Over there.
VLADIMIR:
And they didn’t beat you?
ESTRAGON:
Beat me? Certainly they beat me.
VLADIMIR:
The same lot as usual?
ESTRAGON:
The same? I don’t know.
VLADIMIR:
When I think of it… all these years… but for me… where would you be… (Decisively.) You’d be
nothing more than a little heap of bones at the present minute, no doubt about it.
ESTRAGON:
And what of it?
Página 161
VLADIMIR:
(gloomily). It’s too much for one man. (Pause. Cheerfully.) On the other hand what’s the good of
losing heart now, that’s what I say. We should have thought of it a million years ago, in the nineties.
ESTRAGON:
Ah stop blathering and help me off with this bloody thing.
VLADIMIR:
Hand in hand from the top of the Eiffel Tower, among the first. We were respectable in those days.
Now it’s too late. They wouldn’t even let us up. (Estragon tears at his boot.) What are you doing?
ESTRAGON:
Taking off my boot. Did that never happen to you?
VLADIMIR:
Boots must be taken off every day, I’m tired telling you that. Why don’t you listen to me?
ESTRAGON:
(feebly). Help me!
VLADIMIR:
It hurts?
ESTRAGON:
(angrily). Hurts! He wants to know if it hurts!
VLADIMIR:
(angrily). No one ever suffers but you. I don’t count. I’d like to hear what you’d say if you had what I
have.
ESTRAGON:
It hurts?
VLADIMIR:
(angrily). Hurts! He wants to know if it hurts!
ESTRAGON:
(pointing). You might button it all the same.
VLADIMIR:
(stooping). True. (He buttons his fly.) Never neglect the little things of life.
ESTRAGON:
What do you expect, you always wait till the last moment.
VLADIMIR:
(musingly). The last moment ... (He meditates.) Hope deferred maketh the something sick, who said
that?
ESTRAGON:
Why don’t you help me?
VLADIMIR:
Sometimes I feel it coming all the same. Then I go all queer. (He takes off his hat, peers inside it, feels
about inside it, shakes it, puts it on again.) How shall I say? Relieved and at the same time... (he
searches for the word)... appalled. (With emphasis.) AP-PALLED. (He takes off his hat again, peers
inside it.) Funny. (He knocks on the crown as though to dislodge a foreign body, peers into it again,
puts it on again.) Nothing to be done. (Estragon with a supreme effort succeeds in pulling off his boot.
He peers inside it, feels about inside it, turns it upside down,
Página 162
EXTRA ACTIVITIES
shakes it, looks on the ground to see if anything has fallen out, finds nothing, feels inside it again,
staring sightlessly before him.) Well?
ESTRAGON:
Nothing.
VLADIMIR:
Show me.
ESTRAGON:
There’s nothing to show.
VLADIMIR:
Try and put it on again.
ESTRAGON:
(examining his foot). I’ll air it for a bit.
VLADIMIR:
There’s man all over for you, blaming on his boots the faults of his feet. (He takes off his hat again,
peers inside it, feels about inside it, knocks on the crown, blows into it, puts it on again.) This is getting
alarming. (Silence. Vladimir deep in thought, Estragon pulling at his toes.) […]
BECKET, Samuel. Waiting for Godot. London, Boston: Faber and Faber, 1978.
Also available at <http://samuel-beckett.net/Waiting_for_Godot_Part1.html>. Accessed on January 30, 2016.
GLOSSARY
appalled: horrorizado
blather: tagarelar; conversa fiada
brood: remoer (um pensamento), pensar com mau humor
ditch: vala, sarjeta
fly: braguilha (zíper da calça)
(hat) crown: copa do chapéu
His Highness: Sua Alteza
maketh: forma arcaica de makes
mound: outeiro, elevação, morro
muse: meditar
peer: perscrutar, observar atentamente
queer: esquisito
stiff: firme, duro, esticado
stride: passo largo
struggle: luta; lutar
3. Now answer these questions about the extract of Beckett’s play you have read.
a) How many characters are presented in the first act and who are they?
b) Why is Estragon trying to take off his boots?
c) Where does Estragon say he spent the night before?
d) Which of the two characters is apparently the stronger? Why?
e) Which statements are directly related to the meaninglessness of life, a characteristic of the
Theater of the Absurd, in the extract you have read?
I. There is not a natural sequence in the dialogue.
II. The two men are worried about each other’s thoughts.
III. What one of the men says is not followed by a meaningful answer or comment by the other.
IV. There is no objective information in the dialogue.
f) Based on the conversation the characters have in this extract, is it possible to predict what is
going to happen in the play? Why (not)?
g) Why do you think Vladimir addresses Estragon as “His Highness” at the beginning of the
play?
h) Would you like to see a play like this on stage? Why (not)?
BEYOND THE LINES...
According to some theater experts, Waiting for Godot is a play that makes you think “Who am
I?”, “What drives my actions?”, “Who controls my destiny?” and “How do others see me?”
• Do you agree with these experts, based on this extract? Why (not)?
Página 163
T IME FOR LITERATURE
Narrative
BEFORE YOU READ…
a) Do you know what a short story is?
b) Do you read many short stories?
c) Is there a tradition of short stories in Brazil?
d) Can you name some authors of short stories?
e) Have you ever read any short stories by foreign writers?
1. You are going to read a short story by a very famous British writer, Somerset Maugham.
First, learn a little about the genre “short story” and about this author. Then answer some
comprehension questions.
Short stories
It is difficult to define what a short story is. Many authors of different nationalities have
examined the question over the years, such as Edgar Alan Poe, Julio Cortázar, and Frank
O’Connor. We believe that humans have always told stories, and at some point they started to
“write” them. Some people argue that Bible stories such as Cain and Abel are the precursors
ofthe genre. Very well-known stories are Tales from an Arabian Night (1001 Arabian Nights),
from the 10th century, and The Canterbury Tales, by Chaucer, from the 14th century. Although
the definition is difficult, we can look into the novel, and try to draw a comparison, according
to what different theoreticians say.
NOVEL
Longer narrative
Takes longer to read
Brings a lot of descriptions of places and times
Usually has a large quantity of characters
Relates to “film”
More detailed
Fluid language
SHORT STORY
Brief piece of work, although one cannot limit the number of pages
According to Poe, it will be read in just one sitting
Less descriptive
Has fewer characters
Relates to “photography”
More concise
Condensed language
Some of these ideas can be found in GOTLIB, Nadia Battella. Teoria do conto. São Paulo: Ática, 1991.
Página 164
EXTRA ACTIVITIES
Somerset Maugham
Born in Paris, of Irish ancestry, Somerset Maugham was to lead a fascinating life and would become
famous for his mastery of short evocative stories that were often set in the more obscure and
remote areas of the British Empire. Suffering from a bad stammer, he received a classic public
school education at King’s School in Canterbury, Kent. Rather more unconventionally he studied at
Heidelburg University where he read philosophy and literature. He then studied in London,
eventually qualifying as a surgeon at St Thomas’s hospital. […]
Somerset Maugham was the master of the short, concise novel and he could convey relationships,
greed and ambition with a startling reality. […] His English is clear and lucid and this makes his
books easy to come to terms with. His works are often full of the basest, and yet more interesting, of
the human vices but can still evoke the day-to-day feelings and emotions that allow us to
understand and identify with his characters.
Available at <http://www.britishempire.co.uk/biography/maugham.htm>. Accessed on April 14, 2016.
Alfred Eisenstaedt/Time & Life Pictures/Getty Images
Playwright, novelist and short story writer William Somerset Maugham (1874-1965).
a) Maugham was born in Paris, but were his ancestors French as well?
b) What subjects did Maugham study during his student life?
c) How can Maugham’s English be described?
d) What did he usually write about?
2. Here are extracts of one of Somerset Maugham’s short stories. Read the text and then
answer the questions.
The Verger
By W. Somerset Maugham
There had been a christening that afternoon at St. Peter’s, Neville Square, and Albert Edward
Foreman still wore his verger’s gown. He kept his new one, its folds as full and stiff though it were
made not of alpaca but of perennial bronze, for funerals and weddings (St. Peter’s, Neville Square,
was a church much favoured by the fashionable for these ceremonies) and now he wore only his
second-best. He wore it with complacence for it was the dignified symbol of his office, and without
it (when he took it off to go home) he had the disconcerting sensation of being somewhat
insufficiently clad. He took pains with it; he pressed it and ironed it himself. During the sixteen
years he had been verger of this church he had had a succession of such gowns, but he had never
been able to throw them away when they were worn out and the complete series, neatly wrapped
up in brown paper, lay in the bottom drawers of the wardrobe in his bedroom.
The verger busied himself quietly, replacing the painted wooden cover on the marble font, taking
away a chair that had been brought for an infirm old lady, and waited for the vicar to have finished
in the vestry so that he could tidy up in there and go home. Presently he saw him walk across the
chancel, genuflect in front of the high altar and come down the aisle; but he still wore his cassock.
“What’s he ’anging about for?” the verger said to himself “Don’t ’e know I want my tea?”
The vicar had been but recently appointed, a red-faced energetic man in the early forties, and Albert
Edward still regretted his predecessor, a clergyman of the old school who preached leisurely
sermons in a silvery voice and dined out a great deal with his more aristocratic parishioners. He
liked things in church to be just so, but he never fussed; he was not like this new man who wanted
to have his finger in every pie. But Albert Edward was tolerant.
Página 165
St. Peter’s was in a very good neighbourhood and the parishioners were a very nice class of people.
The new vicar had come from the East End and he couldn’t be expected to fall in all at once with the
discreet ways of his fashionable congregation.
“All this ’ustle,” said Albert Edward. “But give ’im time, he’ll learn.”
When the vicar had walked down the aisle so far that he could address the verger without raising
his voice more than was becoming in a place of worship he stopped.
“Foreman, will you come into the vestry for a minute. I have something to say to you.”
“Very good, sir.”
[…]
The vicar preceded Albert Edward into the vestry. Albert Edward was a trifle surprised to find the
two churchwardens there. He had not seen them come in. They gave him pleasant nods.
“Good afternoon, my lord. Good afternoon, sir,” he said to one after the other.
They were elderly men, both of them and they had been churchwardens almost as long as Albert
Edward had been verger. They were sitting now at a handsome refectory table that the old vicar
had brought many years before from Italy and the vicar sat down in the vacant chair between them.
Albert Edward faced them, the table between him and them and wondered with slight uneasiness
what was the matter.
[…]
“He’s been naggin’ them he ’as,” said the verger to himself. “He’s jockeyed them into doin’
something, but they don’t like it. That’s what it is, you mark my words.”
[…]
The vicar began briskly.
“Foreman, we’ve got something rather unpleasant to say to you. You’ve been here a great many
years and I think his lordship and the general agree with me that you’ve fulfilled the duties of your
office to the satisfaction of everybody concerned.”
The two churchwardens nodded.
“But a most extraordinary circumstance came to my knowledge the other day and I felt it my duty
to impart it to the churchwardens. I discovered to my astonishment that you could neither read nor
write.”
The verger’s face betrayed no sign of embarrassment.
“The last vicar knew that, sir,” he replied. “He said it didn’t make no difference. He always said there
was a great deal too much education in the world for ’is taste.”
“It’s the most amazing thing I ever heard,” cried the general. “Do you mean to say that you’ve been
verger of this church for sixteen years and never learned to read or write?”
[…]
“I’m very sorry sir, I’m afraid it’s no good. I’m too old a dog to learn new tricks. I’ve lived a good
many years without knowin’ ’ow to read and write, and without wishin’ to praise myself, self-praise
is no recommendation, I don’t mind sayin’ I’ve done my duty in that state of life in which it ’as
pleased a merciful providence to place me, and if I could learn now I don’t know as I’d want to.”
“In that case, Foreman, I’m afraid you must go.”
“Yes sir, I quite understand. I shall be ’appy to ’and in my resignation as soon as you’ve found
somebody to take my place.”
[…]
… when a month after that he left St. Peter’s, Neville Square, for ever, Albert Edward Foreman set
up in business
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as a tobacconist and newsagent. […]. In the course of ten years he had acquired no less than ten
shops and he was making money hand over fist. He went round to all of them himself every
Monday, collected the week’s takings and took them to the bank.
One morning when he was there paying in a bundle of notes and a heavy bag of silver the cashier
told him that the manager would like to see him. He was shown into an office and the manager
shook hands with him.
“Mr. Foreman, I wanted to have a talk to you about the money you’ve got on deposit with us. D’you
know exactly how much it is?”
“Not within a pound or two, sir; but I’ve got a pretty rough idea.”
[…]
“And do you mean to say that you’ve built up this important business and amassed a fortune of
thirty thousand pounds without being able to read or write? Good God, man, what would you be
now if you had been able to?”
“I can tell you that sir,” said Mr. Foreman, a little smile on his still aristocratic features. “I’d be
verger of St. Peter’s, Neville Square.”
You can read the complete story at <http://www.sinden.org/verger.html> (accessed on

January 30, 2015).
a) What kind of church did Mr. Foreman work at?
b) Why was he so careful with his verger’s gown?
c) How long had Mr. Foreman worked at that church at the start of the story?
d) How many vicars are mentioned in the text?
e) Which vicar did Foreman like best?
f) What fault did the new vicar find with Mr. Foreman?
g) Why did Foreman have to leave his work at the church?
h) What did he do to make a living then?
i) What is the irony at the end of the story?
GLOSSARY
cassock: batina
christening: batizado
churchwarden: guardião/curador de igreja

clad: trajado, vestido
fuss: preocupar-se com ninharias, fazer estardalhaço
gown: vestimenta
jockey: enganar, manobrar
nag: importunar
verger: sacristão
worn out: usado, gasto
Language variation
Notice that Foreman’s English is not what we call the “standard language.” He drops his “Hs”
like in hanging (’anging), him (’im), and hustle (’ustle); he drops the final “G” of verbs in the
gerund like in naggin’, doin’, knowin’. This is the kind of English attributed to the lower class; it
is the same kind of English that the dock men use, in what is called “cockney English.” Avery
good example of this kind of English can be found in the film My Fair Lady, based on Bernard
Shaw’s play Pygmalion. In this story, Professor Higgins teaches a street flower girl (Eliza
Doolittle) to speak like a lady. The songs in which most of this kind of English is present are
“Wouldn’t It Be Loverly?”, “With a Little Bit of Luck” and “Just You Wait.”
(Text by the authors.)
DID YOU KNOW…?
Literary authors show social class differences in their texts by attributing different dialects to
some characters.
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AUDIO 28 3. Read the words to “Wouldn’t It Be Loverly?” and listen to the song that Eliza
Doolittle performs at the beginning of the film. Then answer the question that follows the
lyrics. Use your notebook.
Wouldn’t It Be Loverly?
(from the My Fair Lady soundtrack)
It’s rather dull in town, I think I’ll take me to Paree.

Mmmmmm.
The missus wants to open up
The castle in Capri.
Me doctor recommends a quiet summer by the sea!
Mmmm, Mmmm, wouldn’t it be loverly?
All I want is a room somewhere,

Far away from the cold night air.
With one enormous chair,
Aow, wouldn’t it be loverly?
Lots of choc’late for me to eat,

Lots of coal makin’ lots of ’eat.
Warm face, warm ’ands, warm feet,
Aow, so loverly sittin’ abso-bloomin’-lutely still.

I would never budge ’till spring
Crept over me windowsill.
Someone’s ’ead restin’ on my knee,

Warm an’ tender as ’e can be.
’ho takes good care of me,
Loverly, loverly, loverly, loverly
In: LERNER, Alan Jay; My Fair Lady. Harmondsworth, Middlesex, England: Penguin Books, 1987.
Also available with small changes at <http://www.metrolyrics.com/wouldnt-it-be-loverly-lyrics-my-fair-lady.html>. Accessed on

January 5, 2016.
Warner Brothers/Album/Latinstock
Movie poster of My Fair Lady (1964), directed by George Cukor.
a) What similarities are there between Eliza Doolittle’s English and Albert Edward Foreman’s
English?
By listening to this song you can clearly notice the cockney accent given to the words.
GLOSSARY
budge: arredar pé, mover-se
“loverly”: lovely (fascinante)
“missus”: mistress (patroa, dona da casa)
“Paree”: Paris (capital da França)
BEYOND THE LINES...
a) Who are the people who make money in any society?
b) Does just studying make someone rich?
c) Who determines which dialect will be considered standard in a country?
d) Why should we learn standard dialects?
e) Have you ever seen a case of linguistic prejudice?

Página 168
CROSSING BOUNDARIES
Knowledge across English and Physics
Lights & Color
How about learning more about light and the color spectrum? Read the text below and then
answer the questions in your notebook.
What Wavelength Goes With a Color?

Our eyes are sensitive to light which lies in a very small region of the electromagnetic
spectrum labeled “visible light.” This “visible light” corresponds to a wavelength range of 400 -
700 nanometers (nm) and a color range of violet through red. The human eye is not capable of
“seeing” radiation with wavelengths outside the visible spectrum. The visible colors from
shortest to longest wavelength are: violet, blue, green, yellow, orange, and red. Ultraviolet
radiation has a shorter wavelength than the visible violet light. Infrared radiation has a longer
wavelength than visible red light. The white light is a mixture of the colors of the visible
spectrum. Black is a total absence of light.
Earth’s most important energy source is the Sun. Sunlight consists of the entire
electromagnetic spectrum. […]
Paulo Manzi/NASA/ID/BR
Available at <http://science-edu.larc.nasa.gov/EDDOCS/Wavelengths_for_Colors.html>. Accessed on November 30, 2015.
a) What is the wavelength range of visible light?
b) What kind of radiation has a wavelength shorter than visible light?
c) What colors are found in white light?
d) Do you know what the equivalent of one nanometer (1 nm) in meter is?
Página 169
You are the researcher!

Work together with your physics teacher. In groups, try one of the following projects. Discuss
your results and be prepared to present them to your classmates.
Project 1: Additive colors

Is white a true color? Discover the answer for this question with a simple experiment. You will
need:
• tape
• red, blue, and green pieces of cellophane
• 3 flashlights of the same size and light intensity This is the procedure for your
experiment:
• Attach the red cellophane over the top of the first flashlight using the tape. Do the same with
the blue and green cellophane pieces on each flashlight.
• Turn on the flashlights.
• Place the flashlights on a table, about 4 inches apart and shine them onto a white wall.
• This part may take some patience. Arrange the flashlights so that the light from each
flashlight overlaps with the other flashlights. The easiest way to achieve this is to place the
center flashlight on a shoebox, so it’s slightly higher than the flashlights to the left and right of
it.
• When you finally have the colors overlapping, look closely at the wall. What do you see?
Note
The image on the right will help you to visualize the resulting pattern that should appear on
your wall when you have the flashlights lined up correctly. Use it to help guide you in placing
them in the appropriate pattern.
Take a close look at the pattern on the wall. Can you spot anything interesting? Take a look at
the overlapping colors from the corners of each light. What can you derive from the patterns?
BRFuzetti/ID/BR
Adapted from <http://www.sciencefairadventure.com/Additive_Colors.aspx>. Accessed on November 30, 2015.
Project 2: Spectrum through water

How about creating a rainbow using a mirror and water? You will need:
• a shallow bowl
• some water
• a mirror
• a torch
This is the procedure for your experiment:
• Fill a shallow bowl with water.
• Place a mirror in this shallow bowl containing water so that it is at an angle of about 30
degrees to the surface of the water.
• Make the room dark by turning off the lights and covering windows with dark cloth or paper.
• Shine the torch on the mirror. What do you see on the ceiling? How can you explain it?
Adapted from <http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=82>. Accessed on November 30, 2015.

Página 170
CROSSING BOUNDARIES
Knowledge across English, Chemistry, Biology, and
History
Sustainable art!
gillmar/Shutterstock.com/ID/BR
Givaga/Shutterstock.com/ID/BR
Rita Maas/Getty Images
Jason Lugo/iStock/Getty Images

Anna Kucherova/Shutterstock.com/ID/BR
Neamov/Shutterstock.com/ID/BR
BEFORE YOU READ…
a) Do you paint or draw? If so, which material(s) do you use?
b)Do you have a piece of clothing that was irreversible stained while you were doing an art
project? Which material were you using?
1. Read this abstract and answer the questions.

Colors to Dye for: Preparation of Natural Dyes
J. Chem. Educ., 1999, 76 (12), p 1688A
DOI: 10.1021/ed076p1688A
Publication Date (Web): December 1, 1999
Abstract
Use of dyes can be traced to earliest history. The coloring properties of materials such as
berries and bark were most likely discovered when clothing accidentally became stained with
them. Dyes made from natural sources such as plants, animals, and minerals tend to produce
colors that wash out easily. With most natural dyes, a mordant can be used to make the color
more permanent. In the mordanting process the fiber is treated with a solution of a metal salt
(usually an aluminum, chromium, copper, iron, or tin salt). Then the fiber is dyed. Metal ions
from the salt form strong bonds with the fiber and also with the dye, thereby holding the dye
to the fiber. […]
Available at <http://pubs.acs.org/doi/abs/10.1021/ed076p1688A>. Accessed on November 30, 2015.

a) Which materials are natural sources of dye?
b) What can be used to make the color of natural dyes more permanent?
Página 171
2. Today, if we want to paint, draw, or dye clothes, we can buy what we need in a store or
have the help of specialists. But how did cave people and Renaissance painters get the paint for
their pieces? Work in groups and ask your chemistry teacher to help you do some research in
order to find out:
• the components paint should have;
• the materials cave people used to paint the interior of caves;
• how Renaissance painters got their paint;
• natural occurring pigments in minerals, plants, and animals, as well as the substance
involved;
• problems or consequences artists had with natural pigments. Present your findings to the
class.
You are the researcher!

1. How about dyeing a T-shirt or any other piece of clothing with natural dyes? These are the
things you will need:
• white cotton clothing, like a plain T-shirt or any other piece of plain cloth
• white vinegar
• water
• 2 beets, chopped
• rubber bands
• a large stockpot This is the procedure for your experiment:
• Use a solution of four parts water to one part white vinegar as a fixative for the fabric. Soak
the piece of clothing in the solution and leave it to rest for an hour.
This process will ensure that the natural dye will set in the fabric.
• Chop the beets and place them in the stockpot.
• Add 4 cups water and bring the dye to a simmer over medium heat.
• Pull and twist sections of the cotton material and then secure them tightly with rubber
bands.
• Place the cloth in the stockpot and let it simmer for an hour. Then, turn off the heat and let
the fabric sit in the dye until it comes to room temperature.
• Remove the fabric from the stockpot and squeeze it to release some of the dye. Carefully
remove the rubber bands and see what the fabric looks like. Naturally-dyed fabric will be
lighter once it’s dry, and should be laundered separately in cold water.
Psonha/ID/BR
Adapted from <http://www.education.com/activity/article/natural-tie-dye/>. Accessed on November 30, 2015.
2. In groups and with the help of your chemistry teacher, discuss:

a) What change(s) did the fabric go through as a result of being soaked in a solution with white
vinegar? Would the result be the same if white vinegar were not used?
b) What other possibilities of natural dye could you use to tie-dye cotton fabric?
c) What is the role of heat in the process of dyeing?
d) What is the environmental advantage of using natural dyes?

Página 172
AUDIO TRANSCRIPTS
UNIT 2 – Street art
Page 36
TRACK 2
Hi, guys. My name’s Sandy and I’d like to share something cool we did in my school: it’s called
moss graffiti. Creating moss graffiti starts off with the right ingredients. You’re only going to
need four ingredients: 2 cups of buttermilk, 1 or 2 tablespoons of sugar, 2 cups of water, and of
course, moss, 2 clumps should be enough.
You’ll also need a blender, paintbrushes, plastics cups for the moss paint, some chalk, a spray
bottle, and maybe stencils with different forms.
Mix all the ingredients together in the blender for three to five minutes, or until the mixture is
smooth enough to paint.
That’s it! Fill your plastic cups with moss paint, grab a paintbrush and hit the streets. Actually,
it would be great if you get permission to make your moss graffiti in a brick or concrete wall in
your school, because you will need to mist it with water in a spray bottle daily until it grows.
Any porous wall protected from the sun. The lack of direct sun and humidity should be the
perfect environment for your moss to grow.
If you want a more professional design, I recommend tracing a layout first with chalk or using
stencils.
UNIT 3 – You’ve got the moves

Page 49
TRACK 7
English National Ballet soloist James Forbat is having a busy week, dancing in “The Snow
Queen,” “Giselle” and new piece “Men Y Men.” We find out what he gets up to on a typical day.
8 am
I never get up before eight, which sounds really good, but we don’t finish till late. Cereal for
breakfast gives me the most energy, then I take the bus from my new flat in Battersea to our
rehearsal studios near the Albert Hall.
10.30 am
Class is the first thing you do in the morning, six days a week. It’s the same structure every day:
you start on the barre, repeat the exercises in the centre with variations and turns, then move
on to jumps at the end. Although it’s a bit of a chore, you have to get warm for the day. [...]
12.30 pm
After class there’s usually a short break, 15 minutes when the studio’s available, and we’ll put
on some music and try different steps and tricks. Everyone feeds off each other – if you see
someone else doing something cool or difficult you want to have a go at it […].
5.30 pm
If I’m doing a walk-on role I can get ready in 20 minutes – although a girl would tell you an
hour – but if I’m doing a lead dancing role I start getting ready at about 5.30 pm […]. Before the
show we’ll all be doing our make-up together, with bit of music on – lots of Michael Bublé at
the moment.
7.30 pm
I have to say I don’t get that nervous. It sounds silly but I almost don’t see the point. There are
a certain amount of things you’ve got control over before you go on stage, once you’re on it’s
down to fate. In the wings I’m trying to focus, going through the steps in my head. Then when
you get on stage it’s almost autopilot […].
10.30 pm
After the show you sometimes feel exhilarated but usually I’m just tired. [...] If I had the next
day off I might go clubbing, but with people that I dance with all day long, it’s nice to sit and
chat. […].
Available at <http://www.timeout.com/london/dance/a-day-in-the-life-of-adancer>. Accessed on May 12, 2016.
UNIT 4 – Sing it out

Page 66
TRACK 11
Hi, my name is Dante Rameau and I am executive director and cofounder of the Atlanta Music
Project. This recently launched program is a five-day-a-week after-school youth orchestra
program targeting Atlanta’s underprivileged and disadvantaged youth. Our mantra is “music
for social change,” and what we are trying to do is give these kids, our participants, the
opportunity to develop confidence, creativity and ambition. So, I’m thrilled to announce that
recently the Atlanta Music Project has partnered with Premier Logic to raise money and
awareness for the Atlanta Music Project. At this year’s ATP Golf Tournament, Premier Logic
was the sponsor and was able to raise money for the Atlanta Music Project from selling tickets
for a beach vacation. We thought that they would, you know, raise a couple
Página 173
hundred dollars, but instead, they went out there and were able to raise over twelve hundred
dollars for the Atlanta Music Project. So this hole will be a great help for the development of
our program to serve these disadvantaged, underprivileged kids in Atlanta through music. So,
for more information and for you, you know, and your companies to get involved, please, visit
our website at www. atlantamusicproject.org.
Available at <http://www.youtube.com/watch?v=BQsMfMVu174>. Accessed on May 12, 2016.
UNIT 5 – On the runway

Page 85
TRACK 15
3 News anchor: “These days, society places many expectations on how women should look,
and the fashion industry is considered one of the prime culprits. But a fashion show in South
Auckland has sent out a new message: it’s okay to be big. Adrien Taylor was there.”
Reporter Adrien Taylor: “Kate Moss once famously said that “nothing tastes as good as
skinny feels”, but one look around True South proves big can feel good too.”
Massey University fat studies lecturer Cat Pause: “We kind of have a myth that the fat
person is an unhealthy, lazy, unmotivated, very sad kind of person, so people of all sizes can
engage in healthy behaviors and people of all sizes can be healthy and unhealthy.”
Available at <http://www.3news.co.nz/Fashion-show-for-big-women/tabid/372/articleID/253139/Default.aspx> (00:00-00:40).

Accessed on May 16, 2016.
UNIT 6 – Visual arts

Page 99
TRACK 17
[…]
The artist is the winner of film festivals all around the world. Very fair ‘cause the artist, an
unexpected gift, is a beautiful and magnificent creation on every level.
The Artist sends you home with your hands in the clouds.
Don’t miss the best movie of the year. The Artist. Rated PG 13.
Available at <http://www.imdb.com/title/tt1655442/> (trailer). Accessed on May 12, 2016.
UNIT 7 – Handicrafts
Page 111
TRACK 19
These varied attractive products are made from the local agricultural waste. They are
transformed into decorative items such as lamp shades, utensils, and modern fashion
accessories. The delicate products are created by a Rawai Small And Micro Community
Enterprise (or SMCE). Today the products are popular among tourists and shoppers. This leads
to supplementary income for families at up to thousands of baht per month. “We make use of
the coconuts and extend them from tourism. Visitors to Rawai appreciate the beach, and
fantastic views with coconut trees. So we asked ourselves why not do something with the
coconut produce to turn them into cash. We used to abandon coconut shells. Instead of wasting
them, we should make the best use of them, and the experiment has come out quite
successfully,” she said. The outstanding character of the products and management has led to
the group being designated as a “Learning Center” for interested parties. So it receives visitors
from across the country to observe the management and product development. This includes
the Muslim group from the deep southern provinces who pay special interest in transforming
the coconut shells into valuable products as they also have so much material in their local area.
Being a Muslim community in Rawai of Phuket, a famous tourist destination, Rawai community
was also voted a model for well-adapting the sufficiency economy principle last year, 2009.
Rawai is one of Phuket’s famous tourist locations and our community in particular was
awarded the best village to apply the sufficiency economy principle in Phuket last year.
Available at <http://www.youtube.com/watch?v=X-mV4R7wU7I> (00:00-02:05). Accessed on May 12, 2016.
UNIT 8 – Festivals and parades

Page 127
TRACK 22
A taste of northern New South Wales, the 2012 Sample food festival, 8 am to 8 pm on Saturday
6th of October, at the Bangalow Showgrounds. Sample and savor our local best, with barn
farmers’ markets, live music, celebrity guests, $5 and $10 restaurant tasting plates, producer
and lifestyle exhibitors, cooking demos, children’s activities. For a taste of northern New South
Wales, the 2012 Sample Food Festival, Saturday October 6, at the Bangalow Showgrounds.
Available at <http://www.youtube.com/watch?v=qN-UaMWMcYA>. Accessed on May 12, 2016.

Página 174
GLOSSARY
A
advertising techniques: técnicas de publicidade e propaganda
advise: aconselhar
affairs: assuntos
alongside: ao lado de
around: em volta de, ao redor de
array: série
arrested: preso(a), detido(a)
award: prêmio
behind the lens: atrás das lentes
believe: acreditar
bigness: grandeza (no sentido de corpulência)
blob: gota, pequena quantidade
both: ambos
bottle: garrafa
brain: cérebro
brand-new: novo(a) em folha
breathtaking: de tirar o fôlego
bring: trazer
can: poder, ser capaz de; lata
carve: esculpir
catwalk: passarela (de desfile de moda)
caught: pego(a), capturado(a)

champion: campeã(o)
charge: cobrar
chick: (gíria) gatinha, mina, garota
clap hands: bater palmas
clown: palhaço(a)
craft: artesanato
damage: dano, avaria
display: exibir, mostrar
dougie: dançar com estilo
drowned: afogado(a)
dream: sonho
earrings: brincos
embellished: embelezado(a)
embroidery: bordado
enhance: realçar
fabric: tecido, pano
fined: multado(a)
fix: consertar frame: moldura
fun: divertido(a)
fur: pelo de animal
gig opportunities: oportunidades de trabalho informal (bico); trabalhos no campo da música
glitzy: chamativo(a)
glue: cola
gold: ouro
guess: adivinhar
H
happen: acontecer
hazardous: perigoso(a), arriscado(a)
head: cabeça
hooked: fisgado(a), adepto(a)
hope: ter expectativa, esperar
huge: enorme
increase: aumentar invite: convidar
inviting: convidativo(a)
jump: pular
kind: tipo
knitted: tricotado
Página 175
landfill:aterro
landscape: paisagem
laughter: riso, gargalhada
law: regulamentação; lei
live: ao vivo
mercilessly: impiedosamente
missing: algo que falta, que não está presente
nomination: indicação
notice: aviso, lembrete
overcome: superar
own: próprio, do(a) próprio(a)
owner:proprietário(a)
perform: apresentar, atuar, representar
pouts: caras e bocas
prosecute: processar criminalmente
pull out: tirar, sacar
quickly: rapidamente
raised: criado, crescido
released: divulgou
relish: curtir, apreciar
retailer: varejista
rights: direitos
ripped: rasgado(a)
rope: corda
rub: esfregar
scratch: rabisco, arranhão
scrub: esfoliante
seam: costura
seek: procurar
seem: parecer
shape: forma
shuffle: sacudir
sick: doente
site: local, lugar
skills: habilidades
skin: pele
slightly: levemente
source: fonte, origem
spanning: abrangendo, abarcando
spin: girar
stage: palco
steal: roubar
stepdad: padastro
sticker: adesivo
strict: rígido(a)
stroll: passear, dar uma volta
suit: servir satisfatoriamente, ajustar

surface: superfície
surroundings: arredores
sweat: suor; suar
tap: bater levemente
taste: provar, ter paladar; gosto
tepid: sem grande entusiasmo, morno(a)
through: por meio de, através
throughout: por toda parte
trapped: preso(a), capturado(a) em armadilha
truly: verdadeiramente
unlikely: improvável
wait for: esperar
wardrobe: guarda-roupa
waste: lixo, resíduo
weight: peso
whilst: enquanto
wide: grande, amplo(a)
worried: preocupado(a)
woven: tecido(a), entrelaçado(a)
youth: juventude
Página 176
LANGUAGE REFERENCE
Fazer apresentações
Use o verbo to be no presente simples para apresentar pessoas:
Formas completas e formas contraídas

I am Brian.
I’m
He is/She is/It is a clown.
He’s/She’s/It’s
We are/You are/They are entertainers.
We’re/You’re/They’re
Use not após todas as formas de to be (forma completa e forma contraída) ou adicione n’t às
formas is ou are para fazer a negativa:
I am not
I’m not
He is not/She is not/It is not
He’s not/She’s not/It’s not from New York.
He isn’t/She isn’t/It isn’t

We are not/You are not/They are not
We’re not/You’re not/They’re not
We aren’t/You aren’t/They aren’t
Coloque o verbo to be antes do sujeito para fazer perguntas:
Verbo + Sujeito
Am I
Is he/she/it
feeling good or what?
Are we/you/they
Respostas curtas
Afirmativa Negativa
I am
I am not./’m not.
you are not./aren’t./’re not.
you are
he/she/it is. he/she/it is not./isn’t./’s not.

Yes, No,
we/you/they are. we/you/they not./aren’t./’re not.
Adicione palavras WH- para fazer perguntas com o verbo to be:
Palavra WH- Verbo to be Sujeito… ?

What is your phone number?
When is your birthday?
Where are you from?
Who am I?
How are you doing?
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Use o pronome demonstrativo this para apresentar alguém:
This is my friend… Sarah.
And this is my friend, Ernie.
Use pronomes pessoais como sujeitos de verbos, e pronomes objetos como objetos de
verbos e preposições:
I’m Gloria. This is my friend… Sarah. She’s visiting from Cornell. (sujeito do verbo)
I’m Steve, nice to meet you. (objeto do verbo)
Look at us all, we’re nervous wrecks. (objeto de uma preposição)
Pronome pessoal Pronome objeto

Singular I me
you you
he him
she her
it it
Plural we us
you you
they them
Expressar habilidade, possibilidade e permissão

Use can para falar sobre habilidades, possibilidades e permissões:
Verbo can + Infinitivo do verbo principal
hold chalk despite the handicap. Habilidade
I He/She/It
can be arrested for doing graffiti. Possibilidade
We/You/They
buy spray paint as a young adult. Permissão
Nota: Após o verbo can, use o infinitivo do verbo principal sem to.
Você deve adicionar ’t ou not ao verbo can para formar a negativa:
You can’t sell spray paint to people under the age of 18.
You cannot sell spray paint to people under the age of 18.
Insira can antes do sujeito para fazer perguntas:

Can you dougie with me?
Você pode responder com respostas curtas:
Yes, I can.
No, I can’t.
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Expressar fatos e eventos regulares

Use o presente simples para falar sobre hábitos e fatos:
I never get up before eight, which sounds really good, but we don’t finish till late.
After the show you sometimes feel exhilarated but usually I’m just tired.
It helps in getting a well toned abdomen.
Regras para mudança da forma verbal na terceira pessoa do singular (he, she, it):
Casos especiais (grafia) Exemplos

Para a maioria dos verbos adicione -s Even Aerobics seems tepid to you.
He likes working out.

Para verbos que terminam em adicione -s He enjoys practicing sports.
vogal + y
Para verbos que terminam em substitua o y por -ies Find an example that justifies your
consoante + y answer.
Para verbos que terminam em - adicione -es She goes dancing regularly and
ch, -sh ou -o stretches before each exercise.
Formas irregulares have > has be > is Jorge has one daughter. […] when
the studio’s available […]
Use don’t (do not) ou doesn’t (does not) antes do verbo para formar a negativa:
[…] but we don’t finish till late.
[…] it doesn’t matter where you are from or what background you have.
Nota: A forma do verbo principal na terceira pessoa do singular não se alterna na negativa.

I do not
I don’t
He does not/She does not/It does not

know anyone with a disability?
He doesn’t/She doesn’t/It doesn’t
We do not/You do not/They do not
e don’t/You don’t/They don’t
Insira o verbo auxiliar do (ou does) antes do sujeito para formar perguntas:
Verbo auxiliar+ Sujeito + Infinitivo do verbo principal

Do I/we/you/they
know anyone with a disability?
Does he/she/it
Resposta curta
Afirmativa Negativa
do not.
I/we/you/they do. I/we/you/they
don’t.
Yes, No,
does not.
he/she/it does. he/she/it
doesn’t.
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Use advérbios de frequência para indicar a frequência de uma ação:
I never get up before eight […].
After class there’s usually a short break […].
After the show you sometimes feel exhilarated […].
Nota: Advérbios de frequência são, geralmente, inseridos antes do verbo principal, mas depois
do verbo to be. Expressões indicando frequência, como every morning, geralmente, vêm no
final da oração.
Use how often para perguntar sobre a frequência de uma ação.
How often do you exercise?
How often do you go dancing?
Advérbios de frequência Gradação Expressões de frequência

always 100%
almost always, nearly always 90%
usually, generally, normally, every morning/day/Sunday
60%
regularly
often, frequently 20% three times/twice/once
sometimes, occasionally 10%
hardly ever, almost never, a day/week/month/year
5%
rarely, seldom
never 0%
Distinguir perguntas sim/não de perguntas WH-

Perguntas sim/não Perguntas WH-
Auxiliar + Sujeito + Verbo Palavra WH- + Auxiliar + Sujeito + Verbo
Can I make it any more obvious? What more can I say?
Does your pretty face see what he’s worth? What’s he worth?
Resposta: Sim/Não Resposta: Alguma informação.
Significado das palavras WH-

What requer informação sobre algo (número desconhecido de opções)
Which requer informação sobre algo (número limitado de opções)
Where pergunta sobre lugares ou posições
When pergunta sobre horário, momento no tempo
Who pergunta de ou sobre pessoas
Why pergunta sobre razão ou motivo
How pergunta sobre modo ou condição
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Expressar obrigação, dedução ou proibição

Use must para falar sobre obrigações, necessidades, deduções ou conclusões lógicas:
Must + infinitivo do verbo principal

go before it’s too late. Obrigação
I He/She/It
must
We/You/They
have spoiled it by the look of things. Dedução
Nota: Com must use o infinitivo do verbo principal sem to.
Use not depois do verbo must ou adicione n’t para expressar proibição:
People under 18 must not drink alcohol.
In most countries, animals used for leather in footwear mustn’t be on the endangered species list.
Falar sobre ações em progresso

Use o presente contínuo para descrever algo que está acontecendo agora:
She’s wearing a blue blouse, a black belt, and a green skirt.
The fashion designer is sketching a design for a dress.
Afirmativa
Sujeito + Verbo to be + Verbo na forma - ing
I am sketching
He/She/It is sketching a design for a dress.
We/You/They are sketching
Negativa
I am not
I’m not
He’s not/She’s not/It’s not

sketching a design for a dress.
He isn’t/She isn’t/It isn’t

Pergunta
Verbo to be + Sujeito + Verbo na forma -ing
Am I
Is he/she/it sketching a design for a dress?
Are we/you/they
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O modo pelo qual mudamos o verbo principal para formar o presente contínuo pode variar:
Casos de mudança ortográfica Exemplos

Para a maioria dos verbos adicione -ing look > looking
try > trying
Para verbos que terminam em -y adicione -ing
pay > paying
damage > damaging
Para verbos que terminam em -e substitua -e por -ing

Exceções: be > being; see
> seeing
begin > beginning
Para verbos que terminam em consoante + vogal + repita a consoante
consoante na sílaba tônica final + -ing
put > putting
Use palavras WH- e coloque o verbo to be antes do sujeito para fazer perguntas:
Perguntas
Palavra WH- + Verbo to be + Sujeito + Verbo na forma -ing
am I
What is he/she/it doing in this picture?
are we/you/they
Formar palavras
Adicione sufixos a palavras para criar novos significados:
Formação de palavras
Sufixo Significado Exemplos
-er painter, filmmaker
(substantivo) quem faz a ação do verbo
-or sculptor, illustrator
-ing (substantivo) ação ou resultado/produto do verbo painting
-tion (substantivo abstrato) illustration
(substantivo abstrato) ação, resultado, agente, instrumento ou
-ure sculpture
equipamento
-y (substantivo) área do conhecimento/habilidade photography
-ate (verbo) tornar completo illustrate
Falar sobre o passado

Use o passado simples para falar sobre ações, estados e eventos que aconteceram e
terminaram em um ponto específico no passado:
Afirmativa com a maioria dos verbos expressões de tempo

majored in art visited McKenna’s
I/He/She/It We/You/They in 1989. last week.
exhibit
Afirmativa com o verbo to be
I/He/She/It was there for the exhibit opening last night.
We/You/They were keen photographers about 20 years ago.
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Use o verbo auxiliar did para fazer perguntas no passado simples:
Verbo auxiliar + Sujeito + Verbo principal no infinitivo

I
Did he/she/it visit McKenna’s exhibit last week?
we/you/they
Respostas curtas
Afirmativa Negativa
I I
did not
Yes, he/she/it did. No, he/she/it
didn’t
we/you/they we/you/they
Adicione n’t ao verbo auxiliar did ou use o verbo auxiliar did seguido de not para formar a
negativa:
[…] he didn’t (did not) have any art formal training.
Formas completas e formas abreviadas

I He/She/It did not
have any art formal training.
We/You/They didn’t
Nota: O verbo principal permanece em sua forma básica na negativa.
Use palavras WH- para fazer perguntas:
Perguntas com palavras WH-

Palavra WH- + Verbo auxiliar + Sujeito + Verbo principal
When Ben graduate?
What did Louise buy after her daughter was born?
Where Zena start working?
Adicione -ed à forma básica do verbo (infinitivo sem o to) para formar o tempo passado
(verbos regulares).
Casos especiais (grafia) Exemplos

I majored in art in 1989.
Para a maioria dos verbos adicione -ed
Ben Agbee displayed his works in Ghana.
Para os verbos que terminam I graduated from Billy Blue College of
adicione -d
em -e Design in 2010 […].
Para os verbos que terminam
substitua o y por -ied Ben Agbee studied art in Ghana.
em consonante + y
Nota: Verbos irregulares possuem formas especiais. Veja uma listagem de verbos irregulares
no final da seção Language reference.
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Use as preposições in, on e at em expressões de tempo e lugar:
Significado Exemplos
in June
in 1848
- noções de limite - espaço in Ghana

in
restrito/tempo
in the afternoon
in Neighborhood Road
(BrE)
on June 7, 1848
menos específico
on Saturday
- noção de extensão -
mais específico on
superfície on the beach
on Neighborhood Road
(AmE)
at 11:30 pm
at the end of June

at - ponto específico
at night
at 200 Neighborhood
Road
Adjetivos possessivos são colocados antes de substantivos na sentença:
Pronomes Adjetivos
Exemplos
pessoais possessivos
I my This is my friend… Sarah. And this is my friend, Ernie.
you your Use your notebook.
Cornélio was born in Piauí. His work is mainly related to wood
he his
carving.
Singular
She sang her first song, “Breathe” by Faith Hill at just 18
she her
months.
Today Amor-Peixe […] is frequently called on to share its
it its
experience with other groups.
[…] our community in particular was awarded the best village
we our
to apply the sufficiency economy principle in Phuket last year.
Plural you your What’s your name?
Anna and Julia Salgueiro are mother and daughter. Their
they their
work is marked by good humor.
Use um substantivo seguido por ’s para expressar posse:
Rawai is one of Phuket’s famous tourist locations […]
Casos especiais Exemplos

Com substantivos no singular acrescente ’s Phuket’s famous tourist locations
Com substantivos no plural
acrescente ’ the artists’ creative genius
(regular)
Com plurais irregulares acrescente ’s children’s crafts
Com duas ou mais pessoas Anna and Julia’s work is marked by
acrescente ’s ao último nome
compartilhando a mesma coisa good humor.
Com duas ou mais pessoas
acrescente ’s a todos os nomes Anna’s and Julia’s friends are
compartilhando coisas
mencionados coming to the party.
diferentes
Página 184
Formar palavras
Combine duas palavras pra formar uma nova palavra:
Palavras compostas
Uma palavra lap + top = laptop
Palavra hifenizada best + seller = best-seller
Duas palavras gas + station = gas station
Nota: Palavras compostas também podem ser formadas por uma combinação de um
substantivo e um verbo na forma de particípio passado. Exemplos:
home + made = homemade
hand + made = handmade
Adicione sufixos a palavras para criar novos significados:
Formação de palavras (profissões)

Sufixo Significado Exemplos
-er composer
aquele que faz a ação do verbo
-or illuminator
-ess forma substantivos femininos seamstress
-ian pessoa relacionada a algo sound technician
-ist pessoa envolvida com algo makeup artist
Falar sobre planos futuros

Use o presente contínuo para falar sobre futuro iminente ou próximo:
We’re changing the arena at Reading and Leeds quite significantly for the next event.
Unless they are getting more land, adding more stages is just going to make the problem even
worse.
Use going to para indicar planos para o futuro:
Afirmativa
Sujeito + Verbo to be + going to + Infinitivo do verbo principal
I am going to make the problem even worse. (go
He/She/It is going to to) Budapest - for the Sziget music
We/You/They are going to festival!
Nota: Em uma sentença com going to, normalmente omitimos go e a preposição que o segue.
Pergunta
Verbo to be + Sujeito + going to + Infinitivo do verbo principal
Am I going to make the problem even
Is he/she/it worse?
Are we/you/they
Página 185
Respostas curtas
Afirmativa Negativa
am not.
I am. I
’m not.
is not.
he/she/it is. e/she/it isn’t.

Yes, No,
’s not.
are not.
we/you/they are. we/you/they aren’t.
’re not.
Use palavras WH- antes do verbo to be em perguntas:
Pergunta
Palavra WH- + Verbo to be + Sujeito + going to + Infinitivo do verbo principal
am I
going to do this
What is he/she/it
weekend?
are we/you/they
Use not após todas as formas de to be (completa e contraída) ou adicione n’t às formas are e
is para formar a negativa:

I am not I’m not
He’s not/She’s not/It’s not
He isn’t/She isn’t/It isn’t going to stay home on the weekend.

Usar contrações e reduções

Na linguagem oral e informal, é comum o uso de contrações e reduções de formas gramaticais:
Forma Forma completa Exemplos

gimme give me Oh, baby, don’t gimme that look
gonna going to Tonight, tonight, we’re gonna take a stab
y’know you know Y’know, they are both huge supporters of me.
playin’ playing Playin’ at the talent show
don’t have We ain’t got much to look at so
am not I ain’t worried, doing me tonight
ain’t
has not A little sweat ain’t never hurt nobody
there are not Ain’t no worries, no
Página 186
Verbos irregulares
Forma básica Passado simples Particípio passado Tradução
levantar(-se); surgir;
arise /əˈraɪz/ arouse /əˈroʊz/ arisen /əˈrɪz ən/
originar(-se)
was /wʌz/,
be /bi/ been /bɪn/ ser, estar
were/wɜr/
carregar; espalhar;
bear /bɛər/ bore /bɔr/ born, borne /bɔrn/
exibir, ostentar
beat /bit/ beat /bit/ beaten /ˈbit n/ bater
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ tornar-se
begin /bɪˈgɪn/ began /bɪˈgæn/ begun /bɪˈgʌn/ começar
bend /bɛnd/ bent /bɛnt/ bent /bɛnt/ inclinar-se, curvar-se
bet/bɛt/ bet /bɛt/ bet /bɛt/ apostar
bid /bɪd/, bid /bɪd/, mandar; declarar;
bid /bɪd/
bade/bæd/ bidden/ˈbɪd n/ fazer um lance
bind /baɪnd/ bound /baʊnd/ bound /baʊnd/ ligar, unir
bite /baɪt/ bit /bɪt/ bitten /ˈbɪt n/ picar
soprar; florescer;
blow /bloʊ/ blew /blu/ blown /bloʊn/
espalhar
break /breɪk/ broke /broʊk/ broken /ˈbroʊ kən/ quebrar, partir
produzir; dar cria,
breed /brid/ bred /brɛd/ bred /brɛd/
procriar
trazer; produzir;
bring /brɪŋ/ brought /brɔt/ brought /brɔt/
levar
broadcast transmitir por rádio
broadcast/ˈbrɔdˌkæst/ broadcast/ˈbrɔdˌkæst/
/ˈbrɔdˌkæst/ ou TV; espalhar
build /bɪld/ built /bɪlt/ built /bɪlt/ construir; montar
burst /bɜrst/ burst /bɜrst/ burst /bɜrst/ rebentar, estourar
buy /baɪ/ bought /bɔt/ bought /bɔt/ comprar
cast /kæst/ cast /kæst/ cast /kæst/ lançar; emitir
catch /kætʃ/ caught /kɔt/ caught /kɔt/ pegar; capturar
choose /tʃuz/ chose /tʃoʊz/ chosen /ˈtʃoʊ zən/ escolher
come /kʌm/ came /keɪm/c ome /kʌm/ vir
cost /kɔst/ cost /kɔst/ cost /kɔst/ custar
cut /kʌt/ cut /kʌt/ cut /kʌt/ cortar
Página 187
Verbos irregulares
deal /dil/ dealt /dɛlt/ dealt /dɛlt/ lidar
dig /dɪg/ dug /dʌg/ dug /dʌg/ cavar, furar; indagar
do /du/ did /dɪd/ done /dʌn/ fazer
desenhar; puxar;
draw /drɔ/ drew /dru/ drawn /drɔn/
traçar
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/ beber
deixar; levar a;
drive /draɪv/ drove /droʊv/ driven /ˈdrɪv ən/ dirigir; pôr em
movimento
eat /it/ ate /eɪt/ eaten /ˈit n/ comer
fall /fɔl/ fell /fɛl/ fallen /ˈfɔ lən/ cair
feed /fid/ fed /fɛd/ fed /fɛd/ alimentar(-se)
feel /fil/ felt /fɛlt/ felt /fɛlt/ sentir
brigar, lutar;
fight /faɪt/ fought /fɔt/ fought /fɔt/
combater
achar; julgar;
find /faɪnd/ found /faʊnd/ found /faʊnd/
encontrar; procurar
fit /fɪt/ fit /fɪt/ fit /fɪt/ encaixar; ajustar
flee /fli/ fled /flɛd/ fled /flɛd/ fugir
forecast /ˈfɔrˌkæst/ forecast /ˈfɔrˌkæst/ forecast /ˈfɔrˌkæst/ prever; projetar
forgotten /fərˈgɒt n/,
forget /fərˈgɛt/ forgot /fərˈgɒt/ esquecer
forgot
forgive /fərˈgɪv/ forgave /fərˈgeɪv/ forgiven /fərˈgɪv ən/ perdoar
fly /flaɪ/ flew /flu/ flown /floʊn/ voar
freeze /friz/ frozen /froʊz/f roze /ˈfroʊ zən/ congelar
conseguir; receber;
get /gɛt/ got /gɒt/ got, gotten /ˈgɒt n/ entender; ficar;
pegar, contrair
give /gɪv/ gave /geɪv/ given /ˈgɪ vən/ dar
go /goʊ/ went /wɛnt/ gone /gɒn/ ir
crescer; criar; ficar
grow /groʊ/ grew /gru/ grown /groʊn/ cada vez mais;
cultivar
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/ dependurar; ficar
Página 188
Verbos irregulares
have /hæv/ had /hæd/ had /hæd/ ter
hear /hɪər/ heard /hɜrd/ heard /hɜrd/ ouvir, escutar
hide /haɪd/ hid /hɪd/ hidden /ˈhɪd n/ esconder(-se)
hit /hɪt/ hit /hɪt/ hit /hɪt/ atingir; chegar a
sediar; reunir;
hold /hoʊld/ held /hɛld/ held /hɛld/
segurar
machucar, ferir;
hurt /hɜrt/ hurt /hɜrt/ hurt /hɜrt/ causar prejuízo,
doer
manter;
keep /kip/ kept /kɛpt/ kept /kɛpt/
permanecer
know /noʊ/ knew /nyu/ known /noʊn/ conhecer; saber
lay /leɪ/ laid /leɪd/ laid /leɪd/ pôr; estender
lead /lid/ led /lɛd/ led /lɛd/ conduzir, levar
aprender; ficar
learn /lɜrn/ learnt /lɜrnt/ learnt /lɜrnt/ sabendo,
descobrir
partir; sair;
leave /liv/ left /lɛft/ left /lɛft/
sobrar
lend /lɛnd/ lent /lɛnt/ lent /lɛnt/ emprestar
fazer com que;
let /lɛt/ let /lɛt/ let /lɛt/
deixar
jazer, estar
lie /laɪ/ lay /leɪ/ lain/leɪn/
deitado(a)
iluminar;
light /laɪt/ lit /lɪt/ lit /lɪt/
acender
lose /luz/ lost /lɔst/ lost /lɔst/ perder
make /meɪk/ made /meɪd/ made /meɪd/ fazer
querer dizer;
mean /min/ meant /mɛnt/ meant /mɛnt/
significar
conhecer;
meet /mit/ met /mɛt/ met /mɛt/
encontrar
overcome/ˌoʊvərˈkʌm/ overcame/ˌoʊvərˈkeɪm/ overcome/ˌoʊvərˈkʌm/ superar
pay /peɪ/ paid /peɪd/ paid /peɪd/ pagar; prestar
put /pʊt/ put /pʊt/ put /pʊt/ pôr, colocar
renunciar,
quit /kwɪt/ quit /kwɪt/ quit /kwɪt/ abandonar,
desistir, deixar
read /rid/ read /rɛd/ read /rɛd/ ler
Página 189
Verbos irregulares
rid /rɪd/ rid /rɪd/ rid /rɪd/ livrar-se
ride /raɪd/ rode /roʊd/ ridden /ˈrɪd n/ cavalgar; andar de
tocar (campainha,
ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
telefone)
levantar, sair da
rise /raɪz/ rose /roʊz/ risen /ˈrɪz ən/ cama; subir; tornar-
se audível
correr; dirigir,
administrar; ter a
run /rʌn/ ran /ræn/ run /rʌn/
duração de; executar
(programa)
say /seɪ/ said /sɛd/ said /sɛd/ dizer
see /si/ saw /sɔ/ seen /sin/ ver
buscar; aspirar;
seek /sik/ sought /sɔt/ sought /sɔt/
empenhar-se
sell /sɛl/ sold /soʊld/ sold /soʊld/ vender
send /sɛnd/ sent /sɛnt/ sent /sɛnt/ enviar
estabelecer; passar-
set /sɛt/ set /sɛt/ set /sɛt/
se; ter lugar
sew /soʊ/ sewed /soʊd/ sewn /soʊn/, sewed costurar
shake /ʃeɪk/ shook /ʃʊk/ shaken /ˈʃeɪkən/ sacudir, agitar
shine /ʃaɪn/ shone /ʃoʊn/ shone /ʃoʊn/ brilhar; refletir luz
filmar; percorrer em
shoot /ʃut/ shot /ʃɒt/ shot /ʃɒt/ grande velocidade;
dizer logo
show /ʃoʊ/ showed /ʃoʊd/ shown /ʃoʊn/ mostrar, apresentar
shut /ʃʌt/ shut /ʃʌt/ shut /ʃʌt/ fechar
sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/ cantar
sank /sæŋk/, descer; afundar;
sink /sɪŋk/ sunk /sʌŋk/
sunk/sʌŋk/ decair
sentar-se; deixar por
sit /sɪt/ sat /sæt/ sat /sæt/
um tempo
sleep /slip/ slept /slɛpt/ slept /slɛpt/ dormir
slide /slaɪd/ slid /slɪd/ slidden /ˈslɪd n/, slid deslizar
speak /spik/ spoke /spoʊk/ spoken /ˈspoʊ kən/ falar
passar (tempo);
spend /spɛnd/ spent /spɛnt/ spent /spɛnt/
gastar
spill /spɪl/ spilt /spɪlt/ spilt /spɪlt/ derramar
Página 190
Verbos irregulares
spin /spɪn/ spun /spʌn/ spun /spʌn/ girar; torcer
rachar; separar(-se);
split /splɪt/ split /splɪt/ split /splɪt/
dividir
spread /sprɛd/ spread /sprɛd/ spread /sprɛd/ espalhar; estender
spring /sprɪŋ/ sprang /spræŋ/ sprung /sprʌŋ/ surgir
aturar, suportar;
estar de pé; estar;
stand /stænd/ stood /stʊd/ stood /stʊd/
encontrar-se; ser;
ocupar certo lugar
steal /stil/ stole /stoʊl/ stolen /ˈstoʊ lən/ roubar
stick /stɪk/ stuck /stʌk/ stuck /stʌk/ grudar
picar, ferroar; doer;
sting /stɪŋ/ stung /stʌŋ/ stung /stʌŋ/
ferir
strike /straɪk/ struck /strʌk/ struck /strʌk/ impressionar; abater
jurar, prometer;
swear /swɛər/ swore /swɔr/ sworn /swɔrn/
xingar, praguejar
passar rapidamente;
sweep /swip/ swept /swɛpt/ swept /swɛpt/
varrer
swim /swɪm/ swam /swæm/ swum /swʌm/ nadar
swing /swɪŋ/ swung /swʌŋ/ swung /swʌŋ/ balançar
agarrar; levar; fazer
take /teɪk/ took /tʊk/ taken /ˈteɪ kən/ (aula); tomar,
assumir; pegar
teach /titʃ/ taught /tɔt/ taught /tɔt/ ensinar
tear /tɛər/ tore /tɔr/ torn /tɔrn/ rasgar; dividir
tell /tɛl/ told /toʊld/ told /toʊld/ contar; dizer
think /θɪŋk/ thought /θɔt/ thought /θɔt/ achar; pensar
throw /θroʊ/ threw /θru/ thrown /θroʊn/ atirar, jogar
understand /ˌʌn understood /ˌʌn understood /ˌʌn
entender
dərˈstænd/ dərˈstʊd/ dərˈstʊd/
desarranjar;
upset /ʌpˈsɛt/ upset /ʌpˈsɛt/ upset /ʌpˈsɛt/
perturbar; impedir
wake /weɪk/ woke /woʊk/ woken /ˈwoʊkən/ acordar
usar; vestir; gastar
wear /wɛər/ wore /wɔr/ worn /wɔrn/
(pelo uso)
win /wɪn/ won /wʌn/ won /wʌn/ ganhar, vencer
wind /waɪnd/ wound /waʊnd/ wound /waʊnd/ enrolar
withdrawn retirar(-se); afastar(-
withdraw /wɪðˈdrɔ/ withdrew /wɪðˈdru/
/wɪðˈdrɔn/ se); sacar
write /raɪ t/ wrote /roʊt/ written /ˈrɪtn/ escrever
Página 191
RECOMMENDED BIBLIOGRAPHY FOR STUDENTS

AZAR, B. S.; HAGEN, S. A. Basic English Grammar. New York: Pearson; Longman, 2006.
BROMBERG, M.; GORDON, M. Barron’s 1100 Words You Need to Know. Hauupauge, UK: Barron’s Educational
Series, 1997.
CAMBRIDGE Advanced Learner’s Dictionary (with CD-ROM). Cambridge: Cambridge University Press, 2008.
CARTER, R.; HUGHES, R.; MCCARTHY, M. Exploring Grammar in Context: Upper-Intermediate and Advanced.
Cambridge: Cambridge University Press, 2000.
COLLINS Cobuild Dictionary of Idioms. London: Harper Collins, 1995.
DICIONÁRIO Oxford escolar para estudantes brasileiros de inglês: Português-Inglês/Inglês-Português. São

Paulo: Oxford do Brasil, 2010.
GREEN, J. Cassell Dictionary of Slang. London: Cassell, 2006.
HUGHES, R. Exploring Grammar in Writing: Upper-Intermediate and Advanced. Cambridge: Cambridge

University Press, 2005.
KERNERMAN, L. Password: English Dictionary for Speakers of Portuguese. São Paulo: Martins Fontes, 2010.
LIGHTER, J. E. (Ed.). Random House Historical Dictionary of American Slang. New York: Random House,
1994-97. v. 1, 2.
MARQUES, A. Dicionário de Inglês/Português Português/Inglês. São Paulo: Ática, 2004.
MCCARTHY, M.; O’DELL, F. English Vocabulary in Use (Upper-Intermediate). Cambridge: Cambridge University
Press, 2010.
MURPHY, R. English Grammar in Use. Cambridge: Cambridge University Press.
NETTLE, M.; HOPKINS, D. Developing Grammar in Context Intermediate with Answers: Grammar Reference and
Practice. Cambridge: Cambridge University Press, 2003.
PARKINSON, D. (Ed.). Oxford Phrasal Verbs Dictionary for Learners of English. Oxford: Oxford University
Press, 2005.
SWAN, M. Practical English Usage. Oxford: Oxford University Press, 2005.
LITERATURE
CAHIL, S. (Ed.). Short Stories By and About Women. New York: Mentor, Penguin, 1975.
CARROL, L. Alice in Wonderland & Through the Looking Glass.Oxford: Oxford University Press, 2009.
O. HENRY. The Best Short Stories of O. Henry. New York: The Modern Library, Random House, 1945.
ROWLINGS, J. K. Harry Potter and the Sorcerer’s Stone. USA: Scholastic Books, 1999.
SHAW, B. Pygmalion. Harmondsworth, Middlesex: Penguin Books, 1960.
WALKER, A. The Color Purple. New York: Harcourt Brace & Company, 1982.
Página 192
BIBLIOGRAPHY
ABREU-TARDELLI, L. S.; CRISTOVÃO, V. L. L. (Org.). Linguagem e educação: o ensino e a aprendizagem de gêneros
textuais. Campinas: Mercado de Letras, 2009.
BAZERMAN, C. Gênero, agência e escrita. Trad. e adap. Judith Chambliss Hoffnagel. São Paulo: Cortez, 2006.
BORGES, E. F. V.; PAIVA, V. L. M. O. Por uma abordagem complexa de ensino de línguas. Linguagem & Ensino,
Pelotas, v. 14, n. 2, p. 337-56, jul./dez. 2011.
BRASIL. Ensino médio inovador. Brasília: MEC/SEB, 2009. Disponível em:

<http://portal.mec.gov.br/dmdocuments/ensino_medioinovador.pdf>. Acesso em: 15 abr. 2016.
________. Lei n. 9.394, de 20 de dezembro de 1996. Lex: Leis de Diretrizes e Bases da Educação Brasileira
(LDB). Brasília, 1996.
________. Orientações curriculares para o ensino médio. Linguagens, códigos e suas tecnologias. Brasília:
MEC/SEB, 2006. v. 1.
COPE, B.; KALANTZIS, M. Multiliteracies: The Beginning of an Idea. In: COPE, B.; KALANTZIS, M. (Ed.).
Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, 2000. p. 3-8.
CRISTOVÃO, V. L. L.; NASCIMENTO, E. L. (Org.). Gêneros textuais: teoria e prática II. Palmas, União da Vitória:
Kayguangue, 2005.
LARSEN-FREEMAN, D. Chaos/Complexity Science and Second Language Acquisition. Applied Linguistics, v. 18,
n. 2, p. 141-165, 1997.
MARCUSCHI, L. A. Produção textual, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008.
MILLER, C. R. Rhetorical Community: The Cultural Basis of Genre. In: FREEDMAN, A.; MEDWAY, P. (Ed.). Genre and
the New Rhetoric. London: Taylor and Francis, 1994. p. 23-42.
NOVAK, J. D.; GOWIN, D. B. Learning How to Learn. New York, NY: Cambridge University Press, 1984.
PAIVA, V. L. M. O. As habilidades orais nas narrativas de aprendizagem. Trabalhos em Linguística Aplicada,

v. 46, n. 2, p. 165-179, 2007.
__________. Como o sujeito vê a aquisição de segunda língua. In: CORTINA, A.; NASSER, S. M. G. C. Sujeito e
linguagem. São Paulo: Cultura Acadêmica, 2009.
__________. Modelo fractal de aquisição de línguas. In: BRUNO, F. C. (Org.). Reflexão e Prática em
ensino/aprendizagem de língua estrangeira. São Paulo: Clara Luz, 2005. p. 23-36.
PALTRIDGE, B. Genre and the Language Learning Classroom. Ann Arbor, MI: The University of Michigan
Press, 2004.
RAIMES, A. Techniques in Teaching Writing. New York, Oxford: Oxford University Press, 1983.
RICHARDS, J.; PLATT, J.; WEBER, H. Longman Dictionary of Applied Linguistics. Hong Kong: Longman, 1985.
SAUSSURE, F. Curso de linguística geral. Trad. Antônio Chelini, José Paulo Paes e Izidoro Blikstein. São Paulo:
Cultrix, 1995.
SILVA, T. C. Pronúncia do inglês: para falantes do português brasileiro: os sons. Belo Horizonte:
FALE/UFMG, 2005.
ZIMMER, M.; SILVEIRA, R.; ALVES, U. K. Pronunciation Instruction for Brazilians: Bringing Theory and Practice
Together. New Castle upon Tyne, UK: Cambridge Scholars Publishing, 2009.

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LÍNGUA ESTRANGEIRA MODERNA

Direção editorial Juliane Matsubara Barroso

Gerência editorial Roberta Lombardi Martins

Gerência de design e produção Marisa Iniesta Martin

Edição executiva Ana Luiza Couto

Coordenação de controle editorial Flavia Casellato

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Terá ainda a oportunidade de entrar em contato com algumas obras da

Com esta coleção, realizamos nosso sonho de oferecer aos estudantes

CONHEÇA SEU LIVRO

ABERTURA DAS PARTS

As palavras em roxo estão listadas no Glossário, no final do livro.

LET’S LISTEN AND TALK!

LET’S FOCUS ON LANGUAGE!

LET’S ACT WITH WORDS!

TURN ON THE JUKEBOX!

Cada unidade é seguida de um convite à reflexão sobre seu processo de aprendizagem.

LET’S STUDY FOR ENEM

» LANGUAGE IN ACTION: apresenta os objetivos de cada unidade.

» DID YOU KNOW...?: apresenta curiosidades, informações culturais e vocabulário relacionados a

» PRONUNCIATION SPOT: apresenta questões relacionadas à pronúncia e à entonação.

» HINT: apresenta estratégias para a recepção e produção de textos orais e escritos.

No FINAL do livro, você ainda vai encontrar:

» AUDIO TRANSCRIPTS: transcrições dos áudios não apresentadas nas unidades.

» GLOSSARY (INGLÊS-PORTUGUÊS): seleção de vocabulário utilizado em cada livro.

» LANGUAGE REFERENCE: quadros e listas de referência sobre aspectos linguísticos.

PART 1 EXPRESS YOURSELF 11

UNIT 1 WHAT’S YOUR TALENT? 12

LET'S FOCUS ON LANGUAGE!

LET'S ACT WITH WORDS!

UNIT 2 STREET ART 26

LET'S LISTEN AND TALK!

LET'S ACT WITH WORDS!

LET'S STUDY FOR ENEM 38

PART 2 MOVE YOUR BODY 41

UNIT 3 YOU’VE GOT THE MOVES 42

LET'S LISTEN AND TALK!

LET'S FOCUS ON LANGUAGE!

LET'S ACT WITH WORDS!

TURN ON THE JUKEBOX!

LET'S FOCUS ON LANGUAGE!

LET'S LISTEN AND TALK!

LET'S ACT WITH WORDS!

LET'S STUDY FOR ENEM 68

TIME FOR LITERATURE 70

Chris Smith/Photographer’s collection

PART 3 MAKE YOUR ART SPARKLE! 75

UNIT 5 ON THE RUNWAY 76

LET'S FOCUS ON LANGUAGE!

TURN ON THE JUKEBOX!