On Stage - Volume 2 - ALUNO

Apresentação
sta obra adota uma visão sociointeracional e interdisciplinar para
E o estudo da língua inglesa no Ensino Médio. Ao longo das unidades

didáticas que compõem a coleção são trabalhadas, de maneira
integrada, sistemática e progressiva, as quatro habilidades linguísticas:
compreensão escrita, produção escrita, compreensão auditiva e
produção oral.
Ser capaz de compreender o que lê e o que ouve, em inglês, além de
escrever e falar, são pré-requisitos para o aluno ampliar seu conhecimento
de mundo, por meio de pesquisas em livros, jornais, revistas e da interação
com pessoas de outros países, principalmente pela Internet. Essas práticas
linguísticas visam ao desenvolvimento de competências e habilidades
exigidas no Enem e nos demais exames de acesso à universidade ou no
mundo do trabalho.
Além dos conteúdos linguísticos e discursivos, a coleção valoriza a
oportunidade de abordar conteúdos de relevância sociocultural, como cidadania,
solidariedade, ética, diversidade cultural, sustentabilidade, saúde, ciência e
tecnologia, destacando valores importantes para a educação.
A escolha dos temas abordados nas unidades didáticas desta coleção reflete
uma clara atitude interdisciplinar, ao estabelecer um constante diálogo entre o
ensino de inglês e as outras disciplinas do currículo, visando à integração do
conhecimento, à reflexão, ao debate e ao posicionamento crítico. Esses temas
devem também despertar no aluno o espírito de solidariedade e de participação
comunitária, assim como o interesse pela busca de soluções para os problemas
que preocupam a todos nós, ajudando-nos a fazer deste país e do nosso planeta
um lugar melhor para viver.
Ao longo dos três volumes desta coleção, aparecem muitos homens
e mulheres, atores que se apresentaram no grande palco do mundo em
diversos momentos da história da humanidade. Vamos saber de suas
entradas e saídas de cena, seus sucessos e fracassos, cada um desses
atores representando diversos papéis, interagindo com a natureza e o
meio ambiente, comunicando-se, descobrindo, inventando, fazendo ciência,
produzindo arte e tecnologia, lutando pela liberdade, enfim, atuando no
espaço que compartilhamos.
O mundo inteiro é um palco e nele somos todos meros atores. Mas é isso
que nos anima. Não somos espectadores. Somos atores. Podemos atuar, ter
voz, tomar outra direção quando necessário. Seguindo as sábias palavras
de Gandhi, podemos “ser a mudança que queremos ver no mundo”, fazer a
nossa parte.
Visando à educação para a cidadania, esta coleção foi escrita com esse
espírito de envolvimento, responsabilidade, participação, com todo o cuidado
e no limite do nosso conhecimento. É a nossa parte, o papel que nos cabe
desempenhar.
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Contents
UNIT 4
Language Review 6
You Will Never Feel
UNIT 1 Lonely 49
Modern Paradoxes 9
Vocabulary: In Other Words;
Word Formation: Suffixes
Vocabulary: In Other Words; -ness, -less and -ship;
Finding Opposites; Words in Discourse Markers Used to
Context; Noun Phrases Express Contrast: but, however, although
Structure: Adjectives – Comparatives; Comparative Structure: Ways of Expressing Emphasis; Past
of Equality; Quantifiers Tenses: Simple Past, Past Progressive, Past
Perfect; The Relative Pronoun that
Listening & Speaking: Paradoxes of Our Time •
Writing: E-mailing a Friend Listening: Role Models • Speaking: Getting to Know
You • Reading & Writing: What Exactly Did He Say?
Curriculum Links: Philosophy; Sociology
UNIT 2 UNIT 5
A Bright Idea 21 The Universal Language 63
Vocabulary: In Other Words; Vocabulary: In Other Words;

Words in Context; Looking for Reference; Word
Discourse Markers Families; Noun Phrases
Structure: Modal Verbs – Review; Structure: Countable and Uncountable Nouns;

Adjectives – Comparatives and Prepositions – across and through
Superlative Listening: School Subjects • Listening & Speaking:
Plans for the Future • Writing: Microblogging
Reading & Writing: Tourism Poster • Speaking &
Listening: Some Bright Ideas Curriculum Links: Math

UNIT 6
Magnets and the Power
UNIT 3 of Attraction 75
The Creation of the
Amazon River 33 Vocabulary: Like Poles or Opposite
Poles? – Synonyms or Antonyms?; Function
Vocabulary: Transparent Words; Words in Context
Words; In Other Words; Structure: Quantifiers – little; a little/few; a few;
Words in Context The Use of Will to Express Predictable Behavior;
Phrasal Verbs
Structure: Past Progressive;
Phrasal Verbs Listening: How to Make a Compass • Writing: A
Science Project Report • Speaking: Reporting
Listening & Writing: Fact File • Speaking: A Scary Story Your Project Results
Curriculum Links: Portuguese; Geography Curriculum Links: Physics
Check Your English 1 45 Check Your English 2 87
UNIT 7 UNIT 10
The Chemistry of The Interpretation of Dreams 139
Making Bread 91
Vocabulary: Noun or Verb? In Other
Vocabulary: In Other Words; Words; Looking for Reference;
Word Formation – Suffixes
Function Words; Noun Phrases;
Odd Word Out Structure: Present Perfect – since and for;
Phrasal Verbs
Structure: Modal Verbs: Would; Phrasal Verbs
Speaking: Getting to Know You • Speaking &
Listening: At a Diner • Listening & Speaking: Let’s Listening : Dreamland • Reading & Writing:
Get Something to Eat! • Reading & Writing: Dreams and Mysteries
Making a Complaint Curriculum Links: Biology; Philosophy
Curriculum Links: Biology; Chemistry; Philosophy;
Sociology; History
UNIT 11
A Science Odyssey – One Hundred
UNIT 8 Years of Discovery 151
A NASA Invention for Daily Life 105 Vocabulary: Word Families; Positive or Negative?
Word Formation – Prefixes; In Other Words
Vocabulary: Noun Phrases; Words Structure: Function Words; Indefinite Pronouns
in Context and Adverbs – Compound Forms; The … the with
Structure: Como dizer “como” – how, Comparatives (Parallel Increase)
as, like; Numerals in Compound Listening: Twentieth Century Inventions • Speaking:
Adjectives; Indefinite Pronouns – Have You Ever… ? • Writing: Preparing a To-Do List
some, any, no, none Curriculum Links: History; Sociology; Philosophy
Listening: World Water Day • Speaking: Water
Consumption • Reading & Writing: Water
UNIT 12
Conservation Campaign
Biopiracy 165
Curriculum Links: Biology; Chemistry
Vocabulary: In Other Words; Words in
Context
UNIT 9 Structure: Present Perfect Progressive;
Prepositions – Between and Among;
Eureka! 119
People – a Very Important Word
Listening: Açaí, the Amazing Amazonian Super Fruit
Vocabulary: In Other Words;
• Speaking: Medicinal Plants from the Amazon
Words in Context
Forest • Reading & Writing: Sarah’s Blog
As imagens utilizadas neste sumário
nas páginas ao longo do livro.

aparecem com os respectivos créditos
Structure: Present Perfect – Curriculum Links: Biology; History; Sociology

Indefinite Past
Speaking: What Have You Done? What Has Check Your English 4 177
Happened? • Listening: Promoting a Book •
Writing: Dear Diary Minigrammar 185
Vocabulary 233 Objetos
Curriculum Links: Math; History Index 243 Educacionais
Digitais
Bibliography 246
Check Your English 3 133 Conteúdo do CD de Áudio 248
Contents 5
Language Review
Here are some of the topics and grammar points from Book 1, for a quick review.
Read them and choose the correct answers. 4. Emperor penguins live in Antarctica. They
their entire lives on Antarctic ice and its
waters.
Enrique R Aguirre Aves/Getty Images
a. are spending
b. spend
c. spends
5. Emperor penguins never Antarctica.
a. leaves
b. don't leave
c. leave
6. Trees the air. On the contrary, they it.
a. pollute; clean
b. do not pollute; clean
c. pollute; do not clean
Ratikova/Shutterstock/Glow Images
1. Global warming is not a problem for the

future. It now.
a. happen
b. happens
c. is happening
2. The pollution that is causing global warming

from human activity.
a. come
b. coming
c. comes
3. We what global warming and therefore

we know what we have to do to solve that
problem.
a. knows; cause
b. know; is causing
c. don’t know; are causing
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7. Trees take in water from the ground and 14. Mozart more than 600 compositions of
carbon dioxide from the air, converting these beautiful music.
materials into food for their use and .
a. is writing
a. our
b. writes
b. your
c. wrote
c. ours
15. With the Internet, planet Earth is now a really
8. There is a deep hole in the sidewalk. I small world. you live without it?
pretend I it. I in.
a. Does
a. see; don’t fall
b. Are
b. am seeing; am falling
c. Can
c. don’t see; fall
16. I want to do something about that problem.
9. life teach you a lesson sometimes? you
learn from your mistakes? a. can
a. Do; Do b. be able to
b. Do; Does c. cannot
c. Does; Do
17. Domestic robots become quite common in
10. “The pessimist about the wind; the optimist the future.
it to change; the realist the sails.”
a. will
(William Arthur Ward)
b. are going
a. adjust; complain; expect
c. are
b. complains; expects; adjusts
c. expects; adjusts; complains 18. You to read a text about some incredible
machines. What do you think it is going to be
11. Alberto Santos-Dumont in Paris where he about?
his name as a pioneer of aviation.
a. will
a. lived; made
b. are going
b. lives; makes
c. going
c. is living; is making
19. It’s cold in here. close the window?
12. Santos-Dumont his 14-Bis in 1906.
a. Shall I
a. build
b. builds b. It’s going
c. built c. It will
13. Mozart changed the world with his eternal 20. “A friend is a present you give .”
music, but he a happy life. (Robert Louis Stevenson)
a. doesn’t live a. yourself

b. don’t live b. myself
c. didn’t live c. himself
Language Review 7
21. The idea of altering a planet’s surface until 28. Bananas be the reason monkeys are so
Earth’s life forms survive there work, it’s happy all the time!
possible to do it.
a. must
a. can; may b. can
b. will; shall c. will
c. could; would 29. Bananas are high in potassium, a vital
mineral, so you include them in your diet.
22. Altering the surface of Mars to make it like
Earth be more complex than it seems, but it a. should
work. b. do
a. can; did c. ought
b. will; may 30. A banana a day the doctor away.
c. might; does a. keep
23. Mars Earth in several important ways. b. keeping
c. keeps
a. resemble
b. do resemble 31. Americans enjoy one of the most luxurious
lifestyles on Earth: Our food is plentiful. Our
c. does resemble
work is automated. Our leisure is effortless.
24. Too much eating is not healthy. You eat to And it’s killing .
live. You live to eat. a. we
a. must; must not b. they
b. must not; must c. us
c. may; can 32. You lose weight. Everybody . You are

perfectly capable of doing it.
25. eat junk food. smoke. drink alcohol.
drink soft drinks. a. can; can
b. may; may
a. Didn’t; Didn’t; Didn’t; Didn’t
c. must; must
b. Doesn’t; Doesn’t; Doesn’t; Doesn’t
c. Don’t; Don’t; Don’t; Don’t 33. You starve yourself to lose weight. That’s not
necessary.
26. . If you are alive, there are lessons to be learned.
a. must not
a. Learn b. will not
b. Learns c. don’t have to
c. Don’t learn 34. I know I eat junk food, but when I see a bag
of potato chips I simply resist temptation!
27. That book tells you what you do to lead a
happy life. a. must; can
a. ought b. should; may not

c. mustn’t; can’t
b. won’t
Andrei Zarubaika/
Shutterstock/Glow Images
c. should
8 Language Review
Modern
Paradoxes
02 The paradox of our
time in history is that we
have taller buildings but
shorter tempers, wider
freeways, but narrower
viewpoints. And this is
just the beginning…
Glenda/Shutterstock/Glow Images
A paradox may be defined as a statement that seems to be absurd, impossible or difficult to

understand because it contains two opposite facts. A classic example of a paradox is “I always lie,
that’s why this sentence is false”. Does the picture above suggest a paradox? What is it? Do you
agree that modern technology sometimes isolates people instead of bringing them together? What
paradoxes do you expect to find in the text? Make your predictions and check them on reading the text.
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READING
Before You Read

How can we interpret this ancient paradox? Choose the best answer.
Estúdio 1+2/Arquivo da editora

Socrates only knew what he thought
was not important.
Socrates’ admission of his own
ignorance was in itself an evidence of
wisdom.
Socrates’ arrogance about his
knowledge was influenced by his
ignorance.
Time to Read
Now read the text quickly (don’t stop at words you don’t know) to
understand the main idea and check your predictions.
Banco de Imagens/Arquivo da editora
he paradox of our time is that we spend

T
jokerpro/Shutterstock/Glow Images
more, but have less, we buy more, but enjoy
less. We have bigger houses and smaller families,
more comforts, but less time. We have more
information, but less knowledge, more questions,
but fewer answers. We build more computers
to hold more information, but we communicate
with each other less and less. We have more
possessions, but fewer values. We are now long on
quantity, but short on quality.
We eat too much, laugh too little, drive too fast,
get too angry, read too little, watch TV too much.
We know much about the Moon and Mars, but avoid
crossing the street to meet a new neighbor. We are
masters of outer space but not of inner space. We say “yes” to a bigger car in the showroom, but
“no” to a homeless street kid who tries to sell us a bag of cookies.
These are the times of fast foods and slow digestion, tall men and short character, large profits
and shallow relationships. These are the days of luxurious houses, but broken homes. These are
the times of more leisure, but less fun, overweight bodies, but selfish souls.
It is a time when technology brings this message to you, and a time you can choose either to
make a difference and pass it on, or to just hit “delete”.
(Adapted from: MOOREHEAD, Bob. The Paradox of Our Time. Available at: <www.xdude.com/paradox.htm>. Access: Mar. 25, 2013.)
10 UNIT 1 Modern Paradoxes
General Comprehension
Finding the Main Idea
Which of these sentences from the text best summarizes its main idea?
a. We have bigger houses and smaller families.

b. It is a time when technology brings this message to you.
c. We know much about the Moon and Mars.
d. We have more possessions, but fewer values.
e. We read too little, watch TV too much.
Word Study
In Other Words
Find words or phrases in the text that mean the same as the definitions
and phrases below. They appear in the same order in the text.
a. a tendency to get angry very quickly

b. a way of considering something
c. try not to cross
d. not deep
e. very expensive and comfortable
f. families where the parents are divorced and the children suffer
as a result
g. the time when you are not working
h. too heavy and fat
i. caring only about yourself and not about the others
j. one or the other of two possibilities
Finding Opposites
Scan the text to find the words that are antonyms of the words below.
a. fast i. tall
b. work j. outer
c. sell k. questions
d. ignorance l. calm
e. taller m. wider
f. less n. fewer
g. bigger o. deep
h. altruistic, selfless p. bodies
Modern Paradoxes UNIT 1 11
Words in Context
Complete the sentences with the correct words, as adequate.
Non Sequitur, Wiley Miller © 1998 Wiley Miller/Universal Uclick
a. You should drinking if you are going to drive.

bring hit avoid choose sell
b. You have a clear option here: you can drink water or not drive.
either each other less more less and less
c. If you drive too you may have an accident.
long, short, tall, large, fast,
d. When you get an interesting message on the Internet, you should .
pass it on hit “delete” get angry sell it avoid it
e. A kid lives on the streets.
slow selfish homeless shallow luxurious
f. If you often eat at fast food restaurants, you may .
make a difference become overweight
choose a bag of cookies have more leisure drink too much
g. The good life is inspired by love and guided by . (Bertrand Russell)
the Moon profits digestion masters knowledge
Noun Phrases
Scan the text to find the words that are missing in these expressions:
a. digestion digestão lenta

b. large grandes lucros
c. space espaço exterior
d. a new um novo vizinho
e. homes lares desfeitos
f. less menos conhecimento
g. souls almas egoístas
h. more mais informações
* quaint: old-fashioned, outdated i. buildings edifícios mais altos
j. space espaço interior
Detailed Comprehension
Choose the best alternative to complete each sentence according to the text.
a. If you have narrow viewpoints,

you are an broad-minded person.
you do not accept opinions that are different from yours.
b. Some people drive too fast
on wide freeways. on narrow streets.
c. If you avoid meeting a new neighbor,
you ignore someone who lives you choose to cross the street and
very near you. walk away.
d. Someone who has a short temper
often gets too angry. watches TV too much.
e. When businessmen have large profits
they get too angry. they make a lot of money.
f. In times of more leisure, people
have less fun. work less.
g. When you receive a message on the Internet and hit “delete”,
you pass it on. you remove that information from
your computer.
h. Shallow relationships often result in
broken homes. more comforts.
i. People who eat too much generally have
overweight bodies. smaller families.
j. We are not masters of inner space, so
we have no control over our we have wider viewpoints.
personal feelings.
k. A selfish soul
does not care about other people does not have fewer answers.
STRUCTURE
Adjectives – Comparatives comparação não foi expresso, ficou apenas

subentendido. Para fazer comparações entre dois
Observe os adjetivos em destaque nesta frase elementos, expressos ou subentendidos, usam-se
de Modern Paradoxes: adjetivos no grau comparativo de superioridade.
A formação do grau comparativo dos adjetivos é
The paradox of our time in history is that we
feita das seguintes maneiras:
have taller buildings but shorter tempers,
wider freeways, but narrower viewpoints. Nos adjetivos curtos, de uma sílaba,
adiciona-se -er. Quando o adjetivo termina
O texto apresenta uma série de comparações
em -e adiciona-se apenas -r:
entre fatos, hábitos, realizações, exemplos da vida
moderna em contraste com o passado. tall taller
short shorter
(Now) We have taller buildings (than those small smaller
buildings of the past). wide wider
Nesse exemplo, o segundo elemento da large larger
Nos adjetivos de duas sílabas terminados
To make things clearer
em -y, troca-se o -y por -i e acrescenta-se -er:
• Vimos a terminação -er aplicada a um adjetivo, com o
easy easier sentido de “mais”, para a formação do grau comparativo de
dirty dirtier superioridade: colder, stronger, larger etc.
funny funnier • É bom não confundir com a terminação -er
happy happier aplicada a alguns verbos para a formação de
pretty prettier substantivos que designam aquele ou aquilo que faz a
Nos adjetivos de duas sílabas em geral ação: teacher, driver, writer, computer etc.
usa-se more (mais) antes do adjetivo: • A terminação -er pode também designar o cidadão de
algumas cidades: New Yorker, Londoner, Berliner.
modern more modern
• O sufixo -er pode ainda ser aplicado a alguns
careful more careful
advérbios, principalmente os de lugar, para a formação
famous more famous
de adjetivos a eles relacionados: outer, inner, upper.
boring more boring
• Finalmente, a palavra pode terminar em -er, sem
Com alguns adjetivos dissilábicos, as duas que isso traga alguma indicação específica de sentido:
formas são possíveis. master, character, either etc.
narrow narrower ou more narrow
common commoner ou more common 1. Scan the text and find the sentences that
polite politer ou more polite correspond to:
pleasant pleasanter ou more pleasant
a. Nós temos casas maiores e famílias menores.
Os adjetivos de três ou mais sílabas são
precedidos de more no comparativo:
beautiful more beautiful
difficult more difficult b. Nós temos prédios mais altos e
intelligent more intelligent temperamento mais irascível.
interesting more interesting
Algumas alterações ortográficas

Nos adjetivos de uma sílaba terminados na c. Nós temos autoestradas mais largas e pontos
sequência consoante-vogal-consoante, dobra-se a de vista mais estreitos.
consoante final antes do acréscimo de -er.
big » bigger hot » hotter
thin » thinner fat » fatter
wet » wetter slim » slimmer 2. Taking turns with a classmate, ask and
Alguns adjetivos têm formas irregulares no answer questions making comparisons
comparativo de superioridade. Os mais comuns são: between the elements in parentheses.
good » better bad » worse
far » farther/further old » older/elder a. (Antarctica – America: cold)
little » less much/many » more
Importante: Nas comparações de b. (Antarctica – Brazil: populous)

superioridade em que se mencionam
expressamente os dois elementos da
comparação, a palavra que segue o adjetivo é
than (do que) e não that (que). c. (Antarctica – Brazil: big)
Freeways are wider than streets.
Values are more important than possessions.
d. (possessions – values: important)
e. (a car – a computer: expensive)
f. (English – Chinese: easy)
g. (quantity – quality: good)
h. (the Moon – Mars: distant)
Comparative of Equality
Para formar o grau comparativo de igualdade, usa-se a estrutura:
as + adjective + as: tão + adjetivo + quanto

Values are as important as qualities.
Quando o sentido é negativo, pode-se usar not as + adjective + as ou not so + adjective + as:
as important as values.
Possessions are not
so
To learn more
How do you say this in English? about this topic, go to
MINIGRAMMAR 19/20.
a. “Não” é tão fácil quanto “Sim”.
b. Perguntas são tão difíceis quanto respostas.
c. Computadores não são tão caros quanto carros.
d. A Lua não é tão distante (distant) quanto Marte.
Quantifiers
Observe as expressões de quantidade abaixo: as do lado esquerdo acompanham substantivos de ideia
positiva, que expressam quantidade ou número em algum grau positivo; as da direita expressam escassez.
much: muito (incontáveis) enough: suficiente, bastante (singular ou plural)

many: muitos (contáveis) little: pouco (incontáveis)
more: mais (singular ou plural) few: poucos (contáveis)
more and more: cada vez mais less: menos (singular)
too much: demais (singular) fewer: menos (plural)
too many: demais (plural) less and less: cada vez menos
so much: tanto too little: de menos (singular)
so many: tantos too few: de menos (plural)
very much: muito so little: tão pouco
very many: muitos so few: tão poucos
how much?: quanto? very little: muito pouco
how many?: quantos? very few: muito poucos
too + adjetivo/advérbio: demais
1. Now complete the sentences with the correct quantifiers, according to
Modern Paradoxes.
a. do we eat? do we exercise?
b. We eat and exercise .
c. possessions do we have? values?
d. These are the times of leisure, but fun.
e. We know about the Moon and Mars.
To learn more
f. Now we have possessions but values.
about this topic, go to
MINIGRAMMAR 13. g. We read .
Para expressar uma relação entre duas ações ou acontecimentos paralelos, o

equivalente em português a “quanto mais… mais…”, usam-se dois comparativos
precedidos de the.
The more I see
you, the more I 2. Complete the sentences with the words from the box.
love you!
sooner • more • wiser • more • faster • older
a. The you read, the you learn.

b. The we get, the we should become.
c. The we walk, the we’ll get there.
Dlillc/Corbis/Latinstock
LISTENING & SPEAKING
Paradoxes of Our Time

1. Match the columns to form paradoxes.
a. Too many cars, ( ) so little time to do it.
b. A lot of work, ( ) so little real communication.
c. A lot of virtual friends, ( ) so many people living on the streets.
d. So many social networks, ( ) little affection among those “friends”.
e. So many luxurious houses, ( ) so many people starving.
f. So much food waste, ( ) not enough roads.
2. Listen, write and check.

Ms. Gamboa, professora de uma escola de inglês na Savassi, Belo
03
Horizonte, pediu a seus alunos que, com base no texto principal desta
Unit, escolhessem e apresentassem o modern paradox que mais os
impressionou.
Vamos ouvir um trecho dessa conversa. Fique atento aos nomes dos alunos para identificar as
imagens a seguir, relacionando-as com o que eles dizem.
a. Write the name of the student next to each picture.
Comstock Images/Getty Images

Germano Luders/Arquivo da editora
moodboard/Alamy/Other Images
Michel Gangne/Agence France-Presse
b. Now check ( ) the right column, according to each student’s profile.
Joana Felipe Eduardo Estela
does volunteer work

would like to get more attention from his parents
believes people should take more mental and physical exercise
would like to communicate more
3. Talk to a classmate about the paradoxes discussed in activity 1 and those that can be found
in the text: What about those paradoxes? Are they present in your daily life? How are they
present? Give examples.
The dialogue below may help you:
Do you agree that there are too many cars, but not enough roads?
Yes, I do. Actually, there are too many cars and too many motorbikes!
Is that a problem in your neighborhood, too?
No, it isn’t. In my neighborhood, the traffic is not so heavy.
WRITING
E-mailing a Friend
1. Read and answer.
Anne Marie Valery é sua e-pal parisiense, a estudante francesa com quem você se
corresponde por correio eletrônico – in English, the international language! Ela enviou
um novo e-mail com a seguinte mensagem:
Banco de imagens/Arquivo da editora
E-MAIL SEND SAVE DISCARD
Inbox (2)
To: robertomendes@email.com
Sent
Drafts Subject: Making Comparisons – South America
Trash
Hi, Betinho*!
Hey, how’s everything? Are you still very busy at school? Well, I have some
extra work for you… My Geography teacher assigned me a comparative study
between Brazil and its neighbors. You’re my special e-pal in Brazil, so… Can you
send me data and info about your country?
Is it larger than Argentina?
Is it wider than Peru?
Is it older than Uruguay?
Is it richer than Paraguay?
Is it more populous than Bolivia?
Please send me all the information you think is interesting. ;-). And please do
it asap . :-D
Many thanks again.
Best,
Anne Marie Valery
* You told me your name is Roberto, but everybody calls you Betinho, so…
2. Now reply to her e-mail.

Pesquise, com o seu professor de Geografia, em livros, atlas, enciclopédias ou na
Internet, as informações necessárias para responder às perguntas de sua e-pal.
Em seguida, escreva um e-mail com as respostas, usando o seu nome verdadeiro.
Procure usar algumas expressões e recursos comuns nas mensagens de
e-mail, como o cumprimento, a despedida, os emoticons – como ;-) e :-D
– e algumas abreviações – como asap (as soon as possible), fyi (for your
information), btw (by the way), entre outras.
Inbox (2)
Sent To: annemarie.v@plafond.com
Drafts Cc:
Trash
Subject: Making Comparisons – South America
Hi, Anne Marie!
Brazil is larger than Argentina. Brazil’s surface area (8.514 million km2)
is much larger than Argentina (2.780 million km2)...
Another Look at...
Modern Paradoxes
Observe the pictures, read the caption and think about their message. Then have
another look at the modern paradoxes contained in the sentences below and check
those that, in your opinion, are somehow related to the pictures.
Jeff Greenberg/Alamy/Other Images
Ollyy/Shutterstock/Glow Images
The United States is the most powerful and the biggest economy in the world. Its GDP
(Gross Domestic Product per capita) is US$48,112 (in 2011), as compared to Brazil GDP:
US$ 12,594. The man in the picture on the left is a citizen of the United Sates.
His companion is a beggar's cup. The woman in the picture on the right is a citizen
of the United States as well. Her “companion” is a shopping bag.
(Source: GDP per capita (current US$).

Available at: <http://data.worldbank.org/indicator/NY.GDP.PCAP.CD>. Access: Feb. 8, 2013>).
a. We have more possessions, but fewer values.

b. We have wider freeways, but narrower viewpoints.
c. We have taller buildings, but shorter tempers.
d. We are now long on quantity, but short on quality.
e. We say “yes” to a bigger car in the showroom, but “no” to a homeless street kid who
tries to sell us a bag of cookies.
f. We have more information, but less knowledge.
g. We spend more, but have less.
Would you say we have a similar problem in our country? What can you do to help
solve that problem?
texto principal desta unidade denuncia alguns
THINK
O aspectos sombrios da sociedade moderna e
sugere a solução para enfrentá-los. We have
more possessions, but fewer values. É preciso recuperar
esses valores. De fato, uma sociedade rica em produtos
ABOUT IT materiais e avanços tecnológicos é a mesma que
assiste, impotente, a tragédias inexplicáveis, sintomas
de que essa sociedade está doente: terrorismo, fanatismo,
políticas hipócritas que fazem a alegria da indústria das
guerras, a continuação da injustiça social, a exploração do
próximo, o trabalho infantil, o capitalismo selvagem, o consumismo exacerbado,
o crime e a violência de todos os dias… Mas nós insistimos em acreditar que o
ser humano é basicamente bom e
que é preciso nunca desistir dessa
Designpics/Glow Images
crença. Vivemos num mundo onde
tudo pode acontecer, de bom e
de mau, a qualquer momento.
Precisamos preservar e pôr em
prática nossos melhores valores,
sacudir a acomodação e o egoísmo,
praticar a solidariedade que nos
faz descobrir que somos todos
irmãos quando uma tragédia
se abate sobre alguns, como
no caso dos desastres naturais,
hoje infelizmente cada vez mais
frequentes. Precisamos ter sempre
presente que podemos, cada um,
fazer a sua parte.
Discuss this issue with your classmates and teachers, especially

your Philosophy and Sociology teachers.
Exploring Other Sources
ORWELL, George. A revolução dos bichos. São Paulo: Cia das Letras, 2007.
WILDE, Oscar. The Happy Prince and Other Stories. London: Penguin Books, 1994. (Penguin
Popular Classics).
APROXIMAR X afastar: o paradoxo da comunicação moderna. Available at: <www.puc-rio.br/
vestibular/repositorio/redacoes/redacao13.html>. Access: Mar. 26, 2013.
A Bright Idea
04 Ideas are like rabbits.
You get a couple, learn how
to handle them, and pretty
soon you have a dozen.
John Steinbeck
Lúcia Hiratsuka/Arquivo da editora
When faced with a challenge or a problem, we naturally try to have a good idea or find a way
out of the problem. A clever, brilliant, bright idea. What kind of bright idea does the title refer
to, can you guess? What kind of challenge do you think we’ll read about in the text? Make
some predictions and check them as you read.
21
READING
Before You Read

Some words from the text have a positive meaning, they are “good news”
(GN). Others have a negative meaning, they are “bad news” (BN). Check
the correct column.
GN BN GN BN
a. bright f. dark
b. ill g. expensive
c. reward h. gift
d. warm i. glow
e. cleverest j. intelligent
Time to Read
Now read the text quickly to understand the main idea and check your
predictions.
he richest man in a Chinese town many years ago was old and
ill. He called his three sons to him and said, “I have a challenge
for you. I’ll reward the son who is the most intelligent. Each of
you take one coin and buy something that will fill my room.”
The oldest son went to the market, but at first he could not
decide whether he should buy flowers or straw. Finally he thought,
“Flowers take up less space than straw. And they are more
expensive.” So he bought straw. The second son also went to the
market but he could not decide whether to buy paper or feathers.
“Feathers are lighter than paper. And they are cheaper.” So he
bought feathers. The youngest son thought and thought, “What can
I buy with this coin that will fill a whole room?” At last he found his
answer and bought something.
That evening, the three sons returned to their father’s room, each
with his gift. The oldest son spread his straw, but it covered only one
small corner; the second spread the feathers, but they filled only two
corners. Quietly, the youngest son showed a candle and lighted it
with a match. The whole dark room filled with a warm glow.
The old man smiled and said, “You are my youngest son, but you
are the cleverest. The reward is yours.”
22 UNIT 2 A Bright Idea
Match each paragraph with its main idea.
Paragraph 1 ( ) The brightest son gets the reward.
Paragraph 2 ( ) A soft light fills a dark room.
Paragraph 3 ( ) Three coins and one challenge.
Paragraph 4 ( ) At the market: three men, three different decisions.
At a Glance
Look at the pictures and the words in the box. Write the number that corresponds to each word.
1. straw • 2. a candle • 3. flowers • 4. a match • 5. a coin • 6. a feather • 7. a rabbit • 8. paper

Saulo Mazzoni/Arquivo da editora
Pedro Rubens/Arquivo da editora
Luciana Cavalcanti/Arquivo da editora
Milosluz/Dreamstime.Com
Fernando Lemos/Arquivo da editora
Cláudio Pinheiro/Arquivo da editora
Reprodução/Arquivo da editora
Brand X Pictures/Jupiter Images
A Bright Idea UNIT 2 23
Word Study
In Other Words
Match each word or phrase in bold with its meaning or definition.
a. but at first he could ( ) occupy, fill
b. flowers take up less space ( ) if he should buy
c. he could not decide whether to ( ) in the beginning
buy
( ) pleasant soft light
d. at last he found his answer
( ) made it start to burn
e. (he) spread his straw
( ) finally he discovered
f. the youngest son showed a candle
( ) covered the area with
and lighted it
( ) something difficult, that needs a lot
g. with a warm glow
of skill and intelligence to deal with
h. I’ll reward the son who
( ) give something to someone because
i. I have a challenge for you. they have done something good
Words in Context
Choose the correct word to complete each sentence. The context will help you.
a. The old man called his sons and presented a to them.

gift reward challenge market paper
b. A young person has experience than an old one.
more most less little least
c. If you need half a dozen eggs for a cake, you need eggs.
a couple twelve a hundred six twenty
d. cover a bird’s body.
Flowers Corners Rabbits Feathers Straw
e. That ballet dancer is as as a feather.
a z ov/ S h u t t e r s t o c k /G l o w I m a
Ra s s k ges
light small dark ill cheap
f. My glass was empty, but I’ve it with water. Now it’s full.
showed bought found thought filled
g. Feathers are lighter than paper and they are cheaper. They are not so .
expensive warm bright rich young
h. We have a very serious situation here. Do you think you can it?
reward learn handle light spread
i. It’s dark in here. I have a candle, but I don’t have a to light it.
coin room glow match town
j. I don’t want to much of your time. I know you’re a busy person.
return take up smile cover call
Discourse Markers
Match each discourse marker in bold on column A with its meaning or function on column B.
A B
a. ideas are like rabbits ( ) introduces a doubt (= if)

Introduction
b. and pretty soon ( ) shows the first of a sequence of facts
( ) introduces an action that happens within a

c. whether to buy
short time from now
d. at first he could not decide ( ) expresses consequence

Paragraph 2
e. so he bought straw ( ) expresses a similarity
f. at last he found ( ) shows the last of a sequence of facts
Choose the alternative that best completes each sentence according to the text.
a. The rich old man

called his three sons because they were ill.
became very ill after he called his three sons.
called his three sons because he was very ill.
became very ill because he called his three sons.
b. The old man said that he would give a reward to of his three sons.
more intelligent the cleverest the cleverer the least intelligent
c. The rich old man

wanted one of his sons to fill his room with coins.
told his sons to spend not more than a coin each.
did not want to test his sons’ intelligence.
told his sons he would reward them with a coin each.
d. The oldest son decided to buy straw because it takes more space than
flowers and also because
it is cheaper. it is more expensive. it is not so cheap. it is heavier.
e. The second son decided to buy feathers because they are cheap and very
light. Feathers are one of things you can buy.
the heaviest lighter heavier the lightest
f. The youngest son bought something that is very .

dark. small. expensive. heavy.
g. “At last he found his answer” means that
he was the last of the three sons to buy something.
he immediately decided what to buy.
it was not easy for him to make his choice.
he bought the last candle in the market.
h. The three sons came back to their father’s room
the next morning.
on the following evening.
while it was still light.
after dark.
i. The whole dark room filled with a warm glow because
the youngest son lighted it with a match.
one of the sons turned on the light.
a candle gives a soft light while it burns.
the youngest son lighted the straw with a candle.
STRUCTURE
Modal Verbs – Review

No texto desta unidade há vários exemplos de uso dos modal verbs já
estudados nas unidades anteriores.
Match the columns to find the ideas expressed by the modal verbs in bold:
a. I’ll reward the son who is the ( ) incapacidade descrita no

most intelligent. passado
( ) promessa de fazer uma ação
b. and buy something that will fill
futura
my room.
( ) possibilidade indagada no
c. but at first he could not decide presente
d. whether he should buy flowers or ( ) certeza quanto a um
straw. acontecimento futuro
( ) recomendação quanto a uma
e. What can I buy with this coin?
certa ação
w Image s
c k /G l o
r s to
g/
S hu
t te
Adjectives – Comparatives and Superlatives
un
he
gC
n
Observe algumas frases de A Bright Idea.

Tu
a. The richest man in a Chinese town many years ago…

b. Flowers are more expensive than straw.
c. Feathers are lighter than paper. And they are cheaper.
d. You are my youngest son, but you are the most intelligent.
Em que frases há uma comparação entre dois elementos?

Que elementos são comparados nessas frases?
Na frase b, expensive, exemplo de um adjetivo Brazilians are one of the friendliest peoples in
longo, foi precedido de more, que corresponde a the world.
“mais”, para a formação do grau comparativo de
Com os adjetivos de duas sílabas, em geral,
superioridade. E na frase c, os adjetivos curtos
usa-se most antes do adjetivo.
light e cheap foram acrescidos do sufixo -er.
ancient most ancient
Agora leia novamente as frases da página modern most modern
anterior e assinale as frases em que um recent most recent
elemento é destacado em relação ao restante. Belo Horizonte is one of the most modern cities
in Brazil.
Qual é o elemento de destaque em cada uma
dessas frases? Com os adjetivos de três ou mais sílabas,
Os adjetivos usados para destacar um usa-se most antes do adjetivo.
elemento em relação a todos os outros estão no intelligent most intelligent
grau superlativo. difficult most difficult
powerful most powerful
Em vez de -er, qual é o sufixo usado para The Amazon River is the most powerful in the world.
formar o superlativo dos adjetivos curtos?
Alguns adjetivos têm formas irregulares no
Que adjetivos assim formados aparecem nas superlativo.
frases do quadro da página anterior?
good best
Em vez de more, qual é a palavra, também bad worst
correspondente a “mais”, usada antes dos far farthest/furthest
adjetivos longos, no superlativo? USP is one of the best universities in Brazil.
Que adjetivo longo, usado no grau superlativo de 1. Now complete the sentences with the
superioridade, aparece em uma dessas frases? comparative or superlative form of the adjectives
O superlativo dos adjetivos curtos é feito pelo in parentheses, according to A Bright Idea.
acréscimo de -est e, no caso dos adjetivos longos,
usa-se most. Pode haver algumas alterações a. Paper is than
ortográficas, dependendo da terminação desses feathers. (expensive)
adjetivos. Observe o uso de the antes do superlativo.
b. The man in that Chinese town
Superlative was old and ill. (rich)
Acrescenta-se -est aos adjetivos curtos, de c. Straw is than flowers. (light)

uma sílaba só:
d. The young man had a idea than
old oldest cold coldest tall tallest his brothers did. (good)
Curitiba is one of the coldest cities in Brazil.
e. The young man’s idea was the of
Nos adjetivos curtos terminados em
consoante-vogal-consoante, dobra-se a
all. (bright)
consoante e acrescenta-se -est.
f. The son was the
big biggest hot hottest thin thinnest of the rich man’s
Manaus is one of the hottest cities in Brazil. sons. (young – intelligent)
Nos adjetivos de duas sílabas terminados em
g. Flowers are than feathers. (heavy)
-y, troca-se o y por i e acrescenta-se -est:
happy happiest friendly friendliest h. Roses are one of the
easy easiest funny funniest flowers in the market. (expensive)
2. Complete the text with the superlative form of the adjectives in
parentheses.
China is a land of superlatives. It is the (large) country in

East Asia and the (populous) – 1.35 billion
people (2013)– in the world. It contains the Great Wall of China, which
is the world’s (long) human-made structure, and some of
the world’s (ancient) architecture. It is home to some of the
world’s (tall) buildings. China shares with Nepal the world’s
(high) mountain – Everest –, and has the fourth
(large) desert – the Gobi – and the fifth (long) river – the
Yangtze. Things are happening so fast that in just 10 years China will
To learn more
about this topic, go to probably be the (powerful) economy in the world.
MINIGRAMMAR 19/20. How do you say “Hi, boss!” in Chinese?
Svea Pietschmann/Alamy/Glow Images

READING & WRITING
Tourism Poster
1. The following sentences are about Brazil. Choose from the adjectives in the
box and use them in the superlative form to complete each sentence, as
appropriate. One of those superlative forms will be used more than the others.
high • long • large • fast
BRAZIL – LAND OF SUPERLATIVES
a. The country in South America.
b. The fifth in the world.
c. The Amazon is one of the world’s rivers.
d. The Amazon Forest is the world’s rain forest.
e. The Iguaçu Falls are one of the waterfalls.
f. The Pantanal is one of the world’s freshwater wetlands.
g. One of the growing economies in the world.
2. Look at the tourism poster and check ( ) the correct alternative.
The poster aims to sell

Great beaches, great landscapes, great
Mandy Godbehear/Shutterstock/Glow Images

national products.
food and great people! Brazilians are one
To attract tourists, of the friendliest peoples in the world!
the poster shows
the good qualities of
the country, with an
emphasis on its people.
The poster doesn’t
emphasize the good
qualities of the
country, only the
qualities of the people.
COME TO BRAZIL!
3. Now it’s your turn. With a classmate, choose a picture, a theme and
create your tourism poster. You can focus on your region, city or in Brazil.
The images below may help you.
S J Francis/Shutterstock/Glow Images
Leo Caldas/Pulsar Imagens

Luis Carlos Torres/Shutterstock/Glow Images
ostill/Shutterstock/Glow Images
SPEAKING & LISTENING
Some Bright Ideas

1. Bright ideas that can contribute to improving the people’s quality of life
are always welcome. Read the topics below and number them from 1 to 6
according to how important you think they are for that purpose.
public transportation safety technology
public universities leisure roads
2. Discuss with one or two of your classmates about the topics you have
found most important. The phrases below may be helpful for reference.
In my opinion, • The most important item • I think •

Why? • It’s because • I understand, but I don’t agree •
05 3. The Bright Idea Awards are given to special people for their
contributions to solving society’s problems, such as pollution, inefficient
means of transport, and lack of leisure centers. Listen to the CD, pay
attention to the m.c. (master of the ceremonies) in the awarding ceremony
and number the images according to the order in which the awards are given.
Fernando Bueno/Pulsar Imagens
akiyoko/Shutterstock/Glow Images
Rubens Chaves/Pulsar Imagens
Pollution Transportation Leisure
4. Listen again and choose the right words from the box to complete each
sentence.
has revolutionized • stressed • last year • noise-free • reduces • small
a. Peter’s invention CO2 emissions.

b. According to Mary, we get if we don’t have fun.
c. Mary and her team designed and built amusement parks all
over the city .
d. Daniel transportation in the city.
e. Besides being comfortable, the buses designed by Daniel Murray are
.
Another Look at...
Doing Your Best
Good, better, best,

Never let it rest.
Till your good is better
And your better… best!
Look at the pictures below. In your opinion, which of these pictures gives
the best illustration of this little poem?
David Sacks/Getty Images
Ted Wood/Stone/Getty Images

As light as a feather Almost there!
Jeff Haynes/AFP
Natalie Kauffman/First Light/Getty Images
I'm the winner! A happy clown
atitude do velho chinês pode ser entendida
THINK
Asimplesmente pelo ângulo objetivo, como um
desafio que ele propôs à inteligência dos filhos.
Podemos, também, deixar livre a imaginação e explorar
essa história um pouco mais fundo, interpretando-a
ABOUT IT como uma metáfora. Por esse ângulo, mais poético, o
quarto poderia representar a vida, e o pai pretendia que
os filhos descobrissem o que pode ocupar plenamente a
vida de uma pessoa. Poderíamos interpretar a mensagem
dessa história como uma mostra de que os valores materiais,
representados pela palha e pelas penas trazidas pelos irmãos mais velhos,
não são capazes de encher plenamente o espaço da nossa vida, missão só
possível aos valores espirituais, representados pela luz da vela. O jovem mais
inteligente é o que tem esse insight. O que você pensa disso? Na sua opinião,
as pessoas costumam valorizar mais o dinheiro e os bens materiais do que
os valores espirituais, como a amizade, a solidariedade, o amor? O que é
realmente importante
para preencher a nossa
Andrew Wong/Getty Images

vida, para torná-la feliz
e plena? Você teria
outra interpretação para
essa história? Debata o
tema com seus colegas
e professores. Leia a
história (in English,
of course!) para seus
amigos, para sua
família, e veja se eles
concordam com A Bright
Idea ou se há outras
formas de interpretá-la.

FERNANDEZ-ARMESTO, Felipe. Ideias que mudaram o mundo. São Paulo: Arx, 2009.
YOUNGS, Bettie B.; YOUNGS, Jennifer Leigh. Taste Berries for Teens 3. Florida: Health Communications, 2002.
A CORRENTE do bem. Direção: Mimi Leder. Produção: Peter Abrams, Robert L. Levy e Steven Reuther, 2000.
Distribuição: Warner Bros.
The Foundation for a Better Life. Available at: <www.values.com>. Access: Aug. 23, 2012.
The Creation of the Amazon River
06 A Brazilian folktale
A great collection of tales, fables, myths, and dances was put together by
different Amazonian cultural groups in an attempt to explain the world,
the phenomena of nature, and to understand the mysteries that are
present in the heart of the forest. Most of the time, those magical stories of
the Amazonian peoples were transmitted orally. This is one of them.
Jacques Jangoux/Photoresearchers/Latinstock
Look at the picture, read the title and the opening paragraph. Do you like folktales? How many
Brazilian folktales do you know? What kind of text are we about to read? How do you think the
Amazonian peoples explain the creation of the great river? Make some predictions, read the
text and find out if you were right.
33
READING
Before You Read

Native stories have an important place in Brazilian oral literature. In those
stories the fantastic is often present. What elements do you think are
common in indigenous folktales? Check the items.
the Sun natural phenomena animals

human emotions the Moon all the previous items
Time to Read
predictions.
long, long time ago, Jaci, the Jaci the Moon, and the Sun never
A silver moon, was wandering

by the Amazon forest. She
was going her distracted way when
did meet again. Whenever one comes
by, the other immediately retreats.
But Jaci was so unhappy that she
she happened to meet the golden couldn’t help but cry night and day.
Sun. The sun was a strong, fiery Her tears fell on the forest and filled the
warrior. As he set his eyes on Jaci, the valleys. They rolled on down to the sea.
Sun realized that he had never seen In this way the Great River came to be.
anything so beautiful. They fell in love
immediately and decided to wed.
The Sun was thinking about
his beloved Jaci when he realized
that their passion could never be
consummated. It would mean the end
of the world. The Sun’s intense love

would scorch all plants and burn up
all life on Earth. The tears of happiness
shed by the Moon would flood the
universe. Reluctantly they agreed to
go away and never meet each other
again, for the good of the world’s
creatures.
(ALMEIDA, Livia de and PORTELLA, Ana. Brazilian Folktales, Westport: Libraries Unlimited, 2006, p. 3.)
34 UNIT 3 The Creation of the Amazon River
Antonio Abrignani/Shutterstock/Glow Images
What’s in a Title?
Underline the correct option to complete the sentence:
The creation of the Amazon River, as interpreted by the Amazonian peoples…
a. reveals a lot of imagination, as well as pure innocence.
b. involves great skill at storytelling as well as profound religious principles.
c. puts forward an original scientific theory that is worth considering.
d. offers a poetic view of the phenomenon, in the same way as some religions do.
Word Study
Transparent Words
In The Creation of the Amazon River there are many cognates, “transparent Old view, Brazil
words”. They are words in English that have the same origin and are similar in
form and in meaning to other words in Portuguese.
Read the text to find at least 10 transparent words and phrases.
In Other Words
Match the two columns to find the definitions of some important words
from the text.
a. an attempt ( ) every time that
b. a tale ( ) inundate, cover an area of land with water
c. fiery ( ) burn enough to damage the surface
d. wed ( ) a story
e. scorch ( ) marry, get married
f. flood ( ) a try, an effort to do something
g. whenever ( ) do something by chance
h. happen to do something ( ) full of flames
Words in Context
Choose the correct alternative to complete each sentence.
a. It was a sad situation. I tried to control my emotion, but I couldn’t . And I

cried like a baby.
help but cry realize shed tears retreat
b. He had nowhere to go, so he was around the city.
going away agreeing wandering filling
c. A is a story, usually about animals, that teaches a moral lesson.
warrior fable heart tear
The Creation of the Amazon River UNIT 3 35
Finding Specific Information
Scan the text and match the beginnings with the endings of the sentences,
according to The Creation of the Amazon River.
a. The silver moon happened ( ) cried continuously.
b. The Sun and the Moon ( ) on the forest and valleys.
c. The Sun realized ( ) to meet the golden Sun.
d. Their love would mean ( ) fell in love at first sight.
e. Their love was too intense ( ) for the good of the world’s creatures.
f. They decided not to see ( ) the other retreats.
g. When one comes by, ( ) that it was an impossible love.
h. Jaci was very sad and ( ) the end of the world.
i. Jaci’s tears fell ( ) created the Great River.
j. The silver moon’s tears ( ) each other again.
Identifying Cause and Effect

1. Read each pair of sentences and write C for Cause and E for Effect.
a. ( ) The Sun thought Jaci was very beautiful.

( ) He fell in love with her.
b. ( ) They decided to wed.
( ) Jaci and the Sun fell in love at first sight.
The silver moon's
tears created the c. ( ) Their love would mean the end of the world.
Great River. ( ) The Sun’s intense love would scorch all plants and burn up all life on Earth.
d. ( ) They decided never to meet again.
( ) Whenever one comes by, the other immediately retreats.
e. ( ) Jaci’s tears rolled on down to the sea.
( ) The Amazon River was created.
2. Now complete the sentences with because, as or since to express cause,

and so to express effect.
a. The Sun realized that he had never seen anything as beautiful as Jaci,
he fell in love.
b. The Sun realized their passion could never be consummated
it would mean the end of the world.
c. They decided to go away, when one comes by, the other retreats.
d. Jaci was very unhappy it was an impossible love.
e. Jaci cried night and day, her tears caused the creation of the
Johnny Lye/Shutterstock/Glow Images Great River.
STRUCTURE
Past Progressive
Observe o sentido da forma verbal em destaque:
A long, long time ago, Jaci, the silver moon, was wandering by the Amazon
forest.
Pelo contexto, concluímos que em um determinado momento do passado a

ação estava acontecendo. Jaci estava vagando, andando sem rumo pela floresta.
Para expressar uma ação em desenvolvimento no passado, usa-se o tempo
verbal Past Progressive (ou Past Continuous), composto por uma forma do
passado do verbo to be (was ou were) seguida do gerúndio (forma terminada em
-ing) do verbo principal.
O Past Progressive pode também ser usado em frases com duas orações,
geralmente ligadas por when ou while, para descrever uma ação que estava em
desenvolvimento quando outra aconteceu. Para expressar essa outra ação, mais
breve, que acontece durante o desenvolvimento da primeira, usa-se o verbo no
Simple Past.
She was going her distracted way when she happened to meet the golden Sun.
While the Sun was thinking about his beloved Jaci he realized that their
passion could never be consummated.
Também é possível encontrar o Past Progressive em frases com duas orações

ligadas por while para descrever duas ações simultâneas em desenvolvimento no
passado.
While the Sun was thinking about his beloved Jaci, the Moon was thinking
about him too. Rogério Reis/Pulsar Imagens
1. Complete the sentences with the Past Progressive or the Simple Past of
the verbs in the box, according to the text on page 34.
tell • fall • meet • realize • agree • do • wander • decide • think
a. While Jaci by the Amazon forest, she

the golden Sun.
b. They in love immediately and to wed.
c. The Sun about Jaci when he that

it was an impossible love.
d. They to go away and never meet each other again.
e. The students some research on the Amazon when

the teacher them that story.
2. Now complete the following story with the Simple Past or the Past
Progressive of the verbs in parentheses. Read the whole story and try to
answer the question.
In an Indian village in the region of Tupé, not far from the city of Manaus,
an old chief (to die). He called his two sons and
(to say), “My sons, I am dying. When I die, I want each
of you to ride your own canoe all the way to Manaus, to where the Rio Negro
meets the Rio Solimões, to form the Amazon River. The one whose canoe
arrives last at what is called ‘the meeting of the waters’ will be the new chief of
our tribe.”
With these words the old chief (to die). And the two
young men (to start) on their journey down the Rio Negro
to Manaus. They (to travel) very slowly, as they both
(to want) to be the last to arrive at the meeting of the waters.
After about six months they (to arrive) at a riverside
shack by the forest where they (to meet) and old Indian who
(to ask) them where they (to go).
“We are going to Manaus. We (to leave) Tupé six months
ago,” they said.
“Six months ago!” (to exclaim) the old man. “But
Manaus is only a week’s journey from Tupé. Why do you travel so slowly?”
They then (to explain) why they
(travel) so slowly. The old man thought for a few minutes and then said
Fabio Colombini/Acervo do fotógrafo
two words to them. The two young men immediately jumped up, ran to
the river bank and in a few minutes (to travel) as
fast as they could toward Manaus.
What did the old man say to them? To learn more
(Idea from: DRAPER, David. “Wise Words”, in Lighter English.
São Paulo: Ática, 1986.) MINIGRAMMAR 28.
Phrasal Verbs
Phrasal Verbs são locuções compostas de um verbo e uma partícula

(preposição ou advérbio) que têm um significado próprio.
Observe os phrasal verbs em destaque:
The Sun’s intense love would scorch all plants and burn up all life on Earth.
Reluctantly they agreed to go away and never meet each other again.
Whenever one comes by, […]
burn up: burn completely

go away: move away from a person or place
come by: go to the place where someone is
Alguns phrasal verbs podem ser usados seguidos de complemento ou então

com o complemento entre o verbo e a partícula verbal. Assim, podemos dizer:
Turn on the TV. ou Turn the TV on.

Pick up that book. ou Pick that book up.
Mas quando o complemento for um pronome e não um substantivo, esse
pronome só pode vir entre o verbo e a partícula verbal.
(it — the TV) Turn it on.
(them — those books) Pick them up.
1. Observe the meaning of some phrasal verbs with turn, and then
complete the story below using those phrasal verbs in the correct tenses.
turn down: refuse, reject

turn in: hand in, submit
turn into: transform into
turn off: stop (a radio, the TV, the light, the gas etc.)
turn on: start (a radio, the TV, the light, the gas etc.)
turn over: turn upside down
turn to: go to, ask for the help of
a. I the radio.
b. “Here’s the news. A bus struck a wall and this morning,

killing several people.”
c. “Another park is going to be a supermarket.”
d. “Our gas is simply not enough. We have to other nations

for more.”
e. “The proposal for a reduction in taxes will certainly be

.”
f. “Declarations of income must be to the government

immediately.”
g. I the radio.
2. Now complete the sentences with phrasal verbs with turn.
a. It’s too dark in here. Please the light.
b. Don’t forget to the gas before you leave.
c. They hope to the desert fertile land.
d. You know I’m your friend. You can always me for

anything you might need.
e. It’s a good offer, you shouldn’t it .

f. He lost control of the car and it .
g. Robbie is a very bright student. He is always the first one to

his examination paper.
LISTENING & WRITING
Fact File
A fact file
is a collection 07 1. Listen and complete the fact file below.
of significant
and important Ana, a jovem brasileira que mora em San Diego, Estados Unidos, está participando
facts related to de um concurso sobre conhecimentos de Geografia em programa de TV. Ouça as
a specific place, perguntas e respostas e complete a ficha abaixo com as informações sobre o Rio
event or person.
Amazonas.
• Extension:
kilometers.
• Continent:
• Countries which it flows through:

, and Brazil.
• Number of tributaries:
more than .
• Its source:
In the , Peru.
• Its mouth:
Brazil, into the , near .
• Amount of fresh water it carries into the ocean:
of all the fresh water discharged into the oceans.
• Number of bridges crossing the river:
Just one, over the , near .
It is often called , because it’s the river by .
2. Now choose a landform in your region or state (it may be a river, a mountain,
a beach etc.) and write a fact file about it. The tips below may help you:
do some research from reliable sources: both the Internet and Geography
books can be used to get information and you may also ask your
Geography teacher for help;
take some notes about the most important facts about the landform you
plan to write about;
don’t forget to include a picture of the landform;
exchange your fact file with a classmate and ask him or her to make any
necessary corrections in the text.
SPEAKING
A Scary Story
1. Observe the picture. It shows a fantastic creature of the Brazilian
folklore. Work with a classmate and discuss the questions about the
picture. Use the words and phrases in the box for reference, if necessary.
a hunter • holding a gun • they’re turned backwards • dark forest
a. How many characters are there in the picture?
b. What are they?
c. What is the name of the creature?
d. What is it? How would you describe it?
e. What color is its hair?
f. What color are its teeth?
g. What is strange about its feet?
h. Where are the characters?
i. What is the man doing?

2. Now observe the pictures below. Choose one of those characters of
the Brazilian folklore and talk about it with a classmate. Or you may also
choose another character which is popular in your region, if you prefer.
Don’t forget to ask / answer:
what the legend is about

what is happening in the scene
Headless mule
Saci
Ilustrações: Estúdio 1+2/Arquivo da editora
Negrinho do pastoreio
Another Look at...
Brazilian Folklore
A
mong the most popular and
Libraries Unlimited
fantastic creatures in Brazilian

folklore are the Headless Mule,
Saci Pererê, Boitatá, and the Curupira.
The Curupira is very tall, strong and
has a hairy body. Its hair is red, its
teeth are blue or green, and it has
big pointed ears. Its feet are turned
backwards: the heels are in front and
the toes are turned to the back. The
Curupira punishes those who damage
the trees or hunt more than they can
eat. It makes those who destroy nature
become lost in the dark forest.
(ALMEIDA, Livia de; PORTELLA, Ana. Curupira and the Hunter. In: Brazilian Folktales.
Westport: Libraries Unlimited, 2006, p. 41.)
1. How would you describe the Curupira? 3. Where does he live?
4. What does it do to hunters who hunt

more than they can eat?
2. What’s strange about its feet?
Can you describe them?
5. What does it do to people who
destroy nature?
folclore brasileiro reflete a riqueza do país. No Brasil, as
O expressões culturais resultam de uma rede de trocas que

envolve diversas tradições, uma mistura com origem nos
grupos étnicos que compõem o país e nas suas particularidades
THINK regionais.
Essa grande diversidade se revela nas diferentes narrativas
ABOUT IT orais, tradicionalmente passadas de geração em geração, cujos
registros escritos estão nos contos populares ou lendas. Em muitas
dessas histórias, os povos indígenas brasileiros dão explicações para
fenômenos da natureza, como as estrelas, a estação das chuvas, os
animais, os rios, a escuridão da noite, as plantas e muitos outros.
Segundo a visão de alguns desses povos, as constelações nasceram após uma tragédia
que assolou a Terra, levando os animais, as crianças e os homens a tentar chegar até o céu.
Na narrativa tupi, a mandioca – raiz que serve de base à alimentação dos povos indígenas
– brotou do túmulo de Mani, uma bela moça clara. Em tupi, “mandioca” significa “casa de
Mani”. De acordo com os Sateré-Mawé, povo indígena do Amazonas, o guaraná teve origem
em parte do corpo de um garoto que havia morrido. Onia, sua mãe, enterrou o filho e todos os
dias regava seu túmulo. Do olho direito do garoto brotou uma planta que faz lembrar o olho
humano. A planta cresceu e gerou muitos frutos. Um dia, Onia voltou ao local e encontrou seu
filho, forte, bonito e feliz. Esse garoto, que veio de dentro da terra, foi o primeiro Mawé, tribo
conhecida como os filhos do guaraná.
Os povos da Amazônia viveram isolados do
Palê Zuppani/Pulsar Imagens

contato com habitantes de outros continentes
por muitos e muitos anos, por isso suas histórias
revelam temas muito originais. É interessante
notar que suas lendas não aparecem em nenhum
outro lugar, como ocorre com lendas de outros
povos do mundo.
Pesquise sobre o folclore do Brasil, suas lendas,
costumes e tradições. Conhecer o folclore de um país
ajuda a compreendê-lo melhor.

your Portuguese and Geography teachers.

CASCUDO, Luís da Câmara. Lendas Brasileiras para Jovens. Global: São Paulo, 2006.
MUSEU Paraense Emilio Goeldi. Fauna e Flora em Lendas. Belém, 2003.
TAINÁ 2 - a aventura continua. Direção: Mauro Lima. Produção: Pedro Rovai. Distribuição: Sony
Pictures, 2004.
BRAZILIAN Culture: Folklore. Available at: <www.brasil.gov.br/sobre/culture/brazilian-culture/
folklore/br_model1?set_language=en>. Access: Mar. 26, 2013.
MACHADO, Regina Coeli Vieira. Lendas Indígenas. Available at: <http://basilio.fundaj.gov.br/
pesquisaescolar/index.php?option=com_content&view=article&id=308&Itemid=191>. Access:
Mar. 26, 2013.
Check Your English 1
1. Check the correct answers to these questions. 2. Write the questions. Use the Past Progressive
form of the verbs in parentheses.
a. One of the paradoxes of our time is that we have
more information, but less knowledge. a. Jaci, the silver moon, met a fiery warrior, the Sun.
Why is that? What ? (she / do)
Because we have more computers. b. I saw the three sons leaving the rich man’s house.
Where ?
Because we do not digest the information, (they / go)
we do not think about it, and so we don’t fully
understand it. c. The youngest son was buying something at the
market. What ?
Because we communicate with each other less
(he / buy)
and less.
d. I saw Peggy saying “no” to a homeless street kid.
b. Another paradox is that we buy more, spend more What ?
money, but have less. What’s the result? (the kid / try to sell her)
We have more possessions, but fewer values. e. I saw you talking on the phone this morning. Who
We are short on quantity, but long on quality. ?
(you / talk to)
We have more fun, but less leisure.
c. The old Chinese had a challenge for his three 0.2 point each /1
sons. Why did he reward one of them?

3. Complete the sentences with the discourse
Because he was the youngest. markers in parentheses, as adequate.
Because he was the cleverest. a. Jaci was wandering by the forest, she
Because he was the richest. met a fiery warrior. (Without) (While) (Within) (So)
d. An Amazonian folktale tells the story of the b. The oldest son went to the market, but
magical meeting of Jaci, the silver moon, and the he could not decide whether he
golden Sun. They fell in love with each other but should buy flowers or straw. (at last) (at least)
theirs was an impossible love, so they decided (at first) (at all)
to part and never meet again. c. “Flowers take up less space than straw. And
they are more expensive,” thought the man.
to consummate their passion. he bought straw. (So) (Instead of)
to wed, for the good of the world’s creatures. (Because) (If)
e. According to that folktale, the Amazon River was d. The Moon and the Sun could not consummate
created when Jaci, the silver moon, their passion that would mean
the end of the world’s creatures. (because) (but)
shed tears of happiness.
(during) (unlike)
flooded the universe.
e. The youngest son showed a candle
shed tears of unhappiness. lighted it with a match. (and) (like) (or) (without)
0.2 point each /1 0.2 point each /1
45
2QB6WDJHB9ROB31/'BDB&<(LQGG $0
4. Observe the drawing, read the poem and Um ambiente tenso e nervoso como o que envolve a
answer the question. bolsa de valores propicia mal-entendidos. Nas duas
situações mostradas no cartum, qual foi o motivo do
mal-entendido e quais suas consequências?
s
er
sh
b li
s Pu
Har p er C ollin
1 point /1
6. Read Text I and mark T (for True) or F (for False),

according to the context. Correct the false
statements.
Text I
Riddle Never Alone

Listen to my song The female pigeon cannot lay eggs if she is alone.
I’m the strongest of the strong In order for her ovaries to function, she must be
I can make a giant cry able to see another pigeon. If no other pigeon can be
Who or what am I? seen, her own reflection in a mirror will be enough.
(ASIMOV, I. Isaac Asimov’s Book of Facts. New York:
(Every Thing On It, poems and drawings by Shel Silverstein.
Grosset & Dunlap, 1979.)
New York: HarperCollins Publishers, 2011. p. 184.)
a. When the female pigeon is alone, she lays a lot of eggs.
Who or what is speaking? b. The ovaries of a female pigeon won’t function
a. A ghost. unless she can see a pigeon.
b. A spy. c. If the female pigeon can see herself in a mirror,
c. An onion. her ovaries will function as usual.
d. A soap opera. d. A female pigeon is not able to lay eggs when she
sees another pigeon.
e. A sad movie.
e. Female pigeons are never alone.
1 point /1
0.2 point each /1
5. Observe o cartum e responda.
7. Read Text II, and answer the questions in English.
Text II
No Females
In the Greek monastery of Mount Athos
nothing female is allowed. Men can enter, but
not women; roosters, but no hens; bulls, but no
cows. The border is patrolled by armed guards to
The Economist, November 1st - 7th 1997.
ensure that nothing feminine passes the gates.

This has been done for more than 700 years.
(LOUIS, D. 2201 Fascinating Facts. New York: Greenwich
House, 1983.)
Now answer these questions in English.
a. Where is the monastery of Mount Athos?
46 Check Your English 1
b. Are females allowed in there? Aproveitando-se de seu status social e da possível
influência sobre seus fãs, o famoso músico Jimi
Hendrix associa, em seu texto, os termos love,
c. Can males enter the monastery?
power e peace para justificar sua opinião de que
a. a paz tem o poder de aumentar o amor entre
d. How is the border patrolled?
os homens.
b. o amor pelo poder deve ser menor do que o
e. Why is the border patrolled? poder do amor.
c. o poder deve ser compartilhado entre aqueles
que se amam.
0.2 point each /1 d. o amor pelo poder é capaz de desunir cada vez
mais as pessoas.
8. Read the excerpt below and answer the
e. a paz será alcançada quando a busca pelo
question on it.
poder deixar de existir.
Read, read, read.
Archive Photos/Getty Images

Read everything — trash, 1 point /1
classics, good and bad,
and see how they do it. 10. (UEL-2012) Leia a tirinha a seguir.
Just like a carpenter who
www.progressiveboink.com/archive/calvinhobbes.htm
works as an apprentice
and studies the master.
Read! You’ll absorb it.
Then write. If it’s good,
you’ll find out. If it’s
not, throw it out of the
window.
(William Faulkner, American writer, won the Nobel Prize
in Literature in 1949.)
In “[…] see how they do it” who does Faulkner have

in mind?
a. Trash d. Writers
b. Classics e. Apprentices
c. Carpenters
0.5 point /0.5
9. (Enem-2012)
(Available at: <www.progressiveboink.com/
archive/calvinhobbes.htm>. Access: Feb. 1, 2012.)
ENEM/2012
a. No terceiro quadrinho, percebe-se que Calvin está

escrevendo um recado. Para quem é esse recado?
b. Calvin faz uma crítica ao sistema escolar. Que

crítica é essa?
0.5 point each /1
Check Your English 1 47
11. (ITA-SP 2012) As questões referem-se ao texto SELF-EVALUATION (UNITS 1, 2 AND 3)
a seguir:
How did you do? What was your score?
Artist Detained In Growing Crackdown Can
Excellent Good OK
BEIJING do better
Test total:
10-9 8-7 6-5 less than 5
Ai Weiwei, China’s most prominent dissident — out of 10
after imprisoned Nobel laureate Liu Xiaobo, was How do you evaluate your own progress? Check
detained April 3 at the Beijing airport as he tried to ( ) for Yes, (x) for No, or (R) for Review Units 1,
board a flight to Hong Kong. Perhaps best known 2 and 3 after each of the topics below.
for codesigning the 2008 Beijing Olympic stadium
Now I can…
known as the Bird’s Nest, Ai is an outspoken critic
of the government and has been detained several ( ) use the different reading strategies to be able to
times. During one period in custody, he was understand a text in English.
allegedly beaten so badly that he required brain
surgery. This arrest comes amid a widespread ( ) guess the meanings of new words from context.
crackdown touched off by online calls for a ( ) identify the form and degrees of comparison of
Tunisian-style “jasmine revolution”. Over the
adjectives – comparatives and superlatives.
past several weeks, at least 26 activists have been
detained, 200 have been put under house arrest, ( ) identify and practice using quantifiers and
and more than 30 have disappeared. expressions of quantity.
(Time. Apr. 18, 2011.)
( ) identify the meaning and function of discourse
a. Segundo o texto, Ai Weiwei markers.
alegou ter sido severamente torturado.
( ) understand the use of the Past Progressive and
foi preso devido a um recrudescimento da Simple Past.
repressão na China.
( ) distinguish between cause and effect in context.
embarcou num voo para Hong Kong.
foi preso por incitar uma revolução nos moldes ( ) identify the meaning and use of phrasal verbs
da tunisiana. with turn.
foi quem projetou o estádio olímpico de Pequim. ( ) listen to conversations, radio programs, and
interviews.
b. Segundo o texto,
Liu Xiaobo foi preso em 3 de abril no aeroporto ( ) talk to a classmate about our preferences.
de Pequim. ( ) talk about Brazilian geography highlights.
houve, na China, incitação à revolução via Internet.
( ) write an email and a poster on Brazil.
Ai Weiwei é o mais proeminente dissidente chinês.
( ) reflect and debate about modern paradoxes.
a prisão domiciliar é prática frequente em
território chinês.
Ai Weiwei faz críticas veladas ao regime vigente.
0.25 point each /0.5
You Will Never Feel Lonely
In an interview with Amyr Klink, after the Brazilian navigator had
08
arrived from one of his solitary sea adventures, a reporter asked him if
loneliness had been his biggest obstacle. Amyr answered that although he
had spent one hundred days alone, he had never actually felt lonely, as
he knew that so many of his friends were thinking about him and wishing
him success. And he added, “The sea is not an obstacle. It is a way.”
Paul A. Souders/Corbis/Latinstock
Look at the photo, read the title
and the opening paragraph.
Who are we talking about?
What kind of adventures has
he had? What is his relation
with the sea? What is his
idea of loneliness? Did he
feel lonely while he spent one
hundred days alone? Why or
why not? What else do you
know about Amyr Klink? Make
some predictions, read the text
and check if you were correct.
49
READING
Before You Read

Unscramble the following words from the text.
a. ningmea c. fyastis e. nhipfrisde
b. ngselife d. lnlyoe f. vreen
Time to Read
predictions.
A
fter two months of adventures had gone
by, I started thinking about the meaning
of loneliness. An inner feeling that is not
necessarily caused by distance or isolation, a
sense of emptiness that invades you and that no
human company or presence can ever satisfy.
Loneliness was the only thing I did not
feel after I had left. Never. Not even once.
What I did feel was an overwhelming sense of
homesickness. I felt homesick for everything
and everybody, I missed things and people I had
not seen for so long.
Homesickness, however, is good for your
heart. It enhances feelings, lights up hope, erases
distance.
And then there is friendship. If you have a
friend, even if just one, no matter where he or
she is, you will never be alone. You may die from
homesickness, but you will not feel lonely.
(KLINK, Amyr. One Hundred Days Between Sea and Sky. London: Bloomsbury, 2002.)
50 UNIT 4 You Will Never Feel Lonely
Finding the Main Ideas
Paragraph 1 ( ) Friendship stops you from feeling lonely.
Paragraph 2 ( ) Loneliness is not caused by distance or isolation.
( ) Homesickness was his constant companion during

Paragraph 3
that voyage.
Paragraph 4 ( ) Homesickness is good for the spirit.
Word Study
In Other Words
Match each word or phrase in bold with its meaning.
a. after two months had gone by ( ) makes distance disappear

b. it lights up hope ( ) passed
c. it erases distance ( ) at any time
d. what I did feel ( ) makes hope appear brightly
e. you may die ( ) really felt
f. homesickness, however, is good ( ) but homesickness
g. can ever satisfy ( ) will possibly
h. an overwhelming sense of homesickness ( ) wherever
Robodread/Shutterstock/Glow Images
i. it enhances feelings ( ) a very strong feeling

j. no matter where he or she is ( ) increases the value of
Word Formation: Suffixes -ness, -less and -ship
The suffix -ness is added to some adjectives to form abstract nouns:
happy happiness (felicidade)

+ -ness
sad sadness (tristeza)
Note that adjectives ending in -y change to i before we add the suffix.
1. Scan the text to find the abstract nouns formed with the suffix -ness,
then translate them into Portuguese.
You Will Never Feel Lonely UNIT 4 51
2. Now complete the sentences with adjectives or nouns from the text.
a. According to Klink, is not necessarily caused by distance or

isolation. It is a sense of that invades you.
b. Amyr Klink had never actually felt . He felt

Note the for everything and everybody, but is good for your heart.
difference He was alone, but he was .
between alone
(sozinho/a)
and lonely
(solitário/a),
3. Complete the sentences with alone or lonely, as suitable.
as they are not
synonymous. a. Antonio had no friends in New York and felt very there.
You may be
alone and happy
about that, b. Sometimes I like to be . I can work better that way.
whereas lonely
has a negative
connotation. 4. Observe the image and read the caption: according to Sartre, when do
you find yourself in bad company?
PT Images/Shutterstock/Glow Images
The suffix -less is also used to form nouns, but it means

“without”. Special care should be taken not to confuse abstract
nouns formed with the suffix -ness (loneliness, happiness etc.)
with adjectives formed with the suffix -less (careless, useless etc.).
Look at the images and describe them using the phrases in

the box.
a careless person • effortless leisure •

a useless invention • a hopeless situation •
If you’re lonely when you’re homeless people • a leafless tree
alone, you’re in bad company.
Jean-Paul Sartre
1000 Words/Shutterstock/Glow Images
Top Foto/Keystone
Eduardo Anizelli/Folhapress
Masterfile/Radius Images/Latinstock
Kenzo Tribouillard/AFP
Goodluz/Shutterstock/Glow Images
Another important suffix is -ship. It is added to nouns referring to people in order to form abstract
nouns that indicate a certain state or condition.
5. Observe the list below and translate the abstract nouns into Portuguese.
friend friendship
relation relationship
partner partnership
+ -ship
citizen citizenship
companion companionship
leader leadership
6. Fill in the blanks with abstract nouns from the list above.
a. Joe is a partner in a law firm with four other lawyers. They all share in the .
b. Clarice Lispector, whose real name was Chaya Pinkhasovna Lispector, was born in Ukraine but
she was a Brazilian citizen. She had Brazilian .
c. There is an obvious between smoking and lung cancer.
d. A strong leader must have a good education. Education is the mother of .
e. I’m so glad you are my friend, I know our will never end.
Discourse Markers Used to Express Contrast: but, however, although

But, however, and although are three discourse markers that express contrast. Note how each one of
them is used and their different positions in the sentences.
Amyr Klink spent a long time alone, but he did not feel lonely. mas, porém
Amyr Klink spent a long time alone. However, he did not feel lonely.
no entanto, contudo
The navigator, however, did not feel lonely.
Although Amyr Klink spent a long time alone, he did not feel lonely. embora, apesar de
1. In one of the examples above, the second part of the sentence is introduced by a conjunction
followed by a comma. That conjunction is used in writing, especially in formal language and it
can also come between commas. What is that conjunction? (but – however – although)
2. Of the three conjunctions in focus here, which is used in conversation or informal language?
3. Choose the conjunction that correctly completes each sentence.
a. it was raining, the kids wanted to go to the beach. (But – However – Although)
b. Mozart was a child prodigy. His life, , was short and unhappy. (but – however – although)
c. Mozart died a long time ago, he is still famous. (but – however – although)
4. Make new sentences using but, however or although.
a. The test was easy. They didn’t pass.
b. The night was cold. We didn’t close the window.
c. My sister likes music. She doesn’t like classical music.
True or False?
Correct the false statements by replacing just one word with the correct one.
a. ( ) Amyr Klink’s reflections on loneliness started two months before he had left.
b. ( ) Klink believes that you can feel lonely even when you have company.
c. ( ) Amyr Klink’s adventures did not make him suffer from loneliness.
d. ( ) Loneliness is an inner feeling caused by presence and isolation.
e. ( ) The navigator did not feel lonely but he felt terribly homesick.
f. ( ) Klink believes homesickness has negative spiritual values.
g. ( ) He thinks that if you have a friend, you will never be homesick.
h. ( ) For the solitary navigator, the sky is not an obstacle, but a way.
Reading “Between the Lines”
What do you think Amyr Klink means when he says, “The sea is not an obstacle. It is a way.”?
He sees the voyage as a challenge, an adventure that calls for his best skills, all his energy and
determination.
He does not consider the sea to be a difficulty, for him it is a kind of effortless leisure.
He thinks the sea is an effective means of communication.
He does not regard the sea as an enemy, he considers it to be a good way of making friends.
STRUCTURE
Ways of Expressing Emphasis Choose the alternatives that have the same
meaning as the phrases in bold.
Em alguns trechos do texto podem ser
a. Santos-Dumont dreamed of conquering the
observadas diferentes expressões usadas para
skies and he did conquer them.
dar ênfase, como estas:
did he conquer?
the only thing not even once he didn’t conquer
actually even if just once he really conquered
Match the two columns.
b. I do believe Brazil will soon be a world
a. actually ( ) the one thing, there power.
is nothing else
I hope so
b. the only thing ( ) never I really think so
c. even if just one ( ) even if it is the I think it’s possible
only one
d. not even once ( ) really, in fact c. Mozart said he knew how to compose a
symphony and he did know how to do it.
Outro recurso de ênfase pode ser encontrado he did ask someone

neste trecho: he did not know
in fact he knew
Loneliness was the only thing I did not feel after
I had left. Never. Not even once. What I did feel d. Chico Buarque does write beautiful songs.
was an overwhelming sense of homesickness… he really writes
O uso do verbo auxiliar to do (nas formas do/ sometimes he writes
does/did) antes do infinitivo do verbo principal he never writes
em uma frase afirmativa é uma forma de
expressão enfática. No exemplo acima foi usado e. Yes, we have bananas!
did por se tratar de uma situação no passado. We have a few
What I did feel corresponde então a What I really We do have
felt: “o que eu de fato realmente senti”. Do we have?
f. I say I love you, and I do love you, Maria. Nas frases do texto de introdução, quais os
do I love? números que antecedem verbos no Simple
I think I love Past?
in fact I love
Past Progressive
was ou were + terminação
joingate/Shutterstock/Glow Images
Formação:
-ing do verbo principal.
Expressar uma ação que, no
Uso: passado, estava em processo de
desenvolvimento.
Nas frases do texto de introdução, quais os

Past Tenses: Simple Past, Past números que antecedem verbos no Past
Progressive, Past Perfect Progressive?
Leia novamente a introdução do texto, Past Perfect

observando os tempos verbais em destaque e a Para todas as pessoas, o
numeração de cada trecho: Past Perfect é fomado de had +
Formação:
In an interview with Amyr Klink, after the Brazilian particípio passado* do verbo
navigator (1) had arrived from one of his solitary principal.
sea adventures, a reporter (2) asked him if Expressar uma ação
loneliness (3) had been his biggest obstacle. passada, anterior a outra
Amyr (4) answered that although he (5) had que também aconteceu no
spent one hundred days alone, he (6) had never passado. A ação que aconteceu
actually felt lonely, as he (7) knew that so many Uso:
antes, num passado anterior, é
of his friends (8) were thinking about him and (9) expressa pelo Past Perfect.
(were) wishing him success. And he (10) added, Corresponde, em português,
“The sea is not an obstacle. It is a way.” ao pretérito mais-que-perfeito.
Pelo contexto sabemos que todas as formas
verbais em destaque falam do passado. As ações
ou fatos no passado são geralmente expressos * Particípio Passado
por tempos verbais cujos exemplos de uso podem A maioria dos verbos em inglês faz
ser encontrados nas frases acima. Assim: o passado e o particípio passado de
forma regular, pelo acréscimo de -ed, ou
Simple Past simplesmente -d, à sua forma básica: finish –
Acréscimo de -ed à forma finished – finished; end – ended – ended.
básica, no caso dos verbos Os verbos que têm formas semelhantes
Formação:
regulares; formas específicas no às dos verbos em português, em geral de
caso dos verbos irregulares. origem latina, também são regulares: educate
– educated – educated; construct – constructed
Expressar uma ação que
– constructed.
aconteceu em um ponto
Mas muitos dos verbos mais comuns não
do passado, mencionado
são de origem latina e são irregulares, com
explicitamente ou subentendido
Uso: formas próprias de passado e particípio
pelo contexto.
passado: see – saw – seen; go – went – gone;
Corresponde, em português,
eat – ate – eaten etc.
tanto ao pretérito perfeito
quanto ao imperfeito.
1. Nas frases do texto de introdução, quais 4. Complete the text with the Past Perfect
os números que antecedem verbos no Past of the verbs in parentheses.
Perfect?
He was an old
Charles Scribner’s Sons/Arquivo da editora

2. Volte ao texto principal (p. 50) e transcreva man who fished
os trechos que correspondem a:
alone in a skiff in the
a. Depois que dois meses de aventuras tinham Gulf Stream and he
se passado…
b. … depois de eu ter saído… (go) eighty-four
days now without
c. Senti saudade de coisas e pessoas que eu não
tinha visto há muito tempo. taking a fish. In the
first forty days a boy
3. Choose the correct verb form to complete
each sentence: Simple Past, Past Progressive (be) with
or Past Perfect.
him. But after
a. While he along the forty days without a fish the boy’s parents
beach, he to see a man in (tell) him that the old
the distance. (walk – begin) man was now definitely and finally salao,
which is the worst form of unlucky, and the boy
b. My daughter an accident
(go) at their orders in
last week. She her
seat belt, thank God for that. (have – wear) another boat which caught three good fish the
first week. It made the boy sad to see the old
c. When you saw me this morning, I
man come in each day with his skiff empty and
my arm with the
he always went down to help him carry either the
inside of a banana skin because a mosquito
me. (rub – bite) coiled lines or the gaff and harpoon and the sail
that was furled around the mast. The sail was
d. Billy was desperate because he patched with flour sacks and, furled, it looked like
some different crash
the flag of permanent defeat.
diets but all of them .
(HEMINGWAY, Ernest. The Old Man and the Sea.
He was still too fat. (try – fail) New York: Charles Scribner’s Sons, 1952.)
e. Amyr Klink
two months on the sea when he A Little Help
thinking about the flour sack: strong bag for carrying flour (a
meaning of loneliness. (spend – start) powder used for making bread, cakes, etc.)
furled sail: a sail that has been folded
f. I to Beijing last year. It was gaff: a stick with a hook at the end, used for
my first visit to China . I pulling big fish out of the water
never there before. harpoon: weapon used for hunting big fish
(go – be) and whales
patch: cover a hole in something (generally
g. I was in a restaurant in Beijing clothes) by putting a piece of something else
when I that they over it
fried grasshoppers . skiff: small light boat for one person
Ugh! Disgusting! (notice – eat)
Scan the text and answer the questions. Loneliness was the only thing that I did not feel
a. How did the old man fish? after I had left.
b. How many days had he gone without taking I missed things and people that I had not seen
for so long.
a fish?
c. How many days had the boy been with him? 1. What is the only thing that Amyr Klink did
not feel after he had left?
d. How many fish did the other boat catch the 2. What did he miss?
first week?
e. Why had the boy’s parents told him to go in Two Tips
another boat? Quando that estiver seguido de um
f. How did the old man come in each day? substantivo, nome ou pronome (I, he, we etc.), tem
função de objeto e pode, portanto, ser omitido.
g. When furled, what did the sail look like? Amyr Klink is the Brazilian navigator (that)
we all admire.
The Relative Pronoun that Quando that vier seguido de um verbo, ele
tem função de sujeito e não pode ser omitido.
Observe a palavra três vezes destacada no Amyr Klink is the Brazilian navigator that went to
trecho:
the two Poles of the Earth between 1989 and 1991.
… An inner feeling that is not necessarily
caused by distance or isolation, a sense of Check the sentence in which the word that
emptiness that invades you and that no human cannot be omitted.
company or presence can ever satisfy.
a. One Hundred Days Between Sea and Sky
That é um pronome relativo usado em is the book that Amyr Klink wrote after one
referência a objetos ou pessoas que funcionam of his sea voyages.
como o sujeito da oração. É o correspondente em b. The reporter that interviewed Amyr
português a que. Klink worked for a Canadian newspaper.
Em inglês, como já foi visto, quando o pronome c. Loneliness was the only thing that he did
relativo correspondente a que funciona como objeto not feel after he had left.
da oração, ele pode ser omitido. Nas frases a seguir, d. “I missed things and people that I had not
o pronome that, omitido no texto, foi recolocado. seen for so long,” said the Brazilian navigator.
LISTENING
Role Models
1. Read the following sentences and discuss with a classmate: What is a
role model? Does it represent a good example or a bad one?
a. Marta is a good role model for young players, with her excellent attitude
and obvious love for the game.
b. Ayrton Senna was more than a racing legend, he was a tremendous role
model: smart, courageous, fast and successful.
c. Does Obama represent a new kind of role model for young African Americans?
09 2. You are going to listen to a group of friends who were hanging out
at a shopping mall. Among them is Ana Gomes, a Brazilian student who
earned a scholarship to study in San Diego, California. Listen carefully and
mark the following sentences T (True) or F (False).
a. ( ) They are looking at a picture of Victoria and David Beckham's family.
b. ( ) The girls think that David Beckham is lucky.
c. ( ) Beckham is Peter’s role model.
d. ( ) Michael Sanders is a Senator.
e. ( ) Barack Obama is Michael’s role model.
f. ( ) Ana's American friends know who Amyr Klink is.
g. ( ) Amyr Klink is Ana’s role model.
h. ( ) Ana knows a lot about Amyr Klink's sea adventures.
i. ( ) Ana wants to have a sea adventure one day.
j. ( ) One of the boys wants to go with her and she thinks that is a good idea.
SPEAKING
Getting to Know You

1. Now you have the chance to know more about one of your classmates. Ask
him or her some questions about his or her preferences and opinions, and
then change places. The following expressions and phrases may help you.
Question topics Some possible comments

admire Amyr Klink I think he’s great. He is one of my role models.
like adventures I like adventures, but only in the movies.
like sea adventures The sea is OK, but not for adventures.
like or prefer to be I always feel a little nervous/edgy/worried when I travel by sea.
alone
I like/love/dislike/hate that.
go out with friends
When I’m alone, I have time for reflection/organizing my thoughts.
sometimes feel lonely
Home sweet home. North, South, East, West… home is best.
feel homesick
Love/Friendship is more important than any other thing.
sometimes
I have a few friends; I’d like to have more.
friendship is the most
important thing I don’t have many friends, but the ones I have are very good.
2. Now talk to another student, reporting your classmate’s answers. The
following examples may help you.
Although Angelica doesn’t admire Amyr Klink, she likes
adventures. She doesn’t have many friends. However, she thinks
friendship is the most important thing there is.
Marcos doesn’t like to be alone. He prefers to go out with friends. He
also feels homesick sometimes, because he spends a lot of time away.
READING & WRITING
What Exactly Did He Say?

1. Read and spot the mistakes.
Ingrid de Almeida, uma jovem repórter que entrevistou Amyr Klink, é uma
cub reporter – uma “foca”. A entrevista foi feita em inglês, porque Ingrid
recebeu essa tarefa de um jornal canadense. Depois de conversar com Amyr
Klink, Ingrid anotou em seu caderno alguns trechos da entrevista, mas, por
nervosismo, cometeu vários erros.
a. Underline the nine mistakes made by Ingrid, the cub reporter.
Amyr Klink had just arrived from one of his sea adventures. I asked him if
loneliness had been his biggest advantage. Amyr said he had spent one
thousand days alone, and he had always felt lonely. He said just a few of
his friends knew about his adventure. Those friends had forgotten about
him and ignored his success. And then he added: The world is not an
obstacle. It is a shortcut.
b. Write down the words or phrases that correctly replace those you
underlined in the text above.
a. d. g.
b. e. h.
c. f. i.
2. Now imagine an interview (a fictitious interview, but without

mistakes!) with a celebrity of your choice. Use Ingrid’s notes as a basis
and write a short paragraph in your notebook about the conversation you
had with that celebrity.
Some tips:
write down some questions you should ask him / her;
imagine the possible answers;
write the paragraph taking his / her answers into consideration and paying
attention to the verb tenses and time expressions;
exchange your paragraph with a classmate and check for any possible
mistakes, then rewrite your text if necessary.
Another Look at...
Sailing Away
Vitaly Maksimchuk/Shutterstock/Glow Images
Among the following statements there is one that is in direct contradiction

to the quotes above. Check it.
We should start acting on our dreams and goals instead of just talking
about them.
Life can be a great adventure. Don’t be afraid to live it.
Sailing away means leaving a safe harbor, a comfortable place where
you feel at home and moving to the unknown, a risky move involving
the possibility of danger, harm, or failure, which should be avoided.
Stagnant water does not flow and often smells bad. Don’t swim in
stagnant waters.
If you lie at anchor you will probably be safe from storms, but you will
never see the world.
estes nossos tempos de vida intensa e acelerada,
THINK
N cercados de informações, celular, Internet,
TV, telemarketing, mensagens publicitárias,
dificilmente encontramos espaço para ficarmos sozinhos.
E o isolamento, no entanto, nem sempre é indesejável.
ABOUT IT Muitas vezes seria bom estarmos sós, para podermos
refletir, serenar a cabeça, organizar os pensamentos,
“pôr a casa em ordem”. Muitas pessoas precisam, como
Amyr Klink, estar sós, viajar, explorar novos espaços,
descobrir mundos, sair por aí. O isolamento nem sempre faz
o indivíduo sentir-se solitário. Por outro
lado, é possível que a pessoa sinta solidão
David Olsen/Photographer’s Choice/Getty Images

mesmo quando está no meio de muita
gente. Você já se sentiu alone in the crowd?
A solidão dói. É sentir-se só, embora seja
essa a condição natural do ser humano.
Qual é, então, o melhor antídoto para a
solidão? Seria a friendship, lembrada por
Amyr Klink no texto desta unidade?
“If you have a friend, even if just one,
no matter where he or she is, you will never
be alone. You may die from homesickness,
but you will not feel lonely.”
O que você pensa disso? Aproveite o
fato de que você não está só e debata esse
tema com seus colegas e professores. Sim,
e com os seus amigos, of course. The most
important thing in life are not things, but
values. And people, especially your friends.

KLINK, Amyr. Cem dias entre céu e mar. São Paulo: Companhia das Letras, 1995.
KLINK, Amyr. Paratii: entre dois polos. São Paulo: Companhia das Letras, 1992.
SEMPRE a seu Lado. Direção: Lasse Hallstrom. Produção: Warren T. Goz / Paul Mason, 2009.
AMYR KLINK. Available at: <http://www.amyrklink.com.br>. Access: Mar. 26, 2013.
WHAT'S the difference between being lonely and a loner?. Available at: <http://news.bbc.co.uk/2/
hi/uk_news/magazine/8703173.stm>. Access: Mar. 26, 2013.
The Universal Language
Mathematics, like music, can be considered a universal language, shared
10
by human beings across the world, regardless of culture, religion, or gender.
Mike Agliolo/Corbis
Look at the image, read the title and the introduction. Do you agree with those statements?
What do mathematics and music have in common? In what way can they be considered
universal? Do you use math in your daily life? What other information about that science do you
think the text tells us about? Make some predictions, read the text and find out if you were right.
63
READING
Before You Read

The question “What is the universal language?” may possibly have more
than an answer. What would be your answer? Add others if you like.
Mathematics Love
Music Money
English All of them
Esperanto Art
Time to Read

Pi, a number used in mathematics, is still
Tyler Olson/Shutterstock/Glow Images

approximately 3.14159 regardless of what
country you are in. Adding up the cost of a
basket full of groceries involves the same
math process regardless of whether the
total is expressed in dollars, euros, or reais.
How can math be so universal?
First, human beings didn’t invent math
concepts; we discovered them. Also, the
language of math is numbers, not English
or French or Portuguese. Very few people
are literate in all the world’s languages. But virtually all of us possess the ability to be
“literate” in the shared language of numbers, which connects us with people across
continents and through time. It is what links ancient scholars and medieval merchants,
astronauts and artists, peasants and presidents.
With this language we can explain many of the mysteries of the universe or the
secrets of DNA. We can build computers and transfer information across the globe.
We can understand the forces of planetary motion, discover cures for catastrophic
diseases, or calculate the distance from Boston to São Paulo.
Math can help us in our daily lives, by helping us make important decisions and
perform everyday tasks. Math is not just for professors and scientists. It’s for all of us.
And it’s not just about calculating difficult equations. It’s about making better daily
decisions and, hopefully, leading richer, fuller lives.
(Adapted from: MATH in Daily Life. The Annenberg Foundation. Available at:
<www.learner.org/interactives/dailymath/language.html>. Access: Mar. 27, 2013.)
64 UNIT 5 The Universal Language
What’s the Main Idea?
Choose the sentence that contains the most important idea in The
Universal Language.
Mathematics is the only language that uses numbers, and not words.
People across the world are able to communicate by using mathematics,

the shared language of numbers.
Mathematics is the language of scholars, merchants, artists, and

presidents.
Word Study
In Other Words
a. the only language ( ) Besides,
b. shared by all human beings ( ) the way we live every day
c. is still approximately 3.14159 ( ) continues to be about
( ) able to read and write

d. Also,
( ) sex, male or female
e. Math can help us in our daily lives
( ) common things we have
f. and perform everyday tasks to do each day s
ge
ma
lo wI
Top
ium / Shu t t e r s t o c k /G
( ) used at the same time by
on
g. just for professors
everybody
h. It’s about leading richer, fuller
lives ( ) independently of, no matter what
( ) people who know much about a

i. Very few people are literate
certain subject
j. regardless of gender
( ) only, exclusively
k. regardless of gender ( ) living more happily
l. ancient scholars ( ) the one
Looking for Reference

In the sentence below, what does the pronoun we refer to? In that same
sentence, what does the pronoun them refer to?
“First, human beings didn’t invent math concepts; we discovered them.”
The Universal Language UNIT 5 65
Word Families
Scan the text and complete the chart with the missing words.
Noun Verb Adjective

universe —
enable able
share share
connection connected
planet —
day —
decide decisive
Noun Phrases
Scan the text to find the nouns that are missing in the phrases below.
a. planetary movimento planetário
b. everyday tarefas do dia a dia
c. ancient antigos eruditos
d. math conceitos matemáticos
e. shared linguagem compartilhada
f. human seres humanos
g. daily decisões diárias
h. richer, fuller vidas mais ricas, mais completas
i. medieval comerciantes medievais
j. catastrophic doenças catastróficas
Finding Specific Information
Scan the text and match the beginnings with the endings of the sentences,
Milagli/Shutterstock/Glow Images
according to The Universal Language.
a. With mathematics we can explain ( ) is numbers.
b. Human beings didn’t invent math ( ) and transfer information across
concepts; the globe.
c. The language of math ( ) the forces of planetary motion.
( ) many of the mysteries of the
d. With math we can build computers
universe.
e. Math is not just
( ) for professors and scientists.
f. Math can help us perform ( ) we discovered them.
g. With math we can understand ( ) everyday tasks.
Distinguishing Between Discovery and Invention
Neveshkin Nikolay/Shutterstock/Glow Images
1. Look again at this sentence from the text and observe the meaning of
the words in bold.
“First, human beings didn’t invent math concepts; we discovered them.”
That means math concepts…

are something natural; they existed in nature before the birth of human
civilization.
are something created by the human mind.
discover: be the first person to find something already in

existence but that was not known before.
invent: make, put together or think of a new thing,
something that did not exist before.
From an ancient abacus
[picture] to a modern
2. Choose the appropriate word in parentheses. calculator — humanity
has come a long way in
a. Which of these two is your favorite — the computer or TV? science and technology.
(inventions – discoveries)
b. Columbus America. Fact or myth?

(invented – discovered)
c. The of super-giant oil fields offshore Santos Basin was excellent news for
Brazil. (invention – discovery)
d. Alexander Graham Bell the telephone. And who the cell

phone?*(invented – invented / discovered – discovered)
STRUCTURE
Countable and Uncountable Nouns

Os substantivos contáveis (countable nouns ou count nouns) podem ser usados tanto no singular
quanto no plural. Quando usados no singular, podem ser precedidos de artigo indefinido — a ou
an —; no plural são usados sem artigo ou com some.
a president presidents an artist some artists
* Dr. Martin Cooper is credited as the inventor of the modern cell phone (the Motorola) in 1973.
Quando usados no plural, com sentido genérico, esses substantivos não são precedidos de artigo,
nem indefinido (a/an), nem definido (the):
Mathematics is the language of numbers. (general)
São precedidos de artigo definido (the) quando usados em sentido específico:
Can you read the numbers on that chart? (specific)
Já os substantivos não contáveis (uncountable nouns ou mass nouns) não têm forma plural.
São usados com verbos e pronomes no singular. Para expressar quantidade indefinida, podem ser
precedidos de some, mas não de a/an.
Money is used to pay for things. Can you give me some money, Dad?
Estão nesse grupo os substantivos abstratos (courage, patience, education, freedom etc.) e os
concretos que dizem respeito a substâncias ou materiais, quando considerados em seu sentido geral
(money, water, sugar, milk, cotton, paper, bread, air etc.).
Bread is made from flour, water and yeast.
Money é um substantivo não contável que em português não é, em geral, usado no plural nem
precedido de “um”. Não dizemos “dinheiros” nem é comum usarmos a forma “um dinheiro”. Já bread,
flour, water e yeast são exemplos de substantivos não contáveis cujos correspondentes em português
têm forma plural e podem ser precedidos de artigo indefinido. Podemos dizer “um pão, uma água,
farinhas, fermentos”.
Observe the nouns in bold in the following sentence. Mark C for countable or U for
uncountable under each of those nouns.
“We can build computers and transfer information across the globe.”
Existe, em inglês, um numeroso grupo de substantivos não contáveis que designam coisas que, em
português, podem ser contadas, referidas na unidade ou pluralizadas. A diferença entre inglês e português
quanto ao uso desse tipo de substantivo é um ponto que leva muitas vezes a erro e, por isso, merece
atenção especial. Assim, enquanto computer e globe são claramente contáveis, information não é.
O substantivo information é uncountable, não tem forma plural e nunca vem precedido de an. Assim
“informations” e “an information” são formas incorretas. Para dizermos “informações”, usamos information
ou some information e para especificarmos “uma informação” usamos a piece of information.
1. Put a (or an) before the countable nouns and some before the uncountable nouns.
a. language
Pixtal/Easypix Brasil
b. country
c. sugar
d. milk
e. disease
f. money
g. oil
h. astronaut
i. basket
j. instrument
2. Now choose the expressions from the box to complete the sentences below.
an expensive piece of furniture • the best piece of advice• some information • a fantastic piece of news •
time • a loaf of bread • great knowledge • an important piece of equipment
a. Can you give me about your country?

b. “Obama is the new president.” That was .
c. “Always say ‘No’ to drugs”. This is I can give you.
d. I love bread. I want to buy .
e. A sofa is .
f. A physicist must have of mathematics.
To learn more
g. A computer is for many professionals. about this topic, go to
MINIGRAMMAR 7.
h. passes more quickly when you are having fun.
Prepositions: across and through

Observe as palavras destacadas nestas frases:
Mathematics is the shared language of numbers, which connects us with people across continents and
through time.
We can build computers and transfer information across the globe.

Tanto across quanto through significam “através de”. Across expressa movimento em superfícies
livres, espaços abertos: We can walk across a road, the street, a bridge, the desert, e também em
espaços internos, limitados, confinados: We can walk across the room.
Through expressa um movimento através de um espaço que está cercado por outras coisas: We can
walk through a forest, a tunnel, a crowd of people.
Veja a diferença:
They drove across the United States, from coast to coast. (de um lado ao outro de, mas não saindo de)
Allmaps/Arquivo da editora
CANADA
WASHINGTON
OREGON NORTH
40º N MONTANA DAKOTA
MINNESOTA VERMONT
MAINE
IDAHO MI
CH
I
NEW HAMPSHIRE
G
AN
WISCONSIN
PACIFIC WYOMING SOUTH DAKOTA
NEW MASSACHUSETTS
YORK
OCEAN San
NEVADA
NEBRASKA IOWA
RHODE ISLAND
Francisco PENNSYLVANIA
UTAH ILLINOIS OHIO CONNECTICUT
NEW JERSEY
COLORADO DELAWARE
INDIANA WEST
CALIFORNIA KANSAS VIRGINIA MARYLAND
MISSOURI VIRGINIA
KENTUCKY
N ARIZONA NORTH
NEW MEXICO OKLAHOMA TENNESSEE CAROLINA ATLANTIC
ARKANSAS SOUTH
W E
MISSISSIPPI
CAROLINA OCEAN
GEORGIA Charleston
S TEXAS ALABAMA
LOUISIANA
FLORIDA
0 257 515 miles MEXICO
100º W
Adapted from: IBGE. Atlas geográfico escolar. Rio de Janeiro, 2009.
We drove through São Paulo on our way to Curitiba. (entrando, atravessando,
saindo de)
Allmaps/Arquivo da editora
Cuiabá DF
Brasília
MATO GROSSO
Goiânia MINAS
GERAIS
GOIÁS
Belo
MATO GROSSO Horizonte ESPÍRITO
DO SUL SANTO
Vitória
Campo
Grande
SÃO PAULO RIO DE
JANEIRO
São Paulo Rio de Janeiro
Tropic of C
apricorn
PARANÁ
PARAGUAY Curitiba
ATLANTIC
SANTA
CATARINA OCEAN
Florianópolis
ARGENTINA
RIO GRANDE N
DO SUL
Porto Alegre W E
URUGUAY
0 111 223 miles
Adapted from: IBGE. Atlas geográfico escolar. Rio de Janeiro, 2009.
Fill in the blanks with across or through, as required.

a. The train runs several tunnels in the Alps.
b. Several airlines fly the Atlantic between Brazil and Europe.
c. We passed Spain when we drove from Lisbon to Paris.
d. There was a hole in the fence and the dog climbed it.
e. There is no bridge. We will have to swim the river.
Essas duas preposições têm outros usos, entre os quais os seguintes:

across
1. em todo, por todo
That bank has offices across Brazil.
2. do outro lado de
There is a bus stop just across the street.
through
1. por meio de
His success came through hard work.
2. de um dia/mês a outro dia/mês, incluindo este
The museum is open Monday through Friday.
LISTENING
School Subjects
1. Match the school subjects with some abilities related to them.
School Subjects Abilities

a. Mathematics ( ) to analyze chemical elements
b. English ( ) to analyze historical facts
c. Geography ( ) to interpret texts in a foreign language
d. History ( ) to deal with numbers
e. Arts ( ) to understand maps
f. Chemistry ( ) to paint pictures
11 2. Ana Gomes and some of her classmates are talking about their
favorite school subjects. Listen to their conversation and check the right
columns according to what you hear.
Favorite school subject Ana Peter Amanda Michael Kate

Biology
Math
Physics
Chemistry
Social Studies
Spanish
Plans for the Future
Listen to the CD again. Pay attention to the way Ana and her
11
classmates talk about their favorite school subjects and their plans for the
future. Then discuss with a classmate about your own favorite subjects
and your own professional plans. The phrases in the box below may be
useful for reference.
What’s your favorite…? Math: engineer; architect; economist; computer scientist

I am (not) (very) good at… Biology: doctor; nurse; biologist; dentist
I want to be a… Sociology: economist; urban planner; psychologist
What about you? Physics: physicist; astronomer; research scientist
WRITING
Microblogging
Imagine that you have a microblog* and you want to share your opinion
and thoughts about your favorite school subject:
brainstorm some ideas first, such as the reasons why this is your
favorite subject;
remember that your micropost should have up to 200 characters
(about 30 words);
exchange your text with a classmate and discuss about your choice
and his or hers.
This example may help you:

Microposts @jeff_CA 2h
I love biology! I have a lot of interest in the human

body and I plan to study nursing in the future. Well,
it's really interesting. And my grades are always high
in biology too.
Expand
Microposts @ 2h
Expand
iderado
g é cons
* Microblo e os
o d e b lo g em qu
um tip fazem
á r io s , e m geral,
usu ves de
ções bre
atualiza 200
o m cerca de
tex to (c quenas
te re s) . Essas pe
carac as
conhecid
e n s a g ens são
m .
icroposts
como m
Another Look at...
Math
More than a thousand years ago a Moroccan genius conceived the figures 0 through 9
which we know today as Arabic numerals. He shaped the figures so that each contained
an appropriate number of angles, as shown in the illustration below.
His figure 1 contains one angle, his 2 two angles, 3 three angles etc. Zero,
signifying nothing, had no angles.
Choose the alternatives that correctly complete each sentence.
a. Arabic numerals were conceived . c. There are angles in O.

in modern Morocco. No.
a very long time ago. Any.
by a genius who came from a None
European country. No one.
by the figures 0 through 9.
d. The shape of some of those figures is
b. The figures were conceived in such not the same in modern times. For
a way as to represent the exact of example, the shape of the figure is
angles each one contained. completely different today.
shape four
size six
number zero
figure one
m resposta a uma estudante que lhe tinha
THINK
E
confessado ter problemas com “uma certa disciplina
escolar”, Albert Einstein disse: “Do not worry about
your difficulties in Mathematics; I can assure you that mine
are still greater.” Einstein estava brincando, of course.
ABOUT IT Sabemos que ele não tinha problemas com a Matemática,
pelo menos não ao nível da jovem estudante. Mas ela,
como alguns outros estudantes, tinha um certo preconceito
contra a disciplina, considerando-a difícil e às vezes boring.
Na verdade a Matemática é mais do que uma simples
disciplina escolar, é um instrumento muito útil para a vida, que usamos em nosso
dia a dia, mesmo sem nos dar conta.
A Matemática não é só school subject e não é só para professores e
cientistas. É para todos nós. Ela está presente na diversidade das formas e
padrões dos objetos e da natureza; na simetria das pétalas de uma margarida
ou das asas de uma borboleta; nas linhas retas dos arranha-céus de São Paulo,
nas curvas das montanhas de Minas Gerais ou de
Brian Goodman/Shutterstock/Glow Images

um projeto de Oscar Niemeyer. Ela está presente de
forma prática, quando fazemos nosso orçamento,
quando calculamos o preço total de um sofá que
está on sale, up to 75% off, ou nos juros embutidos no
valor da geladeira nova. A Matemática está presente
quando queremos saber as calorias contidas em
um potinho de iogurte, ou conferimos as frações
de cada ingrediente na hora de preparar um bolo
de chocolate. Ela nos acompanha até quando
sonhamos alto com a probabilidade de acertar na
loteria, who knows?
Essas são apenas algumas das muitas formas
em que a Matemática se apresenta em nossa vida.
Que outras formas você acrescentaria?

your Math teacher.
STEIN, James D. Como a Matemática explica o mundo: o poder dos números no cotidiano. Rio de
Janeiro: Elsevier, 2008.
STEWART, Ian. Almanaque das curiosidades matemáticas. Rio de Janeiro: Zahar, 2009.
QUEBRANDO A BANCA. Direção: Robert Luketic. Produção: Kevin Spacey, Brett Ratner, 2008.
OLIMPÍADA Brasileira de Matemática. Available at: <www.obm.org.br/opencms>. Acess: Mar. 27, 2013.
Magnets and the
Power of Attraction
12A magnet is an object that attracts
certain metals, such as iron, nickel and
cobalt. All magnets have North-seeking (N)
and South-seeking (S) poles. When magnets
are placed near each other, opposite poles
attract and like poles repel each other.
Comstock Images/Jupiterimages
Look at the picture, read the title and the paragraph above. What do you know about
magnets? How can a magnet attract some metals? How is a magnetic field formed? Did
you know that the Earth itself is a large magnet, the largest in the world? What other
information about that topic do you think the text tells us about? Make some predictions,
read the text and find out if they were correct.
75
READING
Before You Read

Complete the following paragraph with words from the box.
attract • magnet • south • repel • positive
Magnets have a north pole and a pole. One side has

a negative charge and the other side has a charge. The
negative side of a attracts the positive side of another
magnet. This is where the phrase “opposites ” comes from.
Two sides that have the same charge will each other.
(COLLINS Cobuild Advanced Dictionary of American English, Glasgow:
Harper Collins Publishers, 2007, p. 790.)
Time to Read
predictions.

SEARCH
Ivancovlad/Shutterstock/Glow Images
A magnet is a metal that can pull pieces of iron toward
itself and make them cling to it. A horseshoe magnet
pointed at a clip will make it jump up from a table and
cling to the magnet until it is pulled off.
The horseshoe magnet has two poles, or ends – a
positive and a negative one. If you put the two positive
poles of two magnets together, there is no attraction. But if
you touch the positive pole of one magnet to the negative of
the other, you feel a strong pull. This is because opposite poles
attract each other.
The reason the magnet attracts iron objects is that it sets up an invisible
atmosphere around itself called a magnetic field. When a pin or nail is in that
field, it becomes a little magnet too. Ordinarily, the billions of atoms in the nail
are packed in a scattered way, but when the nail enters a magnetic field, more
and more of its positive atom poles point in one direction –, toward the negative
pole of the big magnet, and more and more of its negative atom poles point the
other way – to the big magnet’s positive pole. Since these opposite poles attract
each other, the nail will now jump up and cling to the magnet.
The largest magnet in the world is the Earth itself, because the hot nickel and
iron at its core pull everything towards it!
(HOW Does a Magnet Attract Metal? Available at:

<www.bigsiteofamazingfacts.com/how-does-a-magnet-attract-metal>. Access: Apr. 1, 2013.)
76 UNIT 6 Magnets and the Power of Attraction
Finding the Main Ideas
Complete the following sentences with the correct number of the
paragraphs of Magnets and the Power of Attraction.
All the four paragraphs tell us how a magnet attracts metal. But paragraph
explains why a magnet attracts iron objects. And paragraph
tells us specifically about the power of attraction of a horseshoe magnet.
Paragraph tells us what a magnet is and what it can do. And
paragraph tells us our planet is the largest magnet in the world.
Word Study
Like Poles or Opposite Poles? – Synonyms or Antonyms?
Decide if the pairs of words below are like poles (have approximately the
same meaning) or opposite poles (have opposite meanings). Write S (for
synonyms) or A (for antonyms).
a. ( ) attract repel g. ( ) since because

b. ( ) pole end h. ( ) positive negative
c. ( ) everything nothing i. ( ) placed put
d. ( ) toward to j. ( ) from to
e. ( ) way direction k. ( ) hot cold
f. ( ) pull push l. ( ) jump up fall down
Function Words
1. Scan the text and match each word or phrase listed below with its
meaning in Portuguese.
a. each other ( ) tais como
Introduction b. near ( ) juntos
c. such as ( ) um ao outro, uns aos outros
Paragraph 1 d. until ( ) para, na direção de
e. together ( ) perto de
Paragraph 2
f. if ( ) porque, desde que
g. toward ( ) cada vez mais
h. around ( ) até que

Paragraph 3
i. more and more ( ) à volta de
j. since ( ) se
Magnets and the Power of Attraction UNIT 6 77
2. Now complete each of the following sentences with the correct
function word from the box.
until • such as • since • toward • each other
a. a clip is made of metal, it can be attracted by a magnet.

b. A magnet can pull metallic objects clips, pins and nails.
c. Two opposite poles attract .
d. A nail will cling to a horseshoe magnet it is pulled off.
e. The north pole of a compass points the magnetic north.
Words in Context
Choose the correct alternative to complete each sentence.
a. Attention-seeking children are attention.
trying to get full of tired of indifferent to
b. All the following nouns are metals, except one. Which one?
iron cobalt nickel field
c. The central part of planet Earth is its .
pole core pull table
d. A magnet is a sign of good luck.
clip nail pin horseshoe
e. A wet shirt will your body.
cling to jump up point at set up
f. The crowd in all directions when they heard the shots.
pulled off scattered called packed
True or False?
Mark the following statements about Magnets and the Power of
Attraction T (for true) or F (for false). Correct the false statements by
replacing just one word in each statement.
a. ( ) Opposite poles repel each other.

b. ( ) A magnet pointed at a clip will make it feel from a table.
c. ( ) A horseshoe magnet has a positive pole and a negative core.
d. ( ) A magnetic field is an area around an object that has magnetic power.
e. ( ) The billions of atoms in an iron object are normally packed in a scattered way.
f. ( ) When a horseshoe magnet is pointed at a pin or a nail they enter its
magnetic field.
g. ( ) Planet Earth has a powerful magnetic field.
h. ( ) The hot metals at the Earth’s core push everything toward it.
STRUCTURE
Quantifiers – little; a little/few; a few conotação negativa, de insuficiência, pouca

quantidade. Mas veja agora este exemplo, em que
Observe a palavra em destaque nesta frase: little aparece precedido do artigo a:
When a pin or nail Mary is not rich, but she has a little money in
is in that field, it the bank.
Ivancovlad/Shutterstock/Glow Images
becomes a little Pelo contexto, concluímos que a little é usado
magnet too. antes de substantivos não contáveis, sempre
no singular e que o seu sentido é “um pouco,
Nesse exemplo, algum(a)”.
little é um adjetivo De fato, a little corresponde a some: um
atributivo que pouco, algum(a), expressando uma quantidade
significa small in moderada, pequena (não chega a much), mas
size (pequeno/a). com sentido positivo.
Little pode aparecer A mesma diferença entre little e a little,
em contextos usados com substantivos não contáveis,
que expressam sempre no singular, existe entre few e a few,
afetividade; nesses que expressam número e são usados com
casos corresponde ao substantivos contáveis, no plural. Compare:
nosso sufixo “-inho/a”. I have few friends. Maybe one or two. I am not
Compare small e popular.
little no exemplo
Jack is not very popular, but he has a few
seguinte:
friends. Yes, he has some friends.
My house has only two rooms. It is a small
house. But I love my little house.
Qual dessas palavras corresponde a
poucos/as?
Qual deles corresponde a “uma casa pequena”
e qual corresponde a “minha casinha”?
E qual corresponde a alguns, algumas?
Além desse uso, little pode também aparecer

A quantidade expressa por a little e o número
como adjetivo ou pronome em contextos de
expresso por a few são maiores do que a quantidade
quantidade, correspondendo a not much ou not
expressa por little e o número expresso por few.
enough, com o significado de “pouco/a”. É usado
Observe o seu uso:
com substantivos não contáveis, sempre no
singular. time
little That
I have little money. It’s not enough. energy
I had then. was
I need some more. chances
few bad.
Esse uso de little em frases afirmativas é options
próprio da linguagem formal, sendo em geral
a money
substituído por not much.
I little experience That’s
I don’t have much money. It’s not enough. I now.
have possibilities better.
need some more. a few
opportunities
Como vimos, little significa “pouco/a” e tem
Little e few são muitas vezes precedidos por very (muito), sendo assim acentuada a ideia de
escassez ou insuficiência. Veja:
time
very
little That If you add a little to a
energy little, and then do it
I had then. was very again, soon that little
chances bad. will be much.
very
few
options
Urfin/Shutterstock/Glow Images
1. Complete these sentences with little or few.
a. The test was difficult, so students passed it.
b. That place is almost a desert. There is very water there.
c. George is an old man now and he has patience with kids.
d. The doctor said there is very hope. The patient is very ill.
e. Books, like friends, should be and well chosen.
2. Now rewrite the following sentences, replacing some with a little or a few. To learn more
about this topic, go
a. Give me some water, please. I’m thirsty. to MINIGRAMMAR
13/14.
b. Molly lives in São Paulo, but she has some friends in Recife.
c. I read the message but I didn’t understand some words.
d. My cousins aren’t exactly rich, but they own some land in Minas.
e. Please sit down. We have some problems to discuss.
3. Now complete these sentences using little, a little, few or a few.
a. With the Internet, very people go to the post office to send a letter nowadays.
E-mail has replaced “snail mail”.
b. Can I have more cake, please? I know I’m on a diet, but I simply can’t resist
temptation.
c. I’d like to go to the mall with you, but I can’t. I have very free time today.
d. I have been working hard and I need a break. days at the seaside will be most
welcome.
4. Complete the extract of the lyrics below with little, a little, few or a few.
a. “Regrets, I’ve had / But then again, too to mention”
(Sinatra)
b. “Wild geese that fly with the moon on their wings / These are of my favorite
things.” (Maria, The Sound of Music)
c. “Oh I get by with help from my friends.” (The Beatles)
d. “ less conversation, more action, please” (Elvis Presley)
e. “Very in life composed a symphony / Very in life sing love’s
melody” (Bob Seger)
f. “ by the night turns around. / Counting the leaves which
tremble at dawn.” (Pink Floyd)
The Use of Will to Express Predictable Behavior

Observe o uso de will nestas frases:
A magnet pointed at a nail will make it jump up from a table and cling to the magnet until it is pulled off.
Since these opposite poles attract each other, the nail will now jump up and cling to the magnet.
Nesses casos, will é usado para expressar uma verdade universal, um fato científico já estabelecido
ou então um comportamento previsível, algo que sabemos que sempre acontece em determinadas
situações. Não indica propriamente um conceito futuro.
Now match the columns to make correct statements.

a. A wet shirt ( ) will float on water.
b. Ice in the sun ( ) will make you fatter.
c. Eating too much chocolate ( ) will cling to your body.
d. A frightened snake ( ) will melt.
e. Mud ( ) will attack you.
f. Oil ( ) will cling to your shoes.
Phrasal Verbs
Comstock Images/Jupiterimages
Como já vimos, phrasal verbs são locuções compostas de um verbo e
uma partícula (preposição ou advérbio) que têm um significado próprio. Em
muitos casos, o significado dessas locuções acompanha o dos elementos
que a formam. Assim, jump significa “pular, saltar” e up significa “para
cima”; em jump up a partícula adverbial apenas reforça o sentido do verbo.
Muitas outras phrasal verbs, no entanto, têm um sentido não previsível, que
precisa ser memorizado. Assim, look significa “olhar”, for significa “para” Look at that needle! A compass needle
ou “por”, mas look for significa “procurar”. As locuções verbais vão sendo is a permanent magnet. It points to the
memorizadas à medida que as encontramos nos textos. Earth’s magnetic north pole.
Scan the text and complete the sentences below with phrasal verbs, as appropriate.
a. A magnet pointed at a clip will make it from a table and cling to the magnet until
it is .
b. The reason the magnet attracts iron objects is that it an invisible atmosphere.
LISTENING
How to Make a Compass

1. Do you know how to make a simple compass? Check the things you
think are necessary to make it.
a pin or a olive oil a piece of cork a hammer

needle a bowl of water a magnet a pen
13 2. You are going to listen to Mr. Parker, a Science teacher at Ana Gomes’s
school. He is going to show his students how to build a simple compass. Listen
to the first part of Mr. Parker's class to confirm your answers in activity 1.
14 3. Now listen to the final part and number the images according to
what you hear.
15 4. After Mr. Parker’s class, Ana Gomes and Michael Sanders were talking
about it. Listen to their conversation and mark the statements True or False.
True False
a. Ana knows that a magnet can attract iron objects.
b. A magnet has two positive poles.
c. When two positive poles of two magnets are together, there is
no attraction.
d. If you touch the positive pole of one magnet to the negative of
other, there is no attraction.
e. Ana knows that opposite poles attract each other.
f. Physics is Ana’s favorite school subject.
g. Ana does not like Chemistry at all.
h. Ana says she is going to be an astronomer.
i. Michael likes both Physics and Chemistry very much.
j. Michael feels attracted to Ana.
WRITING
A Science Project Report

1. The following text is a report of a Science project presented at a Science Fair
in California. Read it and notice how the language is concise and to the point.
Project Title: Magnetic Force

Objective / Goal: to find out if temperature affects the strength of a
magnet.
Materials: 3 plastic bowls, 1 small pot for boiling water, 200 paper clips,
ice and dry ice, thermometer, and 4 magnets.
Methods:
Fill the pot with water and put it to boil.
Put ice into one of the bowls and dry ice into the other bowl.
Put each magnet in each bowl and into the pot with the boiling water.
Leave one magnet in room temperature.
Put 200 paper clips into another plastic bowl.
After 10 minutes take the magnets and put them into the plastic bowl
full of paper clips for 2 seconds.
Count how many paper clips each magnet has attracted.
Results: The magnet in the boiling water attracted fewer paper clips
than the magnet in the dry ice, which attracted most.
Conclusions: The hypothesis was proven right: temperature does
affect the strength of a magnet.
(Based on: CALIFORNIA State Science Fair. Available at:

<www.usc.edu/CSSF/History/2005/Projects/J1523.pdf>. Access: Mar. 27, 2013.)
2. Now match each word or phrase from the list below with their
counterparts in Portuguese.
a. pot ( ) temperatura ambiente
b. bowl ( ) água fervente
c. dry ice ( ) pote; tacho; panela
d. boiling water ( ) tigela; vasilha
e. room temperature ( ) gelo seco

3. Now it is your turn. In groups of three, choose a science topic to
develop your science project. You may ask your Physics, Chemistry
or Biology teacher to help you. After the experiment is done, write
down the results in English in your notebook. Swap your project with
another group and ask them to check it for possible mistakes and to add
comments. Don’t forget to include:
the topics of the project (name, goals, materials, methods, results,

conclusion);
the steps of the experiment;
the conclusion (say if your hypothesis was proved right or wrong).
SPEAKING
Reporting Your Project Results

Report to the class the results of the science project developed by your
group. Each student in your group is to present a step or part of the
experiment. The example below may help you:
The title of our project is Magnetic Force, our objective was to find
out if temperature affects the strength of a magnet.
First we put 4 magnets in 4 different temperature conditions: boiling

water, ice, dry ice and room temperature for 10 minutes. Then we
placed the four magnets into a plastic bowl with 200 paper clips for 2
minutes.
Finally, we counted how many paper clips each magnet had attracted.
It was clear that the magnet in the boiling water was the most
affected because it picked up fewer paper clips, while the magnet in
the dry ice was the one which got the most.
In conclusion, our hypothesis was proven right. Temperature does
affect the strength of a magnet.
Another Look at...
Power of Attraction
Two North Poles and Two South Poles
The Earth acts as a magnet. It has

two north poles and two south poles.
The magnetic north and south
poles are the points where Earth’s
magnetism is strongest. The north
pole of a compass points toward
a point called magnetic north,
its south pole points to magnetic
south. These are different from
the geographic North and South
Poles. The geographic North and
South Poles are points at the ends
ra
of the Earth’s axis. The magnetic
ito
ed
da
poles and the geographic poles are not
vo
ui
rq
exactly in the same places.
/A
io
ud
St
J
AM
(From ScienceSaurus: a Student Handbook. Wilmington: Houghton Mifflin, 2005.)
Responda em português:
1. Quantos polos do nosso planeta podemos considerar?
2. Os polos magnéticos e os geográficos estão exatamente nos mesmos pontos?
3. Onde é que a força magnética da Terra é mais forte?
4. Que nome é dado às extremidades do eixo imaginário da Terra?
5. Como a Terra funciona, nesse aspecto?
tema é o poder do magnetismo. Os ímãs em
THINK
O geral, os materiais e as forças magnéticas que
estão presentes, quase sempre de forma pouco
visível, na nossa vida diária: fazendo funcionar motores
elétricos, alto-falantes, nas imagens que aparecem na
ABOUT IT tela da TV ou do computador, nos exames de ressonância
magnética. Os materiais magnéticos
estão ainda presentes nos discos
de computador, nos cartões de
crédito e de débito, enfim, no dia a dia
da vida moderna. As pesquisas sobre a tecnologia
dos materiais magnéticos continuam;
são uma firme promessa de mais
maravilhas que vêm por aí. E o
tema ainda permite abordar
o magnetismo pessoal,
a capacidade que, em
princípio, todos nós temos
de inspirar a simpatia
das outras pessoas
por meio de atitudes e
comportamentos sempre
es
Imag
fundados em valores
low
k /G
verdadeiros. Você também
to c
rs
acredita que, nas relações
t te
hu
/S
ia
humanas, os opostos se
-L
a
at
N
atraem?

your Physics teacher.
KING, Andy. Magnetism. Minneapolis: Lerner Publications, 2005. (Early Bird Energy)
SCHUH, Mari. Magnetism. EUA: Scholastic Books, 2011.
MAGNETS. Available at: <www.school-for-champions.com/science/magnets.htm>. Access:
Mar 27, 2013.
MAGNETISMO - Propriedades gerais dos ímãs. Available at: <http://efisica.if.usp.br/eletricidade/
basico/imas/>. Access: Mar 27, 2013.
1. Mark the correct answers to these questions. within – toward)
a. Why is mathematics said to be “the universal c. The magnet sets up an invisible atmosphere
language”? itself called a magnetic field.
Because it can help us in our daily lives. (around – up – away – down)
Because we can build computers and transfer d. The train went the tunnel leaving us
information across the globe. in total darkness. (through – across – around – up)
Because it is the only language shared by all human e. Math is not just professors and
beings regardless of culture, religion, or gender. scientists. It is all of us. (for / for – to /
b. Did human beings invent math concepts? to – toward / toward – by / by)
Yes, we did. Mathematics was one of man’s most 0.2 point each /1
important inventions.
No, we didn’t invent them. We discovered them. 3. Complete the sentences, using the Past
Yes, we did. That is why it is so universal. Perfect form of the verbs in parentheses.
c. What is a magnet? a. I couldn’t find a taxi and when I finally got to the
station, the train . (leave)
It is a metal that attracts certain other metals,
such as iron, nickel and cobalt. b. The electricity went off last night and I lost
It is an object that can pull pieces of wood toward all my work on the computer because
itself. I it. (not – save)
It is a North-seeking pole. c. Those tourists really enjoyed their stay in Rio last
month. They there
d. What is the largest magnet in the world?
before. (not – be)
The North Pole.
d. Amyr Klink from one of his
The South Pole.
solitary sea adventures when a reporter asked him
The Earth. for an interview. (arrive)
e. What happens when magnets are placed near e. He told the reporter that he
each other? one hundred days alone, but he
Opposite poles repel each other. never actually lonely. (spend / feel)
Like poles attract each other.
0.2 point each /1
Opposite poles attract each other.
0.2 point each /1

4. Fill in the blanks with the correct word in
parentheses, as adequate.
2. Complete the sentences with the correct a. people really understand the theory
prepositions in parentheses. of relativity. (Little – Few – A little)
a. John and Vincent are going to drive b. work, play, things to do
the United States from coast to coast. (across – day after day. (Little / little – A little / a little – A few /
to – through – along) a few)
b. A magnet can pull pieces of iron c. I have maps at home. You can take
itself and make them cling to it. (with – without – that one, I don’t need it. (a little – few – a few)
87
d. Learning a new language is a gradual process. a. O primeiro parágrafo destaca algo que é
by you will become uma invenção da espécie humana, a enorme
proficient at it. (Little / little – Few / a few – A few / importância
a little) dos genes. da memória.
e. Very people are literate in all the do cérebro. da informação.
world’s languages. (little – a little – few) da biblioteca.
0.2 point each /1 b. Das afirmações abaixo, assinale a única que não
é abordada pelo autor no segundo parágrafo.
5. Leia o Text I e responda às questões a seguir
O mesmo nome que damos a partes essenciais
em português.
da árvore é igualmente dado a partes essenciais
Text I do livro que é, afinal, produto dela.
É possível, através da leitura de um livro, ouvir
a voz de quem o fez, às vezes uma pessoa que
Mickey Adair/Michael Ochs Archives/Getty Images
morreu há milhares de anos.

Os livros quebram os grilhões do tempo, provando
que as pessoas têm um poder mágico.
A escrita é talvez a maior de todas as invenções
da humanidade.
A interação entre autor e leitor é um fenômeno
raro, só possível quando é criada uma empatia
entre os dois.
0.5 point each /1

On Genes, Brains & Books
When our genes could not store all the
6. Read Text II and answer the questions that follow.
information necessary for survival, we slowly
invented brains. But then the time came, perhaps Text II
ten thousand years ago, when we needed
to know more than could conveniently be
Photos.com/jupiterimages
contained in brains. So we learned to stockpile
enormous quantities of information outside our
bodies. We are the only species on the planet, so
far as we know, to have invented a communal
memory stored neither in our genes nor in our
brains. The warehouse of that memory is called
the library.
A book is made from a tree. It is an assemblage
of flat, flexible parts (still called “leaves”)
imprinted with dark pigmented squiggles. One
glance at it and you hear the voice of another
person – perhaps someone dead for thousands
Leisure
of years. Across the millennia, the author is
What is this life if, full of care,
speaking, clearly and silently, inside your head,
We have no time to stand and stare.
directly to you. Writing is perhaps the greatest
No time to stand beneath the boughs
of human inventions, binding together people,
And stare as long as sheep or cows.
citizens of distant epochs, who never knew one
No time to see, when woods we pass,
another. Books break the shackles of time, proof
Where squirrels hide their nuts in grass.
that humans can work magic.
(SAGAN, C. The Persistence of Memory. In: Cosmos. USA: No time to see, in broad daylight,
Random House, 1985) Streams full of stars, like stars at night.
No time to turn at Beauty’s glance, 7. Read the text and answer the questions that
And watch her feet, how they can dance. follow.
No time to wait till her mouth can
Dreams
Enrich that smile her eyes began.
Langston Hughes
A poor life this if, full of care,
Hold fast to dreams,
We have no time to stand and stare.
For when dreams go
(DAVIES, William Henry. The Collected Poems of William
H. Davies. New York: Alfred A. Knopf, 1916.) Life is a barren field
a. All these words refer to nature, except Covered with snow.
grass boughs Hold fast to dreams,
woods care For when dreams die,
streams Life is a broken-winged bird
b. All these words refer to animals, except That cannot fly.
sheep nuts (HUGHES, Langston. Poetry for Young People. New York:
cows horses Sterling Publishing Co. Inc., 2006.)
squirrels a. What are the two metaphors for “life” in this

c. All these words refer to parts of the body, except poem?
glance feet
eyes arms
mouth
d. All these pairs of words are opposites, except
b. In the words of the poet, what happens when
life/death full/empty
dreams go?
poor/rich leisure/work
stars/skies
e. The expression in broad daylight is the opposite of
beneath the boughs in grass c. In your opinion, why does the poet use the word
at night as long as sheep or cows “snow”?
full of care
Responda certo ou errado de acordo com
a opinião do autor de Leisure. Corrija as
afirmações erradas.
d. And what happens when dreams die?
f. A preocupação excessiva impede as pessoas de
parar e olhar a natureza.
g. Muitos não têm tempo para ficar deitados sob os
galhos das árvores. e. In your opinion, what does the poet mean by that
h. Os carneiros e as vacas também não têm tempo para second metaphor?
olhar em volta.
i. Quando passamos por bosques não temos tempo
para ver onde os esquilos se escondem.
j. Olhar, em plena luz do dia, os riachos estrelados

é algo que o excesso de preocupação não nos
permite.
8. Read the text and answer the questions. a. No dia 6 de novembro de 1455, qual era o livro que
estava sendo impresso na oficina tipográfica de
The Granger Collection, New York/Other Images
Gutenberg?
b. Qual era o nome do sócio de Gutenberg nessa
oficina?
c. Qual era o problema judicial enfrentado por
Gutenberg nesse dia?
d. Qual foi o veredito e suas consequências para
Gutenberg?
0.5 point each /2
SELF-EVALUATION (UNITS 4, 5 AND 6)

Can
Excellent Good OK
Gutenberg and Fust with the first do better
printing press, Germany, 1450s. Test total:
10-9 8-7 6-5 less than 5
Gutenberg’s Debt — out of 10
November 6, 1455. Mainz, Germany. Johannes
How do you evaluate your own progress? Check
Gutenberg paced the floor of his workshop. A
( ) for Yes, (x) for No, or (R) for Review Units 4, 5
chill wind swept over the Rhine and seeped in
the windows, causing the large sheets of printed and 6 after each of the topics below.
paper that hung from the ceiling to flutter a Now I can…
little. More sheets, already dry, sat in stacks
on a nearby worktable. There were thousands ( ) use the different reading strategies to be able to
of them, ready to be bound into the Bible that understand a text in English.
would be his masterwork.
( ) guess the meanings of new words from context.
He could lose it all. His partner, Johann
Fust, was in court at that very moment at the ( ) distinguish between discourse markers used to
Convent of the Barefoot Friars, pressing charges express contrast: but, however, although.
against Gutenberg for an unpaid debt. Presses,
type, molds, inks – and the beautiful printed ( ) understand and use the Past Perfect Tense.
pages of the Bible. Gutenberg had pledged it all ( ) distinguish between countable and uncountable
when he borrowed money from Fust to set up the
nouns.
workshop. If Fust would just let him finish his
Bible, the profits would allow him to repay the ( ) distinguish between prepositions: across,
loan. But his partner wasn't willing to wait. He through.
wanted his money now, and, if not his money, he
wanted the workshop. ( ) distinguish between quantifiers: little/a little,
The door of the shop burst open, and few/a few.
Gutenberg’s two assistants hurried in with the ( ) listen to dialogues and conversations.
cold air. He had sent them to court to hear the
verdict. As soon as he saw their faces, he knew ( ) talk to a classmate about favorite activities.
the news was bad. The judge had ruled in favor of
( ) write a short text about my favorite school
Fust. Gutenberg had lost everything.
subject.
(TOLER, Pamela D. Mankind, The Story of All of Us.
Philadelphia: Running Press, 2012. p. 195-196.) ( ) reflect and debate about the applications of
Johannes Gutenberg (1398-1468) foi o criador da science – Mathematics, Physics, Chemistry,
tipografia, processo de impressão com tipos móveis. Biology – in daily life.
The Chemistry
of Making Bread
16Bread is more than just food.
And a good baker is, on a certain
level, a good chemist. Remember that
bread dough is made up of cells and
molecules, and the main ingredients
in a basic recipe – flour, water, yeast,
and salt – are what a chemist would
call “reactants”.
Ablestock.Com/Jupiterimages
Look at the picture, read the title and the paragraph above. What is bread dough
composed of? What are the four basic ingredients in the making of bread? A baker’s job
can, to a certain extent, be compared with that of a scientist. What kind of science does
a baker deal with, in daily life? What else do you know about the chemistry of making
bread? Make predictions about the text, read it and find out if you were right.
91
READING
Before You Read

1. If you want to make bread, you will probably follow a basic recipe.
There are several recipes for bread making, though. Check the ingredients
considered necessary in the recipe you choose.
flour salt water butter
yeast milk eggs sugar
2. Complete the following paragraph with words from the box.
water • making • bread • pass • mixes
When a baker flour, sugar, yeast and , lets

time , and adds heat, he is bread. He is also
making science, bread science. That’s the chemistry of making .
Time to Read
predictions.
Subbotina Anna/Shutterstock/Glow Images
in bread dough consumes Another enzyme then takes

sugar (glucose) and produces over and changes the sugar
carbon dioxide and alcohol. into alcohol and a gas called
Yeast cells reproduce very carbon dioxide. This gas
rapidly. While reproducing, spreads in the dough in
each tiny cell swells, and soon the form of bubbles. As the
the swollen part separates dough bakes into bread and
W hen we mix those

ingredients together
— flour, yeast, water, and
from the main cell. The new
tiny cell then goes on to grow
to full size and this process
cake, the heat causes the
alcohol to evaporate and the
bubbles to break. This leaves
salt —, let time pass and continues to repeat itself. the tiny air pockets in the
add heat, they suffer a During this growth final bread or cake, making it
chemical change to form a process, the yeast cells light and fluffy.
new “product” — that warm, produce substances called You don’t have to be a
delicious loaf of bread. enzymes. So when the yeast scientist to know that the
Yeasts are living, single- is added to cake or bread proper way to eat freshly
celled organisms. Like all dough, one enzyme goes to baked bread is with plenty of
living things, they eat food work on the flour, changing lipids and fructose. In other
and produce waste. The yeast the starch in it into sugar. words, butter and jam!
(Adapted from: <www.bigsiteofamazingfacts.com/how-does-yeast-make-dough-rise>. Access: Mar.

27, 2013. Scientific American Explorations Magazine.)
92 UNIT 7 The Chemistry of Making Bread
What’s It All About?
Skim the text to identify the paragraphs where we can find the answer to
each of these questions:
a. What is the proper way to eat freshly baked ( ) Paragraph one

bread?
( ) Paragraph two
b. What are the four ingredients in a basic recipe to
make bread?
( ) Paragraph three
c. Why is bread so light and fluffy?
( ) Paragraph four
d. What happens when yeast cells reproduce?
e. What exactly are yeasts? ( ) Paragraph five
Word Study
In Other Words
a. The yeast in bread dough ( ) very small
b. making it light and fluffy ( ) composed
( ) substances that produce a

c. the new tiny cell
chemical reaction
d. the new tiny cell then goes on
( ) that have only one cell
e. it is made up of cells and ( ) continues
molecules
( ) the part that has become larger
f. what a chemist would call than normal
“reactants”
( ) a mixture that is baked OlegDoroshin/Shutterstock/Glow Images
g. a basic recipe
to make bread
h. single-celled organisms ( ) assumes control
i. and soon the swollen part ( ) soft, full of air

separates from the main cell
( ) set of instructions for
j. another enzyme then takes over cooking a particular food
The Chemistry of Making Bread UNIT 7 93
Function Words
Give the correct meaning in Portuguese of the words in bold. Choose from
the box.
assim, por isso • então, aí • quando, enquanto • em • como, da mesma forma que •
bastante • do que • enquanto • logo, em breve • durante
a. during this growth process
b. while reproducing
c. eat bread with plenty of butter and jam
d. so when the yeast is added
e. like all living things
f. and soon the swollen part separates
g. as the dough bakes into bread
h. and changes the sugar into alcohol
i. another enzyme then takes over
j. Bread is more than just a food.
Noun Phrases
Scan the text to find the words that are missing in the phrases below.
a. bread massa de pão
b. process processo de crescimento
c. chemical mudança química
d. cells células de fermento
e. organisms organismos unicelulares
f. basic receita básica
g. things coisas vivas
h. cell célula minúscula
i. part parte inchada
j. on a certain em certo nível
Odd Word Out
For each group, mark the word that does not belong.
Beto Chagas/Shutterstock/Glow Images
Food Occupations
jam scientist
cake baker
butter chemist
bubble dough
Chemistry Substances
heat starch
enzyme alcohol
reactant yeast
pocket level
Processes Fat & Sugar "Breakfast is

ready. Come
and eat!"
growth glucose
flour loaf
reproducing fructose
change lipids
Match each question with the correct answer. Work with a classmate.
Take turns asking the questions and answering them.
a. What does yeast in bread dough consume? ( ) Chemistry.
b. How do yeast cells reproduce?

( ) Sugar.
c. What makes the final bread or cake
light and fluffy? ( ) Waste.
d. What do the yeast cells produce during

the growth process? ( ) In the form of bubbles.
e. How does carbon dioxide spread in the

( ) Very rapidly.
dough?
f. What kind of science happens in the ( ) The tiny air pockets in them.
kitchen while you are making bread?
STRUCTURE
Modal Verbs: Would

Observe os verbos em destaque nesta frase.
Those four ingredients are what a chemist would call “reactants”.
Pelo contexto, concluímos que o autor fala de forma hipotética a respeito
dos “quatro ingredientes da receita básica de pão”. Segundo ele, esses quatro
ingredientes são o que um químico chamaria de “reagentes”, na linguagem
técnica da química.
Para falar de hipóteses usamos o modal verb would, sem tradução própria,
antes do verbo principal, como auxiliar de formação do condicional ou futuro do
pretérito.
Como todos os modal verbs, would tem características especiais:

Tem forma única para todas as pessoas e é usado com um verbo principal
no infinitivo sem to:
I would do, you would come, he would go, etc.
A forma curta é ‘d: I’d do, you’d come, he’d go, etc.
A forma negativa é feita pelo acréscimo de not (nunca se usa don’t): I
would not do it, you would not come, he would not go, etc. As contrações
são comuns na linguagem informal: I wouldn’t do it, you wouldn’t come, he
wouldn’t go, etc.
Na forma interrogativa, a pergunta é iniciada com would:
Would I do it? Would you come? Would he go?, etc.
Would é muito comum

Africa Studio/Shutterstock/Glow Images
com like, quando se quer

expressar um desejo ou
oferecer algo:
I’d like to have

something to eat.
Would you like a piece
of cake?
What would you like
for birthday?
I would like to have a

birthday
Twelve times a year,
With twelve different
presents,
And a birthday always near.
But the problem is the cake
And the candles it would
take!
Would you…? expressa um pedido feito com polidez.
Would you come here, please?
Would é usado no discurso indireto como a forma de passado de will. Veja:
John: “I will call you tomorrow.”
John said that he would call me the next day.
ges
Ima
Complete the following answers. The first one is done for you. st
o ck
/G l
ow
r
te
ut
h
/S
a. John: “I will think about it.”
en
m
Oz
What did John say? He said he would think about it.
b. Mary: “I think Brazil will win.”

What did Mary think? She thought
c. Michelle: “I promise I will stop eating junk food.”

What did Michelle promise? She promised
d. Jack: “Dinner will be ready in a minute.”

What did Jack say? He said
Wheat flour
— the main
Would é também usado em frases condicionais compostas, quando falamos
ingredient in
de situações hipotéticas, indicando o que aconteceria se uma determinada the chemistry of
condição fosse real, se existisse de fato. making bread
We would go to the party if we had a car.
Como na realidade não temos um carro, não iremos. Mas, se tivéssemos um

carro, iríamos à festa.
1. Match the columns to form coherent sentences. Use the meaning and the
rhymes as a guide to help you. Upon finishing this exercise, we will have
two quatrain poems. Write them in your notebook and read them aloud.
a. Without women, ( ) life would be a mistake.
b. Without flour, ( ) there would be no bread.
c. Without the movies, ( ) we could not make a cake.
d. Without water, ( ) we would all be dead.
e. Without the net, ( ) there would be no e-mail.
f. Without sugar, ( ) babies would not be born.
g. Without the law, ( ) criminals wouldn’t go to jail.
h. Without music, ( ) there would be no popcorn.
StockLite/Shutterstock/Glow Images
2. Now answer these questions according to Joe’s love message.
a. What would Joe do for one look at Mabel’s eyes?
b. What would he do for one touch of her hands?
c. What would he do for one word from her mouth?
d. What will happen the following Sunday if it doesn’t rain?

To learn more
about this topic, go
to MINIGRAMMAR e. And what will happen the following Sunday if it rains?
13/14.
Phrasal Verbs
Phrasal verbs, como já sabemos, são locuções compostas de um verbo e uma
partícula (geralmente preposição ou advérbio) que têm um significado próprio. Em
muitos casos, o significado dessas locuções acompanha o dos elementos que a
formam. A maioria das locuções verbais em inglês, no entanto, tem um sentido não
previsível. Elas vão sendo memorizadas à medida que as encontramos nos textos.
Observe as locuções verbais em destaque nestas frases:
Remember that bread dough is made up of cells and molecules.
The new tiny cell then goes on to grow to full size.
Another enzyme then takes over and changes the sugar into alcohol.
Read the sentences on page 98, observe the context and match the phrasal
verbs in bold with their meanings.
a. make up ( ) continue doing something as before
b. go on ( ) assume control of something, begin to do

something that someone else was doing
c. take over ( ) transform something into something else
d. change… into ( ) compose, combine together to form a whole
Observe the meaning of some phrasal verbs with take, and then complete
the story below using those phrasal verbs in the correct tenses.
take after: look like an older relative

take care of: watch, give attention to
take off: 1. remove (clothes); 2. leave the ground and start flying
take out: extract, remove
take over: assume control of
Dirk Ott/Shutterstock/Glow Images

Some moments I’ll never forget:
The first one was when I discovered I
Uncle Bear. (Yes, he looks just like a bear...)
Then came the day my brother got sick and I had to
his business. He owns a bakery, and I
had to wake up at 5 in the morning.
Another unforgettable moment was when the dentist
had to two of my teeth. Ouch!
Then came the night I had to my clothes
in Alaska in the winter. It was cold there!
Oh yes, and waiting for the plane to on
my first flight. That was scary!
And last but not least*, the day I had to
my sister’s twin babies. Have a look at the picture!
Now complete the sentences with phrasal verbs with take:
a. What time will your plane ?
b. I am going on vacation next week, but another teacher will .
c. Who will your plants while you are on vacation?
d. It’s hot in here. Can I my jacket and have a glass of water?
e. The man was about to a gun from his pocket when I saw him.
f. Every father feels proud when someone says his son him.
* last but not least: expression used to mention the final person or thing in a list, to say that they are equally important.
LISTENING
At a Diner
17 1. Ana and her friends decided to go to a diner near school. Listen to

them and the waitress. As you listen, cross out two items not mentioned
in the dialogue.
a. A ham and cheese sandwich f. A glass of milk

b. Some orange juice g. Some strawberry ice cream
c. A milk shake h. A glass of water
d. A slice of chocolate cake i. A bowl of yoghurt
e. A slice of pizza
2. Listen again and write the name of each person under the pictures,
according to what they ordered.
Eduardo Santaliestra/Arquivo da editora

Yeko Photo Studio/Shutterstock/Glow Images
3. Now answer: Which of the four teenagers is going on a diet? .
Let’s Get Something to Eat!
17 1. Listen to the dialogue again and pay attention to the expressions

used by Ana, her friends and the waitress. Then take turns with a
classmate and act out the dialogue.
Yes, I am. • No, not yet. • I’d like… • I’d like a chicken sandwich. •
I’d like a ham sandwich. • I’d like a small pizza. •
I’d like rice and beans with meat. • I’d like a steak and French fries. •
Yes, please. • No, thanks. •
2. Now in groups imagine that you are at a diner and have a similar
conversation. One member of the group is the waiter or the waitress and
the others are the customers. Then switch places.
READING & WRITING
Making a Complaint
1. Ana is buying a loaf of sliced bread as she wants to make some light
sandwiches. Working with a classmate, read the information on the
package below and write down at least three things you think are missing
in the label information. For example, is the nutrition information totally
visible and complete?
Rex Features/Keystone
2. Ana was reading the label but she couldn’t find the specific information
she considers important. So, she decided to write an e-mail to the
company complaining about it. Read the e-mail and answer the questions.

Inbox
(2) From: anag@mailme.com
Sent
Drafts To: customers@happyday.com
Trash
Subject: missing information
Dear Sir or Madam,
I would like to complain about the loaf of Super Sliced Bread that I
bought on July 31st at Green Supermarket, in San Diego, CA.
I am complaining because there is no information about the amount
of gluten contained in the bread. I believe this kind of information
is very important to people who, like me, suffer from gluten
intolerance. I hope you can change your label to make it more
informative.
I look forward to hearing from you soon.
Best regards,
Ana Gomes
a. What is she complaining about?
b. Why is she complaining about it?
c. What does she expect from the company?
3. Now it’s your turn. In your notebook, write a similar e-mail to the
company complaining about any other point listed in activity 2. Look at
the expressions and the structure Ana used when she wrote her e-mail.
Another Look at...
A Brief History of Bread
The Hungarians have a saying that “bread is older

www.agexted.cas.psu.edu
than man”.
More than 12,000 years ago, primitive people made
flat breads by mixing flour and water and placing these
“cakes” in the sun to bake. Later, bread was baked on
heated rocks or in the hot ashes of a fire.
It was the Egyptians who are credited with using a
“starter” of wild yeast from the air that was kept and mixed with other dough and baked to create a
leavened product. Legend has it that a slave in a royal Egyptian household forgot about some dough
he had set aside. When he returned, it had doubled in size. Trying to hide the mistake, the dough was
punched down furiously and baked. The result was a lighter bread than anyone had ever tasted.
The ancient Greeks had over 50 kinds of bread. Public bakeries and ovens were built by the
government for everyone’s use and were popular places to visit the neighbors.
The Romans continued the
idea of the public bakery. They
also required that every baker
Granger Collection/Other Images

put an identification stamp
on the loaves. In the Roman
times, grain was ground with
millstones and the finest flour
was sifted through silk sheets!
Like people, breads
have regional and national
characteristics. Because of the
climate, soil and other conditions,
different grains grow better in
certain regions of the world.
The type of flour(s) readily
available, the shape of the loaf, its
seasonings and decoration often
denote the bread’s culture and The Royal Bakery. Wood engraving after an Egyptian fresco from
country. the tomb of Ramses III, 20th Dynasty, 1167 B. C.
(BREADS and Other Cultures. Available at:

<http://agexted.cas.psu.edu/fcs/4hfl/BreadCultures.html>. Access: Apr. 1, 2013.)
Com base nas informações do texto acima, responda às perguntas:
a. Quem tinha mais de 50 tipos de pão?
b. Quem foi o primeiro a usar fermento para fazer pão?
c. Quem diz que o pão é mais velho do que o homem?
d. Quem peneirava a farinha em lençóis de seda?
T
he best things in life are nearest: Breath in your
nostrils, light in your eyes, flowers at your feet, duties
at your hand, the path of right just before you. Then
do not grasp at the stars, but do life’s plain, common work
THINK as it comes, certain that daily duties and daily bread are
ABOUT IT the sweetest things in life.
Robert Louis Stevenson
As melhores coisas da vida, segundo Robert Louis

Stevenson, são as que estão mais longe ou mais ao nosso
alcance? O ar que respiramos, a luz que enxergamos, as flores por onde
passamos, os deveres que esperam a nossa atenção, o caminho correto bem à
nossa frente. Qual o conselho que nos dá Stevenson, então? Tentar o impossível
ou enfrentar o trabalho simples e comum que a vida nos oferece? Por que esse é
um bom conselho? Think about it.
Benelux/Corbis
Mika/Corbis
The word companion comes from the Latin com, “together”, and panis, “bread”, or “with bread”.
In other words, a companion is someone with whom you share bread.
Discuss this issue with your classmates and teachers, especially your
Biology, Chemistry, Philosophy, Sociology, and History teachers.

JACOB, Heinrich Eduard. Seis mil anos de pão. São Paulo: Nova Alexandria, 2004.
TAUS-BOLSTAD, Stacy. From Wheat to Bread. Minneapolis: Lerner, 2003.
BREAD: A Global Staff of Life. Available at: <www.exploratorium.edu/cooking/bread/overview.html>.
Access: Feb. 20, 2013.
BREAD. Available at: <www.bread.com.au/related/history.htm>. Access: Mar. 27, 2013.
A NASA
Invention for
Daily Life
18In its 55-year history,
NASA* has not only developed
space exploration but also
produced inventions that have
brought great benefit to all
humanity. It is true that most
people today will never set foot
on the moon, but we all probably
come in contact with a NASA
by-product every day.
Chepko Danil Vitalevich/

Pacemakers, exercise machines, communication satellites, smoke detectors, and water

filters are just a few research by-products that have been made possible thanks to a NASA
idea or innovation. How do they affect us in daily life? Which of those NASA inventions will
the text be about? Make some predictions, read the text and find out if you were right.
*NASA = National Aeronautics and Space Administration

105
READING
Before You Read

Do you know what a by-product is? Check the correct definition.
A by-product is…
something produced in the process of making something else.
an unprocessed natural product used in manufacture.
a product made for space research.
Time to Read
predictions.
Reprodução/<http://dsc.discovery.com/>
Venus Angel/Shutterstock/Glow Images

One NASA Invention You Might Use Every Day
by Christen Conger
Water is the essential ingredient to human survival. As people

cannot live without water, the ability to convert contaminated water
to pure water is an incredibly important scientific achievement.
Astronauts needed a way to cleanse water they take up into space,
as bacteria and sickness would be highly problematic. Water filter
technology had existed since the early 1950s, but NASA wanted to
know how to clean water in more extreme situations and keep it clean
for longer periods of time.
If you look at a water filter, you can usually detect some small
chunks of charcoal inside of it. Sometimes, when you first use a water
filter, you’ll even notice some tiny black flecks from those chunks. This
charcoal is specially activated and contains silver ions that make sure
there aren’t any pathogens in the water. Along with killing bacteria Water filters trickled
in the water, the filters also ensure that there is no further bacterial down from NASA’s need
to cleanse water on long
growth. Companies have borrowed from this same technology to bring space flights.
us the water filter systems millions of people use at home every day.
(Adapted from: CONGER, Christen. 10 NASA Inventions You Might Use Every Day. Available at: <http://dsc.discovery.com/
tv-shows/curiosity/topics/ten-nasa-inventions.htm>. Access: Mar. 28, 2013.)
106 UNIT 8 A NASA Invention for Daily Life
What’s the Main Idea?
The job of a water filter is to provide water.
tap contaminated clean charcoal
Word Study
Noun Phrases
Scan the text to find the missing nouns that complete these phrases:
a. tap água da torneira
b. flight voo espacial
c. human sobrevivência humana
d. scientific realização científica
e. chunks of pedaços de carvão vegetal
f. black manchas negras
g. ions íons de prata
h. bacterial crescimento de bactérias
Words in Context
Choose the correct word to complete each of the following sentences. stockyimages/Shutterstock/Glow Images
a. English has many words that have been from other languages.
trickled down borrowed ensured cleansed contaminated
b. NASA’s is to develop space exploration.

growth benefit purpose flecks chunks
c. No one can live without water. It is essential to our .

sickness pathogen charcoal survival research
d. Do you think you might on the moon someday?

detect notice make sure set foot bring
e. Landing a man on the moon was one of NASA’s greatest technical .

achievements silver flights ability filters
A NASA Invention for Daily Life UNIT 8 107
Where’s the Mistake?
All the following statements are false. Correct the mistakes in each
statement.
a. NASA was created with the goal of avoiding space exploration.

b. Most people today will often set foot on the moon.
c. Tap water filters originated from NASA’s need to cleanse water on short
space flights.
d. Water that has been cleansed by bacteria is highly dangerous.
e. Activated silver does a great job filtering water for human consumption.
f. There are no pathogens in contaminated water.
STRUCTURE
Como dizer “como” – how, as, like
Observe o sentido das palavras em destaque nestas frases:
How do they affect us in daily life?

[…] but NASA wanted to know how to clean water […]
how: (advérbio) como, de que modo (geralmente em frases interrogativas,
diretas ou indiretas)
As people cannot live without water…

[…] as bacteria and sickness would be highly problematic.
as: (conjunção) como, porque, visto que (= since, because)
Inventions like pacemakers, exercise machines, and water filters...

like: (preposição) como, tais como (usado para introduzir exemplos)
As e like têm outros usos e significados, merecendo atenção especial a

diferença entre eles:
As (preposição): como, na função ou qualidade efetiva de
João works as a waiter in a bar.
Like (preposição): como (em linguagem metafórica), como se fosse (mas não
é, na realidade)
João says he works like a dog.
As pode ser usado como preposição, mas a palavra tem outros usos, mais
comuns, como conjunção e como advérbio:
as (conjunção)
1. como, do mesmo modo que: Please look at me and do as I say.
2. quando (= when); enquanto (= while): The telephone rang as I was leaving.
3. quando era (= when was/were): Einstein was not a bright student as a child.
4. à medida que: As we grow older, we should grow wiser.
5. como, porque, visto que (= because): As it was Monday, the museum was closed.
as (em expressões)
como: as you can see/as you know/as they say
as (advérbio)
tão… quanto…: George is a rich man, but he is not as rich as Bill Gates.
A girl thinks she is in love when she considers her boyfriend as handsome
as Robert Pattinson, as athletic as César Cielo, as funny as Ben Stiller, as
clever as Einstein, and as fast as Usain Bolt.
Now read the next paragraph and fill in the blanks with the same names
mentioned above, but in a different order. Use your previous knowledge
about those personalities and your creativity, and have fun!
She is sure that she is really in love when she realizes that her
boyfriend is in fact as handsome as , as athletic
as , as funny as , as clever as
, and as fast as , but she
loves him anyway.
(Idea from The Meaning of Life, Judith Viorst.)
Like é outra palavra com vários usos e significados.
Observe:
like (verbo)
gostar de: I like most kinds of sports.
like (preposição)
1. como, tais como (usado para introduzir exemplos): We all admire leaders like
Mandela and Gandhi.
2. como, como se fosse (mas não é): He is an old man but he was crying like a baby.
like (em expressões)

1. like this/that: I don’t understand why she treats him like that.
2. look like: parecer (pelo que se vê): Rita Lee was born in Brazil, but she looks
like an American.
3. sound like: parecer (pelo que se ouve ou se sabe a respeito): A holiday in
Bahia? That sounds like a great idea!
4. taste like: parecer, ter sabor semelhante a: Snake meat tastes like fish (so
they say!).
Complete the sentences with how, as or like.

Jason and Bonnie Grower/
a. Elvis Presley worked a truck driver before he became famous.
b. Sue never stops talking. She talks a parrot.
c. Many Brazilian writers are not famous Paulo Coelho.
d. Look at those clouds! It looks rain.
e. do you spell Arnie’s last name?
f. Sting, the famous pop singer, worked a teacher when he was a

young man.
g. I enjoy outdoor activities, walking, swimming, and playing

soccer.
h. Tap water is just refreshing any other kind of water.
i. Someone who sleeps a baby doesn’t have a baby.
Numerals in Compound Adjectives
Observe a expressão em destaque neste trecho:
In its 55-year history, NASA has not only fulfilled that role…
Alguns adjetivos são formados por um numeral e um substantivo, sempre no

singular. Essas palavras são ligadas por hífen e sempre precedem o substantivo.
O exemplo refere-se à história da NASA, que em 2013 completou 55 anos
de existência.
Complete the following phrases:
a. A four-mile walk é uma caminhada .
b. A three-hour movie é um filme .
c. A two-bathroom house é uma casa .
d. A ten-dollar bill é uma nota de .
e. “Drug” is a four-letter word que corresponde a “droga” e é uma palavra

.
Indefinite Pronouns – some, any, no, none

Observe a palavra em destaque nestas frases:
[…] you can usually detect some small chunks of charcoal inside of it.
Sometimes, when you first use a water filter, you’ll even notice some tiny black
flecks from those chunks.
Some é um pronome que pode indicar quantidade ou número de forma
indefinida, traduzindo-se por algum(a), alguns, algumas, um pouco (de). Usa-se
geralmente em orações afirmativas, seguido ou não de substantivos, que poderão
ser não contáveis ou contáveis no plural.
I have some (water/bottles) in the fridge.
Some pode também ser usado em perguntas quando se espera uma resposta
afirmativa ou se oferece algo.
Can you give me some money?
I’ve made some coffee. Want some? Would you like some (coffee)?
É muito útil a comparação do uso de some com o de outros pronomes
indefinidos. Observe os que destacamos nestes exemplos:
Is there any water in the fridge? Are there any bottles?
(No,) There isn’t any (water in the fridge).
(No,) There aren’t any (bottles in the fridge).
Veja também este exemplo do texto:
This charcoal is specially activated and contains silver ions that make sure there
aren’t any pathogens in the water.
Any, assim como some, pode indicar quantidade ou número de forma
indefinida, seguido ou não de substantivos, que poderão ser não contáveis ou
contáveis no plural. Quando usado em perguntas, any significa algum(a),
alguns, algumas. Nas perguntas com any, não há a expectativa de uma resposta
necessariamente afirmativa; são perguntas gerais, quando apenas se quer obter
uma informação, uma resposta. Quando usado em orações negativas, depois de
not (ou n’t), any significa nenhum(a).
Além de ter um sentido nas frases interrogativas e outro nas negativas, any ainda
pode ser usado em orações afirmativas, com outro sentido: qualquer, quaisquer.
…Tap water is just as refreshing as any other kind of water.
Complete the sentences with some or any.
a. Do you need money? I’m sorry, but I can’t give you .
b. Dad, I need money. Can you give me ?
c. That’s easy. child can do that.
d. They got married time ago, but they don’t have children.
e. I am always at home. Come time.
f. I don’t have colored pencils. Can I take of yours?
g. I’ve just made coffee. Would you like ?
h. I can’t find butter in the fridge, but there’s margarine.
Para dizer “nenhum(a)” de forma mais enfática, em vez de (not) any, usamos
no, sempre seguido de um substantivo não contável ou contável no plural, e sem
o uso de not.
There is no water in the fridge.

There are no bottles in the fridge.
Veja este exemplo do texto:
Along with killing bacteria in the water, the filters also ensure that there is no
further bacterial growth.
There is no E para dizer “nenhum(a)”, também de forma enfática, sem o uso de not,
water in the
fridge, but there
usa-se none . Nesse caso, é pronome substantivo e, portanto, não é seguido de
is some in the substantivo.
filter.
I wanted some water, but there was none.
Em resposta a uma pergunta como Do you have any questions?, podemos

AVAVA/Shutterstock/Glow Images
optar por dizer:

1. No, I do not have any (questions).
2. No, I have no questions.
3. No, I have none.
Deve-se observar que, ao contrário do que acontece em português, em

inglês é incorreta a dupla negativa: o uso, na mesma oração, de duas palavras
negativas começadas por n, como not, never, no, none, nothing etc.
I can’t get any satisfaction » frase correta

I can get no satisfaction » frase correta
I can’t get no satisfaction » frase considerada gramaticalmente incorreta
Complete the sentences with some, any, no or none.
a. Do you have friends in Brasilia?

To learn more
b. No bees, honey. No work, money. about this topic, go to
c. Can you please give me information? MINIGRAMMAR 16.
d. Brazilian boy can show you how to play soccer.

e. I didn’t buy clothes in New York, as I had money with me.
f. “Did Robbie make mistakes?” “No, . Robbie is a bright
student. He never makes mistakes.”
g. man is an island. We are all part of the human continent,
dependent on one another.
h. “How many mountains in Brazil are covered with snow?”“ .”
LISTENING
World Water Day

1. Do you know when World Water Day is celebrated? Check the date you
think is correct.
May, 12 th O World Water Day é uma celebração promovida pelas

March, 22 nd Nações Unidas para chamar a atenção do mundo
March, 20 th inteiro para a importância da água limpa e da gestão
sustentável dos recursos hídricos, essencial para uma
vida saudável. Embora seja celebrado desde 1993, o
World Water Day ganhou maior evidência nos últimos
anos. A cada ano a data é vinculada a um tema.
2. You are going to listen to a podcast about World Water Day.

19
Listen to the first part of the program and check your answer to activity 1.
3. Listen to the whole podcast and match each theme of World Water Day
with the corresponding year.
a. Water for Cities ( ) 2010
b. Shared Water, Shared Opportunities ( ) 2007
c. Water and Food Security ( ) 2008
d. Clean Water for a Healthy World ( ) 2011
e. Coping with Water Scarcity ( ) 2012
f. Sanitation ( ) 2009
SPEAKING
Water Consumption
1. How do people manage water use in your home? Do you think it is used
responsibly and wisely? Or, quite frankly, are you wasting water? Think of
your daily habits and brainstorm some ideas. The table below may help you.
Number of people in your house
Daily showers in the residence
Average shower time (in minutes)
How many times are dishes washed daily?
How many loads of laundry each week?
How many times are the plants watered weekly?
2. Now talk to a classmate about your water consumption habits. Think

about the ways you are using water and see if that consumption can be
reduced in some way. For example:
I usually take a 15-minute

shower. I think it can be reduced
to 10 or even 5 minutes.
I usually take three showers a
day, but maybe I can take two or
just one.
My mother usually does the
laundry three times a week.
I think she should do it just
once a week.
Alex Staroseltsev/
READING & WRITING
Water Conservation Campaign

1. Observe the infographic and answer the questions.
You can play your part in saving water with these simple tips
Turn off the tap

Don’t let the tap
run unnecessarily
when brushing teeth,
shaving and washing
hands.
Take shorter
showers
Keep showers under
5 minutes and turn
off the tap while
soaping.
Water use in the home

Kitchen and drinking Cleaning
10% 5%
Laundry
20%
Showers and baths
35%
Toilet flushing
30%
Repair Leaks
Repair leaks and
dripping taps
immediately to
prevent water
Reuse wastage.
Collect the water from
the washing machine
for flushing the toilet
or cleaning the floor.
(Based on: START with the Little Things. Available at: <www.pub.gov.sg/conserve/Households/PublishingImages/PUB-7water%20English.jpg>
and INDOOR Water Conservation. Available at: <www.ourwatermatters.ca/Indoor-Water-Conservation>. Access: Mar. 28, 2013.)
a. According to the infographic we spend more water on:
watering plants
personal hygiene and household tasks
eating and drinking
b. Which of the following tips is the most useful?

Take shorter showers and turn off the tap
Reuse water and repair leaks
All those four tips are important to save water
c. Can you think of any other tips that could be followed in your school or
home? List at least 3:
2. How about launching a “Water Conservation Campaign” for the school

and the community? Work with a classmate:
Consider the ideas you had in activity 1c.
Observe the infographic on page 115 considering how the images and the
text are shown, the verb tenses used, the use of bold etc.
You can also include a graph with the water consumption habits in your
class. To do so, consider the discussion you had in the Speaking activity.
You can also ask your Biology and Art teachers to help you.
Tischenko Irina/Shutterstock/
Glow Images
Another Look at...
Clean Water

Nasa/Arquivo da editora
HOME NEWS MISSIONS MULTIMEDIA CONNECT ABOUT NASA
Search
NASA Home | Missions | Space Science & Technology
Feature
Text size + -
Water, Water, Everywhere!

Water covers 70 percent of our planet. But do we think
Dercilio/Arquivo da editora
about the quality of water that’s readily available whenever we
turn the tap or run the shower? Probably not. We don’t have to.
How about our astronauts in space? Where does clean
water come from when they are away from Earth for months at
a time? NASA technology makes that possible.
Imagine being very thirsty where the only water you had
to drink was full of bacteria and chemicals. More than 1 billion
people on our planet don’t have the “luxury” of clean water.
Space Shuttle technology is now being used to purify
municipal water systems in developing nations and a larger
system has been developed to cleanse drinking water for thousands of people.
As NASA’s vision continues to become a reality, methods for water and air
purification systems are in development for its Moon base and Mars missions.
Clean water is a necessity none of us can live without, no matter where we are in
the universe.
(Adapted from: MARCONI M., Elaine. Water, Water, Everywhere!. Available at:
<www.nasa.gov/missions/science/f_water.html>. Access: Mar.28, 2013).
Observe as informações dadas no texto acima. Depois, preencha as lacunas e responda

às perguntas:
a. A água cobre do nosso planeta.

b. O texto indaga de onde vem a água limpa quando eles estão longe da Terra durante
meses. Quem são “eles”? .
c. Mais de 1 de pessoas no nosso planeta não têm o “luxo” de água limpa.
d. A tecnologia dos ônibus espaciais está agora sendo usada para purificar os sistemas
municipais de nas nações e foi desenvolvido um
sistema maior para tornar a água potável para de pessoas.
e. Água limpa é uma , nenhum de nós pode viver sem ela, não importa
qual o nosso lugar no .
odos os dias, no mundo inteiro, a qualidade
THINK
T
de vida de um grande número de pessoas é
beneficiada pela ciência e, neste caso específico,
pela tecnologia espacial. Desde 1976, mais de 1 400
invenções desenvolvidas pela Nasa para aplicação na
ABOUT IT área espacial acabaram resultando em outros produtos e
benefícios para todos nós. Máquinas de diálise, aparelhos
de ressonância magnética, tomógrafos, condicionadores
cardiovasculares, a tecnologia de alimentos congelados, as
roupas dos pilotos de Fórmula 1, até o desenho dos modernos tênis de corrida,
todos esses inventos que vieram melhorar a nossa vida diária são spinoffs,
derivados, produtos úteis que tiveram como base os programas da Nasa. No
caso específico da tecnologia de purificação da água, a que foi desenvolvida
para uso no projeto Apollo é agora empregada por aparelhos de combate
a bactérias, vírus e algas em sistemas de
Nasa/Arquivo da editora
tratamento de água no mundo inteiro. E, como
vimos nesta Unit, a Nasa continua desenvolvendo
projetos de reciclagem da água para viagens
espaciais e também para uso aqui na Terra.
Em um noticiário da TV brasileira, um
repórter entrevistava um sertanejo sobre qual o
seu maior sonho, aquilo que ele mais desejava.
Com um sorriso franco e largo, ele respondeu que
o que ele mais queria era um dia poder, em sua
humilde casa de pau a pique, abrir “uma tal de
torneira” e tomar um banho. Emocionante. Para
não esquecer.
Clean water is a necessity none of us can live
without, no matter where we are in the universe.

your Biology and Chemistry teachers.
GREVE, Tom. Thanks, NASA. Florida: Rourke Publishing, 2012.

SPACE Age – A História da NASA. BBC, 2009.
NASA. Available at: <www.nasa.gov/topics/nasalife/index.html>. Access: Mar. 28, 2013.
10 BEST NASA Spinoffs. Available at: <www.wired.com/science/space/magazine/16-12/st_best>.
Access: Mar. 28, 2013.
Eureka!
20Archimedes, the ancient Greek
mathematician, would have been at most
22 when the alleged eureka event took
place – roughly the same age as Newton
when he made his discovery of gravity.
Universal History Archive/UIG/

Bridgeman Art/Keystone
Observe the title, the image, read the lead and answer: Who was Archimedes? What about Isaac
Newton, who was he? What do you know about them? What was one of Newton’s discoveries?
Where was Archimedes when he allegedly exclaimed “Eureka!”? Is that a fact or fiction? What do
you think the text is about? Make some predictions, read the text and check if they were correct.
119
READING
Before you Read

1. “Eureka!” is an exclamation of Greek origin meaning…
“I’ve met him!” “I’ve missed it!” “I’ve found it!” “I’ve lost it!”
2. People use that exclamation when they are happy because…

they have performed a difficult task.
they have found the answer to a difficult problem.
they have met a long-lost friend.
they have lost an important document.
Time to Read
predictions.
Fact or Fiction?: Archimedes Coined the Term “Eureka!” in the Bath

The famed mathematician made many important scientific contributions.
Was this exclamation really one of them?
By David Biello
Let’s begin with the story: the local tyrant contracts the conjectures of Henri Poincaré, Einstein’s theory
ancient Greek polymath Archimedes to detect fraud of relativity, Newton getting hit on the head with
in the manufacture of a golden crown. Said tyrant, an apple and discovering gravity – all have been
name of Hiero, suspects his goldsmith of leaving out described as eureka moments.
some measure of gold and replacing it with silver in Too bad, then, that Archimedes probably never
a wreath dedicated to the gods. Archimedes accepts uttered the phrase in that way.
the challenge and, during a subsequent trip to the
First and foremost, Archimedes himself never wrote
public baths, realizes that the more his body sinks
about this episode, although he spent plenty of
into the water, the more water is displaced – making
time detailing the laws of buoyancy and the lever
the displaced water an exact measure of his volume.
(prompting him to reputedly pronounce: “Give me a
Because gold weighs more than silver, he reasons that
place to stand and I will move the earth”), calculating
a crown mixed with silver would have to be bulkier to
the ratio of circles we know as pi, and starting along
reach the same weight as one composed only of gold;
the path to the integral calculus that would not
therefore it would displace more water than its pure be invented for another 2,000 years, among other
gold counterpart. Realizing he has hit upon a solution, mathematical, engineering and physical feats.
the young Greek math whiz leaps out of the bath [...] Much like Newton’s apple, the exclamation
and rushes home naked crying “Eureka! Eureka!” Or, persists because of the enduring power of the
translated: “I’ve found it! I’ve found it!”. story: a golden crown, a life in the balance, a naked
Several millennia later, the scientific world is mathematician. The suspect foundations of the eureka
replete with the exclamation, and many people have moment take nothing away from the word’s ability to
received inspiration in the shower. The mathematical uniquely and concisely convey the flash of inspiration.
(BIELLO, David. Fact or Fiction?: Archimedes Coined the Term “Eureka!” in the Bath. Scientific American.
Available at: <www.scientificamerican.com/article.cfm?id=fact-or-fiction-archimede>. Access at: Mar. 28, 2013.)
120 UNIT 9 Eureka!
1. According to the author of the article Fact or Fiction?: Archimedes
Coined the Term “Eureka!” in the Bath, the answer to that question is:
Fact Fiction
2. What about you? In your view, did that “eureka moment” really
happen or is it just a legend?
It’s a fact. It’s a legend.
Word Study
In Other Words
Scan the text to find the words or phrases that mean the same as those in bold:
a. Archimedes used a word that no

Title
one had used before
b. … when the alleged eureka
Introduction
moment happened.
c. … the ancient Greek person who
had a lot of knowledge about
Lefteris Papaulakis/Shutterstock/Glow Images

many different subjects.
d. Hiero suspected his goldsmith of not
including some measure of gold.
e. it would have to be bigger, take
up more space
Paragraph 1
f. Consequently it would displace
more water than its pure gold
counterpart.
g. He had suddenly found a solution.
h. The young Greek math genius.
i. nude, not wearing any clothes.
j. Archimedes probably never said
the phrase.
k. Above all, Archimedes never
Paragraph 3 wrote about this episode.
l. In spite of the fact that he spent
plenty of time detailing the laws
of buoyancy.
m. The exclamation persists because of
Paragraph 4
the everlasting power of the story.
Eureka! UNIT 9 121
Words in Context
Choose the appropriate word to complete each sentence.
a. Hiero, king of Syracuse was a .
polymath tyrant wreath god measure
b. The king his goldsmith had adulterated his golden crown with silver.
contracted detected suspected replaced dedicated
c. Archimedes accepted the and tried to find the answer to the problem.
fraud bath shower challenge trip
d. Gold is heavier than silver. It more than silver.
weighs rushes hits conveys leaps
e. When a body into water, it displaces some of the liquid.
sinks reasons mixes leaves out realizes
f. The “eureka moment” occurred when Archimedes entered the bath.
uniquely allegedly roughly concisely really
g. The more I read about Archimedes, I admire that scientist.
the more first and foremost much like the same therefore
h. Newton’s scientific discovery was perhaps as important as Archimedes’ .
counterpart law god age shower
i. When Archimedes said, “Give me a place to stand, and I will move the
earth,” he was referring to the principle of the .
lever ratio path circle crown
Finding the Main Themes
There are five paragraphs in the article. Find which paragraphs deal with
the following main themes:
a. Examples of great discoveries that have occurred as “eureka moments” or

flashes of inspiration — Paragraph
b. The author’s opinion

that Archimedes
Universal History Archive/UIG/Bridgeman Art/Keystone
probably did not

say “Eureka!”
while in the bath —
Paragraph
c. Examples of
important scientific
contributions made
by Archimedes —
Paragraph
122 UNIT 9 Eureka!
d. The story of the golden crown and the “eureka moment” of Archimedes’
discovery — Paragraph
e. The author’s opinion that the word “Eureka!” is an excellent way of

expressing a flash of inspiration. — Paragraph
Looking for Specific Information

In each sentence, underline the correct alternative in italics to complete it.
Bettmann/Corbis/Latinstock
a. King Hiero contracted Archimedes to detect fraud in the making of a
golden crown, possibly adulterated with silver by a dishonest goldsmith /
math whiz.
b. Archimedes accepted the measure / challenge and dedicated time and
thought to the problem.
c. The solution came later, while / before the young man was getting into a
bathtub in the public baths.
d. Archimedes saw the water level rise / move down as he entered the bath,
showing that you could measure volume by putting an object completely
under water.
e. The more Archimedes’ body sank into the water, the more water was
displaced / replaced.
f. Archimedes knew that silver is bulkier than gold, it occupies more space,
therefore / although it causes more water to overflow.
g. He reasoned that a golden crown adulterated with silver, being bulkier,
would displace more water than a pure gold counterpart / lever.
h. The young mathematician just had to test King Hiero’s crown against an
equal weight of pure gold / silver.
i. When placed in the water, the crown would cause more fraud / overflow,
indicating that it contained other metal than gold.
j. The young man leaped out of the bathtub and ran naked / mixed through
the streets of Syracuse, shouting “Eureka!”.
STRUCTURE
Present Perfect – Indefinite Past
Formação
O Present Perfect é um tempo verbal composto pelo presente do verbo auxiliar
have: have/has (ou as formas contractas ‘ve/’s, comuns na linguagem falada)
seguido do particípio passado do verbo principal. A forma do particípio passado
dos verbos regulares é igual à do passado: work – worked – worked; finish –
finished – finished etc. A grande maioria dos verbos cognatos ao português (forma
semelhante, geralmente de origem latina) é regular: invent – invented – invented;
dedicate – dedicated – dedicated. Quanto aos verbos irregulares, as formas do
Eureka! UNIT 9 123
particípio passado são específicas de cada um e precisam ser memorizadas (be –
was/were – been; see – saw – seen; go – went – gone; do – did – done; find – found
– found etc.). Há uma lista desses verbos para consulta na p. 209.
A forma negativa é feita com o acréscimo de not (e nunca com don’t/doesn’t) +
particípio passado do verbo principal.
Na forma interrogativa, usa-se have ou has no início da pergunta + sujeito +
particípio passado do verbo principal.
Observe:
I I have I Formas contractas

have Have
You You not You
He He He Uso:
has has ’s
She has found She found Has She found
not have ’ve
It it. It it. It it?
We We We has not hasn’t

have have not haven’t
You have You Have You
not
They They They
Usos
O Present Perfect tem vários usos importantes, alguns dos quais não têm
correspondência na nossa língua, o que exige de nós, falantes de português, um
estudo mais atento e detalhado. Vamos estudar o primeiro uso, para falar de:
ação praticada recentemente, num passado indeterminado, com reflexos
importantes no presente.
O tempo verbal em I’ve found it!
não pode ser traduzido palavra por
palavra, e sim pelo pretérito perfeito,
em português. Pelo contexto está claro
que I’ve found it! expressa o mesmo
que “Achei!”, e não “Eu tenho achado”.
Esse tempo verbal fala de uma ação
que ocorreu num passado recente,
mas indeterminado. O importante não
é comunicar quando algo aconteceu,
mas sim que aconteceu. É uma
espécie de ponte entre o passado e o
presente, uma ação que aconteceu e
tem importantes reflexos no momento
presente. Em português não existe um
tempo verbal correspondente a esse
uso do Present Perfect, o que exige
bastante atenção ao seu estudo e à
sua prática.
Deixando Arquimedes e o seu
eureka moment, vamos ver alguns
exemplos em contextos mais
modernos. Observe:
124 UNIT 9 Eureka!
You’ve broken
What have my plates!
you done?
Altrendo Images/Getty Images
Altrendo Images/Getty Images

O tempo verbal em What have you done? não pode ser traduzido palavra por palavra, e sim pelo
pretérito perfeito, em português. Está claro pelo contexto que a ideia não é perguntar “O que você tem
feito?”, mas “O que você fez?”. A pergunta é sobre a ação em si, e não sobre quando ela foi feita. O que
importa é a ação em si e seus reflexos no presente. No exemplo, os pratos estão quebrados.
O Present Perfect nunca é usado, portanto, com palavras ou locuções que especificam quando algo
aconteceu, como ten minutes ago, yesterday, last year, in 2008, when I was a kid etc. Quando se quer
especificar o tempo passado, usa-se o Simple Past.
Veja outro exemplo:
Escolha a melhor tradução para a legenda da imagem:
Usain Bolt tem ganhado de novo! E ele tem estabelecido
um novo recorde mundial!
Eddie Keogh/Reuters/Latinstock
Usain Bolt ganhou de novo! E ele estabeleceu um novo
recorde mundial!
O Present Perfect comunica a ação em si e seus reflexos no
presente.
Sempre que o tempo passado for determinado, usa-se o Simple
Past, que fala de uma ação completa, terminada, sem ligações
com o presente:
Usain Bolt set a new world record in 2009.
Usa-se também o Simple Past quando, pelo contexto, estiver
claro que a ação ocorreu num passado remoto. Nesse caso, não
é necessária nenhuma palavra ou locução de tempo passado.
Archimedes lived in Syracuse, an independent Greek city-
state on the island of Sicily, from 287 B.C. to 212 B.C.
Usain Bolt has won again! And he
Archimedes invented several different kinds of machines.
has set a new world record!
Eureka! UNIT 9 125
Observe agora dois esquemas em que registramos duas ações diferentes.
Numa delas, o relógio parou. Em outra, a guerra acabou. Veja:
When? When?
My watch has stopped. ??? The war has ended. ???
parou acabou
My watch stopped an hour ago. The war ended last week.
When? When?
Não se esqueça, então, de que essa diferença (Present Perfect: para passado
indeterminado x Simple Past: para passado determinado) não existe em
português, já que usamos o pretérito perfeito nos dois casos.
1. Turn these sentences into Portuguese:
a. My watch has stopped.
b. My watch stopped an hour ago.
c. The war has ended.
d. The war ended last year.
2. Now complete the sentences with the Present Perfect. Check the past
participle of irregular verbs on page 209.
a. I the letter. Here it is. (write)

b. It’s no use, doctor. The patient . (die)
c. Look! He all his documents here. (leave)
d. They a new car. There they go! (buy)
e. “The man himself,” said Sherlock Holmes.
“Elementary, my dear Watson.” (kill)
3. Now choose between the Present Perfect or the Simple Past of the
verbs in parentheses to complete these sentences.
a. Shakespeare in the sixteenth century. (live)

b. I my homework. I it ten minutes
ago. (do; finish)
c. Congratulations! You the test! (pass)
126 UNIT 9 Eureka!
d. I French when I was in school. (study)
e. Thank you! You me a great idea! (give)
f. Archimedes many important scientific contributions. (make)
4. Complete the story below, filling the blanks with the correct form of
the verbs in parentheses: Present Perfect or Simple Past.
A Man of Very Few Words

Calvin Coolidge, the 30th President of the United States,
(to be) famous for his silences. “Silent Cal” was, in fact, a man of very
few words. There is a story that at a reception a pretty young lady
(to approach) the President and (to
begin) to chat gaily. The President (to listen) gravely but
(to say) not a word. At last the young lady
(to stop), breathless.
“Mr. President, I have a confession to make. I (to make)
a bet with my friends that I could make you say at least five words. Please
help me to win my bet.”
Coolidge (to shake) his head sadly. “Madam, you
,” (to lose) he said.
5. Choose the alternatives that complete each sentence, as appropriate.

Calvin Coolidge was a man of very few words.
a. ( ) He was seldom silent. d. ( ) He said very little.
b. ( ) He liked to talk a lot. e. ( ) He knew only
c. ( ) But he was always chatting. one or two words.
The young lady approached the President and began to chat gaily,
a. ( ) but he wasn’t listening. d. ( ) but he told her to stop.
b. ( ) but he didn’t even notice her. e. ( ) while he just listened.
c. ( ) but he didn’t answer her questions.
The young lady asked the President for his help. She wanted him
a. ( ) to listen to her.
b. ( ) to prove he was not a man of very few words.
c. ( ) to win the bet.
d. ( ) to make a bet with his friends.
e. ( ) to make her say at least five words.
The President shook his head. That means that he moved his head from
side to side
a. ( ) to answer “yes”. d. ( ) to show his approval.
b. ( ) to show he would help her. e. ( ) because he liked the
pretty young lady.
c. ( ) to answer “no”.
Eureka! UNIT 9 127
In “Madam, you have lost,” the verb to lose was used in the Present
Perfect because
a. ( ) the time of the action is definite.
b. ( ) it is important to say when the action took place.
c. ( ) the time of the action is indefinite – what is important is the fact
(losing the bet) and its results at the present time.
d. ( ) it is not the first time that this action happens.
e. ( ) it is a definite past action.
The young lady lost her bet because

To learn more
about this topic, go a. ( ) Coolidge didn’t say anything.
to MINIGRAMMAR b. ( ) the President just shook his head sadly.
38/39/40.
c. ( ) in his reply Coolidge didn’t use as many words as she needed.
d. ( ) she didn’t make the President open his mouth.
e. ( ) the President’s answer was wordless.
Calvin Coolidge had a . It was “Silent Cal”.

a. ( ) first name. d. ( ) nickname.
b. ( ) middle name. e. ( ) namesake.
c. ( ) surname.
SPEAKING
What Have You Done? What Has Happened?

Take turns with a classmate to talk about your recent past actions and
their results in the present. The box below may help you.
Why are you so happy? What has happened?

I’ve passed my driving test. I can drive now!
Why are you so sad? What have you done?

I’ve lost my keys. I can’t get home now.
Feelings Reasons Results

pass a test • lose my keys • can drive • can’t get
happy • sad • sign a new contract • have home • have a good job
excited • late • an accident • walk miles • have to see a doctor
nervous • tired to get here • receive great • need a rest • have to
• surprised • news • receive terrible celebrate • have to take
furious • dirty • news • clean the garage • a shower • can’t get a
worried lose my documents • miss passport • have to take
the bus a taxi
Subbotina Anna/Shutterstock/Glow Images
128 UNIT 9 Eureka!
LISTENING
Promoting a Book
1. Match the phrases on the left with their definitions.
a. Well done! ( ) Used to apologize to someone or to disagree with

them in a polite way.
b. I’m afraid… ( ) Used when you can remember a piece of writing

without having to read it.
c. So do I! ( ) Used for praising someone when they do

something well.
d. I know it by heart. ( ) Used when you agree with someone in the

present.
21 2. Ted Wilkins, the (fictitious) American writer, is being interviewed

on TV. Ted is highly respected as a biographer and he is promoting his
latest book. This time he has written about Archimedes, his inventions
and his contribution to science. Listen to the interview and check the
columns True or False? in the table below, according to what you hear.
True False
1. Ted Wilkins has written a new book.
2. The title of Ted’s new book is “The First Astronomer”.
3. The author has given an interview on TV.
4. Ted Wilkins is able to read a paragraph from his book

from memory.
5. Ted Wilkins has brought the book with him.
6. Ted begins by reading the principle of the lever. “Give me

a place to stand […]”.
7. The talk show host interrupts Ted only once.
8. Ted defines “The Archimedes’ Principle”.
Eureka! UNIT 9 129
WRITING
Dear Diary
1. Read a passage of a teenager’s diary and complete it with the words and
phrases from the box.
not a good day • right now • not fair • got • failed • started •
was not allowed • much harder • ’ve found
April 25th
Not a good day at school and Does she know I probably
definitely won't get a passing grade? Is she
at home! a fortune-teller?!
I the “Why can' I go to the party?",
day with a math test! It I asked.
was horrible... I think I “Because I
! My dad is this T-shirt and these socks
gonna be mad... I know, I under your bed! Your room is a
should have studied more. But mess... You have to clean it up...
the problem is that I'll have to !"
study now I can't believe she is grounding
to get a passing grade. me because of a dirty T-shirt
Then, when I and a pair of socks! !
home, my mother said that I This is !!
to go to Sam's party tonight!
2. Now it’s your turn. Write a page of a diary: make comments about any
event of your day, week, month or even year. Here are some tips:
you can write about an event you have discussed in the Speaking activity.
before you start writing, note down some words and phrases you think you
might use in your text. Look them up in the dictionary if necessary.
exchange texts with your classmate and check for grammar or spelling mistakes.
130 UNIT 9 Eureka!
Another Look at...
The Present Perfect in Historic Moments
O Present Perfect aparece em muitas frases célebres, que registram grandes momentos
da História. Quatro desses momentos estão ilustrados abaixo, com as frases incompletas.
1. Entre as formas verbais dadas no quadro, escolha aquelas que completam corretamente
cada uma dessas frases.
have we done? • has come • has landed • ’ve hit

a. On July 20, 1969 Neil A. Armstrong
became the first man to set foot on the Change to America.
Moon. With those words he informed
the NASA Houston headquarters that
the Eagle (Apollo’s landing module)
had landed on the Moon. Houston, Tranquility
b. On the night of April 14, 1912, the Base here. The Eagle .
Titanic hit an iceberg and began to
sink. The ship, which was considered
unsinkable, sank completely in less
than three hours.
Stan Honda/AFP PHOTO
c. On November 4, 2008, Barack Obama

was elected the 44th President of the
United States of America. “Change” was
the keyword then. On November 7, 2012
Obama was re-elected as U.S. president. Neil Armstrong/AP PHOTO
Willy Stöwer/Arquivo da editora

We an iceberg…
August 7, 1945
we are sinking fast!
“MY GOD, WHAT ?”
Feng Yu/Shutterstock/Glow Images
aptain Robert Lewis

C was the co-pilot
Crédito: MPI/Getty Images
of the bomber which

dropped the atomic
bomb on the Japanese
city of Hiroshima. In
the official log, Captain
Lewis wrote the words
that showed how he
felt at that moment.
2. Agora responda em português:
a. Qual era o nome do módulo de pouso lunar da Apollo?

b. Em quanto tempo o Titanic afundou?
c. Qual a frase-chave de Obama em seu discurso da vitória, quando da primeira vez em
que foi eleito?
d. Em que ano a cidade de Hiroxima foi devastada por uma bomba atômica?
Eureka! UNIT 9 131
rquimedes morreu no ano de 212 a.C., em Siracusa,
A
uma cidade-estado grega, enquanto a cidade
estava sendo saqueada por um exército romano.
THINK
Ele foi morto por um soldado romano que desconhecia
quem ele era. O matemático estava concentrado em
ABOUT IT alguns números e círculos que tinha acabado de traçar.
Suas últimas palavras foram “Não perturbe os meus
círculos”.
Arquimedes morreu há mais de dois mil anos. A espada
de um frio e insensível soldado pôs fim à vida de uma das maiores inteligências
de todos os tempos.
Ao longo da história, a
brutalidade da guerra, o
fanatismo, a insanidade e
a ignorância têm produzido
The Granger Collection/Other Images
inúmeras tragédias
pessoais, como a morte
de Arquimedes. Para citar
apenas alguns exemplos,
a morte de Jesus Cristo,
Joana d'Arc, Abraham
Lincoln, Gandhi, Martin
Luther King, Jr., John
Lennon, Malcolm X, Chico
Mendes, Dorothy Stang.
Você se lembra
de outros assassinatos
históricos que envergonham
a humanidade?

your Math and History teachers.
ASSIS, Andre Koch Torres. Arquimedes, o centro da gravidade e a lei da alavanca. São Paulo:
Livraria da Física, 2011.
ARCHIMEDES. Available at: <http://math.nyu.edu/~crorres/Archimedes/contents.html>.
Access: Mar. 28, 2013.
ARCHIMEDES Death Ray: Idea Feasibility Test. Available at: <http://web.mit.edu/2.009/www/
experiments/deathray/10_ArchimedesResult.html>. Access: Mar. 28, 2013.
132 UNIT 9 Eureka!
1. Mark the correct answers to these questions. e. That water is very refreshing. I’ve got
in my fridge. It tastes like fresh water to me. (any –
a. What are yeasts?
none – some – no)
They are living, single-celled organisms.
They are the main ingredients in a basic recipe. 0.1 point each /0.5
They are enzymes.

3. Complete the sentences with the correct verb
b. On a certain level, what is a good baker? form in parentheses: Simple Present, Simple
A good reactant. Past or Present Perfect.
A good chemist. a. I some freshly baked bread.
A good scientist. Where’s the jam? (buy – ’ve bought)
c. Archimedes allegedly said, “Eureka!” b. Isaac Newton was 22 when he his

as he was getting into the bath. discovery of gravity. (has made – made)
before he had hit upon a solution to the problem. c. Father the TV. Good
after he leaped out of the bath. idea. Now we can talk. (turns off – has turned off)
d. The famed mathematician realized that the more d. Several millennia after Archimedes and
his body sank into the water the more water it the eureka-moment, many scientists
placed. inspiration in the
shower. (receive – have received)
displaced.
replaced. e. We a good program on TV last
evening. (have seen – saw)
e. Robots can do jobs that are impossible for us, like
vacuuming the floors in our home. 0.1 point each /0.5
playing soccer.
4. For each of the following sentences find
exploring the surface of Mars. another sentence in the box, a comment
that makes sense and shows the logical
0.2 point each /1
consequence of the first one.
2. Fill in the blanks with the correct quantifiers in
He’s going to buy a farm in Mato Grosso. • You must
parentheses, as adequate.
study harder. • How can we get into the house now?
a. Archimedes made important • Have you got a candle? • He’s in the hospital now.
scientific contributions. (much – little – many) • I need a bandage. • So I can watch TV now. • They
should take a shower. • She wants all her friends to
b. Archimedes himself never wrote about the
go for a ride. • Then we can eat now.
eureka-moment, although he spent
time detailing the laws of buoyancy and the lever.
(much – many – few) a. I have done my homework.
c. The proper way to eat freshly baked bread is with

butter and jam. (plenty of – a few – b. Father has made some sandwiches.
few – many)
d. Bread is than just a food. (more – c. I have lost my keys.
much – many – less)
133
d. Jack has won the lottery. 6. Read Text I and answer the question that
follows it.
e. Jane has passed her driving test. Text I
Indian Summer
f. The boys have arrived from the beach.
In youth, it was a way I had
To do my best to please,
g. The lights have gone out. And change, with every passing lad,
To suit his theories.
h. I’ve cut my finger! But now I know the things I know,
And do the things I do;
And if you do not like me so,
i. You’ve made a lot of mistakes in the test. To hell, my love, with you!
(PARKER, D. The Portable Dorothy Parker. New York:
Penguin Books, 2006. p. 107.)
j. My brother has had an accident.
In “Indian Summer”*, the poet
a. hasn’t changed his/her attitude towards other
0.1 point each /1
people.
b. is still young.
5. A ilustração descreve muitas das
características e funções da água. Das c. still tries to do things the way other people expect
alternativas dadas abaixo, assinale a única her/him to.
que está incorreta quanto a isso. d. is wiser now than she/he used to be.
e. still cares about other people’s impression of
her/him.
0.5 point /0.5
7. Read Keith Richards’ statement and answer

the question.
I’m free of
hypochondria –
although I’ve got
everything else.
A água
a. constitui 3/4 dos nossos músculos.
b. umedece o oxigênio para a respiração.

c. amortece as nossas juntas.
d. elimina os resíduos.
e. compõe mais de 80% do nosso cérebro.
0.5 point /0.5
*Indian summer is an expression used to refer to a period of warm weather in

Autumn and can also be used as a metaphor for early old age.
Hypochondria is a mental condition in which 9. The Carib Indians had brought the enemy
someone worries a lot about their health and thinks tribe’s parrots back home with them,
they are sick when they are not. Judging by what
a. and those parrots spoke the language of the
Keith Richards said about himself in the statement
murdered Indians.
above, would you say he is indeed a hypochondriac?
a. Yes. b. and that had been the reason for the war
between those tribes.
b. No.
c. Maybe. c. but Humboldt realized the parrots could not
d. Hard to say. speak their language.
e. Impossible to say. d. and there were still some human speakers of
0.5 point /0.5 that language left.
10. About two centuries later, Rachel Berwick
Read the text and answer the questions 8, 9
and 10. a. experimented with the same parrots.
In 1801, an explorer called Alexander von

b. got two parrots to speak the language of the
Humboldt was searching for the source of the victorious tribe.
Orinoco River in South America. He met some Carib
c. was able to hear the sound of the dead
Indians who had recently attacked a neighbouring
language spoken by two parrots.
tribe. They’d killed all the people, but they’d
brought the tribe’s parrots back home with them. d. captured the sound of the language and taught
The parrots chattered away, like parrots do. it to some human speakers.
And when von Humboldt heard them talk, he
realized that they were speaking the language 0.5 point each /1.5
of the murdered Indians. He decided to write
the words down, to capture the sound of the
Read Text II and answer the questions that follow.
language. There were no human speakers of the
language left. The parrots were all he had to go on. Text II
Nearly 200 years later, an American sculptor
called Rachel Berwick decided to make the Human Equality
language come alive again. She got two South
American parrots and taught them to say some of Give me the money that has been spent in war
the words that von Humboldt had written down. and I will clothe every man, woman, and child
Then she put them in a large cage surrounded by in an attire of which kings and queens will be
foliage and jungle noises, and displayed them in a proud. I will build a schoolhouse in every valley
gallery. The parrots happily chattered away. over the whole Earth. I will crown every hillside
Suddenly, the old language came alive again. with a place of worship consecrated to peace.
Even though it was only parrot-talk, hearing it Charles Sumner (1811-1874)
send shivers down the back of your neck. (Available at: <http://thinkexist.com/quotation/give_me_
(CRYSTAL, David. A Little Book of Language. New Haven the_money_that_has_been_spent_in_war_and/327949.
and London: Yale University Press, 2010. p. 130.) html>. Access: Feb. 4, 2013.)
Choose the correct alternative. 11. Choose the item that best completes each
sentence.
8. In 1801 Alexander von Humdoldt was in South
America a. The money that has been spent in war...
a. when he met some Indians at the source of the is more than enough to provide everyone with fine
Orinoco river. clothes.
b. exploring the mouth of the Orinoco river. should be spent on fine clothes for proud people.
c. when he met some Carib Indians that were could be used to clothe kings and queens instead.
going to kill their neighbors. has been sufficient to find peace.
d. trying to find the beginning of a local river. has been well spent.
b. Two other values that Sumner considers very J. K. Rowling tornou-se famosa por seus livros
important are... sobre o bruxo Harry Potter e suas aventuras,
adaptados para o cinema. Esse texto, que aborda
valleys and hillsides.
a trajetória da escritora britânica, tem por objetivo
education and peace. a. informar que a famosa série Harry Potter será
crown and worship. adaptada para o público adulto.
kings and queens. b. divulgar a publicação do romance por J. K.

Rowling inteiramente para adultos.
wars and religion.
c. promover a nova editora que irá publicar os
0.5 point each /1 próximos livros de J. K. Rowling.
d. informar que a autora de Harry Potter agora
12. (Enem-2012) pretende escrever para adultos.
e. anunciar o novo livro da série Harry Potter
ENEM/2012
publicado por editora diferente.
0.5 point /0.5
(ITA-SP 2013) As questões de 13 a 16 referem-se à

tirinha a seguir:
Scott Adams, Dilbert, Tribune Comics. Nov. 2011.

23 February 2012 Last update at 16:53 GMT
BBC World Service
J. K. Rowling to pen first novel for adults

Author J. K. Rowling has announced plans to
publish her first novel for adults, which will be
“very different” from the Harry Potter books she
is famous for.
The book will be published worldwide although
no date or title has yet been released. “The freedom
to explore new territory is a gift that Harry’s
success has brought me,” Rowling said.
All the Potter books were published by
Bloomsbury, but Rowling has chosen a new
publisher for her debut into adult fiction.
“Although I’ve enjoyed writing it every bit
as much, my next book will be very different
to the Harry Potter series, which has been
published so brilliantly by Bloomsbury and
my other publishers around the world,” she
said, in a statement. “I’m delighted to have a
second publishing home in Little, Brown, and a
publishing team that will be a great partner in
this new phase of my writing life.”
(Adapted from: <www.bbc.co.uk>. Access: Feb. 4, 2012.)
13. No contexto em que se insere “external stuff”, (Mack-SP 2013) The following text refers to
no quarto quadro da tirinha, foi interpretado, questions 17 and 18.
pelo entrevistado, como
BABY IT’S YOU
a. funcionários terceirizados.
Hal David & Burt Bacharach
b. exames de rotina para contratação. Barney Williams
Recorded 11, 20 February 1963
c. informações de menor importância. Lennon ___( I )___ slightly ill-at-ease on his
d. dados de veracidade questionável. own songs, but with covers, he already had the
confidence of a born interpreter. The group’s
e. dados investigados externamente. boyish harmonies didn’t distract him from
14. Segundo a tirinha, em uma entrevista de giving another Shirelles hit a commanding vocal
trabalho performance that marked him out as The Beatles’
most distinctive voice.
a. está cada vez mais difícil falsear informações
MACKENZIE/2013
pessoais.
b. a empresa contratante exige uma série de

exames clínicos que atestem a saúde do
candidato.
c. a atitude do candidato é comprovada através de

detalhada investigação laboratorial.
d. o desempenho do entrevistado é de suma

importância para a construção de sua imagem. 17. The verb that properly fills in blank I in the text
e. as informações sobre o entrevistado, disponíveis is
online, não são mais importantes do que sua a. would have sounded.
atitude e apresentação pessoal.
b. would rather have sounded.
15. “Tanning bed”, no penúltimo quadro da tirinha
c. had better sound.
a. foi mencionado para ocultar um MRI.
d. should sound.
b. refere-se a uma atitude do entrevistado.
e. may have sounded.
c. refere-se a um tipo de cama utilizada para
18. According to the song review,
relaxamento.
a. Lennon was not self-confident enough while
d. é um sinônimo de MRI.
singing his own songs.
e. é um tipo de exame.
b. Lennon gave The Shirelles a hit single called
16. A palavra “landed”, na sentença “apparently “Baby it’s you”, recorded by Burt Bacharach and
some of your sample landed [...]”, no sexto Hal David.
quadro da tirinha, pode ser substituída por
c. Lennon’s harmonic voice turned him into a boyish
a. stopped born interpreter.
b. ended up d. Both The Beatles and The Shirelles reached a

remarkable performance while on stage.
c. was included
e. The Beatles, whose voices sounded really
d. arrived
distinctive, covered many of The Shirelles hits
e. was caught confidently.
(Mack-SP 2012) The following advertisement SELF-EVALUATION (UNITS 7, 8 AND 9)
refers to questions 19 and 20.
MACKENZIE/2012
Can
Excellent Good OK
do better
Test total:
10-9 8-7 6-5 less than 5
— out of 10
How do you evaluate your own progress? Check

( ) for Yes, (x) for No, or (R) for Review Units 7, 8
and 9 after each of the topics below.
Now I can…
( ) use the different reading strategies to be able to
understand a text in English.
( ) identify the meaning and use of the words in
noun phrases.
( ) understand and practice modal verbs used for
hypothetical actions: would.
( ) learn the meaning and use of phrasal verbs with
take.
( ) distinguish the words that correspond to “como”
in Portuguese: how, as, like.
( ) learn the meaning and use of numerals in
compound adjectives.
19. According to the ad,
( ) identify and use indefinite pronouns: some, any,
a. proper eye care can only be offered to 80% of no, none.
blind people at the moment.
( ) identify and use quantifiers: much, many, little,
b. should you contribute to Orbis, you will help save few.
20% of those who suffer from blindness.
( ) understand and use the Present Perfect Tense to
c. being aware of the problem of blindness can save express indefinite past.
millions of sick people.
( ) listen to conversations, podcasts.
d. there’s no need for the majority of blind people to
( ) talk about water consumption.
be like that.
( ) talk about recent actions and their results.
e. saving lives worldwide is Orbis’s purpose
regardless of the disease. ( ) write a letter of complaint, a page of a diary, and
a text to promote awareness of the importance
20. The pronoun who in “80% of those who are
of conscious water usage.
blind don’t have to be” can be replaced by
( ) reflect and debate about science – mathematics,
a. whom or that. d. whose or that.
physics, chemistry, biology – in daily life.
b. which or that. e. whom, that or whose.
c. only that.
0.25 point each /0.5
The Interpretation
of Dreams
22 In 1900,
Sigmund Freud, after
years of research
as a neurologist,
published The
Interpretation of
Dreams. The book
began Freud’s
exploration of the
human mind and
his development of
psychoanalysis.
Science Source/PHOTO RESEARCHERS, Inc.
Who was Sigmund Freud? What do you know about him? When did he publish The
Interpretation of Dreams? Why do you think Freud is considered “one of the most influential
people of the 20th century”? What else do you expect to learn about the “father of
psychoanalysis” from reading the text? Make some predictions and check if you were correct.
139
READING
Before You Read

Choose four words from the list below that you think you will find in the text.
highway mind kitchen spacecraft

emperor behavior insight brain
Time to Read
predictions.

sciencedaily.com
News Articles Videos Images Books Reference GO
Health & Mind & Plants & Earth & Space & Matter & Computers Fossil &
Medicine Brain Animals Climate Time Energy & Math Ruins
Science News
100 Years of Freud’s Interpretation of Dreams – 100 Years of Study of the Human Mind
In 1900, more than one hundred years ago, Sigmund Freud published The Interpretation of Dreams.
Since then, people have learned that dreams can lead us to a better understanding of human nature.
Before Freud, before The Interpretation of Dreams, doctors studied the brain as an object.
Since the publication of Dreams, they have studied the connection between the nebulous and
hard-to-define mind and the physical, gray brain. What they have discovered, and what they are
still discovering, is the incredible complexity of both brain and mind.
The line where the brain and behavior meet is the focus of much of modern neuroscience.
And dreams have proved to be a foundation for much of that research. After a brief period when
dreams were considered to be little more than mental fireworks, scientists have found out that
they provide many insights into the mind’s workings. Freud called dreams the “royal road to
the unconscious.” Modern scientists, using technology such as PET scans, are discovering that
Freud’s “road” is indeed “royal”.
Without The Interpretation of Dreams, psychology might still be the study of ill humors and
their effects on the brain. Without that book, modern scientific study might not be finding the
insights into the mind that have saved millions from the horrors and darkness of mental illness.
Freud’s work has led to everything from drug treatments for depression and psychosis to a better
understanding of learning, memory, and mental development. In his effort to understand the
meaning of dreams Freud developed psychoanalysis and began a revolution. That revolution has
been alive and well for more than one hundred years and it is still going on.
(Adapted from: 100 YEARS of Freud’s Interpretation of Dreams — 100 Years of Study of the Human Mind. Science Daily.
Available at: <www.sciencedaily.com/releases/1999/09/990914081827.htm>. Access: Mar. 28, 2013.)
140 UNIT 10 The Interpretation of Dreams
Complete the file with the missing information about a very important book.
János Kalmár/Akg-images/Latinstock
a. Title (in English)
b. Author
c. Published in
d. Study of
e. Development of
Word Study
Noun or Verb?
Underline the right noun or verb to complete the following sentences.
a. The Interpretation of Dreams began Freud’s of psychoanalysis. (develop

– development)
b. Psychoanalysis is one of the for mental illness. (treat – treatments)
c. Freud used the of dreams to explore the human mind. (interpret –
interpretation)
d. Doctors the causes of illnesses. (explore – exploration)
e. Scientists are still studying the between mind and brain. (connect –
connection)
f. The unconscious is the part of your mind that influences your . (behave –
behavior)
g. Many people suffer from . (depress – depression)
h. Freud’s work has led to a better of how our brain works. (understand –
understanding)
The Interpretation of Dreams UNIT 10 141
In Other Words
Match the columns and find the correct meaning of some of the words
from the text.
a. in fact, really ( ) research
b. living, not dead ( ) complexity
c. bad fluids of the body, irritable state of mind ( ) alive
d. study and examination ( ) brief
e. an attempt to do something difficult ( ) nebulous
f. the parts that make something work ( ) fireworks
g. complicated nature of something ( ) workings
h. short (in time) ( ) effort
i. vague, not clear ( ) ill humors
j. objects that explode when you light them ( ) indeed

and produce colored lights and loud noises
Looking for Reference
Choose the alternative that shows the word(s) to which each pronoun in
bold refers to.
a. Before Freud, before The Interpretation of Dreams, doctors studied the

brain as an object. Since the publication of Dreams, they have studied
the connection between the nebulous and hard-to-define mind and the
physical, gray brain.
dreams doctors connections
b. After a brief period when dreams were considered to be little more than
mental fireworks, scientists have found out that they provide many
insights into the mind’s workings.
mental fireworks scientists dreams
c. Without The Interpretation of Dreams, psychology might still be the

study of ill humors and their effects on the brain.
dreams ill humors study
d. That revolution has been alive and well for more than one hundred years
and it is still going on.
that revolution one hundred years alive
Word Formation – Suffixes
Scan the text and complete the following boxes with the missing words
and their counterparts in Portuguese.
Verb + ment Noun Portuguese

treat
develop
Adjective + ness Noun Portuguese
ill
dark
Verb + ing Noun Portuguese
understand
mean
learn
work
Comprehension Check
Choose the alternative that best completes each sentence, according to the text.
a. The publication of The Interpretation of Dreams marked the real

beginning of scientific research into the human .
illness fireworks mind body
b. Before Freud’s book, the was studied as an object.
PET scan learning behavior brain
c. Both mind and brain are incredibly .
complex brief physical royal
d. Freud called dreams “the royal to the unconscious”.
effort darkness road research
Dreams are
the royal
es
road to the Im
ag
ow
unconscious. to
ck
/G
l
rs
te
(Sigmund Freud) Sh
ut
e/
en
m
po
el
M
True or False?
Mark T (for True) or F (for False) and correct the false statements.
a. Dreams can serve as a basis for the study of brain and behavior.
b. The Interpretation of Dreams was discovered more than a century ago.
c. There is a link between brain and mind, which are both incredibly complex.
d. Scientists now know that dreams can help them understand how the mind
works.
e. The development of psychoanalysis has saved millions of people from the
humors of mental illness.
f. The revolution that Freud began a century ago is still alive and well.
STRUCTURE
Present Perfect – Since and For

Observe os trechos em negrito nas frases abaixo:
In 1900, more than one hundred years ago, Sigmund Freud published The
Interpretation of Dreams.
O verbo em destaque expressa uma ação praticada por Sigmund Freud,
portanto, feita, concluída, no passado.
Em que tempo foi usado o verbo to publish, Simple Past ou Present Perfect?
Agora observe este outro exemplo:

Since then, people have learned that dreams can lead us to a better
understanding of human nature.
Nessa frase, o verbo to learn expressa uma ação que não acabou. Ela
Imagno/Getty Images
teve início no passado (em 1900) e continua no presente. A ação de aprender

começou nesse ponto do passado e desde então (since then) ela acontece.
Nesse caso o verbo é usado em que tempo: Simple Past ou Present
Perfect?
Observe os trechos em destaque nesta frase:
In his effort to understand the meaning of dreams, Freud developed
psychoanalysis and began a revolution.
Em que tempo verbal foram usados os verbos to develop e to begin
nessa frase? Por quê?
Agora, observe:
That revolution has been alive and well for one hundred years and it is
still going on.
Em que tempo verbal foi usado o verbo to be na frase acima? Por quê?
Present Perfect é usado com:
since quando se menciona o ponto Freud died in 1939.

(desde) em que a ação teve início: He has been dead since 1939.
for quando se menciona o Freud died in 1939.

(por, tempo decorrido desde o He has been dead for over
durante) início da ação até agora: seventy years.
1. Complete the sentences with the Simple Past or the Present Perfect of
the verbs in parentheses.
a. Freud (spend) most of his life in Vienna.

b. Man (live) on Earth for millions of years.
c. Psychoanalysis (expand) in different directions
since Freudian times.
To learn more
d. Freud (visit) the United States in 1909.
e. People (try) to understand the human brain for MINIGRAMMAR 41.
thousands of years.
2. Now complete the sentences with since, for or ago.
a. The Interpretation of Dreams was published more than a hundred years

.
b. Psychoanalysis has developed a lot Freud’s death in 1939.
c. Psychoanalysis has helped a great number of people over a

hundred years.
The famous
couch in the
Freud's museum
Phrasal Verbs in London.
Observe as locuções verbais em
Bjanka Kadic/Alamy/Glow Images
destaque nesta frase:

... scientists have found out
that dreams provide many
insights into the mind’s
workings.
That revolution has been alive
and well for more than one
hundred years and it is still
going on.
find out: discover a fact

go on: continue happening or
doing something as before
1. Observe the meaning of some phrasal verbs with put, and then
complete the story below using those phrasal verbs in the correct tenses.
put aside: save (money, time) for a particular purpose

put away: put something in its proper place
put back: put something in the place where it was before it was moved
put off: postpone, move to a later date
put on: place (clothes) on your body
put out: extinguish (light or fire)
put up with: tolerate someone or something unpleasant in a patient way
I used to be a servant at the Scrooges’ house, but I don’t work

there anymore. I couldn’t that
family anymore!
The adults took books from the bookcase
but they never them .
The children never
their toys after they finished playing.
Mr. Scrooge always
his cigarettes on the floor! They all wanted
to new clothes
twice a day! So it was impossible for me to
five minutes to take
a rest. And every time I asked them for a
little more money they it
until the following
year!
low Images
2. Now complete the sentences
with phrasal verbs with put.
Shu tter sto ck/G

a. Please the
lights when you leave the room.
Lisa F. Young/
b. It is a real pleasure to
a clean shirt in the morning.
c. We are trying to a little
money every month. We plan to spend it on our next
vacation.
d. Please your clothes. Don’t leave them on
the floor.
e. I think George Walker is foolish and stupid. I really can’t
that guy.
f. Never until tomorrow what you can do today.
g. I used your dictionary, but I it on your
desk ten minutes ago.
SPEAKING
Getting to Know You

1. Do you remember how long you have lived at your present home or
have enjoyed the same kind of music? Fill in column A of the table below
with information about yourself.
How long have you… A B

lived at your present home?
enjoyed the same kind of music?
had the same haircut?
gone to the same school?
lived in the same city?
studied English?
watched the same TV shows?
had your cell phone?
been a ……. fan?
2. Now ask one of your classmates the same questions and use column B to
write down his or her answers. Example:
How long have you lived at your present home?
Since 2009. What about you?
For 10 years. How long have you studied English?
SPEAKING & LISTENING
Dreamland
1. Everybody dreams, but doctors say we forget 90% of our dreams.
Discuss these questions with one of your classmates:
a. Do you often dream? What do you dream about?

b. What was the best dream you have ever had?
c. What was the worst dream you have ever had?
d. Do you have a recurring dream? Has it happened many times? What do
you think it might mean?
e. Do you usually dream in color or only in black and white?
f. Have you ever dreamed in English? If so, what was that dream about?
23 2. Ana and her friends are talking about a dream she had last night.
Listen and check the columns next to the statements below.
True False
a. Ana had a terrible dream the night before.
b. She dreamed she was swimming in the ocean.
c. Ana didn’t give that dream a second thought.
d. She looked in a book to discover the meaning of that dream.
e. Michael believes that all dreams have a meaning.
f. Kate believes that some dreams have a meaning.
g. Ana has had the same dream for two weeks now.
h. Kate and Michael believe Ana is going to be a pop star.
READING & WRITING
Dreams and Mysteries

1. Let’s have a look at Dreams and Mysteries, by Ted Wilkins (a fictitious
author), and see what he wrote on one of the first pages.
D
reams have always fascinated me. I have tried to understand
their mysteries and interpret their meanings, but in vain. I
know dreams are mysterious. We all dream, every night,
but I can never remember my dreams. In fact, I can remember
the dream I just had only when I wake up, then I forget about it.
Today I’ve just got out of bed, so let me write about the dream I had
last night. I was playing in an orchestra. I was playing the violin
and I was playing very well. It was a great orchestra, the music
was beautiful, the audience was enjoying a great concert. Then
something horrible happened. My violin strings were all broken, I
wasn’t making any sound. The conductor looked furiously at me.
I was so embarrassed I didn’t know what to do. Then, fortunately,
I woke up. Phew! What a relief! Now, what does that dream mean?
Does it have any meaning at all? I don’t think so. To be quite honest,
I can’t play the violin, I can’t play any musical instrument…
2. Use your notebook to write a short text about a dream you have had.
Pay attention to the sequence of the story:
introduction development
background conclusion
topic sentence final comments
Another Look at...
Sweet Dreams
1. Read Van Gogh’s quotation and the definition of the word dream.
Vincent van Gogh/Museum of Modern Art, New York, USA (Noite estrelada, 1889)
I dream my
painting and then
I paint my dream.
(Vincent van Gogh)
VAN GOGH, Vincent. Starry Night, 1889. Oil on canvas, 73.7 cm x 92.1 cm.
Museum of Modern Art, New York.
dream
noun
1 a series of thoughts, images, and sensations occurring in a person’s mind
during sleep
2 cherished aspiration, ambition, or ideal
verb (past and past participle dreamed / dreamt)
1 experience dreams during sleep
2 indulge in daydreams or fantasies about something greatly desired
3 [with negative] contemplate the possibility of doing something or
that something might be the case
(OXFORD Dictionaries. Available at: <http://oxforddictionaries.com/

definition/english/dream?q=dream>. Access: Mar. 29, 2013.)
Now identify the nouns and the verbs in the quotation.
2. Observe the painting and discuss it with a classmate. What elements are similar to
reality or different from it? Have you ever had a dream that could be a painting?
egundo Freud, o homem nem sempre é o senhor
THINK
S
em sua própria casa. Muitas das nossas ações
são ditadas pelo inconsciente, uma parte da
nossa mente sobre a qual não temos controle e que tem
poderosos efeitos sobre os nossos pensamentos, emoções
ABOUT IT e comportamento. Os sonhos, segundo Freud, são “the
royal road to the unconscious”, a estrada real que nos leva
ao inconsciente. Você concorda com isso? Ou acha que a
mente humana tem poder de decisão permanentemente
ditado pela lógica e pelo raciocínio? Você alguma vez se surpreendeu fazendo ou
dizendo algo que não queria e de que logo se arrependeu? E os seus sonhos, você
acha que eles têm significado ou são, como se supunha antes de Freud, nada mais
do que mental fireworks? Freud explica.
Bruce Rolff/Shutterstock/Glow Images

your Biology and Philosophy teachers.
COSTA, Ana Maria Medeiros da. Sonhos. Rio de Janeiro: Zahar, 2006.
UM MÉTODO perigoso. Direção: David Cronenberg. Produção: Jeremy Thomas, 2011.
FREUD, Sigmund. Dream Psychology. Available at: <http://archive.org/details/dream_
psychology_librivox>. Access: Mar. 29, 2013.
FREUD Museum. Available at: <www.freud.org.uk/>. Access: Mar. 29, 2013.
A Science
Odyssey –
One Hundred
Years of
Discovery
24The more we come to
know, the more we realize
how little we know. The more
we understand, the more
clear it is that everything
we have learned is nothing
compared to what we still
have to learn. Behind each
locked door we have managed
to open are still more doors
and more locks, and so on ad
infinitum.
Observe the title, the image and the text above. It is about an odyssey, a long journey, full of adventures
NASA/Science Photo Library
and discoveries. How long did that odyssey last? What kind of discoveries does it talk about? What
happens every time science makes a new discovery? Is it final, the last in a series, or does it lead to new
discoveries? Why is that so? Make some predictions and check them as you read the text.
151
READING
Before You Read

Read the poem and then answer the question.
I keep six honest serving-men,

They taught me all I knew.
Their names are What, and Why, and When
And How, and Where, and Who.
Rudyard Kipling
Which is the best way to further human knowledge, according to the

poem: knowing the right answers or asking the right questions?
Time to Read
predictions.
cience is not an arrival, but a journey. It is not a

S
William Morrow and Co

fixed body of knowledge or growing shelf of facts
and theories, but an infinite series of questions. The
most brilliant scientists have been those who have
sought not the right answers but the right questions
to ask.
And so we have progressed, not in a straight line,
but from ignorance to misconception, and from
misconception to mistake, and from mistake to
failure, and from failure to insight, and from insight
to discovery about ourselves and our universe and
how things work. It happened very slowly and
haltingly at first and then faster and faster, picking
up tempo until in the twentieth century it has
reached a dizzying speed. Today we laugh at how
little we knew yesterday. Tomorrow we will laugh at
how little we know today.
Science and technology have touched all of our lives and changed us in ways that
we ourselves cannot yet comprehend. Lifesaving medical miracles have become so
commonplace that we are impatient about them. We don’t want to wait. We want
cures for AIDS and cancer and other diseases, and we want them now! Perhaps we
have come to expect too much from science. We look to it for the answers when it is
still busy with the questions. Yet we distrust and fear science and technology too, and
it is not unreasonable that we should. For all its benefits, we have seen its destructive
side as well. We understand that it can be a wonderful servant but a terrible master.
(OSGOOD, Charles. Foreword. In: FLOWERS, Charles. A Science Odyssey. New York: William Morrow and Company, Inc., 1998. p. xi)
152 UNIT 11 A Science Odyssey – One Hundred Years of Discovery
Choose the alternative that contains the main idea of the text.
Thanks to science and technology now we know how things work.

Science and technology have improved our lives immensely and all our
scientific questions have been answered.
We have arrived at the end of our scientific discoveries.
The twentieth century was one of fantastic progress in science and
technology but we still have a lot to learn.
Word Study
Word Families
Scan the text and complete the chart with the missing words.
Adjective Noun Verb

— discover
learning learning
ignorant ignore
— arrive
failed fail
destruction destroy
Positive or Negative?
Some of the words in the text, like everything, express a positive
idea. Others, like nothing, express a negative idea. Write P or N in the
parentheses after each word.
a. ( ) discovery i. ( ) cure
Vintage Images/Getty Images
b. ( ) brilliant j. ( ) disease
c. ( ) misconception k. ( ) distrust
d. ( ) mistake l. ( ) fear
e. ( ) failure m. ( ) benefit
f. ( ) insight n. ( ) destructive
g. ( ) laugh o. ( ) wonderful
h. ( ) miracle p. ( ) terrible
A Science Odyssey – One Hundred Years of Discovery UNIT 11 153
Word Formation – Prefixes
1. Scan the text and find the missing words to complete these phrases:
a. an series of questions uma infinita série de perguntas
b. from ignorance to da ignorância à concepção errônea
c. from to failure do erro ao fracasso
d. we are about them nós somos impacientes com eles
e. we and fear science nós desconfiamos da ciência e a tememos
f. it is not não é incompreensível
2. Prefixes un-, in-, im-, mis- and dis- have a negative meaning or express the opposite idea of
some words. Complete the sentences below by using the correct prefix with the words in bold.
a. September 7th is dependence Day in Brazil.
b. Everything is possible. Nothing is possible.
c. Science wants to cover a cure for cancer.
d. Van Gogh was a very happy man.
e. That information is false. They gave us some information.
In Other Words
Scan the text and find the words or phrases that have the same meaning as:
a. begin to understand
Introduction b. we have been able to open
c. door which has been fastened with a key
Paragraph 1 d. those who have tried to find
e. hesitantly, with a lot of pauses
Paragraph 2
f. a very fast movement, too fast
g. we ourselves cannot understand yet
h. but we do not trust, we do not have
confidence in
Paragraph 3
i. we are suspicious and afraid of science
j. in spite of all its advantages
k. its negative side too
Expressing It in a Different Way
Choose the alternative that keeps the same meaning as the sentences.
a. Everything we have learned is nothing compared to what we still have to learn.

What we know now is insignificant in comparison with what we still don’t know.
We should be proud of our present knowledge.
b. Behind each locked door we have managed to open are still more doors and more locks.
We have been able to open many doors, but we are unable to open any more doors.
We have made many discoveries, but there are still many more discoveries to be made.
c. Science is not an arrival, but a journey.
In the scientific process of discovery, it is more important to ask the right questions than to get
the right answers.
A scientific journey never arrives anywhere.
d. And so we have progressed, not in a straight line.
Humanity has moved forward, but not directly.
The progress of mankind has happened without interruption.
e. […] from failure to insight
unsuccessful at first but successful in the end
from a lack of success to complete despair
f. Tomorrow we will laugh at how little we know today.
Today we know that we will not be able to laugh tomorrow.
The knowledge we have today will be considered insignificant tomorrow.
g. Perhaps we have come to expect too much from science.
Electric cars are
Maybe we have waited too long for science.
now a reality in
Maybe our expectations from science are exaggerated. many countries.
h. […] and it is not unreasonable that we should.
and we have a logical reason for fearing the power of science.
and it is reasonable that we should always trust science.
i. For all its benefits […]
In spite of all its benefits
Because of all its benefits
j. […] we have seen its destructive side as
well.
we have seen that science has the
power to destroy too. ges
Ima
low
we have seen only the negative side of Shu
tte r s to
c k /G
dl/
oen
science. Pa tr
ic k P
Reading “Between the Lines”
Read the final part of the text again:
“[…] Yet we distrust and fear science and technology too, and it is not
unreasonable that we should. For all its benefits, we have seen its destructive
side as well. We understand that it can be a wonderful servant but a terrible
master.”
Based on what you know of history, what do you think the author means
by the “destructive side of science”? And what does he mean when
he says that “science and technology can be a wonderful servant but a
terrible master”?
LISTENING
Twentieth Century Inventions
25 1. You are going to listen to five people voting for the best and the
worst inventions of the twentieth century. As you listen to the dialogue,
check the inventions they talk about.
The light bulb The internet The microscope
Television The airplane The computer
Antibiotics The automobile The nuclear bomb
The bicycle The electric fan The flush toilet
2. Listen to those people again and check the columns in the table below.
She/he She/he
Name Inventions they talked about likes it/ dislikes it/
them them
Sam
Alejandro
Martha
Rad
u Ra
z va n
/Shu
t ter
s to c
Nick
k /Glo
w Im
age
s
Adelle
STRUCTURE
Function Words Além do seu uso mais comum, em afirmações,

already pode também aparecer em algumas
Alguns advérbios são muito comuns com o perguntas quando, além do sentido de “já”,
Present Perfect, para indicar tempo de modo vago, houver outra ideia implícita. Assim:
indefinido:
yet: a. para expressar surpresa, caso em que
1 (adv.) já aparece no final da pergunta:
Usado em perguntas sobre ações comuns,
Have you eaten already? It’s only 6 o’clock.
corriqueiras (a serem praticadas mais cedo ou
(Você já comeu? Mas são só 6 horas!)
mais tarde) e quando não se antecipa o tipo de
resposta, que poderá ser yes ou no. b. quando, pelo contexto, se espera que a
resposta seja afirmativa. Nesse caso antecede o
Have you eaten yet?
Has the show begun yet? verbo principal:
2 (adv.) ainda (não) Have you already eaten? I can see that. (Você
Usado em orações negativas, acompanhado já comeu, não é? Estou vendo isso.)
de not. O uso de already em perguntas com “já”
No, I haven’t eaten yet. expressa ideias suplementares, em contraste com
No, the show hasn’t begun yet. yet, que é o usado como “já” em perguntas gerais.
Além desses dois usos, claramente distintos, Has the bus arrived yet?
yet pode ainda ser usado como conjunção, muitas O ônibus já chegou? » simples pedido de
vezes no início de uma oração afirmativa, com o informação
significado de “no entanto”, “contudo”, “todavia”.
Has the bus already arrived?
I haven’t eaten yet.
O ônibus já chegou, não é? (Acho que sim.)
Yet, I’m not hungry.
Yet foi usado em duas frases do texto, Has the bus arrived already?
reproduzidas abaixo. Com que sentido? O ônibus JÁ chegou? (Não é possível, não
acredito!)
a. Yet we trust and fear science and technology
too.
Existe ainda outra palavra para “já”, mas essa
tem um sentido bem diferente, fácil de distinguir
b. Science and technology have touched all of de yet e de already:
our lives and changed us in ways that we
ourselves cannot yet comprehend. ever: já, alguma vez. É usado em perguntas
com destaque para a ocasião ou a oportunidade
em que a ação pode ou não ter sido praticada.
Como vimos, um dos significados de yet é “já”,
Have you ever eaten raw fish? (Você já/alguma
usado em perguntas. Mas há outras palavras,
vez comeu peixe cru?)
em inglês, que também têm o significado de “já”,
cada uma com seu uso. Veja:
Complete the sentences with yet, already, or
already: é uma palavra normalmente usada ever, as suitable.
em contexto afirmativo:
a. Have you been to Bahia?
I’m not hungry. I have already eaten. (Não
estou com fome. Eu já comi.) b. Have you taken your medicine ?
c. Have you finished your homework ? I can’t believe it!
d. Have you read Chico Buarque’s latest book ?
e. Have you seen a movie about some murderous centipedes?
f. Have the kids arrived ? Yes, they are here.
ever: além de “já”, “alguma vez”, em perguntas, como já vimos (as we have already seen...), ever
pode aparecer também como:
a. sempre: em afirmações ou palavras compostas
I will remember that meal for ever. (Eu sempre me lembrarei daquela refeição.)
b. já: com superlativos
The best vatapá I have ever eaten. (O melhor vatapá que eu já comi.)
c. nunca: com comparativos
As a cook, she is better than ever. (Na condição de cozinheira, ela está melhor do que nunca.)
never: nunca. É usado em orações negativas que dispensam o not, já que never é fortemente negativa.
I have never eaten raw fish. (Eu nunca comi peixe cru.)
just: uma palavra que não tem tradução própria, mas aparece com muita frequência com o Present Perfect,
entre have/has e o particípio passado do verbo principal, para indicar que a ação acabou de acontecer.
I have just said that. (Acabei de dizer isso.)
Complete the sentences with already, yet, ever, just or never. In some cases more than one
may be correct.
a. I have seen Clare. She was here a moment ago. To learn more
b. Have you heard of a place called Porto de Galinhas? MINIGRAMMAR 42.
c. Have you done your exercises ?
d. Well, I have done some of them, but I

Olegusk/Shutterstock/Glow Images
haven’t done all of them .
e. I have been to Florianópolis, but I’d like

to go there.
f. The show has begun. Sit down!
g. Shakespeare was the greatest poet the world has

had.
h. Have you taken a shower ? No, not

.
i. My friend Zezé is from Bahia. , she

doesn’t like vatapá.
j. Look at the sun! A new day has begun.
Indefinite Pronouns and Adverbs – Compound Forms
Observe os pronomes em destaque nesta frase:
The more we understand, the more clear it is that everything we have learned is nothing compared to
what we still have to learn.
Everything e nothing são pronomes indefinidos compostos:
everything: every + thing

nothing: no + thing
Os indefinite pronouns e adverbs compostos seguem as mesmas regras de uso das suas formas
simples. Veja:
Simple Forms Compounds

for things for people for places for manner
some something somebody* somewhere somehow
any anything anybody* anywhere anyhow
no nothing nobody* nowhere —
none** — — — —
every everything everybody* everywhere —
Observe que no, nothing, nobody, no one, nowhere, e none são palavras fortemente negativas
e, assim como never, não são usadas com not. Em contraste com o português, não há o uso de duas
palavras fortemente negativas na mesma frase.
Não há ninguém na cozinha. » There is no one in the kitchen. To learn more

Ninguém me disse nada sobre isso. » No one told me anything about that.
MINIGRAMMAR 17.
Choose the correct words to complete each sentence.
a. came to the meeting. There wasn’t there. (nobody – everything – somewhere – none – anybody)
b. They are looking for the robbers . (everything – anybody – nowhere – everywhere)
c. I don’t know how Crazy Joe passed the test, but he did. (something – anybody – somehow – nobody)
d. I’m sure there was in the room when I arrived. (no one – none – somewhere – anything)
e. Listen! There is making a speech. (anyone – anything – someone – none)
f. “Don’t touch ,” the detective told . (nothing – anything – no one – everybody – nobody – none)
g. Did you see when you came in? (anyone – everywhere – no one – none)
h. Do you know about computers? (somehow – anywhere – anything – anybody)
i. I tried to see if there was any food in the fridge, but there was . (no one – none – someone – anything)
j. They try to imitate he does. (everyone – anybody – everything – nothing)
* somebody = someone; anybody = anyone; nobody = no one; everybody = everyone
** Não confundir none: “How many pens do you need?” “None.” com no one = nobody: There was no one in the room except me.
The… the with Comparatives (Parallel Increase)
Observe os trechos em destaque nestas frases:
The more we come to know, the more we realize how little we know.
The more we understand, the more clear it is that…
Usa-se o artigo definido antes de comparativos em expressões repetidas,
quando falamos de situações que se alteram, uma em função da outra.
Complete this quotation with the missing words.

“ that you read, things you will know. that you
learn, places you’ll go.” (Dr. Seuss )
Nos exemplos acima foi usado more, que é o comparativo de much. Mas as
expressões podem ser formadas com outros adjetivos, no grau comparativo.
Observe the context and complete the sentences with the phrases in the
box, as appropriate.
the taller • the wiser • the older • the harder • the better • the more tired
To learn more a. we get, we should become,

about this topic, go to but I know a few old men who are rather foolish.
MINIGRAMMAR 20.
b. I work, I get. I’ve been
working like a dog, I’m exhausted now.
c. Volleyball is a sport for tall young men and women. .
wavebreakmedia/Shutterstock/Glow Images
The more we
become experts
about all kinds of
things, the less
we know about
ourselves.
SPEAKING
Have You Ever...?
We use the Present Perfect with the adverb “ever” to ask about personal
experiences (something a person might or might not have done in his
life). Have you ever seen a white tiger? (ever = in your life).
Ask questions about the experiences suggested in the box and then give
appropriate answers. Remember: in the present perfect structure, the
main verbs are to be used in the past participle.
make a speech in English • eat octopus • try windsurfing

see a dinosaur • kiss a frog • dance the tango
Yes, I have. I’ve… once/twice/a few times

No, I haven’t. I’ve never…
Tetra Images/Getty Images
Hitoshi Nishimura/Taxi Japan/Getty Images

Karl Weatherly/The Image Bank/Getty Images
Tuca Vieira/Folha Imagem

Blickwinkel/Alamy/Other Images
Daniel Garcia/Agence France-Presse
WRITING
Preparing a To-Do List

1. Ana has made a list of the things she has to do this week. She has
checked the things she has already done, and used an to mark those
she has not done yet. Read Ana’s to-do list for this week and complete the
paragraph.
Things to Do this Week
Cook some food
Buy a new pair of jeans
Phone Granny Nina
Send a copy of my ID to the school office
Do some research about electric cars with Kate
Clean my room
Watch the new video
Do my homework
I’ve done a lot of things this week, but there are some things I
haven’t yet. I’ve some
food, I’ve a new pair of jeans, and I’ve
Granny Nina, but I haven’t sent
to the
yet. I’ve some research about electric cars
, but I my room
yet, so it’s a mess (That’s bad!). I’ve , and
I think it’s amazing! I my homework yet
(That’s terrible!).
2. Now use your notebook and write a similar paragraph about the things
you have already done and those you haven’t done yet. Start by preparing
a similar to-do list, then write down the paragraph.
Another Look at...
Then and Now
A science odyssey takes you on a journey through the 20th century, the most
spectacular 100 years in the history of science and technology.
For example…
MATTERS OF LIFE AND DEATH
stefanolunardi/Shutterstock/Glow Images
Bettmann/Corbis/Latinstock
1900 NOW
The era of scientific medicine is only just Today life expectancy has risen
beginning. If you become sick or injured you’ll dramatically. Antibiotics have proven
need a strong constitution, and plenty of luck, an indispensable tool in battling illness.
to survive. It has been a few decades since the Organ transplants and high-tech
French scientist Louis Pasteur discovered the medicine give thousands of people each
microscopic creatures we call “bacteria” and year a second chance of life.
demonstrated that these “germs” could cause
many illnesses. The scientific community
knows that germs cause disease, but they
don’t know how to destroy them.
(MEDICINE and Health. Available at: <www.pbs.org/wgbh/aso/thenandnow/medhealth.html>. Access: Nov. 6, 2012.)
From the beginning of the 20th century to these days, our knowledge in some
scientific areas has grown in a spectacular way. Which of those areas is being
highlighted on this page?
Physics and astronomy Medicine and health

Human behavior Earth and life sciences
“ B
ehind each locked door we have managed to open
are still more doors and more locks, and so on ad
infinitum.”
THINK O autor dessas palavras usou um tom modesto,
talvez até humilde, para se referir aos avanços da ciência
ABOUT IT no último século. Mas essa forma de pensar não se
aplica apenas às realizações no campo da ciência, e sim
a todas as áreas do conhecimento humano. Aprendemos
muito, mas muito há ainda por aprender. Cada novo dia
nos oferece uma oportunidade de aprender, explorar, descobrir, saber mais.
Todos nós temos esse potencial para
Darren Baker/Shutterstock/Glow Images

crescer, tanto intelectual quanto
espiritualmente. Todos nós fomos
naturalmente dotados do salutar
desejo de alcançar, conseguir, realizar,
por isso é compreensível nossa alegria
a cada conquista, a satisfação que nos
traz esse sense of achievement. Mas é
preciso manter uma atitude humilde
sobre isso e sobre tudo. Sócrates,
sábio da Antiga Grécia que viveu há
mais de 400 anos antes de Cristo, dizia
(em grego, não em inglês, of course) To
know, is to know that you know nothing.
That is the meaning of true knowledge.
Sócrates foi um grande professor,
e essas palavras, apesar do tempo,
servem como lição hoje em dia.
Discuss this issue with your classmates and teachers,

especially your History, Sociology, and Philosophy teachers.
BRYSON, Bill. A Really Short History of Nearly Everything. London: Corgi, 2008.
DAWKINS, Richard. The Oxford Book of Modern Science Writing. USA: Oxford University Press, 2008.
A EVOLUÇÃO DA HUMANIDADE – armas, germes e aço, vols. 1 e 2. (Documentário da National
Geographic). Direção: Tim Lambert. Distribuição: PlayArt Pictures, 2005.
MEDICINE Through Time. Available at: <http://www.schoolhistory.co.uk/lessons/medicine/chance.
html>. Access: Mar. 11, 2013.
MUSEUM of Science. Available at: <http://www.mos.org/>. Access: Mar. 11, 2013.
Biopiracy
26 bi.o.pi.ra.cy / /
n. the appropriation of plants or
seeds and biological information
from developing nations with
great biodiversity without paying
compensation to local people.
Look at the photo, read

the title and the definition
of the word. Biopiracy is
not a new phenomenon,
it has been around since
colonial times. In 1876, a
British botanist smuggled
seventy thousand (!!!)
rubber seeds out of Brazil
so that they could be
cultivated in the British
colonies in Asia and thus
control the global rubber
trade. That’s biopiracy.
Delfim Martins/Pulsar Imagens
What else do you know

about that subject? Make
predictions, read the text
and check if they were
correct.
165
READING
Before You Read

Read the question and complete the answer with words from the box.
victim • rainforest • compensation • seeds • biopirate
The cartoon shows a typical scene of

biopiracy. What has just happened?
The has taken

from the without paying any
to the .
Time to Read Estúdio 1+2/Arquivo da editora
predictions.

Patents and trademarks on: :: CUPUAÇU :: AÇAÍ :: COPAÍBA :: ANDIROBA :: JABORANDI :: MORE CASES
Biopiracy is the appropriation and monopolization of biological materials (like plants and seeds)
taken from developing nations with great biodiversity, without paying compensation to local people.
Brazil is the world leader in endemic species and champion in biodiversity.* For many years, Brazil
has been a victim of biopiracy.
Perhaps the most infamous case of historic biopiracy is that of the rubber tree, Hevea brasiliensis, a
tropical tree native to the Amazon basin. In 1876 Henry Alexander Wickman, a British botanist, stole
rubber tree seeds from the Amazonian jungle (some say he hid them between banana leaves) and took
them to a new plantation of Hevea brasiliensis in the British colonies of Ceylon (now Sri Lanka) and
Malaya (now Malaysia). In a few decades those colonies were able to produce much more latex than the
Amazon region. That was the end of the Amazonian rubber business.
Today, biopiracy takes a more subtle form. For years, researchers from pharmaceutical companies
have been extracting chemicals from plants found in Brazil, in many cases plants whose medical
properties have been traditionally known among indigenous peoples. The pharmaceutical company
then patents the chemical and commercializes it without paying any sort of compensation to the
local people.
Roughly ¼ of all pharmaceutical products in the market today use substances from the rainforest.
Hundreds of rainforest plants, like jaborandi, guaraná, quebra-pedra are already known, others hold
their secrets and are known only by local people. The indigenous peoples have been passing that
oral knowledge from generation to generation. The profits from new medicines derived from the
forest should be returned to the native populations.
(Adapted from: BIOPIRACY in the Amazon. Available at: <www.amazonlink.org/biopiracy/biopiracy_history.htm>. Access: Mar. 30, 2013)
* Brazil, Colombia, Mexico, and Indonesia are the four most biodiverse countries in the world. Brazil, with 200,000 registered
species, holds 15 to 20 per cent of the Earth’s total.
166 UNIT 12 Biopiracy

a. Paragraph 1 ( ) Some pharmaceutical
companies are modern
b. Paragraph 2
biopirates, extracting
c. Paragraph 3 biological resources from the
d. Paragraph 4 forest without paying the local
people.
( ) The people of the forest
should benefit from the profits
made by the pharmaceutical
companies that exploit it.
( ) Stealing rubber tree seeds from Cupuaçu is rich in antioxidants,
the Amazon and taking them vitamins B1, B2, B3, amino
acids. It is traditionally used by
to British colonies. indigenous peoples to alleviate
( ) The meaning of biopiracy and abdominal ache, which helps in
Brazil as one of its victims. tough births.
(Source: FRUITSINFO. Available at: <www.fruitsinfo.com/cupuacu-tropical-fruits.php>. Access: Mar. 30, 2013.)
Word Study
In Other Words
Scan the text and find the words or phrases that have the same meaning as:
a. without paying any money
Introduction b. poor countries, still trying to improve

and life for their people
Paragraph 1
c. animals or plants that are native to an
exclusive place, that cannot be found in
any other place
d. took something that did not belong to him
e. well known for something bad
Paragraph 2
f. put something in a place where no one
could see it
Paragraph 3 g. not easy to notice, not obvious
h. approximately 25%
i. the money made from new remedies

Paragraph 4
j. others keep something that only they
know about
Biopiracy UNIT 12 167
Words in Context
Complete the sentences with the correct words, as adequate.
a. Children parents have died are called orphans.

who which whose those without
b. Hevea brasiliensis is the scientific name for the tree.
coffee guaraná banana medicine rubber
c. Is Brazil still a nation?
endemic indigenous developing known native
d. The Amazon basin is comparable to 90 percent of the continental United
States.
traditionally already roughly perhaps only
e. All the flowers of tomorrow are in the of today.
countries seeds chemicals leaves herbs
Comprehension Check
Complete the sentences with words from the box, as appropriate. Some of
those words will not be necessary.
subtle • chemicals • stole • the Amazon basin • developing nations • immense •

biopirates • found • Malaysia • big business • plants and seeds
a. The variety of plants and animals in Brazil is .

b. are biological materials.
c. The rubber tree is native to .
d. Henry Alexander Wickman rubber tree seeds from the
Amazonian jungle.
e. Some pharmaceutical companies act as .
f. Biopiracy is .
JO973/Shutterstock/Glow Images
LISTENING
Açaí, the Amazing Amazonian Super Fruit

1. What do you know about açaí fruit? Complete the blanks with the
information from the box.
more lipids • Euterpe oleracea Mart. • the Amazon • 118 times more •
free radicals • compared with • cholesterol • juice
Scientific name:
Popular name: Açaí
Common region: several regions of
Main use of its fruit: cream, and ice cream
Nutritional values – raw cow milk, açaí fruit pulp
contains:
4 times more energy
3 times
7 times more carbohydrates
iron
9 times more vitamin B1
8 times more vitamin C
the same amount of protein and calcium, half as much phosphorus, and it
even fights and .
27 2. The topic of Ms. Gamboa’s class for today is a popular Amazonian

fruit. She has brought a video about that fruit and she asked her students
to watch the video, take notes and be ready to answer questions about
it. Listen to the audio and check the columns True or False in the table
below, according to what you hear.
True False
a. Açaí is the fruit of a palm tree.
b. The açaí palm tree grows in the Amazon Forest.
c. Açaí tastes like blackberries, but not like chocolate.
d. The açaí fruit is blue.
e. The Indians call every palm tree “The Tree of Life”.
f. For the Indians, açaí is a basic food.
g. Açaí fruit is both tasty and healthful.
h. Açaí fights cholesterol and free radicals.
i. It fights infection but it does not protect your heart.
STRUCTURE
Present Perfect Progressive

Observe a forma verbal em destaque nestas frases:
For years, researchers from pharmaceutical companies have been extracting

chemicals from plants found in the Brazilian rainforest.
Pelo contexto, podemos concluir que a atividade em destaque teve início no

passado e continua no presente.
No exemplo acima, o que os pesquisadores das empresas farmacêuticas

estão fazendo há anos?
Veja outro exemplo:
The indigenous peoples have been passing that oral knowledge from generation
to generation.
Neste segundo exemplo, o que vem acontecendo?
Para enfatizar a continuidade e a duração de uma atividade, usamos a

forma progressiva do Present Perfect, chamada Present Perfect Progressive (ou
Continuous), composta por have/has + been + -ing form do verbo principal.
Veja mais um exemplo:
It has been raining since yesterday. The streets are already flooded.
Andiroba seeds. Note que, em português, nesses casos usa-se o mesmo tempo verbal quando
Indigenous apenas se menciona a ação ou quando também se diz há quanto tempo essa
peoples of ação vem acontecendo. Compare:
Amazonia use
andiroba oil for It’s raining. Está chovendo.
wound cleaning
and treatment for
cuts and burns. It has been raining for an hour. Está chovendo há uma hora.
I am waiting. Eu estou esperando.
I have been waiting since 3 o’clock. Eu estou esperando desde as três horas.
1. Complete the sentences and say what they have been doing. Use the
Present Perfect Continuous of the verbs in parentheses.
a. Charles for hours. It’s time to stop and

take a rest. (drive)
b. Jane for ten hours. She must be very

tired. (work)
c. Lia Luft a new book. She hopes to
finish it soon. (write)
d. Mr. and Mrs. Smith in that house since

they got married. (live)
e. According to the Big Bang theory, the universe

continuously since the beginning of
time. (expand)
f. The ice in the Arctic and the level of

the oceans , but some of the world
leaders continue to ignore those facts. (melt) (rise)
Bill Varie/Corbis/Latinstock
It’s been a hard

day’s night,
And I’ve been
working like a dog.
It’s been a hard
day’s night,
I should be sleeping
like a log.
(“A Hard Day’s Night”, Lennon & McCartney)
Agora veja este exemplo de outro uso do Present Perfect Continuous:

“You look tired.”
“Yes, I’ve been painting the wall all day.”
Nesse caso o Present Perfect Continuous é usado para expressar uma ação
começada há algum tempo e feita até bem recentemente, mas já terminada, e
cujos efeitos são ainda visíveis.
Outro exemplo desse uso:
“Look at those cats! What happened to them?”
“Well, they have been fighting…”
Now complete these sentences with the Present Perfect Continuous.
a. That senator for the last two hours. Isn’t he tired?

(talk)
b. “What happened to your clothes?” “I with the dog.”

(play)
c. I need a shower. I to fix the car all afternoon. (try)
d. I research on biopiracy for the last two weeks. My

report is almost finished. (do)
Prepositions – Between and Among
Observe o sentido das preposições em destaque nestas frases:
[…] Some say he hid them between banana leaves…
[…] in many cases plants whose medical properties have been traditionally
known among indigenous peoples.
between: entre um e outro (indivíduo ou grupo, claramente separados entre si)

among: entre, no meio de (vários elementos, diversos, dispersos)
No primeiro exemplo acima, as sementes de seringueira estavam escondidas

entre uma e outra folha de bananeira: between banana leaves.
No segundo exemplo, as propriedades medicinais daquelas plantas são
tradicionalmente conhecidas entre os (vários, diversos) povos indígenas: among
indigenous peoples.
Complete the sentences using between or among.
a. He explained the difference those two words.

b. Biopiracy is the most important issues for the Brazilian
government.
c. the letters I received, there was one from Japan.
d. A lunar eclipse can happen only when the Earth is the
Sun and the moon.
e. Orlando Villas Boas lived the Xingu Indians for three
decades.
f. There can be no secrets you and me.
g. Don’t worry, Tom. You’re friends here.
People – a Very Important Word

Observe o substantivo em destaque:
[…] without paying compensation to local people.
No exemplo acima, people é um substantivo plural (embora não tenha s final) e

significa “pessoas”. Nesse sentido, bem comum, o singular é a person: uma pessoa.
Portanto: a person, two people. Seria possível dizer two persons, mas isso só
em linguagem formal ou técnica.
People pode também ser um substantivo singular, com o significado de “povo,
nação”, caso em que a forma plural é peoples (povos, nações).
[…] plants whose medical properties have been traditionally known among
indigenous peoples.
Fill in the blanks with the correct word in parentheses.
a. There is not enough room in my house for all people.

(this) (these)
b. The peoples of the former Soviet Union different
languages. (speak) (speaks)
c. She wrote that book especially for people who getting
old. (is) (are)
d. The American people opposed to war. (is) (are)
e. The Brazilian people a common language. (share)
(shares)
f. The of the world are represented at the United Nations.
(people) (peoples)
g. The people of Brazil cheerful and friendly. (is) (are)
SPEAKING
Medicinal Plants from the Amazon Forest CuboImages srl/Alamy/Other Images
Let’s imagine (just for the sake of this exercise…) that you are not feeling well
and you happen to find a herb shop on your way home, so you decide to get
in and ask the herbalist about a medicinal herb that could bring you some relief.
In pairs, work with a classmate asking and answering questions about
which plants could be used for each problem. Use the information from
the table and follow the example.
Example:
Herbalist: Can I help you?
Customer: Sure, I’m looking for something that fights fatigue.
Herbalist: You could use some Guaraná.
Customer: What kind of plant is it?
Herbalist: It’s a stimulant.
Customer: Ok, I’ll take some Guaraná.
Plants What they are What they do Parietaria officinalis

is diuretic,
Guaraná emollient and
A stimulant It fights fatigue anti-inflammatory.
(Paulinia cupania)
Jaborandi It induces salivation
A diuretic
(Pilocarpus jaborandi) and sweat
Quebra-pedra A relief of the urinary It dissolves kidney
(Parietaria officinalis) tract stones
Pau-d’arco It cures candida and
A natural antibiotic
(Tabebuia impetiginosa) athlete’s foot
It relieves the
Suma or piriguara
A tonic symptoms of
(Achietea salutaris)
menopause
READING & WRITING
Sarah’s Blog
1. Read the blog below and answer the questions.
Biodiversity
Diego Cervo/Shutterstock/Glow Images

Archives Amazonia Biodiversity [12_
July Like f09_2OSaA
By Sarah Watson-Almeida – foto de rosto
August
August Photos Atlas moth – Atlas moths are apenas de uma
moça loira,
4 posts 1 considered the largest moths in the se possível
world in terms of total wing surface de chapéu e
area. Females are appreciably larger óculos de sol.
and heavier. Look at this one. See Hi. I’m Sarah
how large and beautiful it is! Watson-Almeida.
2
Victoria amazonica – It used to be As a biologist who
called Victoria regia, after the British happens to be
married to a Brazilian
Queen Victoria, but now the name doctor from Belém, I
of this giant water lily is Victoria have been studying
amazonica. Its flowers are white the and doing research
first night they are open and become on Amazonian
biodiversity for the
3
pink the second night. Amazing! last two years.
Guaraná – Yes! It’s guaraná fruit! Its We’ve come to
extract is used to make that delicious Brazil for a 6-month
soda... Brazilians are crazy about expedition through
the Amazon
2. Wang LiQiang/Shutterstock/Glow Images
it, and for a good reason. I’ve been

1. Natursports/Shutterstock/Glow Images
rainforest and I’ve

3. Fabio Colombini/Acervo do fotógrafo
drinking guaraná since we got here, created this blog to

4. JO973/Shutterstock/Glow Images
4 and I love it! share my photos and

Toucan – Look at this beautiful impressions with
you! Enjoy it!
toucan! Its colors contrast with that of
the green forest. And what a beak!
a. Who is the blog owner?

b. What is she doing in Brazil?
c. Have you ever seen the plants and animals show in Sarah’s blog? Would
you like to see them?
2. Working with a classmate, choose one or two animals or plants from

your region and write a paragraph about them. Don’t forget to mention
their names, where they live, and why you have chosen them. Include
some photos if you like. Try to create a blog to share your photos and
comments with the class.
Another Look at...
Biopiracy
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Brazil to boost crackdown on biopiracy 8 comments

BRIAN ELLSWORTH
RIO DE JANEIRO – The Globe and Mail
Published Wednesday, Dec. 22, 2010 12:12PM EST
Last updated Wednesday, Dec. 22, 2010 12:20PM EST
Brazil plans to expand a crackdown on companies that patent products made from rare
plants and animals without adequately compensating the South American country or
its indigenous communities.
The fight against “biopiracy” has won the support of indigenous communities and
defenders of the Amazon rainforest who say corporations unfairly benefit from
medicine and other products derived from Brazil’s exotic plants, poisonous snakes or
brightly colored frogs.
Brazil has levied more than 100 million reais ($ 59-million) in fines since July on
companies charged with not paying fair compensation for the use of genetic material
native to Brazil, said Bruno Barbosa, who heads inspection for the environmental
oversight agency Ibama.
Mr. Barbosa says examples of biopiracy abound, such as the development in the 1970s
of the hypertension medication captopril from a snake venom that indigenous groups
used on arrowhead tips.
The government this year stepped up the anti-biopiracy effort with a campaign known
as “Operation New Direction” that aims to crack down on what it calls profiteering.
The law should reflect the difficulty of determining how to compensate local populations
from collective knowledge passed down over generations, Mr. Barbosa said.
(ELLSWORTH, Brian. “Brazil to boost crackdown on biopiracy”. In: The Globe and Mail. Available at:
<www.theglobeandmail.com/technology/science/brazil-to-boost-crackdown-on-biopiracy/article1320884>. Access: Apr. 5, 2013.)
Leia o texto e marque V (Verdadeiro) ou F (Falso) quanto a cada um dos parágrafos.
a. ( ) O governo brasileiro planeja incrementar o controle sobre as companhias que

praticam a biopirataria mesmo quando há compensação financeira para as
comunidades indígenas.
b. ( ) A luta contra a pirataria tem o apoio das comunidades indígenas e daqueles que
defendem a Floresta Amazônica.
c. ( ) Desde julho o governo brasileiro, por meio do Ibama, aplicou mais 100 milhões
de dólares em multas a companhias acusadas de não pagar pelo uso de material
genético retirado da floresta.
d. ( ) Em 2010 o governo brasileiro lançou uma campanha contra a biopirataria, visando
coibir lucros abusivos e indevidos com a exploração de material genético nativo.
razil is the world leader in endemic species and champion in
B biodiversity. Its 3,000 species of fresh water fish are triple the
total of any other country. Its main farm products — coffee,
sugar, soybeans, rice and oranges — originated in other places,
THINK but many other economically important plants are native, including
peanuts, pineapple, manioc, cashews, and Brazil nuts.
ABOUT IT (OSAVA, Mario. Environment: Who Has Access to Biodiversity?. Available at:
<http://ipsnews.net/news.asp?idnews=32616>. Access: Apr. 5, 2013.)
A biopirataria é histórica e mundial. Muitos historiadores

consideram o ano de 1500, logo após a chegada dos portugueses,
como o primeiro caso de biopirataria no Brasil, com a extração do pigmento
vermelho do pau-brasil (Caesalpinia echinata). Essa madeira hoje não é mais cobiçada pelo
pigmento vermelho (brasileína) que era utilizado para fazer tintas e corantes, mas é ainda
valorizada por ser a melhor para a confecção de arcos de violino. Emblemático da situação de
hoje, em que a flora e a fauna continuam a desaparecer, o pau-brasil, que deu origem ao nome
do país, é hoje uma árvore em extinção.
O Brasil é um dos países de maior biodiversidade e, por isso mesmo, um autêntico
chamariz de biopiratas. No Brasil, a biopirataria concentra-se principalmente na Amazônia, mas
também acontece fortemente na Mata Atlântica, no Pantanal e na Caatinga. A abundância e
a diversidade de vida vegetal e animal nessas regiões do Brasil são pontos vulneráveis, que
exercem grande atração.
E a biodiversidade contrabandeada é big business. O tráfico de animais silvestres movimenta
de 10 a 20 bilhões de dólares pelo mundo e é a terceira maior atividade ilícita do planeta. No
Brasil, movimenta em torno de 1 bilhão e 500 milhões de dólares,
estimando-se que por nossas fronteiras secas, nossos rios e pelo ar

sejam contrabandeados cerca de 38 milhões de animais silvestres.
Grande parte desse total é levada para fins de biopirataria. A
peçonha das cobras é pesquisada para servir de princípio ativo a
remédios de hipertensão arterial, fabricados e patenteados pelos
laboratórios de outros países. Essa prática é facilitada pelo lucro
fácil de quem contrabandeia animais silvestres. Uma jararaca custa
mil dólares, uma aranha-marrom, 800 dólares, sapos amazônicos,
de 300 a 1 500 dólares, besouros, de 450 a 8 mil dólares.*
É preciso nos conscientizarmos da necessidade de combater
a grave questão da biopirataria no Brasil. Exerça sua cidadania.
*(Fonte: REDE Nacional de Combate ao Tráfico de Animais. Disponível em:

<www.renctas.org.br/files/REL_RENCTAS_pt_final.pdf>. Acesso: Mar. 30, 2013)
Discuss this issue with your classmates and teachers,

especially your Biology, History, and Sociology teachers.
ROBINSON, Daniel F. Confronting Biopiracy: Challenges, Cases and International Debates. London:
Earthscan, 2010.
SHIVA, Vandana. Biopirataria: Pilhagem da natureza e do conhecimento. Petrópolis: Vozes, 2001.
O BICHO dá, o bicho toma (Documentário). Direção: Beatriz Thielmann. Produção: Guapuruvu Filmes, 2005.
RENCTAS. Available at: <www.renctas.org.br/pt/home/>. Access: Mar. 30, 2013.
OPEN Seeds: Biopiracy and the Patenting of Life. Available at: <http://tv.globalresearch.ca/2012/02/open-
seeds-biopiracy-and-patenting-life>. Access: Mar. 30, 2013.
1. Mark the correct answers to these questions. Compensate the local people for that
appropriation.
a. Who was Sigmund Freud?
Share the profits with the biopirates.
He was the Austrian neurologist who studied the
human mind and developed psychoanalysis. 0.2 point each /1
He was the Austrian doctor who studied the brain

as a complex object. 2. Complete the dialogue with the adequate
words in parentheses.
He was the German neuroscientist who studied
the connection between brain and mind and Paul: Bia, what ?
developed psychoanalysis. I haven’t seen you around. (have you been doing –
did you do)
b. In 1900 Freud published The Interpretation of
Bia: Oh, I terribly busy. (was – ’ve been)
Dreams. What have people discovered about
dreams since then? Paul: I know. You hard on
your computer. (are working – ’ve been working)
They have discovered that the brain should be
Bia: Yeah, how ? (did you know –
treated as an incredible complex object.
have you known)
They have learned that dreams should be Paul: Well, I think you’re hooked on the Internet.
considered as mental fireworks. You communicate with people in other countries
They have discovered that dreams provide many more than you with your own friends.
insights into the way the human mind works. (do – make)
c. The more we understand about the world around Bia: Oh, Paul, don’t be so cruel! I
us, the more clear it is that everything we have an article for the school newspaper. (’ve been
learned is nothing compared to what we still have writing – wrote)
to learn. What should our attitude be, then? Paul: Really? What is it about?
We should be proud of our achievements. Bia: Amazonian fruits, them açaí and
cupuaçu. Both have great economic potential.
We should be humble about that. (among – between)
We should admit we have been wrong about Paul: Oh, I love cupuaçu, but I didn’t know it comes
everything. from the forest.
d. Science and technology can be a wonderful Bia: Oh yes, it does. Indigenous peoples along the
servant but a terrible master. Give an example of Amazon River
science and technology as a “terrible master”. cupuaçu for generations. (have been cultivating –
Tsunamis. are cultivating)
Nuclear power stations. And that cupuaçu seeds

can be used to make chocolate? (did you know –
Nuclear weapons.
have you known)
e. Many pharmaceutical companies have been
Paul: Wow! I about that.
extracting biological resources from the
Well, live and learn, I guess! (didn’t know – haven’t
rainforests for years. What should they do?
known)
Patent the chemicals and commercialize the
0.1 point each /1
products.
3. Complete the sentences with the correct Leia o texto e responda à questão 5.
indefinite pronouns, as adequate. I Will Build A Motor Car…
a. we have learned is
compared to what we still have to learn.
The Granger Collection, New York/Other Images

(Everything / nothing – Nothing / everything –
Everybody / nobody)
b. People try to have as many possessions as they
can, and to see as much of the world as they
possibly can, but without education they will get
. (somewhere – nowhere – anywhere)
c. Freud’s work has led to from drug
treatments for depression and psychosis to a
better understanding of learning, memory, and
mental development. (something – nothing –
everything)
Ford Quadricycle, 1896
d. The pharmaceutical companies patent the
“When everything seems to be going against
chemicals from plants they find in the rainforest
you, remember the airplane takes off against the
without paying to the local people. wind, not with it.”
(anybody – anywhere – anything) “I will build a motor car for the great
e. Do you know about cholesterol and multitude. It will be large enough for the family
free radicals? (anything – nothing – someone) but small enough for the individual to run
and care for. It will be constructed of the best
0.2 point each /1 materials, by the best men to be hired, after
the simplest designs that modern engineering
4. Do this exercise in two parts. First complete can devise. But it will be so low in price no man
each question with a past participle from the making a good salary will be unable to own one —
box, as adequate. and enjoy with his family the blessing of hours of
pleasure in God’s great open spaces.”
seen • made • been • broken • had Henry Ford (1863-1947)
5. Assinale a alternativa INCORRETA, de acordo

a. Have you ever a speech in English? com o texto.
b. Have you ever a dream about fire? Henry Ford...
c. Have you ever to Belém do Pará? a. acredita que, na adversidade, é preciso
d. Have you ever your leg? persistir, fazendo uso da própria dificuldade
e. Have you ever the rain? para conseguir superá-la.
Now match the answers below to the questions you b. promete construir um veículo motorizado de
have just completed. excelente qualidade visando atender não apenas
à elite mas também ao trabalhador comum.
( ) Yes, I have. And I was one of the brave
firefighters. c. sonha em construir um carro a motor tão
barato que mesmo os que ganham o salário
( ) No, I haven’t. But I broke my arm two years ago.
mínimo poderão comprar.
( ) No, never. But I sure would like to go there.
d. quer construir um carro ao mesmo tempo
( ) No, I haven’t. Not even in Portuguese. suficientemente grande para servir a uma
( ) Coming down on a sunny day? Yes, I have. Many família e pequeno o bastante para que um
times. indivíduo o dirija e mantenha adequadamente.
0.1 point each /1 0.5 point /0.5
6. Leia o Text I e responda às questões a seguir em português.
Text I
GE /
MA MY
S
Debate
A
HE /A L
OT S O N
RI
Cash for
IN
ILK
BW
Good Grades?
RO
NEWS FACT: Students at 15 middle
schools in Washington, D.C., have an
unusual incentive to get good grades.
They are being paid! The schools are
participating in D.C.’s Capital Gains
Program, which is the brainchild of a
Harvard University professor.
U
nder the program, teachers award Programs similar to Capital Gains are in
students points for how well they schools in New York City and elsewhere.
do with schoolwork, behavior, Critics are skeptical. “Once kids
and attendance. Students can earn become accustomed to this, they
as much as $ 200 a month. “It’s good become dependent,” psychologist Barry
because every two weeks you get paid Schwartz told the Associated Press.
and put money in the bank,” Anthony “They’ll want someone walking behind
Chavis, a ninth-grader from Washington, them the rest of their lives with an
D.C., told a local reporter. M&M to make sure they are rewarded
Roland Fryer, the economics profes- for everything they do.”
sor who came up with the idea, hopes to What Do You Think?
scientifically evaluate how well cash Pay kids who earn good grades?
and other rewards motivate students.
“You already should have Tatjana Johnson, 12, is

YES a reason to get good NO a seventh-grader from
grades,” says Schanora Providence, Rhode
Wimpie, a 10th-grader Island. “The way it’s
at the Chicago Military Academy supposed to be is that students
at Bronzeville. “But if [being paid] earn good grades to get into
gives you more reason to earn that college,” she tells JS. “[Paying for
A, it’s a good program.” Schanora’s grades] is like bargaining with kids.
school and others in Chicago, Illi- They might expect it all the time.”
nois, suspended their programs this Ariel Cohen, 12, agrees. “It
year because of a lack of funds. teaches kids bad values — like
“I think it is good because it gives money is the key to success,” she
students an incentive to work says. The New York City seventh-
harder, and if they work harder they grader would prefer that kids “feel
have a better chance to succeed,” good about [their] achievement”
says Cole Kubisiah, 12, a seventh- rather than caring “just about
grader from Wausau, Wisconsin. getting money.”
Vote Now Pay kids for goods grades? VOTE ONLINE at scholastic.com/juniorscholastic.
(Adapted from: Junior Scholastic, Sep. 7, 2009. p. 4. Available at:

<http://teacher.scholastic.com/products/classmags/pdfs/2009/JS_sept09.pdf>. Access: Feb. 4, 2013.)
a. Qual é o assunto em debate? less physically active you are. And the less exercise
you get, the more likely you are to develop
diseases such as diabetes or heart problems.
Lennert Veerman is the lead author of the
b. Em que cidade dos Estados Unidos está sendo
study, which was published in the British Journal
feita essa experiência? of Sports Medicine. Veerman works at the
University of Queensland. He acknowledges that it
c. Os alunos recebem pontos pelo seu desempenho may not just be the sedentary nature of watching
em 3 aspectos. Quais são eles? TV that lowers life expectancy, but also the poor
diet that onscreen junk-food advertising can
promote. But Veerman says that the association
between watching too much TV and lower life
d. Alguns dos alunos que participaram do debate expectancy persisted, even after adjusting for diet.
são a favor, outros são contra. Transcreva aqui (PARK, Alice. Turn Off Your TV! Available at: <www.
uma das justificativas a favor. timeforkids.com/news/turn-your-tv/11981>. Access: Feb.
13, 2013.)
7. Após coletarem informações sobre adultos que

têm o hábito de assistir à TV, pesquisadores
e. Transcreva uma das justificativas daqueles que
australianos concluíram que esse hábito, se
discordam.
exagerado, pode causar sérios problemas à
saúde.
f. E você, qual é a sua opinião a respeito disso? a. Quantos anos de vida a menos têm as pessoas
que assistem a uma média de seis horas diárias
de TV em relação a quem não tem esse hábito?
0.2 point each /1
Leia o texto e responda à questão 7. b. Quanto tempo de expectativa de vida é reduzido a

cada hora em que as pessoas passam assistindo
Turn Off Your TV!
à TV?
A new study reveals that watching less
c. A que doenças os sedentários são mais
television may lead to a longer life
suscetíveis, de acordo com a pesquisa?
Tian Jiang/Getty Images
d. Além do sedentarismo gerado pelo hábito de

assistir à TV, qual outro fator contribui para a
redução da expectativa de vida dessas pessoas?
Sitting in front of the television may be

0.25 point each /1
relaxing, but spending too much time in front of
the tube may take years off your life.
8. (Enem 2012)
That’s what Australian researchers found
http://politicalgraffiti.wordpress.com
when they collected TV viewing information from

more than 11,000 people older than 25 years. The
study found that people who watched an average
six hours of TV a day lived an average 4.8 years less
than those who didn’t watch any television. Also,
every hour of TV that participants watched after
age 25 was associated with a 22-minute reduction
in their life expectancy.
What’s Going On?
It’s no mystery that sitting in front of the tube (Available at: <http://politicalgraffiti.wordpress.com>.
isn’t exactly healthy. The more TV you watch, the Access: Ago. 17, 2011.)
Cartuns são produzidos com o intuito de Ao optar por ler a reportagem completa sobre
satirizar comportamentos humanos e assim o assunto anunciado, tem-se acesso a duas
oportunizam a reflexão sobre nossos próprios palavras que Bill Gates não quer que o leitor
comportamentos e atitudes. Nesse cartum, a conheça e que se referem
linguagem utilizada pelos personagens em uma a. aos responsáveis pela divulgação desta
conversa em inglês evidencia a informação na internet.
a. predominância do uso da linguagem informal b. às marcas mais importantes de
sobre a língua padrão. microcomputadores do mercado.
b. dificuldade de reconhecer a existência de c. aos nomes dos americanos que inventaram a
diferentes usos da linguagem. suposta tecnologia.
d. aos sites da Internet pelos quais o produto já pode
c. aceitação dos regionalismos utilizados por
ser conhecido.
pessoas de diferentes lugares.
e. às empresas que levam vantagem para serem
d. necessidade de estudo da língua inglesa por parte
suas concorrentes.
dos personagens.
0.5 point /0.5
e. facilidade de compreensão entre falantes com
sotaques distintos.
(FGV-SP 2013) Leia o texto para responder às
0.5 point /0.5 questões de números 10 a 14.
Money Talks
9. (Enem 2010)
Is money a good medium to spread messages?
At first Alexei Navalny, a Russian opposition
activist and noted blogger, was skeptical. But
then he did the maths: if 5,000 Russians stamped
100 bills each, every citizen would encounter at
least one of the altered notes as they passed from
person to person.
Members of Iran’s Green Movement used this
tactic in 2009, writing slogans on banknotes
during their antigovernment protests. This
prompted a ruling that defaced notes would
no longer be accepted by banks. Similarly,
supporters of the Occupy movement had added
slogans and infographics about income inequality
to dollar bills. And members of China’s Falun
Gong movement wrote messages on banknotes
attacking government persecution.
The use of money as a communications
medium, distributing words and images as it
passes from hand to hand, is ancient. The earliest
coins, minted in Lydia (now part of Turkey) in
the 7th century BC, depicted the head of a lion,
thought to have been a royal symbol. Later rulers
had their names and images inscribed on coins,
along with symbolic images of various kinds. In
the era before printing, this was a very efficient
way to project their image directly to the people.
But their subjects were also aware of the
messaging power of money, as the recently
(Available at: <www.fool.com>. Access: Jul. 21, 2010.) revamped exhibit on the history of money at the
British Museum in London reveals. It includes a d. prevented dollar bills from circulating in Iran for
Roman coin from 215 AD, on which the Christian some time.
“chi-rho” symbol has been scratched behind
e. prohibited slogans from being written on public
the emperor’s head; a French coin from 1855
overstamped with an advertisement for Pear Soap; areas by activists.
and a 1903 British penny on which Edward VII’s 13. The money exhibit at the British Museum
face has been stamped with “Votes for women”
a. depicts royal and religious symbols from different
by suffragettes. Mr. Navalny’s call for Russians
ages of history.
to stamp messages on banknotes is just the latest
incarnation of a centuries-old idea — a pioneering b. displays documents from many centuries ago with
example of what we now call social media. a wide variety of messages.
(Adapted from: The Economist, Sep. 29, 2012. p. 80.) c. includes the very first coins ever minted by a king.
10. The title of the text – Money talks – is a common d. has Chinese, Iranian, and Russian money, among
saying in English that implies one can buy others.
almost anything with money, and it is used here
e. shows the use of currency to spread messages
a. to show how corruption is spread all over the has been happening for centuries.
world.
14. The first coin minted
b. in order to emphasize the power money brings to a. had the face of the local king.
those who own it.
b. appeared before the Christian age.
c. so as to illustrate how dictatorial governments can c. were meant to make people know who the king was.
manipulate the use of money.
d. portrayed different kinds of symbols.
d. as a word pun, with a different meaning from the e. symbolized Christian values.
one commonly known.
0.3 point each /1.5
e. to show that money can buy everything one needs
or wants.
(IFBA 2013) Leia o Text II para responder à
11. Alexey Navalny questão 15.
a. collaborated with the protesters of the Occupy Text II
Wall Street movement.
Harris S/Cartoonstock
b. was inspired for his actions after seeing an exhibit
at the British Museum.
c. didn’t believe in the beginning that his plan would
succeed.
d. was a pioneer in what eventually became a new
social media.
e. helped the Falun Gong movement in China to
write messages on banknotes.
12. The Iranian government’s response to the
Green Movement’s action in 2009
a. tried to curb the movement’s political propaganda.
b. ensured that the activists would spread their
message.
c. prompted Iranian activists to join the Occupy
movement for help. (Available at: <www.cartoonstock.com/directory/m/
matures.asp>. Access: June 3, 2012.)
15. De acordo com o Text II, pode-se afirmar que 25 regional words. If it has become harder to find
os tempos verbais utilizados many different terms for outdated expressions,
that’s partly because people today are more likely
a. apresentam ações que demonstram to be talking about fast food or traffic. In fact, in
atividades cotidianas. the age of Twitter and Facebook, linguists say,
b. apresentam ações que demonstram 30 the interactions that most powerfully shape our
atividades que aconteceram no passado. speech are still local and face to face. In sum,
American English actually has more words for
c. apresentam ações que demonstram the same things than ever before.
atividades cotidianas e atividades que (Adapted from: <www.nytimes.com/2012/02/25/books/
acontecem no momento da fala. dictionary-of-american-regional-english-reacheslast-
volume.html?pagewanted=all>. Access: August 14th, 2012.)
d. apresentam ações que demonstram
16. Select the CORRECT proposition(s).
atividades que começaram no passado e
continuam no presente. Regarding the dictionary mentioned in Text I, it is
correct to state that:
e. apresentam ações que demonstram
atividades que aconteceram no passado a. the Dictionary of American Regional English
e ações que começaram no passado e is a result of one of America’s most ambitious
continuam no presente. lexicographical projects.
0.5 point /0.5

b. the Dictionary of American Regional English is
also known as DARE.
(UFSC 2013) Leia o Text I e responda às c. the dictionary which is a product of a group
questões 16 e 17. of students from Harvard consists of almost
60,000 terms.
Text I
d. Joan Houston Hall is the only lexicographer
The Dictionary of American Regional English responsible for the dictionary published by
1 Joan Houston Hall, a lexicographer, is Harvard University.
concerned about the use of regionalisms e. the inclusion of newer terms in the Dictionary
throughout the country. She works in one
of American Regional English suggests that
of America’s most ambitious lexicographical
the state of regional English isn’t so bad.
5 projects, which culminates with the publication
of a dictionary by Harvard University Press, 17. Select the CORRECT proposition(s) about
50 years after the project was inaugurated by Text I.
Frederic G. Cassidy.
Mr. Cassidy, who died in 2000, did not make it to
a. The Dictionary of American Regional English
10 the end of the alphabet. But to scholars and language is a scientific article about a scientific
lovers the work he set in motion is an invaluable experiment.
guide to the way Americans not only speak but also b. The Dictionary of American Regional English is
live. The dictionary includes nearly 60,000 terms,
a text printed in the mass media about people
many of them reflecting the country’s rural and
who like dictionaries.
15 agricultural past. But among the pages and pages of
names for wildflowers and farm implements, DARE, c. The text is about a dictionary whose project
as the dictionary is commonly known, includes was started by Frederic G. Cassidy.
enough newer terms to suggest that the state of
regional English isn’t quite as bad as may suggest d. The text was written by Joan Houston Hall, a
20 the laments about the homogenizing forces of lexicographer who works with dictionaries.
urbanization, mass media and the Internet. e. The text adapted from The New York Times
Ms. Hall recognizes that the extremes of
was released originally on February 25th, 2012.
regional speech are disappearing; however, she
is pleased to find out that there are still lots of 0.25 point each /0.5
SELF-EVALUATION (UNITS 10, 11 AND 12) ( ) learn the meaning and use of numerals in
compound adjectives.
( ) understand the meaning and use of the Present
Can
Excellent Good OK Perfect Continuous.
do better
Test total: ( ) identify and use indefinite pronouns and
10-9 8-7 6-5 less than 5
— out of 10 adverbs: compound forms.
How do you evaluate your own progress? Check ( ) identify the meaning and use of quantifiers:
( ) for Yes, (x) for No, or (R) for Review Units 10, 11 much, many, little, few.
and 12 after each of the topics below.
( ) distinguish between the use of prepositions:
Now I can… between, among.
( ) use the different reading strategies to be able to ( ) listen to conversations.

understand a text in English.
( ) talk about Brazilian facts and people.
( ) read and write about dreams.
( ) understand the meaning and use of the Present
( ) write a to-do list, a paragraph about Brazilian
Perfect with since and for.
plants or animals.
( ) identify the meaning and function of the adverbs
( ) reflect and debate about the relationship
used with the Present Perfect.
between man and science in the last century –
( ) understand the meaning and use of the phrasal One hundred years of discovery, and it is just the
verbs with put. beginning.
Minigrammar
1. Tempos verbais: Verdades universais, fatos científicos ou da natureza:

Water covers about seventy per cent of the Earth’s surface.
Simple Present – forma afirmativa
(A água cobre cerca de setenta por cento da superfície
Veja a seguir alguns exemplos de conjugação no terrestre.)
Simple Present, forma afirmativa: Ações habituais, repetidas, no presente:
To live To go To play We use Math in our daily lives.
I I I (Nós usamos a Matemática na nossa vida diária.)

live go play
You You You
He He He MINITEST
She lives She goes She plays
It It It
Complete as frases com uma das formas do
We We We
You live You go You play
Simple Present dos verbos do quadro. Lembre-
They They They -se da flexão em -s, -es ou -ies quando o sujeito
for da terceira pessoa do singular.
O Simple Present Tense equivale ao Presente do
Indicativo em português. Ele tem a mesma forma básica to explain • to need • to punish • to contain • to have
do infinitivo do verbo, sem a partícula to. to absorb • to smile • to arrive • to drink • to go
Essa forma básica é usada para todas as pessoas, com 1. People all over the world in the same language.
exceção da terceira pessoa do singular (he/she/it), caso
2. I at least five glasses of water every day.
em que, em geral, se acrescenta um -s (he/she/it lives).
3. We more laws to control the use of guns.
A terminação em -s muda para -es no caso dos verbos 4. The Curupira those who damage the trees or hunt
terminados em: more than they can eat.
to go he/she/it goes 5. Chocolate small amounts of three drugs.
o
to do he/she/it does 6. Plants carbon from the air.
ss to pass he/she/it passes 7. Winter in Antarctica in March.
ch to teach he/she/it teaches 8. Mathematics many of the mysteries of the Universe.
sh to wash he/she/it washes 9. One of the paradoxes of our time is that we more
possessions, but fewer values.
x to fix he/she/it fixes
10. Ann to the office by subway every day.
Quando o verbo termina em -y precedido de vogal,
acrescenta-se -s à forma básica da terceira pessoa do
singular, como em:
2. Tempos verbais: Simple Present –
to play: I play (he/she/it plays)
formas negativa e interrogativa
to buy: I buy (he/she/it buys)
Exemplos de conjugação nas formas negativa e
Mas quando o -y é precedido de consoante, ele é interrogativa:
trocado por -ies, como em:
Negativa Interrogativa
to try: I try (he/she/it tries)
I I
to cry: I cry (he/she/it cries) do not Do
You you
He he
Usos do Simple Present does
She Does she
not know. know?
It it
Ações, situações ou atividades permanentes:
We we
We know much about the Moon and Mars. You do not Do you
(Nós sabemos muito sobre a Lua e Marte.) They they
185
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Na forma negativa do Simple Present dos verbos Turtles move slowly.
principais, como o exemplo de to know, usa-se o verbo (As tartarugas movem-se lentamente.)
auxiliar do + not antes da forma básica (infinitivo sem to)
Quando o verbo é acompanhado de objeto, o advérbio
do verbo principal. Na terceira pessoa do singular (he/
vem depois dele, e não entre o verbo e o objeto, como pode
she/it), usa-se does em vez de do. Na linguagem
acontecer em português:
coloquial, do e does (sem tradução nesse uso)
geralmente são contraídos com not, formando don’t Turtles generally move their bodies slowly.
e doesn’t. (As tartarugas geralmente movem lentamente o corpo.)
I go to school by bus. I don’t go to school by subway.

(Eu vou para a escola de ônibus. Eu não vou para a escola de Notas ortográficas
metrô.)
• O sufixo -ly é acrescentado, normalmente, aos
She plays the piano. She doesn’t play the guitar. adjetivos que terminam em -l:
(Ela toca piano. Ela não toca violão.)
final finally natural naturally
Na forma interrogativa do Simple Present dos verbos
• Quando o adjetivo tem duas sílabas e termina em -y,
principais usa-se do (does na terceira pessoa do singular)
essa letra é trocada por i antes do acréscimo de -ly:
no início da pergunta, antes do sujeito, e o verbo principal
fica em sua forma básica. easy easily happy happily
Do you go to school by bus? Does he go by subway? • No caso dos adjetivos de uma única sílaba, o -y
(Você vai à escola de ônibus? Ele vai de metrô?) permanece:
Do they play the piano? Does she play the guitar? shy shyly coy coyly sly slyly
(Eles tocam piano? Ela toca violão?)
• Quando o adjetivo termina em -e, essa letra é
geralmente omitida antes do acréscimo de -ly:
MINITEST probable probably simple simply true truly
Complete com do, does, don’t ou doesn’t. Casos especiais

1. the Amazon Forest have a future?
• O advérbio que corresponde a good (bom) é well (bem).
2. Some people know how to react when times are
difficult. • Alguns advérbios de modo mantêm a mesma forma
dos adjetivos:
3. I say “I have any enemies,” and I mean it.
4. you know any folktales? – fast: rápido/a, veloz; rapidamente, velozmente (não
existe a forma fastly)
5. Opposite poles repel each other. On the contrary,
they attract each other. He is a fast driver. He drives fast.
(Ele é um piloto veloz. Ele dirige velozmente.)
6. Amyr Klink miss his family when he travels?
– hard: duro; duramente; muito
7. loneliness make him feel sad?
That is hard work. You work hard.
8. Clean water contain any pathogens.
(Isso é trabalho duro. Você trabalha muito.)
9. you like to eat freshly baked bread?
• Existe o advérbio hardly, que significa “mal,
10. A selfish soul care about the others. dificilmente, quase não”.
He is not my friend. I hardly know him.

3. Advérbios de modo (Ele não é meu amigo. Eu mal o conheço.)
I was so tired I could hardly walk.

Os adjetivos qualificativos descrevem o substantivo e, (Eu estava tão cansado que mal podia andar.)
em geral, vêm antes dele:
• E existe a expressão hardly ever (quase nunca).
Turtles are slow animals.
We hardly ever go out in the evening these days.
(As tartarugas são animais lentos.)
(Nós quase nunca saímos à noite atualmente.)
Os advérbios de modo descrevem a forma como a
• early: primeiro/a; adiantado/a; cedo
ação do verbo é praticada e vêm depois dele. Em geral, os
advérbios de modo são formados pelo acréscimo de -ly I often get the early train. I arrive early.
ao adjetivo. (Eu frequentemente tomo o primeiro trem. Eu chego cedo.)
186 Minigrammar
• late: último/a; tarde a. One of the paradoxes of our time is that we work too
slowly and drive too .
I never get the late train. I never arrive late.
(Eu nunca tomo o último trem. Eu nunca chego tarde.) b. The magnetic poles and the geographic poles of the
Earth are not in the same places.
• Existe o advérbio lately, que significa “ultimamente,
recentemente”. c. Freud founded psychoanalysis and began a revolution.
That revolution has been alive and for one hundred
I haven’t seen you lately. Where have you been? years and it is still going on.
(Eu não tenho visto você ultimamente. Onde você tem estado?)
d. Pay attention to your dreams – God’s angels often
• low: baixo/a; baixo, a pouca altura speak to our hearts when we are asleep. (Eileen Elias
Freeman)
We were able to see the low clouds. The plane was flying low.
(Nós pudemos ver as nuvens baixas. O avião estava voando
e. That old woman speaks so we can hear her.
baixo.) f. Our progress happened very and haltingly at first
and then faster and faster, and it has now reached a
• Existe a palavra lowly, mas é um adjetivo (humilde,
dizzying speed.
baixo/a).
g. John Lennon was shot by a maniac in New York in 1980.
Pelé is proud of his lowly origin.
(Pelé tem orgulho de sua origem humilde.)
h. The medical properties of some tropical plants have
been known among indigenous peoples.
• Existem outros adjetivos, também terminados
i. Bacteria and sickness would be problematic in a
em -ly, que merecem atenção e cuidado, como lovely space flight.
(maravilhoso/a; belo/a; lindo/a).
j. It seems that natural disasters have been more violent .
It was a lovely day. A lovely surprise. She has a lovely smile.
(Foi um dia maravilhoso. Uma bela surpresa. Ela tem um
sorriso lindo.)
2. Agora sublinhe as alternativas entre parênteses
• Para expressar modo, maneira, usamos a locução in que completam adequadamente cada frase.
a lovely way/manner.
a. I always plan . (my work carefully) (carefully my
They treated us in a lovely way. work) (carefully work my)
(Eles nos trataram maravilhosamente.) b. The Titanic was considered unsinkable but after hitting
an iceberg it sank . (hard) (hardly) (fast)
O mesmo acontece com os adjetivos friendly
(amistoso/a) e lively (vivo/a, animado/a). Para expressar c. George doesn’t believe in working hard. On the
modo, maneira, usamos a locução in a friendly way/ contrary, he . (hardly works) (works hardly) (works
manner, in a lively way/manner. hard)
• Outra palavra terminada em -ly, mas que não é d. Mozart managed and was in debt when he died, at
the age of 35. (badly his money) (his money badly) (his
advérbio de modo, e sim um adjetivo, é deadly (mortal).
money well)
Cancer is a potentially deadly disease.
(O câncer é uma doença potencialmente mortal.)
4. Advérbios de frequência
• Para expressar modo, maneira, usamos o advérbio
fatally (fatalmente, mortalmente). Para expressar a frequência com que certas ações são
Martin Luther King Jr. was fatally shot in Memphis, praticadas, usam-se advérbios de:
Tennessee in 1968. 1. sentido positivo: always (sempre); often, frequently
(Martin Luther King Jr. foi mortalmente atingido por uma (frequentemente); usually, generally (geralmente) e
bala em Memphis, Tennessee, em 1968.) sometimes (às vezes);
2. sentido negativo: never (nunca); hardly ever (quase

MINITESTS nunca) e seldom ou rarely (raramente).
Os advérbios que indicam frequência em

1. Observando o contexto, complete as frases geral acompanham as formas simples dos verbos,
com os advérbios adequados do quadro abaixo. principalmente o Simple Present, e costumam vir antes
do verbo:
exactly • hardly • lately • slowly • directly • well
I always drink a glass of milk at breakfast.
fatally • highly • low • traditionally • fast
(Eu sempre bebo um copo de leite ao café da manhã.)
Minigrammar 187
Jane never takes a cold shower. 2. My robot is an excellent worker. It makes the beds
(Jane nunca toma um banho frio.) and forgets to clean the floor. (often; seldom)
(sometimes; hardly ever) (always; never)
Além desse uso, o advérbio always pode aparecer com
o Present Progressive quando se quer expressar uma 3. The negative side of a magnet will attract the positive
side of another magnet. (never) (always) (rarely)
crítica a respeito da frequência com que a ação acontece.
Compare: 4. A tree does not die. It dies, as it recycles its substance
for the benefit of all animal and plant life. (never)
He always asks me for some money. (sometimes) (seldom)
(Ele sempre me pede dinheiro.)
5. I was very impressed by the beauty of the English
He is always asking me for money. That’s annoying. countryside. Never such a lovely landscape. (I had
(Ele está sempre me pedindo dinheiro. Isso é irritante.) seen) (had I seen) (I saw)
As posições mais comuns dos advérbios de

6. Amyr Klink said that although he had spent one
hundred days alone, he actually felt lonely. (never
frequência são:
had) (had never) (never)
• antes dos tempos simples dos verbos principais: 7. It’s no use calling them at this late hour. They at home
We seldom visit our relatives in Curitiba. in the evening. (never are) (are never) (rarely are)
(Nós raramente visitamos nossos parentes em Curitiba.) 8. Brazil a victim of biopiracy. (has been often) (has
been always) (has often been)
• depois de am, are, is, was ou were:
9. More than one billion people on our planet access to
I am always at your disposal. clean water. (have never had) (never had) (have had
(Eu sempre estou à sua disposição.) never)
• depois do verbo auxiliar, no caso dos tempos 10. Migrating birds the Earth’s magnetic field to guide
compostos, ou dos modal auxiliary verbs: them. (use always) (use rarely) (always use)
I have never seen a white tiger.

(Eu nunca vi um tigre branco.) 5. Imperativo
You can always count on me.
O modo imperativo, usado para expressar ordens,
(Você sempre pode contar comigo.)
instruções, sugestões ou pedidos, tem a mesma forma do
Para efeito de ênfase, alguns advérbios de frequência modo infinitivo do verbo, mas sem to:
podem ocupar outras posições na frase, como o início:
• to come
Sometimes I watch the news on TV in the evening.
Come here.
(Às vezes eu assisto ao noticiário na televisão à noite.) (Venha cá.)
Também para efeito de ênfase, os adverbs of frequency Please come here.
de sentido negativo (never, seldom, rarely, hardly ever) (Por favor, venha cá.)
podem vir no início da frase. Nesse caso, a estrutura da
Come here, please.
frase é alterada, ficando com a mesma estrutura de uma
(Venha cá, por favor.)
pergunta. Compare:
Para formar o imperativo negativo, usa-se do not
I had never felt so happy in my whole life.
(don’t, na linguagem informal):
(Eu nunca tinha me sentido tão feliz em toda a minha vida
[estilo normal].) • to sit down
Never had I felt so happy in my whole life. Don’t sit down.

(Nunca, em toda a minha vida, tinha me sentido tão feliz (Não se sente.)
[estilo enfático, poético ou formal].) Please don’t sit down.
(Por favor, não se sente.)
Don’t sit down, please.
MINITEST (Não se sente, por favor.)
Outra forma (mais suave, polida) de apresentar

Sublinhe as alternativas entre parênteses que sugestões sobre ações que incluem a pessoa que fala é
completam adequadamente cada frase. usar let’s + infinitivo do verbo sem to:
1. It is true that most people today set foot on the Let’s walk.
Moon. (will always) (never will) (will never) (Vamos caminhar.)
188 Minigrammar
MINITEST MINITEST
Observe o contexto e complete as frases Complete com have, has, don’t have ou
doesn’t have.
escolhendo as formas de imperativo do quadro.
1. The type of banana that we eat no seeds.
please close • let’s save • don’t drive • shut 2. Worldwide, more than 500 million people access to
let’s take care of • let’s walk! • don’t forget the Internet.
3. Brasilia any beaches.

1. This is our planet. it.
4. According to some astronomers, our galaxy “billions
2. If you’re going to the beach, to wear a hat. of earths”.
3. Come in! And the door. 5. I say I any enemies, and I mean it.
4. It’s cold in here. the window.
5. This road is dangerous. so fast! 7. Substantivos – contáveis

e não contáveis
6. Water is essential to human survival. it!
Os substantivos contáveis podem ser usados tanto
7. The light is green.
no singular quanto no plural. Quando usados no singular,
podem ser precedidos de artigo indefinido (a/an); no plural
são usados sem artigo ou com some:
6. Verbo to have
a boy boys an apple some apples
Afirmativa Negativa Interrogativa Quando usados no plural, com sentido genérico, esses
substantivos não são precedidos de artigo, nem indefinido
I I do not I
have. Do have? (a/an), nem definido (the):
You You have. you
Are girls smarter than boys?
He He he
does not (Garotas [em geral] são mais inteligentes do que garotos?)
She has. She Does she have?
have.
It It it São precedidos de artigo definido (the) quando usados
We We we em sentido específico:
do not
You have. You Do you have? Are the girls in your class smarter than the boys?
have.
They They they (As garotas da sua classe são mais inteligentes do que os
garotos?)
Na linguagem informal, e principalmente em inglês
Já os substantivos não contáveis não têm forma
britânico, é bastante comum o uso de formas com got
plural, concordam sempre com verbos no singular.
(sem tradução, neste caso). Compare: Quando expressam uma quantidade indefinida, podem ser
precedidos de some, mas não de a/an.
You have a car. You don’t have a bike. Do you have a boat? (EUA)
Estão nesse grupo os substantivos abstratos (courage,
You’ve got a car. You haven’t got a bike. Have you got a boat? (GB)
patience, love, life, freedom etc.) e os concretos, que
Além do sentido de “ter, possuir”, have também é dizem respeito a substâncias ou materiais, quando
considerados em seu sentido geral (water, sugar, money,
usado para expressar várias ações, como:
paper, air, bread etc.).
Have breakfast, lunch, dinner, coffee, a pizza, etc. Bread is made from flour, water, and yeast.
(Tomar o café da manhã, almoçar, jantar, tomar café, comer (O pão é feito de farinha, água e fermento.)
uma pizza etc.) Amyr Klink has shown immense courage.
(Amyr Klink tem mostrado uma coragem imensa.)
Have a bath/shower ([GB] = take a bath/shower [EUA])
(Tomar banho de imersão/chuveiro) Muitos substantivos não contáveis referem-se a coisas
que, em português, podem ser contadas, referidas como
Have a good time, a nice day uma unidade. Veja como se expressa número, em inglês,
(Divertir-se, ter um dia agradável) no caso desses substantivos:
Minigrammar 189
7. Please hand me paper. I want to write down your
bread a loaf of bread (um pão)
phone number. (a piece of) (a) (one)
money some money (algum dinheiro)
8. I wanted to buy bread, but I had money. (a loaf of;
(um pedaço/uma no) (a; not a) (a; some)
paper a piece of paper
folha de papel)
9. One of the paradoxes of our time is that we have
a piece/word of
advice (um conselho) information, but knowledge. (many; few) (an; no)
advice
(more; less)
a piece/bit of
information (uma informação) 10. Will you lend me money, please? I’ve got to pay some
information
bills. (a) (some) (the)
(seus
knowledge your knowledge
conhecimentos)
furniture
a piece of
(um móvel) 8. Substantivos – formação do plural
furniture
news a piece of news (uma notícia) 1. Em geral, acrescenta-se -s ao singular:
(uma peça
a word two words
a piece of musical/uma
music a problem two problems
music/a song música, uma
canção) 2. Acrescenta-se -es quando o substantivo termina em:
a piece of s a bus two buses
equipment (um equipamento)
equipment
ss a class two classes
z a quiz two quizzes
Não se esqueça de que os substantivos não contáveis
sh a dish two dishes
não têm forma plural e concordam com verbos no singular.
ch a church two churches
There is some interesting news…
x a box two boxes
(Há notícias interessantes…)
I’d like some information, please.

3. Troca-se o y final por -ies quando ele for precedido
(Gostaria de umas informações, por favor.)
de consoante:
My father’s advice is always good.
a city two cities
(Os conselhos do meu pai são sempre bons.)
Quando o y for precedido de vogal, simplesmente
acrescenta-se -s:
MINITEST
a day two days
Sublinhe as alternativas entre parênteses que 4. Acrescenta-se -es a alguns substantivos terminados
completam adequadamente cada frase. em -o:
1. The best way to eat is with and . (a bread; a a potato two potatoes
butter; a jam) (bread; butter; jam) (a loaf of bread; a lot a tomato two tomatoes
of butter; plenty jam)
a hero two heroes
2. Using mathematics, we can build computers and an echo some echoes
transfer across the globe. (libraries) (groceries)
A outros acrescenta-se apenas -s:
(information)
3. Albert Einstein said that imagination is more important photos kilos videos
than . (knowledge) (know) (known) pianos radios avocados
4. some interesting news about the next Olympic E existem outros em que as duas formas de plural são
Games. (There is) (There are) (There were) possíveis:
5. For breakfast I always have (a bread with a butter mosquitoes/mosquitos
and an orange juice) (a slice of bread with cheese and volcanoes/volcanos
a glass of orange juice) (a bread with jam and a coffee mangoes/mangos
with milk)
Aos que terminam em oo acrescenta-se somente -s:
6. That has perfect harmony. (music) (song) (pieces of
music) zoos shampoos bamboos
190 Minigrammar
5. Existem dez substantivos bem comuns, terminados 2. Mozart wrote more than 600 , including that and
em -f ou -fe, cujo plural é feito com a troca dessas letras continue to love after his death. (composition –
por -ves: symphony – adult – child – century)
a life two lives 3. Mars and Earth have many and the idea of having
on the red planet, born in science-fiction , is now
a knife two knives
being considered by a number of . (similarity – colony
a loaf two loaves
– story – scientist)
a thief two thieves
a half two halves 4. Carbon dioxide and other greenhouse are making hot
hotter, and more violent and more frequent. (gas
a wife two wives
– day – stom – drought)
a leaf two leaves
a wolf two wolves 5. Those show that are good for you; they can help
prevent a number of , maybe that’s why are so
a shelf two shelves
a calf two calves happy all the time! (video – banana – illness – monkey)
A grande maioria dos outros substantivos com essa

terminação sofre o simples acréscimo de -s: 9. Plural dos substantivos –
casos especiais
a roof two roofs
a belief some beliefs • Alguns substantivos têm uma só forma para o
a chief two chiefs singular e o plural:
a safe two safes
a sheep two sheep
a cliff two cliffs
a deer three deer
a proof two proofs
a fish ten fish
Estes substantivos fazem o plural de duas -formas: an aircraft two aircraft
a spacecraft some spacecraft
a dwarf two dwarves/dwarfs
a series several series
a scarf some scarves/scarfs
a means some means
a hoof two hoofs/hooves
a species some species
6. Há muitos substantivos de uso frequente que têm
• O plural de person é people. A palavra persons
formas irregulares de plural. Os mais importantes são:
existe, mas é própria da linguagem formal. People tem
a man two men dois significados: “pessoas” e “povo, indivíduos de uma
a child two children mesma nação”. Com ambos, o verbo é usado no plural:
a tooth two teeth
The people are waiting outside.
a goose two geese
(As pessoas estão esperando lá fora.)
a woman two women
The Brazilian people share a common language.
a foot two feet
(O povo brasileiro compartilha uma língua comum.)
a mouse two mice
a louse two lice Não se usa people com -s final, a não ser com o sentido
de “povos, nações”:
The peoples of the world are represented at the United Nations.

MINITEST
(Os povos do mundo estão representados nas Nações Unidas.)
Complete as frases com a forma plural dos • Alguns substantivos são sempre usados no singular,
substantivos entre parênteses. concordando com verbo e pronomes no singular, mesmo
1. are already a part of our , using their to do that quando o sentido é plural. Esses substantivos não são
are too boring for or . (Robot – life – ability – job – imediatamente precedidos do artigo indefinido a/an.
man – woman) Assim, para dizer:
Minigrammar 191
É possivel dizer a cloth, mas isso significa “um pano”.
uma a piece of information
informação (nunca “an information”) I need a cloth to clean the table.
(Preciso de um pano para limpar a mesa.)
a piece/word of advice
um conselho Quando se pretende falar de uma peça de vestuário
(nunca “an advice”)
usa-se (formalmente) an article of clothing, ou fala-se
a piece of furniture
um móvel de forma indefinida em something to wear, ou então
(nunca “a furniture”)
especifica-se o tipo de roupa:
a piece of news
uma notícia A dress is an article of clothing. (formal)
(nunca “a news”)
(Um vestido é uma peça de vestuário.) Mary wants to buy
um a piece of equipment something to wear. She is looking for a blue dress.
equipamento (nunca “an equipment”) (Mary quer comprar uma roupa. Ela está procurando um
vestido azul.)
Can you give me some information/advice?
(Você pode me dar umas informações/uns conselhos?) • Glasses
Here is the news. I hope the news is good. My glasses are broken. I have to buy a new pair of glasses.
(Aqui estão as notícias. Espero que as notícias sejam boas.) (Meus óculos estão quebrados. Tenho de comprar uns óculos
novos.)
That old bookcase is a beautiful piece of furniture.)
• Police e cattle concordam com verbo no plural.
(Aquela velha estante é um belo móvel.)
Policeman/policewoman concordam, naturalmente, com
A computer is a very useful piece of equipment. verbo no singular.
(Um computador é um equipamento muito útil.)
The police in that city are very efficient.
• Outros substantivos só são usados no plural, com (A polícia daquela cidade é muito eficiente.)
verbo e pronomes também no plural. Esses substantivos
That policewoman is a friend of mine.
não são usados com o artigo a/an. Esse uso contrasta com
(Aquela policial é minha amiga.)
o português e abrange algumas peças de vestuário, como
pants, trousers, jeans e pajamas Cattle are raised for meat.
(O gado é criado para corte.)
Those pants/trousers/jeans/pajamas are old.
(Aquela calça/aquele jeans/pijama está velha/o.)
MINITEST
Seria incorreto, portanto, dizer that trouser ou a jeans,
por exemplo.
Sublinhe o item que completa corretamente
Quando se especifica a unidade, essas palavras são cada lacuna.
usadas com a expressão a pair of. E, quando se fala de
1. There are 290,000 species of beetles on Earth, but
mais de uma calça, pijama etc., o plural é feito na palavra
there is only one human . (specie – kinds – species)
pair. Assim:
2. The people happy because the news excellent. (is;
I want to buy a pair of pants/trousers/jeans/pajamas. are – are; is – is; is)
(Eu quero comprar uma calça/uma calça jeans/um pijama.)
3. I can’t read without my glasses. Where ? (is it – are
She bought a pair/two pairs of pants. they – was it)
(Ela comprou uma calça/duas calças.) 4. I bought a T-shirt and jeans. (some pair of – a pair of
Seria incorreto dizer a pant, two jeans, three pajamas, – two pair of)
por exemplo. 5. The latest is that the police looking for him
everywhere. (information; is – news; are – advice; was)
• Clothes
Clothes é sempre plural e, em contraste com o

português, não tem forma singular. 10. Dozen, hundred, thousand,
John is wearing new clothes.
million, billion, trillion
(John está de roupa nova/está usando roupa nova.)
Dozen, hundred, thousand, million, billion e trillion,
I need to buy some warm clothes. quando precedidos de um número definido, não variam no
(Preciso comprar [uma] roupa quente.) plural:
192 Minigrammar
2. Acrescentando-se apenas um apóstrofo ao
two dozen eggs (duas dúzias de ovos)
substantivo/possuidor, quando ele estiver no plural e
three hundred cars (três centenas de carros) terminar em -s.
four thousand trees (quatro mil árvores)
the girls’ school (a escola das garotas)
five million stars (cinco milhões de estrelas)
the teachers’ room (a sala dos professores)
six billion people (seis bilhões de pessoas)
the Simpsons’ adventures (as aventuras dos Simpsons)
seven trillion dollars (sete trilhões de dólares)
Quando essas mesmas palavras indicam um plural 3. Quando o substantivo/possuidor designa um

vago, sem número definido, passam a ter -s final e a serem ser inanimado, em princípio não se usa ’s, mas sim a
seguidas da preposição of: preposição of (de), em uma estrutura semelhante àquela
que usamos em português.
dozens of eggs (dúzias de ovos)
The door of the car. The color of the walls. The end of the road.
hundreds of cars (centenas de carros)
(A porta do carro. A cor das paredes. O fim da estrada.)
thousands of birds (milhares de pássaros)
4. Há uma tendência cada vez maior de se usar ’s com
millions of people (milhões de pessoas) os nomes de alguns seres inanimados, personalizando o
billions of stars (bilhões de estrelas) substantivo/possuidor que tem sentido nobre. É o caso dos
correspondentes a mundo, Sol, mar, nomes de planetas,
trillions of atoms (trilhões de átomos) países, cidades etc.
the world’s population the Earth’s surface

MINITEST the population of the world the surface of the Earth
(a população do mundo) (a superfície da Terra)
Sublinhe as palavras que completam cada frase
Nature’s plan Rio’s beaches
corretamente. the plan of Nature the beaches of Rio
1. Science has helped of people live a better life. (o plano da natureza) (as praias do Rio)
(millions – million – millions of)
2. 1,3 people still exist on less than 1 dollar a day. Casos especiais
(billion – billions – billions of)
3. Tropical forests are the means of survival for people. • Acrescenta-se ’s à última palavra, no caso dos
(million – millions – millions of) substantivos compostos.
4. There are more than seven people on Earth today. My daughter-in-law’s car
And there are galaxies in the Universe. (billion;
(O carro da minha nora)
billions of – billions; billion – billions of; billions of)
• Acrescenta-se ’s apenas ao último possuidor, no caso
5. That recipe calls for two eggs. (dozen – dozens –
de haver dois possuidores de uma mesma coisa:
dozens of)
Homer and Marge’s family (a família dos dois)
11. Substantivos – caso possessivo Homer and Marge’s (os problemas que os
problems dois têm em comum)
Quando o substantivo/possuidor designa um ser
vivo (pessoa ou animal), as expressões possessivas são Mas acrescenta-se ’s a cada possuidor, no caso de
formadas assim: haver posse em separado:
1. Acrescentando-se ’s ao substantivo/possuidor, Homer’s and Marge’s voices

singular ou plural, desde que não seja terminado em -s. (a voz de cada um)
man’s body (o corpo do homem) • Usa-se ’s (ou apenas ’) em expressões que indicam
the bird’s wings (as asas do pássaro) tempo:
Agatha Christie’s (os romances de
Today’s paper (O jornal de hoje)
novels Agatha Christie)
The women’s jobs (os empregos das mulheres) Two months’ journey (Viagem de dois meses)
The oxen’s horns (os chifres dos bois) Yesterday’s news (As notícias de ontem)
Minigrammar 193
• Pode-se deixar de expressar o substantivo/a coisa
possuída quando, pelo contexto, ele for óbvio. Isso é muito climate change (mudança climática)
research center (centro de pesquisas)
comum com o nome de marcas ou estabelecimentos
soccer game (jogo de futebol)
comerciais:
She bought those clothes at Lucy’s. O primeiro desses substantivos (modificador) qualifica
(Ela comprou aquela roupa na [loja] Lucy’s.) o segundo (núcleo), informando de que tipo se trata.
We live in a man’s world, but apparently we don’t live in a boy’s. Para entender claramente a expressão, é importante
(Nós vivemos num mundo de homens, mas aparentemente lembrar que o principal substantivo (o núcleo) é o que
não num [mundo] de garotos.) aparece por último, sendo por ele que devemos iniciar a
tradução. O substantivo que aparece primeiro funciona
Cuidado para não confundir as várias possibilidades de
como se fosse um adjetivo, qualificando aquele que é o
sentido de ’s:
mais importante na expressão. Há expressões em que as
1. Caso possessivo: duas palavras podem aparecer em posições diferentes e
Mary’s hair is too long. expressando sentidos diferentes.
(O cabelo da Mary está comprido demais.) Compare:
2. Forma contrata de is: A horse race é uma corrida de cavalos. [um tipo de corrida]
A race horse é um cavalo de corridas. [um tipo de cavalo]
She’s washing it now.
(Ela o está lavando agora.) Ou então:
3. Forma contrata de has: A flower garden (um jardim com flores).
She’s got beautiful hair. A garden flower (uma flor de jardim).

(Ela tem cabelo bonito.)
4. Forma contrata de us: MINITESTS

Let’s go and talk to her.
1. Encontre nos quadros os substantivos
(Vamos [nós] falar com ela.)
que formam as expressões nominais
correspondentes às definições a seguir.
MINITEST
Modificadores Núcleos
Sublinhe as alternativas que completam cada cable • winter • organ • heat TV • tool • research
frase corretamente. stem-cell • building wave • months • donor
1. paintings are beautiful and send a powerful message. a. É o período do ano em que faz muito frio.
(Portinari’s) (Portinaris’) (Portinaris’s) b. São estudos feitos por cientistas sobre células-tronco.
2. MASP is one of most famous museums. (São Paulo’s) c. É um moderno meio de entretenimento.
(São Paulo) (São Paulo’)
d. É uma pessoa que potencialmente doa parte(s) de seu
3. Dreams provide many insights into workings. (the corpo.
minds) (the mind’s) (the mind)
e. É uma ferramenta de construção.
4. Santos-Dumont built his 14-Bis in 1906, three years
after the initial flight. (Wright Brother’s) (Wright f. É um período anormal de temperaturas extremamente
Brothers’s) (Wright Brothers’) quentes.
5. To terraform means to alter a surface until life 2. Agora complete as frases com a expressão
forms can survive there. (planet’s; Earth’s) (planets’; nominal adequada ao contexto.
Earth) (planet’s; Earth’)
a. Global warming is synonymous with . (heat wave)
(climate change) (weather report)
12. Substantivos – expressões b. You need a ball to play a . (video game) (card game)
nominais (soccer game)
c. João works as a waiter during the day and has classes in

É comum, em inglês, aparecerem dois substantivos the evening. He goes to (night school) (school night)
juntos, sem preposição entre eles, em expressões como: (night watch)
194 Minigrammar
d. The large areas of ice that cover the land around the Few é comum quando precedido de very (muito).
North or South Pole are called . (ice cubes) (ice caps)
Compare:
(ice skates)
I have few books on that subject. (formal)
I don’t have many books on that subject. (mais comum,
13. Quantifiers – much, many, informalmente)
little, few I have very few chances of getting that job. (comum)
• Do you have much time?

MINITEST
many books?
• Yes, I have a lot of/lots of time.
a lot of/lots of books.
Sublinhe as respostas corretas.
• No, I don’t have much time. I have little time. 1. That old man knows stories full of adventure or
many books. I have few books. wisdom. (much – a lot of – a great deal of)
Pelos exemplos do quadro acima, podemos concluir 2. You should eat fruit and vegetables. (much – lots of –
que usamos como expressões de grande quantidade little)
ou número: 3. Some people are good at math, others don’t know
about it. (many – much – little)
• Much (+ substantivo não contável, sempre no
singular): muito/a. Much é usado em perguntas e 4. thousands of bees live and work together in what is
negações. Nas frases afirmativas só é usado na linguagem called a hive. (Many – Much – Little)
formal, sendo em geral substituído por a lot of ou lots of. 5. Very people really understand modern art. (much –
• Many (+ substantivo contável, no plural): muitos/as. little – few)
Many é usado em perguntas e negações. Nas frases 6. That rich old man lived in China years ago. (much – a
afirmativas é um tanto formal, podendo ser substituído por lot – many)
a lot of ou lots of.
7. We know about the Moon and Mars, but avoid
Além de a lot of ou lots of, outras expressões de crossing the street to meet a new neighbor. (much –
quantidade ou número podem substituir much ou many few – many)
nas frases afirmativas: 8. people are literate in all the world’s languages. (Very
• A great deal of (muito/a; expressa grande quantidade much – Very little – Very few)
e pode substituir much): 9. The proper way to eat freshly baked bread is with
plenty of lipids and fructose. In other words, butter
John D. Rockefeller made a great deal of money on oil.
(John D. Rockefeller ganhou muito dinheiro com petróleo.) and jam! (many – few – a lot of)
• A large/great number of (muitos/as; expressa

grande número e pode substituir many): 14. Quantifiers – little/a little;
A large number of people know about that. few/a few; less/fewer
(Muitas pessoas sabem disso.)
Veja estes exemplos:
Para indicar escassez, em oposição a much e many,
usamos: He is not rich, but he has a little money. (= some)
(Ele não é rico, mas tem algum dinheiro.)
• Little (+ substantivo não contável, sempre no
singular): pouco/a. Little é o oposto de much e, como He is not very popular, but he has a few friends. (= some)
este, é próprio da linguagem formal. Informalmente é mais (Ele não é muito popular, mas tem alguns amigos.)
comum o uso de not much. Little pode ser comum quando
• A little (+ substantivo não contável, sempre no
precedido de very (muito).
singular): algum(a), um pouco (de). Expressa uma pequena
Compare: quantidade (não chega a much), mas tem sentido positivo.
I have little money. (formal) • A few (+ substantivo contável, no plural): alguns,

I don’t have much money. (mais comum, informalmente) algumas. Expressa um pequeno número (não chega a
They have very little money. (comum) many), mas tem sentido positivo.
• Few (+ substantivo contável, no plural): poucos/as. Compare com little (pouco/a) e few (poucos/as),
Few é o oposto de many e também é próprio da linguagem vistos no tópico anterior, os quais indicam escassez e têm,
formal. Informalmente é mais comum o uso de not many. portanto, sentido negativo. Veja:
Minigrammar 195
I have little money. It’s not enough. I need more. • Much: muito/a
(Eu tenho pouco dinheiro. Não é suficiente. Preciso de mais.)
– antes de substantivo não contável, sempre no singular:
I have few friends. Maybe one or two. much water, rain, food, etc.
(Eu tenho poucos amigos. Talvez um ou dois.) (muita água, chuva, comida etc.)
Agora compare less e fewer: – antes de adjetivo no grau comparativo, acentuando a
• Less (+ substantivo não contável, no singular): menos. diferença na comparação:
They used to be quite rich, but they have less money now. much easier, better, worse, etc.
(Eles eram bastante ricos, mas têm menos dinheiro agora.) (muito mais fácil, melhor, pior etc.)
• Many, antes de substantivos contáveis, no plural
• Fewer (+ substantivo contável, no plural): menos.
(muitos/as).
They have fewer problems now.
many rivers, books, people, etc.
(Eles têm menos problemas agora.)
(muitos rios, livros, muitas pessoas etc.)
Less (menos) é o comparativo de little (pouco/a);
• Very, antes de adjetivo ou outro advérbio, no grau
fewer (menos) é o comparativo de few (poucos/as). O
normal (muito).
oposto, tanto de less como de fewer, é more (mais). Existe
a tendência, em linguagem informal, a abandonar o uso very easy, cold, late, well, etc.
de fewer, utilizando-se less para os dois casos. Apesar (muito fácil, frio, tarde, bem etc.)
de isso ser bastante comum, é considerado incorreto por • Very much, depois do verbo e seu complemento, em
muitas pessoas e deve ser evitado em situações formais, posição diferente da que ocorre em português (muito).
como em provas e exames.
I like her very much.
There are fewer cars on the roads at night. (Eu gosto muito dela.)
(Há menos carros nas estradas à noite.)
So, antes de adjetivo ou advérbio, no grau normal (tão).
She is so lovely! She sings so well!
MINITEST (Ela é tão linda! Ela canta tão bem!)
• So much, antes de substantivo não contável,
Marque a opção que contém os pronomes
no singular (tanto/a); so many, antes de substantivo
indefinidos adequados para completar as frases. contável, no plural (tantos/as).
1. I always try to keep a positive thinking about life, at She makes so much money! She has so many fans!
least hope, courage.
(Ela ganha tanto dinheiro! Ela tem tantos fãs!)
little; little a little; a little
few; few a few; a few • Too: demais
2. The king asked Archimedes to investigate and days – antes de adjetivo ou outro advérbio, no grau normal,
later the mathematician had the answer. em posição diferente da que ocorre em português:
little a little few a few
too easy, cold, late, well etc.
3. When we asked for Granny’s help, she could offer very , (fácil, frio, tarde, bem demais etc.)
but what she had was valuable: the light from her soul.
– antes de much, many, little, em posição diferente da
que ocorre em português:
4. They are facing enormous difficulties and problems.
too much danger (perigo demais)
They have very chances of success.
too many drugs (drogas demais)
too little hope (esperança de menos)
5. In decades those British colonies were able to
produce much more latex than the Amazon region. • Enough: bastante, suficiente(mente)
a few few fewer a little – antes de substantivo:
There is not enough opportunity in their lives.
(Não há oportunidade suficiente na vida deles.)
15. Quantifiers – much/many; very/
very much; so/so much/so many; – depois de adjetivo ou advérbio, no grau normal, em
posição diferente da que ocorre em português:
too/too much/too many; enough
They are not strong enough to solve their problems.
Observe estes exemplos de expressões de quantidade, (Eles não são suficientemente fortes para resolver seus
número e de intensidade: problemas.)
196 Minigrammar
1. Any (+ substantivo singular ou plural) é usado em
MINITEST
perguntas gerais.
Sublinhe os itens que completam as lacunas 2. Some (+ substantivo singular ou plural) é usado em
corretamente. perguntas quando se espera uma resposta afirmativa ou
se oferece algo.
1. There are bees in a hive that a system of air-
conditioning is needed. (so much – too much – very Can you give me some money?
much – so many) (Você poderia me dar algum dinheiro?)
2. Is there fresh water to supply the needs of over seven Would you like some coffee?
billion people? (enough – very – so many – too) (Você gostaria de um pouco de café?)
3. Pluto was considered a strange object, small, 3. Some (+ substantivo singular ou plural) é usado em
distant. (so/ so – so many/ so much – enough/enough afirmações.
– very much/ very much)
4. Any (+ substantivo singular ou plural) é usado em
4. Lifesaving medical miracles have become negações, depois de not ou never.
commonplace that we are impatient about them.
(enough – very – so – too) I don’t want any explanation.
(Eu não quero nenhuma explicação.)
5. Perhaps we have come to expect from science. (too
much – too many – so many - too) 5. No (+ substantivo singular ou plural) é usado em
negações, sem o uso de not. Ao contrário do que acontece
6. How can math be universal? (very – too – so – too
em português, em inglês é incorreta a dupla negativa, isto
much)
é, o uso, na mesma oração, de duas palavras negativas
7. Amyr Klink had never actually felt lonely, as he knew começadas por n, como not, never, no, none, nothing etc.
that of his friends were wishing him success. (so – so
much – so many – enough) I don’t want no explanation. (frase gramaticalmente incorreta)
I don’t want any explanation. (frase correta)
8. Archimedes was to solve the problem of the king’s
I want no explanation. (frase correta)
crown. (enough clever – too clever – clever enough –
very clever) 6. None é um pronome substantivo, não sendo,
portanto, seguido de nenhum substantivo. É usado em
9. Water is precious to be wasted. (enough – too – too
negações, sem o uso de not, geralmente em frases curtas.
much – too many)
10. For years, Brazil has been a victim of biopiracy. Explanation? I want none.
(Explicação? Eu não quero nenhuma.)
(much – too – enough – many)
Empregam-se ainda:
Any (+ substantivo singular ou plural): qualquer,

16. Quantifiers – some, any, no,
quaisquer. Em frases afirmativas:
none, every
I am always at home. Come any time.
Veja estes exemplos: (Eu estou sempre em casa. Venha a qualquer hora.)
• Do you need any money/books? • Every (+ substantivo singular): todo(s), toda(s). O

(algum[a], alguns, algumas) substantivo e o verbo com every vêm sempre no singular,
mesmo quando o sentido é plural.
• Do you need some money/books?
(algum[a], alguns, algumas; um pouco de) You come to school every day.
(Vocês vêm à escola todos os dias.)
• (Yes,) I need some money/books.
(algum[a], alguns, algumas; um pouco de) Every hotel in town was full.
(Todos os hotéis da cidade estavam cheios.)
• (No,) I do not need any money/books.
(nenhum[a], nenhuns, nenhumas)
• (No,) I need no money/books.

MINITEST
Sublinhe as alternativas que completam
• (No,) I need none. adequadamente cada frase.
1. The type of banana that we eat has seeds. (some – no
Por eles podemos concluir que: – any – every)
Minigrammar 197
2. I say to myself “I don’t have enemies,” and I mean it.
{
pessoas: nobody/no one (ninguém)
(some – no – any – none)
para coisas: nothing (nada)
3. I say to myself “I have enemies,” and I mean it.
(some – no – any – none) lugares: nowhere (em/a lugar nenhum)
4. Do you play sports? (any – every – no – none) Como acontece com no, esses compostos são usados
em negações, sem que haja outra palavra negativa na frase:
5. She asked me if I had money, but I had . (some;
none – any; no – every; any – any; some) There is nobody out there.
(Não há ninguém lá fora.)
17. Quantifiers – some, any, no, They go nowhere on Sundays.

(Eles não vão a lugar nenhum no domingo.)
every e seus compostos
pessoas: anybody/anyone (qualquer pessoa)
Os adjetivos, pronomes e também os advérbios que
expressam quantidade ou número de modo indefinido
seguem, quando compostos, os usos de suas formas
simples. Assim, usamos:
pessoas: somebody/someone (alguém)
para
{ coisas: anything (qualquer coisa)
lugares: anywhere (qualquer lugar)
modo: anyhow/anyway (de qualquer forma,
de qualquer jeito)
{
Como acontece com any, esses compostos são usados
coisas: something (alguma coisa, algo)
em frases afirmativas:
para lugares: somewhere (em algum lugar)
Anybody can do that. It’s easy.
modo: somehow/someway (de alguma
(Qualquer pessoa pode fazer isso. É fácil.)
forma/de algum jeito)
It’s hard to get a taxi here. Anyway, we’ve got plenty of time.
Como acontece com some, esses compostos são
(É difícil pegar um táxi aqui. De qualquer forma, nós temos
usados em frases afirmativas ou em perguntas em que se
bastante tempo.)
espera resposta afirmativa, como quando se oferece algo:
{
pessoas: everybody/everyone (todos/as)
A true friend is someone who reaches for your hand and
para coisas: everything (tudo)
touches your heart.
(O verdadeiro amigo é alguém que pega sua mão e toca lugares: everywhere (em toda parte)
seu coração.)
Como acontece com every, esses compostos são
Would you like something to drink? usados em afirmações e perguntas, com sentido de
(Gostaria de algo para beber?) totalidade.
{
pessoas: anybody/anyone (alguém)
Everybody knows the value of education.
para coisas: anything (alguma coisa, algo)
(Todos sabem o valor da educação.)
lugares: anywhere (em/a algum lugar)
I’ve lost my glasses. I’ve looked everywhere, but I couldn’t
Como acontece com any, esses compostos são usados find them.
em perguntas gerais: (Perdi meus óculos. Procurei em toda parte, mas não
consegui encontrá-los.)
Did anyone call me while I was out?
(Alguém ligou na minha ausência?)
Did you go anywhere last weekend? MINITEST

(Você foi a algum lugar no último fim de semana?)
Sublinhe as alternativas adequadas para
{
pessoas: (not) anybody/anyone (ninguém)
coisas: (not) anything (nada)
completar cada frase.
para
lugares: (not) anywhere (em/a lugar nenhum)
1. If you see without a smile, give them one of yours.
(someone – nobody – nothing)
Como acontece com any, esses compostos são usados 2. It had been one of those days when seems to go
em frases negativas com not ou never: wrong. (something – everything – everywhere)
There isn’t anyone out there. 3. I dream of a world where man is free. (everybody –
(Não há ninguém lá fora.) every – anyone)
They never go anywhere on Sundays. 4. one man can imagine, other men can make real.
(Eles nunca vão a lugar nenhum aos domingos.) (Jules Verne) (Anything – Anybody – Everybody)
198 Minigrammar
5. “I felt homesick for and ,” Amyr Klink said.
Afirmação: The President lives in the Alvorada Palace.
“I missed people and things I had not seen for so
Pergunta: Who lives in the Alvorada Palace?
long.” (everything; everybody – nothing; no one –
something; somebody – anything; anybody) The President lives in the Alvorada Palace.
Resposta:
6. The youngest son thought and thought and at last he sujeito
bought . (nothing – someone – something)
7. we have learned is compared to what we still have Perguntas sobre o sujeito

to learn. (Something; someone – Everybody; nobody –
Everything; nothing) • Who e what são os interrogativos mais comuns nas
perguntas sobre o sujeito.
8. The largest magnet in the world is the Earth itself,
because the hot nickel and iron at its core pull Who wrote Jorge Amado wrote Tieta.
toward it. (nothing – no one – everything) Tieta?
sujeito
(Quem escreveu
9. in life is to be feared. It is only to be understood. Tieta?) (Jorge Amado escreveu Tieta.)
(Marie Curie) (Nothing – Everything – Somebody)
10. The rich old man called his sons and said, “Each of What happened to the The writer died in 2001.
you take one coin and buy that will fill my room.” writer in 2001?
sujeito
(O que aconteceu com
(anybody – everything – something)
o escritor em 2001?) (O escritor faleceu em
2001.)
18. Question Words: what, which, Which e how many também são usados neste tipo
who, whom, whose, when, where, de perguntas:
why, how, how often, how much, Which came first, the chicken or the egg?
(Qual veio primeiro, a galinha ou o ovo?)
how many, what time
How many were at the party?
What? O quê? Which? Qual? (Quantas pessoas estiveram na festa?)
Where? Onde? How? Como?

Perguntas sobre o objeto
Com que
When? Quando? How often?
frequência?
Who(m) did Jorge Amado write about?
Why? Por quê? How much? Quanto? (Sobre quem Jorge Amado escreveu?)
Who(m)? Quem? How many? Quantos?
He wrote about the people of Bahia.
Whose? De quem? What time? A que horas?
(Ele escreveu sobre o povo da Bahia.)
A estrutura da pergunta abaixo, comum à maioria dos What did those people think of him?
interrogativos, é usada quando se pergunta sobre o objeto (O que essas pessoas pensavam sobre ele?)
do verbo: Those people loved him.
interrogativo sujeito (Essas pessoas o amavam.)
What do you study? Notas sobre alguns interrogativos
• what: o que; qual (geral)

verbo
verbo auxiliar principal What do you want?
(O que você quer?)
Resposta: I study History.
What is your e-mail address?
objeto (Qual é o seu e-mail?)
Quando a pergunta é sobre o sujeito do verbo, não • which: qual (específico)

se usa verbo auxiliar, sendo o interrogativo seguido da Which is your house, the white one or the blue one?
mesma ordem de palavras de uma frase afirmativa. (Qual é a sua casa, a branca ou a azul?)
Minigrammar 199
• whom: quem 8. was that new plantation? In the British colonies of
Ceylon and Malaya.
Whom/Who did you see there?
(Quem você viu lá?) 9. happened then? In a few decades those colonies
were able to produce a lot of latex.
A rigor, whom é o pronome a ser usado quando
perguntamos sobre pessoas, no caso do objeto, mas isso 10. did that affect the Amazonian rubber business.? It
só acontece na linguagem formal. Informalmente, usa-se was the end of it.
who em lugar de whom, mas, quando o interrogativo é
precedido de preposição, usa-se whom:
19. Adjetivos – comparativos de
To whom did you give the book?
(A/Para quem você deu o livro?) igualdade e de inferioridade
Em linguagem informal, a pergunta acima seria feita com Para formar o comparativo de igualdade, usamos:
who afastado da preposição:
• as + adjetivo + as
Who did you give the book to?
(A/Para quem você deu o livro?) She is as tall as Gisele.
(Ela é tão alta quanto Gisele.)
• whose: de quem. Pode vir seguido de substantivo ou
então como pronome, separado do substantivo. • not so + adjetivo + as ou not as + adjetivo + as
Whose car is that?/Whose is that car? She is not so/as old as Gisele.
(De quem é aquele carro?) (Ela não é tão velha quanto Gisele.)
• how much: quanto (dinheiro); quanto (+ substantivo Nas frases com pronomes pessoais, depois de as … as
não contável, sempre singular) … é possível usar:
How much is that shirt? • pronomes retos (I/he/she etc.), seguidos de verbo ou
(Quanto é aquela camisa?) não. Essa construção é um tanto formal.
How much sugar do you take in your coffee? Gisele is not so/as nice as she (is).
(Quanto açúcar você põe no seu café?) (Gisele não é tão simpática quanto ela [é]).
• pronomes oblíquos (me/him/her etc.). Essa

MINITEST construção é comum na linguagem informal.
We are not so/as famous as them.

Complete as perguntas com um dos (Nós não somos tão famosos quanto elas.)
interrogativos do quadro abaixo. Alguns deles
As comparações de inferioridade são feitas com a
podem ser usados em mais de uma pergunta.
anteposição de less (no grau comparativo) e de least (no
grau superlativo) ao adjetivo no grau normal.
where • when • what • why • who • how
modern less modern least modern

An Infamous Case of Biopiracy
interesting less interesting least interesting
1. is biopiracy? It is the stealing of biological materials
Less e least podem ser usados antes de todos
without proper compensation.
os adjetivos (de uma, duas ou mais sílabas), mas as
2. is the most infamous case of historic biopiracy? It’s
comparações de inferioridade não são tão frequentes.
that of the rubber tree, Hevea brasiliensis.
Geralmente prefere-se o uso de not so/as ou mesmo do
3. is that tropical tree native to? It is native to the adjetivo de sentido oposto, expressando superioridade.
Amazon basin. Compare:
4. stole rubber tree seeds from the Amazonian jungle?
You are less strong than Peter.
Henry Wickman, a British botanist.
(Você é menos forte do que Peter.)
5. did that happen? In 1876.
[frase possível, mas pouco natural]
6. did he smuggle the rubber tree seeds out of Brazil?
He hid them between banana leaves. You are not so strong as Peter
(Você não é tão forte quanto Peter.)
7. did he do that? To take the rubber tree seeds to a new
plantation. [frase natural, comum]
200 Minigrammar
He is the least strong of the boys. • os dissilábicos em geral e os que terminam em sufixo
(Ele é o menos forte dos garotos.) (-ful, -less, -ing, -ed) fazem o comparativo com more e o
[frase possível, mas forçada, incomum] superlativo com most.
He is not so strong as the other boys. modern more modern most modern
(Ele não é tão forte quanto os outros garotos.) famous more famous most famous
[frase natural, comum] careful more careful most careful
He is the weakest of the boys. careless more careless most careless
(Ele é o mais fraco dos garotos.)
charming more charming most charming
[frase mais enfática]
surprised more surprised most surprised
MINITEST • os de duas sílabas terminados em -y seguem a regra

dos adjetivos curtos, trocando-se o y por i antes de se
How do you say that in English?
acrescentar -er ou -est:
1. Vocês não são tão fortes quanto nós.
2. Cachorros são tão inteligentes quanto gatos. easy easier easiest
busy busier busiest
3. Sorvete é tão bom quanto chocolate.
funny funnier funniest
4. Camboriú não é tão famosa quanto Copacabana.
5. Os leões não são tão inteligentes quanto o homem. • Mas é possível encontrar alguns dissilábicos
terminados em -y (happy, friendly, lovely e likely) que
aceitam as duas formas:
20. Adjetivos e advérbios – Brazilians are one of the friendliest peoples in the world.
comparativo e superlativo (Os brasileiros são um dos povos mais amistosos do mundo.)
de superioridade [Mais comum do que the most friendly]
People are happier in times of peace.

Adjetivos e advérbios curtos, (As pessoas são mais felizes em tempos de paz.)
de uma sílaba
[Mais comum do que more happy]
Os adjetivos e advérbios curtos, de uma só sílaba, • Mas por razões de estilo, a forma com more pode
fazem o comparativo de superioridade com o acréscimo de aparecer em uma frase como esta:
-er, e o superlativo com o acréscimo de -est:
People prefer to live in a more happy and peaceful environment.
long longer longest (As pessoas preferem viver em um ambiente mais feliz e
older older oldest pacífico.)
• Existem outros adjetivos e advérbios dissilábicos

Adjetivos e advérbios longos, de mais bem comuns que podem fazer isso das duas formas:
de duas sílabas – terminados em -ow: narrow; shallow
Os adjetivos e advérbios longos, de mais de duas – terminados em -le: simple; gentle; humble
sílabas, formam o comparativo e o superlativo antepondo-
– terminados em -er: clever; tender
-se more e most ao grau normal dos adjetivos e advérbios.
– com várias terminações: common; pleasant; polite;
intelligent more intelligent most intelligent
handsome; cruel; quiet; stupid
comfortable more comfortable most comfortable
• É mais provável encontrarmos as formas -er e -est
expensive more expensive most expensive
em alguns dos dissilábicos citados:
seriously more seriously most seriously
Are women cleverer than men?
(As mulheres são mais inteligentes do que os homens?)
Adjetivos e advérbios de duas sílabas
[mais comum do que more clever]
Os adjetivos e advérbios de duas sílabas merecem um
Living in the country is quieter than in a big city.
estudo mais detalhado, já que a regra não é claramente
(A vida no campo é mais sossegada do que em uma cidade
definida e em alguns casos podem formar o comparativo
grande.)
e o superlativo ou com -er e -est ou com more e most.
Assim: [mais comum do que more quiet]
Minigrammar 201
• Em contrapartida, em alguns desses dissilábicos Uso dos graus dos adjetivos
a forma com more e most é uma tendência atual. Isso e advérbios
acontece, por exemplo, com os dissilábicos “mais longos”,
como pleasant e handsome. • Comparativo de superioridade
Living in the country is also more pleasant than in a big city, Usa-se -er ou more nas comparações que expressam
superioridade de uma pessoa, lugar ou coisa em relação a
so I think.
outra:
(A vida no campo também é mais agradável do que em uma
cidade grande, penso eu.) The Amazon River is longer than the San Francisco.
(O rio Amazonas é mais comprido do que o São Francisco.)
[mais comum do que pleasanter]
• Superlativo de superioridade
Most women would agree that George Clooney is one of the
Usa-se -est ou most para destacar uma pessoa, lugar
most handsome men in the world. ou coisa em relação a todas as outras:
(A maioria das mulheres concordaria que George Clooney é
The Amazon is one of the longest rivers in the world.
um dos homens mais bonitos do mundo.)
(O Amazonas é um dos rios mais compridos do mundo.)
[mais comum do que handsomest] • Comparativo e superlativo de inferioridade
O comparativo de inferioridade (less … than: menos

Notas ortográficas … do que) e o superlativo de inferioridade (the least …: o
menos …) são formados com adjetivos curtos ou longos, mas
• Quando o adjetivo ou advérbio terminar em -e, são pouco usados, sendo geralmente substituídos assim:
acrescenta-se apenas -r ou -st.
The São Francisco is less long than the Amazon. [pouco comum]
wide wider widest (O São Francisco é menos longo que o Amazonas.)
late later latest The São Francisco is not as long as the Amazon. [mais comum]
(O São Francisco não é tão longo quanto o Amazonas.)
• Quando o adjetivo ou advérbio monossilábico
The Amazon is longer than the São Francisco. [mais comum]
terminar em -y precedido de consoante, troca-se o y por i, (O Amazonas é mais longo que o São Francisco.)
antes do -er ou -est, como acontece com os dissilábicos:
Casos especiais
dry drier driest
dirty dirtier dirtiest Para expressar aumento gradual, equivalendo
em português a “cada vez mais …”, usam-se dois
Mas shy pode ter as duas formas: shyer/shyest ou
comparativos separados por and:
shier/shiest.
He is getting fatter and fatter.
• Quando o adjetivo ou advérbio tiver como últimas (Ele está ficando cada vez mais gordo.)
letras a sequência consoante/vogal/consoante, dobra-se
We became more and more interested in the story.
a consoante final antes do acréscimo de -er ou -est. (Nós ficamos cada vez mais interessados na história.)
hot hotter hottest Para expressar uma relação entre duas ações ou
acontecimentos paralelos, equivalendo em português
thin thinner thinnest
a “quanto mais … mais …”, usam-se dois comparativos
big bigger biggest
precedidos de the:
The older we get, the wiser we should become.

Formações irregulares (Quanto mais velhos ficamos, mais sábios deveríamos nos
tornar.)
good better best
The sooner I finish this, the better.
bad worse worst (Quanto mais cedo eu terminar isto, melhor.)
much more most
The more you read, the more you learn.
many more most (Quanto mais você lê, mais você aprende.)
little less least
Money is relative – the more money, the more relatives.
far farther/further farthest/furthest
(O dinheiro é relativo – quanto mais dinheiro, mais parentes.)
202 Minigrammar
MINITEST She is not singing a Brazilian song.
Negativa (Ela não está cantando uma música
Geography & Physics brasileira.)
Ative o seu conhecimento de Geografia e Is she singing Someone Like You?

Interrogativa (Ela está cantando Someone Like
de Física e escolha a forma correta entre
You?)
parênteses para completar cada frase.
1. The Sun is the member of the Solar System; its Notas ortográficas
gravity keeps the system together. (massive) (more
massive) (most massive) • Quando o verbo principal termina em -e, suprime-se
essa última letra e acrescenta-se -ing:
2. Earth is the third planet to the Sun after Mercury and
Venus, and is the only planet known to support living live living have having
organisms. (near) (nearer) (nearest) • Os verbos die, tie e lie têm as formas dying, tying e
3. Surrounded by a spectacular system of rings, Saturn is lying, respectivamente.
the planet visible to the naked eye. (distant) (more The forests are dying.
distant) (most distant) (As florestas estão morrendo.)
4. The point on the Earth’s surface is Mount Everest That’s not true. You are lying.
at 8,850 m (29,035 ft) above sea level. (high) (higher) (Isso não é verdade. Você está mentindo.)
(highest)
• Os verbos de uma única sílaba cujas três últimas
5. The exact measurement of a river is difficult, as letras forem, na ordem, consoante-vogal-consoante,
multiple tributaries often make a river’s source hard dobram a consoante final antes do acréscimo de -ing:
to pinpoint, but the Nile (6,690 km or 4,160 miles) is
generally considered to be than the Amazon (6,570 run running
km or 4,080 miles). (long) (longer) (longest)
stop stopping
6. The group of animals on Earth is that of the
arthropods, which include insects, spiders, and put putting
crustaceans. (large) (larger) (largest)
swim swimming
7. An atom is the part of an element that can exist as a
stable entity. (small) (smaller) (smallest) • Os verbos de duas ou mais sílabas também terminados
em consoante-vogal-consoante têm a consoante final
8. The greater the atomic mass of an atom, the atom is.
dobrada quando a sílaba tônica for a última:
(small) (smaller) (the smaller)
9. Atoms are the basic units of matter, and many bond begin beginning
together to form particles called molecules. (large)
(larger) (largest) omit omitting
10. Archimedes was probably the mathematician of the refer referring

ancient world. (great) (greater) (greatest)
prefer preferring
21. Tempos verbais – Present occur occurring
Progressive (ou Continuous) permit permitting
O Present Progressive é um tempo verbal composto

de am/are/is + forma de final -ing do verbo principal. Usos do Present Progressive
Adele is singing now.
1. Para expressar uma ação que está acontecendo no
(Adele está cantando agora.) momento em que se fala:
We are listening to her. I am writing now.
(Nós a estamos escutando.) (Eu estou escrevendo agora.)
Minigrammar 203
2. Para expressar uma ação que está ocorrendo na 22. Stative Verbs
atualidade, mas não necessariamente no momento em
que se fala:
Os stative verbs, também chamados non-
I am taking a course in American literature. progressive verbs, são verbos que expressam não uma
(Eu estou fazendo um curso de literatura norte-americana.) ação temporária, mas um estado, condição ou situação
3. Além de indicar ações no presente, pode também ser permanente. Em geral, esses verbos não são usados nos
usado em frases que denotam futuro, para indicar ações que tempos progressivos (ou contínuos). Know e understand
temos intenção de praticar ou certeza de que vão acontecer. são dois dos mais comuns. Para dizer, por exemplo, “Eu
On Monday the USA is commemorating the life and dream estou sabendo”, usamos a forma simples de know: I know.
of Martin Luther King, Jr. Para dizer “Não estou entendendo”, usamos a forma
(Na próxima segunda-feira, os EUA vão comemorar/ simples: I don’t understand.
comemoram a vida e o sonho de Martin Luther King, Jr.) Entre os stative verbs mais comuns, nunca usados nas
formas progressivas, estão:
Casos especiais
know: saber; conhecer
Alguns verbos, chamados stative verbs ou non- I know the answer to that problem.
progressive verbs, expressam não uma ação, mas um
prefer: preferir
estado ou uma situação. Em geral, eles não são usados
nas formas contínuas ou progressivas: Mary prefers jazz to pop music.
seem: parecer
I don’t like this situation.
(Eu não estou gostando desta situação.) That movie seems to be excellent.
What do you want?
understand: entender, compreender
(O que você está querendo?)
I don’t understand a word she says.
Esses verbos serão estudados no tópico 22, a seguir.
Outros não são geralmente usados nas formas
progressivas:
MINITEST agree: concordar
I don’t agree with what you’re saying.
Complete as frases com o Present Progressive
dos verbos que você encontra no boxe abaixo. like: gostar (de)
Escolha cada verbo pelo contexto e observe a I don’t like this situation.
formação desse tempo verbal: am/are/is + … need: precisar (de)
ing form do verbo principal. She needs our help.
to light • to extract • to happen • to fill • to drive recognize: reconhecer

to mix • to have • to rain • to try • to read Do you recognize anyone in this picture?
want: querer
1. Açaí is a palm tree that occurs in several regions of
the Amazon. I a bowl of açaí fruit with soy milk and What does he want?
granola now. I find it nutritional and delicious.
Alguns verbos podem expressar um estado, condição
2. My daughter The Interpretation of Dreams. She ou situação permanente (não sendo portanto usados
wants to be a psychologist.
em tempos progressivos), mas também podem aparecer
3. Researchers and scientists to find a cure for cancer em frases que denotam uma ação temporária e, nesse
and other diseases. caso, são usados nos tempos progressivos. Observe essa
4. Pharmaceutical companies chemicals from plants diferença nos exemplos a seguir.
found in the Amazon Forest without paying any sort of
compensation to the local people. State Action
5. It and this road is full of curves. You too fast, that’s (Non-progressive) (Progressive)
dangerous. Please slow down.
achar, ter certa opinião
6. The baker flour, sugar, yeast, and water. The
(= think) sentir-se
chemistry of making bread . feel
I feel your decision is That girl is feeling sick.
7. I a candle with a match and a warm glow the dark wrong.
room now.
204 Minigrammar
8. Eles estão precisando de ajuda.
State Action
(Non-progressive) (Progressive) 9. O que ele está querendo?
10. Ela está pensando em você.
1 estar tendo 2 comer,
beber
ter, possuir I’m having trouble with
23. Tempos verbais: Simple Past –
have They have a lot of the car.
money. We are having
verbos regulares
breakfast now. Call me
A maioria dos verbos em inglês faz o passado e o
later, please.
particípio passado de forma regular, pelo acréscimo de
-ed à sua forma básica:
entender o que alguém
ouvir
diz
hear I can’t hear a word he’s to work worked worked
You’re not hearing me.
saying.
I said “No!”
to wash washed washed
estar amando,
amar, ter amor por to call called called
love achando ótimo
She loves children.
I’m loving this book.
Esta forma é única para todas as pessoas, não
1 encontrar com, estar variando na terceira pessoa do singular:
1 ver 2 entender
com 2 ter consulta com
I see my mother every I/ you/ he/ she/
I’m seeing my worked, washed, called
see day. it/ we/ you/ they
girlfriend tonight.
Now I see what you
Jane is seeing the
mean. Os verbos que têm formas semelhantes às dos verbos
dentist tomorrow.
em português, em geral de origem latina, são regulares:
cheirar, experimentar o
cheirar, ter cheiro cheiro de to protest protested protested
smell This cheese smells I’m smelling the
to construct constructed constructed
bad/awful. cheese and I think we
should not eat it.
Mas muitos dos verbos mais comuns não são de
origem latina e são irregulares, com formas próprias de
provar, experimentar o
ter gosto ou sabor de passado e particípio passado:
gosto ou sabor de
This pineapple tastes
taste I’m tasting the best
good/sweet/delicious/ to see saw seen
pineapple in the world.
like sugar.
Delicious! to go went gone
achar, ter certa opinião pensar, meditar Duas listas com as formas de passado e particípio
think (= feel) What are you thinking passado dos verbos irregulares são dadas nos tópicos
I think you’re wrong. about?
25 e 26.
Uso do Simple Past

MINITEST
O Simple Past é usado para indicar uma ação
How do you say this in English? realizada e totalmente terminada no passado,
correspondendo, em português, tanto ao pretérito
1. Eu não estou entendendo.
perfeito como ao pretérito imperfeito.
2. Eu estou sabendo.
Mozart lived in the eighteenth century.
3. Você está se sentindo mal/doente?
(Mozart viveu no século dezoito.)
4. Eu estou preferindo parar agora.
5. Este emprego está parecendo muito bom. Notas ortográficas
6. Ele está tendo problema com o computador. • Quando o verbo terminar em -e, acrescenta-se
7. Eu acho que ela está certa. apenas -d:
Minigrammar 205
To decide decided
to go went to do did
• Quando o verbo terminar em -y precedido de
consoante, troca-se o y por i e acrescenta-se -ed: to see saw to come came
To classify classified Para os verbos regulares, a forma do passado é igual

• Quando o verbo regular for monossilábico e suas à do particípio passado. No caso dos irregulares, às vezes
últimas letras forem consoante-vogal-consoante, dobra-se acontece o mesmo, mas muitos deles têm formas para o
a consoante final e acrescenta-se -ed. passado distintas das formas para o particípio passado.
To stop stopped
Regular to help helped helped
O mesmo acontece com verbos de mais de uma sílaba,
Irregular to buy bought bought
desde que a última seja a sílaba tônica:
Irregular to eat ate eaten
to prefer preferred to occur occurred
O particípio passado é necessário para a formação dos
to permit permitted to refer referred
tempos perfeitos (Present Perfect, Past Perfect, Future
Perfect etc.) e também da voz passiva, assuntos que
serão tratados mais adiante. Essas formas de particípio
MINITEST
passado dos verbos irregulares devem ser memorizadas
junto com as do passado. Nos dois tópicos a seguir, são
Complete as frases com o Simple Past dos
apresentadas listas com os principais verbos irregulares,
verbos que você vai escolher no quadro abaixo.
em ordem alfabética e também por grupos de formas
semelhantes, o que facilita a memorização.
to want • to fill • to present • to show • to study • to work
to call • to refer • to live • to need • to light • to discover
MINITEST
1. Oscar Niemeyer hard all his life, and died at age 104.
2. Freud the human mind. Complete as frases com o Simple Past dos
3. Freud to dreams as the “royal road to the verbos irregulares entre parênteses.
unconscious.”
1. I keep six honest serving-men, they me all I . (to
4. Archimedes in Syracuse, on the island of Sicily, teach; to know)
when it was a colony of Greece.
2. In 1876 Henry Alexander Wickman rubber tree seeds
5. Edwin Hubble that galaxies are moving away from
from the Amazonian jungle. (to steal)
each other.
3. Archimedes himself probably never about the eureka
6. NASA to know how to clean water in more extreme
episode. (to write)
situations.
7. Astronauts a way to cleanse the water they take up 4. “I homesick for everything and everybody,” Amyr
into space. Klink . (to feel; to say)
8. The old Chinese his sons and them a challenge. 5. The youngest son and after a few seconds he the
answer. (to think; to find)
9. The youngest son of the rich old man a candle and
a match. 6. The oldest son to the market and some straw. (to
go; to buy)
10. The whole dark room with a warm glow.
7. Oscar Niemeyer and Lucio Costa the new capital of
Brazil. (to build)
24. Tempos verbais: Simple Past – 8. I a movie about Freud’s work and how it to a better
verbos irregulares understanding of the human mind. (to see; to lead)
As formas do Simple Past dos verbos irregulares

9. The Interpretation of Dreams Freud’s development
of psychoanalysis. (to begin)
variam de um para outro e, portanto, precisam ser
memorizadas. Como no caso dos verbos regulares, os 10. Archimedes plenty of time detailing the laws of
irregulares têm uma única forma para todas as pessoas: buoyancy and the lever. (to spend)
206 Minigrammar
25. Verbos irregulares
Presente Passado Particípio passado Tradução
be was/were been ser; estar
beat beat beaten bater; derrotar
become became become tornar-se
begin began begun começar
bend bent bent curvar(-se); dobrar(-se)
bet bet bet apostar
bite bit bitten morder
bleed bled bled sangrar
blow blew blown soprar
break broke broken quebrar
bring brought brought trazer
build built built construir
burn burned/burnt1 burned/burnt1 queimar
burst burst burst estourar
buy bought bought comprar
catch caught caught pegar; agarrar
choose chose chosen escolher
come came come vir
cost cost cost custar
cut cut cut cortar
deal dealt dealt lidar; tratar; negociar
dig dug dug cavar; escavar
do did done fazer
draw drew drawn desenhar; sacar; puxar
dream dreamed/dreamt2 dreamed/dreamt2 sonhar
drink drank drunk beber
Minigrammar 207
drive drove driven dirigir
eat ate eaten comer
fall fell fallen cair
feed fed fed alimentar(-se)
feel felt felt sentir(-se)
fight fought fought lutar; combater
find found found achar; encontrar
fit fit/fitted fit/fitted caber; servir; ajustar(-se)
flee fled fled fugir, escapar
fly flew flown voar; pilotar
forbid forbade forbidden proibir
forget forgot forgotten esquecer
forgive forgave forgiven perdoar
freeze froze frozen congelar
get got got/gotten3 obter; arranjar; pegar
give gave given dar
go went gone ir
grow grew grown crescer; cultivar
hang hung4 hung4 pendurar
have had had ter
hear heard heard ouvir
hide hid hidden esconder(-se)
hit hit hit bater; acertar
hold held held segurar; realizar
hurt hurt hurt ferir; machucar; doer
keep kept kept guardar; conservar; continuar
kneel knelt knelt ajoelhar(-se)
208 Minigrammar
know knew known saber; conhecer
lay laid laid pôr; colocar
lead led led levar; conduzir; liderar
leap leaped/leapt5 leaped/leapt5 saltar; pular
learn learned/learnt6 learned/learnt6 aprender
leave left left deixar; sair (de)
lend lent lent emprestar
let let let deixar, permitir
lie lay7 lain7 deitar-se; situar-se
light lit lit iluminar; acender
lose lost lost perder
make made made fazer
mean meant meant significar; tencionar
meet met met encontrar (pessoa)
pay paid paid pagar
put put put pôr; colocar
read8 read8 read8 ler
ride rode ridden montar; andar de
ring rang rung tocar; soar
rise rose risen subir; levantar(-se)
run ran run correr
say said said dizer
see saw seen ver
seek sought sought buscar; procurar
sell sold sold vender
send sent sent mandar, enviar
set set set pôr; colocar
Minigrammar 209
sew9 sewed sewn/sewed costurar
shake shook shaken sacudir; tremer
shine shone10 shone10 brilhar
shoot shot shot disparar; balear; rematar
show showed shown mostrar
shrink shrank shrunk encolher(-se)
shut shut shut fechar
sing sang sung cantar
sink sank sunk afundar
sit sat sat sentar(-se)
sleep slept slept dormir
slide slid slid deslizar
smell smelled/smelt11 smelled/smelt11 cheirar
speak spoke spoken falar
spend spent spent gastar; passar (tempo)
spin spun spun girar
split split split rachar; separar
spread spread spread espalhar
stand stood stood estar de pé; aguentar
steal stole stolen roubar
stick stuck stuck grudar(-se); enfiar
strike struck struck bater em; atingir
strive strove striven esforçar-se por
swear swore sworn jurar; xingar
sweep swept swept varrer
swim swam swum nadar
swing swung swung balançar(-se)
210 Minigrammar
take took taken tomar; pegar; levar
teach taught taught ensinar
tear tore torn rasgar
tell told told dizer a; contar
think thought thought pensar
throw threw thrown atirar; lançar
understand understood understood entender
upset upset upset chatear; perturbar
wake woke woken acordar
wear wore worn usar; vestir
weave wove woven tecer
weep wept wept chorar
win won won vencer; ganhar
write wrote written escrever
1
As duas formas são possíveis. 6
As duas formas (learned ou learnt) pronunciam-se /l nt/, rimando com burned/burnt.
2
A forma dreamt pronuncia-se /dremt/. 7
Não confundir com as formas regulares lie – lied – lied: mentir.
3
A forma gotten é usada em inglês norte-americano. 8
No presente, read rima com need; no passado e no particípio passado rima com bed.
4
Não confundir com as formas regulares hang – hanged – hanged: 9
Sew pronuncia-se /s /, rimando com go.
enforcar. 10
Não confundir com as formas regulares shine – shined – shined: polir, lustrar.
5
A forma leapt pronuncia-se /lept/ e rima com kept. 11
As duas formas são possíveis.
26. Verbos irregulares – classificação por grupos de formas semelhantes

A memorização das formas do presente, do passado e do particípio passado dos verbos irregulares fica mais simples
quando os estudamos por grupos, classificados por formas semelhantes de grafia e pronúncia. Confira, lendo em voz alta
e memorizando os vários grupos gradualmente.
bring brought brought trazer
buy bought bought comprar
fight fought fought lutar; combater
think thought thought pensar
seek sought sought buscar; procurar
catch caught caught pegar; agarrar
Minigrammar 211
teach taught taught ensinar
begin began begun começar
ring rang rung tocar; soar
sing sang sung cantar
swing swang swung balançar(-se)
drink drank drunk beber
sink sank sunk afundar
shrink shrank shrunk encolher(-se)
swim swam swum nadar
blow blew blown soprar
grow grew grown crescer; cultivar
know knew known saber; conhecer
throw threw thrown atirar; lançar
fly flew flown voar; pilotar
drive drove driven dirigir
ride rode ridden montar; andar de
rise rose risen subir; levantar-se
write wrote written escrever
break broke broken quebrar
choose chose chosen escolher
freeze froze frozen congelar
speak spoke spoken falar
steal stole stolen roubar
bend bent bent curvar(-se), dobrar(-se)
lend lent lent emprestar
send sent sent mandar; enviar
212 Minigrammar
spend spent spent gastar; passar (tempo)
shake shook shaken sacudir; tremer
take took taken tomar; pegar; levar
sell sold sold vender
tell told told dizer a; contar
lay laid laid pôr; colocar
pay paid paid pagar
say said said dizer
keep kept kept guardar; conservar
sleep slept slept dormir
sweep swept swept varrer
weep wept wept chorar
bet bet bet apostar
burst burst burst estourar
cost cost cost custar
cut cut cut cortar
fit fit/fitted fit/fitted caber; servir; ajustar-se
hit hit hit bater; acertar
hurt hurt hurt ferir; doer
let let let deixar, permitir
light lit lit iluminar; acender
put put put pôr; colocar
set set set pôr; colocar
shut shut shut fechar
split split split rachar; separar
spread spread spread espalhar
Minigrammar 213
upset upset upset chatear; perturbar
forbid forbade forbidden proibir
forgive forgave forgiven perdoar
give gave given dar
become became become tornar-se
come came come vir
stand stood stood estar de pé; aguentar
understand understood understood entender
forget forgot forgotten esquecer
get got got/gotten obter; arranjar; pegar
stick stuck stuck grudar(-se); enfiar
strike struck struck bater em; atingir
swear swore sworn jurar; xingar
tear tore torn rasgar
bleed bled bled sangrar
feed fed fed alimentar(-se)
flee fled fled fugir; escapar
deal dealt dealt lidar; tratar; negociar
feel felt felt sentir(-se)
kneel knelt knelt ajoelhar(-se)
burn burned/burnt burned/burnt queimar
learn learned/learnt learned/learnt aprender
214 Minigrammar
27. Tempos verbais: Simple Past – d. A horseshoe magnet has one pole. (two poles)
formas negativa e interrogativa
e. We read too much. (too little)
A forma interrogativa dos verbos (regulares ou
irregulares) no passado é feita com a colocação de did
(passado do verbo auxiliar do) no início da pergunta para
f. Henry Wickman smuggled coffee seeds out of Brazil.
todas as pessoas, ficando o verbo principal na forma básica.
(rubber tree seeds)
• Exemplo com verbo regular (to work):
Did I/ you/ he/ she/ it/ we/ you/ they work yesterday?
• Exemplo com verbo irregular (to go):

28. Tempos verbais – Past
Did I/ you/ he/ she/ it/ we/ you/ they go there yesterday? Progressive (ou Continuous)
A forma negativa é feita com o auxílio de did + not
(didn’t na forma contrata), antes do verbo (regular ou O Past Progressive é um tempo verbal composto de
irregular), para todas as pessoas: was/were + forma de final -ing do verbo principal:
I/ you/ he/ she/ it/ we/ you/ they did not/didn’t work The man was walking along the beach at sunrise.
yesterday. (O homem estava caminhando pela praia ao nascer do sol.)
I/ you/ he/ she/ it/ we/ you/ they did not/didn’t go there Para obter a forma negativa, basta acrescentar not
depois de was/were:
yesterday.
He was not/wasn’t running along the beach.
(Ele não estava correndo pela praia.)
MINITESTS
Para obter a forma interrogativa, coloca-se was/were
1. Complete as perguntas com do, does ou did: no início da pergunta:
a. NASA send a robotic spacecraft to Mars in 2012? Was the man walking along the beach at sunrise?
(O homem estava caminhando pela praia ao nascer do sol?)
b. Amyr Klink think the sea is an obstacle?
c. Archimedes find the answer to the problem of the Usos do Past Progressive
king’s crown?
d. opposite poles attract each other? O Past Progressive Tense é usado para indicar:
e. the yeast in bread dough consume sugar? • ação que estava se desenvolvendo em determinado
momento no passado:
At ten o’clock last night we were watching TV.

2. As frases a seguir são falsas. Faça frases (Ontem à noite, às dez horas, estávamos assistindo à TV.)
negativas, usando don’t, doesn’t ou didn’t • ação que estava acontecendo no passado quando
e depois faça as frases afirmativas, corretas, outra ação aconteceu. Nessas frases de duas orações, para
usando os elementos entre parênteses. Siga o exprimir a segunda ação, o verbo é usado no Simple Past.
modelo. We were watching TV when my brother arrived.
(Nós estávamos assistindo à TV quando meu irmão chegou.)
The oldest son went to the shopping mall. (market)
The oldest son didn’t go to the shopping mall. He went to the Também é possível usar while ou as neste tipo de
market. frase, assim:
a. Human beings invented math concepts. (discovered) While/As we were watching TV, my brother arrived.
(Enquanto estávamos assistindo à TV, meu irmão chegou.)
Ou então:
b. Mathematics helps us perform everyday mysteries.
(tasks) My brother arrived while/as we were watching TV.
(Meu irmão chegou enquanto estávamos assistindo à TV.)
While we were watching TV, the dog was sleeping.

c. A water filter doesn’t use oil. (charcoal)
(Enquanto nós estávamos assistindo à TV, o cachorro estava
dormindo/dormia.)
Minigrammar 215
Para obter a forma negativa, basta acrescentar not
MINITEST
depois de will/shall:
Great Moments In the History of Science I/ you/ he/ she/ it/ we/ you/ they will not/won’t go to school
tomorrow.
Complete as frases com as formas corretas do
Para obter a forma interrogativa, coloca-se will/shall
Simple Past e do Past Progressive.
no início da pergunta:
1. Archimedes a tricky problem concerning the king’s
Will I/ you/ he/ she/ it/ we/ you/ they see that tomorrow?
crown while he a bath. (to solve; to take)
2. Alexander Fleming the antibiotic penicillin when he Uso das formas do futuro
the bacteria responsible for many infectious diseases.
(to discover; to study) • Will indica uma ação, um acontecimento ou uma
3. Wilhem Röntgen the properties of various types of previsão quanto ao futuro:
vacuum tube when he X-rays. (to investigate; to The future will bring wonderful things.
discover) (O futuro trará coisas maravilhosas.)
4. Isaac Newton under an apple tree when he an apple Who will win the next World Cup?
fall and a flash of inspiration about universal gravity. (Quem ganhará a próxima Copa do Mundo?)
(to sit; to see; to have)
• Will também é usado para fazer pedidos, na forma
interrogativa, com you:
29. O futuro – will/shall, going to e Will you marry me?

Present Progressive (ou Continuous) (Você quer casar comigo?)
• Shall é usado em perguntas, com I ou we, quando se

Há várias formas de expressar ações ou pedem instruções ou então se oferece, sugere ou convida:
acontecimentos no futuro. As três mais importantes são:
It’s a bit cold. Shall I close the window?
1. will + forma básica do verbo principal: (Está um pouco frio. Fecho/Devo fechar a janela?)
The future will be wonderful. Dinner is ready. Shall we eat now?

(O futuro será maravilhoso.) (O jantar está pronto. Vamos comer agora?)
2. am/are/is + going to + forma básica do verbo I’ve opened the box. What shall I do now?
principal: (Eu já abri a caixa. O que farei/devo fazer agora?)
We are going to have a wonderful future. • A expressão am/are/is going to… é usada em
linguagem informal para expressar planos, intenções ou
(Nós vamos ter um futuro maravilhoso.)
a certeza de que algo vai (ou não vai) acontecer, em um
3. Present Progressive: am/are/is + forma de final futuro próximo:
-ing do verbo principal:
We’re going to buy a new car next month. [essa é a nossa
We’re going to Salvador on vacation in May. intenção]
(Nós vamos a Salvador, de férias, em maio.) (Nós vamos comprar um carro novo no mês que vem.)
She is going to have a baby in June. [ela está esperando

Formação do futuro com will bebê para essa época]
(Ela vai ter um bebê em junho.)
Usa-se a mesma forma will (ou a forma contrata ’ll)
Look! It’s going to rain. [temos certeza disso; é só olhar as
para todas as pessoas. Com I e we é possível substituir
nuvens pretas]
will por shall (que também tem a forma contrata ’ll), mas
(Olhe! Vai chover.)
esse uso é próprio da linguagem formal. Compare:
• O Present Progressive é usado, em linguagem
We will go to the party tomorrow. informal, para indicar planos ou compromissos acertados
(Nós iremos à festa amanhã.) em relação a um futuro próximo:
We’ll have a lot of fun, I’m sure. [estilo informal] What are you doing this weekend?
(Nós nos divertiremos muito, tenho certeza.) (O que vocês vão fazer este fim de semana?)
We shall overcome – someday. [estilo poético ou formal] We’re having a barbecue in the park.
(Venceremos – um dia.) (Vamos fazer um churrasco no parque.)
216 Minigrammar
• Forma interrogativa: o verbo vai para o início da
MINITEST
pergunta, dispensando o uso de do/does/did.
Sublinhe as alternativas que completam Can you…? Must I…? Will he…?
corretamente cada uma das frases abaixo.
• São usados com outros verbos sempre no infinitivo
1. Archimedes said, “Give me a place to stand and I the sem to. O único modal auxiliary verb seguido de infinitivo
earth. (will move) (am moving) (am going to move) com to é ought.
2. Look at those black clouds! We a storm. (will have)
Marta can speak English.
(are having) (are going to have)
(Marta sabe falar inglês.)
3. The future wonderful, and robots all of our
housework. (will be; will do) (is; are doing) (is going to She ought to study Spanish too.
be; are going to do) (Ela devia estudar espanhol também.)
4. “I have a challenge for you,” said the rich old man. “I • São verbos defectivos, sem infinitivo, sem particípio
the son who is the most intelligent.” (will reward) (am passado, sem forma em -ing e sem futuro. Nesses casos,
rewarding) (am going to reward) são substituídos por verbos ou locuções verbais com o
5. do me a favor? get me a glass of water? (Shall I; mesmo sentido. Assim, para dizer, por exemplo:
Shall I) (Will you; Will you) (You will; You will)
Poder, ser capaz de: to be able to (como infinitivo de can)
6. I’m getting tired. have a break now? (Will you) (Shall Eu tive de: I had to (como passado de must)
we) (Will I) Ele poderá, terá permissão de: he will be allowed to (como
7. A magnet pointed at a clip it jump up from a table futuro de may)
and cling to the magnet until it is pulled off. (will
• Quase todos os modal auxiliary verbs expressam
make) (is making) (is going to make)
mais de um sentido, exigindo estudo em separado, o que
8. I’ve mixed flour, sugar, yeast, and water. What do
faremos nos tópicos a seguir.
now, Mr. Baker? (I shall) (shall I) (will I)
9. That knife is sharp. If you’re not careful, you

yourself. (will cut) (are cutting) (you’re going to cut) MINITEST
10. We a surprise party for Henry on his birthday next
What’s the Idea?
week. (will have) (are having) (have)
Observe o contexto e sublinhe a ideia expressa
por cada modal verb em destaque nas frases
30. Verbos auxiliares – Modal
a seguir.
Auxiliary Verbs
1. Amyr Klink can speak several foreign languages.
Além dos verbos auxiliares be, have e do, usados na (capacidade) (permissão) (possibilidade)
formação dos tempos progressivos, perfeitos, voz passiva,
2. Without The Interpretation of Dreams, Psychology
negações e interrogações, existe o grupo dos modal might still be the study of ill humors and their effects
auxiliary verbs, ou modal verbs. on the brain. (sugestão) (certeza) (possibilidade)
Os modal verbs (can, will, shall, may, must, 3. The profits from new medicines derived from the forest
could, would, should, might e ought) são verbos de should be returned to the native populations. (certeza)
características especiais usados junto a um verbo principal (obrigação moral) (permissão)
para indicar capacidade, possibilidade, certeza, permissão,
4. We understand that science and technology can be a
obrigação, necessidade, sugestão, conselho etc.
wonderful servant but a terrible master. (necessidade)
Veja a seguir algumas características comuns aos (conselho) (capacidade)
modal auxiliary verbs:
5. Global warming is a massive environmental problem,
• Têm forma única para todas as pessoas. which could have catastrophic consequences for the
planet. (obrigação) (conselho) (possibilidade)
I/ you/ he/ she/ it/ we/ you/ they can/must etc.
6. This is a time you can choose either to pass this
• Forma negativa: usa-se not após o verbo.
message on, or to just hit “delete”. (capacidade)
I cannot, you must not, he will not etc. (necessidade) (possibilidade)
Minigrammar 217
7. One of the greatest lessons we learn from history is No, I’m sorry but you can’t.
that the world will change more in the 21st century (Não, sinto muito, mas não pode.)
than in all previous times combined. (possibilidade)
May, outro modal auxiliary verb que estudaremos a
(sugestão) (certeza)
seguir, é usado com o mesmo sentido de permissão, em
8. A magnet is a metal that can pull pieces of iron toward linguagem mais formal.
itself and make them cling to it. (possibilidade)
• could é usado para expressar capacidade geral no
(capacidade) (obrigação)
passado, equivalendo em português a “podia”, “sabia”.
9. May I borrow your cell phone? I’ve left mine at home.
Ayrton Senna could drive incredibly fast.
(capacidade) (possibilidade) (permissão)
(Ayrton Senna podia/era capaz de/conseguia dirigir
10. You must eat to live. You must not live to eat. incrivelmente rápido.)
(capacidade; permissão) (necessidade; proibição)
Mas quando nos referimos a uma ocasião específica no
(certeza; sugestão)
passado em que a capacidade potencial de uma pessoa foi
posta em prática, um momento em que a pessoa “pôde,
conseguiu” fazer algo, nas frases afirmativas não se usa
31. Modal Auxiliary Verbs –
could. Nesse caso, em lugar de could, usa-se was/were
can, could able to, managed to ou succeeded in.
Em português, o significado básico desses verbos Compare:

é “poder” ou “saber”. Assim, para indicar capacidade, • Capacidade geral, no passado:
possibilidade, habilidade (natural ou aprendida) e
Mozart was a genius. He could write a symphony when he
permissão, usamos:
was 9.
• can (presente); could (passado; condicional): (Mozart era um gênio. Ele podia/era capaz de compor uma
sinfonia quando tinha 9 anos de idade.)
I cannot lift that box.
(Eu não posso/consigo levantar aquela caixa.) • Capacidade posta em prática, numa certa ocasião do
passado:
Birds can fly.
(Os pássaros sabem voar.) Once he was able to/managed to write a symphony in two
days.
She can dance the samba.
(Certa vez ele pôde/conseguiu compor uma sinfonia em dois
(Ela sabe dançar o samba.) dias.)
Pelé could play soccer very well. A impossibilidade do uso de could é só para frases
(Pelé sabia jogar futebol muito bem.) afirmativas. Em perguntas ou nas negações, para
The ancient Romans could build good roads and bridges. expressar que a pessoa não pôde, não conseguiu fazer
(Os antigos romanos sabiam construir boas estradas e algo naquela determinada ocasião, normalmente usa-se
could/couldn’t.
pontes.)
Veja mais um exemplo:
Mary could help you if she wanted to.
(Mary poderia ajudá-lo, se ela quisesse.) It was Carnival in Rio and all the hotels were full. We couldn’t
find a room.
Can e could são também usados em perguntas e para
(Era Carnaval no Rio e todos os hotéis estavam lotados. Nós
fazer pedidos (could é mais polido do que can):
não conseguimos encontrar um quarto.)
Can/could you give us some information, please?
Luckily we were able to find/managed to find/succeeded in
(Você pode/poderia nos dar algumas informações, por finding a room in a guest house in Santa Teresa.
favor?) (Por sorte nós pudemos/conseguimos encontrar um quarto
Can e could podem ainda ser usados em perguntas, numa pensão em Santa Teresa.)
para pedir permissão. Na resposta, para dar permissão, usa- (e NÃO: Luckily we could find a room…)
-se can. Para negar permissão, usa-se cannot ou can’t.
Can/Could I borrow your pen?

MINITEST
(Posso/Poderia pegar emprestada sua caneta?)
Yes, of course you can. Sublinhe o modal verb que completa

(Sim, é claro que pode.) adequadamente cada frase a seguir.
218 Minigrammar
1. “But Charlie, I never knew you sing so beautifully,” Outro uso de may, próprio da linguagem formal, é para
someone exclaimed. (will – could – should – may) pedir permissão. Compare-o com can:
2. “I sing at all,” Chaplin answered. “I was only • Respeitoso, formal:

imitating Caruso.” (can – can’t – will – must)
– May I sit down? (Posso me sentar?)
3. you live without the Internet? (Can – Does – Have –
Are) – Yes, you may. No, you may not. (Sim, pode. Não, não pode.)
4. When using the Internet, we sometimes distinguish • Comum, informal:

between what is garbage and what is reliable
– Can I sit down? (Posso sentar?)
information. (won’t – can’t – shouldn’t – mustn’t)
– Yes, you can. No, you cannot/can’t. (Sim, pode. Não, não
5. “ give you a kiss?” the clever little boy asked the
clever little girl. (Shall we – Do I – Can I – Will I) pode.)
6. “ give me a kiss?” the same boy asked the same girl. Might é pouco usado para indicar permissão, a não ser
(Could I – Can you – Should I – Will I) em relatos do discurso indireto.
7. “Of course I , I’ve got lips,” answered the clever I asked Mr. Smith if I might borrow his dictionary.
little girl. “But I , I don’t want to. You’re just a kid.” (Eu perguntei ao sr. Smith se eu podia pegar emprestado seu
(could; couldn’t – won’t; will – can; won’t – could; dicionário.)
can’t)
Para expressar possibilidade no passado, usa-se may/
8. The twins are very clever. They walk when they
might + have + particípio passado do verbo principal.
were just a year old. (can – could – couldn’t – can’t)
She may/might have written to me, but I didn’t get any letter.
9. Yesterday, when we flew over Guanabara Bay, we see
the statue of Christ the Redeemer on top of Corcovado (Ela pode ter escrito para mim, mas eu não recebi carta
mountain. (could – were able to – can – alguma.)
will be able to)
10. In the future, mankind live in space. (can – could – MINITEST

was able to – will be able to)
Sublinhe o modal verb que completa
32. Modal Auxiliary Verbs – adequadamente cada frase a seguir.
may, might 1. Be careful. Junk emailscontain viruses that infect

your computer. (may; can – can’t; will – could; would)
O significado básico desses verbos é “poder”, 2. Life is full of obstacles and surprises. You like it or
expressando possibilidade (presente ou futura) ou not, but that’s the way it is. (can – could – may – will)
permissão. Quando usado para indicar que algo pode
3. I’m not sure if the idea of colonizing Mars is possible, but
acontecer, may indica uma possibilidade maior do que a
scientists say it work. (can – will – won’t – might)
indicada por might. Compare:
4. I told my family I come a little late, so they wouldn’t
It’s cold and it may rain. [há possibilidade de chuva]
be worried. (might – will – can – won’t)
(Está frio e pode chover.)
5. “ I help you?” the smiling salesperson said to us. (Will
It might even snow. [há uma remota possibilidade]
– May – Would – Can’t)
(Pode até nevar.)
6. How Math be so universal? With the language of
Veja mais exemplos: numbers we explain many of the mysteries of the
• Com boa possibilidade de acontecer: universe. (may; may – can; can – might; might – will;
will)
Bill is a good man. He may lend you the money.
(Bill é um bom homem. Pode ser que ele te empreste o
7. “If you have a friend, you never be alone. You die
from homesickness, but you not feel lonely,” said
dinheiro.)
Amyr Klink to the reporter. (can; can; can – will; will;
• Possibilidade mais remota: may – will; may; will – might; might; may)
He is a rich man. He might even give you the money. 8. John has been acting strangely these days. I think he
(Ele é um homem rico. Pode ser até que ele te dê o dinheiro.) be depressed. (can – will – won’t – might)
Minigrammar 219
9. Without Freud’s work, modern scientific study not MINITEST
be finding the insights about mental illness. (can –
could – will – might)
Sublinhe o modal verb que completa
10. I’m not sure but I go to the mall after class. Would you adequadamente cada frase abaixo.
like to come with me? (will – won’t – may – would)
1. Within 50 years the computer probably be a thing of
the past. (will – would – wouldn’t - can)
33. Modal Auxiliary Verbs – will, 2. you like a cup of coffee? (Will – Shall – Would – May)
shall, would 3. Charlie said that he lend me his car. (will – would –
shall – can)
Will e shall são usados nas expressões de tempo
4. Where we go? What do you suggest? (will – shall –
futuro, como vimos no Tópico 29. would – might)
I will/shall come to the party tomorrow. 5. We used to go to the park on Sundays. We go there
(Eu virei à festa amanhã.) every Sunday morning. (will – shall – would – may)
Como já vimos, Will you…?, Shall I…? e Shall we…? 6. The Sun and the Moon decided to separate as their
expressam pedidos, sugestões, convites e oferecimentos. union mean the end of the world. (will – shall –
Would you…? expressa um pedido com mais polidez. would – may)
Will/Would you come here, please? 7. The tears shed by the Moon flood the universe. (will
– may – would – shall)
(Você quer/poderia vir aqui, por favor?)
8. In the future, we need computers for Internet access
Shall I help you with the bags?
and emails. We use our cell phones instead. (will; can
(Posso ajudá-lo com a bagagem?)
– won’t; will – could; would – shall; can)
Shall we go to the movies tonight? 9. Some scientists predict that we to be 120. (can live –
(Vamos ao cinema hoje à noite?) would become – can stay – will live)
Would you…? é muito comum em perguntas com like, 10. The telephone is ringing. answer it? (May you – Shall
quando se quer oferecer algo: I – Would I - Might I)
Would you like a piece of cake?

(Você gostaria de um pedaço de bolo?) 34. Modal Auxiliary Verbs – should,
Would é usado nos relatos do discurso indireto, com ought, must
frases no futuro. Nesses casos, substitui will:
Em português, o sentido básico desses verbos
John: “I will go to the party!”
corresponde a “dever”, mas cada um deles tem usos próprios.
(John: “Eu irei à festa.”)
• Should e ought (este último sempre seguido de to)
John said that he would go to the party.
são usados para expressar obrigação moral, conselho,
(John disse que iria à festa.)
recomendação, dever.
Would é também usado em frases condicionais
Janet looks sick. She should/ought to see a doctor.
hipotéticas, indicando o que aconteceria se certa condição
(Janet parece doente. Ela deve/devia/deveria procurar um
fosse real, se existisse de fato.
médico.)
We would go to the party if we had a car.
I know that I should/ought to study, but I’m so tired…
(Nós iríamos à festa se tivéssemos um carro.)
(Eu sei que devia/deveria estudar, mas estou tão cansado…)
Would tem ainda outro uso, de sentido bem diferente,
• Must é usado para expressar necessidade, obrigação
indicando uma ação ou estado habitual no passado. Esse forte, ordem. Para esses sentidos, também é possível usar
uso, próprio do estilo narrativo, corresponde ao pretérito have/has to (ter de), mas este último não é um verbo modal.
imperfeito, em português.
We must/have to eat to live.
My grandmother used to tell us stories every evening. She (Nós devemos/temos de comer para viver.)
would tell us to sit down around her. She would open an old
book and she would tell us to be quiet. I must/have to lose weight. I’m too fat.
(Minha avó costumava nos contar histórias todas as noites. (Eu devo/tenho de perder peso. Estou muito gordo.)
Ela nos mandava sentar à sua volta. Ela abria um velho livro Compare os modal auxiliary verbs em destaque
e nos mandava ficar quietos.) nestas frases:
220 Minigrammar
• Uma ordem: 5. She knows everything about biotechnology. She be
wrong. (must – can’t – mustn’t)
The doctor: “You must stop smoking immediately.”
(O médico: “Você deve/tem de parar de fumar 6. You be a scientist to know that the proper way to eat
imediatamente.”) freshly baked bread is with plenty of butter and jam.
(must – mustn’t – don’t have to – should)
• Um conselho:
A friend: “You should stop smoking. Cigarettes are bad for you.”
7. You go on a diet. Remember, you eat to live. You
live to eat. (should; must; mustn’t) (ought to; could;
(Um amigo: “Você devia/deveria parar de fumar. Cigarros
should) (must; shouldn’t; might) (can; could; should)
fazem mal a você.”)
Para expressar necessidade ou obrigação em relação

8. You study hard if you really want to go to college.
(ought – may – have to – don’t have to)
ao passado, em vez de must usa-se had to para todas as
pessoas. 9. Our neighbors have three cars. They be rich. (should
– must – will – would)
I/We had to work late yesterday.
(Eu tive de/Nós tivemos de trabalhar até tarde ontem.) 10. You to stop drinking diet soft drinks. They’re bad for
you. (should – may – ought – must)
As formas negativas must not (mustn’t, na forma
contrata) e do not (don’t)/does not (doesn’t) have to
têm sentidos claramente diferentes:
35. Formas verbais: -ing depois de
• Proibição:
preposições e de certas conjunções
You mustn’t talk loud in a library.
(Você não deve/pode falar alto em uma biblioteca.) Em contraste com o que acontece em português, os
verbos depois de preposição (for, of, by, with, without
• Ausência de necessidade:
etc.) não são usados no infinitivo, mas no gerúndio:
You don’t have to rent a car. I’ll lend you mine.
(Você não tem de/precisa alugar um carro. Eu te empresto o You should not expose yourself to the sun’s rays without
meu.) using some sunscreen.
(Você não deve se expor aos raios do sol sem usar filtro solar.)
Must também é usado para expressar uma conclusão
lógica, uma dedução, algo que deve ser verdade, em face O mesmo acontece com verbos usados depois de certas
das evidências: conjunções, como when, before, after, while etc.
– My sister is a basketball player. The elderly man fell down while getting off the bus.
– She must be very tall. Or you must be a big liar. (O idoso caiu quando descia/ao descer do ônibus.)
(– Minha irmã é jogadora de basquete.
Quando usada depois da preposição by (sem tradução,
– Ela deve ser muito alta. Ou você deve ser um grande
neste caso), a forma verbal terminada em -ing expressa a
mentiroso.)
maneira como a ação é praticada:
O sentido contrário ao de must, neste caso, é dado por
The gases trap heat by forming a blanket around the Earth –
can’t:
like the glass of a greenhouse.
She can’t be short. (Os gases prendem o calor formando um cobertor em volta
(Ela não pode ser baixa.)
da Terra – como o vidro de uma estufa.)
MINITEST
MINITEST
Sublinhe os modal auxiliary verbs que
Complete as frases com os verbos adequados,
completam as frases adequadamente.
escolhendo-os do quadro.
1. Jodie can speak several foreign languages. She be
clever. (shouldn’t – ought – must)
spending • wandering • reading • helping • working
2. You know you talk in a loud voice inside a church. surfing • taking • leaving • becoming • paying
(don’t have to – must – mustn’t)
3. You repeat the question. It’s very clear now. (don’t 1. You should not go to the beach without a beach
have to – must – mustn’t) umbrella.
4. Sunlight can be dangerous, so those people to be 2. Instead of all your money on silly things, you should
careful. (ought – should – must) try to save some of it.
Minigrammar 221
3. Polar bears run the risk of extinct. MINITEST
4. Don’t forget to turn off the lights before the room.
Complete as frases com os verbos nos tempos
5. I wear glasses only for .
indicados entre parênteses.
6. He likes to listen to soft music while the net.
1. Researchers with human embryos in the near future.
7. Some pharmaceutical companies patent substances (to work – Future Progressive)
taken from the forest without any sort of
2. Rising carbon dioxide levels an increase in the
compensation to the local people.
temperature of both the atmosphere and the oceans – a
8. Math can be very useful in our daily lives, by us make “global” warming. (to cause – Present Progressive)
important decisions.
3. The evidence that global warming has been getting
9. Freud published The Interpretation of Dreams after stronger for many years. (to happen – Present
for years as a neurologist. Progressive)
10. While by the Amazon forest, Jaci, the silver moon, 4. Our knowledge of the Universe constantly . (to
expand – Present Progressive)
happened to meet the golden Sun.
5. In the last hundred years, we spectacular advances in
our understanding of the Universe. (to make – Present
36. Tempos verbais compostos – Perfect)
introdução 6. Dinosaurs from the face of the Earth when human
life began. (to disappear – Past Perfect)
Em inglês, os tempos compostos mais importantes
7. In the last 50 years average life expectancy in many
são os progressive (ou continuous) e os perfect. Os
developed countries by up to a third. (to increase –
primeiros são formados com o verbo auxiliar to be + forma
Present Perfect)
de final -ing do verbo principal. Assim:
8. “This is the time when humans to sail the sea of space.”
• Present Progressive: (Carl Sagan) (to begin – Present Perfect)
I am finishing the report now. 9. When we finally got to the airport, the plane . So we
(Eu estou terminando o relatório agora.) missed our flight. (to take off – Past Progressive)
• Past Progressive: 10. Mary showed me a copy of the poem she . (to write –
Past Perfect)
I was finishing the report when you called.
(Eu estava terminando o relatório quando você ligou.)
• Future Progressive:
37. Tempos verbais – Past Perfect
I will be finishing the report when you come tomorrow. O Past Perfect (had + particípio passado do verbo
(Eu estarei terminando o relatório quando você vier amanhã.) principal) é usado para expressar a primeira de duas ações
ocorridas em ocasiões diferentes, ambas no passado. Para
Para a formação dos tempos perfeitos, usa-se o verbo
indicar a que aconteceu antes, usa-se o verbo no Past
auxiliar to have + particípio passado do verbo principal.
Perfect. Para indicar a ação que ocorreu depois, usa-se o
Assim:
verbo no Simple Past.
• Present Perfect:
I was late and when I got to the office the meeting had begun.
I have finished the report. Here it is. (Eu estava atrasado e, quando cheguei ao escritório, a
(Eu terminei o relatório. Aqui está ele.) reunião tinha começado.)
• Past Perfect:
I had finished the report when they came.

MINITEST
(Eu tinha terminado o relatório quando eles chegaram.)
Complete com o Past Perfect dos verbos entre
• Future Perfect: parênteses.
I will have finished the report by the time they come tomorrow. 1. When we got to the airport I realized I our passports
(Eu terei terminado o relatório quando eles chegarem amanhã.) at home. (to leave)
222 Minigrammar
2. 2012 was not the first time Madonna performed in Nesse caso, o Present Perfect pode corresponder ao
Brazil. She here before. (to be) presente do indicativo em português:
3. Jack showed me a copy of the letter he to the A equipe brasileira de futebol é vencedora desde 1958./há
President. (to send) mais de 50 anos.
4. Cabral landed in Porto Seguro, Bahia, almost two Os diversos usos do Present Perfect serão estudados
months after he Lisbon. (to leave)
em separado, nos tópicos a seguir.
5. Nostradamus the attack on the Twin Towers
centuries before it happened. (to predict)
MINITEST
38. Tempos verbais: Present Identifique o uso do Present Perfect nas frases a
Perfect – Introdução seguir, de acordo com o quadro.
O Present Perfect (have/has + particípio passado do

1. Ação repetida em um passado indeterminado.
verbo principal) pode ser usado para indicar uma ação que
2. Ação praticada em um passado indeterminado, com
aconteceu várias vezes num passado indeterminado e que reflexos no presente.
continua acontecendo. 3. Ação iniciada no passado e que ainda acontece no
The Brazilian soccer team has won many Cups and titles. presente.
Nesse caso, o Present Perfect não apresenta Clint Eastwood has made several movies about violent
dificuldade, podendo ser traduzido palavra por palavra:
heroes.
A equipe brasileira de futebol tem ganhado muitas copas e
I’ve lost my keys! How can I get home now?
títulos.
The Rolling Stones have been to Brazil more than once.
Muitas vezes, porém, esse tempo verbal expressa uma
ação praticada em um passado recente, indeterminado, That teacher has worked with teenagers since she was
com importantes reflexos no presente: young.
Brazil has won the game! Brazil is the world champion! I’ve had my old car for over ten years.
Nesse caso, o Present Perfect deve ser traduzido pelo I’ve made some coffee. Would you like a cup?
pretérito perfeito em português:
O Brasil ganhou o jogo! O Brasil é o campeão mundial! 39. Usos do Present Perfect (I)
Aqui o importante não é quando a ação ocorreu, mas
a ação em si e seus reflexos no presente: Como vimos, o Present Perfect é usado para
expressar uma ação praticada várias vezes num passado
O Brasil é o campeão do mundo!
não determinado e que ainda acontece no presente.
Sempre que o tempo passado for determinado, usa-se
I have seen Roberto Carlos on TV several times.
o Simple Past, que indica uma ação completa, terminada,
(Eu tenho visto Roberto Carlos na TV várias vezes.)
sem ligações com o presente.
Se, entretanto, a ação tiver acontecido num passado
Brazil won its first World Cup in Sweden in 1958.
determinado, usa-se o verbo no Simple Past:
(O Brasil ganhou sua primeira Copa do Mundo na Suécia em
1958.) I saw Roberto Carlos on TV last month.
O Present Perfect também é usado para indicar (Eu vi Roberto Carlos na TV no mês passado.)
uma ação iniciada num certo ponto do passado e em
desenvolvimento no presente. Nesse caso, usam-se as
MINITEST
preposições since (desde) ou for (há…, faz… tempo), a
primeira indicando o ponto de início da ação e a segunda
Complete as frases com o Present Perfect ou o
quanto tempo transcorreu desde o início da ação até o
presente.
Simple Past dos verbos entre parênteses.
1. I two or three cups of coffee today. (to have)
The Brazilian soccer team has been a winner since 1958./for
over 50 years. 2. I four cups of coffee yesterday. (to have)
Minigrammar 223
3. Columbus more than one voyage from Spain to the She is an actress. She has been an actress since the 1950s/
New World. (to make) for over 60 years.
(Ela é atriz. Ela é atriz desde os anos 50/há mais de 60
4. you any good movies recently? (to see)
anos.)
5. Crime and violence in the news almost every day
these days. (to be)
MINITESTS
40. Usos do Present Perfect (II) 1. Complete com o Present Perfect ou o Simple
Past dos verbos entre parênteses.
Como já vimos, o Present Perfect é usado para
expressar uma ação que aconteceu em um passado a. Columbus the New World in 1492. (to reach)
indeterminado, destacando o fato em si e suas b. The Indians to the American continent some twenty-
consequências para o momento presente. five thousand years ago. (to migrate)
My watch has stopped. I don’t know what time it is now. c. They on the continent for about twenty-five
(Meu relógio parou. Eu não sei que horas são agora.) thousand years. (to be)
Quando se determina o momento em que a ação d. People from diseases since life began. (to suffer)
aconteceu, usa-se o Simple Past, não o Present Perfect. e. Plants the world since the beginning of life. (to feed)
Repare que em português não há essa diferença, isto é,
usa-se o pretérito perfeito nos dois casos.
My watch stopped an hour ago. 2. Agora complete o texto abaixo preenchendo

(Meu relógio parou uma hora atrás.) as lacunas com os verbos indicados entre
parênteses. Observe atentamente o contexto
MINITEST antes de escolher o tempo verbal adequado:
Simple Past para expressar ações terminadas no
Complete com o Present Perfect ou o Simple passado, Present Perfect para ações que tiveram
Past dos verbos entre parênteses. início no passado e ainda continuam.
1. Ouch! I myself. (to cut) An Incredible Journey
2. I myself on a broken glass five minutes ago. (to cut) Part I
3. I a book and two magazines from the library last One hundred fifty thousand years ago, the first true
week. (to borrow) humans (to stand) on their own two feet in Africa’s
Rift Valley. Since then, our journey has been nothing
4. Thank you! You me a great idea! (to give)
less than incredible. From a small area in Africa, we
5. It will be a great day when we hear the news, “They a (to spread) across the planet, making our homes
cure for cancer!”. (to find) everywhere from the tundra of Siberia to the Sahara
desert. Always changing, always adapting, we (to
develop) new technologies at each stage of history. We
have continuously sought to improve and innovate.
41. Usos do Present Perfect (III) We (to reengineer) landscapes, rerouting rivers and
moving mountains. We (to build) pyramids, castles,
O Present Perfect também é usado para expressar
cities, and skyscrapers and connected the world in a
uma ação que começou no passado e continua no
web of roads, highways, shipping lanes, flight paths,
presente: and fiber-optic cables. We are on the verge of being
Fernanda Montenegro has been an actress since the 1950s/ able to reengineer ourselves.
for over 60 years. (From: TOLER, Pamela D. Mankind: The Story of All of Us.
Philadelphia/London: History/Running Press, 2012.)
(Fernanda Montenegro é atriz desde os anos 50/há mais de
60 anos.)
Nesse caso, empregam-se as preposições since 42. Advérbios que acompanham

(desde) ou for (há…, faz… tempo), indicando ou o início da o Present Perfect
ação (uso de since), ou há quanto tempo ela vem sendo
praticada (uso de for). Vale observar que, em português, Os advérbios que indicam tempo de modo vago,
usa-se o presente do indicativo nesse caso, o que em indefinido, geralmente acompanham o verbo no Present
inglês não é possível. Compare: Perfect:
224 Minigrammar
1. Already: já. I haven’t eaten, yet I’m not hungry.
(Eu não comi, no entanto não estou com fome.)
I’m not hungry. I have already eaten.
(Não estou com fome. Eu já comi.) 4. Just: não tem tradução própria. É usado entre have/
has e o particípio passado do verbo principal para indicar
Normalmente, esse advérbio é usado em contexto
uma ação que acabou de acontecer.
afirmativo, mas pode aparecer também em algumas
perguntas, quando, além do sentido de já, houver outro I have just eaten.
implícito: (Acabei de comer.)
• quando a pergunta revela espanto, surpresa; nesses 5. Never: nunca. É usado em orações negativas que
casos o advérbio aparece no final: dispensam o not. É uma palavra essencialmente negativa:
Have you eaten already? It’s only 6 o’clock! I have never eaten raw fish.
(Você já comeu? Mas ainda são 6 horas!) (Eu nunca comi peixe cru.)
• quando, pelo contexto, se espera que a resposta seja

afirmativa; nesse caso o advérbio antecede o verbo principal: MINITESTS
Have you already eaten? I can see that.
(Você já comeu, não é? Estou vendo isso.)
1. Como vimos, já corresponde a várias palavras
em inglês: already, ever, yet. Qual delas você
Compare esses usos de already em perguntas com o
usaria nas situações a seguir?
uso de yet (já), dado abaixo.
a. Have you been to Bahia? (Você já foi à Bahia?)
2. Ever: já, alguma vez.
b. Have you taken your medicine ? (Você já tomou o seu
Esse advérbio é usado em perguntas com destaque remédio?)
para a ocasião ou a oportunidade em que a ação
c. Have you finished your homework ? I can’t believe it!
(geralmente pouco comum) pode ou não ter sido praticada:
(Você já terminou o dever de casa? Eu não acredito!)
Have you ever eaten raw fish? d. “Have the kids arrived ?” “Yes, they are here.” (“As
(Você já/alguma vez comeu peixe cru?) crianças já chegaram?” “Sim, elas já estão aqui.”)
Outros usos (menos comuns) de ever e. Have you seen that great movie ? (Você já viu aquele
grande filme?)
• Em afirmações ou palavras compostas (sempre):
f. Have you seen a movie about some killer centipedes?
I will remember that meal for ever. (Você já viu um filme sobre centopeias assassinas?)
(Eu sempre me lembrarei daquela refeição.)
• Com superlativo (já):
The best vatapá I have ever eaten.

2. Agora complete com already, ever, yet, just
(O melhor vatapá que eu já comi.) ou never. Em alguns casos há mais de uma
resposta possível.
• Com comparativo (nunca):
a. I have talked to George. He was here a moment ago.
As a cook, she is better than ever.
(Na condição de cozinheira, ela está melhor do que nunca.)
b. Have you heard of a place called Paranapiacaba?
c. Have you done your exercises ?
3. Yet: a. já; b. ainda (não).
d. Well, I have done some of them, but I haven’t done
a. Usado em perguntas sobre ações comuns, corriqueiras all of them .
(a serem praticadas mais cedo ou mais tarde), e quando não
se antecipa o tipo de resposta, que poderá ser yes ou no:
e. I have been to Belém do Pará, but I would like to go
there.
Have you eaten yet?
f. Have you had breakfast ?
(Você já comeu?)
g. Stephen Hawking has been to Brazil.
b. Usado em orações negativas acompanhado de not:
(No,) I haven’t eaten yet.

(Não,) (Eu ainda não comi.) 3. Complete o texto a seguir com os verbos
Além desses usos, yet também pode aparecer como indicados entre parênteses e, orientando-
conjunção, no início da frase ou no de uma oração, com o -se pelo contexto, escolha o tempo verbal
mesmo sentido de but (mas, no entanto): adequado para preencher cada lacuna: Simple
Minigrammar 225
Present, Present Progressive ou Present • Como gerúndio, após certos verbos, equivalendo ao
Perfect. O primeiro para falar de ações que infinitivo, em português.
acontecem em um presente amplo ou em um You should avoid swimming after eating.
futuro imediato, o segundo para falar do que (Você deve evitar nadar após as refeições/comer.)
está acontecendo agora, o último para falar de Os verbos abaixo podem ser seguidos de outro verbo,
ações que começaram no passado e que ainda que será sempre usado no gerúndio:
continuam.
admit: admitir keep (on): continuar
An Incredible Journey
avoid: evitar mind: importar-se
Part II
consider: estudar a
For 150,000 years, humans (to adapt), improvised, propose: propor
possibilidade de
and invented. Today we (to stand) poised to explore
both the far reaches of space and the most basic deny: negar risk: arriscar(-se)
building blocks of life. We now (to have) the power
to transform our planet and ourselves in ways that our suggest: sugerir dislike: não gostar (de)
ancestors would never have imagined possible. enjoy: gostar (de) finish: terminar
We (to explore) new sources of energy, the shape of
forgive: perdoar imagine: imaginar
the human mind, and the possibility of life in space.
What (to happen) next in the story of the human
race? It’s all up to us. Outros verbos podem ser seguidos pelo gerúndio ou
pelo infinitivo, sem mudança de sentido. Para dizer, por
(From: TOLER, Pamela D. Mankind: The Story of All of Us.
exemplo, “Eu gosto de andar pela praia”, podemos usar
Philadelphia/London: History/Running Press, 2012.)
I like walking along the beach, ou I like to walk along the
beach, com o mesmo sentido. Alguns desses verbos são:
43. -ing form – diversos usos; verbos
seguidos de gerúndio ou infinitivo
like: gostar (de)
begin: começar
A forma terminada em -ing pode ter vários usos e funções: love: amar
continue: continuar
prefer: preferir
• Como particípio presente dos verbos na formação hate: odiar
start: começar; dar a
dos tempos progressivos: Present Progressive, Past intend: pretender
partida
Progressive, Future Progressive etc.
Jane is swimming now. Há ainda outros verbos que podem ser seguidos de
(Jane está nadando agora.) gerúndio ou de infinitivo, mas com sentidos diferentes.
Compare:
• Como gerúndio, para expressar o sujeito da oração,
equivalendo a um substantivo em português, mas sendo forget + gerund: esquecer-se de (algo que já passou)
geralmente traduzido pelo infinitivo. I’ll never forget going to school for the first time.
Swimming is good for your health. forget + infinitive: esquecer-se de (algo que ainda virá)
(Nadar/Natação faz bem à saúde.) You must not forget to call Mr. Smith. He is expecting your
• Como gerúndio, para expressar o objeto da oração, call.
também podendo equivaler a um substantivo ou a um remember + gerund: lembrar-se de (algo que já passou)
infinitivo. I still remember sailing into Guanabara Bay for the first time.
I love swimming. How can anyone forget that?
(Eu adoro nadar/natação.)
remember + infinitive: lembrar-se de (algo que
• Como gerúndio, depois de preposições (before, ainda virá)
after, for, of, without etc.), equivalendo ao infinitivo, em Please remember to answer that letter. It’s urgent.
português.
stop + gerund: parar de, deixar de
Jane always washes her hair after swimming. You know you must stop smoking. It’s bad for you.
(Jane sempre lava os cabelos depois de nadar.)
stop + infinitive: parar (uma certa atividade) para
• Como adjetivo, qualificando o substantivo seguinte. fazer outra
That campground has a swimming area. He was working hard, then he stopped for a minute to have
(Aquele camping tem uma área para nadar.) a cup of tea.
226 Minigrammar
try + gerund: experimentar, fazer uma experiência 2. Para expressar acréscimo de ideias:
If you don’t like maté, try adding some lime drops to it.
• and: e; as well as: bem como, assim como
try + infinitive: tentar, fazer um esforço
They visited Ouro Preto and/as well as Mariana.
You must try to get to work on time. The boss is not happy
about it. • both… and…: tanto… quanto…
Both gold and silver are valuable metals.
MINITEST • not only… but also…: não só… mas também…
Not only the restaurants but also the hotels were full.
Sublinhe as formas entre parênteses que
3. Para expressar alternativa:
substituem adequadamente os .
• either… or…: ou… ou…
1. I still remember her for the first time. How could I
ever forget that? (to kiss – kissing) I think Sean Connery is either American or English, I’m not
2. I must remember those bills. Please remind me to sure which.
pay them, OK? (to pay – paying) • or: ou
3. is my uncle’s favorite hobby. (To fish – Fishing) Call me tonight or tomorrow.
4. I tried you yesterday but I couldn’t. The line was 4. Para expressar negação:
always busy. (to call – calling)
• neither… nor...: nem… nem...
5. Honey, don’t forget some fruit before home. (to
buy; coming – to come; buying) Sean Connery is neither American nor English. He is Scottish.
6. Do you mind the window, please? It’s cold in here. 5. Para expressar condição:
(closing – to close)
• if: se
7. You should avoid foods that are high in fat and
If you do all that I’ve asked, I will live forever.
calories. (to eat – eating)
8. If you think that pineapple is not sweet enough, try a • as long as/provided (that): desde que, sob a
little sugar. (to add – adding) condição de que
9. Kids enjoy video games. (playing – to play) Jane will pass, as long as/provided (that) she studies hard.
10. We much about the Moon and Mars, but avoid • unless: a menos que, a não ser que
the street to meet a new neighbor. (know – knowing) Paul won’t work for them unless they sign that contract.
(crossing – to cross)
6. Para expressar dúvida:
• whether: se (ou não)

44. Conjunções, locuções
I don’t know whether they’ll agree to that.
conjuntivas e locuções adverbiais
7. Para expressar contraste:
As conjunções relacionam duas orações dentro de uma • although/though: embora, apesar de que
frase. Veja a seguir alguns exemplos de uso e significado
das conjunções mais comuns, agrupadas de acordo com a Although/though Amyr Klink spent one hundred days alone,
noção expressa por elas. he didn’t feel lonely.
1. Para expressar tempo: • but/yet: mas, porém, no entanto
• after: depois que Amyr Klink spent one hundred days alone, but/yet he didn’t
feel lonely.
After I finish my homework, I’m going straight to bed.
• even though: mais enfático, mas com o mesmo
• as/when/while: quando; enquanto sentido de although ou though: muito embora
Jack called as/when/while I was leaving. Even though Amyr Klink spent one hundred days alone, he
didn’t feel lonely.
• before: antes que
* Compare com in spite of ou despite (apesar
Joe lived in London before he came to Brazil.
de, a despeito de), que são preposições seguidas de
• until/till: até que substantivo:
We will wait here until/till the rain stops. In spite of/Despite Jane’s efforts, she didn’t pass.
Minigrammar 227
• however/in spite of that*/nevertheless: contudo, 8. The largest magnet in the world is the Earth itself,
todavia, apesar disso the hot nickel and iron at its core pull everything
toward it! (so) (if) (because)
Jane studied hard; however/in spite of that/nevertheless,
she didn’t pass. 9. we build more computers to hold more information,
we communicate with each other less and less.
• whereas/while: enquanto, ao passo que (Because) (So) (Although)
My wife hates jazz, whereas/while I love it. 10. We look to science for the answers when it is still busy
8. Para expressar razão, causa: with the questions. we distrust and fear science and
technology too. (If) (Yet) (Because)
• as/because/since: porque, já que, uma vez que
As/Because/Since you’re my friend, I’ll help you.

54. False Friends, from A to Z
• for: pois, porque
abuse: 1. insultar, ofender; 2. abusar (de); 3. maltratar;
You should go now, for it’s getting late.
tratar com violência
9. Para expressar consequência, resultado:
accent: 1. sotaque; 2. acento (tônico/gráfico); 3. ênfase,
• so/therefore: portanto realce assento (lugar para sentar): seat; base: base;
I was tired, so/therefore I sat down on the sofa. traseiro, nádegas: bottom, behind, backside, buttocks
10. Para expressar propósito, finalidade: actual: verdadeiro, real atual: present
• so that/so: de modo que, para que, a fim de que actuality: realidade, fato atualidade: present, present
time
He killed the deer so that/so he could have something to eat.
actually: na verdade, realmente atualmente: at
11. Para expressar modo: present, today
• as: como addiction: dependência, vício adição, soma, acréscimo:
Do exactly as I say. addition
• as if/as though: como se advice: conselho(s) aviso (por escrito): notice; (oral):
announcement; advertência: warning
He looked as if/as though he had seen a ghost.
advise: 1. aconselhar, recomendar; 2. avisar
ailment: doença, mal-estar, achaque alimento: food

MINITESTS
amass: acumular (dinheiro, informações etc.) amassar
Sublinhe a alternativa adequada para completar (o carro – pouco): dent; (o carro – muito): wreck; (a
cada frase a seguir. roupa): crease; (o pão): knead
1. Science is not an arrival, a journey. (after) anthem: hino antena: aerial; antenna
(before) (but)
application: 1. aplicação; 2. requerimento (application
2. Archimedes himself never wrote about the eureka form: formulário de requerimento)
episode, he spent plenty of time detailing the laws of
buoyancy and the lever. (until) (if) (although) appoint: nomear, designar apontar para: point at/to
3. Bread dough is made up of cells molecules. appointment: 1. nomeação, escolha; 2. compromisso (com
(and) (but) (or) hora marcada); consulta médica apontamento: note
4. the dough bakes into bread or cake, the heat apt: 1. habilidoso, inteligente; 2. propenso, com tendência
causes the alcohol to evaporate the bubbles to break. a apto: able; qualified, fit
(So; but) (As; and) (After; yet)
argue: discutir, brigar verbalmente arguir: question
5. A magnet pointed at a clip will make it jump from a
table and cling to the magnet it is pulled off. (until) argument: 1. discussão, briga (verbal); 2. argumento,
(unlike) (before) ponto de vista argumento (de filme): plot
6. A horseshoe magnet has two poles, ends – a positive arrest: prender, deter arrastar: drag
and a negative one. (but) (or) (and)
assume: 1. supor, presumir; 2. assumir
7. you put the two positive poles of the two magnets
together, there is no attraction. (Whether) attend: 1. assistir, estar presente a, frequentar; 2. atender,
(Although) (If) cuidar de atender (o telefone, a porta): answer
228 Minigrammar
beef: carne bovina bife: steak, beefsteak inhabit: habitar habit existe como substantivo (hábito),
mas não como verbo (habitar) ilha inabitada: desert
candid: franco, sincero, direto cândido: pure, innocent
island, uninhabited island
cigar: charuto cigarro: cigarette
inhabitant: habitante o substantivo habitant não existe
collar: 1. colarinho; 2. coleira colar (substantivo):
injure: machucar, ferir injuriar, insultar: insult
necklace; passar cola em (verbo): paste, glue; copiar na
escola (verbo): crib injury: ferimento, lesão injúria, insulto: insult
college: faculdade colégio: high school intend: pretender, tencionar entender: understand
compass: 1. bússola; 2. compasso interest: 1. interesse 2. juros
comprehensive: completo, abrangente, não resumido lamp: luminária lâmpada elétrica: light bulb
compreensivo: understanding
large: grande largo: wide; broad
compromise: acordo (com concessões mútuas)
lecture: conferência, palestra leitura: reading
compromisso, obrigação assumida: commitment;
compromisso com hora marcada: appointment library: biblioteca livraria: bookstore, bookshop
costume: roupa especial, como clown costume: roupa de magazine: revista magazine, loja: store, shop,
palhaço; witch costume: fantasia de bruxa; national department store
costume: traje nacional costumes, hábitos (coletivos):
malice: mal, maldade, rancor malícia, marotice: mischief
customs; costumes, hábitos (individuais): habits
malicious: maldoso, mal-intencionado malicioso
customs: 1. alfândega; 2. impostos alfandegários
(maroto): mischievous; (picante) naughty
costumes, hábitos (coletivos): customs; costumes,
hábitos (individuais): habits mayor: prefeito maior: bigger; larger; greater
disgust: nojo, repugnância desgosto: grief miserable: 1. muito infeliz; muito triste; 2. horrível, muito
desagradável miserável, avaro, mesquinho: stingy,
educated: instruído, culto bem-educado, de boas
mean, cheap; Seu miserável!: You bastard!
maneiras: polite, well-bred
misery: 1. extrema infelicidade; grande sofrimento; 2. miséria,
education: educação, instrução, formação acadêmica
extrema pobreza miséria, avareza: stinginess, meanness
educação, boas maneiras: politeness, good manners
notice (substantivo): 1. atenção, observação; 2. aviso
epidemic (substantivo e adjetivo): epidemia o
(por escrito) notícia: news
substantivo epidemy não existe
notice (verbo): notar, perceber noticiar: report, inform
eventually: por fim, finalmente eventualmente:
accidentally, occasionally novel: romance novela: soap (opera)
excite: 1. animar, entusiasmar, empolgar; 2. excitar operator: 1. telefonista; 2. operador
exit: saída êxito: success ordinary: comum ordinário, grosseiro: vulgar, coarse
expert: perito, especialista esperto: smart, clever ore: minério ouro: gold
exquisite: 1. belo; perfeito; 2. requintado; delicado parents: pais parentes: relatives

esquisito: odd, strange
particular: 1. determinado, específico; 2. exigente;
fabric: tecido, fazenda, pano fábrica: factory, plant meticuloso particular: private; personal
formidable: impressionante, respeitável, assustador petrol: (GB) gasolina (= gas ou gasoline, nos EUA)
formidável, fantástico: fantastic, awesome petróleo: oil, petroleum
genial: 1. (pessoa) jovial, cordial, bem-disposta; 2. (tempo, physician: médico físico: physicist
clima) ameno genial: brilliant
plant: 1. planta (botânica); 2. usina, fábrica planta
hazard: risco, perigo azar: bad luck (arquitetura): plan
influenza (abreviatura: flu): gripe influência: influence policy: política, linha de ação, norma de conduta
polícia: police; política (ciência): politics
ingenious: engenhoso, criativo, inventivo ingênuo:
naïve, ingenuous prejudice: preconceito prejuízo: harm; damage
(financeiro): loss
ingenuity: engenhosidade, criatividade, inventividade
ingenuidade: naïvety, naïveté presently: 1. logo, daqui a pouco; 2. (EUA) presentemente
Minigrammar 229
pretend: fingir pretender, tencionar: intend 1. He has amassed a lot of information about other
politicians.
principal: 1. (adjetivo) principal; 2. (substantivo, EUA)
diretor de escola Ele muitas informações sobre outros políticos.
private: 1. (adjetivo) particular; 2. (adjetivo) privado; 3. 2. Penélope Cruz speaks English with a slight Spanish
(substantivo) soldado raso privada: toilet accent.
prospect: perspectiva, possibilidade prospecto: leaflet,
Penélope Cruz fala inglês com um leve espanhol.
flyer/flier
3. Actuality can be stranger than fiction.
push: empurrar puxar: pull
realize: 1. perceber, compreender; dar-se conta de; 2. A pode ser mais estranha do que a ficção.
realizar, concretizar 4. My parents never argue. They live in harmony.
resume: recomeçar, retomar resumir: summarize, sum up
Os meus nunca . Eles vivem em harmonia.
scholar: erudito, letrado, estudioso escolar: (adjetivo)
5. That library has a large collection of rare books.
school; (substantivo) schoolboy/schoolgirl
sensible: 1. sensato, ajuizado; 2. sensível, perceptível Aquela tem uma coleção de livros raros.
sensível, delicado, melindroso: sensitive 6. He is not strong enough to push that truck.
silicon: silício silicone: silicone
Ele não é forte o suficiente para aquele caminhão.
sort: tipo, espécie sorte: good luck
7. What was the actual reason for that meeting?
subject: 1. assunto, matéria; 2. (gramática) sujeito
sujeito, pessoa: fellow; (GB) chap, bloke; (EUA) guy Qual foi a razão para aquela reunião?
succeed: 1. conseguir, ter sucesso; 2. suceder (a), vir 8. Professor Dawkins gave a series of lectures last week.
depois (de)
O Professor Dawkins deu uma de na semana passada.
support: 1. (peso) suportar, sustentar; 2. sustentar
(financeiramente); 3. apoiar (uma pessoa); 4. torcer
9. I intended to attend one of those lectures, but I
couldn’t come.
(por um time) suportar, aguentar, tolerar: stand,
bear, put up with Eu a uma daquelas , mas não pude vir.
sympathies: pêsames, condolências 10. She pretended not to hear us, but actually she did.
sympathize: estar do mesmo lado que, solidarizar-se; ter
Ela não nos ouvir, mas ela ouviu.
pena de (alguém) simpatizar: like
11. Professor Dawkins is a great scholar.
sympathy: pena, compaixão; apoio moral, solidariedade
simpatia: liking O Professor Dawkins é um grande .
temper: temperamento; controle emocional tempero: 12. The cigars from Cuba are famous.
seasoning
Os de Cuba são famosos.
tenant: inquilino tenente: lieutenant
terrific: 1. maravilhoso, muito “legal”; 2. tremendo,

13. I don’t notice any difference between the cigars from
Cuba and those from Bahia.
poderoso; 3. terrível, assustador
traduce: caluniar, manchar a reputação de Eu não nenhuma diferença entre os de Cuba e os

da Bahia.
traduzir: translate
tutor: professor(a) particular tutor(a) (responsável por 14. Einstein was not a physician. He was a physicist.
menor): guardian
Einstein não era . Ele era físico.
ultimately: em última análise ultimamente: lately, recently
15. No physician would ever advise anyone to smoke a
cigar.
TESTS Nenhum jamais alguém a fumar .
16. On that particular occasion, I wasn’t there.

Observe o significado dos falsos cognatos,
preenchendo as lacunas de cada frase. Naquela ocasião, eu não estava lá.
230 Minigrammar
17. There are some notices on the board. I advise all of 32. Racial prejudice is still a problem in many countries.
you to read them.
O racial ainda é um problema em muitos países.
Há alguns no quadro. Eu todos vocês a lê-los.
33. The boss wants a comprehensive report of the
18. We had a private conversation and he gave me some situation.
good advice.
O patrão quer um relatório da situação.
Nós tivemos uma conversa e ele me deu alguns bons .
34. Pride and Prejudice is a great novel by Jane Austen.
19. The principal has an appointment with a renowned
physician at 9. Orgulho e é um grande de autoria de Jane Austen.
O tem um com um renomado às 9. 35. In his latest novel, the author gives us a
comprehensive description of the hazards caused by
20. The new minister was appointed by the president last nuclear plants.
week.
Em seu último , o autor nos dá uma descrição dos
O novo ministro foi pelo presidente na semana passada. causados pelas nucleares.
21. His appointment was well received by all. 36. Honesty is the best policy.
A dele foi bem recebida por todos. A honestidade é a melhor .
22. When they realized their mistake, it was too late. 37. They had to face hazards of all sorts in that mission.
Quando eles seu erro, era tarde demais. Eles tiveram de enfrentar de todos os naquela
missão.
23. God Save the Queen is the British national anthem.
38. The boy was excited at the prospect of getting a bike
Deus Salve a Rainha é o nacional britânico.
for Christmas.
24. A sensible person would never do such a foolish thing.
O garoto estava com a de ganhar uma bicicleta no
Uma pessoa nunca faria tamanha tolice. Natal.
25. Don’t worry. The thieves will be arrested presently. 39. Minas Gerais is rich in iron ore.
Não se preocupe. Os ladrões serão . Minas Gerais é rico em de ferro.
26. They wanted to leave the theater, but they couldn’t 40. Actually we don’t own a house. We pay rent. We are
find the exit. tenants.
Eles queriam sair do teatro, mas não conseguiam nós não temos uma casa. Nós pagamos aluguel. Nós
encontrar a . somos .
27. The new nuclear plant will be on operation presently. 41. Mrs. Todd’s tenant was injured in a car accident.
A nova nuclear estará em operação . O da sra. Todd ficou em um acidente de carro.
28. We stopped our work at 7 o’clock and resumed it an 42. He suffered several injuries and is now in a private clinic.
hour later.
Ele sofreu diversos e agora está em uma clínica .
Nós paramos o nosso trabalho às 7 horas e o uma
hora depois. 43. You will be trying to get into college next year. I hope
you’ll succeed.
29. Jack and Judie eventually reached a compromise: he
washed the dishes and she dried them. Vocês tentarão entrar na no próximo ano. Espero
que vocês .
Jack e Judie chegaram a um : ele lavou a louça e
ela enxugou. 44. Millions of people go hungry in the world today.
Don’t you feel any sympathy for them?
30. Thomas Alva Edison had an ingenious mind.
Milhões de pessoas passam fome no mundo hoje. Você
Thomas Alva Edison tinha uma mente . não sente elas?
31. Blankets are generally made of woollen fabric. 45. I know how you feel. I sympathize.
Os cobertores são geralmente feitos de de lã. Eu sei como você se sente. Eu .
Minigrammar 231
46. The explorers were lost in the desert. They had no 59. When you are seasick you get to know what misery is.
compass.
Quando você está nauseado, fica sabendo o que é .
Os exploradores estavam perdidos no deserto. Eles
não tinham . 60. The principal is a genial person, always smiling and
pleasant and she has some brilliant ideas.
47. My sympathies (on the death of your brother).
A é uma pessoa , sempre sorridente e agradável, e
Meus (pela morte do seu irmão).
tem algumas ideias geniais.
48. Men wear collars on their shirts; dogs wear collars, too.
61. He thinks I hate him, but actually I bear him no
Os homens usam nas camisas; os cachorros usam malice.
também.
Ele pensa que eu o odeio, mas eu não lhe quero .
49. Teachers are ordinary people.
62. That is not true. It’s a malicious lie.
Os professores são pessoas .
Isso não é verdade. É uma mentira .
50. My son is an apt student. He learns quickly.
63. Silicon Valley, California, is the world’s
Meu filho é um aluno . Ele aprende rapidamente. semiconductor center. Silicon chips are used in
electronic systems.
51. I don’t know much about petrol, but my uncle is an
expert on the subject.
O Vale do , na Califórnia, é o centro mundial
Eu não sei muito sobre , mas meu tio é um no . de semicondutores. As pastilhas de (ou
semicondutores) são usadas em sistemas eletrônicos.
52. A careless driver is apt to have accidents.
64. Wheat, rice, coffee, soya, and sugar are agricultural
Um motorista descuidado está a sofrer acidentes. commodities.
53. He turned on the lamp and started reading a Trigo, arroz, café, soja e açúcar são .
magazine he had borrowed from the library.
65. My aunt used to be a tutor in Math but she retired last
Ele ligou a e começou a ler uma que ele tinha
year.
pegado emprestado na .
54. He is apt to start arguments when he is stressed out. Minha tia era de Matemática, mas ela no ano
passado.
Ele é a armar quando está estressado.
66. Those banks charge high interest rates.
55. It was not a desert island. It was inhabited.
Aqueles bancos cobram altas taxas de .
Não era uma ilha deserta. Ela era .
67. The mayor of that city has launched a new program to
56. It was raining hard and the kids were feeling miserable. fight the epidemic of influenza.
Estava chovendo muito e as crianças estavam . O daquela cidade lançou um novo programa para
57. We noticed with disgust that the men were eating combater a de .
grasshoppers.
68. I assume we’ll have to go through customs when we
Nós com que os homens estavam comendo get to New York.
gafanhotos.
Eu que teremos de passar pela quando chegarmos
58. There will be no strike. The employers and the a Nova York.
employees have reached a compromise.
69. I think Paulo Coelho’s latest novel is quite ordinary.
Não haverá greve. Os empregadores e os empregados
chegaram a um . Eu acho que o último de Paulo Coelho é bastante .
232 Minigrammar
Vocabulary
Aqui estão registrados apenas os significados que as palavras têm nos textos desta obra.
among: entre (vários) bake: (p. e pp. baked) assar (no forno)
A
amount: quantidade baker: padeiro
ability: (pl. abilities) 1 habilidade
2 capacidade ancient: antigo bakery: (pl. bakeries) padaria
able: capaz; be able to: ser capaz de, and so on: e assim por diante basin: bacia (hidrográfica)
poder
angle: ângulo basket: cesto; cesta
above: (adv.) acima; (prep.) acima de
angry: zangado bath: 1 banho (de banheira) 2 banheira
accept: (p. e pp. accepted) aceitar 3 (local) termas
answer: (s.) resposta; (v.) (p. e pp.
ache: dor (contínua) answered) responder beak: bico (de ave)
achievement: conquista, realização around: (adv.) à volta; (prep.) à volta de beautiful: belo, lindo
across: (adv.) através; become: (p. became; pp. become)
arrival: chegada
(prep.) através de 1 tornar-se 2 (com adj.) ficar
arrive: (p. e pp. arrived) chegar
actually: realmente, na verdade
before: (adv.) antes; (prep.) 1 antes de
arrowhead tip: ponta de flecha 2 diante de
add: (p. e pp. added) acrescentar;
add up: somar as: 1 como, da mesma forma que begin: (p. began; pp. begun) começar
2 como, na função de 3 quando,
affect: (p. e pp. affected) afetar
enquanto 4 visto que, porque; as behavior: comportamento
afraid: com medo fast as: tão rápido quanto; as well:
também; as well as: assim como, behind: (adv.) atrás; (prep.) atrás de
after: (adv.) depois; (prep.) depois de; bem como
beloved: amado/a, querido/a
(conj.) depois que
ask: (p. e pp. asked) 1 perguntar 2 pedir
below: (adv.) abaixo; (prep.) abaixo de
again: novamente
assure: (p. e pp. assured) assegurar,
against: 1 contra 2 de encontro a benefit: benefício
garantir
age: idade besides: (prep.) além de;

at last: finalmente
(adv.) além disso
ago: há, atrás (tempo) at least: pelo menos
better: (comp. de good) melhor
agree: (p. e pp. agreed) concordar attempt: (s.) tentativa; (v.) (p. e pp.
between: (prep.) entre (dois)
attempted) tentar
aim: (s.) objetivo; (v.) (p. e pp. aimed)
visar, objetivar biodiversity: biodiversidade
attract: (p. e pp. attracted) atrair
alive: vivo, com vida; alive and well: biopiracy: biopirataria
attraction: atração
bem ativo
birth: nascimento; at birth: ao nascer
available: disponível, acessível
all: (adj.) todos/todas; (pron.) tudo
birthday: aniversário
average: (s. e adj.) média
allege: (p. e pp. alleged) alegar
body: (pl. bodies) corpo
avoid: (p. e pp. avoided) evitar
allow: (p. e pp. allowed) permitir
boil: (p. e pp. boiled) ferver
award: prêmio
alone: sozinho
bold: (tipo de letra) negrito
away: longe
along: ao longo de; along with:
juntamente com boost: (p. e pp. boosted) reforçar,
axis: (pl. axes) (Geometria) eixo aumentar
already: já
born: nascido; be born: nascer
although: embora, apesar de que B
borrow: (p. e pp. borrowed) tomar/
amazing: incrível backwards: (adv.) para trás pedir emprestado
233
both: ambos; both ... and: tanto ... candle: vela (para luz) community: (pl. communities)
quanto comunidade
canoe: canoa
bought: (p. de buy) comprou companion: companheiro
caption: legenda (de foto, ilustração)
bowl: tigela; vasilha carbon dioxide: dióxido de carbono, compass: bússola
gás carbônico
brain: cérebro compensation: compensação
careless: descuidado
Brazil nut: castanha-do-pará complain: (p. e pp. complained)
cashew: caju reclamar
bread: pão; a loaf of bread: um pão
cause: (s.) causa; (v.) (p. e pp. caused) complaint: reclamação
break: (p. broke; pp. broken) quebrar(-se) causar
complexity: (pl. complexities)
breath: respiração; fôlego cell: célula; cell phone: telefone celular complexidade
bridge: ponte century: (pl. centuries): século
computer: computador
challenge: (s.) desafio; (v.) (p. e pp.
brief: breve, curto concept: conceito
challenged) desafiar
bright: brilhante; claro champion: campeão conceive: (p. e pp. conceived)
conceber, criar
brilliant: brilhante change: (s.) mudança; (v.) (p. e pp.
changed) mudar connect: (p. e pp. connected)
bring: (p. e pp. brought) trazer
conectar(-se)
character: 1 caráter 2 personagem
broad-minded: liberal, que aceita e
charcoal: carvão vegetal connection: conexão, ligação
respeita as diferenças
charge: carga (elétrica) consciousness: consciência
broken: quebrado; partido; desfeito
chart: gráfico; tabela; quadro consume: (p. e pp. consumed)
brought: (p. de bring) trouxeram
consumir
cheap: barato; cheaper than: mais
brush: (p. e pp. brushed) escovar; barato do que consummate: (p. e pp. consummated)
brush your teeth: escovar os dentes
consumar, completar
chemical: (adj.) químico;
bubble: bolha (s.) substância química consumption: consumo
bulky: volumoso; bulkier than: mais chemist: (s.) (pessoa) químico
volumoso do que container: recipiente
chemistry: (s.) (a ciência) Química
buoyancy: flutuabilidade cope: (p. e pp. coped) (with) lidar
choose: (p. chose; pp. chosen) escolher com, dar conta de
burn: (p. e pp. burned/burnt) queimar; chosen: escolhido
burn up: queimar totalmente core: centro, núcleo
chunk: pedaço
business: negócio cork: rolha; cortiça
circle: círculo
busy: ocupado corner: 1 canto 2 esquina
clean: (adj.) limpo; (v.) (p. e pp.
but: (conj.) mas; (prep.) exceto cleaned) (up) limpar cost: (s.) custo; (v.) (p. e pp. cost)
custar
butter: manteiga cleanse: (p. e pp. cleansed) limpar
could: (v. aux.) podia; poderia;
buy: (p. e pp. bought) comprar clever: 1 inteligente 2 esperto, vivo sabia (capacidade, possibilidade,
cling: (p. e pp. clung) aderir, grudar permissão – passado ou
by-product: subproduto condicional)
cloud: nuvem
counterpart: pessoa ou coisa
C coin: (s.) moeda; (v.) (p. e pp. coined) congênere, que corresponde a outra
cunhar; coin a term: criar uma (em função, cargo etc.)
cake: bolo palavra ou expressão
couple: par; casal
call: (p. e pp. called) chamar; call for: collect: (p. e pp. collected) coletar,
requerer, exigir recolher cover: (p. e pp. covered) cobrir
came to be: nasceu, foi criado
come: (p. came; pp. come) 1 vir crackdown: controle rigoroso,
campaign: campanha 2 chegar; come by: passar por inspeção
can: (v. aux.) 1 poder, ter capacidade common: comum crazy: maluco
para 2 saber 3 poder, ter permissão
para 4 poder, ser possível commonplace: comum, banal creature: criatura
234 Vocabulary
cross out: riscar, eliminar dishes: pratos, louça engineering: engenharia
crowd: multidão displace: (p. e pp. displaced) deslocar enhance: (p. e pp. enhanced)
melhorar; realçar
crown: coroa distracted: distraído
enjoy: (p. e pp. enjoyed) gostar;
cry: (p. e pp. cried) 1 chorar 2 gritar distrust: (p. e pp. distrusted) apreciar; desfrutar
desconfiar (de)
cure: (s.) cura; (v.) (p. e pp. cured) curar enough: (adj. e pron.) suficiente(s);
discovery: (pl. discoveries) descoberta (adv.) suficientemente, o bastante
customer: cliente, freguês
ensure: (p. e pp. ensured) assegurar,
dizzying: estonteante
garantir
D door: porta enzyme: enzima
doubt: (s.) dúvida; (v.) equal: igual
daily: (adj.) diário
(p. e pp. doubted) duvidar
erase: (p. e pp. erased) apagar
damage: (s.) dano, estrago; (v.) (p. e dough: massa (de pão)
pp. damaged) danificar, estragar eureka event/moment: momento da
dozen: dúzia descoberta
danger: perigo
dream: (s.) sonho; (v.) even: até, até mesmo; not even: nem
dark: escuro (p. e pp. dreamed/dreamt) sonhar mesmo
darkness: escuridão drink: (p. drank; pp. drunk) beber ever: 1 (com for) sempre 2 (com not,
nothing) nunca; than ever before:
dead: morto drive: (p. drove; pp. driven) dirigir do que nunca 3 (em perguntas) já,
(carro, caminhão etc.) alguma vez
deal: (p. e pp. dealt) (with) lidar com
drown: (p. e pp. drowned) afogar-se everyday: cotidiano, de todo dia
deep: profundo
expensive: caro
drug: 1 remédio, medicamento 2 droga
defeat: (s.) derrota; (v.)
experiment: experimento
(p. e pp. defeated) derrotar dry: seco
explain: (p. e pp. explained) explicar
delete: (p. e pp. deleted) deletar, during: durante
apagar, eliminar exploration: exploração (para
duty: (pl. duties) (s.) dever conhecer mais)
depression: depressão
dying: morrendo explore: (p. e pp. explored) explorar
derive: (p. e pp. derived) derivar, (para conhecer mais)
originar-se
extract: (p. e pp. extracted) extrair
describe: (p. e pp. described) descrever
E
each: cada
destroy: (p. e pp. destroyed) destruir F
each other: um do/ao outro, uns dos/
destructive: destrutivo, destruidor aos outros fable: fábula
detect: (p. e pp. detected) detectar, eagle: águia face: (s.) face; rosto; (v.) (p. e pp.
encontrar ear: orelha faced) enfrentar
develop: (p. e pp. developed) earth: 1 (tb. Earth) (planeta) Terra fail: (p. e pp. failed) falhar, fracassar
desenvolver 2 (Geologia) terra
failure: fracasso
developing: em desenvolvimento effect: efeito
fair: (s.) feira; (adj.) justo
development: desenvolvimento effort: esforço
either... or...: ou... ou... fairy tale: conto de fadas
die: (p. e pp. died) morrer
emptiness: (s.) vazio fall: (p. fell; pp. fallen) cair
dirty: sujo
empty: (adj.) vazio famed: afamado, famoso
discover: (p. e pp. discovered)
descobrir end: (s.) fim; (v.) (p. e pp. ended) fast: (adj.) rápido; (adv.) rapidamente
terminar
discovery: (pl. discoveries) fear: (s.) medo, receio; (v.) (p. e pp.
endemic: endêmico, restrito a uma
descoberta feared) temer, recear
certa região
disease: doença endless: sem fim feat: feito, façanha, grande obra
disgusting: nojento enduring: duradouro feather: pena (de ave)
Vocabulary 235
feature: característica forest: floresta government: governo
feel: (p. e pp. felt) sentir(-se) fortune-teller: adivinho, cartomante grade: nota; passing grade: nota
suficiente para passar de ano
feeling: 1 sentimento 2 sensação forward: para a frente, para diante
grain: grão
feet: (pl. de foot) pés found: (p. de find) achou, encontrou;
encontrado grasp: (p. e pp. grasped) agarrar
fell: (p. de fall) caiu; fell in love:
apaixonou-se foundation: fundação, base grasshopper: gafanhoto
few: poucos/as; a few: alguns, fountain: fonte gravity: gravidade

algumas; fewer: menos (seguido de
substantivo plural) fraud: fraude gray: cinzento
field: campo free: (adj.) livre; (v.) (p. e pp. freed) great: grande; (the) greatest: (o) maior
libertar
fiery: de fogo, ardente groceries: produtos alimentícios
freeway: via expressa
fight: (s.) luta; briga; (v.) (p. e pp. ground: (s.) chão; solo; (v.) (p. e pp.
fought) lutar; combater (contra) French fries: batatas fritas grounded) pôr de castigo
figure: algarismo fresh: fresco; fresh water: água doce grow: (p. grew; pp. grown) crescer
file: (s.) arquivo; (v.) (p. e pp. filed) fridge: geladeira growth: crescimento
arquivar
friendship: amizade guess: (p. e pp. guessed) adivinhar
fill: (p. e pp. filled) encher
frightened: assustado
find: (p. e pp. found) achar, encontrar;
frog: rã
H
find out: descobrir
hair: cabelo
fine: (s.) multa; (v.) (p. e pp. fined) multar full: 1 cheio 2 total; inteiro
haircut: corte de cabelo
finger: dedo (da mão) fun: divertimento; diversão
hairy: cabeludo, peludo
fireworks: fogos de artifício funny: divertido, engraçado
haltingly: hesitantemente
first: primeiro; at first: a princípio; first further: (adj.) mais, adicional; (v.) (p.
and foremost: antes de tudo e pp. furthered) fomentar, promover ham and cheese: presunto e queijo
flag: bandeira hammer: martelo

G
flame: chama hand: mão
geese: (pl. de goose) gansos
flight: voo handle: (p. e pp. handled) 1 manejar;
gender: gênero manusear 2 lidar com
float: (p. e pp. floated) flutuar, boiar
generation: geração handsome: bonito, bonitão
flood: (s.) inundação; (v.) (p. e pp.
flooded) inundar genius: gênio happen: (p. e pp. happened) acontecer
flour: farinha giant: gigante happiness: felicidade
flow: (p. e pp. flowed) fluir, (rio) correr gift: presente harm: mal, dano, prejuízo
flower: flor glance: (s.) olhada rápida; (v.) (p. e headless: sem cabeça
pp. glanced) olhar rapidamente
fluffy: fofo health: saúde
glow: brilho
fly: (p. flew; pp. flown) voar healthful: salutar
go: (p. went; pp. gone) ir; go away: ir
follow: (p. e pp. followed) seguir embora; go on: continuar healthy: sadio, saudável
food: comida, alimento; food for goal: meta hear: (p. e pp. heard) ouvir; hear from:
thought: matéria para reflexão ter notícias de
god: (pl. gods) deus; God: Deus
foot: (pl. feet) pé heart: coração
golden: 1 dourado 2 de ouro
for: (prep.) 1 para 2 por; (conj.) porque heat: calor
goldsmith: ourives
for all its benefits: apesar de todos heavy: pesado; heavier than: mais
os seus benefícios good: (s.) bem; (adj.) bom pesado do que
236 Vocabulary
heel: calcanhar information: informação; informações landscape: paisagem
(nunca é usado com s final; a piece of
help: (s.) ajuda; (v.) (p. e pp. helped) information: uma informação) language: 1 língua, idioma 2 linguagem
ajudar
inner: interior large: grande; (the) largest: (o) maior
hero: (pl. heroes) herói
insight: (Psicologia) súbita percepção last: (adj.) último
hide: (p. hid; pp. hidden) esconder
instead: em vez disso; instead of: em laugh: (p. e pp. laughed) (at) rir (de)
highlight: (p. e pp. highlighted) vez de
destacar, realçar launch: (p. e pp. launched) lançar
iron: ferro
hit: (p. e pp. hit) 1 bater 2 pressionar (a laundry: lavanderia; roupa para lavar
tecla); hit upon: descobrir de repente island: ilha
law: lei
hold: (p. e pp. held) 1 segurar 2 guardar issue: assunto, questão
3 realizar lead: (s.) (jornalismo) abertura de um
artigo; (v.) (p. e pp. led) levar (a),
hole: buraco conduzir (a); lead a life: levar uma vida
J
homeless: sem lar; desabrigado leader: líder
jail: cadeia, prisão
homesick: com saudade (de casa) leaf: (pl. leaves) folha
jam: geleia
hope: (s.) esperança; (v.) (p. e pp. leafless: sem folhas
hoped) esperar job: 1 emprego 2 trabalho; serviço
leak: (s.) vazamento; (v.) (p. e pp.
hopefully: se tudo der certo; com sorte journey: viagem leaked) vazar
hopeless: sem esperança juice: suco leap: (s.) salto, pulo; (v.) (p. e pp.
leaped/leapt) saltar, pular
horseshoe: ferradura jump: (p. e pp. jumped) pular, saltar;
jump up: dar um pulo, um salto learn: (p. e pp. learned/learnt) aprender
hot: quente
jungle: selva learning: aprendizado
household: doméstico
just: 1 justamente 2 apenas, somente; least: (superl. de little) mínimo; at
however: contudo, todavia, no entanto he has just left: ele acabou de sair least: no mínimo
human being: ser humano
leave: (p. e pp. left) 1 deixar 2 sair de,
humanity: humanidade K partir; leave out: omitir, não incluir
hundred: cem keyword: palavra-chave leaves: (pl. de leaf) folhas
hunt: (p. e pp. hunted) caçar kidney: rim; kidney stone: pedra no rim led: (p. de lead) levou, conduziu
hunter: caçador kill: (p. e pp. killed) matar left: (s. e adj.) esquerda; (p. e pp. de
leave) deixou; saiu; partiu
kind: (s.) tipo, espécie; (adj.) bom,
legend: lenda
I bondoso
king: rei leisure: lazer

ice: gelo; Ice Age: Era Glacial
less (than): (comp. de little) menos
if: se know: (p. knew; pp. known) 1 saber
de/que
2 conhecer
ill: doente; ill humours: maus fluidos level: nível
knowledge: conhecimento(s)
illness: doença
lever: alavanca
known: (pp. de know) conhecido
immediately: imediatamente
lie: (s.) mentira; (v.) (p. e pp. lied) mentir
impatient: impaciente
L lie at anchor: ficar ancorado
improve: (p. e pp. improved) melhorar
label: rótulo life: (pl. lives) vida; life imprisonment:
in spite of: a despeito de, apesar de prisão perpétua
lack: (s.) falta, carência; (p. e pp.
increase: (s.) aumento; (p. e pp. lacked) carecer de, ter falta de, não ter lifesaving: (adj.) vital, que salva a vida
increased) aumentar
land: (s.) terra; (v.) (p. e pp. landed) light: (s.) luz; (adj.) 1 claro 2 leve;
indeed: na verdade, de fato pousar, aterrissar lighter than: mais leve do que; (v.) (p.
e pp. lit) acender; iluminar; light up:
infamous: infame, mal-afamado landform: acidente geográfico iluminar bem
Vocabulary 237
light bulb: lâmpada elétrica Mars: Marte motion: movimento
like: (v.) (p. e pp. liked) gostar de; marry: (p. e pp. married) casar(-se) motorbike: motocicleta
(prep.) 1 como 2 como, igual a
3 como se fosse 4 tal/tais como, por master: (s.) mestre; (v.) (p. e pp. mountain: montanha
exemplo; (adj.) semelhante mastered) dominar
mouth: 1 boca 2 (de rio) foz
link: (s.) elo; ligação; (v.) (p. e pp. match: (s.) fósforo; (v.) (p. e pp.
linked) ligar; relacionar matched) combinar com, fazer much like: do mesmo modo que
jogo com
literate: alfabetizado mud: lama
Math, Mathematics: Matemática
little: (adj.) pequeno; (pron. indef.) mule: mula
pouco/a; a little: um pouco; little by mathematician: matemático
myth: mito
little: pouco a pouco
matter: 1 (fís.) matéria 2 assunto,
live: (p. e pp. lived) 1 viver 2 morar questão; no matter: não importa
N
lives: (pl. de life) vidas maybe: talvez
nail: prego
living: (adj.) vivo, com vida mean: (p. e pp. meant) significar,
querer dizer naked: nu
load: (s.) carga (peso); (v.) (p. e pp.
loaded) carregar meaning: sentido, significado namesake: xará
loaf (of bread): pão measure: (s.) 1 medida 2 quantidade; narrow: estreito
(v.) (p. e pp. measured) medir nature: natureza
lock: (s.) fechadura; (v.) (p. e pp.
locked) trancar (com chave) medical: (adj.) médico near: perto de
loneliness: solidão medicine: 1 medicina 2 remédio necessity: (pl. necessities) necessidade
lonely: solitário meet: (p. e pp. met) 1 encontrar(-se) needle: agulha
2 conhecer(-se)
longer: (comp. de long) 1 mais
neighbor: vizinho
comprido 2 mais tempo meeting: encontro, reunião
neighborhood: 1 vizinhança 2 bairro
look: (p. e pp. looked) 1 olhar melt: (p. e pp. melted) derreter
2 parecer (aos olhos); look forward to: net: rede
aguardar ansiosamente merchant: mercador, comerciante
nickel: níquel
lose: (p. e pp. lost) perder millennium: (pl. millennia) milênio
nickname: apelido, alcunha
lost: (p. e pp. de lose) perdido mind: (s.) mente; (v.) (p. e pp.
minded) importar-se no matter: não importa
luxurious: luxuoso
miracle: milagre none: nenhum(a)
luxury: (pl. luxuries) luxo
misconception: concepção errônea North-seeking: buscando o/
apontando para o Norte
M miss: (p. e pp. missed) 1 perder (o
ônibus, uma aula etc.) 2 sentir nostril: narina
made up: composto, constituído saudades de
notice: (p. e pp. noticed) notar,
magnet: magneto, ímã missing: que está faltando perceber
main: principal mistake: erro
make: (p. e pp. made) fazer; make

O
mix: (p. e pp. mixed) misturar
sure: certificar-se, garantir que; obstacle: obstáculo
make the best of: aproveitar ao mixed: misturado
máximo; make up: compor occur: (p. e pp. occurred) ocorrer,
molecule: molécula acontecer
man: (pl. men) homem
Moon: Lua octopus: polvo
manage: (p. e pp. managed)
conseguir more: mais odd word out: palavra que destoa do
grupo semântico
manioc: mandioca, aipim most: (adj. e pron.) 1 mais, a maior
parte de 2 a maioria de; (adv.) mais often: frequentemente
manufacture: (s.) fabricação; (v.) (p.
e pp. manufactured) fabricar moth: mariposa olive oil: azeite
238 Vocabulary
only: só, apenas; the only: o único piece: pedaço (usado com alguns punish: (p. e pp. punished) punir,
substantivos não contáveis, castigar
opposite: oposto especificando a unidade); a piece
of news/information/advice/music: purpose: propósito, finalidade
outer: exterior uma notícia, uma informação, um
conselho, uma música push: (p. e pp. pushed) empurrar »
outside: do lado de fora compare com pull
pill: pílula
overflow: transbordamento put: (p. e pp. put) pôr; put forward:
pin: alfinete apresentar, propor; put on: vestir,
overweight: acima do peso pôr no corpo
pineapple: abacaxi
overwhelming: avassalador; irresistível
place: (s.) lugar; (v.) (p. e pp. placed) Q
pôr, colocar
P quaint: 1 pitoresco, com um charme
planetary: planetário antigo 2 antigo, fora de moda
pack: (p. e pp. packed) amontoar
plenty of: 1 muito, muitos question: pergunta; questão
package: pacote, embalagem 2 suficiente(s); mais do que
suficiente(s) quick: rápido
painting: pintura; quadro
pocket: bolso
palm tree: palmeira
point: (p e pp. pointed) apontar
R
parents: pais, pai e mãe » compare
rabbit: coelho
com relatives poisonous: venenoso
rain: (s.) chuva; (v.) (p. e pp. rained)
parrot: papagaio pole: polo
chover
pass it on: passar adiante polymath: grande conhecedor de
rainforest: floresta tropical
vários assuntos
passion: paixão
ran: (p. de run) correram
possess: (p. e pp. possessed) possuir
patent: (s.) patente; (v.) (p. e pp.
ratio: (Matemática) razão, proporção
patented) patentear possession: objeto, coisa (que se
possui) reach: (s.) alcance; (v.) (p. e pp.
path: trilha, caminho
reached) alcançar; reach for: tentar
power: força; poder pegar, alcançar
pathogens: bactérias, vírus
powerful: poderoso reactant: (Química) reagente
pattern: 1 padrão 2 modelo
predictable: previsível read: (p. e pp. read) ler
pay: (p. e pp. paid) pagar; pay
attention (to): prestar atenção (em/a) prediction: previsão ready: pronto, preparado
peace: paz pretty: bonita; pretty soon: logo, logo realize: (p. e pp. realized) perceber,
dar-se conta de (que)
peanut: amendoim prevent: (p. e pp. prevented) prevenir,
impedir reason: (s.) razão; (v.) (p. e pp.
peasant: camponês
reasoned) raciocinar
produce: (p. e pp. produced) produzir
people: 1 pessoas 2 (pl. peoples) povo recipe: receita (culinária)
professor: professor universitário
perform: (p. e pp. performed) refreshing: refrescante
desempenhar, realizar, executar profit: lucro
regardless of: independentemente de
perhaps: talvez proper: próprio, adequado
relationship: relacionamento
PET scan: tomografia computadorizada property: (pl. properties) propriedade
relatives: parentes
phrase: 1 frase incompleta 2 locução; proud: orgulhoso
expressão reliable: confiável
proven: comprovado
physical: (adj.) físico relief: alívio
provide: (p. e pp. provided) prover,
physicist: (s.) físico fornecer relieve: (p. e pp. relieved) aliviar
Physics: Física publish: (p. e pp. published) publicar remarkable: notável
pick (up): (p. e pp. picked) pegar (do pull: (s.) atração (gravitacional); remember: (p. e pp. remembered)
chão, da areia) puxão; (v.) (p. e pp. pulled) puxar lembrar-se de (que)
Vocabulary 239
repair: (p. e pp. repaired) consertar safe: seguro; safe harbor: porto seguro set: (p. e pp. set) pôr; set foot on:
pôr o pé em; set up: armar, montar,
repeat: (p. e pp. repeated) repetir safety: segurança estabelecer
repel: (p. e pp. repelled) repelir sail: (s.) vela; (v.) (p. e pp. sailed) several: diversos, vários
velejar; sail away: zarpar, partir
replace: (p. e pp. replaced) substituir shack: barracão
salt: sal
reproduce: (p. e pp. reproduced) shallow: raso
reproduzir(-se) same: (the ~ as) (o) mesmo (que)
shape: (s.) forma; (v.) (p. e pp.
research: (s.) pesquisa; (v.) (p. e pp. sank: (p. de sink) afundou shaped) moldar, dar forma a
researched) pesquisar
satisfy: (p. e pp. satisfied) satisfazer share: (p. e pp. shared) compartilhar
researcher: pesquisador
save: (p. e pp. saved) 1 salvar 2 poupar, shed: (p. e pp. shed) derramar
resource: recurso economizar
shelf: (pl. shelves) prateleira
responsibility: responsabilidade say: (p. e pp. said) dizer
shirt: camisa
rest: (p. e pp. rested) descansar scan: (p. e pp. scanned) passar
os olhos em, ler em busca de short: 1 curto 2 baixo; in short: em
retreat: (p. e pp. retreated) retirar-se informações específicas resumo
return: (p. e pp. returned) 1 retornar, scarcity: escassez
voltar 2 devolver shot: (s.) tiro
scary: assustador shown: mostrado
reveal: (p. e pp. revealed) revelar
scatter: (p. e pp. scattered) espalhar, sickness: doença
reward: (s.) recompensa; (v.) (p. e pp. dispersar
rewarded) recompensar
side: lado
scholar: erudito
rice and beans: arroz e feijão
silver: prata
school subject: disciplina escolar
rise: (p. rose; pp. risen) 1 subir
2 (sol) nascer similarity: (pl. similarities) semelhança
scorch: (p. e pp. scorched) queimar
risky: arriscado since: 1 desde 2 desde que, visto que,
search: (s.) busca; (v.) (p. e pp. porque
searched) (tb. search for) buscar,
river: rio; river bank: margem de rio
procurar single: 1 um só, único 2 solteiro;
riverside: ribeirinho single-celled: unicelular
seasoning: tempero
road: estrada sink: (p. sank; pp. sunk) afundar
seat belt: cinto de segurança
role: papel, função; role model: size: tamanho
secret: segredo
(pessoa) modelo a ser imitado
skill: habilidade
security: segurança
roll: (p. e pp. rolled) rolar
skim: (p. e pp. skimmed): ler
see: (p. saw; pp. seen) ver
room: 1 cômodo, quarto 2 espaço superficialmente
seed: semente
roughly: aproximadamente slave: escravo
royal: real, régio, do rei seek: (p. e pp. sought) buscar, procurar
slice: fatia; sliced bread: pão fatiado
rubber: borracha; rubber tree: seem: (p. e pp. seemed) parecer

slowly: lentamente, devagar
seringueira
selfish: egoísta
snake: cobra
rule: (s.) regra; (v.) (p. e pp. ruled)
selfless: altruísta
1 mandar (em) 2 dominar snow: (s.) neve; (v.) (p. e pp. snowed)
sell: (p. e pp. sold) vender nevar
run: (p. ran; pp. run) correr
send: (p. e pp. sent) mandar, enviar smell bad: cheirar mal
rush: (p. e pp. rushed) correr,
apressar-se sentence: 1 frase 2 sentença smuggle: (p. e pp. smuggled)
contrabandear
separate: (p. e pp. separated)
S separar(-se) so: 1 tão 2 por isso, portanto 3 para
que, de modo que (= so that); so
sad: triste servant: servo much: tanto/a; so many: tantos/as
sadness: tristeza serving-men: criados, empregados so that: para que, de modo que
240 Vocabulary
society: (pl. societies) sociedade succeed: (p. e pp. succeeded) (in) thank: (p. e pp. thanked) agradecer;
conseguir, ter sucesso (em) thank God: graças a Deus; thanks to:
soft: 1 macio, mole 2 suave graças a
successful: bem-sucedido
solve: (p. e pp. solved) resolver therefore: portanto, por isso
such: tal, tais; such an object: tal
son: filho objeto; such a good movie: um filme think: (p. e pp. thought) pensar
sort: tipo tão bom; such as: tal/tais como
thirsty: com sede
so that: de modo que, para que suffer: (p. e pp. suffered) sofrer
thought: (s.) pensamento; (v.) (p. e
sought: (p. e pp. de seek) buscaram, sugar: açúcar pp. de think) pensou
procuraram
suitable: 1 adequado 2 conveniente through: através de
soul: alma
Sun: Sol thus: assim, consequentemente
source: fonte (origem)
surname: sobrenome times: 1 tempos 2 vezes
South-seeking: buscando o/
apontando para o Sul survival: sobrevivência tiny: minúsculo, diminuto
soybeans: soja survive: (p. e pp. survived) sobreviver tip: dica
space shuttle: ônibus espacial suspect: (adj.) suspeito; (v.) (p. e pp. title: título
suspected) suspeitar
speak: (p. spoke; pp. spoken) falar toe: dedo (do pé)
swap: (p. e pp. swapped) trocar,
species: espécie (biológica) fazer permuta together: juntos
speech: fala, discurso sweat: suor toilet flushing: descarga do vaso

sanitário
speed: velocidade sweet: (s. e adj.) doce
too: 1 também 2 demais (seguido de
spend: (p. e pp. spent) 1 gastar swell: (p. swelled; pp. swelled ou adjetivo ou advérbio); too late:
2 passar (tempo) swollen) inchar tarde demais
spread: (p. e pp. spread) espalhar(-se)
swim: (p. swam; pp. swum) nadar took: (p. de take) levou; took place:
stagnant water: água estagnada aconteceu
swollen: inchado
stand: (p. e pp. stood) estar, ficar de pé touch: (s.) toque; contato; (v.) (p. e
pp. touched) tocar
starch: amido T
tough: duro; difícil
starve: (p. e pp. starved) passar fome take: (p. took; pp. taken) 1 tomar
2 pegar 3 levar 4 tirar; take over: toward: em direção a
statement: afirmação
assumir o controle de; take turns:
trade: comércio
steak: bife revezar; take up: ocupar
travel: (p. e pp. travel(l)ed) viajar
steal: (p. stole; pp. stolen) roubar tale: conto, história
treatment: tratamento
step: 1 passo 2 medida, providência tall: alto; taller than: mais alto do que
tree: árvore
still: ainda tap water: água da torneira
tributary: (pl. tributaries) afluente
stole: (p. de steal) roubou task: tarefa
trip: viagem
stone: pedra taste: (s.) gosto, sabor; (v.) (p. e pp.
tasted) 1 ter um certo sabor 2 provar triple: triplo
storm: temporal, tempestade (comida, bebida)
truck driver: motorista de caminhão
straight: reto
tasty: gostoso, saboroso
turn: (p. e pp. turned) virar; turn on/
straw: palha
taught: (p. de teach) ensinaram turn off: ligar/desligar
strawberry: (pl. strawberries) morango
tear: lágrima twentieth century: século vinte
strength: força
teeth: (pl. de tooth) dentes twice: duas vezes
strong: forte
temper: temperamento; short temper: tyrant: tirano, déspota, rei que
subtle: sutil temperamento irascível domina arbitrariamente seu povo
Vocabulary 241
wild: selvagem
U W
will: (s.) 1 vontade 2 testamento;
unable: incapaz waiter: garçom
(v. aux. modal, usado antes de um
unconscious: inconsciente waitress: garçonete verbo principal) expressa uma ação
futura
underline: (p. e pp. underlined) wander: (p. e pp. wandered) vaguear,
sublinhar andar sem rumo wing: asa
understand: (p. e pp. understood) warm: (adj.) (agradavelmente) quente; wisdom: sabedoria
entender, compreender (v.) (p. e pp. warmed) aquecer
wise: sábio
understanding: compreensão, warrior: guerreiro
entendimento wisely: sabiamente
washing machine: máquina de
understood: entendido, lavar roupa wish: (s.) desejo; (v.) (p. e pp. wished)
compreendido desejar
wastage: desperdício
unhappy: infeliz within: dentro de (tempo ou espaço)
waste: (s.) 1 desperdício
unknown: desconhecido 2 resíduo; lixo; (v.) (p. e pp. wasted) without: sem
desperdiçar
unlucky: infeliz woman: (pl. women) mulher
water: (s.) água; (v.) (p. e pp.
unreasonable: incompreensível, watered) regar; water filter: filtro de wonderful: maravilhoso
absurdo água; water lily: (Botânica) nenúfar
work: (s.) trabalho; (v.) (p. e pp.
unscramble: (p. e pp. unscrambled) way: 1 caminho 2 direção 3 modo, worked) 1 trabalhar 2 funcionar
desembaralhar maneira
workings: funcionamento
unsinkable: impossível de afundar wed: (p. e pp. wedded) casar(-se)
until: (prep.) até; (conj.) até que workout: treino, malhação
weigh: (p. e pp. weighed) pesar
up to: até worried: preocupado
weight: peso
used to: costumava; used to be: era worry: (p. e pp. worried) preocupar-se
went: (p. de go) foi
useful: útil wet: molhado worth: valor; worth considering: que
vale a pena considerar
useless: inútil whenever: sempre que
wreath: coroa
usually: usualmente, geralmente whereas: ao passo que, enquanto que
write: (p. wrote; pp. written) escrever
wherever: em todo lugar que
V
whether: se (ou não) Y
valley: (pl. valleys) vale
while: (conj.) 1 enquanto, ao mesmo
yeast: fermento
value: (s.) valor; (p. e pp. valued) tempo que (simultaneidade)
valorizar 2 enquanto, ao passo que
yesterday: ontem
(contraste)
variety: (pl. varieties) variedade yet: (adv.) 1 (em perguntas) já
whiz: gênio
2 (com not) ainda (não); (conj.)
venom: peçonha, veneno
whole: inteiro contudo, no entanto
view: 1 vista 2 opinião
whose: (pron. inter.) de quem...?; young: jovem; the youngest:
viewpoint: ponto de vista (pron. relativo) cujo(s), cuja(s) o mais jovem
village: aldeia; vilarejo wider: mais largo, mais amplo youth: 1 juventude 2 jovem
242 Vocabulary
Index
Este índice remissivo aponta os tópicos gramaticais trabalhados nos três volumes da coleção. Os
tópicos trabalhados no Book 2 são indicados pelo número da página; os trabalhados no Book 1 e no
Book 3 apenas são remetidos a esses volumes.
Across and through, 69 / B3 But, 53 Function words, B1 / 77, 94 / B3

Adjectives, Can: ability, possibility, Future, Future Progressive
a question of equality, 15, 202 permission, requests, B1 / 220 (Continuous), Future
comparatives, 13, 202 Como (como dizer): as, how, Perfect, B3
comparatives and superlatives, like, 108 Future time clauses, B3
B1 / 26, 203
Conditional sentences Futuro depois de when, if etc.,
numerals in compound
I – Real Conditions (Possible B3
adjectives, 110
position of adjectives, B1 Results), B3 Gerúndio e Infinitivo, B1 / 228
II – Unreal Conditions / B3
Adjectives ending in -ed or
(Improbable Results), B3 Have – Simple Present, B1
-ing, B1
III – Unreal Past Conditions
Advérbios de frequência, B1 / How (= como), 108
(Impossible Results), B3
189 However, 53
Conjunções, locuções
Advérbios de modo, B1 / 188 conjuntivas e locuções If clauses – see Conditional
Advérbios que acompanham adverbiais, 229 / B3 sentences I, II and III
o Present Perfect, 157, 226 Could – past ability, B1 / 220 / B3 Imperative, B1
Adverbs of frequency, B1 / 189 Could, may, might – possibility, Indefinite pronouns and
Adverbs used with the B1 adverbs: compound forms,
Present Perfect, 157, 226 159
Countable and uncountable
Ago, B1 Indirect speech
nouns, B1 / 67, 191
I – Statements, B3
Already, 157, 227 Discourse markers, B1 / 25,
II – Imperatives, B3
Although, 53 53 / B3 III – Questions, B3
Among and between, 172 / B3 Discurso indireto, B3 -ing form – uses, B1 / 228 / B3
Any – indefinite pronoun, 111, Do – as an emphatic auxiliary, -ing form after a preposition, B1 /
199 B1 / 55 228 / B3
Anymore and no longer, B3 Dozen, hundred, thousand, Interrogatives, B1
Artigo definido, B1 million, billion, trillion, B1 Irregular verbs, B1 / lists – 209,
Artigo indefinido, B1 Enough, 198 / B3 213 / B3
As (= como), 108 Ever, 157, 227 Just, 158, 227
As and like, B3 Every – indefinite pronoun, 199 Lend and borrow, B3
Be + going to to express future False Friends, B1 / 230 / B3 Like (= como), 108
time, B1 Like and alike, B3
Few, 15, 79, 197
Be – presente e passado, B1 Like and as, B3
Few/a few and little/a little, 15,
Beside and besides, B3 79, 197 Little, 15, 197
Between and among, 172 / B3 For and since – Present Perfect, Little/a little and few/a few,
Borrow and lend, B3 144, 226 15, 79, 197
243
2QB6WDJHB9ROB31/'BDB,1'(;LQGG $0
Locuções nominais, B1 / 12, 66, Plural dos substantivos, B1 Quantifiers (some, any, no,
94, 107 / B3 Plural dos substantivos – every e seus compostos), 200
Lose and miss, B3 casos especiais, B1 Quantifiers (some, any, no,
Many, 15, 198 Possessive adjectives and none, every), 111, 199
May and might, B1 pronouns, B1 Question words (what, which,
Miss and lose, B3 Possessive case of nouns, B1 who, whom, whose, when,
where, why, how, how often,
Modal (auxiliary) verbs, B1 Pour and spill, B3
how much, how many, what
review, B1 / 26 Prefixes, 154 time), B1
shall, will, B1
used to express advice, Preposições, B3 Reference words, B1 / 142 / B3
obligation, necessity, B1 Preposições – dificuldades, B3 Reflexive pronouns and
used to express certainty or Present Perfect, 225 / B3 reciprocal pronouns, B1
possibility, B1
adverbs used with the Present Relative clauses
used to express deduction, B1
Perfect, 157, 226 / B3 I – Defining clauses, B3
Much, 15, 198 indefinite past action, 123, 226 II – Non-defining clauses, B3
Must – used to express / B3
Relative pronouns, B3
deduction, B1 repeated action in indefinite
that, B1 / 58
Must – used to express past, 225 / B3
with since and for, 144, 225 / B3 what, B1
necessity, B1
what and which, B3
Never, 157, 227 Present Perfect Progressive
who, whom, which, that, B3
(Continuous), 170
No, none – indefinite pronoun, whose, B3
111, 199 Present Progressive
Remember and remind, B3
(Continuous), B1 / 218
No longer and anymore, B3 Remind and remember, B3
Noun phrases, B1 / 12, 66, 94, Present Progressive
(Continuous) to express Reported speech, see Indirect
107 / B3 speech
future time, B1
Numerals in compound
Pronomes Say and tell, B3
adjectives, 110
demonstrativos, B1 Say, speak, talk and tell, B3
One/ones – pronome, B1
indefinidos, 111, 199 Shall, B1
Orações condicionais, B3
interrogativos, B1
Should, B1
Ought to, B1 pessoais, B1
possessivos, B1 Simple Past
Parallel increase (the… the
with comparatives), 160 reflexivos, B1 adverbs and finished-time
relativos usados em orações expressions, B1
Passive voice, B3
explicativas, B3 affirmative form, B1 / B3
Past Perfect, 56, 224 / B3 relativos usados em orações negative and interrogative
Past Progressive restritivas, B3 forms, B1 / B3
(Continuous), 37, 217 Pronoun reference, B1 / Simple Present
Pattern verb + object pronoun 142 / B3 affirmative form, B1
(or noun) + infinitive with to, Quantifiers (much, little/a interrogative form, B1
B3 little, many, few/a few), 79, interrogative form using
People: a very important word, 198 question words, B1
172 Quantifiers (much, many, negative form, B1
Personal pronouns – subject little, few), 15, 197 Since and for – Present Perfect,
pronouns and object 144, 226
Quantifiers (much/many; very/
pronouns, B1 very much; so/so much/ So and such, B3
Phrasal verbs, B1 / 38, 81, 98, so many; too/too much/too So much/so many, 15,
145 many; enough), 15, 198 198
244 Index
Some – indefinite pronoun, 111, Present Perfect – usos I, 124, Unless, B3
199 225 / B3 Used to – hábito no passado,
Speak, say, talk and tell, B3 Present Perfect – usos II, 144, B3
226 / B3
Spill and pour, B3 Verb + object pronoun (or
Present Perfect – usos III, 157,
Stative verbs, 206 noun) + infinitive with to, B3
226 / B3
Still and yet, B3 Verbo haver – presente,
Present Perfect Progressive
Substantivos passado, futuro, B1
(Continuous), 170
caso possessivo, B1 Present Progressive Verbo to be – presente e
casos especiais na formação do (Continuous), B1 / 205 passado, B1
plural, B1 Simple Past – formas negativa Verbo to have – Simple Present
contáveis e não contáveis, B1 / e interrogativa, B1 / B3 Tense, B1
67, 191 Simple Past – verbos Voz passiva, B3
expressões nominais, B1 / 12, irregulares, B1 / B3
66, 94, 107 / B3 What – relative pronoun, B1
Simple Past – verbos regulares,
formação do plural, B1 B1 / B3 What and which, B3
Such and so, B3 Simple Present – forma Who, whom, which, that, B3
Suffixes, B1 / 51, 143 / B3 afirmativa, B1 Whose, B3
Superlative adjectives, B1 / 27, Simple Present – formas Will to express certainty, B1 /
202 negativa e interrogativa, B1 218
Talk, say, speak and tell, B3 Tempos verbais compostos – Will to express future time, B1
Tell, say, speak and talk, B3 introdução, B1 / 224 / B3
Will to express predictable
Tempos verbais That “invisível”, B1 behavior, 81
Future, Future Progressive The… the with comparatives Word formation
(Continuous), Future Perfect, B3 (parallel increase), 160 prefixes, 154
Past Perfect, 56, 224 / B3 Through and across, 69 / B3 suffixes, B1 / 51, 143 / B3
Past Progressive (Continuous),
Too many/too much, 15, 198 Would, 96 / B3
37, 217
Present Perfect – introdução, Uncountable and countable Yet, 157, 227
225 / B3 nouns, B1 / 67, 191 Yet and still, B3
Index 245
Bibliography
Nesta seção indicamos as obras e os documentos que fundamentaram a proposta didático-
-pedagógica desta obra e/ou foram utilizadas, de alguma forma, em sua produção.
BAKHTIN, M. M. Speech Genres and Other Late Essays. Austin: University of Texas Press, 1986.
. The Dialogic Imagination: Four Essays by M. M. Bakhtin. Austin: University of
Texas Press, 1981.
BLOCK, D.; CAMERON, D. (Ed.). Globalization and Language Teaching. Londres: Routledge,
2002.
BRASIL. Ministério da Educação. Secretaria de Educação Básica. Orientações Curriculares para o
Ensino Médio. Linguagens, códigos e suas tecnologias. Brasília: MEC/SEB, 2006.
. Ministério da Educação. Secretaria de Educação Básica. Parâmetros Curriculares
Nacionais: Ensino Médio. Linguagens, códigos e suas tecnologias. Brasília: MEC/SEMTEC, 2000.
. Ministério da Educação. Secretaria de Educação Básica. PCN + Ensino Médio:
Orientações educacionais complementares aos Parâmetros Curriculares Nacionais. Linguagens,
códigos e suas tecnologias. Brasília: MEC/SEMTEC, 2002.
BRYSON, B. The Mother Tongue. New York: William Morrow and Company, Inc., 1990.
CRYSTAL, D. A Little Book of Language. New Haven and London: Yale University Press, 2010.
.Discover Grammar. Londres: Longman, 1996.
. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge
University Press, 1995.
DAWKINS, R. The Oxford Book of Modern Science Writing. New York: Oxford University Press,
2008.
ECKERSLEY, C. E.; ECKERSLEY, J. M. A Comprehensive English Grammar for Foreign Students.
Londres: Longman, 1960.
EDWARDS, D.; MERCER, N. Common Knowledge: The Development of Understanding in the
Classroom. Londres: Methuen, 1987.
FAIRCLOUGH, N. Language and Power. Londres: Longman, 1989.
FLOWERS, C. A Science Odyssey – 100 Years of Discovery. New York: William Morrow and
Company, Inc., 1998.
FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1987.
. Pedagogia do oprimido. 9. ed. Rio de Janeiro: Paz e Terra, 1981.
GODINHO, J. D. Once Upon a Time um Inglês…. Rio de Janeiro: Relume Dumará, 2001.
GOWER, R.; PEARSON, M. Reading Literature. Londres: Longman, 1986.
HART-DAVIS, A. Science – The Definitive Visual Guide. London: Dorling Kindersley, 2012.
246
LANGAN, J. Ten Steps to Improving Reading Skills. Marlton: Townsend Press, 1988.
LAVE, J.; WENGER, E. Situated Learning: Legitimate Peripheral Participation. Cambridge:
Cambridge University Press, 1991.
LEDERER, R. The Miracle of Language. New York: Pocket Books, 1991.
PACKER, T. Tales from Shakespeare. New York: Scholastic Press, 2004.
PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press,
2000.
QUIRK, R.; GREENBAUM, S. A University Grammar of English. Londres: Longman, 1973.
RAIMES, A. How English Works – A grammar handbook with readings. Cambridge: Cambridge
SAGAN, C. Billions & Billions. New York: Ballantine Books, 1997.
. The Varieties of Scientific Experience. New York: Penguin Books, 2007.
SHAKESPEARE, W. The Complete Works of Shakespeare. Hertfordshire: Wordsworth Editions,
1986.
SWAN, M. Practical English Usage – new edition. Oxford: Oxford University Press, 1995.
.; WALTER, C. How English Works – A grammar practice book. Oxford: Oxford
THOMSON, A. J.; MARTINET, A. V. A Practical English Grammar. Oxford: Oxford University
Press, 1985.
TOLER, P. D. Mankind – The Story of All of Us. Philadelphia: Running Press Book Publishers,
2012.
VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1994.
WELLS, G.; CHANG-WELLS, G. L. Constructing Knowledge Together: Classrooms as Centers of
Inquiry and Literacy. Portsmouth: Heinemann, 1992.
WIDDOWSON, H. G. Defining Issues in English Language Teaching. Oxford: Oxford University
Press, 2003.
Bibliography 247
Conteúdo do CD de Áudio
Faixa 1 Apresentação
Faixa 2 Unit 1 – Modern Paradoxes
Faixa 3 Paradoxes of Our Time
Faixa 4 Unit 2 – A Bright Idea
Faixa 5 Some Bright Ideas
Faixa 6 Unit 3 – The Creation of the Amazon River
Faixa 7 Fact File
Faixa 8 Unit 4 – You Will Never Feel Lonely
Faixa 9 Role Models
Faixa 10 Unit 5 – The Universal Language
Faixa 11 School Subjects
Faixa 12 Unit 6 – Magnets and the Power of Attraction
Faixa 13 How to Make a Compass (2)
Faixa 16 Unit 7 – The Chemistry of Making Bread
Faixa 17 At a Diner
Faixa 18 Unit 8 – A NASA Invention for Daily Life
Faixa 19 World Water Day
Faixa 20 Unit 9 – Eureka!
Faixa 21 Promoting a Book
Faixa 22 Unit 10 – The Interpretation of Dreams
Faixa 23 Dreamland
Faixa 24 Unit 11 – A Science Odyssey – One Hundred Years of Discovery
Faixa 25 Twentieth Century Inventions
Faixa 26 Unit 12 – Biopiracy
Faixa 27 Açaí, the Amazing Amazonian Super Fruit
248
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Apresentação

sta obra adota uma visão sociointeracional e interdisciplinar para

E o estudo da língua inglesa no Ensino Médio. Ao longo das unidades

Vocabulary: In Other Words; Vocabulary: In Other Words;

Structure: Modal Verbs – Review; Structure: Countable and Uncountable Nouns;

Curriculum Links: Philosophy; Sociology

Check Your English 1 45 Check Your English 2 87

nas páginas ao longo do livro.

Structure: Present Perfect – Curriculum Links: Biology; History; Sociology

5. Emperor penguins never Antarctica.

6. Trees the air. On the contrary, they it.

1. Global warming is not a problem for the

2. The pollution that is causing global warming

3. We what global warming and therefore

a. doesn’t live a. yourself

c. may; can 32. You lose weight. Everybody . You are

a. ought b. should; may not

A paradox may be defined as a statement that seems to be absurd, impossible or difficult to

Before You Read

Estúdio 1+2/Arquivo da editora

he paradox of our time is that we spend

10 UNIT 1 Modern Paradoxes

a. We have bigger houses and smaller families.

a. a tendency to get angry very quickly

Modern Paradoxes UNIT 1 11

a. You should drinking if you are going to drive.

a. digestion digestão lenta

a. If you have narrow viewpoints,

12 UNIT 1 Modern Paradoxes

Adjectives – Comparatives comparação não foi expresso, ficou apenas

Modern Paradoxes UNIT 1 13

Algumas alterações ortográficas

Importante: Nas comparações de b. (Antarctica – Brazil: populous)

14 UNIT 1 Modern Paradoxes

e. (a car – a computer: expensive)

f. (English – Chinese: easy)

g. (quantity – quality: good)

h. (the Moon – Mars: distant)

Para formar o grau comparativo de igualdade, usa-se a estrutura:

as + adjective + as: tão + adjetivo + quanto

much: muito (incontáveis) enough: suficiente, bastante (singular ou plural)

Modern Paradoxes UNIT 1 15

Para expressar uma relação entre duas ações ou acontecimentos paralelos, o

a. The you read, the you learn.

LISTENING & SPEAKING

Paradoxes of Our Time

2. Listen, write and check.

16 UNIT 1 Modern Paradoxes

Comstock Images/Getty Images

b. Now check ( ) the right column, according to each student’s profile.

Joana Felipe Eduardo Estela

does volunteer work

Modern Paradoxes UNIT 1 17

2. Now reply to her e-mail.

E-MAIL SEND SAVE DISCARD

Hi, Anne Marie!

18 UNIT 1 Modern Paradoxes

(Source: GDP per capita (current US$).

a. We have more possessions, but fewer values.

Modern Paradoxes UNIT 1 19

Discuss this issue with your classmates and teachers, especially

Exploring Other Sources

20 UNIT 1 Modern Paradoxes

Before You Read