On Stage - Volume 3 - 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
Contradictions in a
UNIT 1 Genius 55
The Body Is the Hero 9
Vocabulary: Good News or
Vocabulary: Synonyms and Bad News?; In Other Words;
Antonyms; In Other Words; Function Words; Looking for
Words in Context; Looking for Reference Reference
Structure: Passive Voice Structure: Conditional Sentences III – Unreal Past

Conditions, Impossible Results; Could – Past
Listening: Health Check • Speaking: Health Tips • Ability
Writing: A Formal E-mail
Listening: A Lecture on Scientific Genius • Writing
Curriculum Links: Biology & Listening: Summary of a Genius • Speaking:
Talking about Geniuses
UNIT 2 Curriculum Links: Math; Physics; History

My Will 23
Vocabulary: Odd Word Out; Noun UNIT 5

Phrases; In Other Words; Words in
Calvin and Hobbes 69
Context; Word Formation – Suffixes
Structure: The Pattern Verb + Object Pronoun (or Vocabulary: Words in Context
Noun) + Infinitive With to; Future Time Clauses;
Conditional Sentences I – Real Conditions, Structure: Say, Tell, Speak, and Talk;
Possible Results Indirect Speech I – Statements
Listening & Speaking: A Matter for Debate • Listening: In the Kitchen; On the Phone • Speaking:
Writing: It’s About Life My Favorite Cartoon Characters • Writing: The
Fun of Comic Strips
Curriculum Links: Biology; Philosophy
Curriculum Links: Art; Philosophy
UNIT 3
Hero of Our Time 37 UNIT 6
A Slice of Life 81
Vocabulary: Words in Context;
In Other Words; Word Vocabulary: In Other Words; Noun
Formation – Suffixes; Noun Phrases Phrases
Structure: Enough; Conditional Sentences II – Structure: Indirect Speech II – Imperatives; Indirect
Unreal Conditionals Speech III – Questions
Reading & Speaking: Who's Colored, Paleface? • Listening: What Did They Say? • Speaking: My
Writing: Heroes and Sheroes of Our Time • Favorite Movie • Reading & Writing: Storylines
Listening & Speaking: Cape Town Calling
Curriculum Links: Art
Curriculum Links: History; Sociology
Check Your English 1 51 Check Your English 2 93
UNIT 7 UNIT 10
The Teen Years 97 Exploring a Bit More 139
1 On Stage • 2 Gandhi • 3 Hägar the

Vocabulary: Words in Context; Horrible • 4 Deforestation, Climate
In Other Words; Discourse Change, and Food Security • 5 A Perfect
Markers Imitation • 6 The Meaning of Sincere • 7 The
Structure: Used to; So and Such; Still, No Longer, Clock Man • 8 Words to Honor • 9 Same Questions •
10 Useful Equations
Anymore; Like, Alike
Listening: Debating Human Rights • How to Read
Listening: Teen Problems and Values • Listening &
Equations • Speaking: A Woman President •
Speaking: Teens Have a Voice • Writing: What’s
Writing: You Are What You Wear
Your View?
Curriculum Links: History; Biology;
Curriculum Links: Philosophy; Sociology Geography; Philosophy; Math
UNIT 11
UNIT 8 Exploring a Bit More 153
Who Was Galileo? 109 1 Cyclones Around the World • 2 The Power
of Unity • 3 Where the Rainbow Ends •
Vocabulary: Words in Context; In 4 The Miracle of Language • 5 Everybody Has a Gift •
Other Words 6 How Do We Say @? • 7 Like a River • 8 They All Love New
York • 9 Spanglish • 10 How to End a Deadly Urban War
Structure: Relative Clauses I – Defining Clauses;
The Relative Pronoun Whose; The Relative Listening: A Perfect Weekend in Manhattan •
Pronouns What and Which; Relative Clauses II – Speaking: Traveling in Brazil • Writing: From
Non-Defining Clauses New York, with Love
Curriculum Links: Geography; Philosophy;
Listening: On the Shoulders of Giants • Writing: A Sociology; Literature; Spanish; History
Nice Sunny Day • Speaking: Who’s Who?
Curriculum Links: Math; Physics; History UNIT 12
Exploring a Bit More 167
1 The Best of Times? • 2 A World Without
UNIT 9 Nuclear Weapons • 3 A Second Opinion • 4 You
Whale Evolution 121 Are Here • 5 What Really Matters • 6 The Seven
Ages of Man
Vocabulary: Transparent Words; Listening: The Seven Ages of Man • Speaking: All
Word Webs; Noun Phrases; the World’s a Stage • Writing: A Minibiography
Words in Context Curriculum Links: History; Sociology; Biology;
Structure: Prepositions; The -ing Form after a Philosophy; Literature
Preposition
As imagens utilizadas neste sumário
nas páginas ao longo do livro.

aparecem com os respectivos créditos
Listening: From Land to Sea • Listening & Check Your English 4 181
Speaking: Having a Whale of a Time • Writing:
Minigrammar 189 Objetos
The Theory of Evolution Educacionais
Vocabulary 225
Curriculum Links: Biology; Geography; History Digitais
Index 235
Bibliography 238
Check Your English 3 133 Conteúdo do CD de Áudio 240
Contents 5
Language Review
Here are some of the topics and grammar points from Book 1 and Book 2, for a quick review.
Read them and choose the correct answers. 4. you walk down the same street every day?
your friend go with you?
1. Global warming, the increase in world
a. Do; Do
temperatures due to a greenhouse effect
from the burning of fossil fuels, is not a b. Does; Do
problem for the future. It now. c. Do; Does
a. happens 5. Alberto Santos-Dumont in Paris where he
b. happening his name as a pioneer of aviation.
c. is happening
a. lived; made
PSD photography/Shutterstock/Glow Images
b. lives; makes
c. is living; is making
6. Mozart changed the world with his eternal

music, but he a happy life.
a. doesn’t live
b. don’t live
c. didn’t live
7. Mozart was a genius, his life was short and

unhappy.
a. But
b. Although
c. Yet
8. With the Internet, planet Earth is now a really

2. Emperor penguins live in Antarctica.
small world. you live without it?
They their entire lives on Antarctic ice
and its waters. a. Does
a. are spending b. Are

b. spend c. Can
c. spends 9. Domestic robots become quite common in
3. Trees the air. On the contrary, they it. the future.
a. pollute; clean a. will

b. do not pollute; clean b. are going
c. pollute; do not clean c. are
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10. A friend is a present you give . 14. Bananas be the reason monkeys are so
(Robert Louis Stevenson) happy all the time!
a. yourself a. must
b. myself b. can
c. himself
c. will
11. Making Mars a colony of our planet is a
concept born in science-fiction stories, but it 15. You lose weight. Everybody . You are
work. It’s possible to do it. perfectly capable of doing it.
a. won’t a. can; can

b. may b. may; may
c. can c. must; must
Corepics/Shutterstock/Glow Images
16. You starve yourself to lose weight. That’s

not necessary.
a. must not
b. will not
c. don’t have to
17. One of the paradoxes of modern life is that

we have houses but families.
12. Too much eating is not healthy. You eat to a. bigger; smaller
live. You live to eat. b. biggest; smallest
a. must; must not c. as big; as small
b. must not; must
18. The man in a Chinese town many years
c. may; can
ago was old and ill.
a. richer
Skyline/Shutterstock/Glow Images
b. richest
c. poorer
19. You are my son, but you are the cleverest.

The reward is .
a. younger; your
b. older; his
c. youngest; yours
20. Jaci, the silver moon, by the Amazon

13. That book tells you what you do to lead a
happy life. Forest when she to meet the golden Sun.
a. ought a. wandered; happened

b. won’t b. wanders; happens
c. should c. was wandering; happened
Language Review 7
21. Amyr Klink from one of his solitary sea 26. Look! The boss the document. Here it is.
adventures, when a reporter asked him about
a. was signing
the meaning of loneliness.
b. has signed
a. had arrived
c. signs
b. is arriving
c. arrived 27. Archimedes, the Father of Mathematics, said,
“Give me a place to stand and I the Earth.”
22. With Mathematics we can build computers
a. will move
and transfer across the globe.
b. have moved
a. time
c. am moving
b. informations
c. information 28. In 1900, over one hundred years ago, Sigmund
Freud The Interpretation of Dreams.
23. A magnet is a metal that can pull pieces of
a. publishes
iron toward and make them cling to it.
b. has published
a. himself
c. published
b. yourself
c. itself Imagno/Getty Images
24. You be a scientist to know that the proper way

to eat freshly baked bread is with plenty of lipids
and fructose. In other words, butter and jam!
a. don’t have to
b. ought
c. may
Beto Chagas/Shutterstock/Glow Images
29. Since then, people that dreams can lead us

to a better understanding of human nature.
25. NASA has successfully developed a water a. are learning

regeneration system, intended to be used at b. learned
the International Space Station. “It is just as c. have learned
refreshing as other kind of water,” a NASA
official said. “I’ve got in my fridge. It tastes 30. Today we laugh at how little we yesterday.
like fresh water to me.” Tomorrow we at how little we know today.
a. no; every a. know; know

b. any; some b. knew; will laugh
c. none; any c. have known; have laughed
8 Language Review
The Body Is the Hero
02For a billion years, nature has
been developing a system of protection
so complex that even now we are still
learning how it works, a group of
microbe killers so quick and vicious
in our defense that despite our size and
our blunders, we still somehow survive.
More than any other feature of man, the
immune system is what keeps us alive.
Medi-Mation/SPL/Latinstock
Look at the picture, read the title and the introduction. The body is the hero. Why? What type
of text do you expect to read, which genre is it – a narrative, a poem, a news story, a webpage,
an inspirational story, an interview, a review, an excerpt from a scientific e-book? What system
of protection do you think the text is about? How important is it? Why? Make some predictions
about the text, read it and check if they were correct.
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READING
Before You Read

Fill in the blanks with words from the box, as appropriate. Please note
that there are 3 extra words in the box, they will not be necessary.
connections • jobs • research • parasites • drugs • bacteria • cells • invaders
Our immune system is made up of and proteins that have

different to do in fighting foreign like ,
viruses, and other .
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.
L_amica/Shutterstock/Glow Images
The total blood volume in our body circulates once every 13 seconds. 60
quarts* of blood pass to the brain and the kidneys per hour, and return to the
heart at the same rate. Those tremendous volumes give us the ability to run, to
keep enough oxygen and sugar moving to our legs and arms so that our muscles
can move even after hours of continuous effort. But the price we have to pay
for all this quickness and power is a severe one. A bacterium from a cut in your
finger can reach your brain in a little over four seconds. A pneumococcus in
your lungs can reach the bones of your arms in three seconds.
With a circulatory system such as we have, we certainly need protection.
And it is there: a group of chemical protectors and microbial killers so quick and
so powerful that, in spite of our size, our circulatory system, and all our human
mistakes, we survive.
This remarkable system of protection is within us. It is provided by the antibodies
that patrol our circulation, by the white cells and lymphocytes that guard our
tissues, by all the other elements that make up our body’s immune system.
To cure a disease you must help the body to do it itself. The work is done by
the body, not by science, not by antibiotics. Antibiotics only buy time. They fight
microbes, they retard their growth, they may even kill a few; but in the end it is
the body itself that must clean up the battlefield, find and destroy that last resistant
microbe. All the drugs and technical achievements in infectious diseases have done
nothing more than help the body’s own immune system. They give us time, the
precious time to mount a defense, but nothing more. The body is the hero.
* A quart is a unit for measuring liquids, corresponding to 0,95 in the United States and 1,4 in the
United Kingdom.
5%
(Adapted from: GLASSER, Ronald J. The Body Is the Hero (Kindle edition). Glasser Group, 2012.)
10 UNIT 1 The Body Is the Hero
General Comprehension
Finding the Main Idea
What part of the human body is especially important for our protection against microbes?
Our circulatory system. Our lungs. Our brain. Our immune system.
Word Study
Synonyms and Antonyms
Many of the following pairs of words are from The Body Is the Hero. If they are synonyms,
circle S. If they are antonyms, circle A.
a. hero coward S A g. make up constitute, form S A

b. ability capacity S A h. retard slow down, delay S A
c. enough sufficient S A i. a few some S A
d. reach arrive at S A j. defense attack S A
e. survive die S A k. blunder careless mistake S A
f. within inside S A l. feature characteristic S A
In Other Words
Find the words or phrases in the text that have the same meaning as those in bold:
so quick and extremely violent
in spite of the fact that we are so big, we still somehow survive
Introduction our size and our careless mistakes
we still somehow stay alive
more than any other characteristic
return to the heart at 60 quarts (of blood) an hour

Paragraph 1
in a little more than four seconds
Paragraph 2 such as ours
Paragraph 3 This extraordinary system
they retard their development

Paragraph 4
All the drugs and technical conquests
The Body Is the Hero UNIT 1 11
Words in Context
Choose the correct word to complete each sentence.
a. Malaria is a tropical .
disease sugar drug growth battlefield
b. Antibiotics are drugs against infections caused by bacteria.
infectious powerful resistant own last
c. The pulmonary artery comes out of the .
bones arms kidneys lungs muscles
d. advances in science, many people still from infectious diseases,
especially in developing countries.
Even; provide Within; make up In spite of; die
So that; kill Such as; clean up
e. The is the center of the nervous system.
leg blood tissue brain heart
f. There was an epidemic and the animals were dying at a of ten a day.
price size rate effort power
g. After hours of continuous , he likes to practise meditation.
defense effort mistake quickness achievement
PhotoSky/Shutterstock/Glow Images
Looking for Reference

In each of the sentences below find the alternative that shows what the
words in bold refer to in the text.
a. With a circulatory system such as we have, we certainly need protection.

And it is there.
we protection circulatory system
b. But the price we have to pay for all this quickness and power is a severe one.
price quickness power
c. This remarkable system of protection is within us. It is provided by the
antibodies that patrol our circulation […]
our circulation system of protection antibodies
d. To cure a disease you must help the body to do it itself.
disease body cure a disease
e. Antibiotics only buy time. They fight microbes, they retard their growth,
they may even kill a few.
microbes; only growth; time antibiotics; microbes
Detailed Comprehension
True or False?
Write T (for True) or F (for False) before each statement. Correct the false
statements.
a. ( ) One quart of blood passes to the brain and the kidneys per minute.
b. ( ) A bacterium from a cut in your finger can reach your arm in a little
more than four seconds.
c. ( ) A pneumococcus can move from your lungs to the bones of your arms
in a very short time.
d. ( ) Antibiotics do not cure a disease, they only fight time.
e. ( ) White cells and lymphocytes guard our drugs.
f. ( ) Antibiotics have helped us in important ways.
Which One?
Observe the context and choose the right word to complete the sentences.
a. Our circulatory system is and powerful. (quick – quickness – quickly)

b. Life as we know it would not be without our body’s immune system.
(possibility – possibly – possible)
c. Some microbes die as an effect of antibiotics.
(possibility – possible – possibly)
d. Oxygen and sugar are for the work of our muscles.
(need – needed – needless)
A Question of Emphasis
Choose the correct translation of the following sentences.

To cure a disease you must help the body to do it itself.
Para curar uma doença você precisa ajudar o corpo a curar você.
Para curar uma doença você precisa ajudar o corpo a fazer isso por si mesmo.
It is the body itself that must clean up the battlefield.

É o próprio corpo que tem de limpar o campo de batalha.
É o corpo que tem de se limpar no campo de batalha.
STRUCTURE
Passive Voice
Observe a estrutura desta frase:
The work is done by the body.
Ela está na voz passiva, uma estrutura que, em inglês, é simplesmente igual à
voz passiva em português. Quando se quer destacar a ação em si e não quem a
praticou, constrói-se a frase na voz passiva. Ela é muito frequente na linguagem
escrita, formal.
Veja como se faz a passagem da voz ativa para a passiva, considerando as
formas verbais e a mudança de posição dos elementos nas duas frases.
The body does the work. voz ativa

sujeito verbo objeto
The work is done by the body. voz passiva

sujeito verbo agente
O que acontece quando passamos a frase da voz ativa para a passiva?
1. O objeto da voz ativa passa a sujeito da voz passiva.

2. O verbo to be (obrigatório na voz passiva) é usado no mesmo tempo
do verbo principal da voz ativa e é sempre seguido do particípio passado
daquele verbo. Assim, é preciso:
a. reconhecer em que tempo (Simple Present, Present Continuous, Simple
Past etc.) está o verbo principal na voz ativa, para usar o verbo to be nesse
mesmo tempo;
b. conhecer a forma de particípio passado desse verbo principal
(terminação -ed ou -d no caso dos verbos regulares; no caso dos irregulares,
consultar a lista de verbos irregulares na página 190).
3. Na voz passiva, o autor da ação só é mencionado se for necessário, por
motivos de clareza. Quando o agente for óbvio, indefinido ou sem importância,
não aparecerá na voz passiva. Por isso, não se usa by them, by people, by
someone etc. em frases na voz passiva.
Veja:
People speak English everywhere. voz ativa
English is spoken by people everywhere. voz passiva
agente
English is spoken everywhere é um bom exemplo de quando a passiva é preferível à ativa. O que importa
aí é a ação em si (o inglês é falado, fala-se inglês) e não quem faz a ação, por isso o agente (people) não é
expresso na passiva.
Estúdio 1+2/Arquivo da editora

Observe as mudanças nos tempos verbais:
Active Passive
Simple Present They make cars every day. Cars are made every day.
Present
They are making cars now. Cars are being made now.
Continuous
Simple Past They made cars last year. Cars were made last year.
Past Continuous They were making a car when… A car was being made when…
Present Perfect They have made cars. Cars have been made.
Past Perfect They had made cars before. Cars had been made before.
will will
would would
can can
could could
make be
Modal Verbs They may Cars may
cars. made.
might might
should should
ought to ought to
must must
1. Turn the following sentences into the passive voice. All the verbs
included in the exercise, except see and throw, are regular verbs. You may
check the past participle forms of see and throw on the list of irregular
verbs on page 190.
a. They hold the Olympic Games every four years.
b. They are destroying the forest.
c. They do not allow dogs in the restaurant.
d. They will serve dinner in a moment.
e. People must not throw garbage in the ocean.
f. Someone is writing a new law against corruption.
g. People can see microbes under a microscope.
h. They are researching the genetic composition of viruses.
2. Scan the text below and

underline the sentences written
in the passive voice.
We are guilty of many errors
and many faults but our worst
crime is abandoning the children,
neglecting the fountain of life.
Many of the things we need can
wait. The child cannot. Right now
is the time his bones are being
Nancy Brown/Bass Ackwards/The Image Bank/Getty Images
formed, his blood is being made,

and his senses are being developed.
To him we cannot answer
“Tomorrow”. His name is “Today”.
(Gabriela Mistral)
3. Now choose the best answer to complete the sentences, according to the text.
a. The poet’s message is that . b. The child’s name is “Today”, .
children are the fountain of life and he cannot answer tomorrow
children are guilty of many errors and because he needs our attention
many faults right now
children can wait but his time is tomorrow
Quando o sujeito na voz ativa for claro, definido, e sua menção for importante, ele aparecerá como
agente na voz passiva, precedido da preposição by.
4. Turn the following sentences into the passive voice. All the verbs included in the exercise,
except do and win, are regular verbs. You may check the past participle forms of do and win
on the list of irregular verbs on page 190.
a. Gabriela Mistral won the Nobel Prize in Literature in 1945.
b. Lúcio Costa and Oscar Niemeyer designed Brasília.
c. The Panama Canal links the Atlantic and Pacific oceans.
d. Man-made chemicals are destroying the ozone layer.
e. Antibiotics do not do the work.
f. Scientists have developed a new vaccine for meningitis.
g. Wind farms may cause climate change.
h. Lymphocytes identify virally infected cells.
Certos verbos, como give, show, tell, teach, offer, promise etc., podem ser usados com dois
objetos: direto e indireto. Na voz ativa, o objeto indireto (que em geral designa uma pessoa) aparece
antes do objeto direto (em geral uma coisa).
They gave me a chance. voz ativa
sujeito verbo objeto objeto
indireto direto
I was given a chance. voz passiva

direto
Na voz passiva, o objeto indireto (o que designa a pessoa) passa a sujeito da passiva. No caso de
pronomes, o pronome oblíquo (me, no exemplo) é substituído pelo pronome reto (I, no exemplo).
As construções na voz passiva com esses verbos resultam estranhas para nós, já que elas não
existem em português. Ninguém diz: “Eu fui dado uma chance”. Na verdade, I was given a chance
corresponde a “Deram-me uma chance”.
5. Turn the following sentences into the passive voice. The verbs tell,
show, give and teach have irregular past participle forms. You may check
them on the list of irregular verbs on page 190.
a. They told us a different story.
b. We must show the teacher our new project.
c. You should give them another chance.
d. They have offered Neymar a new contract.
e. Someone asked me to wait.
f. They taught us a different method.
g. Someone has promised her a raise in salary.
6. Match the beginnings with the endings of the sentences. They are all in
the passive.
a. Brasília was founded ( ) every four years.
b. Soccer is played ( ) in Australia.
c. The president is elected ( ) in Angola.
d. Hamlet was written ( ) from grapes.
e. Portuguese is spoken ( ) by a maniac.
f. Macaroni was invented ( ) by Shakespeare.
g. The Twin Towers were destroyed ( ) by the Chinese.
h. Wine is made ( ) in 1960.
To learn more
about this topic, go to i. Kangaroos can be found ( ) by terrorists.
MINIGRAMMAR 22. j. John Lennon was shot ( ) with a ball.
LISTENING
Health Check
03Your Health – Five Tips a Day is a very popular online resource for
health advice. Listen to Aretha Cox, senior editor of that show and check
the columns True or False? according to what you hear.
Piotr Marcinski/Shutterstock/Glow Images
True False
a. Flu vaccines are not effective

against the common cold.
b. Tip number 1 tells you to wash

your hair as often as you can.
c. Tip number 2 tells you to rest

for a while.
d. Tip number 3 is: eat foods with

plenty of proteins.
e. People who exercise regularly

do not get colds.
f. Drinking a lot of water helps

you get over a cold.
SPEAKING
Health Tips
1. Match the two columns to find out the reasons why these tips can help you stay healthy.
The first one is done for you.
a. Eat a diet high in fruits, ( ) It helps to keep your stress level hormones under control,
vegetables, and whole grains, control your weight, strengthen your bones and muscles,
and low in saturated fat. improve your physical functioning and increase your
energy.
b. Exercise regularly. ( ) It helps to increase the level of self-esteem, which in
turn can increase your self-confidence and also helps in
c. Keep an eye on what you eat – keeping you healthier.
and on the scale. ( ) It helps you stay naturally energized.
( a ) It guarantees that your body is receiving all the nutrients
d. Get adequate sleep.
it needs.
e. Wash your hands frequently. ( ) It helps you avoid certain health problems associated with
excess or inadequate weight.
f. Think positively. ( ) It can help you avoid infection.
2. Now take turns with a classmate and ask and answer about the tips above or any other tips
you know to stay healthy.
I think that exercising regularly can help us stay healthy.
Yes, that’s true! It helps to keep your stress level hormones under control, control your
weight, strengthen your bones and muscles, improve your physical functioning and
increase your energy.
WRITING
A Formal E-mail
1. Observe the structure and style of Estela’s e-mail.
Estela Guimarães is a sixteen-year-old high school student who is very
serious about her studies and has high hopes for the future. She is one of the
best students in her class, has very good grades in all subjects, especially
Biology and English. One of her dreams is to be a doctor of medicine. She
has applied for a scholarship to further her English studies, as she knows a
good knowledge of the English language will be a boost in her career as a
doctor. She has written an e-mail to a language school in England. Let’s have
a look at it.
Banco de imagens/Arquivo da editora

E-MAIL SEND SAVE DISCARD
Inbox
(5) From:
estelag@coolmail.com
Sent
To:
Drafts evolvingenglish@ll.com
Trash Subject:
Career builder course
Dear Sirs,
I am a student in second grade and I go to Clarice Lispector High School in Rio

de Janeiro, Brazil. I want to be a doctor of Medicine someday (at least that is
one of my dreams), and I intend to spend a month in England, probably July
next year, to further my studies in English and to prepare for a proficiency
exam. I have applied for a scholarship at the British Council in Brasília and I
hope I will win it.
Your school was highly recommended to me, and I would like to have
information on your English courses for foreigners, including tuition fees and
accommodation with a host family.
Thank you very much for your attention. I am looking forward to receiving
your reply.
Sincerely yours,
Estela Guimarães
2. Now imagine that you are planning to take an English course in

England and want further information from a school. Observe how Estela
begins her e-mail, how she organizes it, and how she ends it. Don’t forget
to include your plans and hopes for the future.
Another Look at...
The Immune System
Test your knowledge of the immune system by taking this quiz.

Quizzes Blog Follow us
a. The purpose of the immune system is to fight off

bacteria viruses microbes all of them
b. The immune system is made up of

tissues organs cells all of them
c. As part of the immune system, white blood cells fight

germs. Another name for white blood cells is
lymphocytes glands nodes leukocytes
d. Leukocytes are found in lots of places, including an organ

that filters blood and helps fight infections, known as the
heart spleen kidneys brain
e. Lymph nodes are found in the

neck armpits groin all of them
Juan Gaertner/Shutterstock/Glow Images
Learn more!
THINK
Q
uando falamos em heróis, geralmente pensamos
em certas pessoas que se destacam por
qualidades que admiramos. A visão dos heróis
e do heroísmo pode ser muito diversa, cada um de nós
tem o seu herói ou os seus heróis, em geral pessoas que
ABOUT IT admiramos pela coragem, pelos feitos notáveis, pelo
caráter, pela dignidade. Ética. Dignidade. Respeito pelo
outro (e por si mesmo). Felizmente há muitos heróis. Nesta
Unit falamos de um herói inusitado, ao qual muitas vezes não
damos o devido valor: o nosso corpo, a maravilha que é essa máquina. E do
sistema imunológico, que nos mantém vivos. The body is the hero. Que outros
heróis você destacaria? Para você, seus colegas e professores, que outros heróis
podem ser destacados?
Oliveromg/Shutterstock/Glow Images
Discuss this issue with your classmates and teachers, especially

your Biology teacher.
Exploring Other Sources
HUMAN Body: A Visual Encyclopedia. USA: DK Publishing, 2012.

ZORZI, Rafael Luiz de Andrade. Corpo humano: órgãos, sistemas e funcionamento. São Paulo: Senac, 2010.
VIAGEM fantástica pelo corpo humano (Documentário). Produção: Discovery Channel, 2005.
IMMUNE System. Available at: <http://kidshealth.org/parent/general/body_basics/immune.html>. Access:
Apr. 8, 2013.
SISTEMA imunológico. Available at: <www.infoescola.com/biologia/sistema-imunologico/>. Access: Apr. 8,
2013.
My Will
04 One day a doctor will
determine that my brain has
ceased to function and that,
for all intents and purposes,
my life has stopped. When
that happens, I want you to
read my will.
James Baigrie/Getty Images
Observe the photo, the title and the introduction. What genre, what kind of text do you expect
to read – a news story, a movie review, a scientific article, a passage from an autobiography, an
inspirational essay? What do you think it is about? What has happened to the narrator? What
is the important fact determined by the doctor? What connection is there between that fact and
the title of the text? Make some predictions, read the text and check if they were correct.
23
READING
Before You Read

Some words in English can be used both as verbs and nouns, with
different meanings. Will is one of them. Read the following sentences
paying close attention to the word will and match the columns according
to its use in the sentences.
a. Mr. Jones was an old man ( ) Will is a modal verb, used for talking
and he knew he should about future actions, states or events.
make a will. ( ) Will is a noun, used to express
someone’s determination to do what
b. He didn’t want to write
they want to do.
a testament. He did it
( ) Will is a noun, used to describe a
against his will.
legal document that explains what
c. Mr. Jones will always you want to happen to your money
be remembered as a and possessions after you die. This is
stubborn mean person. formally called a last will and testament,
or, simply, a will.
Time to Read
Now read the text quickly to understand the main idea and check your
predictions.
hen that happens, do not attempt to instill her window. Burn what is left of me, and scatter the
W artificial life into my body by the use of a

machine. And don’t call this my deathbed.
I want you to call it the bed of life, I want my body to
ashes to the winds to help the flowers grow.
If you must bury something, let it be my faults, my
weaknesses and all prejudice against my fellow man.
be taken from it to help others lead fuller lives. Give my sins to the devil. Give my soul to God. If, by
Give my sight to the man who has never seen chance, you wish to remember me, do it with a kind
a sunrise, a baby’s face or love in the eyes of a deed or word to someone who needs it. If you do all I
woman. Give my heart to a person whose own heart have asked, I will live forever.
has caused nothing but endless days of pain. Give Robert N. Test
my blood to the teenager who was pulled from the
wreckage of his car, so that he might live to see
s
ge
his grandchildren play. Give my kidneys to one who

Ima
r s t o c k /Gl ow
depends on a machine to exist from week to week.

Take my bones, every muscle, every fiber and
nerve in my body, and find a way to make a crippled
hu t te
child walk. Explore every corner of my brain. Take my

z /S
os
M
cells, if necessary, and let them grow so that, some

ei
day, a speechless boy will shout at the crack of a bat*

and a deaf girl will hear the sound of rain against * the crack of the bat: the sound of a baseball bat hitting the ball
(Adapted from: TEST, Robert N. To Remember me. Available at: <www.agrainofwheat.org/

inspiration/>. Access: Apr. 8, 2013.)
24 UNIT 2 My Will
Reading “Between the Lines”
Read the text quickly and answer the following questions.
a. What type of text have you just read – a news story, a scientific article, an excerpt from an
autobiography, an inspirational essay?
b. As it is written in the first person, what tone does the text have - argumentative, impersonal,
pessimistic, hesitant, fantastic, or dramatic?
c. Which verb tense is mostly used in the text – past, present, or future?
d. From the words listed below, choose three that you think best describe the author’s attitude:
indifference, cruelty, truth, generosity, despair, solidarity, hope, anger, joy, love.
Word Study
Odd Word Out
In each column, find the word that does not belong to the group.
Transplant Feelings and

People Nature Spirituality Human Body
Surgery Features
kidney pain woman sky sin face
brain prejudice child sunrise ashes eye
heart fault teenager wind devil bone
nerve love bat rain soul cell
muscle machine fellow man flower God blood
wreckage weakness grandchildren pain faith deed
Noun Phrases
Scan the text to find the adjectives or nouns that complete the following phrases:
a. artificial vida artificial
b. the sound of o som da chuva
c. a child uma criança com deficiência física
d. a kind uma boa ação
e. the of a woman os olhos de uma mulher
f. days of dias de dor
g. the of a car os destroços de um carro
h. a boy um garoto mudo
i. for all intents and para todos os efeitos
j. a girl uma garota surda
My Will UNIT 2 25
In Other Words
Scan the text to find the words or phrases that have the same meaning as
those in bold.
my brain has stopped functioning

Introduction
and that, practically, I have died
Paragraph 1 do not try to introduce
a person with a heart that
has caused only

Paragraph 2
infinite pain
the teenager who was removed

from his car after a bad accident
a boy will shout at the sound of a
baseball bat hitting the ball
Set fire to what remains of my
Paragraph 3
body
and spread the ashes over a large
area
If you wish to remember me, do
something gentle
Paragraph 4
I will never die
Words in Context
Choose the right word to complete each sentence.
a. The paramedics the man from the wreckage of his car.

pulled attempted shouted designed scattered
b. Neil Armstrong’s were scattered into the Atlantic Ocean.
weaknesses sins faults ashes winds
c. The crowd was wildly as their team had scored a goal.
shouting burning burying wishing exploring
d. Prejudice against your fellow man is ignorance and stupidity.
nothing but never forever someday so that
e. Patients kidneys have ceased to function can sometimes be saved by
having a transplant operation.
what which who whose when
26 UNIT 2 My Will
f. A speechless boy cannot , a deaf girl cannot , and a crippled child
cannot .
talk; grow; see shout; score; live speak; hear; walk
attempt; find; come see; hear; speak
g. Plants need water so that they can .
score scatter grow attempt pull
Word Formation – Suffixes

Observe the meaning of the suffix -less in these adjectives.
(…) endless days of pain seeming to have no end
(…) a speechless boy without the ability to speak
We add the suffix -less to some nouns when we want to form adjectives
meaning “without”, “not having”:
a careless driver
a useless instrument
This is not to be confused with the suffix -ness, which is added to some
adjectives to form abstract nouns, showing a state or a condition:
(…) my weaknesses and all my prejudice.
weak points
When you faint, you lose consciousness.
the state of being conscious
Diabetes is a serious illness.
the state of being in poor health
Use the words from the box to complete these sentences.
hopeless • happiness • sugarless • darkness • kindness • leafless
a. Perfect is hard to find.
b. If you are on a diet, you should try that jam.
c. There was no electricity in the old house. We were all in total

.
d. Blood donation is an act of love and

.
e. It’s wintertime now. The trees are .
f. The other team was much stronger and the

situation was really .
nikkytok/Shutterstock/Glow Images
My Will UNIT 2 27
Reading for Specific Information
Match the columns finding the recipient of each organ or part to be
donated, according to My Will.
Potential organ or part to be donated Recipient
a. brain cells ( ) God
( ) a man who depends on a
b. blood
machine to go on living
c. soul ( ) a blind man
d. body ashes ( ) a young man who has had a car
e. sight accident
( ) the devil
f. bones, muscles, fibers and nerves
( ) a cardiac patient
g. kidneys
( ) a speechless boy and a deaf girl
h. sins ( ) flowers
i. heart ( ) a crippled child
Multiple-Choice Comprehension Questions
Scan the text to find the best completion of each statement.
a. The narrator of My Will .
will determine when his brain has ceased to function

doesn’t want to continue living
doesn’t want his life to be prolonged artificially
b. It is the narrator’s wish that .
his body should be burned after his organs and parts have been donated
his ashes should be buried
his body should be covered with flowers
c. The narrator wants the doctors to .
leave parts of his brain in a corner

explore his brain in a corner
examine his brain carefully and completely
d. The narrator admits that .
he has nothing but sins

some of the actions in his life have been wrong
he doesn’t believe in the devil
28 UNIT 2 My Will
One More Question
How would you define the narrator’s attitude as to the way he wants
the parts of his body to be disposed of? Would you consider that attitude
materialistic, uninterested, selfish, altruistic, or simply desperate? Why?
STRUCTURE
The Pattern Verb + Object Pronoun (or Noun)

+ Infinitive With to
Observe a estrutura da seguinte frase:
I want you to read my will.
Veja mais exemplos:
I want you to call it… (Eu quero que você chame…)

I want it to be taken… (Eu quero que ele seja levado…)
verbo pronome verbo no
oblíquo infinitivo
com to
Como vemos, a estrutura da frase em inglês, usando o

infinitivo, é bem mais simples do que a correspondente em
português, em que se usa o subjuntivo. Em inglês, usa-se o
verbo + pronome oblíquo (ou substantivo) + infinitivo com
to (ou not to, quando a ideia for negativa). Want é um dos
New Idea/Shutterstock/Glow Images

verbos mais usados com essa estrutura, mas não é o único.
Os mais comuns estão relacionados abaixo:
want; wish They want me to help them.

expect She expects him to marry her.
ask; beg I ask you not to go there.
like I would like them to come early.
tell He told us to wait here.
teach She taught me not to complain.
warn He warned us not to do that again.
Complete these sentences:

a. She asked him with her. (que fosse – go)
b. I warned the boys on the street. (que não
corressem – run)
My Will UNIT 2 29
c. He told her for a moment. (que esperasse – wait)
d. The teacher wants the students after her. (que
repitam – repeat)
e. She expects me that again. (que não faça – do)
f. I want you my position. (que você entenda –
understand)
g. She begged me a fight. (que não aceitasse – accept)
Future Time Clauses

Observe estas orações:
When that happens,…

When my hour comes,…
Em orações temporais subordinadas iniciadas por when, falando sobre o

futuro, o verbo é usado no Simple Present e não no futuro com will. Essa é uma
estrutura mais simples do que a usada em português, em que o verbo fica no
Futuro do Subjuntivo. Além de when, outras palavras relacionadas com time,
como before, after, until, as soon as, e duas que exprimem condition — if e unless
— são usadas no Simple Present nesse tipo de estrutura. Veja:
If you really want to bury something… Se você realmente quiser enterrar

alguma coisa…
If you wish to remember me… Se você desejar lembrar-se de mim…
To learn more Complete the following sentences with the correct form of the verbs in
about this topic, go to parentheses.
MINIGRAMMAR 16.
a. We must wait here until he . (come)
b. They won’t behave unless you at them. (shout)
c. If anything wrong, call me immediately. (go)
d. She will send us an e-mail as soon as she to New York. (get)
e. Mother will get mad when she about this. (hear)
Conditional Sentences – Real Conditions, Possible Results

Observe as formas verbais em destaque nestas frases:
If you wish to remember me, do it with a kind deed or word […]

If you really want to bury something, let it be my faults […]
Nas estruturas condicionais com if, há várias sequências de tempo

possíveis. Nos exemplos acima, o tempo da oração condicional, iniciada com if,
Arka38/Shutterstock/Glow Images
é o Simple Present.
Como nos dois exemplos a finalidade é dar uma ordem ou instrução, o verbo
da oração principal aparece no Imperative. Agora observe as formas verbais
destacadas nas duas orações da frase abaixo:
If you do all I have asked, I will live forever.
30 UNIT 2 My Will
Essas duas orações apresentam uma das mais importantes sequências
de tempos das estruturas condicionais. O verbo da oração condicional (a que
contém if) está no Simple Present, enquanto o verbo da oração principal está no
futuro com will.
Nessa sequência de tempos, a oração com if expressa uma condição que, se
for cumprida, tornará possível o resultado expresso na oração principal.
Condição no presente Resultado no futuro
If you do all I have asked,… I will live forever.
(Se você fizer tudo o que pedi,… eu viverei para sempre.)
Agora observe a sequência de tempos nas duas orações desta frase:
If a machine breaks down, it ceases to function.
O Simple Present é usado nas duas orações para expressar uma condição
atemporal, algo que sempre acontece, como consequência natural. Para
expressar essa ideia, de resultado imutável, usa-se o verbo da oração principal
no Simple Present e não no futuro. Veja outro exemplo:
If you pour oil on water, it floats.
Match the columns so as to form conditional sentences, as appropriate.
a. If it rains tomorrow, ( ) the police will arrest you.

b. If you steal a car, ( ) don’t forget to call us.
c. If you come to Rio, ( ) you won’t learn.
d. If they visit Ouro Preto, ( ) keep it. I have another.
e. If you like the map, ( ) we will stay at home.
f. If you feel tired, ( ) they will love it.
g. If you don’t study, ( ) go to bed.
A oração condicional pode vir no princípio ou no fim da frase. Quando vem

primeiro, é seguida de vírgula:
If Jane studies, she will pass.
Jane will pass if she studies.
Oil floats if you pour it on water.
Unless (a menos que, a não ser que) equivale a if not:
If Jane doesn’t study, she won’t pass.
Unless Jane studies, she won’t pass.
1. Complete the following sentences with the correct form of the verbs in
parentheses.
a. If you give me a minute, I with you. (go)
b. If you don’t have a dictionary, one! (buy)
c. If they don’t stop shouting, I the room. (leave)
My Will UNIT 2 31
d. We will go to the beach if the weather nice. (be)
e. If I time, I will call them tomorrow. (have)
f. Unless he hard, he will never be successful. (work)
2. Now complete each conditional sentence with the correct clause,

choosing from those in the box. Please note that two of those clauses will
not be necessary.
unless it rains • if it rains • we will never find true happiness •

if you donate blood • if the secretary comes • you get fat • it freezes • it melts
a. If you eat too much, .
b. If you leave ice cream in the sun, .
c. , we will have a barbecue party next Saturday.
d. You will help a lot of people .
To learn more e. Unless we learn how to share, .

about this topic, go to
MINIGRAMMAR 21. f. , tell her to see me.
LISTENING & SPEAKING
Reuters/Latinstock
32 UNIT 2 My Will
A Matter for Debate
05 1. A Matter For Debate is a very popular show on British TV channel
41. The matter that is being debated today is “Organ Donation”. Two
famous personalities take part in the debate, each giving their opinion
on the matter, one for it, the other against. Listen to the CD and identify
those people, according to what you hear. Check the columns with the
names of the participants in the debate, including the presenter.
Jane Wells Kate Crawford Ted Wilkins

… is a fashion designer.
… is strongly in favor of organ
donation.
… thinks the American writer is
against organ donation.
… thinks organ donation is really
a matter for debate.
… believes our bodies are nothing
but houses for our souls.
… believes automatic donation
might be a gross violation of a
person’s rights.
… says that some organs are taken
from living people.
… is against the buying and
selling of human organs.
2. Some of the positions held by the participants in A Matter for Debate

are given below. In pairs, discuss those statements with a classmate.
Comment on them, add your comments, state your views on the matter.
You may use the expressions on the table below for reference.
For: Against:
• I am an organ donor. • I am not an organ donor.
• I am totally for organ donation. • I am against organ donation.
• When I die, I want my organs to • There’s a world market for human
be donated. organs.
• Our bodies are only a house for • I cannot agree with buying and
our souls. selling organs.
Expressing your opinion (agreement and disagreement):
• That’s true. • I disagree.
• I agree. • I think it’s wrong.
• I believe so, too. • In my opinion…
• Ok, I agree, but… • I don’t share that opinion.
• I don’t think so. • From my viewpoint…
My Will UNIT 2 33
WRITING
It’s About Life

1. Read the following message about an organization called Donate Life
America:
Donate Life America is an organization devoted to increasing public
awareness about organ donation. There are now more than 100 million
registered organ donors across the United States – roughly 42 percent of
the adult population. “Our ultimate goal is to see that all Americans become
registered donors,” said Secretary of State Jesse White.
You can find out more on Donate Life America at: <www.donatelife.net>.
Access: Apr. 9, 2013.
Arka38/Shutterstock/Glow Images
Organ and tissue transplants offer patients a new chance of healthy, productive, normal
lives and return them to their families, friends and communities. You have the power to
change someone's world by being a donor. It's about living. It's about life.
2. In pairs or in groups of three write a similar message for an organ

donation campaign in your school and community. The following steps
may help you:
Get to know more about the subject by doing some research on the
Internet, in books, magazines, etc.
Brainstorm your campaign: think of the target audience, the medium (a
leaflet, a poster, a text message campaign, etc.), if you are going to use an
image, etc.
Don't forget to proofread your text and exchange it with a classmate,
asking him or her to proofread it.
34 UNIT 2 My Will
Another Look at...
Organ Donation
In 2012 the Brazilian Ministry of Health launched a public awareness campaign to
encourage organ donation. Read the text in the poster and fill in the blanks with the
correct words, according to it.
Ministério da Saúde/Divulgação
Be an donor. Donate life.
Give your vision to the who has never seen a . Give your
to the who lives to make her ’s heart happy. Set an
example. And, above all, let your know that you are willing to be an organ
. He who gives of his best lets go on.
My Will UNIT 2 35
tema desta Unit é polêmico, envolve delicadas
THINK
O
questões éticas, religiosas e legais. Discuta com
seus colegas e professores as possibilidades e os
riscos. Pesquise, na sua sala e na sua família, quantas
pessoas são contra e quantas são a favor da doação de
ABOUT IT órgãos. Procure conhecer melhor a lei que está em vigor no
Brasil e saber como ela é aplicada.
Milhares de pessoas no mundo sofrem de insuficiência
renal crônica, de insuficiência cardíaca e de insuficiência
hepática. Esse quadro leva à demanda por um grande número de transplantes de
rim, coração e fígado. Somando-se a isso as dificuldades dos sistemas de saúde e a
falta de conscientização
Tino Soriano/Corbis/Latinstock
das pessoas, esse
problema torna-se
ainda mais grave. Mais
uma vez, o desafio é
encontrar a melhor
forma de participar,
ajudar a construir uma
sociedade mais solidária
e mais fraterna, em que
os potenciais doadores
de órgãos possam
merecer ser vistos como
verdadeiros heróis.

your Biology and Philosophy teachers.
SEIXAS, Lúcia. Procura-se um coração. São Paulo: FTD, 2010.

MARCOVITZ, Hal. Organ And Body Donation. Minnesota: ABDO Publishing (Adobe PDF Ebook), 2010.
UM ATO de coragem. Direção: Nick Cassavetes. Produção: Mark Burg. Distribuição: Warner, 2001.
DOAÇÃO de órgãos 2012: filme oficial. Available at: <http://portal.saude.gov.br/saude/campanha/video_
doacao_2012_60_seg.mpg>. Access: Apr. 9, 2013.
FLINT, Guila. Doação de órgãos de palestino a israelenses inspira reabertura de cinema. BBC Brasil.
Available at: <http://www.bbc.co.uk/portuguese/noticias/2010/08/100802_cinemacisjordania_gf.shtml>.
ORGANDONOR.ORG. Available at: <http://www.organdonor.gov/index.html>. Access: Apr. 9, 2013.
36 UNIT 2 My Will
Hero of
Our Time
06Rolihlahla Mandela
was born in 1918 in
Mvezo, a town in
southeast South Africa,
the son of a prominent
adviser to the king of the
Thembu tribe. Growing
up in South Africa under
the apartheid system of
government meant he
had to face injustice,
conflict, human-rights
violations, and 27 years
in prison, a lifelong
struggle for freedom.
The extraordinary story
of Mandela’s life is an
epic of struggle, setback,
renewed hope,and
ultimate triumph.
Robert Borea/AP PHOTO
In South Africa, the man in the picture is often called by his clan name,
“Madiba” or “tata” = father. Did you know about his African name? What
is his Western name? How did he get that name, do you know? Why is he
famous? What else do you know about him? Read the text and get to know
more about that statesman of historic proportions, revered everywhere.
Hero of Our Time UNIT 3 37
READING
Before You Read

The apartheid system was established by the government in South Africa and
ruled the country from 1948 to 1994. Apartheid was an official policy of…
multhiethnic society. military dictatorship. racial segregation.
Time to Read
predictions.
In South Africa under the apartheid
Zen Icknow/Corbis/Latinstock
system of government if a black
person drank out of the wrong water
fountain they would throw him or
5 her into jail. If you were black and
had the very same job as your white
neighbor, you would get paid less
in a year than the other man made
in a week. If you advocated equal
10 rights for black people in the white-
dominated society of South Africa,
the government would arrest you.
But Mandela was a fighter. Instead
of bowing down to this unjust system
15 of government, he became a lifelong Anti-Apartheid Movement rally held in London,
warrior in the battle to free South England, 1990.
Africa. In Long Walk to Freedom, Mandela’s autobiography, he recalls his first day of school,
when his teacher, Miss Mdingane, told him his new name was Nelson. That was the custom
among Africans in those days. Africans of his generation — and even today — have both a
20 Western and an African name. There was no such thing as African culture.
Nelson Mandela started out as a leader of an underground political movement against the
apartheid regime. In 1956, Mandela was arrested with 150 others and accused of treason. The trial,
which took several years, ended in acquittal for everyone. But in 1962, he was arrested again and
accused of sabotage and plotting to overthrow the government. He was sentenced to life in prison.
25 But imprisonment was not enough to silence Mandela. Even while in jail, he continued to
be a beacon of hope for his people to carry on the struggle against apartheid in his absence.
In 1985 the government offered him conditional freedom. If he renounced the armed struggle
for black resistance, they would set him free. He said “no”. International pressure for his
release continued to increase and in 1990, after 27 years in prison, Mandela was freed.
30 His release marked the beginning of the end for apartheid. In less than five years after his
release, Mandela was awarded the Nobel Peace Prize and elected president of South Africa
in the nation’s first free elections.
(Adapted from: TRUSSELL, Jeff. Freedom Hero: Nelson Mandela. Available at: <www.myhero.com/
go/hero.asp?hero=nelsonMandela>. Access: Apr. 9, 2013.)
38 UNIT 3 Hero of Our Time
Match each paragraph with its main idea.
Title and introduction (p. 37) Freedom at last
Paragraph 1 Mandela is given a Western name
Paragraph 2 South Africa has a free elected President
Paragraph 3 Name, date of birth, and place of birth of a hero of our time
Paragraph 4 Life imprisonment
Paragraph 5 Consequences of going against the law under the apartheid regime
Word Study
Words in Context
Choose the right words to complete each sentence.
a. In 1956, Mandela was and accused of .

Chris Steele-Perkins/MAGNUM
sentenced; hope
offered; freedom
arrested; treason
released; pressure
b. He was found not guilty of that crime.
The ended in his .
trial; acquittal
jail; imprisonment
beacon; struggle
battle; underground
c. Personal courage did not let him to his
powerful enemies.
carry on
bow down
grow up
start out
d. The against apartheid ended in the
ultimate triumph of justice.
warrior
setback
struggle
release 1979, South Africa: segregated toilets.
In Other Words
Read the text again to find the words or phrases that have the same
meaning as those in bold:
a. (introduction, lines 7/8) becoming an adult in South Africa
b. (introduction, lines 13/15) 27 years in jail, all his life fighting to be free
c. (introduction, lines 18/20) setback, new hope and final victory
d. (line 7) you would receive payment
e. (line 23) The trial ended in everyone being declared not guilty of that
crime
f. (line 24) sabotage and conspiring to force the government out of power
g. (line 25) Even during the time he was in prison
h. (line 28) they would release him from prison
i. (line 28) He rejected that offer
j. (line 31) they gave Mandela the Nobel Peace Prize
Word Formation – Suffixes

The suffix -er (or simply -r in verbs ending in -e) is added to some verbs to form
nouns that show that the person does that specific action.
read reader
write writer
The suffix -ment is added to some verbs to form abstract nouns.
develop development
improve improvement
Read each paragraph and find the nouns that correspond to the following:
(Introduction) conselheiro
(Introduction) governo
(Paragraph 2) lutador
professora
(Paragraph 3) líder
movimento
(Paragraph 4) aprisionamento, prisão
Noun Phrases
Scan the text and find the noun phrases that correspond to:
a. violações aos direitos humanos
Fred Chartrand/AP PHOTO

b. luta pela liberdade
c. bebedouro
d. seu vizinho branco
e. um guerreiro por toda a vida
f. sabotagem e conspiração
g. um farol de esperança
h. Prêmio da Paz
i. um movimento político clandestino
j. prisão perpétua
The Nobel Peace Prize 1993 was

Detailed Comprehension awarded to Nelson Mandela.
Finding Specific Information

Scan the text to select the alternative that best completes each statement.
a. Mandela’s father .
was the king of the Thembu tribe was born in 1918
was an adviser to the king of their tribe
b. Under the apartheid regime in South Africa, .
everybody in the country had an equal opportunity
black people did not have equal rights
the white-dominated society struggled against the government
c. Mandela’s Western name was given to him .

by his father
on his first day of school
by Miss Mdingane’s teacher
d. In 1962, Mandela .
was arrested with 150 others
was arrested for the first time
was sentenced to life in prison
e. The struggle against apartheid .

continued even while Mandela was in jail
ended when Mandela was arrested
ended when they offered him conditional freedom
f. Mandela was elected president of South Africa .

less than five years after he was released from prison
in 1990
less than five years after the end of apartheid
Ian Berry/Magnum Photos/Latinstock
Sign indicating different areas for white and coloured campers in Muizenberg, South Africa, 1984.
READING & SPEAKING
Who’s Colored, Paleface?

Look at the picture and read the poem. Work with a classmate and discuss
these questions.
Jamie Grill/Blend Images/Getty Images

My dear white fellow... When I’m born I’m black, when I grow up I’m black,
when I go in the Sun I’m black, when I feel cold I’m black, when I’m scared I’m
black, when I’m sick I’m black, when I die I’m still black…
But you… When you are born you’re pink, when you grow up you’re white,
when you go in the Sun you’re red, when you feel cold you’re blue, when you’re
scared you’re yellow, when you’re sick you’re green, when you die you’re gray…
Now tell me why you call me colored!!!
(PINKER, Steven. The Stuff of Thought: Language as a Window Into Human Nature (after A Mon Frère Blanc,
a poem originally written in French by Léopold Senghor, Senegalese poet). Available at: <www.goodreads.
com/quotes/368608-dear-white-fella-when-i-am-born-i-m-black-when>. Access: Apr. 9, 2013.)
a. Who is speaking, a white person or a black one?

b. What color is he, when he is born?
c. And when he grows up?
d. And when he goes out in the sun/feels cold/is scared/is sick?
e. And when he dies?
f. What about the other one, what color is he when he is born?
g. And when he grows up?
h. And when he goes out in the sun/feels cold/is scared/is sick?
i. And when he dies?
j. If we follow that line of argument who should be called colored, after all?
STRUCTURE
Enough
Observe a palavra em destaque nesta frase:
But imprisonment was not enough to silence Mandela.
Nessa frase enough é um pronome que significa “bastante, suficiente”.
Enough pode aparecer também como um adjetivo, antes de um substantivo

(não contável ou contável, nesse caso no plural), com o significado de “suficiente(s)”.
We don’t have enough time.
Are there enough chairs for everybody?
Enough pode ainda ser usado como advérbio; nesse caso vem depois de um
adjetivo, outro advérbio ou um verbo e significa “suficientemente, o suficiente”.
That child is not old enough to vote.
They don’t work hard enough to be successful.
Complete these sentences with enough and the words (nouns, adjectives,
adverbs) in parentheses, in the correct position, as appropriate.
a. They don’t have to develop that project. (money)
b. I am working fast, but not to finish the job on

time. (fast)
c. Inflation: when nobody has , because everybody

has too much. (money)
d. The cake is not bad, but there isn’t in it. (sugar)
e. Jupiter is to contain all the other planets in our

solar system. (large)
f. When it is , you can see the stars. (dark)
Conditional Sentences II – Unreal Conditionals

Observe as estruturas condicionais em destaque nestas frases:
If I vote for a hero of our time, Nelson Mandela will be one of my choices.
If I voted for a hero of our time, Nelson Mandela would be one of my choices.
No primeiro exemplo, estamos falando de uma situação real, aberta para o

futuro, em que o resultado é perfeitamente possível de acontecer: “se eu votar...
ele será...” Esse tipo de estrutura condicional já foi visto na unidade anterior.
Nesse caso, o verbo da oração condicional (a que contém o if) é usado no Simple Present, enquanto o
da oração principal é precedido de will.
No segundo exemplo, a estrutura condicional é diferente. É uma situação imaginária, uma hipótese
sobre o que aconteceria, qual seria o resultado se essa ação fosse mesmo praticada. Estamos também
falando do futuro, mas de um ângulo hipotético, de resultado improvável: “se eu votasse… ele seria…”.
Nesse caso, o verbo da oração com if é usado no Simple Past e o da oração principal é precedido de
would.
Quando o verbo da oração condicional for to be, usa-se were para todas as pessoas (mesmo I e he/
she/it), em lugar de was:
If Mandela were here now, we would pay him a tribute.
1. Scan the text on page 38 once again and fill in the blanks with the correct forms of the verbs
in parentheses.
a. If a black person drank out of the wrong water fountain, they him or
her into jail. (throw)
b. If you black and had the very same job as your white neighbor, you would get
paid less in a year than the other man made in a week. (be)
c. If you advocated equal rights for black people in the white-dominated society of South Africa, the
government you. (arrest)
d. If he the armed struggle for black resistance, they would set him free.
(renounce)
2. Now complete these sentences with the right verb forms.
Bettmann/Corbis
a. If I a king, you
would be my queen. (be)
b. What would you do if you
a frog in your
room? (find)
c. Life would be easier if we all really
each other. (love)
d. If I the secret
of happiness, I wouldn’t keep it a
secret. (know)
e. What you
if you won a lot of
money in the lottery? (do)
f. If they a map,
they wouldn’t be lost now. (have)
g. I you if I had
time. But I don’t. (help)
A man drinking water from a segregated fountain
To learn more about this in a streetcar terminal in Oklahoma City, USA, 1939.
topic, go to MINIGRAMMAR 21. Racial prejudice was then a serious problem not only in
South Africa, but in the United States as well.
WRITING
Heroes and Sheroes of Our Time

1. Read the text on page 38 and complete the profile below.
System of government in South Africa at the time:
Hardships he had to face in his battle to free South Africa:
Year he was imprisoned for the first time:
Year he was imprisoned for the second time:
Sentence:
es
Dave Hogan/Ge tty Imag
Year he was freed:
Number of years he spent in prison:
African name: Consequence of Mandela’s release from prison:
Western name: Prize he was awarded five years after his release:
Born in (year) Result of South Africa’s first free elections:
in (place) Title of Mandela’s autobiography:
2. Now choose a hero or a shero of our time and write a similar profile about him or her.
Think of a person of our country or of your community or family and the qualities that make
him or her a hero or a shero. Some qualities of a hero/shero should be: dignity; integrity;
courage; character; honesty; generosity; ethical standards; intelligence; support of justice;
struggle for freedom; fight for a better world; spiritual strength etc.
Think of the sources of information that might be useful while doing some research: Internet,
books, personal documents, letters, interviews etc.
Brainstorm the key data.
Feel free to include a photo.
Cape Town Calling

1. What do you know about rugby? Yes, we do have rugby in Brazil, it is
one of the Olympic sports. In pairs, answer the quiz about that sport.
Reprodução/CBRU
Reprodução/All Blacks
Reprodução/FFR
Brazil New Zealand France
a. Where was rugby originated?

Rugby, United States of America Rugby, England Rugby, Australia
b. Rugby was initially considered a variation of another sport. Which one?

Golf Baseball Football/soccer
c. How many players are there on a rugby team?

Fifteen Ten Eleven
d. The players use their to play the game.

hands hands and feet feet
e. won the Rugby World Cup in 2011.

England France New Zealand
Reprodução/Springbok
Reprodução/England Rugby
Reprodução/Wallabies
South Africa England Australia
072. South Africa is a country of remarkable cultural diversity. It has
eleven official languages, and lots of unofficial ones. English is the most
commonly spoken language in official and commercial public life and there
are many radio stations that broadcast programs in English.
Listen to part of a program and check the sentences in the columns True
or False, according to what you hear.
True False
a. That program is being broadcast from Cape Town,
South Africa.
b. Martin van Bock is a famous South African soccer player.
c. Hero of Our Time is a weekly radio program.
d. Martin van Bock’s hero was born in 1918.
e. Martin van Bock’s hero spent his whole life in prison.
f. The person Martin is talking about was born in

Cape Town.
g. That person had been sentenced to life in prison.
h. He was released from prison and left South Africa

for good.
i. Martin’s hero was eventually elected president of
the country.
j. David Mashamba knew who Martin van Bock was
talking about.
3. Take turns with a classmate asking and answering about other male
and female heroes.
If you could vote for Hero of Our Time, who would you choose?
Who would you vote for? Why?
If I could vote for a hero, I would prefer to vote for a woman,
a she-ro, instead of a he-ro. And my Shero of Our Time would be…
Why?
Because of her…
You can talk about the hero or shero you have chosen in the writing activity
or you can choose another one. The names in the box below may help you:
Heroes and Sheroes of Our Time

Nelson Mandela • Dr. Zilda Arns* • Mohandas (Mahatma) Gandhi • Irmã Dulce
Albert Einstein • Che Guevara • Pope John Paul II • Indira Gandhi
Madame Curie • the Dalai Lama • Winston Churchill • Franklin D. Roosevelt
Eleanor Roosevelt • Anita Garibaldi • Martin Luther King, Jr.
* Dr. Zilda Arns was the Brazilian founder of the Pastoral da Criança charity. She died in 2010, in Haiti; one of the thousands of victims of the
Haitian earthquake.
Another Look at...
A Hero of Our Time
Nelson Mandela’s book Long Walk to Freedom tells the story of his life. Read an
excerpt from that autobiography and answer the questions on it.
Peter Turnley/Corbis/Latinstock
“I have walked that long road to freedom. I

have tried not to falter; I have made missteps
along the way. But I have discovered the secret
that after climbing a great hill, one only finds
that there are many more hills to climb. I have
taken a moment here to rest, to steal a view of
the glorious vista that surrounds me, to look
back on the distance I have come. But I can
rest only for a moment, for with freedom come
responsibilities, and I dare not linger, for my
long walk is not yet ended.”
(MANDELA, Nelson. Long Walk to Freedom. Available at: <www.goodreads.com

/author/quotes/367338.Nelson_Mandela>. Access: Apr. 9, 2013.)
A Little Help
falter: be hesitant I dare not linger: I must not rest longer than necessary
for my long walk…: because my long walk… missteps: false steps, errors
for with freedom…: because with freedom… steal a view: look at something quickly
a. Na sua longa caminhada para a liberdade, Mandela admite ter dado passos em falso.
Transcreva a frase em que ele diz isso.
b. Depois de escalar uma montanha, o que a pessoa descobre?
c. Ele diz que só pode descansar por um momento, porque com a liberdade vem também o
quê? Transcreva o trecho.
d. Por que ele não ousa deixar-se ficar, por que ele tem de continuar? Dê a resposta em inglês.
THINK
E m 1o de julho de 2012 Nelson Mandela fez 94 anos, e o mundo
inteiro celebrou. Para Bill Clinton, Bono Vox, Muhammad Ali,
Tony Blair, Kofi Annan, todos eles grandes figuras do cenário
mundial, “Madiba” (o apelido carinhoso de Mandela) é o herói, “the
single most admired, most respected figure in the entire world”. E
ABOUT IT quem será o herói de Mandela? Mahatma Gandhi, a quem Mandela
chama de The Sacred Warrior numa matéria escrita para a revista
Time, em 2000, a respeito dos cem maiores heróis do século. É uma
escolha coerente, uma vez que Gandhi, o libertador da Índia, bem antes
de Mandela, libertador da África do Sul, já tinha mostrado o caminho,
ensinando e provando que as palavras são mais poderosas do que as armas.
E para você e a turma, quem é a pessoa mais importante do século XX? Vamos propor uma
rápida eleição, deixando já sugeridos alguns nomes.
Leaders and Revolutionaries Jean Piaget
Omikron/Photoresearchers/Latinstock
Mohandas (Mahatma) Maria Montessori
Gandhi Carlos Chagas
Nelson Mandela
Martin Luther King, Jr. Heroes & Icons
Che Guevara Muhammad Ali
Olga Benário Prestes Anne Frank
Abraham Lincoln Maria da Penha
Mother Teresa
Builders & Titans Pelé
Walt Disney Princess Diana
Henry Ford Irmã Dulce
Coco Chanel
Bill Gates Artists & Entertainers
Oscar Niemeyer Cândido Portinari
Alberto Santos-Dumont Chiquinha Gonzaga
Thomas Edison Charles Chaplin
Pablo Picasso
Scientists & Thinkers Antônio Carlos Jobim Mahatma Gandhi (1869-1948)
Albert Einstein Heitor Villa-Lobos foi o idealizador e o fundador do
Paulo Freire Steven Spielberg moderno estado indiano e o maior
Sigmund Freud defensor do movimento Satyagraha,
princípio da não agressão, uma
forma não violenta de resistência.
Discuss this issue with your classmates and teachers,

especially your History and Sociology teachers.

HART, Carl W. Nelson Mandela. São Paulo: Macmillan do Brasil, 2009.
MANDELA, Nelson. Long Walk to Freedom: The Autobiography of Nelson Mandela. USA: Bach Bay
Books, 1995.
INVICTUS. Direção: Clint Eastwood. Produção: Morgan Freeman. Distribuição: Warner Bros, 2010.
MANDELA: luta pela liberdade. Direção: Billie August. Produção: Ilann Gerard. Distribuição: Cannes
Produções, 2007.
MAHATMA Gandhi. Available at: <http://www.mkgandhi.org/>. Access: Apr. 9, 2013.
THE MANDELA Page. Available at: <www.anc.org.za/list_by.php?by=Nelson%20Mandela>. Access:
Apr. 9, 2013.
Check Your English 1
1. Mark the correct answers to these questions. e. Cupuaçu by
a. What does the doctor mean when he says that indigenous peoples in the Amazon Forest for
“The body is the hero”? centuries. (has cultivated – has been cultivated)
Our body’s immune system is the most f. Every year, thousands of tourists
important factor in finding and destroying the Rio for the Carnival. (visit – are visited)
germs that cause infectious diseases. g. Brasília in 1960.
Antibiotics are considered heroes because (inaugurated – was inaugurated)
they can fight diseases.
h. The 2016 Olympic Games in
The body gives us time for drugs to cure a disease.
Rio de Janeiro. (will hold – will be held)
b. What is the immune system?
i. Our planet of its forests
It is a technical achievement responsible for
at an alarming rate. (is stripping – is being stripped)
fighting and destroying microbes.
It is a network of cells and organs that work j. Ketchup from tomatoes.
together to defend the body against attacks by (makes – is made)
“foreign invaders”. 0.1 point each /1
It is a group of chemical protectors and
microbial killers that can fight drugs. 3. Complete the sentences with the clauses in the
c. What happens to a person when his brain ceases box, as adequate.
to function?
you won’t know the rules of the game • I would take
That person’s life stops.
you home • she won’t pass her exams • he’ll be
He writes his will.
happy • they would get to the airport on time • you
He lives forever.
would need some really warm clothes • I would take
d. What kind of political system was apartheid? a trip around the world • we will go to the beach •
Only white people had political rights and power. he’ll get sick • the whole world would celebrate
Only white people had the right to freedom.
Only black people went to jail. a. If the weather is good tomorrow,
e. Where did apartheid exist as a political system?
In some African countries. b. If they took a taxi,
In Africa and America.
In South Africa.
c. If Carol doesn’t study harder,
0.2 point each /1
2. Complete the sentences with the correct form: d. If Morris eats all that chocolate,
active voice or passive voice.
a. In the future, much of our housework e. If I had a car,
by robots. (will do – will be done)
b. Nelson Mandela the Nobel f. If John sees his sweetheart tonight,
Peace Prize in 1993. (won – was won)
c. In 1994, Mandela g. If they found a cure for cancer,
President of South Africa. (elected – was elected)
d. Soccer in h. If you don’t read the instructions,
England. (invented – was invented)
51
2QB6WDJHB,QJOHVBDQRB31/'BDB&<(LQGG $0
i. If I won the lottery, a. The Twenty-Seventh Man é o título de que evento
cultural?
j. If you lived in Alaska,
b. Até quando estará disponível ao público?
0.1 point each /1
c. Onde?
4. Vamos imaginar que você é assinante da
newsletter TicketWatch do The New York Times.
d. Qual o preço dos ingressos para quem usar o
Observe a imagem, leia o texto e responda
código Times?
às questões a seguir em português.
e. Quem é Nathan Englander?
f. E quem é Barry Edelstein?
g. Onde e quando a ação se passa?
h. Qual a profissão das pessoas envolvidas na

situação em foco?
i. Quantos eram e o que lhes aconteceu?
j. Qual a projeção das pessoas em questão?

“Nathan Englander’s voice is distinctly his own-
daring, funny and exuberant, keenly attuned to
both the absurdities of life and its undertow of
sadness and disappointment.” 0.1 point each /1
– The New York Times
5. Use some of the words in the box to complete
THE TWENTY-SEVENTH MAN the sentences below.
By Nathan Englander
Directed by Barry Edelstein
Featuring Happy Anderson, Byron Jennings, Daniel if • more • enough • when • unless
Oreskes, Ron Rifkin, Noah Robbins, Chip Zien
EXTENDED! Now thru December 16 a. the governments agree to

A Soviet prison, 1952. Stalin’s secret police have rounded reduce the emission of polluting gases, the global
up twenty-six writers, the giants of Yiddish literature in
Russia. As judgment looms, the cellmates wrestle with the warming problem will get worse.
mysteries of party loyalty and politics, culture and identity,
and with what it means to write in troubled times. b. There isn’t time. We must
Use code TIMES for $55 tickets! hurry. It’s an urgent issue and it must be solved.
To order, CLICK HERE, call 212-967-7555 (daily noon-
8 pm), or visit the Public Theater Box Office at 425 c. “After climbing a great hill, one only finds that there
Lafayette Street (Sun & Mon 1-6 pm; Tue-Sat 1-7:30 pm). are many hills to climb,” said Mandela.
Conditions: Offer good for performances thru 12/16. Regular
priced tickets $75-$85. Offer subject to availability and prior d. Alice will be able to drive only
sale; cannot be combined with other discounts or promotions. she turns 18.
Not valid on previously purchased tickets. This offer may be
revoked at any time. No refunds or exchanges. Phone/online
orders subject to standard service fees.
e. you were a black person and lived
Photo by Joan Marcus. in South Africa under the apartheid system of
government, you would probably be in trouble.
(Available at: <www.newsletterunlimited.com/
newsletter/287254/englanders-the-twenty-seventh- 0.2 point each /1
man-at-the-public/>. Access: Feb. 25, 2013.)
52 Check Your English 1
6. This is the first line of Jane Austen’s novel Pride In 2011, the American Medical Association, the
and Prejudice. Read it and then mark the only most respected group of medical professionals in
quote about marriage that is not in accordance the U.S., took a public stance against the way media
with Jane Austen’s opening line: “corrects” photographs of humans, arguing that it is
a leading cause of anorexia, the third most common
“It is a truth universally acknowledged, that a single mental chronic disorder in adolescents. It’s bad
man in possession of a good fortune, must be in want enough that most models are part of a gene pool and
of a wife.” Jane Austen, Pride and Prejudice (1813) age group that encompasses a very small percentage
of the population. But now, they are photographing
Reprodução/J. M. Dent e E. P. Dutton Company
these folks and manipulating their skin, their

weight, and proportions to make them into perfect
alien life forms that exist only in a computer.
(Adapted from: <http://darlingmagazine.org/
photoshopping-our-souls-away/>. Access: Apr. 18, 2013.)
a. O que fez a American Medical Association em 2011

e por quê?
b. Justifique o título do texto.
a. Love is often the fruit of marriage. (Molière)

b. Love is blind and marriage is the institution for
the blind. (James Graham)
1 point each /2
c. It is most unwise for people in love to marry.
(George Bernard Shaw) 8. (Unicamp-SP 2013)
d. Love is blind, but marriage restores eyesight. How to feed a hungry world
(Georg C. Lichtenberg) With the world’s population expected to
e. Love is an ideal thing, marriage a real thing. grow from 6.8 billion today to 9.1 billion by 2050,
a certain Malthusian alarmism has set in: how
(Goethe)
will all these extra mouths be fed? The world’s
1 point /1 population more than doubled from 3 billion
between 1961 and 2007, yet agricultural output
7. (Unicamp-SP 2013) kept pace – and current projections suggest it
Photoshopping Our Souls Away will continue to do so. Producing enough food
By Sarey Martin McIvor for the world’s population in 2050 will require a
wholesale realignment of priorities in agricultural
research. There is an urgent need for new seed
varieties that offer higher yields but use less
water, fertilizers or other inputs and are more
resistant to drought, heat and pests. Equally
crucial is lower-tech research into basics such as
crop rotation, soil management and curbing waste
– between one-quarter and one-third of the food
produced worldwide is lost or spoiled.
(Adapted from: Nature, n. 466, p. 531–532, Jul. 2010.)
Check Your English 1 53
a. No período de 1961 a 2007, qual foi, segundo o Now I can…
texto, a relação entre o crescimento da população
( ) use the different reading strategies to be able to
e a produção agrícola?
understand a text in English.
( ) guess the meanings of new words from context.

b. Além de investigações sobre novas variedades
de sementes, que outras pesquisas seriam ( ) understand the formation and use of the Passive
necessárias, segundo o texto, para garantir uma Voice.
produção suficiente de alimentos em 2050?
( ) understand the pattern: verb + object pronoun
(or noun) + infinitive with to.
( ) identify and use the Simple Present Tense in

Future Time clauses.
( ) learn about conditionals, distinguishing between

hypothetically possible and improbable actions.
( ) identify the meaning and use of enough as an

1 point each /2
adjective, a pronoun, and an adverb.
( ) listen to TV programs.
SELF-EVALUATION (UNITS 1, 2 AND 3)
( ) talk about people I admire.
How did you do? What was your score?
Can ( ) write a message for an organ donation
Excellent Good OK
do better campaign.
Test total:
10-9 8-7 6-5 less than 5
— out of 10 ( ) take part in a debate about organ donation.
How do you evaluate your own progress? Check
( ) for Yes, (x) for No, or (R) for Review Units 1, ( ) reflect and debate about heroes – people,
2 and 3 after each of the topics below. animals, and things that really make a difference.
Contradictions
in a Genius
08I am not only
a pacifist but a
militant pacifist. I
am willing to fight
for peace. Nothing
will end war
unless the people
themselves refuse
to go to war.
Albert Einstein
Andy Warhol Foundation/Corbis
Look at the portrait, read the title and the quotation. You certainly have heard of that
person. But what exactly did he do, do you know? Was he for or against war? Why did he
say people should refuse to fight in wars? What else do you know about that man? Why
is he considered a genius? Make some predictions and check them as you read the text.
Contradictions in a Genius UNIT 4 55
READING
Before You Read

Read the quotation below and complete the sentence.
“I am not only a pacifist, but a

militant: (adj.) using extreme
militant pacifist.” and sometimes violent
(Albert Einstein) methods to achieve political
or social change
In Einstein’s statement, the two words in pacifist: (noun) someone who
bold are in direct to each other. believes that violence is
reaction fight wrong and refuses to fight
in wars
war contradiction
Time to Read
predictions.
Album/akg-images/Latinstock
(Adapted from: PRINGLE, Patrick G. Great Discoveries in Modern Science. London: Ulverscrift, 1965.)
56 UNIT 4 Contradictions in a Genius
Choose the Best Answer
Of all the contradictions mentioned in the text, which is the most important?
Einstein was a pacifist, but he was willing to fight for peace.
Einstein was a genius, but when he was a child he was not a bright student.
He let a salesman sell him an elevator for his two-storey house.
He was a pacifist, but he signed a letter to the U.S. president about the
building of an atomic bomb.
He used a $ 1,500 check as a bookmark.
Words of Wisdom
Once we accept our limits, we go beyond them.
(Albert Einstein)
Einstein apresenta, de propósito, uma contradição nesta frase. Qual é?

Se vamos além dos nossos limites, eles deixam de ser limites.
É impossível ultrapassar os nossos limites.
Word Study
Good News or Bad News?
Some words or phrases have a positive meaning. Others have a negative
meaning. Choose N for negative meaning or P for positive meaning.
( ) dislike
Jean Guichard/Corbis/Latinstock
( ) genius
( ) peace
( ) war
( ) bitter
( ) worried
( ) bright
( ) weak
( ) brilliant
( ) willing
( ) succeed
( ) destruction
( ) terrible
( ) weapon
Campaign for Nuclear Disarmament protest organized in the streets of London, 1983.
In Other Words
Read the text to find the word or phrase that has the same meaning as the
following:
I want to try hard to achieve peace

Introduction
if the people themselves do not accept
when he was a child
It took him such a long time to learn to talk
Paragraph 1 He did not like school
that information can be acquired when you read books
Paragraph 2 I simply accepted it

But he signed the letter
the Germans would not be able to construct
Paragraph 3
I would not have done anything about it
Words of Wisdom
Imagination is more important than knowledge.
Knowledge is limited. Imagination encircles the world.
(Albert Einstein)
a. Para Einstein, qual dos dois não tem limites: o conhecimento ou a

imaginação?
b. O que ele/ela cerca e envolve?
Function Words
1. Match each word or phrase listed below with its counterpart in Portuguese.
a. only ( ) tanto
Introduction
b. unless ( ) quase
c. so + adjective ( ) só, apenas
d. almost ( ) já
Paragraph 1
e. everything else ( ) tão + adjetivo
f. already ( ) a não ser que, a menos que
g. so much ( ) se pelo menos
Paragraph 2
h. just ( ) simplesmente
Paragraph 3 i. yet ( ) tudo mais
Paragraph 4 j. if only ( ) no entanto
2. Now complete the sentences using a function word, as adequate.
Science Source/Photo Researchers, Inc./Latinstock

a. they study hard for the test, they
won’t pass it.
b. It’s 11:55 now. It’s midnight.
c. It’s raining hard. I had brought

my umbrella!
d. I know I should not eat chocolate,

but I can’t resist temptation.
e. Einstein was a genius. as a child

he was not a bright student.
Looking for Reference

In the sentences below find the alternative that
shows what the words in bold refer to in the text.
a. Stuffing young minds with facts and figures is not education. You don’t
need to go to school to learn these — they can be got out of books.
books young minds facts and figures
b. “If I had known that the Germans would not succeed in constructing the atom
bomb, I would never have lifted a finger.” It is an enormous contradiction and
a bitter irony that it was this great pacifist who started the chain reaction of
events that led to the making of the most terrible weapon in history.
chain reaction of events the Germans the atom bomb
Words of Wisdom
Learn from yesterday, live for today, hope for tomorrow.
The important thing is not to stop questioning.
(Albert Einstein)
O que Einstein propõe? Um incentivo à curiosidade intelectual ou a

aceitação de que já aprendemos tudo?
1. Choose the alternative that best completes each sentence, according to
Contradictions in a Genius.
a. When Albert Einstein was very young .

he was already a genius as anyone could see
there were no signs of genius in him
his extraordinary ability was already evident
b. Young Albert was not happy at school. That was probably because .
he didn’t like to memorize facts and figures
he didn’t like to use the educational machines
he disliked books of any kind
c. Einstein once gave an interesting answer when he was asked: .
Whose is the speed of sound?
How is the speed of sound?
What is the speed of sound?
d. There were many contradictions in the life of Albert Einstein. That means
that many of the things he did were his nature and character.
consistent with
opposite to
in agreement with
e. Einstein lived in a two-storey house, but he let a salesman sell him an
elevator for the house. Another way of saying this is: he lived in a two-
storey house, Einstein let a salesman sell him an elevator.
Although
Yet
Because
f. In “Yet he signed a letter to President Franklin D. Roosevelt…” Yet could be
replaced with:
Already
But
Since
g. The atomic bomb .
began to be developed after Einstein signed the letter to the President
had already been developed when Einstein signed the letter to the
President
was developed by Einstein
h. The letter signed by Einstein and sent to President Roosevelt .
was written after the development of the atomic bomb
was eventually responsible for the making of a terrible weapon
was part of the pacifist movement at the time
Words of Wisdom
The most important motive for work in school
and in life is pleasure in work, pleasure in its results,
and the knowledge of the value of its results to the community.
(Albert Einstein)
Segundo Einstein, a maior motivação para o trabalho na escola e na vida

deve ser o prazer de aprender para depois .
servir à comunidade
ter sucesso pessoal e individual
ter conhecimento desse valor
STRUCTURE
Conditional Sentences III – Unreal Past Conditions,

Impossible Results
Observe a estrutura e a sequência de tempos verbais das duas orações nestas
frases condicionais:
Anonymous/Ap Photo/Usaf
If I had known that the
Germans would not succeed in
constructing the atom bomb,
I would never have lifted a finger.
If only I had known about
it, I would have become a
watchmaker.
Nesses exemplos, Einstein fala,
de forma hipotética e arrependida,
de situações já passadas. Ele diz o
que teria acontecido se a realidade
tivesse sido outra. Se, no passado,
ele tivesse sabido que os alemães
não conseguiriam construir a
bomba atômica, ele nunca teria
levantado um dedo para participar
de ações que levaram à construção
da bomba, pelos aliados.
E continua, arrependido, mas
irônico, dizendo que se ele soubesse
o que aconteceria, teria sido
relojoeiro (em vez de cientista).
Esse tipo de frase condicional
fala de um acontecimento já passado, descreve uma condição por isso mesmo
contrária à realidade, e um resultado impossível de reverter.
Nesse tipo de frase condicional, a combinação dos tempos verbais é: o verbo da
oração com if é usado no Past Perfect e o verbo da oração principal, que expressa
o seu resultado, vem no Conditional Perfect (would have + particípio passado do
verbo principal).
Read the following text and then complete the conditional sentences
using the verbs in parentheses.
Reality: In 1939 Albert Einstein signed a letter to President Franklin D.

Roosevelt about the construction of an atomic bomb. The scientist did
not directly participate in the invention of the bomb, but he took full
responsibility for its consequences, calling it “the greatest mistake” of
his life. In 1945 the United States dropped an atomic bomb on Hiroshima
and its 350,000 inhabitants, razing it to the ground.
a. If Einstein had not signed that letter, the Americans
the bomb. (negative – build)
b. If Einstein a real pacifist, he would not have signed
that letter. That was another of his contradictions. (be)
c. If Einstein directly in the invention of
the bomb, his mistake would have been greater. (participate)
d. If Einstein full responsibility of the consequences
of the atomic bomb, he would have been a coward. (negative – take)
e. If the United States an atomic bomb, they would
not have dropped it on Hiroshima. (negative – build)
Words of Wisdom
Technological progress is like an axe
in the hands of a pathological criminal.
(Albert Einstein)
Para Einstein, o progresso tecnológico pode ser para a humanidade.

sempre um benefício
uma séria ameaça
igual a um machado
Vamos agora sintetizar os três tipos básicos de frases condicionais:
CONDITIONAL SENTENCES
tempo verbal da tempo verbal da

acontecimento resultado
oração subordinada oração principal
situações Simple Present Future: will Presente ou

Possível
reais If I have time, I’ll go to the gym. futuro
Simple Past Conditional: would Presente ou
Improvável
If I had time, I’d go to the gym. futuro
situações
irreais Conditional Perfect
Past Perfect
I’d have gone to Passado Impossível
If I had had time,
the gym.
Choose the correct alternative to complete each sentence. This activity

reviews the three types of Conditional Sentences. Be careful!
a. Inês is very ill, but if she takes that medicine, she well.
will get would get would have got
b. If she took that medicine, she well. But she refuses to take it.
c. If she had taken that medicine, she well. Now it’s too late. Inês is dead.
d. They the examination if they had studied harder.
will pass would pass would have passed
e. If you the president, what would you do?
are were had been
f. If he the speed limit, the police will stop him.
exceeds exceeded had exceeded
g. If I it was her birthday, I would have bought her a special present.
know knew had known
h. If you received a large inheritance, how the money?
will you spend would you spend would you have spent
i. If I your invitation, I would certainly have come to the party.
get got had got
j. Irma would never have married George if she him better.
knows knew had known
Words of Wisdom
The devil has put a penalty on all things we enjoy in life.
Either we suffer in health or we suffer in soul or we get fat.
(Albert Einstein) To learn more
Segundo Einstein, as coisas agradáveis da vida ou fazem mal à saúde ou à MINIGRAMMAR 21.
alma. Qual é, ainda, a terceira possibilidade?
Could – Past Ability

Observe o verbo em destaque nestas frases:
He could conceive brilliant scientific theories […]
Ayrton Senna could drive incredibly fast.
Could é um verbo modal usado para expressar capacidade
geral no passado, equivalendo em português a “podia”, “sabia”.
Mas quando nos referimos a uma determinada ocasião no
passado, na qual a ação equivale a “pôde, foi capaz de, conseguiu
(naquela ocasião)”, não se usa could. Em seu lugar, usa-se was able to
ou, para acentuar a dificuldade da ação realizada, managed to ou
succeeded in (este último seguido de -ing form).
Compare:
Mozart was a genius. He could write capacidade geral: podia/era

a symphony when he was nine. capaz de
Once he managed to write / capacidade posta em
succeeded in writing a symphony prática numa ocasião:
in four days. pôde/conseguiu Gary Brown/SPL/Latinstock
A restrição ao uso de could quando falamos de uma ação feita em ocasião

específica, em que a capacidade é posta em prática, vale só para frases
positivas. Quando a frase é negativa e, portanto, falamos de uma ação que não
se conseguiu realizar, usa-se a forma negativa de could: could not (ou couldn’t).
Veja o exemplo do texto:
“I liked the man so much,” said Einstein, “that I just couldn’t say no.”
Choose the right alternative to complete each sentence.
a. Leonardo da Vinci was a genius. He write with one hand and paint with
the other at the same time. (could • couldn’t)
b. On one specific occasion he finish a painting in less than two days.
(could • managed to)
c. When John was young he climb any tree in the forest. (could • couldn’t)
d. Once he climb a tall pine tree, but he slipped and almost fell down!
(could • was able to)
e. Because of the traffic, we get to work on time yesterday. (could • couldn’t)
f. In spite of the traffic, we get to work on time yesterday. We were lucky.
(could • managed to)
Words of Wisdom
Try not to become a man of success but rather to become a man of value.
(Albert Einstein)
Para Einstein, em vez de visar ao sucesso, o que um homem deve fazer?
LISTENING
A Lecture on Scientific Genius
09 1. It’s Science Week at Susan and Michael’s school and they are
attending a lecture on scientific genius. Listen to the introduction to the
lecture and check () the name of the scientists who will be talked about.
Marie Curie Stephen Hawking Galileo Galilei
Charles Darwin Albert Einstein Isaac Newton.
2. Now listen to the lecture and choose the correct alternative to complete
each sentence.
a. The lecture on Scientific Genius is being presented by Dr. Bradford

Johnson, Head of Department at the University of Southern .
Biology; Texas Engineering; California Astronomy; Carolina
b. described laws which are considered the basis for modern engineering.
Albert Einstein Stephen Hawking Isaac Newton
c. developed a technique that is still used today to fight cancer.
Alexander Fleming Marie Curie Isaac Newton
d. was awarded two Nobel Prizes, one for Physics, another for Chemistry.
Marie Curie Albert Einstein Stephen Hawking
e. None of these 3 scientists was born in the United States and only lived
there.
Isaac Newton Marie Curie Albert Einstein
f. was a humanist.
Albert Einstein Isaac Newton Marie Curie
3. Listen again and match each quotation with its author.
a. “To myself I am only a child playing ( ) Albert Einstein

on the beach, while vast oceans of
truth lie undiscovered before me.”
b. “One never notices what has ( ) Isaac Newton
been done; one can only see what
remains to be done.”
c. “A man should look for what ( ) Marie Curie
is, and not for what he thinks
should be.”
Patryk Kosmider/Shutterstock/Glow Images
WRITING & LISTENING
Summary of a Genius
1. Read the following summary about Charles Darwin and fill in the gaps
with the words from the box.
is called • came to be • accepted by • managed to demonstrate

• while • established • forms
Charles Darwin (1809-1882) was an English naturalist and biologist.
Achievement:
He that all species of life have evolved over time.
This process natural selection.
Evolution:
The fact that evolution occurs became the
scientific community and the general public in his lifetime,
his theory of natural selection widely seen as
the primary explanation of the process of evolution in the 1930s, and now
the basis of modern evolutionary theory.
On the Origin of Species:
His 1859 book On the Origin of Species evolution by
common descent as the dominant scientific explanation of diversification in nature.
092. Now listen to the CD again and choose a scientist among the ones
that were mentioned. Then write a brief summary about him or her:
take some notes while listening;
do some extra research, using books and websites, and talk to your
Physics, Biology, Math and Chemistry teachers to complement your text;
read the text about Darwin again to see how it is organized; note the use of
subtitles; they help to organize the text in topics;
don’t forget to proofread your text and exchange it with a classmate,
asking him or her to proofread it as well.
SPEAKING
Talking about Geniuses

1. Discuss the following questions with a classmate.
a. Have you ever been to a lecture? If yes, what was it about? Was it in English
or in Portuguese? Was it motivating, fun, too difficult to follow, boring?
b. Do you think lectures are an interesting way to spread knowledge?
c. If you could choose a lecture to attend, what would that lecture be about
(a famous person, a school subject, ways to protect the environment,
career plans etc.)?
d. In the Listenig activity you listened to part of a lecture. What was it about?
2. Now choose a great scientist and talk about him or her with a classmate
but don’t say his/her name. Your classmate is supposed to guess who
you are talking about. Then, your classmate talks about a genius and you
have to guess who he or she is. You can talk about the scientists presented
in this unit or any other scientist you may admire. Do some research on
Brazilian scientists like Carlos Chagas, Oswaldo Cruz, Vital Brazil, Miguel
Nicolelis, Gilberto Freyre, Cesar Lattes etc.
My genius scientist was born in England. He developed a theory

that is used in modern engineering. Can you guess who my
scientist is?
Is it Albert Einstein?
No, it’s not! He was great at a lot of different sciences: Physics,

Mathematics, Astronomy, Natural Philosophy...
I know! It’s Isaac Newton.
Another Look at...
Lessons from a Genius
A human being is part of a whole, called by us

the Universe, a part limited in time and space. He
experiences himself, his thoughts and feelings
as something separated from the rest – a kind of
optical delusion of consciousness.
This delusion is a kind of prison for us, restricting

us to our personal desires and to affection for a
few persons nearest to us. Our task must be to
free ourselves from this prison by widening our
circle of compassion to embrace all living creatures
and the whole of nature in its beauty.
Albert Einstein
Mark each statement T (for true) or F (for false), according to the text. Correct the
statements when they are false.
a. ( ) All human beings belong to the Universe.

b. ( ) There are no limits to the human beings.
c. ( ) People give their individuality much more relevance than to their sense of
belonging to society.
d. ( ) That is some sort of optical delusion of consciousness.
e. ( ) That delusion is a kind of freedom for us.
f. ( ) That delusion restricts our movements to the fulfillment of our desires.
g. ( ) We should try to move beyond our small circle of compassion.
h. ( ) We should narrow our circle of compassion.
ela Internet temos acesso a um grande número
THINK
P
de sites que contêm listas de pensamentos,
máximas, insights, descobertas e inspirações
de Albert Einstein, a maioria séria e profunda,
algumas divertidas e irônicas. Uma lista imensa,
ABOUT IT impraticável neste nosso espaço. Mas vale a pena
essa pesquisa,
Corbis/Latinstock
são frases curtas,
de linguagem acessível
e que encerram grandes verdades.
Um dos exemplos é esta frase, que
se encontrava em uma espécie de
aviso na sala do Professor Einstein, na
Universidade de Princeton:
"Not everything that can be counted
counts, and not everything that counts
can be counted."
Concorda? Food for thought!
Mas, antes de encerrar, uma frase
mais leve e divertida do gênio:
"When a man sits with a pretty girl
for an hour, it seems like a minute.
But let him sit on a hot stove for a
minute – and it’s longer than any hour.
That’s relativity."
Can you find a better way of
explaining relativity?

your Math, Physics and History teachers.

KAKU, Michio. O cosmo de Einstein: como a visão de Albert Einstein transformou nossa compreensão de
espaço e tempo. São Paulo: Companhia das Letras (Ebook), 2012.
MOURÃO, Ronaldo Rogério de Freitas. Explicando a teoria da relatividade. Rio de Janeiro: Ediouro, 2005.
EINSTEIN: A grande ideia (v. 2). DVD Scientific American Brasil. Duetto Editorial, 2010.
EINSTEIN Archives Online. Available at: <www.alberteinstein.info/>. Access: Apr. 10, 2013.
Calvin and Hobbes
10Calvin and Hobbes is certainly one of the most popular comic strips
of all time. The imaginative world of a boy and his real-only-to-him tiger
has charmed readers for about thirty years.
Bill Watterson © 1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Do you like comic strips? Are you a fan of Calvin and Hobbes? How about reading
another one? What do you think it will be about?
69
READING
Before You Read

The prefix mis- is added to some verbs or nouns to form new verbs or
nouns indicating that something…
has not been done.

has been done well.
has been done badly or wrongly.
has been done perfectly.
Time to Read
Now read the comic strip quickly to understand the main idea and check
your predictions.
© 2005 Watterson/Dist. by Atlantic Syndication/

Universal Press Syndicate
Read the comic strip on page 69 and the text below, then choose the best
answer to each question.
Bill Waterson, the cartoonist who created Calvin and Hobbes, produced
3,160 comic strips with those characters, which appeared in newspapers all over
the world from 1985 to 1995 and still appear in some newspapers. The last one
was published on the last day of 1995. That comic strip ended the album It’s a
Magical World and has been reproduced on page 69. It shows the two friends
in the snow-covered woods, feeling happy about nature and the prospects of
having exciting new adventures in what they call “a magical world”.
70 UNIT 5 Calvin and Hobbes
a. Among the sentences below, only one is NOT linked to the idea of renewal, the main idea in
that comic strip. Which one?
A day full of possibilities!
The world looks brand-new!
It really snowed last night!
It’s like having a big white sheet of paper to draw on!
A new year... a fresh, clean start!
b. Bill Waterson decided it was time for retirement for Calvin and Hobbes and ended the series
with that story. What message do you think is suggested in that specific story?
A New Year is always welcome, especially if you have a true friend.
Exploring the magical world requires a lot of courage.
If you are afraid of the unknown, you should stay where you are and keep safe.
Renewal is a good thing, stagnation is to be avoided, when there is no progress or improvement
it’s time to go and explore the world.
A brand-new magical world can be scary.

Read the comic strip on page 70 and choose the correct answer to this question:
Who considers Calvin a genius?
The whole world.
Only his true friends, including Hobbes.
Only himself.
Nobody.
Not even himself.
Word Study
by Atlantic Syndication/
Universal Press Syndicate
Words in Context
Choose the correct alternative to complete each sentence. © 1990 Watterson / Dist.
a. Calvin has a toboggan. It has never been used.

fresh clean magical scary brand-new
b. Another word for friend is .
genius buddy Hobbes unknown renewal
c. Bill Waterson is able to create pictures by making lines with a pen
or pencil on a of paper.
sheet snow prospect improvement possibility
d. He is a gifted artist. He can very well.
charm draw publish explore avoid
Calvin and Hobbes UNIT 5 71
True or False?
1. Read the comic strip on page 69 again and write T (for True) or F (for False) after each of the
statements below. Correct the false statements.
a. Calvin and Hobbes were happy because it had snowed the whole day.
b. Everything familiar to them had appeared under the snow.
c. The New Year offered them the possibility of starting all over again.
d. Hobbes compared that situation to that of an artist before getting to work on a new project.
e. Calvin agreed with Hobbes and added it was a year full of possibilities.
f. They finally decided to go and explore that magical world.
2. Now scan the comic strip on page 70 and continue doing the exercise.
a. Calvin considers himself much more intelligent than other people.

b. The boy is sure that people recognize him as a genius.
c. Hobbes does not know what is misunderstood about Calvin.
d. Calvin’s attitude clearly shows that humility is one of his good qualities.
STRUCTURE
Say, Tell, Speak, and Talk

Esses quatro verbos, todos usados para expressão oral, têm usos bem definidos.
Este ponto é abordado de forma mais eficiente quando comparamos os exemplos nas duas línguas.
Assim, começamos por speak e talk, os mais simples:
How many languages does Pelé speak? Quantas línguas Pelé fala?
I don’t want to speak/talk. I’m just going to listen. Eu não quero falar/conversar. Só vou escutar.
Man is the only animal that speaks. O homem é o único animal que fala.
Can I speak to Jane? Posso falar com a Jane?
(on the phone) Who’s speaking? Quem está falando?
Turn off the TV. Let’s talk. Desliga a TV. Vamos conversar.
Que verbo é usado em cada situação? Observe as frases acima e conclua:
a. “falar, usar palavras oralmente” ou “falar um certo idioma”:

b. “conversar, falar com/para uma ou mais pessoas”:
Nem speak nem talk são usados para introduzir fala no discurso direto (quando relatamos as exatas
palavras que alguém disse).
[…] And then she said, “I love you.” [...] Aí ela disse/falou: — Eu te amo.
Nesse caso, como vemos, usa-se say (passado: said).
Agora vamos ver say e tell (passado: told), sempre comparando com o português:
What did you say? O que foi que você disse/falou?
What did you tell me? O que foi que você me disse/falou? Falou...
I want to say something. Quero dizer uma coisa.
I want to tell you something. Quero te dizer/falar/contar uma coisa.
e disse!
She said, “Go home.” Ela disse/falou: — Vai para casa.
She told me to go home. Ela me disse/falou para ir para casa.
Conclusão:
a. “dizer/falar (algo)”. É geralmente seguido de objeto direto (o que se diz/

fala):
b. “dizer, falar, contar a alguém alguma coisa” — nesta ordem. É sempre

seguido (sem a preposição to) de objeto indireto (a quem se diz/fala/
conta alguma coisa):
C om
s to
ck Im
She told me to come. Ela me mandou vir. Ela me disse/falou para vir.
age
s /Ju
pite
I told you to sit down. Eu te mandei sentar. Eu te disse/falei para sentar.
rim
age
s
Conclusão:
o verbo é também usado para introduzir ordens.
Veja também o uso de say e tell em expressões:
SAY TELL
tell the truth/a lie: falar/dizer a verdade/uma
say hello/goodbye: cumprimentar/despedir-se mentira
tell a joke/a story: contar uma piada/uma história
say a prayer: fazer uma oração
tell a secret: contar um segredo
say a few words: dizer umas palavras, discursar tell time (EUA)/the time (GB): dizer as horas
tell the difference: notar a diferença
Nessas expressões tell não é necessariamente seguido de a quem. Podemos, por exemplo, dizer
You must always tell the truth. “Deve-se sempre dizer a verdade.” Não há, no caso das expressões, a
necessidade de tell vir seguido de me, you, him, her, John, Jane etc.
Escolha a forma correta de dizer:
a. Como se diz isso em inglês?

How do you say that in English? How do you speak that in English?
b. Eu te falei/disse!
I told you so. I said you so.
c. Ela fala francês.
She talks French. She speaks French.
d. Ele disse/falou “Estou feliz”.
He said “I’m happy.” He spoke “I’m happy.”
e. Ele me disse que estava feliz.
He said me he was happy. He told me he was happy.
f. Precisamos conversar.
We must talk. We must speak.
g. Manda a Jane me ligar.
Say Jane to call me. Tell Jane to call me.
h. Preciso te contar uma coisa.
I need to talk something. I must tell you something.
i. Como se diz “tchau!” em japonês?
How do you say “goodbye” in Japanese? How do you tell “goodbye” in Japanese?
j. Eu só escutei. Eu não falei, eu não disse uma palavra.
I just listened. I didn’t speak, I didn’t say a word.
I just listened. I didn’t talk, I didn’t speak a word.
Indirect Speech I – Statements

Observe as duas frases abaixo, com especial atenção às palavras em destaque:
discurso direto (palavras de Calvin):
“I’m a genius.”
“Nobody thinks I’m a genius”
discurso indireto (palavras nossas, hoje, relatando o que ele disse):
Calvin said that he was a genius.
Calvin said that nobody thought he was a genius.
Pode-se concluir que, ao relatar o que outra pessoa diz, no chamado discurso indireto, algumas
alterações lógicas têm de ser feitas em relação à frase ou às palavras ditas. Assim, ao relatarmos (na
escrita sem o uso de aspas) as palavras ditas por Calvin:
1. O tempo verbal muda
’m (Simple Present) was (Simple Past)
thinks (Simple Present) thought (Simple Past)
2. Os advérbios de lugar ou de tempo mudam também, refletindo um maior distanciamento. Assim,
last night dá lugar a the night before, last year dá lugar a the year before, yesterday dá lugar a the
day before, here dá lugar a there, this place dá lugar a that place etc.
Calvin: “It really snowed last night!”
Calvin said that it had really snowed the night before.
3. Quando, no discurso direto, aparece um pronome (pessoal, demonstrativo, possessivo, reflexivo),
ele também mudará, logicamente, no discurso indireto. Veja:
discurso direto (palavras da mãe de Calvin, chamando-o):
“I’m not going to call you again!”
discurso indireto (palavras nossas, hoje, relatando o que ela disse):
Calvin’s mother said that she was not going to call him again.
Características do indirect speech
1. Quando o verbo da primeira oração, que introduz o relato (basicamente é say [passado: said]), estiver
no passado, o tempo do verbo da frase relatada indiretamente mudará, dando “um passo atrás” no tempo:
Calvin: “It really snowed last night!” Calvin said that it had really snowed the night before.
Simple Past Past Perfect
2. Em linguagem informal, a conjunção that (“que”, obrigatória em português) pode ser omitida
depois dos verbos say, think e tell (este último sempre seguido de objeto indireto).
Calvin said (that) it had really snowed the night before.
3. Quando se menciona expressamente o objeto indireto (a quem se diz algo), no relato indireto
substitui-se say to (passado: said to) por tell (passado told) + objeto indireto.
discurso direto Calvin said to Hobbes, “It really snowed last night!”
discurso indireto Calvin told Hobbes (that) it had really snowed the night before.
4. Se o verbo que introduz o relato indireto estiver no presente (caso menos comum), não haverá
mudança no tempo do verbo da frase relatada.
discurso direto Calvin: “It really snowed last night!”

discurso indireto Calvin says (that) it really snowed last night.
5. Quando a afirmação no discurso direto for sobre um fato ou uma situação que não mudou, que
continua válido no momento do relato, o tempo do verbo no discurso indireto poderá mudar ou não.
discurso direto “It’s a magical world,” said Calvin.

discurso indireto Calvin said (that) it’s (ou it was) a magical world.
Complete the following sentences using indirect speech. (Two possibilities!)
a. “Rio is a wonderful city,” the tourists said.

The tourists said (that)
b. “I always have a cup of coffee after dinner,” Sue said.
Sue said (that)
c. “The President lives in the White House,” said the guide.
The guide said (that)
d. “Everyone wants to be happy,” said the lecturer.
The lecturer said that
e. “Gorillas are vegetarians,” the teacher said.
The teacher said (that)
Observe o quadro das mudanças no tempo dos verbos:
Direct Speech Indirect Speech

“I live here,” he said. (Simple Present) He said he lived there. (Simple Past)
“I lived here,” he said. (Simple Past) He said he had lived there. (Past Perfect)
“I have lived here,” he said. (Present Perfect) He said he had lived there. (Past Perfect)
“I had lived here,” he said. (Past Perfect) He said he had lived there. (Past Perfect)
“I am living here,” he said. (Present Progressive) He said he was living there. (Past Progressive)
“I will live here,” he said. (Will) He said he would live there. (Would)
“I can live here,” he said. (Can) He said he could live there. (Could)
“I may live here,” he said. (May) He said he might live there. (Might)
“I must live here,” he said. (Must) He said he had to live there. (Had to)
Observações
1. O Past Perfect é o tempo verbal que mais aparece no discurso indireto;
ele é usado quando o verbo da oração principal está no Simple Past, Present
Perfect ou no próprio Past Perfect.
2. Os verbos auxiliares modais should, could, would, might e ought to
não mudam, permanecem na mesma forma no discurso indireto.
3. Pronomes e advérbios também mudam no discurso indireto para se
ajustarem a um contexto mais remoto de tempo ou de espaço. Assim:
pronomes advérbios
I he/she today that day
my his/her tomorrow the next day
this that yesterday the day before
here there tonight that night
now then last week the week before
To learn more
Complete the following sentences using indirect speech.
MINIGRAMMAR 23. a. “I have finished my work,” Sam said.
Sam said (that)
b. “Your test will be tomorrow,” the teacher said to us.
The teacher told us (that)
c. “She saw me near my office last week,” Bill said.
Bill said (that)
d. The secretary said to me, “Your wife called you an hour ago.”
The secretary told me (that)
e. The taxi-driver said to us, “I’m sorry I can’t take you, I’m going home now.”
The taxi-driver told us (that)
A Strange Coincidence
A história em quadrinhos pode transmitir uma mensagem com efeito de humor. A presença
desse efeito no diálogo entre os dois personagens acontece porque .
a moça sabe quanto o namorado ganha
o pai da moça não sabe quem é Robert
existe uma coincidência entre a pergunta do namorado e a do pai da moça
tanto para o namorado quanto para o pai da moça a questão financeira é irrelevante
há uma coincidência entre a situação financeira do namorado e a do pai da moça
LISTENING
In the Kitchen
11 Non-verbal communication is a main feature of comic
Bill Watterson. © 1987 Dist. by Atlantic Syndication/Universal Press Syndicate

strips, Calvin and Hobbes is a good example of that. Listen to the
recording of a dialogue between Calvin and another person and
then answer the questions about that dialogue.
a. Who is Calvin talking to?
b. What does he want to do?
c. What kind of answer does he get?
d. Does he accept that answer or question it?
e. What is the other person doing?
f. What does Calvin’s last comment show?
On the Phone
12 Calvin and Susie are classmates and neighbors, but they are not exactly friends. We are
going to listen to a conversation where that is really evident. Listen to the CD and complete
the dialogue with the missing words.
Hello Susie, this is I lost our assignment.
Can you tell me what we were supposed to read for ?
Are you sure you’re not for some other reason?
Why else would I you?
Maybe you missed the melodious of my voice?
What? Are you crazy? All I want is that assignment.
First say you missed the melodious sound of my .
... IS BLACKMAIL!
SPEAKING
My Favorite Cartoon Characters

Working with a classmate, ask and answer about your favorite cartoon
characters. Use the questions below for reference.
What’s your favorite cartoon character?
It’s Garfield. I love to read the comic strips...
I like Garfield too! It’s very funny! But I prefer Hägar the Horrible...
It’s hilarious.
Yes, that’s true.
Adjectives
Positive Idea Negative Idea
great funny not good / bad boring
cool hilarious awful childish
awesome terrific terrible silly
fun foolish
WRITING
The Fun of Comic Strips

Choose one of the following activities:
a. Write a paragraph about your favorite comic b. Create your own comic strip:
strip: imagine some characters based on your
choose a comic strip or character: Calvin reality, some interesting people (think about
and Hobbes, Mafalda, Mônica’s Gang, etc.; the friends you hang out with) or animals
do some research about it: when and where (your pet might be a good choice) you know;
did it first appear?, who is its creator?, why brainstorm some funny situations (real or
is it so interesting, fun, funny?, etc.; imaginary) involving those characters. You
the list of adjectives from the Speaking could write about them, what they are like,
activity may help you; what they do, their habits, their manias,
don’t forget to use discourse markers to their special characteristics, etc.;
show cohesion; write down the lines that the characters
the example below may help you: would say in your story;
on a separate piece of paper, draw a rough
My favorite comic strip is… The main characters
of your comic strip including, of course, the
are… and… They are good friends, but sometimes
speech balloons;
they just don’t understand each other…;
proofread your story, show it to a classmate
don’t forget to proofread your text and and make improvements in your drawings,
exchange it with a classmate. if needed.
Another Look at...
Calvin and Hobbes
Bill Watterson/©1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Responda em português.
1. Um cartão “Get well” é enviado com carinho quando as pessoas estão doentes.
Quem está doente?
2. O que está escrito na frente desse cartão?
3. O egoísmo do garoto fica evidente no terceiro quadrinho. Por quê?
4. O tigre também quer assinar o cartão? Por quê?
5. Você acha a tirinha engraçada? Por quê?
alvin and Hobbes (Calvin e Haroldo, na versão
THINK
C
brasileira), história em quadrinhos escrita
e ilustrada pelo artista norte-americano Bill
Watterson, foi publicada nos jornais do mundo inteiro
entre 1985 e 1995. Calvin (nome inspirado em John Calvin,
ABOUT IT pregador protestante e reformador da Igreja) é um garoto
de seis anos, cheio de personalidade e imaginação, a quem
o gênio inventivo de Bill Watterson delega o poder de viver
num mundo mágico de fantasias e aventuras, ao mesmo tempo
que nos oferece divertidos painéis da natureza humana. Hobbes (nome inspirado
em Thomas Hobbes, filósofo inglês para quem o homem é essencialmente egoísta,
egocêntrico e inseguro – “Man is the wolf of man”) é o tigrinho de pelúcia de
Calvin, a quem a imaginação do menino dá vida quando os dois estão a sós. A
dupla nos mostra que, nessas tirinhas, é possível aprender mais sobre alguns
aspectos do mundo moderno e
© 2005 Watterson/Dist. by Atlantic Syndication/Universal Press Syndicate

as sutilezas da natureza humana
do que na TV ou em algum
desses sisudos e empoeirados
tratados de metafísica. Você já
conhecia o Calvin e seu amigo
Hobbes? Gosta dessas histórias
em quadrinhos ou tem outra
preferência?
Bill Watterson abandonou
a criação dessas histórias há
mais de uma década, mas como
acontece com os grandes valores
clássicos, essa dupla, como os
Beatles, is 4ever. Quem sabe eles
estão apenas “dando um tempo”.
Hope so!

your Art and Philosophy teachers.
ANDRADE, Carlos; ALEXANDRE, Silvio. Prática de escrita: histórias em quadrinhos. São Paulo: Terracota,
2009.
WATTERSON, Bill. Calvin and Hobbes: Sunday Pages 1985-1995. Kansas: Andrews McMeel, 2001.
DEPÓSITO do Calvin. Available at: <http://depositodocalvin.blogspot.com/>. Access: Apr. 10, 2013.
GO Comics. Available at: <www.gocomics.com/calvinandhobbes/>. Access: Apr. 10, 2013.
A Slice of Life
13 If a book, a play, or a movie shows a slice of life, it shows life as it really
is. In the history of cinema, there are literally hundreds and hundreds of
memorable moments and scenes from a wide range of movies of all genres,
including those that have come to be known as slice of life movies.
Fotos: Divulgaçã/Arquivo da editora

vetkit/Shutterstock/Glow Images
What type of movie do you prefer, what’s your favorite genre? Action, adventure, comedy,
horror, science fiction, animation, romance, drama, slice of life? Everybody has a favorite
movie, or a favorite movie scene. What’s yours? Do you think it will be mentioned in this
Unit? Make some predictions, read the text and find out if you were right.
81
READING
Before You Read

ress e
Agência Fran ce-P
For me, the cinema is not a slice of

life, but a piece of cake.
Kobal Collection/
(Alfred Hitchcock)
Paramount /The
Alfred Hitchcock was an English-born film director

known as the “master of suspense”. What do you think he
meant when he said that for him the cinema was “a piece
of cake”?
a. Something sweet.
b. Something to avoid if you are on a diet.
c. Something very easy to do.
Time to Read
Now read the texts quickly to understand the main idea and check your
predictions.
About a Boy (2002)
Based on British writer Nick Hornby’s novel, way tries to get invited, together with his mom, to
About a Boy is a 2002 movie about an immature spend some time together with Will.
man (Hugh Grant) who is taught how to act like Will: Well, listen, don’t beat about the bush*,
a grown-up by a little boy. Will Freeman (Hugh Marcus.
Grant) is a thirty-six-old rich bachelor who lives in Marcus: Why should I? We’re poor. You’re rich.
comfort and luxury, has never had to work a day in You pay. You can bring your little boy if you
his life, but is in fact cynical, selfish and unhappy. like. I don’t mind.
“In my opinion, all men are islands,” he says. “And Will: That’s really big of you.
what’s more, now is the time to be one. This is an Marcus: Fine. Come at half past twelve or
island age.” something. Remember where we live? Flat 2,
Marcus (Nicholas Hault) is twelve and a little bit 31 Craysfield Road, Islington, London, N12SF.
nerdish: he has problems at school, where he Will: England, the world, the universe.
suffers bullying, and his single mother is severely Growing up has nothing to do with age. The title
depressed. Although Marcus is just a kid he can About a Boy is a deceiving one. The movie is
teach Will one big lesson: how to care about more actually about two boys – one who grew up too
than just himself. One of the movie funny scenes quickly and one who just never grew up. Maybe
is a telephone conversation when the boy in a they can help each other and start to act their age.
* beat about (or around) the bush: spend a long time getting to the main point of what you want to say, especially because you have no courage to say it.
82 UNIT 6 A Slice of Life
Driving Miss Daisy (1989) Four Weddings and a Funeral (1994)
Driving Miss Daisy is a comedy-drama The movie follows the fortunes of Charles (Hugh
set in the American South about an Grant) and his friends as they wonder if they
old Jewish ex-schoolteacher called will ever find true love and marry. Charles thinks
Daisy Werthan (Jessica Tandy), and he’s found the perfect woman in Carrie (Andie
her African-American chauffeur Hoke MacDowell), an American. We’ve selected two
Colburn (Morgan Freeman). They have memorable moments from that movie: the scene
a relationship in which friendship when Fiona (Kristin Scott Thomas) asks Matthew
overcomes prejudice, as it grows and (John Hannah): “Where’s Gareth?” and Matthew
improves with years. One great scene doesn’t know what has happened to his friend.
from the movie is when Miss Daisy, after Another great scene is when Charles finally declares
having a mental dislocation, tells her his true love for Carrie in the rain. She says “Is it
dedicated chauffeur: “Hoke… you’re still raining? I hadn’t noticed,” and although Charles
my best friend… no, really you are,” doesn’t actually ask for her hand in marriage, he
and takes his hand in hers. In another asks awkwardly, “Do you?” and she says “I do”.
unforgettable scene Hoke is trailing A memorable scene accompanied by a kiss and
Daisy in the car as she walks to the a lightning bolt in the sky. And finally Matthew’s
supermarket. She asks him, “What are poignant reading of W. H. Auden’s “Funeral Blues”
you doing?” He answers, “I’m trying to at the funeral of Gareth (Simon Callow), following his
drive you to the store.” sudden heart attack.
(Adapted from: Um grande garoto, Conduzindo Miss Daisy e Quatro casamentos e um funeral. Available at: <www.imdb.com/
title/tt0276751>, <www.imdb.com/title/tt0097239>, <www.imdb.com/title/tt0109831>. Access: Jan. 28, 2013.)
What’s the Main Theme?
Check the correct column according to the themes mentioned in each of the three movie
reviews. There may be more than one option, check all that apply.
Friendship Love Marriage Maturity Prejudice Selflessness

About a Boy
Driving Miss Daisy
Four Weddings
and a Funeral
Word Study
In Other Words
Choose the correct alternative to complete each sentence.
a. Will Freeman was thirty-six but he had never been married. He was .
cynical an island a bachelor depressed a grown-up
b. Charles smiled as he tried to declare his for Carrie.
actually; pain really; hand finally; flat awkwardly; love suddenly; choice
A Slice of Life UNIT 6 83
c. Will did not care about the others. He cared only about himself, he was .
deceiving poor poignant nerdish selfish
d. Charles had already been to four , he was still single.
Although; weddings But; marriages If; funerals Still; fortunes Then; stores
e. “Don’t beat about the , Marcus. What exactly do you want?”
rain lightning bolt bullying bush luxury
f. Love and friendship can prejudice.
overcome follow grow improve wonder
g. “You’re not a kid anymore. Why don’t you act your ?”
relationship reading age hand lesson
Noun Phrases
Scan the texts to find the adjectives or nouns that complete these phrases.
a. a of life uma fatia de vida

b. a of cake um pedaço de bolo
c. a life of uma vida de luxo
d. an man um homem imaturo
e. an age uma era insular
f. a mother uma mãe solteira
g. a bolt um relâmpago
h. a attack um ataque cardíaco
i. a title um título enganador
j. a grown-up um adulto deprimido
Scan the texts to select the alternative that best completes each statement.
a. Will Freeman lives a comfortable life but .

he suffers from severe depression he needs to grow up
b. When Will says, “In my opinion, all men are islands,” he shows that .
he cares more about the others than himself he is rather selfish
c. Daisy Werthan .
still worked as a teacher at the local school had retired after having been a schoolteacher
d. Hoke Colburn had been hired .
to help Miss Daisy do the shopping at the supermarket as Miss Daisy’s private driver
e. With time, Daisy Werthan and Hoke Colburn became good friends their cultural and social
differences.
although in spite of
f. Charles had fallen in love with Carrie, .
and had finally decided to get married that’s why it suddenly started to rain
g. Charles proposed marriage to Carrie in his own awkward way, .
but she accepted his proposal at once and she told him to do it the right way
h. Matthew read a poem at the funeral of .
Gareth Fiona
i. The British poet W. H. Auden .
was the author of the poem Funeral Blues wrote the poem Funeral Blues at a funeral
STRUCTURE
Indirect Speech II – Imperatives c. “Seize the day, boys. Make your lives
extraordinary,” Mr. Keating said to his
Observe estes exemplos:
students. (Dead Poets Society, 1989)
discurso
Will to Marcus: “Listen.”
direto:
discurso
Will told Marcus to listen.
indireto: d. “Run, Forrest, run!,” Jenny said to Forrest.
(Forrest Gump, 1994)
discurso Marcus to Will: “Bring your little
direto: boy.”
discurso Marcus told Will to bring his e. “Please don’t do that,” Lionel Logue said to
indireto: little boy. the king. (The King’s Speech, 2010)
Para relatar ordens ou pedidos no discurso
indireto, usa-se tell (dizer a, mandar) ou ask
+ objeto indireto (a quem a ordem ou pedido é
2. Now put the words in order and write the
dirigido) + verbo no infinitivo com to. sentences using direct speech.
a. “away take children both!,” the Nazi officer
Quando o sentido for de negação, usa-se o said to the soldier. (Sophie’s Choice, 1982)
infinitivo com not to:
discurso Will: “Don’t beat about the bush,
direto: Marcus.”
discurso Will told Marcus not to beat b. “business about, Kay me don’t my ask”
indireto: about the bush. Michael said to Kay. (The Godfather II, 1972)
1. The following memorable lines come from

some great movies. They are examples of
orders and requests in direct speech. Rewrite c. “book me please tell your about,” Adriana
them using indirect speech: said to Gil. (Midnight in Paris, 2011)
a. “Play it again, Sam,” Rick said to Sam.
(Casablanca, 1942)
b. “Don’t come back,” Alfredo said to Toto. Indirect Speech III – Questions
(Cinema Paradiso, 1988) Observe a pergunta abaixo:
Miss Daisy: “What are you doing?”
Essa pergunta está no discurso direto, em que as exatas palavras de quem faz a pergunta são dadas
entre aspas. Agora, observe a mesma pergunta no discurso indireto (nossas palavras relatando, hoje,
essa pergunta):
Miss Daisy asked Hoke what he was doing.
question word subject verb

Concluímos que quando usamos o Indirect Speech para relatar uma pergunta,
o verbo que introduz a pergunta é ask (“perguntar”);
a palavra interrogativa (what, who, where, when etc.) é usada ligando as duas orações; depois
de ask + objeto indireto (a quem se pergunta) segue-se sujeito + verbo.
a pergunta, quando relatada no discurso indireto, tem a mesma estrutura de uma afirmação: sujeito
+ verbo (e não verbo + sujeito). Esse aspecto é muito importante e requer atenção.
Veja outro exemplo:
discurso direto: Fionna to Matthew: “Where’s Gareth?”

Fiona asked Matthew where Gareth was.
discurso indireto:
question word subject verb
1. These questions come from memorable movie dialogues. Turn them into indirect speech.
a. “What can you do, David?” the interviewer said to David. (Prometheus, 2012)
b. “What time did you get in last night?” Inez said to Gil. (Midnight in Paris, 2011)
c. “Why didn’t you just kill me?” Bruce Wayne said to Bane. (The Dark Knight Rises, 2012)
d. “How old are you?” Bella said to Edward. (Twilight, 2008)
e. “How long have you been seventeen?” Bella said to Edward. (Twilight, 2008)
2. Now look at the sentences in direct speech and match the two parts of the sentences in
indirect speech.
“Where’s your grandpa right now?” the pageant MC said to Olive. (Little Miss Sunshine, 2006)
“What do you want to know about rockets?” Quentin said to Homer. (October Sky, 1999)
“How do I look?” Chiles Santon said to Beau Hutton. (Country Strong, 2010)
“What do you see, Richard Parker?” Pi Patel said to Richard Parker. (Life of Pi, 2012)
“What will your contribution be?” Mr. Hundert said to his students. (The Emperor’s Club, 2002)
a. Pi Patel wanted to know ( ) what he wanted to know about rockets.
b. Mr. Hundert asked his students ( ) what Richard Parker saw.
c. The pageant MC asked Olive ( ) what their contribution would be.
d. Chiles Stanton asked ( ) where her grandpa was right then.
e. Quention asked Homer ( ) how he looked.
3. Look at this cartoon:

Now report the dialogue as you complete the following sentences:
a. The lady asked Charles what
b. He said that it
c. The lady said that she always
d. Then she asked Charles what
e. He said that it
f. The lady told Charles
Agora observe este outro tipo de pergunta:

“Do you remember where we live?” Marcus asked Will.
“Is it still raining?” Carrie asked Charles.
Essas perguntas são feitas no discurso direto, em que as palavras exatas de quem fala são dadas
entre aspas. É fácil observar que essas perguntas são de um tipo diferente do que vimos anteriormente.
Nesse caso, as perguntas não são iniciadas com question words (What, Where, When, Why etc.) e sim por
um verbo auxiliar (be, do, have etc.). São perguntas que requerem resposta do tipo Yes ou No. Nesse
caso a palavra que liga as duas orações no discurso indireto é if (ou whether, na linguagem formal).
Marcus asked Will if/whether he remembered where they lived.
Carrie asked Charles if/whether it was still raining.
1. These questions come from some other memorable movie dialogues. Turn them into
indirect speech.
a. “Do you think our love can take us away together?” Allie said to Noah. (The Notebook, 2004)
b. “Do you know any jokes?” Lionel Logue said to King George VI. (The King’s Speech, 2010)
c. “Do you eat ice cream?” Olive said to Miss California. (Little Miss Sunshine, 2008)
d. “Are you going to tell me how you stopped the van?” Bella said to Edward. (Twilight, 2008)
e. “Did they kill him?” John Blake said to Selina Kyle (The Dark Knight Rises, 2012)
2. Now look at this cartoon:

Relate the dialogue as you complete the following sentences:
a. The little boy asked his mother if

b. The mother said no and then asked the little boy why
c. The little boy answered that every morning his father and shouted to
God if To learn more about this
topic, go to MINIGRAMMAR 23.
LISTENING
What Did They Say?
14 Some lines of movie dialogues are so well-known and popular that they have become
catchprases, we all use them at one time or another. Some of those lines were said by actors in
great movies. Listen to the CD, pay close attention to what the actors say and then answer the
questions on them.
Imterscope/Album/Album Cinema/Latinstock
1. What is life like, according to Forrest’s mother?
2. What did the Terminator say?
3. What is the girl asking the boy?
4. What did Jack Dawson say?
5. What did the astronaut tell Houston?
Olympia Dukakis as
6. What is Don Corleone going to do? Principal Jacobs and Richard
Dreyfuss as Mr. Holland, in
Mr. Holland's Opus, 1995.
7. What does Samwise Gangee think will come?
8. According to Principal Jacobs, how many jobs does a teacher have?
SPEAKING
My Favorite Movie
1. These pictures show some memorable scenes from a famous movie. Do you know what
movie it is? Working with a classmate, choose one of the scenes below and describe it. Then
tell your opinion about it and about the movie, if you have seen it.
The words and phrases in the box may help you.

Fotos: Divulgação/Arquivo da editora
DESCRIPTION OPINIONS
It’s a moving story about the true That’s a great movie • That’s my favorite
meaning of friendship • Flying on a scene • That scene is really great/cool/
bicycle across the face of the moon • awesome • I don’t like that movie • It’s
Learning about life on Earth • Learning boring • It’s for kids • It’s an old movie •
about the value of friendship • The boy’s That scene is OK, but I prefer the part
sister screaming hysterically when... • I don’t like that movie, I prefer...
2. And you? Do you have a favorite scene, a moment from a movie you simply cannot forget?
Working with another classmate, describe it, and tell him or her why it is important for you.
READING & WRITING
Storylines
1. Read the storylines of the movies below and fill in the blanks with
words from the box.
good • problem • liberation • important • love • control

Album/Album Cinema/Latinstock/United Internacional Pictures
Apollo 13 (1995)
Astronaut Jim Lovell (Tom Hanks) makes a
call to NASA’s mission
room after an oxygen tank explodes aboard.
His words have become famous, “Houston,
we have a ”.
Album/Album Cinema/Latinstock/United Internacional Pictures
Forrest Gump (1994)

Forrest is a man who proved that
determination, courage, and love are
more than ability.
He is a simple man with low IQ but
intentions. Forrest may
not be a smart man but he does know what
is.
Divulgação/Arquivo da Editora
Fried Green Tomatoes (1991)

A moving story of women’s
, racism, love, humor,
triumph, and tragedy.
2. Now it’s your turn. Write a storyline of a movie of your own choice.
Do some research about that movie. Exchange your storyline with a
classmate for comments and possible corrections about grammar and
spelling. Rewrite it accordingly.
Another Look at...
Funeral Blues
Towards the end of Four Weddings and a Funeral, Gareth, one of Charles’s friends,
dies. Matthew, Gareth’s closest friend and partner, speaks at his funeral. These are
some of the words Matthew says about his dead friend.
As for me, you may ask how I’ll
Divulgação/Arquivo da editora
remember him, what I thought of
him. Unfortunately there I don’t have
words. Perhaps you will forgive me
if I turn from my own feelings to the
words of another splendid bugger:
W. H. Auden. This is actually what I
want to say:
Stop all the clocks, cut off the telephone,

Prevent the dog from barking with a juicy bone,
Silence the pianos and with muffled drum
Bring out the coffin, let the mourners come.
Let aeroplanes circle moaning overhead

Scribbling on the sky the message He Is Dead,
Put crêpe bows round the white necks of the public doves,
Let the traffic policemen wear black cotton gloves.
He was my North, my South, my East and West,

My working week and my Sunday rest,
My noon, my midnight, my talk, my song;
I thought that love would last forever: I was wrong.
The stars are not wanted now: put out every one;
Pack up the moon and dismantle the sun;
Pour away the ocean and sweep up the wood.
For nothing now can ever come to any good.
(AUDEN, W. H. Selected Poems. Edited by Edward Mendelson. London: Faber and Faber, 2010.)
What’s the main idea in the poem?
Love is eternal.
Death is not stronger than Hope.
Tomorrow is another day.
Life is meaningless when love is gone.
The loss of a beloved friend is not to be remembered. Life must go on.
ducar ou fazer sonhar? Instruir ou divertir? Ensinar
THINK
E
ou recrear? E por que não tudo isso? A educação
e o cinema podem caminhar juntos, de forma
integrada, e nos fazer aprender lições para a vida. Não
são só os chamados “filmes educativos” que oferecem
ABOUT IT food for thought, muitos dos filmes comerciais de
diversos gêneros nos mostram a slice of life e nos fazem
refletir sobre valores, princípios, atitudes. Muitos desses
filmes estão disponíveis, o difícil é escolher. Como sempre, é
preciso saber escolher, separar o que vale a pena ser visto. Nem todos os filmes
disponíveis merecem a nossa atenção, muitos, ao contrário, são uma verdadeira
waste of time. Mas o saldo é positivo. A lista de bons filmes, recomendáveis por
vários motivos, parece não ter fim. Muitos desses filmes merecem ser vistos e
foram apresentados, com mais ou menos destaque, ao longo desta Unit. Quais
os seus favoritos? Por quê? Que lições tirar desses filmes? You tell us!
Imagesource/Other Images
Discuss the themes in those movies with your classmates and

teachers, especially your Art teacher.
Exploring
Exploring Other
Other Sources
Sources
Laurent, Jullier. Lendo as imagens do cinema. São Paulo: Senac, 2009.

CINEMA Paradiso. Direção: Giuseppe Tornatore. Produção: Gabriella Carosio, 1988.
O ARTISTA. Direção: Michel Hazanavicius. Produção: Jeremy Burdek e outros, 2011.
ALL movie. Available at: <www.allmovie.com>. Access: Apr. 10, 2013.
THE GREATEST Films. Available at: <www.filmsite.org>. Access: Apr. 10, 2013.
1
1. Mark the correct answers to these questions. 2. Complete the sentences in indirect speech.
a. Einstein said, “If I had known that the Germans a. “I’m a militant pacifist,” Einstein said.
would not succeed in constructing the atom
Einstein said
bomb, I would never have lifted a finger.”
What did he mean by that? b. “It really snowed last night,” Calvin told Hobbes.
He was happy about the use of the atomic bomb. Calvin told Hobbes
He felt sorry about having contributed to the
c. “Everything familiar has disappeared,” Hobbes
development of the atomic bomb.
He was sorry about having constructed the told Calvin.
atomic bomb. Hobbes told Calvin
b. Driving Miss Daisy is a movie in which an old d. “Get up, Calvin!” the boy’s mother told him.
Jewish woman and her African-American Calvin’s mother told the boy
chauffeur have a friendly relationship that
grows and improves over the years. e. “Sit down,” Calvin’s teacher told the boy.
becomes a problem for both. Calvin’s teacher told the boy
comes to an end.
0.1 point each /0.5
c. In E.T.: The Extra-Terrestrial, a lonely little boy has a
secret friendship with 3. Choose the correct alternatives to complete
an alien. these sentences.
outer space children.
a. “If I that the Germans would not
a horrible creature from outer space.
succeed in constructing the atom bomb, I would
d. Calvin and Hobbes is still a very popular comic
never have lifted a finger,” said Einstein. (know –
strip. Who is Hobbes?
knew – had known)
He’s a very imaginative boy.
It’s Calvin’s favorite toy, a stuffed tiger that is real b. “If you don’t get out of bed immediately, you
only to him. the bus,” the boy’s mother told
It’s Calvin’s best friend, a real tiger. him. (will miss – would miss – would have missed)
c. “If you the answer, sit down,” the

©(1998) Bill Watterson/Dist. By Atlantic Syndication/Universal Uclick
teacher told the boy. (don’t know – didn’t know –

hadn’t known)
d. If E.T.’s pals hadn’t left him behind, the little boy

him. (wouldn’t have met –
wouldn’t meet – won’t meet)
e. If Einstein had become a watchmaker, he

to the development of the atomic
bomb. (won’t contribute – wouldn’t contribute –
wouldn’t have contributed)
0.25 point each /1 0.2 point each /1
93
4. Put the questions in direct speech into indirect b. Still according to Arthur C. Clarke, people who
speech. have been able to learn and love
a. “Where does the old woman live?” the teacher have also found happiness.
asked Lucy. never actually die.
feel happy because their life is over.
b. “Where are you going?” Miss Daisy asked her have no reason to be happy about their achievement.
chauffeur.
c. “Things of priceless worth”
can always be bought.
c. “When did the Americans drop an atomic bomb
have no lasting value.
on Hiroshima?” the students asked the teacher.
are too valuable for money to buy.
cannot possibly be achieved.
d. “Are you a pacifist?” the reporter asked me. d. “When your life is over” means
it has come to an end.
e. “Was Einstein a genius as a child?” Jack asked the you can finally say you have learned.
teacher. everything else has lasting value.
you will also be able to say you have been happy.
0.25 point each /1

0.2 point each /1
6. Observe o tempo verbal usado nos trechos
5. Arthur C. Clarke (1917-2008) was an English abaixo:
science-fiction writer, author of 2001: A Space “I have found...,” “I have learned,” “I have
Odyssey, and many other books of science and loved,” “I have been happy.”
science fiction. Sanka Vidanagama/Agência France-Presse O autor usou o Present Perfect em todas essas
In my life I have frases, porque se referem a ações que ocorreram
found two things of
a. em um passado remoto e definido.
priceless worth –
learning and loving. b. ao longo da vida, com reflexos no presente.
Nothing else – not c. em um passado recente, com reflexos no
fame, not power, not presente.
achievement for its own d. ao longo da vida, sem reflexos no presente.
sake – can possibly have
the same lasting value. 1 point /1
For when your life is
7. O trecho que reproduzimos abaixo é a abertura
over, if you can say “I
have learned” and “I do romance The Origin of the Brunists, escrito
have loved,” you will por Robert Coover, em 1969. Leia o texto e
also be able to say “I responda às perguntas, em português.
have been happy.” Hiram Clegg, together with his wife Emma
Arthur C. Clarke (Rama II) and four friends of the faith from Randolph
(Available at: <www.goodreads.com/work/
Junction, were summoned by the Spirit and Mrs.
quotes/1907786-rama-ii>. Access: Apr. 17, 2013.) Clara Collins, widow of the beloved Nazarene
a. According to the author, the most important preacher Ely Collins, to West Condon on the
things in life are weekend of the eighteenth and nineteenth of
April, there to await the End of the World.
learning and the creation of wealth.
fame and power. a. Das pessoas mencionadas, quantas foram chamadas
the search for knowledge and love. a West Condon?
learning to love. b. Quando?
c. Para quê? b. Que relação existe entre a linguagem e os nossos
relacionamentos?
d. Quem as chamou?
e. Quem é a Sra. Collins?
0.2 point each /1 c. Por que as palavras são tão valiosas quanto as
imagens?
8. Leia o texto e responda às questões.
About Language
Language is different from every other subject
0.5 point each /1.5
you’ll ever study, because language is a part of
everything you’ll ever study. It’s there outside (Uerj-2013) Leia o texto e responda às questões 9
school too, forming a part of everything you do.
a 12.
Even if you have an experience which doesn’t
involve language – such as listening to music at a
A Few Notes about Humour
concert or looking at a painting – you’ll want to Charlie Chaplin said it best: “A day without laughter
talk about it afterwards. is a day wasted.” Money might be what makes
Language never leaves you alone. It’s there in the world go round, but humour is what
your head, helping you to think. It’s there to help makes the journey tolerable. What better way to
you to make relationships – and to break them. 5 acknowledge something than to consume it in jest?
It’s there to remind you who you are and where Humor is the spice of life. Fun and laughter
you come from. It’s there to cheer you up – and help reduce stress, and also help to keep you
to cheer others up, if they’re feeling low. happy and healthy. Everybody loves a good
Language doesn’t do everything. Sometimes laugh, and everybody needs a good reason to
there are no words for what we want to say. 10 laugh once in a while. I have always enjoyed
Sometimes it’s better just to give someone a listening to people tell jokes, and enjoyed telling
jokes too. There are many ways in which comedy
hug. People sometimes say: “A picture is worth
can be used in life, but my personal favourite is
a thousand words.” That’s true. But language is
undoubtedly observational humour.
never far away. To talk about the picture, you
15 Observational humour is the sort where
may need a thousand words.
people make fun of life in general, turning the
(CRYSTAL, David. A Little Book of Language. New Haven
run-of-the-mill day into something people
and London: Yale University Press, 2010. p. 253.)
can laugh about. It takes a good amount of
story-telling skill to turn a mundane, silly
Julian Wasser/Time Life Pictures/Getty Images
20 instance into a funny and witty1 remark. Some

of the comedians who have this skill are Mitch
Hedberg, Dylan Moran, Louis C. K., George
Carlin, Ed Byrne, and the list goes on.
Many people can manage to get out a laugh or
25 two about aspects of life that pertain to a specific
audience – for example, an in-joke that only
locals will understand. But it takes something
else to execute a brilliantly funny story about
people in general, something that manages to
30 creep past the cliché bin, which is why I have a
good deal of respect for those comedians.
A sub-section of observational humor is when
comedians, or regular folk, poke fun at current
a. Cite duas atividades mencionadas no texto para affairs, generally serious current affairs, and turn
as quais não há necessidade do uso imediato 35 them into something satirical. This is significantly
das palavras. easier than compiling a whole show, and only
requires you to follow current affairs and have
a bit of wit about you. Besides this, with some
skilled wordplay and a good performance, many 12. No 5o parágrafo, o autor menciona quatro
40 a situation can be turned into a joke. The more requisitos necessários para transformar
grave the actual situation, the funnier and darker quaisquer situações, até mesmo as sérias, em
the spin-off story can be, if pun permits.
piadas. Identifique esses quatro requisitos.
Twitter is one of the current hang-outs for the
exchanges of these situational comics, and word
45 plays spread like wildfire 2 once they’re out – like
they did during the rescue of the Chilean miners, in
October, 2010, for instance. Many of the jokes come
from dedicated comedy spots (such as Sickipedia or 0.5 point each /2
Uncyclopedia), but the point is that there are many

50 healthy communities and opportunities for people
SELF-EVALUATION (UNITS 4, 5 AND 6)
to express their farce take on things.
After a while, your mind is always ready to How did you do? What was your score?
come up with a quirky statement about anything;
Can
it actually becomes habitual – which could be Excellent Good OK
do better
55 detrimental to your reputation if you’re not careful.
Test total:
It’s also really fun as it keeps you on your toes. 10-9 8-7 6-5 less than 5
— out of 10
theamateurobserver.wordpress.com
1
witty – espirituoso(a)
spread like wildfire – alastrar-se
( ) for Yes, (x) for No, or (R) for Review Units 4, 5
2
9. O processo de intertextualidade consiste na and 6 after each of the topics below.

incorporação de um texto por outro, por meio,
por exemplo, de citação ou de alusões a ditos Now I can…
populares. Traduza do 1o parágrafo:
( ) use the different reading strategies to be able to
a. a citação:
understand a text in English.
b. a frase que faz referência ao ditado “money makes ( ) guess the meaning of new words from context.
the world go round”: ( ) identify the meaning and function of discourse
markers.
10. O texto trata da preferência de seu autor pelo ( ) understand and practice the use of the modal
humor observacional e também se refere a verb to express past ability: could.
uma habilidade imprescindível para fazê-lo ( ) distinguish between the meaning and use of say,
com sucesso. Com base no 3o parágrafo,
tell, speak, and talk.
defina “humor observacional” e o que é preciso
para sua criação. ( ) use statements, commands, requests, and
questions in indirect speech.
( ) listen to lectures, dialogues.

( ) talk about my favorite movie.
11. No 4o parágrafo, apresenta-se uma diferença ( ) tell a classmate about someone else’s words,
entre o modo como as pessoas comuns
using indirect speech.
provocam o riso e como os comediantes o
fazem. Explicite essa diferença. ( ) write a sumary.
( ) write about my favorite comic strip.
( ) reflect and debate about what makes this a
magical word – fantasy and fiction can teach
you a lesson.
The Teen Years
15 Mr. and Mrs. Brown don’t know what to
do about Jenny, their teenage daughter. They
are frustrated and confused by her attitude.
And yet she used to be such a good girl. She
used to be so obedient, so easy to deal with…
Look at the picture and the text above.

Who’s Jenny? What’s wrong with her?
Does she have a family? Is she a typical
teenager? Are there any problems?
What attitude do you think she has?
How do her parents react to that? What
kind of text do you think we are going
to read? An article dealing with cultural
Brand × Pictures/Jupiterimages
diversity, environmental problems,

university life, old age, teenage
troubles? Make some predictions, read
the text and check if you were correct.
The Teen Years UNIT 7 97
READING
Before You Read

Each stage of life is identified by a specific abstract noun. Put these stages
of life in the correct order, numbering them from 1 to 8.
( ) adolescence ( ) old age
( ) childhood ( ) death
( ) adulthood ( ) middle age
( ) birth ( ) infancy
Time to Read
predictions.

Methods of discipline that used to work well when Jenny was a child no longer have an effect. She
used to read a lot but she does not even look at a book anymore. She says she doesn’t need books
anymore, since her computer gives her all the information she needs. Jenny’s parents don’t have time
to talk to her about those things, and they are worried about the choices their teen is making.
The most difficult challenges many parents face, according to the American Psychological
Association, come during their children’s teenage years. Teenagers, dealing with a complex world and
hormonal changes, may feel that no one can understand their feelings, least of all their parents. Teens
and parents alike, like the Browns, may be left feeling angry, frustrated and confused. The APA
says methods of discipline that worked well in earlier years no longer seem
to be effective. As a result, the teen years are ripe for producing conflict
in the family. Typical areas of conflict may include: s
age
t ion S o ur c e /G e t t y I m
• Disputes over curfew

• Choice of friends
• Spending time with family instead of friends
lu s tr a
• School and work performance

c k Il
• Cars and driving privileges

Sto
• Dating and sexuality

• Clothing, hair styles and makeup
The teen years are tough, but most families seem to be successful
at helping their children accomplish their developmental goals: reducing
dependence on parents while becoming increasingly responsible and independent. But that’s not an easy
task. Mr. and Mrs. Brown are not happy about their daughter’s behavior. Perhaps they should look in the
mirror to see the root of their daughter’s problems.
(Adapted from: PARENTING: The Teen Years. Available at: <www.apa.org/helpcenter/teen-years.aspx>. Access: Apr. 10, 2013.)
98 UNIT 7 The Teen Years
What’s the Main Idea?
Match each paragraph with its main idea.
a. Parent-teen conflict can be caused by several different

Introduction
reasons.
b. The developmental goals of the teen years must be less
Paragraph 1
dependence and more responsibility.
c. Jenny is not a child anymore and that is the big
Paragraph 2
challenge her parents face.
d. Jenny and her parents don’t talk with each other about
Paragraph 3
those problems.
Word Study
Words in Context
Choose the correct alternative to complete each sentence.
a. Teenagers can be strongly influenced by the pressure of their .

challenges peers parents disputes goals
b. Bella and Ted have known each other for a long time, they’ve decided they are for marriage.
ripe main responsible difficult obedient
c. Ann is a good teacher. She knows how to children.
include produce deal with reduce pose
d. Poor Mary is 18 years old but she has never had a date. Her parents do not allow .
clothing dating privilege relationship mirror
e. All of the adjectives below express a negative idea, except .
frustrated confused worried happy self-destructive
f. Mom said I must be home by 10 p.m. That’s my .
choice behavior performance root curfew
In Other Words
Read the text to find the phrases that have the same meaning as those below.
a. but when Jenny was a child, she

Introduction
was so good
b. are not efficient anymore
Paragraph 1 c. books are not essential for her now
d. the people or things that their

teenage daughter is choosing
e. how good or bad a student’s

work is
Paragraph 2
f. serious disagreements as to what
time the teen must get home
g. reach the objective of their

development
h. at the same time they become
Paragraph 3 more and more responsible
i. not an easy thing to do
Discourse Markers
Scan the text and find the discourse markers used to express the ideas below. Then find their
counterparts in Portuguese.
Discourse marker Portuguese
a. used to show contrast ( ) como resultado de,

Introduction
b. used to express intensity consequentemente
( ) desde que, porque

c. used to express contrast
Paragraph 1 d. used to express cause, the ( ) enquanto, ao mesmo
reason why tempo que
e. used to express ( ) talvez
Paragraph 2
consequence
( ) mas, porém
f. used to refer to things that
happen at the same time ( ) no entanto
Paragraph 3
g. used to indicate
possibility ( ) tão
Read the following sentences about The Teen Years and find:
a. The sentence that leads us to infer that Jenny’s parents are partly
responsible for her problems, caused by lack of dialogue.
b. The sentence in which the author hints that Jenny’s parents are the origin
of her problems.
( ) Mr. and Mrs. Brown don’t know what to do about Jenny, their teenage
daughter.
( ) Jenny’s parents don’t have time to talk to her about those things.
( ) They are worried about the choices their teen is making.
( ) Like many other parents, Mr. and Mrs. Brown are not happy about their
daughter’s behavior.
( ) Perhaps they should look in the mirror to see the root of their daughter’s
problems.
Conflict Zone
1. The text points out seven typical areas of conflict between teenagers
and their parents (school performance, the teen’s choice of friends etc.).
Read the sentences below and imagine the situation when they could have
been said. Scan the text and identify each of those seven areas of conflict.
Write them down next to each sentence.
a. “But mom! Not even a little bit of lipstick?!”
b. “You know I don’t want you to hang out with those guys! They’re bad news!”.
c. “Mommy! Today’s Saturday, why can’t I get home after 10? Please!”
d. “No way, young lady. You cannot have the car tonight. Not until
you’re old enough to have a driver’s license.”
e. “I know, times have changed. When I was your age, my older sister was
my chaperone*, do you know what the word means?”
w Im c k /
f. “Three C grades and a D. Please tell me, Jessica Alexandra Smith, what
s
age
Glo t ter s to
grades are these?”

u
/Sh
s un
A sly
g. “I can’t believe you’re going out. It’s Christmas Eve, remember?”
2. What other areas of conflict do you think can be added to those

mentioned in the text?
* chaperone: in the past, an older woman who went with a young woman who was not married to a social event to
make sure that she behaved well.
STRUCTURE
Used to
Observe as formas verbais em destaque nestas frases:
Jenny used to be such a good girl.
She used to be so obedient.
Methods of discipline that used to work well when she was a child no longer
have an effect.
She used to read a lot but she does not even look at a book anymore.
A estrutura formada por used to + infinitivo do verbo principal é usada para
expressar um hábito, um estado ou uma situação que havia no passado, mas que
não mais ocorre no presente. Essa construção refere-se apenas ao passado e
traduz-se por costumava + infinitivo do verbo principal, podendo corresponder,
em português, ao pretérito imperfeito.
1. Volte às frases acima e traduza as formas verbais em destaque,

escolhendo entre:
a. costumavam funcionar / funcionavam
b. costumava ser / era
c. costumava ler / lia
2. Complete the following sentences with used to + one of the verbs in the
box, as appropriate.
think • play • be • live • believe • work • sell
a. Rio the capital of Brazil.

b. People that the Earth was flat.
c. Pelé soccer very well, but he’s retired now.
d. Madonna as a waitress before she became famous.
e. Ronaldo in Europe, but now he lives in Brazil.
f. Nicolas Cage popcorn at movie theaters before
he became popular as an actor.
g. I in Santa Claus when I was a boy. Now I am Santa Claus!
Careful! Used to refere-se apenas ao passado e não deve ser confundido com be
used to (estar acostumado a), que indica hábito no presente, nem com get used to
(acostumar-se a). Enquanto used to, como já vimos, é seguido do infinitivo do verbo
principal, as expressões be used to e get used to são seguidas de gerúndio. Compare:
I used to live with my parents, but now I live alone.
I am used to living alone, and I like it.
I got used to living alone some years ago.
Complete these sentences with used to, be used to, or get used to + the
correct form of the verbs in parentheses, as appropriate.
a. Grandfather us stories of his youth. I miss

my grandfather and his stories. (tell)
b. If you are going to live in London, you will have to
on the left. (drive)
c. Tomatoes considered poisonous until about
1830. (be)
d. I am early. I really don’t mind it, but Sargent
Hardrock, it’s four a.m! (get up)
e. People in witches and fairies. Some still do.
To learn more
(believe) about this topic, go to
MINIGRAMMAR 13.
f. “Kao Lin, you are living in Brazil now, so you have to
with a knife and fork. While in Rome, do as
the Romans do.” (eat)
g. We there are nine planets in our solar
system, but Pluto is no longer considered one of them. (say) Littleny/Shutterstock/Glow Images
So and Such
Observe as palavras em destaque nestes trechos:
Jenny used to be so obedient, so easy to deal with...
She used to be such a good girl.
Tanto so quanto such podem significar “tão”.
So vem antes de adjetivo ou advérbio:
Sarah Brightman is so beautiful and she sings so well!
Such vem antes de substantivo, geralmente adjetivado:
She has such a beautiful voice!
1. Complete the sentences with so or such.
a. Adolescence is difficult! It is a difficult

challenge that many families need professional help.
b. That movie was interesting! It was a
good movie that we went to see it twice.
c. Marta is a great soccer player! She plays
well!
d. Angelina is nice. She’s a nice person.
e. I just couldn’t believe a fantastic story. It was
crazy!
2. Choose the correct alternative to complete each sentence.
a. It was a good party and we were all happy that we didn’t even notice
the storm.
such; such so; such such; so such
b. “I’m a great fan of Carl Sagan. He is a brilliant writer.”
such such as neither so
c. There were thousands of people in the park. I’d never seen people there.
so little so many so few so much
d. “It’s nice and cool here. I don’t want to leave.”
so neither such as such
To learn more
about this topic, go to e. David lived in Ceará for a couple of years. He speaks Portuguese well!
MINIGRAMMAR 18. so such such a neither
Still, No Longer, Anymore
Observe as palavras em destaque nas frases abaixo:
Does Jenny still like reading?

No, she doesn’t. She used to read a lot but she does not even look at a book
anymore/any longer.
She says she doesn’t need books anymore/any longer.
Methods of discipline that used to work well when she was a child no longer
have an effect.
Notes
still ainda (em perguntas e afirmações)

anymore = any longer não mais (no final da oração negativa, com not)
no longer não mais (antes do verbo, em oração de sentido negativo,
mas sem not)
Complete the sentences using still, no longer or anymore.
a. Is Bill Clinton the President of the United States? No, he is

in office.
b. Some people say analogue TV will exist by 2020.
c. The Rolling Stones are on the road, but the Beatles don’t
play together .
d. John and George are alive, but the Beatles are
famous.
To learn more
about this topic, go to e. Sean Connery doesn’t play James Bond .
MINIGRAMMAR 14. f. Love is the answer to humanity’s problems.
Like, Alike To learn more
Observe as palavras em destaque nesta frase: MINIGRAMMAR 27.
Teens and parents alike, like the Browns, may be left feeling angry...
• like: como. É uma preposição, usada antes de um substantivo, para "Our hair looks
introduzir um exemplo. É sinônimo de such as: tais como. different, but
our glasses
• alike: da mesma forma, do mesmo jeito. É um advérbio usado no final da look just
oração, referindo-se de forma abrangente a pessoas ou coisas. alike."
Complete the sentences with like or alike.
a. They talked about teenage troubles, school

performance and choice of friends.
b. They talked about their plans and problems .
c. The Lord of the Rings is such a great movie that it appeals to
teenagers and adults .
d. I like phantasy movies Avatar and The Lord
of the Rings.
Creatista/Shutterstock/Glow Images
LISTENING
Teen Problems and Values
16 Listen and check the correct column according to what you hear.
Diane’s Show is a (fictitious) talk show that attracts a large audience among
young people, especially girls. Diane Banks, the talk show host, has invited
four teenagers to come to the studio and express their opinions about a topic
of great relevance to them: The Teen Years. Listen to the CD and identify who
said what about that topic.
Carolyn George Jennie Peter

a. Life directions
b. How and when to say no.
c. I want to choose what to wear.
d. Sex education
e. I really don’t know what to do.
f. Independence
g. Sex education should be an open
ongoing discussion.
h. Say no to risky activities.
Teens Have a Voice
16Listen to Diane’s Show once again. Working with a classmate,

discuss the main questions:
What is most important in adolescent development? Why?
You may use the expressions in the box as a reference when giving your
opinion about that topic.
In my opinion • I think • I agree • I think so, too • No, I don’t think so •

I disagree • I have a different opinion about that
What is most important in adolescent development? Why?

Life directions. I don’t know where I am going after high school.
What should I do with my life? How about you, Fernanda?
Sex education. For me, sex education is the most important issue.
Teenagers learn about sex from every media, but many parents
do not talk about sex with their children or teenagers. That’s bad.
What do you think, Carlos?
I think so, too. But for me the most important thing is to be able to
say no to drugs, alcohol or any other kind of risky activities. How
about you, Marília?
WRITING
What’s Your View?

You have the chance to express your view and take part in Diane’s Show.
Simply write an SMS message with your opinion about that issue. You can
agree or disagree with any of the participants or you can add any other
comment related to the questions: “What is most important in adolescent
development? Why?”
Don’t forget that text messages
are usually written short texts in
which some oral and emotional
markers occur (for example,
hahahaha representing laughs)
and emoticons. You can also use
some abbreviations or acronyms
(for example, ‘u’ instead of ‘you’,
‘w/e’ instead of ‘weekend’, ‘xoxo’
instead of ‘hugs and kisses’).
Rangizzz/Shutterstock/Glow Images
Another Look at...
Teen Life

Home Pregnancy Babies & Toddlers Kids Teens School & Learning Entertainment & Activities Mom’s life Food Community
Health & Safety | Behavior & Discipline | Puberty & Sex | School | Values & Responsibilities | Social & Emotional Issues
What Teens Worry About

Everyone has their stress points, and teens are no exception. Here’s what they
report makes them worry:
• What people think of them. Teens are very concerned they “select” the right
identity. They don’t want to be viewed in a negative light (as a “dork,” for example).
• Grades. Good grades are a sign of well-being and achievement, and even
though teacher approval may not be as cool as peer approval, it does count.
• Lack of time. Teens, like you and I, don’t have enough time to do everything
they want. Life holds so many options, but teens must learn to set priorities and
concentrate on a few at a time.
• Family difficulties. Some teens seem to be indifferent to their families, but that’s
not what they really feel. If there’s trouble at home (whether it’s emotional or
financial) the teenager worries about it.
• The future. From getting into college to finding a job, teens know they will need
to make a place for themselves in the world and the competition that they’ll meet
in trying to get there.
Teens must be assured that there will be a place for them, though what it is and
where may come as a surprise. They must be encouraged to be open to many
possibilities; sometimes the path to the future may not be predictable, but it can
still be filled with wonderful opportunities.
(Adapted from: FAMILY Education. Available at: <http://life.familyeducation.com/teen/parenting/48429.

html?detoured=1>. Access: Apr. 10, 2013.)
Do you agree with the opinions contained

in the text above? The stress points highlighted Hill Street Studios/Blend/Glow Images
in the text refer to another culture, another

society. Do you think those stress points also
apply to the Brazilian society?
Number those stress points from 1 to 5, according

to the importance they have for you. Are there
any other stress points you worry about?
( ) What people think of me.
( ) Grades.
( ) Lack of time.
( ) Family difficulties.
( ) The future.
falta de diálogo entre pais e filhos é um dos
THINK
A
temas abordados nesta Unit. Essa dificuldade
de comunicação quase sempre gera problemas,
na infância, como nos mostra a tirinha do Calvin, mas
principalmente na adolescência. Você costuma conversar
ABOUT IT com seus pais sobre os seus problemas? Promova um
debate em sala de aula sobre esse assunto, trocando
experiências e buscando encontrar soluções que ajudem a
resolver eventuais problemas. Communication skills are very
important. Don’t keep your problems only to yourself. Open up!
Bill Watterson©1987/Dist. by Atlantic Syndication/Universal Press Syndicate
Discuss this issue with your classmates and teachers,

especially your Philosophy and Sociology teachers.
AMADO, Jorge. Capitães de areia. São Paulo: Companhia das Letras, 2008.
RAPPAPORT, Clara Regina. Encarando a adolescência. São Paulo: Ática, 2006.
JUNO. Direção: Jason Reitman. Produção: Joe Drake, 2007.
SEXTA-FEIRA muito louca. Direção: Mark S. Waters. Produção: Andrew Gunn. Distribuição:
Buena Vista, 2003.
TEENAGERS. Available at: <bbc.co.uk/health/physical_health/child_development/tween_teen_
index.shtml>. Access: Apr. 10, 2013.
TEENS Health. Available at: <http://kidshealth.org/teen/>. Access: Apr. 10, 2013.
Who Was Galileo?
17Susan, Mark, and Michael are school
friends. Michael wants to be a scientist
and knows a lot about Galileo, Astronomy
and all that. Besides his interest in science,
Michael is a young talented poet, and he
loves writing rap songs.
Look at the picture, read the title and the cartoon. Who are the young friends talking
about? What do you know about that man? Why is he famous? Of the three characters
in the picture who seems to know more about that man? Why? Make some predictions,
read the text and check if you were correct.
109
READING
Before You Read

Match the two columns and find the correct information about the scientists on the left.
a. Isaac Newton ( ) (was born in 1564 – died in 1642) Italian physicist, mathematician and
astronomer, discovered the four largest moons of Jupiter.
b. Nicolaus
( ) (was born in 1570 – died in 1619) Dutch lens maker, invented the telescope.
Copernicus
( ) (was born in 1642 – died in 1727) English physicist, mathematician and
c. Galileo Galilei astronomer, described universal gravitation and the three laws of motion.
d. Hans Lippershey ( ) (was born in 1473 – died in 1543) Polish mathematician and astronomer,
proposed the heliocentric system.
Time to Read
A Tribute to Galileo Galilei More than sixty years before…

Galileo made his telescope and But they said he was mad!
pretty soon But to Galileo there could be no doubt:
He was trying to find the man in The Sun was the king, the planets were
5 the Moon. 30 out!
Galileo looked and looked at our satellite, The Sun was the center, the planets
His eyes on the telescope by day and by around,
night. With his new telescope, that’s what he
And he saw what no man had ever seen had found.
Hi, I'm Michael. 10 before: 35 And the science of astronomy got a new
I love science,
especially Physics Mountains and craters, and a lot, bright light:
and Astronomy. I'm lot more. “The Sun is the center. Copernicus
sure I'm going to be
an astronomer. But I The Milky Way, which you can was right.”
also love poetry and see at night, But the Copernican theory had a
music and once in a
while I try my hand
15 Millions and millions of stars, so bright! 40 dangerous effect,
at writing rap songs. Of Jupiter's moons he found only four, In 1633 it was “politically incorrect”…
Can I show you one of
them? Have a look!
Now we know that there are So Galileo was soon called to Rome,
many more. And sentenced to prison in his
Archives
January (3)
The phases of Venus, orbiting the Sun, own home.
February (2) 20 He made these discoveries, 45 Cut off from the world, he spent his last
March (2)
April (1)
one by one. years,
May (2) And little by little, one by one, Knowing the truth, his eyes full of tears,
June (1)
July (3)
He concluded the planets go round And as he was dying, he told someone,
August (2) the Sun. “Yet the Earth does move around
8/4
20/4
25 That's what Copernicus had said 50 the Sun.”
110 UNIT 8 Who Was Galileo?
SEARCH Login | Subscribe
Galileo
Galileo, in full Galileo Galilei (born February 15, 1564, Pisa
Album/akg-images/Orsi Battaglini/akg-Images/Latinstock
[Italy] – died January 8, 1642, Arcetri, near Florence]. Italian
natural philosopher, astronomer, and mathematician who
made fundamental contributions to the science of motion,
5 astronomy, and strength of materials and to the development
of the scientific method. His formulation of (circular) inertia,
the law of falling bodies, and parabolic trajectories marked
the beginning of a fundamental change in the study of
motion. His insistence that the book of nature was written
10 in the language of mathematics changed natural philosophy
from a verbal, qualitative account to a mathematical one in
which experimentation became a recognized method for TABLE OF CONTENTS Expand
discovering the facts of nature. Finally, his discoveries with Top of article
Early life and career
the telescope revolutionized astronomy and paved the way for Telescopic discoveries
15 the acceptance of the Copernican heliocentric system, but his Galileo’s Copernicanism
Bibliography
advocacy of that system eventually resulted in an Inquisition Suplemental Information
Websites
process against him.
(GALILEO. Available at: <www.britannica.com/EBchecked/topic/224058/Galileo>. Access: Apr. 11, 2013.)
Galileo’s discoveries with the telescope…
convinced him that Copernicus was right in his heliocentric theory.
led to his formulation of the law of falling bodies.
made him insist that the book of nature was written in the language of mathematics.
eventually got him in trouble with other astronomers.
Word Study
Words in Context
Choose the alternative that completes each sentence.
a. Galileo Galilei and Isaac Newton were great .

phases physicists kings craters lens makers
b. Galileo was a professor of astronomy at the University of Pisa, the city where he .
was born died sentenced convinced led
c. Galileo used a telescope to make important astronomical .
discoveries inventions laws tears bodies
d. Galileo looked through the telescope and he saw our satellite, .
the Sun the Milky Way Venus the Moon Jupiter
Who Was Galileo? UNIT 8 111
e. Copernicus’s theory was that the Earth and all the other planets revolved
the Sun.
through before out under around
f. Galileo’s observations with the telescope the way to his acceptance of
Copernicus’s theory.
paved resulted changed cut off proposed
g. Engineers know how to test the of materials.
truth doubt motion trouble strength
In Other Words
Read the text to find the words or phrases that have the same meaning as
those in bold.
line 22 a. And gradually, separately and in order
line 41 b. it was considered unacceptable by the authorities
lines 43/44 c. And officially ordered to stay under house arrest

Michael’s
line 45 d. Isolated from the world
rap song
line 47 e. Knowing it was true, crying
line 48 f. And when his life was coming to an end
line 49 g. But our planet really revolves around the Sun.
line 11 h. a verbal qualitative detailed description

Galileo’s
lines 14/15 i. and created a situation that made it easier to accept
biography
lines 16 j. but his strong public support of that system at the end caused
True or False?
Mark each sentence T (for True) or F (for False). Correct the false
statements.
a. ( ) In 1609 Galileo learned of the invention of the telescope in Italy.

b. ( ) Galileo Galilei was born in 1642, the same year Isaac Newton was born.
c. ( ) Galileo’s mathematical approach led to the development of the
scientific method, based on experimentation.
d. ( ) Galileo found the sixteen moons of Jupiter.
e. ( ) Nicolaus Copernicus was the first scientist to propose the sun-
centered theory.
f. ( ) The Copernican theory went against the accepted theory of that time.
g. ( ) Galileo’s observations using the telescope convinced
Wikimedia Commons/Arquivo da editora

him that Copernicus was wrong.
h. ( ) The Inquisition forced Galileo to withdraw his
support of Copernicus’s theory.
i. ( ) The Roman Catholic Church sentenced Galileo to
imprisonment for the rest of his life.
j. ( ) Galileo spent the last nine years of his life under
house arrest.
STRUCTURE
Relative Clauses I – Defining Clauses

Observe as orações em destaque nestas frases:
Galileo was the Italian scientist who/that used the telescope in astronomy.
oração principal oração subordinada adjetiva restritiva
The telescope is the instrument which/that scientists use to explore the universe.
oração principal oração subordinada adjetiva restritiva
As Relative Defining Clauses (orações subordinadas adjetivas restritivas) definem claramente um

termo da oração principal (o antecedente) e são essenciais para o sentido da frase.
Nos exemplos acima, a oração subordinada adjetiva restritiva define, identifica claramente
o antecedente – de quem ou de que estamos falando. Ela é essencial para definir, identificar o
antecedente – quem foi Galileu, o que é o telescópio. Esse tipo de oração não vem entre vírgulas e é
introduzida pelos pronomes relativos que vamos estudar a seguir.
Três pronomes relativos em inglês – who, which e that – correspondem a um único pronome relativo
em português: “que”. Seu uso vai depender da função que exercem (sujeito ou objeto) e do tipo de
antecedente (pessoa, coisa ou animal).
Função de sujeito
Quando o antecedente é:
pessoa objeto / animal
who / that which / that
1. Quando funcionam como sujeito, para se referir a pessoas, pode-se usar who ou (informalmente) that:
Susan said that Galileo was the guy who/that invented the telescope.
subject
2. Quando funcionam como sujeito, para se referir a coisas ou animais, pode-se optar entre which
ou (informalmente) that:
Michael said that the telescope is an instrument which/that is used in astronomy.
subject
Replace that with who or which, as suitable.
a. Galileo was the scientist that discovered the phases of Venus.

b. A telescope is an instrument that makes distant objects seem nearer.
c. The Sun is the star that is very important to us.
d. The Moon is the body that moves around the Earth.
e. Astronomers are the scientists that study the Sun, the Moon, the planets, using telescopes.
f. Copernicus was the scientist that first said the Earth revolves around the Sun.
Agora veja o uso do pronome relativo quando exerce a função de objeto.
Função de objeto
Quando o antecedente é:
pessoa objeto / animal

whom / who / that which / that
Galileo Galilei is one of the scientists (whom/who/that) we all admire.
object
The telescope is one of the instruments (which/that) modern astronomy depends on.
object
3. Na função de objeto, os pronomes whom, who, that e which, sempre correspondendo a “que”,
são usados do seguinte modo:
whom pessoas (só na linguagem formal)
who pessoas (só em linguagem informal)
that pessoas, coisas, animais
which coisas ou animais
Em geral o uso desses pronomes na função de objeto é opcional. A omissão do pronome relativo,
nesse caso, é possível e muito comum, principalmente na linguagem falada.
Observe os pronomes relativos em destaque nos exemplos:
The man that/whom/who
The movie which/that we saw on TV is famous.
The animal which/that
Ou, mais comum na linguagem informal:
The man
The movie we saw on TV is famous.
The animal
Quando o verbo for acompanhado de preposição, ela poderá preceder whom (para pessoas) ou
which (para coisas ou animais), mas nunca virá antes de who ou that. A construção preposição +
whom/which é formal.
The man about whom
The movie about which we talked is famous.
The animal about which
Em linguagem informal, a preposição vai depois do verbo e o pronome relativo pode ser omitido:
The man (that/whom/who)
The movie (that/which) we talked about is famous.
The animal (that/which)
A construção sem pronome relativo é a mais comum em linguagem informal.
1. Replace that with whom or which.

a. The telescope that Galileo constructed was not the first one.
b. Galileo was the astronomer that the Inquisition convicted of heresy.
c. The lunar craters that he saw on the Moon had never been seen before.
d. The sun-centered theory that Copernicus had proposed was absolutely right.
e. Nicolaus Copernicus was the scientist that they considered mad.
2. Mark the sentences where the relative pronoun could have been left out. Remember that in
defining clauses it is possible to leave out a relative pronoun when it is the object in its clause.
a. The Moon is the body that moves around the Earth.

b. The sun-centered theory which Copernicus had proposed was absolutely right.
c. Galileo was forced to withdraw the support that he had given to Copernicus’s theory.
d. The telescope which Galileo constructed helped him to make a series of discoveries.
e. Hans Lippershey was the man who made the first telescope.
f. A satellite is an object in space that moves around a larger object.
g. Galileo Galilei is the Italian astronomer whom we have been reading about.
The Relative Pronoun Whose To learn more

MINIGRAMMAR 24. One of the
The man first drawings
The movie whose name is in the papers is famous. ever made of
The animal the Moon, by
Galileo.
Usamos whose (cujo(s), cuja(s)) para nos referir àquilo que
O mik
pertence a uma pessoa, coisa ou animal. Whose é seguido de substantivo r on
/ Ph
oto
Re
se
e nunca pode ser omitido. ar
ch
er
s,
In
c.
Complete the sentences with who or whose, as adequate.

a. Nicolaus Copernicus was the Polish mathematician
had said “The Earth goes around the Sun.”
b. Copernicus was the man theory caused a
scientific revolution.
c. Venus is the planet phases are similar to those
of the Earth’s moon.
d. The Sun is the star light and heat is so
important to us.
The Relative Pronouns What and Which
What e which podem ser usados como pronomes relativos, ambos correspondendo a “o que”, mas
com usos diferentes. Veja:
[...] And he saw what no man had ever seen before: mountains and craters, and a lot, lot more.
what: o que; tudo aquilo que. Introduz uma oração referindo-se a uma determinada coisa. Não tem
antecedente e não é precedido de vírgula.
Compare com which:
The heliocentric theory went against the accepted theory of that time, which was dangerous.
which: o que; isso. É usado após uma vírgula, referindo-se ao fato apresentado na oração anterior,
que é o antecedente.
To learn more
Complete the sentences with what or which, as suitable. MINIGRAMMAR 24.
a. Astronomers can study the evolution of the cosmos, is a great advantage over
other people.
b. I want to know exactly happened.
c. Galileo said exactly Copernicus had said sixty-six years before.
d. The truth is that the Earth does move around the Sun, is the basis of the
heliocentric theory.
e. Michael told his friends he knew about Galileo.
Relative Clauses II – Non-Defining Clauses

As Relative Non-Defining Clauses (orações subordinadas adjetivas explicativas) são as que dão uma
informação extra, não essencial, sobre uma pessoa, objeto ou animal, que já está claramente definida.
Nessas orações, próprias da linguagem escrita e colocadas entre vírgulas, nunca se usa that e a
omissão do pronome relativo (who, whom ou which) não é possível. Essas orações estão destacadas,
nestas frases:
who was an astronomer,
Galileo, made important discoveries
whom we all admire,
The Earth, which is our planet, is not the center of the solar system.
Os pronomes relativos usados nas non-defining clauses são:

who pessoas (com função de sujeito)
whom pessoas (com função de objeto)
which coisas ou animais (com função de sujeito ou objeto)
1. Complete the sentences with who, whom, or which, as adequate.
a. The sun-centered theory, says the Earth moves around the Sun, was
proposed by Copernicus in 1543.
b. Galileo Galilei, believed that the Earth rotates around the Sun, was convicted
on a charge of heresy by the Inquisition.
c. The Inquisition, was a Roman Catholic organization in former times, was
responsible for a dark period in History.
d. Hans Lippershey, was born in Holland, invented the telescope in 1608.
e. Isaac Newton, we all admire, was one of the greatest scientists of all time.
2. Check your knowledge on Newton's laws To learn more

Nicku/Shutterstock/Glow Images
by completing the sentences below: about this topic, go to

MINIGRAMMAR 25.
Newton’s three laws of motion
1. An object in motion stays in until acted upon by an
outside force.
2. The force acting on a is directly proportional in its
acceleration.
3. For every action there is an equal but opposite .
LISTENING
18 On the Shoulders of Giants

Listen to the rap song Michael wrote as a tribute to some great scientists and check the
information you hear.
Susan, Mark, and Michael are American teenagers and they go to a high school in San Diego,
California. Susan and Mark are average students, but her grades are better than his, as he is more
interested in riding waves than surfing the Internet as an information source for school reports. Mark
is Susan’s boyfriend. Michael is an excellent student, very interested in science. He likes sports, music,
reading good books, writing rap songs and hanging out with his friends.
a. was the first mathematician to claim a sun-centered system.
Copernicus Galileo Newton Kepler
b. said the same thing about sixty years after .
Copernicus / Galileo Galileo / Copernicus Newton / Copernicus Galileo / Kepler
c. Then came and his laws of planetary motion.
Nicolau Copernicus Galileo Galilei Johanes Kepler Isaac Newton
d. laws were confirmed by theory of universal gravitation.
Kepler’s / Newton’s Galileo’s / Copernicus’s
Kepler’s / Galileo’s Copernicus’s / Newton’s
e. All those scientific discoveries occurred .
in 1600 in the same century long ago in the recent past
f. All those scientific giants built their work upon the work of their .
predecessors ancestors descendants parents
g. Albert Einstein is considered the most influential scientist of the century.
twenty-first twentieth nineteenth eighteenth
WRITING
A Nice Sunny Day

Read the comic strip on page 119. Use your notebook to report that story,
the conversation involving Susan, Mark, and Michael.
you may start by turning the characters’ lines into indirect speech;
describe the scenes, following the sequence of the story;
don’t forget to use discourse markers to show cohesion;
the example below may help you:
Mark asked who Galileo was, and/but Susan was mad at her boyfriend
because/as she considered that a silly question. Then Michael explained that
Galileo made a telescope but…
proofread your text and exchange it with a classmate.
SPEAKING
Who’s Who?
The topic is historical figures and why they are famous. Taking turns
with a classmate, ask and answer about historical figures, starting with
the title of this Unit, Who was Galileo? You may add your own choice of
famous people, past and present, if you wish.
Who was Galileo?
He was the Italian astronomer who constructed a telescope and
made a series of discoveries.
Nelson Mandela: South African political leader / fought against the apartheid
system and won the battle for freedom; became President of his country
Mohandas (Mahatma) Gandhi: Hindu political, social and spiritual leader /
fought against colonial Britain and won the battle for independence for India
Hans Lippershey: Dutch lens maker/ invented the telescope
Marie Curie: French physician and chemist, born in Poland / discovered
radium / won two Nobel Prizes, one for chemistry and another for physics
Wolfgang Amadeus Mozart: Austrian composer / wrote 41 symphonies and
more than 600 compositions in all
Oscar Niemeyer: Brazilian architect / he and Lucio Costa built Brasilia / he
designed a great number of spectacular buildings across the world
Leonardo da Vinci: Italian artist/ painted the Mona Lisa
Christiaan Barnard: South African doctor/ made the first heart transplant
Fernando Pessoa: Portuguese author/ wrote great poetry
Another Look at...
A Nice Sunny Day
Ilustrações: Estúdio 1+2/Arquivo da editora
Responda em português.
a. Susan, a menina que usa a camiseta com a imagem de Galileu, é namorada de Mark.
No primeiro quadrinho, por que ela chama a atenção dele?
b. Galileu foi o inventor do telescópio? O que Michael diz sobre isso?
c. O que Michael esperava que Mark fizesse?
d. Sobre o que Mark sabe tudo?
e. O que Mark deseja aos amigos?
m 1611, Galileu começa a ser perseguido pela
THINK
E
Inquisição por afirmar que a Terra gira em torno
do Sol. Em 1633, o cientista italiano é interrogado
pela Inquisição e, para fugir da morte, renuncia à teoria
que defendia. É sentenciado a permanecer em prisão
ABOUT IT domiciliar até sua morte, em 1642.
Eram tempos de conhecimento limitado, muito
fanatismo e muita intolerância. Galileu foi declarado
culpado de heresia por
afirmar que a Terra gira em torno do Sol,
Iryna1/Shutterstock/Glow Images
mas a prisão domiciliar não o impediu de
continuar escrevendo. E a história não
acabou assim. Veja:
On October 31, 1992, 350 years after
Galileo’s death, Pope John Paul II gave an
address on behalf of the Catholic Church in
which he admitted that errors had been made
by the theological advisors in the case of
Galileo. He declared the Galileo case closed.
Procure saber mais sobre Galileu.
Existe uma grande quantidade de
informação na Internet sobre o cientista e
em diversas fontes como livros, filmes e até
peças teatrais.
Suas palavras ficaram na História:
Eppur si muove (And yet it does move).
Pesquise mais sobre essa frase: o que significa em português? Em que
circunstâncias e quando Galileu a disse? E para finalizar, mais food for thought:
A verdade é filha do tempo, não da autoridade. (Galileu Galilei)

your Math, Physics, and History teachers.
MOTTA, Laura Teixeira. Galileu Galilei: O primeiro físico. São Paulo: Companhia das Letras, 2008.
STRATHERN, Paul. Galileu e o Sistema Solar em 90 minutos. Rio de Janeiro, 1999.
GRANDES personagens da história: Galileu Galilei e Marie Curie. DVD. Diretor: Jason Connery, 2010.
GALILEO Galilei. Available at: <www-history.mcs.st-and.ac.uk/Mathematicians/Galileo.html>.
Whale Evolution
19An Egyptian desert, once
an ocean, holds the secret to one
of evolution’s most remarkable
transformations. Imagine this dry
expanse underwater, with whales
hunting and diving. Today visitors
to Wadi Hitan (Valley of the Whales)
walk a path to see rocks that hold the
fossils of the long-gone sea creatures.
Insights/Stock Photos/Glow Image
Observe the title and the image, read the caption and answer: Where was that photo taken? In
which country does that valley lie? What is it now, a desert or a sea? What was it in the remote
past? What do you know about whale evolution? What kind of information do you expect to
find in the text? Make some predictions, read the text and check if you were correct.
Whale Evolution UNIT 9 121
READING
Before You Read

Look at the image and complete the caption with the
words from the box below, as appropriate.
ago • epoch • cetacean • King • million • was
Basilosaurus (“ Lizard”)
a prehistoric
that lived 40 to 34
years in the late Eocene
.
Reprodução/Arquivo da Editora
Time to Read
predictions.
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Whale Evolution Published: August 2010

By Tom Mueller
Thirty-seven million years ago, in the waters of the a whale’s leg,” he said, lifting the bone reverently in
prehistoric Tethys Ocean, a sinuous, 50-foot-long beast both hands.
died and sank to the seafloor. Basilosaurus was indeed a whale, but one with two 25
Over thousands of millennia a mantle of sediment delicate hind legs – a crucial clue to understanding how
5 accumulated over its bones. The sea receded, and the modern whales, supremely adapted swimming machines,
former seabed became a desert. Slowly the world changed. descended from land mammals that once walked on all
Shifts in the Earth’s crust pushed India into Asia, lifting fours. Their bodies adjusted to their exclusively aquatic
up the Himalaya. In Africa, the first human ancestors lifestyle. Yet their hind legs remained, complete with tiny 30
stood up on their hind legs to walk. The pharaohs built knees, feet, ankles, and toes, useless now for walking.
10 their pyramids. Rome rose, Rome fell. Then one day Philip Whale evolution has been well documented by a sequence
Gingerich arrived at the desert to finish the job. of fossils in which there is clear evidence of a progressive
At sunset one evening last November, Gingerich, a adaptation to the aquatic environment. The final transition
vertebrate paleontologist at the University of Michigan, from basilosaurids to modern whales began 34 million 35
was beside the spinal column of the creature, called years ago, during the sudden phase of cooling climate that
15 Basilosaurus, at a place in the Egyptian desert known ended the Eocene epoch. A drop in water temperatures
as Wadi Hitan, literally “Valley of the Whales”. “When near the Poles, shifts in ocean currents, and an increase
I look at this desert,” Gingerich said, “I see the ocean.” of nutrient-rich seawater along the western coasts of
He moved down the spine toward the tail, touching Africa and Europe attracted whales into entirely new 40
around each vertebra with the handle of his brush. Then environmental niches.
20 he stopped and set down the tool. “Here it is,” he said. Thanks in large part to scientists like Philip Gingerich,
Clearing the sand delicately with his fingers, he showed the fossil record of whales now offers one of the most
a small piece of bone. “It isn’t every day that you see stunning demonstrations of Darwinian evolution.
(Adapted from: MUELLER, Tom. “Valley of the Whales”. Available at:

<http://ngm.nationalgeographic.com/2010/08/whale-evolution/mueller-text>. Access: Apr. 12, 2013.)
122 UNIT 9 Whale Evolution
Mark the alternative that sums up the main idea in the text.
a. The fact that modern whales are descended from land mammals that
once walked on all fours is one of the most stunning demonstrations of
Darwinian evolution.
b. The fact that a place in an Egyptian desert known as Valley of the
Whales was once an ocean where whales used to hunt and dive is clear
evidence of Darwinian evolution.
c. The fact that paleontologist Philip Gingerich found a whale’s leg at a
place in the Egyptian desert clearly proves that modern whales used to
hunt and dive in those waters.
Word Study
Transparent Words
In Whale Evolution, as in many science-related articles, it is possible
to find a great number of cognate words, the so-called “transparent
words”, which are similar in form and meaning to words in Portuguese,
like “evolution” and “evolução”. Scan the text and find at least 30
transparent words.
Word Webs
Complete the diagrams with the words from the box.
ankle • seafloor/seabed • Poles • tail • valley • sea • knee • ocean • foot/feet

bone • spine/spinal column • coast • desert • toe • hand • Earth’s crust
finger • ocean current • leg
ankle
ANATOMY GEOGRAPHY
seafloor/
seabed
Noun Phrases
Scan the text to find the adjectives or nouns that complete these phrases.
a. niches nichos ambientais/ecológicos
b. human ancestrais humanos
c. a crucial uma pista crucial/muito importante
d. land mamíferos terrestres
e. legs patas traseiras
f. coasts costas ocidentais
g. sea creatures seres marinhos há muito desaparecidos
h. a transformation uma transformação notável
i. the Eocene epoch o final da época eocena
j. dry uma grande área de terra seca
k. machines máquinas de nadar
l. a 50-foot-long um animal com 50 pés de comprimento*
The boat is 20 feet long. How much is that in meters?

We had over two feet of snow last night. How many centimeters?
Oscar Schmidt is 6 feet 8 inches tall. How tall is he, in meters?
Words in Context
Complete the sentences with the correct words or phrases, as appropriate.
a. Basilosaurus is a sea creature.
cooling tiny long-gone nutrient-rich dry
b. When a baby crawls around it puts its hands, knees, and feet on the ground.
over its bones on all fours on its hind legs in both hands with tiny knees
c. A in water temperatures near the caused the water to become colder.
drop; Poles phase; coasts clue; bodies climate; machine mantle; seabed
d. Modern whales and dolphins live in the sea. they are not fish.
Then Both Once Yet Ago
e. and dolphins are not fish, they are mammals, you and me.
Beasts; how Whales; like Ancestors; as Tools; toward Stones; by
f. When the Basilosaurus died, it to the seafloor.
remained receded pushed lifted sank
g. Wadi Hatan, in Egypt, now a desert, was an ocean.
slowly supremely once entirely literally
h. The sea receded and the seabed became a desert.
useless sinuous stunning former sudden
i. A in the Earth’s crust caused a change in .
shift; continents mammal; hind legs record; environment
path; sea creatures job; lifestyle
* foot (plural: feet): a unit for measuring length, containing 12 inches and equal to 30.48 centimeters.
Scan the text to select the alternative that best completes each statement.
Visitors to Wadi
a. hold the fossils of modern whales.
Hitan (Valley of the
Introduction b. lie on the seafloor that used to be a desert.
Whales) can see
c. hold the fossils of extinct sea creatures.
rocks that
a. died and sank to the seafloor.
A 50-foot-long b. lived in the waters of the prehistoric Tethys Ocean
Paragraph 1
Basilosaurus thirty-seven million years ago.
c. can be seen in a rock in the Valley of the Whales.
a. the sea receded and the former seabed became a desert.
Over thousands of
b. seawater covered the whole dry expanse.
millennia
c. the desert became a prehistoric ocean.
a. Africa.
The first human
Paragraph 2 b. India.
ancestors came from
c. Asia.
According to Whale a. walked upright.
Evolution, the first b. walked on all fours.
human ancestors c. stood up on their front legs to walk.
Philip Gingerich,
a paleontologist
a. a long-gone sea creature.
at the University
Paragraph 3 b. a 50-foot-long modern whale.
of Michigan, was
c. an ancestor of land mammals.
examining the fossil
of a Basilosaurus,
a. a piece of stone.
The paleontologist
b. his brush.
had just found
c. a whale’s leg.
Paragraph 4 Those sea creatures
a. and had lost their legs, useless now for walking.
had adapted to their
b. yet their hind legs had remained.
exclusive aquatic
c. and still lived on land.
lifestyle,
The progressive a. at the end of the Eocene epoch.
adaptation of whales b. although there is no evidence that transition really
to the aquatic happened.
environment began c. just a few million years ago.
Paragraph 5 Among the reasons
why modern whales a. there was not enough food for them on land.
were attracted to life b. the water near the Poles was not as cold as before.
in the water was the c. there was more food for them in the seawater.
fact that
Looking Back in History
Scan the text again, especially the second paragraph. Write down (in English) the sentences where
the author mentions the following historic events:
a. ascensão e queda do Império Romano
b. lenta mudança do mundo
c. mudanças na crosta terrestre e consequentes mudanças continentais
d. elevação de uma cordilheira
e. mudança na postura dos primeiros ancestrais dos seres humanos
f. no Egito, recuo do mar e desertificação do seu leito
g. construção das pirâmides no Egito
STRUCTURE
Prepositions
As preposições são usadas para ligar os substantivos ou pronomes aos demais elementos de uma
frase, formando expressões. No texto Whale Evolution, encontramos um grande número de preposições
com diversos sentidos.
1. Read the text again and complete the following table with the counterparts of those
prepositions in Portuguese.
line: 39 along
line: 19 around
line: 16 as
lines: 11, 12, 13, 15, 17 at
line: 14 beside
line: 32 by
line: 36 during
line: 31 for
lines: 28, 35 from
lines: 1, 8, 15, 37, 38, 42 in
lines: 7, 40 into
line: 42 like
line: 38 near
lines: 1, 4, 13, 14, 19, 33, 36,
of
39, 43
lines: 9, 28 on
line: 4 over
lines: 3, 9, 11, 26, 29, 34, 35, 42 to
line: 18 toward
lines: 19, 21, 25, 30 with
2. Read the sentences and fill in the blanks with the missing prepositions. Then do the crossword.
To learn more
10. 11.
MINIGRAMMAR 26. 13. 14.
9. 1.
2.
12.
3.
8.
4. 5.
6.
7.
TsuneoMP/Shutterstock/Glow Images
Across Down
1. Several factors attracted whales 8. The Valley the Whales is located
new environmental niches. in Egypt.
2. Wadi Hitan is Cairo, Egypt. 9. He came in our direction. He walked
3. With time, sand, stones and dirt us.
accumulated the bones of those
10. Land mammals pigs and
animals.
hippopotamuses are related to the whales.
4. The Valley of the Whales is known
11. Modern whales are perfectly adapted
Wadi Hitan, in Arabic.
the aquatic environment.
5. the World in 80 Days is a
famous novel by Jules Verne. 12. They were sailing the coast of
Africa.
6. The pharaohs built their pyramids
their own glory. 13. We had a photo taken the fossil.
7. Those long-gone creatures lived 14. The first human ancestors came
the late Eocene epoch. Africa.
The -ing Form after a Preposition
Observe as palavras em destaque nestes trechos:
[...] a critical clue to understanding how modern whales [...]
[...] complete with tiny knees, feet, ankles, and toes, useless now for walking [...]
Como sabemos, em inglês, o verbo que segue uma preposição é usado no gerúndio, a forma
terminada em -ing. Isso contrasta com o uso em português, em que se emprega o infinitivo.
1. Vamos voltar aos exemplos acima. Complete a tradução das frases.
a. [...] uma pista crucial para como as baleias modernas [...]

b. [...] completas com minúsculos joelhos, pés, tornozelos e dedos dos pés, agora inúteis para
.
2. Complete the following sentences using the correct form – infinitive or gerund – of the
verbs in parentheses. Remember that a preposition must be followed by the gerund.
a. Visitors to Wadi Hitan come rocks that hold the fossils of long-gone sea
creatures. (to see – seeing)
b. After the fossils at Wadi Hitan, Philip Gingerich was able to clearly
demonstrate whale evolution. (to discover – discovering)
c. The body of a modern whale is adjusted for and . (to swim;
to dive – swimming; diving)
d. The paleontologist came to Egypt the job. (to finish – finishing)
LISTENING
From Land to Sea
Professor Alan Walker, head of the Discovery Centre of the Australian Museum, at
20
Melbourne, Australia is explaining some of the key moments in whale evolution.
Listen to part of his lecture and check the columns True or False in the table below according
to what you hear.
True False
Modern whales superficially look like fish.
Whales evolved from mammals that lived in the sea.
There was more food for those animals on land than in the sea.
48 million years ago whales lived exclusively in the sea.
Ambulocetus is the scientific name for “swimming whale”.
Ambulocetus is the scientific name of an early amphibious whale.
Modern whales and dolphins are perfectly adapted for life in the water.
Having a Whale of a Time
20 Listen to the recording again. In pairs, ask and answer questions

about the points presented by Professor Walker in his lecture. The
following topics may help you. Use the following questions for reference.
Are whales fish?
What are they, then?
Why did whales come to live in the sea?
When were whales adapted for life in the water?
What ability did whales and dolphins eventually evolve?
Did the skeleton of whales evolve?
What did they become?
WRITING
The Theory of Evolution
1. Complete the summary of the theory of evolution by natural selection

as you fill in the blanks with the verbs in the box.
janprchal/Shutterstock/Glow Images
will disappear • survive • belonging • noted • made • giving birth • realised*

saw • carried • was breeding • based • do not survive • survive • evolves
become • proposed • found • did not understand • suggested • had studied
The theory of evolution by natural selection was

simultaneously by two different people: Charles Darwin and Alfred
Wallace. Both men the natural world extensively
and a number of observations that were critical to the
development of the theory.
Wallace and Darwin that organisms produced
far more offspring than could ever possibly . Whether
they were looking at tiny insects laying hundreds of eggs or cats
to six kittens they creatures were
regularly losing a large number of their offspring to disease, predators,
and starvation.
They also noticed that not all the individuals to a
specific group of organisms (called a species) were identical. While one
lion or canary is just the same as any other to the untrained observer,
Darwin and Wallace there were subtle differences.
* realised (BrE) = realized (AmE)
Finally, they that some of the variations
in a species were inherited by offspring from
their parents. Darwin specifically saw this with domestic pigeons
that he at home. While Darwin and Wallace
how this inheritance worked, we now know these
variations are on different genes by
the organisms.
From these observations, Wallace and Darwin simultaneously
that since most offspring the
harsh realities of the natural world, organisms must have to struggle for
survival. They stated that only those organisms that do
long enough to reproduce are then able to pass on their characteristics
to their offspring. Thus, in time, characteristics that allow organisms to
survive and reproduce more common. Those that don’t
. And so the population .
(THE THEORY. Available at: <www.nhm.ac.uk/nature-online/evolution/what-is-evolution/the-
theory/index.html>. Access: Apr. 12, 2013.)
Reprodução/Carl Buell
Ambulocetus natans
2. Choose a plant or an animal, do some research about its evolution and

write a short paragraph or make a poster about it.
l You may research in books or on the Internet. The following sites may help
you: <www.nhm.ac.uk>, <www.amnh.org>, <http://nature.ca/en/home>
(access: Apr. 12, 2013).
l Take some notes about the key facts about the evolution of that animal or
plant.
l If needed, ask your Biology teacher for help.
l Don’t forget to proofread your text, exchange it with a classmate and
include some photos or drawings if you like.
l If you choose to make a poster, you may refer to the section “Another
Look At...”, on page 131, to see how a poster about whale evolution may be
organized.
Another Look at...
Whale Evolution
Reprodução/Arquivo da Editora
Elomeryx, top, was a land animal related to modern-day goats, pigs

and hippos. Pakicetus was clearly a water creature, but it spent some of its
life on land and had the feet of a land mammal. Rodhocetus’s feet worked
for both walking and swimming. Dorudon is striking for its resemblance to
modern whales (note the front flippers and horizontal flukes) – but it still
sported tiny back feet.
(Whales of the desert. Available at: <http://michigantoday.umich.edu/2011/06/whales.php>. Access: Apr. 12, 2013.)
Observe as imagens, leia o texto e complete as frases abaixo com os nomes

científicos dos animais ligados à história evolutiva da baleia.
tinha 3 m de comprimento, usava os pés tanto para caminhar
quanto para nadar.
, mesmo sendo claramente um animal aquático, passava parte da
vida em terra e tinha patas como um mamífero terrestre.
parecia-se muito com as baleias de hoje, mas ainda tinha
minúsculas patas traseiras.
era um animal terrestre aparentado com os bodes, porcos e
hipopótamos de hoje.
evolução das baleias é interessante, para alguns
THINK
A
possivelmente até surpreendente, por serem tão
diferentes de seus ancestrais.
Uma série de fósseis nos ajuda a compreender
a história evolutiva das baleias a partir de mamíferos
ABOUT IT terrestres, que viviam no litoral e se alimentavam de
peixes. Ao longo de milhões de anos, esses mamíferos
tornaram-se adaptados à vida aquática.
Nessa série de fósseis podemos ver, por exemplo,
mamíferos com o corpo semelhante ao das baleias e com os membros
dianteiros transformados em nadadeiras, mas com pequenos membros traseiros
semelhantes a pernas. E o interessante é que no corpo de algumas espécies de
baleias há ossos em tamanho reduzido que se parecem com os ossos das pernas
dos mamíferos terrestres.
A descoberta de novos fósseis tem trazido novas luzes que explicam a
origem e a evolução desses majestosos animais.
Rieger Bertrand/Agência France-Presse

your Biology, Geography and History teachers.
RODRIGUES, Mirian Palazzo. SOS Baleias: a história do maior movimento de defesa ambiental de
todos os tempos. Porto Alegre: Armazém Digital, 2011.
SIELBERT, Charles. The Secret World of Whales. San Francisco: NRDC, 2011.
ENCANTADORA de baleias. Direção: Nick Caro. Produção: Frank Hubner/John Barnett/Tim Sanders.
DVD, 2002.
MELBOURE Museum. Available at: <http://museumvictoria.com.au/melbournemuseum/
discoverycentre/600-million-years/>. Access: Apr. 12, 2013.
WHALES. Available at: <http://collections.tepapa.govt.nz/theme.aspx?irn=2362>. Access: Apr. 12, 2013.
1. Mark the correct answers to these questions. e. Who first proposed the theory that Earth and all
a. Why was Galileo sentenced to prison in his own the planets revolve around the Sun?
home? Hans Lippershey.
Because he had constructed his own telescope to Nicolaus Copernicus.
look at the sky. Galileo Galilei.
Because he made a series of discoveries that
0.2 point each /1
proved that the Earth was the center of the Solar
System.
2. Match the columns finding the right comment
Because he believed that Copernicus was right
for each sentence.
in his theory that the Earth and all the planets
revolved around the Sun. a. Rio used to be the capital of Brazil.
b. People used to believe tomatoes were poisonous.
b. What are two of the most common areas of
c. Angola used to be a colony of Portugal.
conflict between parents and their children?
d. My children used to believe in Santa Claus.
School performance and the child’s choice of
friends. e. João Gilberto used to live in Bahia.
Sports and entertainment. ( ) They are too old for that now.
Contradictions and irony. ( ) He lives in New York now.
( ) It’s not anymore, but it’s still a marvelous city.
c. Who invented the telescope?
( ) There’s no salad without them now.
Galileo Galilei.
( ) It’s an independent nation now.
Nicolaus Copernicus.
Hans Lippershey. 0.2 point each /1
d. How can whale evolution be proved?

3. Complete the sentences with the correct word.
By the fossil records of some land mammals.
a. The telescope Galileo constructed
By a sequence of fossils that show a progressive was not the first one. (who – where – that)
adaptation to the aquatic environment.
b. Galileo looked through the telescope and saw
By a drop in water temperatures near the Poles no man had ever seen before. (who
and shifts in ocean currents. – that – what)
Heribert Proepper/AP Photo
c. The Milky Way, we see at night, is also

visible through the telescope. (who – that – which)
d. Nicolaus Copernicus was the Polish
mathematician proposed the
heliocentric theory: Earth and all the other planets
revolve around the Sun. (who – what – which)
e. Galileo supported the heliocentric theory,
was dangerous in those times of
religious intolerance. (which – what – that)
0.2 point each /1
133
On_Stage_Ingles_3ano_PNLD2015_133a138_CYE3.indd 133 6/4/13 10:47 AM

4. Match the parts of the sentences to complete A resposta dada a Felipe II da Macedônia pelos
the definitions. líderes de Esparta
a. An astronomer is someone who a. causou irritação ao rei pelo tom obstinado e
b. A telescope is something that desrespeitoso.
c. A computer is something that b. fez com que ele desse ordens imediatas a
seu exército para cumprir a ameaça porque
d. A paleontologist is someone who
a conquista de Esparta era muito importante
e. A hero is someone who para sua campanha militar.
( ) stores programs and information in electronic c. demonstrou não apenas a concisão de
form. linguagem dos espartanos, mas também sua
( ) has done something brave. coragem.
( ) studies the stars and planets. d. mostrou por que Esparta era a principal
( ) you look through to make distant objects appear cidade-Estado da região da Lacônia.
closer and larger. e. causou admiração ao soberano da Macedônia
( ) studies the history of the Earth using fossils. pela audácia da desobediência.
0.2 point each /1
Júlio Dian/Arquivo da editora

Black Sea
5. Read the text and answer the question on it.

Mount
In a Word Olympus
40° N
Troy
Athens and Sparta are two of the best known GREECE Aegean
Sea ASIA
Ionian
city-states of Ancient Greece. Athens dominated Sea
MINOR
the intellectual life of the world, but its great rival Athens
was Sparta, a military state. The Spartans were N
admired by all the Greek world for their powerful W E Sparta

army, their rigorous discipline, their absolute Rhodes
bravery. They were also famous for their art of S
Mediterranean Sea
being laconic – that is, putting their thoughts
Crete
into the fewest possible words. The very word Greek areas
Other lands 0 111 223 miles
“laconic” comes from the fact that the district of
25° E
which Sparta was the central city was Laconia.
Source: World history atlas - Mapping the human
The most condensed laconism in history was journey. London: Dorling Kindersley, 2005.
produced in the 4th century B.C. when Philip II
of Macedon (Alexander the Great’s father) was 1 point /1
reducing all the Greek cities to obedience. The
last holdout was Sparta, which remained in Read the poem and answer questions 6 and 7.
stubborn isolation. Philip didn’t really need it
for his future plans, but the Spartans’ obstinacy A Woman’s Lesson
annoyed him. He therefore sent the Spartans a
message that went: “Submit without delay. If I A woman’s lesson is a simple lesson:
march my army into your land, I will ravage your Whatever life asks, answer with love.
farms, kill your men, and destroy your city.”
The Spartan leaders turned Philip’s anger to A woman’s lesson is a wise lesson:
admiration with their reaction. Philip was so Whenever conflict threatens, go forth in
amused that he decided to leave them alone after harmony.
all. What did the Spartans do? They sent back a
one-word answer:“If!” A woman’s lesson is an enduring lesson:
(ASIMOV, Isaac. Isaac AsimovÕs Treasury of Humor. Whatever is taken from you, give back in
Boston: Houghton Mifflin Company, 1971.) generosity.

A woman’s lesson is a gradual lesson: Read the text and answer the questions that
Whenever there is a storm, remain a calm center. follow.
A woman’s lesson is a courageous lesson: Te Sugar Lady

Whenever there is despair, sow the seed of hope. There is an old lady who lives down the hall,
Wrinkled and gray and toothless and small.
A woman’s lesson is a practical lesson: At seven already she’s up,
Wherever there is dryness, go and get the rain. Going from door to door with a cup.
(WOOD, Nancy. Spirit Walker. New York: “Do you have any sugar?” she asks,
Doubleday, 1993.) Although she’s got more than you.
6. Simple, wise, enduring, gradual, courageous, “Do you have any sugar?” she asks,
Hoping you’ll talk for a minute or two.
practical are adjectives that describe good
qualities. Mark the alternative that contains (ASCH, Frank. The Random House Book of Poetry for
Children. New York: Random House, 1983.)
the right sequence of their opposites.
a. complicated, foolish, brief, sudden, cowardly,
LeventeGyori/Shutterstock/Glow Images
impractical
b. sophisticated, careless, short, fast, timid,
fantastic
c. difficult, stupid, eternal, comprehensive, weak,
impossible
d. advanced, nonsensical, ephemeral, swift,
nervous, hard
7. Love, harmony, generosity, calm, and hope are

nouns that express a positive idea. Mark the
alternative that contains the right sequence of
their opposites.
a. sympathy, conflict, avarice, anger, madness
b. hate, disharmony, meanness, anxiety, despair
c. hatred, war, poverty, hurry, disbelief
d. envy, peace, wealth, nervousness, sorrow
8. A senhora é idosa e mora
haveseen/Shutterstock/Glow Images
a. no fim do corredor.
b. no andar de baixo.
c. no prédio em frente ao salão.
d. muito longe dali.
e. debaixo do salão.
9. Entre as características da personagem, a

única NÃO mencionada é:
a. desdentada.
b. pequena.
c. enrugada.
d. de cabelo grisalho.
0.5 point each /1
e. obesa.

10. Ela vai de porta em porta perguntando aos
Read, read, read. Read everything – trash, classics,
vizinhos se eles têm açúcar
good and bad, and see how they do it. Just like a
a. mas ela só precisa de uma xícara. carpenter who works as an apprentice and studies
b. porque ela não o tem em casa. 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
c. embora ela tenha mais açúcar do que os
window. William Faulkner
outros.
d. porque ela não tem suficiente para fazer um
reading • reflection • reading and writing •
bolo.
reader • writing
e. embora ela nem goste de doces.
11. A idosa sofre de a. Both Stephen King and William Faulkner believe
a. falta de açúcar. are essential for
those who want to be writers.
b. falta de educação.
b. Carlos Ruiz Zafón said what you read in a book is a
c. solidão.
of your own feelings.
d. falta de exercício físico.
c. Truman Capote thinks is a
e. más companhias.
healthy mental activity.
0.25 point each /1 d. Alan Bennett says a book enables the
to identify some of his or her own
12. You are going to read five quotes from five feelings and thoughts with those of the author.
different authors. Read the quotes and then e. William Faulkner is absolutely sure that future
complete the sentences about them with the writers should practice intensive and extensive
words in the box. Some of those words may be before they try their hand at
used more than once. .
Photoresearchers/ Photoresearchers/Latinstock
Reading is to the mind what exercise is to the body.
Truman Capote
Books are mirrors: you only see in them what you

already have inside of you. Carlos Ruiz Zafón, in
The Shadow of the Wind
The best moments in reading are when you come

across something – a thought, a feeling, a way of
looking at things – which you had thought special
and particular to you. And now, here it is, set down
by someone else, a person you have never met,
0.2 point each /1
someone even who is long dead. And it is as if a
hand has come out, and taken yours. Alan Bennett,
(UFPB-2013) Read the text below and answer
in The History Boys: The Film
questions 13 to 17, according to it.
Te Road to Resilience
If you want to be a writer, you must do two things,
How do people deal with difficult events that
above all others: read a lot and write a lot.
change their lives? The death of a loved one,
Stephen King
loss of a job, serious illness, terrorist attacks and

other traumatic events: these are all examples of 14. According to the text, in the road to resilience
5 very challenging life experiences. Many people a person
a. faces no type of distress.
react to such circumstances with a flood of
b. retains traumatic thoughts.

strong emotions and a sense of uncertainty.
Yet people generally adapt well over time to
life-changing situations and stressful conditions. c. makes an effort to reconstruct life.
d. builds a sense of uncertainty.
10 What enables them to do so? It involves
e. develops aggressive behaviour.

resilience, an ongoing process that requires time
and effort and engages people in taking a number
of steps. 15. According to the text, many factors support
Resilience is the process of adapting well in
a person’s resilience, but the principal one is
having
15 the face of adversity, trauma, tragedy, threats,
a. personal care.
or even significant sources of stress – such as
family and relationship problems, serious health
problems, or workplace and financial stressors. b. self-confidence.
c. financial success.
It means “bouncing back” from difficult
d. caring relationships.
20 experiences.
Research has shown that resilience is
ordinary, not extraordinary. People commonly e. professional encouragement.
16. In the sentence “It involves behaviours,
demonstrate resilience. One example is the
thoughts, and actions that can be learned and

response of many Americans to the September 11,
developed in anyone” (l. 35-37), the modal

25 2001 terrorist attacks and individuals’ efforts to
verb can indicates

rebuild their lives.
Being resilient does not mean that a person
doesn’t experience difficulty or distress. a. ability.
b. possibility.
Emotional pain and sadness are common in
c. advisability.
30 people who have suffered major adversity
or trauma in their lives. In fact, the road to
resilience is likely to involve considerable d. necessity.
e. predictability.
emotional distress.
Resilience is not a trait that people either
35 have or do not have. It involves behaviours, 17. In the sentence “Yet people generally adapt
thoughts, and actions that can be learned and well over time to life-changing situations and
developed in anyone. stressful conditions” (l. 8-10), the word yet
A combination of factors contributes to expresses the idea of
a. contrast.
resilience. Many studies show that the primary
b. addition.
40 factor in resilience is having caring and
supportive relationships within and outside the
family. Relationships that create love and trust, c. conclusion.
d. comparison.
provide role models, and other encouragement
e. consequence.
and reassurance help support a person’s
45 resilience.
0.2 point each /1

Disponível em: <http://apa.org/helpcenter/road-
resilience.aspx.>. Acesso em: 26 mar. 2012.
(Texto adaptado).
13. According to the text, resilience means (Fuvest-SP 2013) Texto para as questões 18 e 19:
a. treating serious diseases.

Missing Out: In Praise of the Unlived Life is
b. engaging in stressful situations.

Adam Phillips’s 17th book and is a characteristic
blend of literary criticism and philosophical
c. showing an attitude of resignation. reflection packaged around a central idea. The
d. dealing with all sorts of problems.

theme here is missed opportunities, roads not
e. going on a process of financial difficulties.

taken, alternative versions of our lives and
ourselves, all of which, Phillips argues, exert a
On_Stage_Ingles_3ano_PNLD2015_133a138_CYE3.indd 137 06/06/2013 16:15

powerful hold over our imaginations. Using a SElf-EvaluatioN (uNitS 7, 8 aND 9)
series of examples and close readings of authors
including Philip Larkin and Shakespeare, the
How did you do? What was your score?
book suggests that a broader understanding of
life’s inevitable disappointments and thwarted Can do
desires can enable us to live fuller, richer lives. Excellent Good oK
better
Good things come to those who wait. test total:
Does he see himself as a champion of 10-9 8-7 6-5 less than 5
frustration? “I’m not on the side of frustration — out of 10
exactly, so much as the idea that one has to be

able to bear frustration in order for satisfaction
to be realistic. I’m interested in how the culture
( ) for Yes, (x) for No, or (R) for Review Units 7, 8
of consumer capitalism depends on the idea and 9 after each of the topics below.
that we can’t bear frustration, so that every
time we feel a bit restless or bored or irritable, Now i can…
we eat, or we shop.”
(Adapted from: <www.guardian.co.uk/books/2012/ ( ) use the different reading strategies to be able to
jun/01/adam-phillips-life-in-writing>. understand a text in English.
Access: Feb. 4, 2013.)
( ) guess the meaning of new words from context.
18. Segundo o texto, o livro Missing Out: In Praise
of the Unlived Life sugere que ( ) identify the meaning and function of discourse
a. a fantasia deve se sobrepor a nossos planos markers.
de vida.
( ) identify the meaning and function of nouns used
b. uma compreens‹o maior das decep•›es e dos in noun phrases.
desejos n‹o realizados pode nos ajudar a viver
melhor. ( ) understand and practice used to to express
c. os relatos de vida dos escritores n‹o nos servem habit in the past.
de exemplo. ( ) distinguish between the meaning and use of so
d. um controle maior de nossa imagina•‹o and such.
Ž importante para lidarmos com nossas
frustra•›es. ( ) understand and use adverbs of time: still, no
longer, anymore.
e. as oportunidades perdidas devem ser
recuperadas para uma vida satisfat—ria. ( ) distinguish between relative clauses: defining
and non-defining clauses.
19. No texto, em resposta à pergunta “Does he
see himself as a champion of frustration?”, o ( ) identify the meaning and use of relative
autor do livro argumenta ser necessário que pronouns: who, whom, whose, which, that.
as pessoas
( ) identify the meaning of prepositions and the use
a. tenham experi•ncias satisfat—rias para
of the gerund after them.
compreender a frustra•‹o.
b. entendam cada vez mais a cultura capitalista ( ) listen to a TV talk show, a lecture, and a rap song.
de consumo. ( ) talk about some important historic personalities.
c. se distraiam fazendo compras quando est‹o
irritadas.
( ) write an SMS message.
d. lidem com as frustra•›es para que suas ( ) reflect and debate about the teen years Ð
satisfa•›es sejam realistas. the challenges adolescent development
e. percebam o que as deixa frustradas no dia a dia. poses to many families, and how important
communication is in dealing with those
0.5 point each /1
problems.

Exploring a Bit More
Amanaimages/Corbis/Latinstock
1 On Stage 21
Oli Scarff/Getty Images

All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances
[…]
William Shakespeare (1564-1616), English playwright and

poet, considered the greatest writer in English literature,
in “As you like it”, one of his most famous comedies.
1. How does Shakespeare define the world?
2. What are all the men and women then?
3. What do they have?
4. Choose the alternative that best completes each of these statements.

a. “Their exits…” means the time when the players .
leave the stage are successful make a hit
b. “[…] and their entrances” means the time when the players .
come onto the stage leave the stage die
c. The use of “merely” in “merely players” suggests the author .
gives great importance to that function
believes in the simplicity of the world
emphasizes the notion that both men’s and women’s parts are small and unimportant
139
5. Calvin and Hobbes is
a comic strip created by
the American artist Bill
Watterson, published
in newspapers and
magazines all over the
world from 1985-1995.
A Calvin and Hobbes Collection, by Bill Watterson, 1993.

What’s the metaphor used
in Shakespeare’s play and
quoted by Calvin?
2 Gandhi 22
G
andhi (1869-1948) was
Bettmann/Corbis/Latinstock
modern India’s greatest

statesman and spiritual
leader. A shy, gentle, frail man,
Gandhi led India’s struggle for
independence with campaigns
of civil disobedience by peaceful
means. Indians called him
“Mahatma”, meaning “Great Soul”.
As Gandhi stepped aboard a train
one day, one of his shoes slipped
off and landed on the track. He was
unable to retrieve it as the train was
moving. To the amazement of his
companions, Gandhi calmly took
off his other shoe and threw it back
along the track to land close to the
first. Asked by a fellow passenger
why he did so, Gandhi smiled. “The
poor man who finds the shoe lying
on the track,” he replied, “will now
have a pair he can use.”
“An eye for an eye makes the whole world blind.”
Mahatma Gandhi
(FADIMAN, Clifton (Ed.). The Little, Brown Book of Anecdotes. Boston: Little, Brown and Company, 1985. p. 230.)
140 UNIT 10 Exploring a Bit More
Choose the correct alternative to complete each statement.
a. One day, when Gandhi was getting on a train, .
he lost his shoes
both his shoes slipped off
he found one of his shoes
he threw both shoes on the track
he lost one of his shoes
b. He was unable to retrieve his shoe, .
although the train was still on the station
which means he could not get it back
which means he managed to get it back
because he had not boarded the train yet
although he tried hard to do so
c. Gandhi threw his other shoe on the track .
because it would be more useful to a poor man than to himself
although he still wanted it
but it was not his intention to do so
because it was too old anyway
because he saw that there was a poor man on the track
d. “An eye for an eye makes the whole world blind,” is one of the most famous
Gandhi quotations. It expresses Gandhi’s view that we should always .
struggle for our rights
protect our eyes whenever we fight
take revenge on the enemy
avoid violence
try to punish those who have harmed us in any way
3 Hägar the Horrible 23
(1999) Dik Browne/King Features Syndicate/lpress
(BROWNE, Dik. Strapped for Cash. Hägar the Horrible. New York: Jove Books, 1999.)
1. Where had Hägar been to?
2. What did Helga ask Hagar?
3. Had he brought Helga anything back from England?
Exploring a Bit More UNIT 10 141
4 Deforestation, Climate Change, and Food Security
wandee007/Shutterstock/Glow Images
Tul R./Shutterstock/Glow Images

20% of global CO2
emissions are caused by
deforestation.
Global
Warming
Human encroachment and

logging destroys forests.
es
Trees cool the atmosphere and
ag
lo
w
Im “store” greenhouse gases.
k /G
Loss of
hu t ter s to c
Biodiversity
ge / S
Loss of
pa
Forests are home to

nt o
Fr
over 70% of animals, Natural

plants, and other Resources
organisms. Deforestation
30 million acres lost Flooding and soil
Sergey Lavrentev/
Shutterstock/Glow Images
every year. erosion result from

deforestation.
Food
Insecurity 1.6 billion people living in poverty depend on
forests for their food, fuel, and livelihoods.
Billions of pollinator bees have
lost their habitat.
(MAKKI, Shiva. Deforestation: Disastrous Consequences For the Climate and for Food Security. Available at: <http://blogs.
worldbank.org/climatechange/deforestation-disastrous-consequences-climate-and-food-security>. Access: Jan. 8, 2013.)
Observe o diagrama, as relações entre desmatamento, mudança climática e segurança

alimentar e responda:
a. Quando o homem invade as florestas e derruba as árvores, o que acontece?

b. Quantos milhões de acres de floresta são desmatados por ano, no planeta?
c. Qual é a porcentagem global de emissões de gás carbônico causadas pelo desmatamento?
d. Que problema ambiental isso provoca?
e. Quais as perdas imediatas causadas pelo desmatamento?
f. Qual a porcentagem de biodiversidade abrigada pelas florestas do planeta?
g. De que forma as árvores são importantes para a saúde do meio ambiente?
h. Quantas abelhas polinizadoras perderam seu habitat por causa do desmatamento?
i. Dois desastres naturais podem causar desmatamento. Quais são?
j. Quantas pessoas pobres dependem das florestas para seu alimento, combustível e sustento?
5 A Perfect Imitation 24
Everett Collection/Latinstock
At a dinner in Hollywood to celebrate his
birthday, Charlie Chaplin entertained the guests
throughout the evening by imitating people they
knew: men, women, and children, his chauffeur,
his Japanese servants, his secretaries. Finally he
sang at the top of his voice an aria from an Italian
opera – sang it superbly.
“But Charlie, I never knew you could sing so
beautifully,” someone exclaimed.
“I can’t sing at all,” Charlie answered. “I was
only imitating Caruso.”
(FADIMAN, Clifton (Ed.). The Little, Brown Book of Anecdotes. Boston: Little, Brown and Company, 1985.)
1. According to the passage above:

a. Charlie invited lots of people to celebrate his birthday. They were his guests at the dinner.
Chaplin was the .
host
hostess
owner
master
servant
b. Chaplin entertained the guests throughout the evening. He amused them .
for a very short time
for a while
for a long time
until the following morning
until it became dark
c. Some of the people Chaplin imitated .
were not known by his guests
were more famous than Charlie himself
entertained the guests too
worked for him
were complete strangers to him
d. When Charlie said “I can’t sing at all,” the great comedian meant .
he could sing only part of that aria
his own opinion about his singing skills was very modest
he considered himself a superb singer
he knew he could sing as beautifully as Caruso
he was not able to sing the whole aria
2. Read the quotation below and choose the best option to complete the sentence.
“A day without laughter is a day wasted.”
Charles Chaplin
Segundo Chaplin, .
cada dia desperdiçado é motivo de riso
é bom não desperdiçar o dia rindo à toa
um dia de riso é puro desperdício
cada dia que se passa sem rir é um desperdício
uma risada por dia evita o desperdício
6 The Meaning of Sincere 25
Dishonest marble cutters in

Images
ancient Rome rubbed wax over

Goran Bogicevic/Shu ttersto ck/Glow
the pillars and blocks they were

selling, to hide cracks. The Roman
Senate tried to stop this cheating
by passing a law saying that all
marble bought by the government
had to be wax-free, which in
Latin is sine cera. Sine cera came
to mean “honest”. And sincere
means “honest” to this day.
Images
zebra0209/Shutterstock/Glow
(LOUIS, David. 2 201 Fascinating Facts. New York: Greenwich House, 1983.)
1. Choose the best alternative to complete each sentence according to the text.
a. The ancient Romans who rubbed wax over imperfect marble pillars .
never cheated
never stopped their cheating
were very sincere
were not honest
were Roman senators
b. They rubbed wax over the pillars and blocks. That substance can be made by .
bees
frogs
cows
monkeys
cats
c. According to the law passed by the Roman Senate, the government .
had to be wax-free
would buy marble only when it was clearly perfect
wouldn’t buy marble without wax
had to be sincere
would buy marble only when the wax was free
d. The present meaning of “sincere” is sine cera in the Roman times.
exactly the same as

different from
a synonym for
similar to
the opposite of
2. Agora responda em português.
a. Qual é a língua de onde deriva a palavra sincero?
b. Sincero pode significar “puro, verdadeiro, honesto”. Qual a relação dessa palavra com “cera”?
7 The Clock Man 26
“How much will you pay for an extra day?”

The clock man asked the child.
“Not one penny,” the answer came,
“For my days are as many as smiles.”

He asked when the child was grown.
“Maybe a dollar or maybe less,
For I’ve plenty of days of my own.”

He asked when the time came to die.
“All of the pearls in all of the seas,
And all of the stars in the sky.”
Harper Collins Publishers
(SILVERSTEIN, Shel. The Clock Man. In: Every Thing On It. New York: Harper Collins Publishers, 2011. p. 94-95.)
Leia o poema e responda:
a. Em quantos momentos da vida a personagem do poema teve de responder à pergunta feita pelo
“homem do relógio”?
b. Qual era essa pergunta?
c. Quanto ele pagava no primeiro momento e por quê?
d. Quanto ele pagava quando era adulto?
e. Quanto ele se dispunha a pagar quando sua vida chegou ao fim?
f. Qual a grande lição de vida contida nesse poema?
8 Words to Honor 27
Fac-Símile/National Geographic/Arquivo da editora
Words to Honor
Sixty years ago this month, a document of fewer than 1,700 words gave birth to a dream. The
Universal Declaration of Human Rights – proclaimed by the United Nations General Assembly
in December 1948 – envisioned a world that respected the dignity of every human being. In the
bloody wake of World War II, the declaration was hope writ large and helped make human rights
an accepted barometer of a government’s legitimacy. It also led to broad initiatives, such as
the creation of a UN High Commissioner for Human Rights in 1993, and focused ones, such as
the Rwandan war crimes tribunal in 1994. “The Declaration’s words are inspiring,” says Kenneth
Roth, executive director of Human Rights Watch. “The challenge is enforcement.” – Alan Mairson
(UNIVERSAL Declaration of Human Rights. Available at:
<http://ngm.nationalgeographic.com/2008/12/departments/human-rights-interactive>. Access: Jan. 9, 2013.)
1. Observe a ilustração, leia os textos e responda em português.
a. Qual documento histórico está sendo enfocado na página?
b. A revista National Geographic publicou essa matéria em dezembro de 2008. Na ocasião, havia
quantos anos que esse documento tinha sido criado?
c. Quantas palavras tem esse documento, no mínimo?
d. Onde e quando essa declaração foi proclamada?
e. Como o diretor executivo da Human Rights Watch (Vigília pelos Direitos Humanos) qualifica o
texto desse documento?
f. Segundo ele, qual é o desafio?
2. Agora relacione os artigos com os assuntos que eles abordam.
a. Condenação da escravidão ( ) Artigo 26.1

b. Direito à liberdade de pensamento, consciência e religião ( ) Artigo 27.1
c. Direito ao descanso e lazer ( ) Artigo 1
d. Cuidado especial e assistência à mãe e à criança ( ) Artigo 18
e. Condenação da tortura e do tratamento cruel ou desumano ( ) Artigo 24
f. Direito à educação ( ) Artigo 4
g. Direito à liberdade ( ) Artigo 5
h. Direito à participação na vida cultural da comunidade ( ) Artigo 25.2
9 Same Questions 28
ock
num Photos/La tinst
Student: Dr. Einstein, aren’t these the same

questions as last year’s [physics] final exam?
Philippe Hals man /Mag
Albert Einstein: Yes. But this year the answers

are different.
(QUOTES about science. Available at: <www.goodreads.com/quotes/tag/science?page=2>. Access: Jan. 9, 2013.)
O que podemos concluir desse diálogo?
a. Einstein era supostamente um professor distraído e tinha repetido as questões da prova por
engano.
b. O aluno dominava o assunto e sabia as respostas de todas as questões.
c. Apesar do avanço da ciência, as questões da prova de Física não tinham como mudar.
d. O conhecimento da ciência é dinâmico: no campo da Física o que se conhecia no passado
pode já não ser verdade hoje.
e. Einstein nem sempre estava seguro quanto às questões que propunha a seus alunos.
10 Useful Equations
An equation is a number sentence that shows how different numbers or measurements are related.
Here are some useful science equations.
Speed is the distance an object moves per unit of time. Rates such as meters per second (m/s) are
used to describe speed. The following equation is used to calculate speed:
Speed = distance ÷ time
1. A toy car moves 300 centimeters in 5 seconds. What is its speed?
The distance something travels equals its speed multiplied by the time it travels:
distance = speed Õ time
2. A bus traveled for 2.5 hours (h) at 43 miles per hour (mph). How far did the bus travel?
Area is the size of a surface. Its units are squares of length units, such as square meters (m2). The
following equation is used to calculate the area of a rectangle:
area = length Õ width
3. A vegetable garden is 12.5 meters long and 5 meters wide. What is its area?
Volume is the size of a three-dimensional space. Its units are cubes of length units, such as cubic
centimeters (cm3). The following equation is used to calculate the volume of a block-shaped object:
volume = length Õ width Õ height
4. A shoe box is 22 cm long, 13 cm wide, and 5.5 cm deep. What is the volume of the box?
Density is the amount of mass (grams) something has per unit of volume (cubic centimeters). The
following equation is used to calculate the density:
density = mass ÷ volume
5. A section of karate mat has a mass of 500 grams and a volume of 10,000 cm3. What is its density?
(Adapted from: GREAT SOURCE EDUCATION GROUP (Ed.). Science Saurus: a Student Handbook. Wilmington: Houghton Mifflin
Company, 2005. p. 384-385.)
LISTENING
Debating Human Rights
29 Ms. Cisneros teaches History at Abraham Lincoln High, the high

school Susan, Michael, and Mark go to. Ms. Cisneros’s topic for debate
this week is The Universal Declaration of Human Rights, proclaimed
by the United Nations General Assembly in December 1948, a historical
document we should all know and respect.
Look at the pictures, listen to the CD and write down the number of each
article according to what you hear.
Antônio Gaudério/Folhapress
Dmitry Berkut/Shutterstock/Glow Images
Macduff Everton/Corbis/Latinstock
Article Article Article

iko/Shutterstock/Glow Images
Reprodução/Globo
Blend Images/Latinstock
Article Article Article
How to Read Equations
30 How do you think we can read the equations mentioned in the text? Listen and check.
a. speed = distance ÷ time d. volume = length Õ width Õ height
b. distance = speed Õ time e. density = mass ÷ volume
c. area = length Õ width
SPEAKING
A Woman President
1. Meryl Streep, Oscar-winning actress, gave her views on government in
an interview to Time Magazine, years ago. Did she think her opinions on
that subject would ever come true? Why? Why not? Read the quotation
below and think about it.
Featureflash/Shutterstock/Glow Images
“It would be nice

to have a woman
President. I
think half the
Senate should
be women, half
of Parliament,
half the ruling
mullahs .
But that will
never happen,
darling!”
2. Now take turns with classmates commenting her statement. Ask the
opinion of a girl, and then ask a boy. Don’t forget to express your views
keeping in mind that we should always fight against all kinds of prejudice,
and respect each other’s opinions and differences.
The expressions in the box below may be used as a reference:
•I think so, too. •But why?

•What do you think of that? •Would you like to be the President?
•I agree. •Maybe.
•Do you think that’s a good idea? •Why not?
•That’s true. •I think women are as capable as
•Do you think it will happen men to be leaders.
someday? •Yes, I would. The first thing I would
•Did it happen here in Brazil? do is…
•That’s not my view. •No, I wouldn’t. That’s too much of
•What is your view on government? a responsibility.
•Yes, it did.
WRITING
You Are What You Wear

T-shirts are now a form of personal expression. Some, showing
political, social or humorous statements printed on them — the so-called
statement T-shirts — are now a fashion trend, popular especially among
young people. By what we choose to wear, we often show what we think,
so we should be careful to know the exact meaning of the statements
printed on our T-shirts.
We have created four statements that might well be printed on T-shirts.
Use them as a model to create your statement T-shirt and write it down
on the “T-shirt” in the picture below. Do some research on a subject or a
person you choose and create a statement you’re proud to wear.
IMAGINATION IS MORE IMPORTANT THAN KNOWLEDGE • STAY

HUNGRY • STAY FOOLISH • AN EYE FOR AN EYE MAKES THE WHOLE
WORLD BLIND • DEFORESTATION = ASSASSINATION
Africa Studio/Shutterstock/Glow Images
Rui Vale Sousa/Shutterstock/Glow Images
1 Cyclones Around the World 31
The Paths of Tropical Cyclones
Allmaps/Arquivo da editora
0º
ARCTIC OCEAN
Arctic Circle
EUROPE
NORTH
AMERICA ASIA
ATLANTIC PACIFIC
OCEAN OCEAN
Tropic of Cancer
PACIFIC
AFRICA
OCEAN
Equator
0º
SOUTH
Greenwich Meridian
AMERICA INDIAN
Tropic of Capricorn OCEAN
N
AUSTRALIA
W E
S
Paths of Tropical Cyclones
Around the World
0 2 330 4 460 miles
SOUTHERN OCEAN
Cyclone path Hurricane path Typhoon path
Tropical cyclones have different names

around the world. In the Atlantic
and eastern Pacific oceans, they are called
as typhoons. In the southern Indian and
southwestern Pacific oceans, they are
referred to as cyclones. This movement
hurricanes. In the western Pacific and map shows the paths that tropical cyclones
northern Indian oceans, they are known usually take.
(Text and map from: THE PATHS of Tropical Cyclones. Available at: <http://teacher.scholastic.com/
scholasticnews/magazines/junior/pdfs/JUNIOR-101110-GEOSKILLS.pdf>. Access: Jan. 13, 2013.)
153
Observe the map, read the text and choose the correct answer to each question:
a. What is a tropical cyclone called in the Atlantic and eastern Pacific oceans?
Cyclone Hurricane Tornado Typhoon
b. Typhoons move toward the coasts of which continent?
Asia Europe North America South America
c. Tropical cyclones form in the warm waters of which ocean?
Atlantic Indian Pacific All of them
d. Which continent does not get hit by cyclones, hurricanes, or typhoons?
Asia North America Indian South America
2 The Power of Unity 32
A lion passed by a field where four oxen* lived. The lion tried to attack them,
but when he came near, the oxen turned their tails to one another for protection.
So, every time the lion approached the oxen, he met the horns of one of them.
The lion realized that those oxen were smart and went away.
But one day the oxen quarreled among themselves, and each one went to
pasture alone in a separate corner of the field. Then the lion attacked them one
by one and soon made an end to all four.
(AESOP. The Four Oxen and the Lion. Available at:

<www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jan. 13, 2013.)
*Oxen is the plural of ox: one ox, two oxen. An ox is a large castrated male animal used on farms for pulling or carrying things. A female is a cow. An ox which
has not been castrated is called a bull. Cows, oxen and bulls belong to the cattle family.
Choose the alternative that best completes each sentence.
a. The oxen protected themselves by . d. After the oxen’s quarrel .

standing together it was hard for the lion to attack them
attacking themselves it was easy for the lion to kill them all
running away the lion went away
turning their horns to one another they stayed together
b. The lion tried to attack the oxen . e. That fable teaches us that .
only once only a mad dog eats its own tail
several times necessity is the mother of invention
all the time united we stand, divided we fall
twice a good beginning is half the battle
c. The oxen defended themselves . f. “When he came near them”... means when he .
against one another realized them
when the lion came near them quarreled with them
when they quarreled approached them
when they approached the lion made an end to them
3 Where the Rainbow Ends 33
Where the rainbow ends
Tim O'Hara/Corbis/Latinstock
There’s going to be a place, brother,
Where the world can sing all sorts of songs,
And we’re going to sing together, brother,
You and I,
Though you’re white and I’m not.
It’s going to be a sad song, brother,
Because we don’t know the tune,
And it’s a difficult tune to learn.
But we can learn, brother,
You and I.
There’s no such tune as a black tune.
There’s no such tune as a white tune.
There’s only music, brother,
And it’s music we’re going to sing
Where the rainbow ends.
(RIVE, Richard. In: HUGHES, Langston (Ed.). Poems from Black Africa. Bloomington: Indiana University Press, 1963.)
Answer to the questions, according to the poem.

a. Whom is the character in the poem speaking to?
b. What does the character say will happen “where the rainbow ends”?
c. Why does he say it’s going to be a sad song?
d. Is the character willing to learn that tune?
e. Does he want to learn that tune alone?
f. Is the character in the poem talking about music only?
g. What else is he talking about?
h. Richard Rive was born in 1931 in Cape Town, South Africa. He lived in South Africa under the
apartheid system. Activating your background knowledge about that period of South African
history, what do you think he meant by “Where the Rainbow Ends”?
4 The Miracle of Language 34
Language is the Rubicon* that divides man

/Latinsto ck
from beast. The boundary between human

Scot t Speakes/C orbis
and animal – between the most primitive

savage and the highest ape – is the language
line. In some tribes in Africa, a baby is
called a kuntu, a “thing”, not yet a muntu,
a “person”. It is only through the gift of
language that the child acquires reason, the
complexity of thought that sets him or her
apart from other creatures who share this
planet. The birth of language is the dawn
of humanity; in our beginning was the
word. We have always been endowed with
language because before we had words, we
were not human beings.
“The limits of my language,” wrote the
philosopher Ludwig Wittgenstein, “are the
limits of my mind. All I know is what I have
words for.”
(LEDERER, Richard. The Miracle of Language. New York: Pocket Books, 1991.)
* The Rubicon is a river of north-central Italy. When Julius Caesar and his army crossed the Rubicon in 49 B.C. a civil war began. The Rubicon is also used with
the meaning of a dividing line, a limit. Once you cross the Rubicon, there is no return.
1. Complete the sentences with the right word.
a. The beginning of the day, when it begins to get light, is the .

birth gift dawn boundary miracle
b. Chimpanzees and gorillas are .
human beings limits minds apes savages
c. The between fact and fiction in writers like Gabriel Garcia Márquez is not
always clear.
thought mind reason boundary miracle
d. Man is the only animal with the faculty of speech.
called endowed wrote shared acquired
e. Chimpanzees and human beings many features.
cross share acquire set divide
f. is the human ability to think in an intelligent way.
Reason Beast Complexity Language Humanity
g. Language sets people from other creatures.
between through apart before after
2. Match the beginnings and the endings of the sentences.

a. In some tribes in Africa, ( ) we were not human beings.
b. The birth of language ( ) is the language line.
c. The limits of my language ( ) that divides man from beast.
d. Before we had words, ( ) a baby is called a kuntu,

a “thing”.
e. Language is the Rubicon
( ) a muntu, a “person”.
f. The boundary between human
and animal ( ) is the dawn of humanity.
g. A baby is not yet ( ) are the limits of my mind.
3. Agora responda em português:
a. Em termos de comunicação, por que os seres humanos podem ser

considerados privilegiados?
b. Considerando o que foi apresentado no texto, e mais especificamente

no último parágrafo, qual é, na sua opinião, a importância de aprender
outra língua?
5 Everybody Has a Gift 35
Rick Detorie/©2008 Creators Syndicate, Inc.
(From: NY Daily News, May 25, 2008.)
Observe o cartum e leia os balões de fala, prestando atenção à linguagem não verbal. Depois,
responda em português:
a. Qual o nome da menina?
b. Para onde a família está indo?
c. Por que ela sai correndo?
d. O que ela acha que está acontecendo na igreja naquele dia?
e. Qual é o problema, para ela?
f. O que ela está mostrando aos pais no último quadrinho?
g. O que ela acha que está sendo avisado?
h. Na verdade, de acordo com outro sentido da palavra gift, qual é o título do sermão daquele dia?
6 How Do We Say @? 36
In 1971, an American computer engineer called
beboy/Shutterstock/Glow Images
Ray Tomlinson sent the first ever e-mail. He needed
a symbol to identify the location of the e-mail sender
within the computer system that sends and receives
messages, and he chose @ – pronounced “at”. Today,
we call it the “at sign” in English.
But other languages sometimes give it different
names. People look at its funny shape and compare it
to all sorts of things, such as a worm, an elephant’s
trunk, or a monkey’s tail. It’s called a “malpa” in
Poland (that’s the word for “monkey” in Polish), a
“sobaka” in Russia (the word for “dog” in Russian), a “papaka” in Greece (the word
for “duckling” in Greek). My favourite is one of the names it has received in Finland:
“miukumauku” – Finnish for “miaow-meow”.
(CRYSTAL, David. A Little Book of Language. New Haven and London: Yale University Press, 2010. p. 64.)
1. Answers to the questions below, in English.

a. Who was the first person to send an e-mail? c. Which symbol did he choose?
b. What was Tomlinson’s problem before he d. What do we call that symbol in English
could send that e-mail? today?
2. Now look at the pictures of the animals and write down (a), (b), (c) or (d) in the
parentheses next to the name of each country, according to the information in the text.
Eric Isselee/Shutterstock/Glow Images
PardoY/Shutterstock/Glow Images
Erik Lam/Shutterstock/Glow Images
Mertens Photography/Shutterstock/Glow Images
a b c d
How do you say @ in …?

Finnish (Finland) ( ) Russian (Russia) ( )
Polish (Poland) ( ) Greek (Greece) ( )
3. Now use your background knowledge and complete the following sentences:
In Portuguese the symbol @ refers to a unit of (weight / height / length / width).
The modern metric arroba used by cattle traders is defined as
(5 / 15 / 50 /500) kilograms.
7 Like a River 37
Omikron/Photo Researchers
An individual human existence should be like a

river – small at first, narrowly contained within its
banks, and rushing passionately past rocks and over
waterfalls. Gradually the river grows wider, the banks
recede, the waters flow more quietly, and in the end,
without any visible break, they become part of the
sea, and painlessly lose their individual being.
Bertrand Russell (1872-1970),

English mathematician,
philosopher, writer and pacifist.
(RUSSELL, Bertrand. How to Grow Old. In: Portraits from Memory and Other Essays. New York: Simon and Schuster, 1956.)
1. Choose the alternative that best completes each sentence.
a. The author believes a person’s existence .

should be smaller than a river
ought to be similar to a river
should be spent on a river
should be like a river at first
must never be compared to a river
b. Passionately, in the context of the passage, .

is a human emotion applied to a river
suggests that the author was in love with the river
reveals the author’s passionate nature
shows the author’s love for nature
reveals the author’s emotional feelings towards rivers
c. The waters of a river lose their individual being .

when they flow more quietly
at first
when the river grows wider
when they mingle with those of the sea
at last
a. O autor compara a existência humana às águas de um rio. Como elas devem fluir na juventude?
b. E quando ele diz que, no fim, as águas desse rio deveriam tornar-se parte do mar, de que “mar”
você acha que ele está falando?
8 They All Love New York 38
“A car is useless in New York, essential “It is ridiculous to set a detective story in New York
everywhere else. The same with good manners.” City. New York City itself is a detective story.”
(Mignon McLaughlin, American journalist and author, 1913-1983) (Agatha Christie, English writer, 1890-1976)
“There is something in the New York air “When it’s three o’clock in New York,
that makes sleep useless.” it’s still 1938 in London.”
(Simone de Beauvoir, French writer,
(Bette Midler, American singer and actress, born 1945)
philosopher and political activist, 1908-1986)
“In New York the sky is bluer, and the grass
“Cut off as I am, it is inevitable that I should
is greener, and the girls are prettier,
sometimes feel like a shadow walking in a shadowy
world. When this happens I ask to be taken to and the steaks are thicker, and the buildings
New York City. Always I return home weary but are higher, and the streets are wider,
I have the comforting certainty that mankind and the air is finer, than the sky,
is real flesh and I myself am not a dream.” or the grass, or the girls, or the steaks,
(Helen Keller, American author, or the air of any place else in the world.”
political activist and lecturer, 1880-1968) (Edna Ferber, American novelist, 1885-1968)
Who said what? Can you identify the authors of the quotes above? Simply write down their
names in the blanks.
a. explicava por que

às vezes pedia para ser levada a Nova York.
b. afirmava a
superioridade de Nova York em relação
às outras cidades e em diversos aspectos.
c. falava da energia
que, segundo ela, há no ar da cidade.
d. era a única com

visão crítica, especialmente quanto à alegada
falta de educação dos nova-iorquinos.
e. destacava o clima
Reprodução/Arquivo da editora
misterioso e policialesco da grande cidade.
f. compara sua
Nova York com outra grande cidade e vê a
sua cidade muito adiante da outra no tempo.
9 Spanglish 39
Puedes Believe It? Spanglish Gets in el Dictionary

by Jasmine Garsd
The Royal Spanish Academy — the official arbiter of the
Reprodução/Editora Espasa Calpe

Spanish language — recently announced that it will add the
word “Espanglish” to the 2014 edition of its dictionary. This
is a big deal for the traditionally conservative academy, and
it’s a big deal for supporters who feel that mix of Spanish and
English has officially been ignored for more than a century.
The most common type of Spanglish features speakers
switching back and forth from English to Spanish. Por ejemplo,
if I started talking to you in Spanglish, te diría que it rained
very hard this morning while I was riding la bici y me empapé.
(I got drenched this morning while riding my bike.)
Another form of Spanglish involves translating phrases
and words from English into Spanish or vice versa. The roof
becomes “la rufa” and if your “roof is leaking,” you might
say, “la rufa esta liqueando.”
Professor Ilan Stavans, who teaches Latin American and
Latino culture at Amherst College, is the author of Spanglish, The Making of a New American
Language. He says linguistically, other immigrant groups are unlike Latinos.
Although first generation immigrants from Poland, Germany and Italy created hybrid languages
comparable to Spanglish, Stavans says, they eventually instilled English in their children.
The immigrant language, whether Polish, Italian or another, became subjects of nostalgia.
“This is not happening among Latinos,” he adds. “Latinos are not losing the Spanish
language, but they are not keeping it in a pure form. And this impure form is a language that
has been around for over 150 years.”
What is surprising, however, is that the Royal Spanish Academy has now decided to
recognize Spanglish.
(From: Puedes Believe It? Spanglish Gets in el Dictionary. Available at:

<www.npr.org/2012/08/10/158570815/puedes-believe-it-spanglish-gets-in-el-dictionary>. Access: Apr. 19, 2013.)
Assinale a alternativa que NÃO está de acordo com o texto acima.
a. Spanglish, mistura de inglês e espanhol, é uma língua híbrida usada por latinos que vivem
nos Estados Unidos.
b. Spanglish pode ser vista como uma forma impura de espanhol, mas essa língua mantém-se
há um século e meio e é considerada por especialistas uma nova língua americana.
c. Os primeiros imigrantes poloneses, alemães e italianos nos Estados Unidos também criaram
línguas híbridas, descontinuadas com as próximas gerações.
d. Os falantes de Spanglish preferem formar frases em inglês com palavras do espanhol do que
frases da língua espanhola com palavras do inglês.
e. A Real Academia Espanhola decidiu finalmente reconhecer o Spanglish (Spanish/English) e

incorporar essa palavra.
10 How to End a Deadly Urban War
How to End a Deadly Urban War

5 | BRAZIL The ongoing clash between São Paulo’s largest gang, First
Capital Command (PCC), and the police is wreaking havoc in Brazil’s
largest city, disrupting transportation, forcing school closures and
claiming more than 140 lives. Naturally, government authorities are
debating a variety of solutions. Here are three of the most plausible:
1
Launch a new
2
Enact stricter
3
Relocate the
intelligence agency antidrug laws instigators
State and federal The governor of São Because many penal
authorities hope that by Paulo, Geraldo Alckmin, institutions in São Paulo
combining forces to said the national don't have enough
create a new intelligence government needs to resources to keep
agency, they can rein in the regulate the flow of dangerous inmates in
increased power of drugs and weapons solitary confinement,
the militias in Brazil. along Brazil’s porous federal prosecutors are
borders. calling for the leaders of
the PCC – who are
reportedly orchestrating
murders and other
crimes from inside
prison – to be moved to
other facilities.
Nacho Doce/Reuters/Latinstock
By Cleo Brock-Abraham, Felipe Cabrera and Ishaan Tharoor
(BROCK-ABRAHAM, Cleo; CABRERA, Felipe; THAROOR, Ishaan. “Briefing: World, Brazil”, Time Magazine, Nov. 26, 2012. p. 11.)
O texto descreve as várias soluções sendo debatidas pelo governo para resolver o problema em
questão. Das descritas abaixo, assinale a única que não está sendo considerada.
a. Remoção dos líderes da facção criminosa para outras instalações presidiárias, fora de São Paulo.
b. Adoção de medidas que impeçam a entrada de armas pelas fronteiras do Brasil.
c. Criação de uma nova agência de inteligência, integrando agências federais e estaduais, de
modo a fazer frente ao crescente poder do crime organizado.
d. Criação de uma força especial de emergência, combinando forças federais e estaduais,
visando aumentar a segurança urbana.
e. Decretação de leis mais rigorosas para combater o fluxo de drogas no país.
LISTENING
A Perfect Weekend in Manhattan 40
Bob and Kate Blackwell, a happy couple from a small town in New Mexico, are spending a couple
of days in New York, in fact they call it “A Perfect Weekend in Manhattan”. It is their first time in the
Big Apple, and they hope to have a great time there. They plan to get up early and start exploring
the city, seeing as much of it as they possibly can. Bob and Kate plan to do most of their sightseeing
together, but there are some places that appeal only to her, while some others only he finds
interesting. “Oh, God,” Kate says, “So many things to see, so little time to do it!”
Listen to the dialogue about Bob and Kate’s plans for exploring New York City. Then write
“Bob” next to the image of the place he plans to visit, and “Kate” next to the places of her
choice. If you think both of them are going to visit that place, write “both”.
Demetrio Carrasco/JAI/Corbis/Latinstock
Fac-símile/Macy's/Arquivo da editora
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including exclusive savings!
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Fac-símile/Arquivo da editora
Fac-símile/Arquivo da editora
SPEAKING
Traveling in Brazil
In pairs, take turns with a classmate asking and answering questions,
exchanging ideas about your (imaginary) traveling plans. Let us imagine
that you have won free tickets to any Brazilian city. Where would you
prefer to go? You may use the models below for reference.
I like to spend a sunny weekend on the beach, drink some coconut
water, then go and take a dip in the warm waters of the ocean,
where should I go – Fortaleza, Salvador, or Recife?
Well, tough choice. But I would go to… Hey, how about going there
together?
I’m very interested in art, I also enjoy good food, I know there are
a lot of great museums and fine restaurants… where should I go,
Porto Alegre, São Paulo, or Rio?
That’s easy… Go to…
I’m interested in urban planning, I plan to be an architect. Where

do you think I should go first, Belo Horizonte, Brasília or Curitiba?
Well, I don’t know for sure. But I’d go to… if I were you.
I’m a photographer and I love taking pictures of old churches.

Where should I go, Salvador, Rio, or Ouro Preto?
If I were you, I would…
I’ve always wanted to experience an adventure in the Amazon

Forest. Where should I go, Manaus or Belém?
Well… Why not fly to Manaus and take a boat to Belém? Let’s do that
together, shall we?
Vinicius Tupinamba/Shutterstock/Glow Images
Pelourinho - Salvador,
Bahia - Brazil
WRITING
From New York, with Love

Anne Marie Valléry, Betinho’s e-pal from Paris, is spending a week in New York.
One of Anne Marie’s hobbies is collecting postcards, she has a large collection
of them. She sent a postcard from New York to Betinho, her Brazilian pen pal.
Anne Marie Valléry’s English is quite good, but sometimes she makes
mistakes when she writes. Underline the six mistakes she made and correct
them. Then write a postcard to Anne Marie and tell her about the city where
you live, or any other if you prefer, but be careful not to make any mistakes.
When you finish writing your postcard, exchange it with a classmate and ask
him or her to proofread it. Then rewrite it if necessary.
low Images
NEW YORK
utters toc k/G
gary718 /Sh
ora
/
Ban co de imagem
Arquivo da edit
Dear Betinho!
u can see!
I’m on New York, as yo
family and I is
Can you believe it? My
ig Apple.
spending a week in the B
almost as beautiful
This is a fantastic city, Roberto Silva
and exciting as Paris…
re are much attractions Rua da Rosa, 143
Well, I love it both. The
ings, the Broadway
here: big stores, tall build Park… and the hot Flamengo
ntral
shows, great museums, Ce Rio de Janeiro
rld!
dogs… the better in the wo
e day, but first goes to 22250-20
You should come here on
Paris, OK? Brazil
.
Take care and write soon
Anne Marie
DenisNata/Shutterstock/Glow Images
1 The Best of Times? 41
The historical novel A Tale of Two Cities, by Charles Dickens, is set in London and Paris at
the time of the French Revolution. Its opening lines have been considered one of the best
first lines in the history of fiction. Enjoy reading them and then do the exercises.
“It was the best of times, it was the worst of times, it

was the age of wisdom, it was the age of foolishness,
it was the epoch of belief, it was the epoch of
incredulity, it was the season of Light, it was the
season of Darkness, it was the spring of hope, it was
the winter of despair, we had everything before us,
we had nothing before us, we were all going direct to
Heaven, we were all going direct the other way…”
k
Charles Dickens (1812-1870), Stefano Bianchetti/Corbis/La tinstoc
British writer, famous for his

tales of Victorian
life and times.
The Storming of the Bastille,

1789
(DICKENS, Charles. A Tale of Two Cities. Available at: <www.gutenberg.org/ebooks/98>. Access: Jan. 14, 2013.)
167
1. Match the columns with words that mean the opposite, according to
the opening lines of the novel.
a. light ( ) despair
b. everything ( ) the worst
c. the best ( ) incredulity
d. spring ( ) hell
e. belief ( ) coming
f. heaven ( ) darkness
g. wisdom ( ) winter
h. hope ( ) behind
i. before* ( ) foolishness
j. going ( ) nothing
2. Only one of the following words has no relation to time. Can you
identify that word?
times age epoch season
spring winter way
3. The epoch (the French Revolution) was described in that passage as

being full of .
cities contrasts peace quiet
a. Que perspectivas, totalmente contraditórias, as pessoas tinham

diante de si?
b. Que caminhos, radicalmente opostos, as pessoas estavam seguindo?
* before: 1 The opposite of after (time): According to the Bible, Adam was created before Eve; 2 The opposite of behind (space): They came before God and listened to Him.
2 A World Without Nuclear Weapons 42
Fac-símile/The Economist/Arquivo da editora
(THE ECONOMIST, April 11-17, 2009.)
The Missing Vowels
Scan the text and find the missing vowels.
a. w p ns armas
b. thr t ameaça
c. spr d espalhar
d. st l roubar
e. t l ferramenta
f. d str ct n destruição
g. d dly mortal, fatal
h. dv rs ry adversário
i. f r porque, pois, visto que
j. c mm tm nt compromisso
k. s k procurar, buscar
l. s c r ty segurança
m. n v ingênuo
n. g l objetivo
Find the Right Answer

Read the text again and choose the right answer.
a. De acordo com o texto, o que desapareceu?
A Guerra Fria. Milhares de armas nucleares.
b. O que diminuiu?
A ameaça de uma guerra nuclear total. O risco de um ataque nuclear.
c. Quem comercializa segredos e materiais nucleares?
Nações. Mercados ilegais.
d. Quem está determinado a comprar, construir ou roubar uma bomba nuclear?
Terroristas. Mercados ilegais.
e. O que algumas pessoas consideram impossível no que se refere à
disseminação das armas nucleares?
Que ela seja impedida. Que ela seja continuada.
f. Admitir que a disseminação de armas nucleares é inevitável implica
admitir que o seu uso é
inevitável. admissível.
g. Os Estados Unidos declaram o compromisso em buscar a paz e a segurança de
um mundo sem adversários fatais. um mundo sem armas nucleares.
h. O autor do texto afirma que não é
novato. ingênuo.
i. serão necessárias para alcançar o objetivo focalizado no texto.
Paciência e persistência As vozes do futuro
j. Barack Obama não tem dúvida de que
o mundo pode mudar. o mundo pode viver com as armas nucleares.
3 A Second Opinion 43
Mayes/Acervo do artista
(Available at: <www.lasalle.edu/~price/mayes.gif>. Access: Jan. 15, 2013.)
1. Qual é o assunto abordado no cartum?
2. O que é garantido pelos cientistas quanto a isso?
3. O que o casal pede?
4. O que sugere essa segunda opinião?
4 You Are Here 44
NASA/Arquivo da editora
I
f you look carefully at this The Earth is a very small stage in a
NASA photo, taken by the vast cosmic arena. Think of the rivers
Voyager I spacecraft in 1991, of blood spilled by all those generals
you will see a dot. That’s here. That’s and emperors so that, in glory and
home. That’s us. On it everyone you triumph, they could become the
love, everyone you know, everyone momentary masters of a fraction of a
you ever heard of, every human dot. Our imagined self-importance,
being who ever was, lived out their the delusion that we have some
lives. The aggregate of our joy and privileged position in the Universe, is
suffering, thousands of confident challenged by this point of pale light.
religions, ideologies, and economic Our planet is a lonely speck in the
doctrines, every hunter and forager, great enveloping cosmic dark. In our
every hero and coward, every creator obscurity, in all this vastness, there
and destroyer of civilization, every is no hint that help will come from
king and peasant, every young people elsewhere to save us from ourselves.
in love, every mother and father, There is perhaps no better
hopeful child, inventor and explorer, demonstration of the folly of human
every teacher of morals, every conceits than this distant image of
corrupt politician, every “superstar”, our tiny world. To me, it underscores
every “supreme leader”, every saint our responsibility to deal more kindly
and sinner in the history of our with one another, and to preserve
species lived there – on a mote of dust and cherish the pale blue dot, the only
suspended in a sunbeam. home we’ve ever known.
(SAGAN, Carl. You Are Here. In: Pale Blue Dot: A Vision of the Human Future in Space. New York: Random House, 1994. p. 1.)
1. Choose the alternative that expresses the main idea in each of the paragraphs.
a. 1st paragraph:
Everything – important or unimportant – in our civilization has happened on this small planet.
The Earth is our home and there is no other planet like it.
We live on a little piece of dust suspended in a sunbeam.
b. 2nd paragraph:
We have a privileged position in the Universe, and there is no intelligent life elsewhere.
The glory and triumph of generals, emperors, and the winners of wars have made them the
masters of the planet.
We must accept the insignificance of our world in comparison to the cosmos.
c. 3rd paragraph:
Human beings must put an end to all wars if they want to preserve their home.
The Earth is a very small stage in the vast cosmos, but it is our home, and we must take good
care of it, it is the only one we have.
It is absolute folly to think of our tiny world as a pale blue dot.
2. Responda às seguintes perguntas:
a. Qual é o nome da nave espacial que tirou a foto?
b. O que é o “pontinho azul-claro” a que o autor se refere?
c. O que o autor descreve como “um cisco de poeira suspenso em um raio de sol”?
d. Quem na história da espécie humana viveu nesse lugar?
e. A que “rios de sangue” o autor se refere e quem os derramou?
f. Para que isso foi feito?
g. Que importância o autor atribui ao nosso planeta na escala cósmica?
h. Considerando a nossa obscuridade e a vastidão do cosmos, que sinais temos de salvação extraterrena?
i. Segundo o autor, a tolice da arrogância e do convencimento humano é bem demonstrada por

uma imagem. Qual?
j. Qual a responsabilidade destacada por essa imagem e que atitudes devemos tomar?
5 What Really Matters 45
To love. To be loved. To never forget your

Freedman/Corbis/Latinstock
own insignificance. To never get used to

the unspeakable violence and the vulgar
disparity of life around you. To seek joy in
the saddest places. To pursue beauty to its
lair. To never simplify what is complicated
or complicate what is simple. To respect
strength, never power. Above all, to watch.
To try and understand. To never look away.
And never, never, to forget.
Arundhati Roy (1961-), Indian
writer and peace activist who won
the Booker Prize in 1997 for her
novel The God of Small Things
(Available at: <www.goodreads.com/quotes/2689-to-love-to-be-loved-to-never-forget-your-own>. Access: Jan. 15, 2013.)
1. The author clearly states what she thinks is really important in life.
Write YES or NO next to the sentences below, in accordance with
Arundhati Roy’s ideas about what we should or should not do.
a. To respect strength.
b. To love.
c. To simplify what is complicated.
d. To try and understand.
e. To get used to violence.
f. To be loved.
g. To complicate what is simple.
h. To watch.
i. To forget your own insignificance.
j. To get used to the vulgar disparity of life around you.
k. To seek joy in the saddest places.
l. To pursue beauty to its lair.
m. To respect power.
n. To forget.
2. What about you? What do you think really matters in life? Add your
own ideas to the list.
6 The Seven Ages of Man 46
“The Seven Ages of Man”, also Full of strange oaths and bearded like
known as “All the World’s a Stage”, the pard,
is a reference to a monologue that Jealous in honour, sudden and quick in
appears in Act II, Scene VII of William 20 quarrel,
Shakespeare’s comedy As You Like It, Seeking the bubble reputation
where the character Jaques (pronounced Even in the cannon’s mouth. And then

GƥHÔNZÔ]) says what he considers to the justice,
be the seven stages of man’s life. In fair round belly with good capon lined,
25 With eyes severe and beard of formal cut,
All the world’s a stage, Full of wise saws and modern instances;
And all the men and women merely And so he plays his part. The sixth age
players: shifts
They have their exits and their entrances; Into the lean and slipper’d pantaloon,
5 And one man in his time plays many parts, 30 With spectacles on nose and pouch on
His acts being seven ages. At first the side,
infant His youthful hose, well saved, a world
Mewling and puking in the nurse’s arms. too wide
And then the whining school-boy, with For his shrunk shank; and his big manly
10 his satchel 35 voice,
And shining morning face, creeping like Turning again toward childish treble, pipes
snail And whistles in his sound. Last scene of all,
Unwillingly to school. And then the lover, That ends this strange eventful history,
Sighing like furnace, with a woeful ballad Is second childishness and mere oblivion,
15 Made to his mistress’ eyebrow. Then a 40 Sans teeth, sans eyes, sans taste, sans
soldier, everything.
Rischgitz/getty images/stringer
(SHAKESPEARE, William. “As You Like It”, Act II, Scene VII. The Complete Works of William Shakespeare.
Ware, Hertfordshire: Wordsworth Editions, 1996.)
1. Complete the list with the missing translations of the words from the poem. Look up the
new words in a good dictionary.
(line 1) stage: (line 21) bubble reputation: fama, glória
efêmera
(line 4) exits:
(line 22) cannon:
(line 4) entrances:
(line 23) justice: juiz
(line 7) infant:
(line 24) round belly: pança
(line 8) mewl: choramingar
(line 24) with good capon lined: forrada de
bons frangos
(line 8) puke: vomitar
(line 25) beard of formal cut:

(line 8) nurse:
bem cuidada
(line 9) whine: lamuriar-se (line 26) wise saws: sábias sentenças
(line 10) satchel: pasta (escolar) (line 28) shift:
(line 11) creep: (line 29) lean:
(line 12) snail: (line 29) slipper'd pantaloon: de pantalonas

(antigas calças compridas de boca larga)
(line 13) unwillingly: a contragosto
(line 30) spectacles:
(line 14) sigh:
(line 30) pouch: bolsa, pochete
(line 14) furnace:
(line 32) hose: calças justas
(line 14) woeful: aflita
(line 33) too wide: demais
(line 15) mistress:
(line 34) shrunk shank: pernas que ficaram
mirradas
(line 15) eyebrow:
(line 36) childish treble: falsete, voz aguda,

(line 17) oath: juramento
infantil
(line 17) bearded: (line 37) whistle:
(line 18) pard: leopardo (line 38) eventful: acidentada, aventurosa
(line 19) jealous: (line 39) childishness:
(line 20) quarrel: (line 39) oblivion: olvido, esquecimento
(line 21) seek: (line 40) sans:
2. Each one of the drawings on this page represents one of the seven ages of man. Look at the
box below and write down each corresponding number in the drawings.
Ilustrações 1 a 6: Acervo do autor/Arquivo da editora
AMJ/Arquivo da editora
1. the infant 5. the justice

2. the school-boy 6. the retired man
3. the lover 7. the old man
4. the soldier
3. Volte ao monólogo e complete o exercício a seguir.
O mundo inteiro é um ,
E todos os homens e mulheres meros :
Eles têm suas saídas e suas ;
E um homem em seu representa muitos papéis,
Sua participação acontece em sete . Primeiro a criança
Choramingando e vomitando nos braços da .
Depois o colegial resmungão, com sua pasta
Indo devagar, o rosto iluminado pela , arrastando-se como um
Sem vontade de ir à . Depois o amante,
Suspirando como uma , com uma balada aflita
Que celebra as sobrancelhas da mulher amada. Depois o ,
Cheio de juramentos, com barba de leopardo,
Zeloso em questões de , rápido e ágil na briga,
Buscando sempre manter a sua destemida reputação
Mesmo quando na boca dos canhões. Depois esse homem é o juiz,
A redonda pança forrada pelo consumo de bons frangos,
De olhar severo e bem cuidada,
Cheio de sábios aforismos e novas sentenças;
E assim ele representa o seu . Na sexta esse homem muda
Passa a usar confortáveis pantalonas,
Óculos pendurados no , a bolsa do lado,
As calças justas que ele usava quando estão agora guardadas, o mundo é largo
demais
Para pernas tão mirradas, e o seu vozeirão
Passa a lembrar a voz fininha de , com seus agudos
Os chiados e os sopros da infância. E chega enfim a cena,
A que termina essa estranha e acidentada ,
Éa infância e o mero esquecimento,
Sem , sem visão, sem paladar, sem .
4. Na sua opinião, em qual das sete idades o homem é mais feliz?
LISTENING
The Seven Ages of Man

47 Listen to the CD. You are going to hear seven different people saying
their own lines about the seven ages of man. Check the column with the
number that introduces each of those lines.
1 2 3 4 5 6 7
a. the soldier
b. the retired man
c. the nurse
d. the school-boy
e. the lover
f. the old man
g. the justice
SPEAKING
All the World's a Stage

All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His act being seven ages. [...]
William Shakespeare
What about you? Do you agree with the poet? Do you believe that fate rules our lives and all we
can do is simply play the parts that have been assigned to us? Wouldn’t that be a bit of fatalism?
On the other hand, aren’t the “players” potentially able to choose or change the way they
lead their lives, “play their parts” as they see fit to themselves, ad-lib a bit, when they are not
happy about the way “the play is being directed”? That is a matter for debate.
Discuss that matter with a classmate. Give your opinion about it, agree or disagree with
your classmate’s view. Please remember that we should always respect each other’s points of
view, while avoiding stereotypes and all kinds of prejudice.
Expressing your opinion (agreement, doubt and disagreement)

That’s true. I don’t think so.
I agree. I disagree.
I believe so, too. I think we can always change our
Yes, there’s nothing we can do destiny.
about it. Remember the poet’s words: “I
Hm, I don’t know… am the master of my fate, I am the
Ok, I agree, but… captain of my soul.”
WRITING
A Minibiography
William Shakespeare lived in the sixteenth century. What could a
writer who lived more than 400 years ago possibly have to say to us in the
twenty-first century? Everything. Shakespeare wrote about us, all-too-
human human beings. He wrote about our need to love and be loved;
our need to survive in a larger world and to live a life that has meaning.
Shakespeare was a genius at showing us ourselves. This is the true legacy
of Shakespeare’s plays – to see ourselves, to see the world, and to act.
(PACKER, Tina. From Tales from Shakespeare. New York: Scholastic Press, 2004.)
Read the information below and use it to write a mini-biography of

William Shakespeare, one of the most important figures in the history of
the English-speaking world.
born in 1564, in Stratford-upon-Avon, England
went to a public school as a boy
he learned Latin, and studied the works of writers and philosophers from
ancient Greece and Rome
married Anne Hathaway in 1582
moved to London in 1590
established himself as a playwright and actor in London
became a partner with the Globe theater company
wrote for over twenty years: tragedies, comedies, historical plays, and poems
became a very famous, very popular, and very rich man of the theater
returned to Stratford in 1610
died in Stratford, in 1616
William Shakespeare was

an English playwright,
poet, and actor; who lived
in the sixteenth century.
He was born in…
In Shakespeare’s days,
when people wanted to say
goodbye, they said such things
as “farewell”, “fare you well”,
and “adieu” (from French,
pronounced “add-you”). They
also said “goodbye”, except it
was in a form which shows the
origin of this word – “God bye”,
short for “God be with you”. Which
is a good way to end this book.
1. Mark the correct answers to these questions. Because more nations have acquired nuclear
weapons and testing has continued.
a. What causes climate change?
Because the spread of nuclear weapons can be
Increased levels of carbon dioxide and other
checked.
polluting gases in our atmosphere.
Floods, storms, and hurricanes. 0.2 point each /1
Extreme weather.
2. Leia a frase que
Lenare/Corbis/Latinstock
b. One of the articles of the Universal Declaration of abre o romance Mrs.
Human Rights states that “No one shall be held in Dalloway (1925),
slavery or servitude...” What does that mean? da escritora inglesa
It means that slaves are entitled to special care Virgina Woolf (1882-
and assistance. -1941), e responda à
It means that everyone has the right to freedom. questão:
It means that although all human beings are born Mrs. Dalloway said
free some of them ought to become the victims of she would buy the
degrading treatment. flowers herself.
c. According to Bertrand Russell, what should an O pronome herself poderia ter sido usado
individual human existence be like? em outra posição na frase, sem alteração de
sentido. Assinale a alternativa em que essa
An ocean.
alteração está correta.
A waterfall.
a. Mrs. Dalloway said herself she would buy the
A river.
flowers.
d. What is Manhattan? b. Mrs. Dalloway herself said she would buy the
One of the five boroughs that constitute New York flowers.
City. c. Herself Mrs. Dalloway said she would buy the
A city. flowers.
A big island. d. Mrs. Dalloway said she herself would buy the
e. According to Barack Obama, why is the risk of a flowers.
nuclear attack greater than before? e. Mrs. Dalloway said she would buy herself the
flowers.
Kabik/Corbis/Latinstock
0.5 point /0.5
3. Read the text and answer the question on it.

The Beauty of
Library of Congress/SPL/Latinstock
Abraham Lincoln
What is your idea
of beauty? When do
you say that a person
is beautiful? Is it
because you find that
Because the Cold War has disappeared. person physically
good-looking or when you admire his or her Leia o texto e responda à questão 4.
good qualities? There is no honorable way to kill, no gentle
Individuals and cultures often differ in their way to destroy. There is nothing good in war.
perceptions of beauty, but they all have one Except its ending.
thing in common – the person that we consider Abraham Lincoln
important is also regarded as beautiful. (Available at: <www.goodreads.com/quotes/674915-
Ask people what they value most in a long- there-s-no-honorable-way-to-kill-no-gentle-way-to>.
Access: Apr. 19, 2013.)
term mate and the top qualities are usually
nonphysical, such as niceness, intelligence, and 4. According to Lincoln,
a sense of humor. Physical qualities such as good
a. war and peace are both to be avoided.
looks and material qualities such as wealth tend
to be considered less important. The importance b. the only reason for fighting is to find honor.
of nonphysical qualities in a social partner makes c. war must always be avoided.
perfect sense from a purely biological perspective. d. a good war has no end.
My favorite example of a person made
0.5 point /0.5
beautiful by his nonphysical qualities is Abraham
Lincoln. In his lifetime he was regarded as
hideously ugly, especially by his political Read the text and answer question 5.
opponents, who compared him to a gorilla. Even Three Cruel Blows
Lincoln made fun of his appearance. Once, when
accused of being two-faced, he replied, “If I had Science, over the last 500 years, has dealt
two faces, do you think I would be wearing this man three cruel blows. In the sixteenth century,
Nicolaus Copernicus proved that the Earth is not
one?” Yet it is impossible for most of us today to
the centre of the universe, but merely a speck
look upon his face without a strong feeling of love
in the vast heavens. In the nineteenth century,
and devotion. We don’t say, “What a wonderful
Charles Darwin provided evidence that man was
man – too bad he looked like a gorilla.” We love
descended from the lower animals. At the turn of
his face, which has become inseparable from his
this century, Sigmund Freud struck the cruelest
admirable qualities.
blow of all. He showed that man is largely directed
Here is an unusual beauty tip: if you want to
by a part of his mind over which he has no control;
become more physically attractive, become a
that he is not completely the master of what he is,
better social partner. Ignore this advice and no
what he thinks or what he says and does.
matter how hard you work on your outward
(ASIMOV, Isaac. Opus 200. New York:
appearance, you might become like the victim of Dell Publishing Co. Inc. 1979.)
a remark I overheard one woman make to another
on their way across campus: “If I didn’t know 5. Choose the item that best completes each
him and hate him, I would think he was cute!” sentence.
(WILSON, David Sloan. Evolution for Everyone. a. Of the three cruel blows mentioned in the passage
New York: Delacorte Press, 2007.)
above, the discovery of the unconscious was
The message of the text is that a person can the earliest.
be made beautiful not actually by his looks but
the least important.
by his or her nonphysical qualities. Of the five
proverbs and sayings below, choose the one no surprise at all.
that goes along with the same idea. the latest.
a. A heart in love with beauty never grows old. not so cruel after all.
b. Beauty and honesty seldom agree. b. In the nineteenth century people believed
c. Love is blind. our planet was the centre of the universe.
d. A heart that loves is always young. man himself should be considered a lower animal.
e. Time has no respect for beauty. both Copernicus and Darwin were wrong in their
theories.
0.5 point /0.5
man’s earliest ancestors were human beings.
the Earth had once been inhabited by several it can’t be that bad. I do my very best to please
kinds of cruel creatures. everybody, far more than they’d ever guess...
FRANK, Anne. The Diary of a Young Girl. London:
0.5 point each /1 Penguin Books, 2001.
6. Nesse trecho do diário, Anne Frank

Anne Frank tornou-se mundialmente famosa
a. expressa todo o seu sentimento de indignação
pela publicação póstuma de seu diário, no
contra o tratamento a que ela e sua família eram
qual descreveu o cotidiano de sua família que
submetidas pelos nazistas.
viveu num esconderijo durante o período da
perseguição nazista em Amsterdã, Holanda b. descreve em detalhe muitos dos problemas
(1942-1944). De origem judaica, Anne Frank típicos sofridos por qualquer adolescente, não
morreu aos quinze anos num campo de apenas da sua época, como também os de hoje.
concentração. c. faz um longo desabafo contra a maneira como
Leia um trecho desse diário e responda às ela está sendo tratada pelas pessoas ao seu
perguntas 6 e 7. redor.
d. reclama das condições de vida impostas pelo
Saturday, January 30, 1943
confinamento e pelas consequências dessa
I’m boiling situação.
Album/akg-images/Latinstock
with rage, and yet I
mustn’t show it. I’d 7. Sob a contínua opressão familiar, chamada
like to stamp my feet, de “bebê insuportável” o tempo todo, a
scream, give Mummy adolescente Anne reage
a good shaking, cry, a. chorando diante de todos.
and I don’t know
what else, because of b. gritando com todos.
the horrible words, c. rindo e fingindo que não se importa.
mocking looks, and accusations which are d. pedindo a todos que a deixem em paz.
leveled at me repeatedly every day, and find their
mark, like shafts from a tightly strung bow, and 0.5 point each /1
which are just as hard to draw from my body.
I would like to shout at Margot, Van Daan, 8. Leia o texto e responda à questão a seguir.
Dussel – and Daddy, too – “leave me in peace, It was a wrong number that started it, the
let me sleep one night at least without my telephone ringing three times in the dead of the
pillow being wet with tears, my eyes burning night, and the voice on the other side asking for
and my head throbbing. Let me get away from someone he was not.
it all, preferably away from the world!” but I AUSTER, Paul. City of Glass. New York: Penguin Books, 1987.
can’t do that, they mustn’t know my despair, I Esse é o trecho de abertura do romance City of
can’t let them see the wounds which they have
Glass. Qual das alternativas abaixo não entra
caused, I couldn’t bear their sympathy and their
em contradição com esse trecho?
kindhearted jokes, it would only make me want
to scream all the more. If I talk, everyone thinks a. Ela atendeu o telefone e assim tudo começou.
I’m showing off, when I’m silent they think I’m b. O telefone tocou mas ninguém o atendeu.
ridiculous; rude if I answer, sly if I get a good
c. Ele atendeu o telefone depois que tocou três
idea, lazy if I’m tired, selfish if I eat a mouthful
vezes no meio da tarde.
more than I should, stupid, cowardly, crafty,
etc., etc. The whole day long I hear nothing else d. Era de noite, o telefone tocou três vezes, mas
but that I am an insufferable baby, and although I ele estava morto.
laugh about it and pretend not to take any notice, e. Tudo começou no meio da noite, com uma
I do mind. I would like to ask God to give me a ligação errada a que ele acabou atendendo
different nature, so that I didn’t put everyone’s
após o telefone tocar três vezes.
back up. But that can’t be done. I’ve got the
nature that has been given to me and I’m sure 0.5 point each /0.5
Leia o texto e responda à questão 9. e. Na última década, o número de crianças
Clean Water mortas por diarreia é superior ao número
de mortos em conflitos armados desde a
People have always known that clean water is
Segunda Guerra Mundial.
better for you than dirty water, but until Antonie
van Leeuwenhoek invented the microscope in 0.5 point /0.5
1676, one could only determine whether water
was clean by the way it smelled and tasted. Leia o texto e responda às questões 10 a 13.
Today, water treatment plants are a standard
part of modern cities, but we still haven’t conquered
Globalization
the problem of contaminated water supplies: Globalization began with the European
• One sixth of the world’s population does not voyages of discovery of the 15th and 16th
have access to safe drinking water. centuries, which ushered in a new era of
• In the past ten years, diarrhea has killed more international trade, migration and cultural
children than all the people lost to armed 5 exchange. The process has accelerated in recent
conflict since World War II. decades, particularly since the end of the Cold
• Some 6,000 children die every day from War. Political and trade barriers have tumbled,
diseases associated with lack of safe drinking and many Western companies have moved their
water and inadequate sanitation. manufacturing bases to developing countries
• Nearly half of the world’s people lack water 10 where wages are lower. Revolutions in transport
and sanitation technology that was available to and communications – such as containeration
ancient Romans two thousand years ago. and the Internet – have also played their part.
(TOLER, Pamela D. Mankind: The Story of All of Us. Globalization has resulted in considerable
Philadelphia: Running Press, 2012.) economic growth in “emerging” economies, such
15 as India and China, and also contributes to the
Ilya Andriyanov/Shutterstock/Glow Images
spread of Western democratic values. However,

critics point out that it has increased inequalities
and the exploitation of workers in the developing
world, that local producers are elbowed aside by
20 vast multinational companies, and that cultural
diversity is threatened by bland homogeneity, in
everything from fast food to films and fashion.
(CROFTON, Ian. Big Ideas in Brief.
London: Quercus, 2011, p. 326.)
10. De acordo com o texto,

a. quando começou a globalização historicamente?
b. por que muitas empresas ocidentais, depois

da queda das barreiras políticas e comerciais,
9. Assinale a única alternativa que não está de
mudaram suas fábricas para os países em
acordo com as informações do texto.
desenvolvimento?
a. O tratamento de água e o saneamento eram
desconhecidos na Roma Antiga.
c. que outros grandes fatores também contribuíram
b. Só após a invenção do microscópio, em 1676,
para a aceleração do processo de globalização
foi possível observar a patologia contida em
nas últimas décadas?
uma gota de água.
c. Um sexto da população mundial não tem
acesso a água potável. d. cite dois exemplos positivos da globalização.
d. Cerca de 6 mil crianças morrem diariamente
por doenças decorrentes da falta de
tratamento de água e saneamento adequado.
e. cite três exemplos negativos da globalização. private vices yield public benefits, in the classic
formulation.
Now, it has long been understood, very well,
that a society that is based on this principle
will destroy itself in time. It can only persist,
with whatever suffering and injustice it entails,
11. Identifique os marcadores discursivos usados as long as it is possible to pretend that the
com estas funções: destructive forces that humans create are
limited: that the world is an infinite resource,
a. (linha 6) expressar tempo, marcando o início da and the world is an infinite garbage can. At this
ação stage of History, either one of two things is
b. (linha 11) introduzir exemplos possible: either the general population will take
control of its own destiny and will concern itself
c. (linha 16) estabelecer contraste de ideias
with community interests, guided by values of
solidarity, sympathy and concern for others or,
12. In “manufacturing bases”, “developing alternatively, there will be no destiny for anyone
countries”, and “emerging economies”, the to control […].
suffix -ing was used to form (CHOMSKY, Noam. Manufacturing Consent: Noam
Chomsky and the Media. Available at: <www.imdb.com/
a. nouns title/tt0104810/quotes>. Access: Mar. 13, 2013.)
b. verb forms
a. De acordo com Noam Chomsky,
c. adjectives
a conveniência da moderna civilização industrial
13. In “the process has accelerated in recent
é um mito.
decades”, the verb to accelerate was used in
the Present Perfect. Scan the text and find five a força que move a moderna civilização industrial
other verbs that have also been used in the é o enriquecimento do indivíduo.
Present Perfect.
é digna de elogios a atitude das pessoas cujo
objetivo na vida é o sucesso pessoal e financeiro.
0.1 point each /1 os maus hábitos de uns poucos acabam

resultando em benefícios para muitos, e isso é
14. Leia o texto e responda às questões. bom.
b. Assinale a única alternativa que não está de

acordo com o texto. Chomsky afirma que
Chomsky on Civilization
uma sociedade com base no individualismo
Modern industrial
acabará por destruir o seu tempo.
civilization has
fotostory/Shutterstock/Glow Images
developed within
apesar do sofrimento e da injustiça envolvidos
a certain system of
nesse sistema, a sociedade que o adota persiste
convenient myths.
em seus erros.
The driving force of
modern industrial
as forças destruidoras da humanidade veem o
civilization has
mundo como algo a explorar, consumir e poluir.
been individual
material gain, se a sociedade quiser controlar o seu destino, terá
which is accepted
de atuar em defesa dos interesses comunitários,
as legitimate, even
com base nos princípios e valores altruístas.
praiseworthy, on
the grounds that 0.5 point each /1
(PUC-RJ 2013) Leia o texto e responda às adapt. For most of us we are just living in a new
questões 15 a 19. 50 world that really demands comfort with and
access to technology.
Are You A Digital Native or A Digital
This notion of digital native vs. digital
Immigrant?
immigrant makes a great deal of sense to
We all know that we are living in an me. Young people in our society are digital
increasingly technologically driven world. Living 55 natives. They seem to be very comfortable
here in the heart of Silicon Valley I certainly with everything from iPhones to TV remotes.
feel it every day. In fact, I don’t think I know a Digital immigrants, like me, just never feel
5 single couple in my neighborhood, other than that comfortable with these technologies. Sure
my wife and I, who don’t work in the technology we may learn to adapt by using email, mobile
field in some capacity. Our local companies are 60 phones, smart ones or dumb ones, Facebook,
Facebook, Apple, Google, Yahoo, and so many and so forth but it just doesn’t and perhaps will
venture capital firms that I can’t keep them never be very natural for us. It is like learning
10 straight. But you don’t have to live in Silicon a second language... you can communicate but
Valley to feel that the world is getting more and with some struggle.
more technology centered, focused, and driven. 65 This has perhaps always been true. I
We can debate the pros and cons of this reality
remember when I was in graduate school in the
but we can’t deny that the world has changed
1980s trying to convince my grandparents that
15 very quickly in head spinning ways. Two recent
buying a telephone answering machine as well as
comments led me to finally enter the 21st century
a clothes dryer would be a good idea. They looked
by getting a smart phone this week, kicking and
70 at me like I was talking in another language or
screaming.
that I was from another planet.
First, I mentioned to one of my undergraduate
Perhaps we have a critical period in our lives
20 classes at Santa Clara University that I didn’t have
for technology just like we do for language.
a smart phone, but rather I had a dumb phone.
When we are young we soak up language so
My phone can make and receive phone calls and
75 quickly but find it so much harder to learn a
that’s about it. No email, internet, and so forth.
new language when we are older. The same
So one of my students looked at me in an odd
25 seems to be true for technology. So, this week
and curious way, like she was talking to someone
I bought my first smart phone and am just
from another planet, and stated in a matter of
learning to use it. When questions arise, I turn
fact manner, “Professor Plante, even 2nd graders
have smart phones.” Ouch! 80 to my very patient teenage son for answers.
Second, I was talking with a producer at And when he’s not around, I just look to the
30 the PBS NewsHour who wanted me to do a live youngest person around for help.
interview within a few hours of his call regarding So, what about you? Are you a digital native
some late breaking news about clergy sexual or a digital immigrant and how does it impact
abuse, which is my specialty. I was out of the 85 your life?
office and driving my car when he called and in Adapted from “Digital Native vs Digital Immigrant? Which
a matter of fact manner he said that he wanted are you?” Published on July 24, 2012 by Thomas G. Plante,
35
Ph.D., ABPP in Do the Right Thing
to send me some important information to my
http://www.psychologytoday.com/blog/do-the-right-
smart phone to best prepare me for the upcoming thing/201207/digital-native-vs-digital-immigrant-
interview. When I told him that I couldn’t which-are-you retrieved on July 28, 2012.
receive anything since I had a dumb phone and
40 not a smart phone, there was a long silence. He 15. The main purpose of the text is
then said he’d have to just read it to me over the
phone as a Plan B. He wasn’t happy... neither a. to compare the new smart phones to old
was I. conventional devices.
In case you haven’t noticed, the 21st century b. to argue that people should adopt simple
45 is really upon us and to live in it one really does
dumb phones for their daily activities.
need to be connected in my view. Although I
often consider myself a 19th or 20th century guy c. to highlight that young people are usually
trapped in the 21st century we really do need to technologically driven and centered.
d. to analyze the characteristics and the can make and receive phone calls...” (l. 22)
advantages of smart phones. express the ideas of, respectively:
e. to prove that old people cannot learn how to a. probability; duty.

use electronic instruments.
b. condition; ability.
16. In the sentence, “He then said he’d have to
c. obligation; assumption.
just read it to me over the phone as a Plan B.”
(l. 40-42), the underlined pronoun refers to d. possibility; obligation.
a. the author’s dumb phone. e. impossibility; ability.
b. the information needed for the interview. 0.2 point each /1
c. the author’s smart phone.

(UnB-2013) Leia o cartum e responda à
d. the upcoming interview. questão 20.
e. the conversation the author had with the TV
Internet<www.theomahaproject.org>
producer.
17. Paraphrasing the sentence “In case you
haven’t noticed, the 21st century is really
upon us and to live it one really does need to
be connected in my view” (l. 44-46), we can
say that
a. the future is here and we must be connected to
the world.
b. the present century has come to make things
more difficult for people.
20. From the analysis of the cartoon above, it is
c. everybody understands that technology is possible to conclude that
necessary to survive on Earth.
a. the characters’ faces have suffered from
d. people should try to escape the new century’s genetic mutation due to pollution.
negative effects.
b. it will be the son’s responsibility to correct his
e. digital natives have not noticed that they need father’s mistakes.
to be connected.
c. the father has been working on a better future
18. The author explains the expression “dumb for his son.
phone” (l. 21) as
d. the son is helping the father to build a better
a. a phone used by those who are digital natives. future.
b. a phone which does not have internet access. 0.5 point /0.5
c. a phone that can communicate with people

from another planet. (UFRN-2013) Responda à questão 21 de acordo
com o texto abaixo.
d. a phone specially designed for second
graders. Future Hot Careers: Space Tourism to
Genetic Counseling
e. a phone designed for those who have hearing
problems. In our information-rich society there is an
ever increasing demand for workers in the fields
19. “We can’t deny” in “... we can’t deny that the of computers, health care, science and space
world has changed very quickly...” (l. 14-15) technology – much of it driven by the demands
and “My phone can make” in “My phone of the retiring baby boomers. If you like to plan
ahead, here is sampling of some of the jobs that b. qual será o papel dos consultores genéticos?
will be hot in the next several years and beyond.
Genetic Counseling
Doctors will be able to test for dozens of
genetic markers and predict when a person will
likely experience a genetically based condition. 0.5 point each /1
With more tests and treatments available,
genetic counselors will be needed to help
individuals and families make decisions about SELF-EVALUATION (UNITS 10, 11 AND 12)
genetic technologies as it applies to science and
personal beliefs. Today, about 2,000 counselors How did you do? What was your score?
are recognized by the American Board of Genetic
Counseling. Can
Excellent Good OK
do better
Space Tourism Test total:
While this one may sound far-fetched, the 10-9 8-7 6-5 less than 5
— out of 10
entire industry of space tourism is poised to
“take off”. There are already 200 reservations How do you evaluate your own progress? Check
for space flights. Space Adventures plans on ( ) for Yes, (x) for No, or (R) for Review Units 10, 11
hiring about 10 space tour guides to start, said and 12 after each of the topics below.
spokeswoman Stacey Tearne. The world’s first
space hotel is also set to open, which could be the Now I can…
beginning of a whole new sector of jobs which
will require the merging of space smarts with ( ) use the different reading strategies to be able to
great hospitality. understand a text in English.
Roboticists ( ) guess the meanings of new words from context.

In a way, robots have already taken over the ( ) identify the meaning and function of discourse
world. The components, processors and sensors
markers.
for robots are getting cheaper every quarter, said
Paul Saffo, a technology forecaster. Hundreds ( ) identify the meaning and function of nouns used
of new applications for robots are already being in noun phrases.
developed. Robots already work in research
laboratories, factories, hospitals, daycares and
( ) listen to a dialogue, a passage about a poem,
housekeeping, and the trend is only expected to and a passage of the Declaration of Human
grow as the field progresses. Rights.
Disponível em: <http://www.dailygalaxy.com/my_
( ) discuss a celebrity’s statement about women’s
weblog/2008/08/future-top-10-h.html>. Acesso em: 31 de
maio de 2012. [Adaptado]. rights.
21. Em relação aos avanços da genética ( ) interview a classmate about lifestyle habits.
apresentados no texto, ( ) write a postcard, a slogan for a T-shirt, and a
a. o que os médicos poderão fazer no futuro? minibiography.
( ) reflect and debate about Shakespeare’s image
as all the world being a stage and about man’s
seven ages.
Minigrammar
1. Tempos verbais: Simple Past – To classify classified
verbos regulares • Quando o verbo regular for monossilábico e suas

últimas letras forem consoante-vogal-consoante, dobra-se
A maioria dos verbos em inglês faz o passado e o a consoante final e acrescenta-se -ed.
particípio passado de forma regular, pelo acréscimo de -ed
To stop stopped
à sua forma básica:
O mesmo acontece com verbos de mais de uma sílaba,
to work worked worked desde que a última seja a sílaba tônica:
to wash washed washed
to prefer preferred to occur occurred
to call called called
to permit permitted to refer referred
Esta forma é única para todas as pessoas, não
variando na terceira pessoa do singular:
MINITEST
I/ you/ he/ she/
worked, washed, called
it/ we/ you/ they Complete as frases com o Simple Past dos
verbos que você vai escolher no quadro abaixo.
Os verbos que têm formas semelhantes às dos verbos
em português, em geral de origem latina, são regulares:
to learn • to die • to use • to study • to work
to protest protested protested to construct • to refer • to live • to invent
to dislike • to discover • to call
to construct constructed constructed
Mas muitos dos verbos mais comuns não são de 1. Oscar Niemeyer hard all his life, and at age 104.
origem latina e são irregulares, com formas próprias de 2. Freud the human mind.
passado e particípio passado:
3. Freud to dreams as the “royal road to the unconscious.”
to see saw seen 4. Archimedes in Syracuse, on the island of Sicily,
to go went gone when it was a colony of Greece.
5. Hans Lippershey the telescope in 1609.
Duas listas com as formas de passado e particípio
passado dos verbos irregulares são dadas nos tópicos 3 e 4.
6. Galileo of the invention of the telescope by Hans
Lippershey.
Uso do Simple Past 7. Galileo then his own telescope and it to look at the
sky.
O Simple Past é usado para indicar uma ação 8. Galileo in 1642, the year Isaac Newton was born.
realizada e totalmente terminada no passado,
correspondendo, em português, tanto ao pretérito 9. Edwin Hubble that galaxies are moving away from
each other.
perfeito como ao pretérito imperfeito.
10. Albert Einstein school, which he “the educational
Shakespeare lived in the sixteenth century.
machine”.
(Shakespeare viveu no século dezesseis.)
Notas ortográficas 2. Tempos verbais: Simple Past –

• Quando o verbo terminar em -e, acrescenta-se verbos irregulares
apenas -d:
As formas do Simple Past dos verbos irregulares
To decide decided variam de um verbo para outro e, portanto, precisam ser
• Quando o verbo terminar em -y precedido de memorizadas. Como no caso dos verbos regulares, os
consoante, troca-se o y por i e acrescenta-se -ed: irregulares têm uma única forma para todas as pessoas:
189
2QB6WDJHB,QJOHVBDQRB31/'BDB0*LQGG $0
to go went to do did
MINITEST
Complete as frases com o Simple Past dos

to see saw to come came
verbos irregulares entre parênteses.
Para os verbos regulares, a forma do passado é igual
1. I keep six honest serving-men, they me all I .(to
teach; to know)
à do particípio passado. No caso dos irregulares, às vezes
acontece o mesmo, mas muitos deles têm formas para o 2. Mandela 27 years in prison. (to spend)
passado distintas das formas para o particípio passado. 3. Archimedes himself probably never about the eureka
episode. (to write)
Regular to help helped helped 4. Mandela against the apartheid system all his life. (to
fight)
Irregular to buy bought bought 5. The youngest son and after a few seconds he the
answer. (to think; to find)
Irregular to eat ate eaten 6. The oldest son to the market and some straw. (to
go; to buy)
O particípio passado é necessário para a formação dos 7. Oscar Niemeyer and Lucio Costa the new capital of
tempos perfeitos (Present Perfect, Past Perfect, Future Brazil. (to build)
Perfect etc.) e também da voz passiva. Essas formas
8. Galileo only four of Jupiter’s moons. (to find)
de particípio passado dos verbos irregulares devem ser
memorizadas junto com as do passado. Nos dois tópicos 9. The Interpretation of Dreams Freud’s development
a seguir são apresentadas listas com os principais verbos of psychoanalysis. (to begin)
irregulares, em ordem alfabética e também por grupos de 10. Archimedes plenty of time detailing the laws of
formas semelhantes, o que facilita a memorização. buoyancy and the lever. (to spend)
3. 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
190 Minigrammar
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
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
Minigrammar 191
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)
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
192 Minigrammar
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
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
Minigrammar 193
sweep swept swept varrer
swim swam swum nadar
swing swung swung balançar(-se)
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.
4. 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. Tente se lembrar do significado desses verbos, escrevendo-os na coluna
de Tradução e voltando ao tópico 3 em caso de dúvida.
bring brought brought
buy bought bought
fight fought fought
think thought thought
194 Minigrammar
seek sought sought
catch caught caught
teach taught taught
begin began begun
ring rang rung
sing sang sung
swing swang swung
drink drank drunk
sink sank sunk
shrink shrank shrunk
swim swam swum
blow blew blown
grow grew grown
know knew known
throw threw thrown
fly flew flown
drive drove driven
ride rode ridden
rise rose risen
write wrote written
break broke broken
choose chose chosen
freeze froze frozen
speak spoke spoken
steal stole stolen
bend bent bent
lend lent lent
Minigrammar 195
send sent sent
spend spent spent
shake shook shaken
take took taken
sell sold sold
tell told told
lay laid laid
pay paid paid
say said said
keep kept kept
sleep slept slept
sweep swept swept
weep wept wept
bet bet bet
burst burst burst
cost cost cost
cut cut cut
fit fit/fitted fit/fitted
hit hit hit
hurt hurt hurt
let let let
light lit lit
put put put
set set set
shut shut shut
split split split
196 Minigrammar
spread spread spread
upset upset upset
forbid forbade forbidden
forgive forgave forgiven
give gave given
become became become
come came come
stand stood stood
understand understood understood
forget forgot forgotten
get got got/gotten
stick stuck stuck
strike struck struck
swear swore sworn
tear tore torn
bleed bled bled
feed fed fed
flee fled fled
deal dealt dealt
feel felt felt
kneel knelt knelt
burn burned/burnt burned/burnt
learn learned/learnt learned/learnt
Minigrammar 197
5. Tempos verbais: Simple Past – c. Einstein worked as a watchmaker. (professor)
formas negativa e interrogativa
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
todas as pessoas, ficando o verbo principal na forma básica. d. A horseshoe magnet has one pole. (two poles)
• Exemplo com verbo regular (to work):
Did I/ you/ he/ she/ it/ we/ you/ they work yesterday?
• Exemplo com verbo irregular (to go):
Did I/ you/ he/ she/ it/ we/ you/ they go there yesterday?
e. Galileo invented the telescope. (constructed one)
A forma negativa é feita com o auxílio de did + not
(didn’t na forma contrata), antes do verbo (regular ou
irregular), para todas as pessoas:
I/ you/ he/ she/ it/ we/ you/ they did not/didn’t work
yesterday.
I/ you/ he/ she/ it/ we/ you/ they did not/didn’t go there f. The planets go around the Moon. (Sun)
yesterday.
MINITESTS
1. Complete as perguntas com do, does ou did.

a. NASA send a robotic spacecraft to Mars in 2012?
6. Tempos verbais compostos –
b. antibiotics fight microbes?
introdução
c. Archimedes find the answer to the problem of the
king’s crown? Em inglês, os tempos compostos mais importantes
d. opposite poles attract each other? são os progressive (ou continuous) e os perfect. Os
primeiros são formados com o verbo auxiliar to be + forma
e. the human body need a system of protection?
de final -ing do verbo principal. Assim:
Present Progressive:
2. As frases a seguir são falsas. Faça frases
negativas, usando don’t, doesn’t ou didn’t e I am finishing the report now.
(Eu estou terminando o relatório agora.)
depois faça as frases afirmativas, corretas, usando
os elementos entre parênteses. Siga o modelo. Past Progressive:
Calvin said he was a monster.(genius) I was finishing the report when you called.
Calvin didn’t say he was a monster. He said he was a genius. (Eu estava terminando o relatório quando você ligou.)
a. The immune system destroys the human body.
(defends) Future Progressive:
I will be finishing the report when you come tomorrow.

(Eu estarei terminando o relatório quando você vier
amanhã.)
Para a formação dos tempos perfeitos, usa-se o verbo

auxiliar to have + particípio passado do verbo principal.
b. Mandela grew up in England. (South Africa)
Assim:
Present Perfect:
I have finished the report. Here it is.

(Eu terminei o relatório. Aqui está ele.)
198 Minigrammar
Past Perfect:
MINITEST
I had finished the report when they came.
(Eu tinha terminado o relatório quando eles chegaram.) Complete com o Past Perfect dos verbos entre
Future Perfect: parênteses.
1. When we got to the airport I realized I our passports
I will have finished the report by the time they come
at home. (to leave)
tomorrow.
(Eu terei terminado o relatório quando eles chegarem 2. 2012 was not the first time Madonna performed in
amanhã.) Brazil. She here before. (to be)
3. Jack showed me a copy of the letter he to the
President. (to send)
MINITEST
4. Cabral landed in Porto Seguro, Bahia almost two
months after he Lisbon. (to leave)
Complete as frases com os verbos nos tempos
indicados entre parênteses. 5. Nostradamus the attack on the Twin Towers
centuries before it happened. (to predict)
1. Researchers with human embryos in the near future.
(to work – Future Progressive)
2. Rising carbon dioxide levels an increase in the 8. Tempos verbais: Present Perfectt –
temperature of both the atmosphere and the oceans – a Introdução
“global” warming. (to cause – Present Progressive)
O Present Perfect (have/has + particípio passado do
3. The evidence that global warming has been getting
verbo principal) pode ser usado para indicar uma ação que
stronger for many years. (to happen – Present
Progressive) aconteceu várias vezes num passado indeterminado e que
continua acontecendo.
4. Our knowledge of the Universe constantly .
(to expand – Present Progressive) The Brazilian soccer team has won many Cups and titles.
5. In the last hundred years, we spectacular advances in Nesse caso, o Present Perfect não apresenta
our understanding of the Universe. (to make – dificuldade, podendo ser traduzido palavra por palavra:
Present Perfect)
A equipe brasileira de futebol tem ganhado muitas copas e títulos.
6. Dinosaurs from the face of the Earth when human
Muitas vezes, porém, esse tempo verbal expressa uma
life began. (to disappear – Past Perfect)
ação praticada num passado recente, indeterminado, com
7. In the last 50 years average life expectancy in many importantes reflexos no presente:
developed countries by up to a third. (to increase –
Present Perfect) Brazil has won the game! Brazil is the world champion!
8. This is the time when humans to sail the sea of space. Nesse caso, o Present Perfect deve ser traduzido pelo
(Carl Sagan) (to begin – Present Perfect) pretérito perfeito em português:
9. When we finally got to the airport, the plane so we O Brasil ganhou o jogo!
missed our flight. (to take off – Past Progressive)
Aqui o importante não é quando a ação ocorreu, mas
10. Mary showed me a copy of the poem she . (to write – a ação em si e seus reflexos no presente:
Past Perfect) O Brasil é o campeão do mundo!
Sempre que o tempo passado for determinado, usa-se

7. Tempos verbais – Past Perfect o Simple Past, que indica uma ação completa, terminada,
sem ligações com o presente.
O Past Perfect (had + particípio passado do verbo
Brazil won its first World Cup in Sweden in 1958.
principal) é usado para expressar a primeira de duas ações
(O Brasil ganhou sua primeira Copa do Mundo na Suécia
ocorridas em ocasiões diferentes, ambas no passado. Para em 1958.)
indicar a que aconteceu antes, usa-se o verbo no Past
Perfect. Para indicar a ação que ocorreu depois, usa-se o O Present Perfect também é usado para indicar uma ação
verbo no Simple Past. iniciada num certo ponto do passado e em desenvolvimento no
presente. Nesse caso, usam-se as preposições since (desde)
I was late and when I got to the office the meeting had begun. ou for (há…, faz… tempo), a primeira indicando o ponto de
(Eu estava atrasado e, quando cheguei ao escritório, a início da ação e a segunda quanto tempo transcorreu desde o
reunião havia começado.) início da ação até o presente.
Minigrammar 199
The Brazilian soccer team has been a winner since 1958./for 3. Columbus more than one voyage from Spain to the
over 50 years. New World. (to make)
Nesse caso, o Present Perfect pode corresponder ao 4. you any good movies recently? (to see)
presente do indicativo em português:
5. Crime and violence in the news almost every day
A equipe brasileira de futebol é vencedora desde 1958./há these days. (to be)
mais de 50 anos.
Os diversos usos do Present Perfect serão estudados

em separado, nos tópicos a seguir.
10. Usos do Present Perfect (II)
Como já vimos, o Present Perfect é usado para
MINITEST expressar uma ação que aconteceu num passado
indeterminado, destacando o fato em si e suas
Identifique o uso do Present Perfect nas frases a consequências para o momento presente.
seguir, de acordo com o quadro. My watch has stopped. I don’t know what time it is now.
(Meu relógio parou. Eu não sei que horas são agora.)
1. Ação repetida num passado indeterminado. Quando se determina o momento em que a ação
2. Ação praticada num passado indeterminado, com
aconteceu, usa-se o Simple Past, não o Present Perfect.
reflexos no presente.
Repare que em português não há essa diferença, isto é,
3. Ação iniciada no passado e que ainda acontece no
usa-se o pretérito perfeito nos dois casos.
presente.
My watch stopped an hour ago.
Clint Eastwood has made several movies about (Meu relógio parou uma hora atrás.)
violent heroes.
I’ve lost my keys! How can I get home now?

MINITEST
The Rolling Stones have been to Brazil more than once.
Complete com o Present Perfect ou o Simple
That teacher has worked with teenagers since she
was young. Past dos verbos entre parênteses.
1. Ouch! I myself. (to cut)
I’ve had my old car for over ten years.
2. I myself on a broken glass five minutes ago. (to cut)
I’ve made some coffee. Would you like a cup?
3. I a book and two magazines from the library last
week. (to borrow)
9. Usos do Present Perfect (I) 4. Thank you! You me a great idea! (to give)
Como vimos, o Present Perfect é usado para 5. It will be a great day when we hear the news, “They a
expressar uma ação praticada várias vezes num passado cure for cancer!”. (to find)
não determinado e que ainda acontece no presente.
I have seen Roberto Carlos on TV several times.

(Eu tenho visto Roberto Carlos na TV várias vezes.)
11. Usos do Present Perfect (III)
Se, entretanto, a ação tiver acontecido num passado O Present Perfect também é usado para expressar uma
determinado, usa-se o verbo no Simple Past: ação que começou no passado e continua no presente:
I saw Roberto Carlos on TV last month. Fernanda Montenegro has been an actress since the 1950s/
(Eu vi Roberto Carlos na TV no mês passado.) for over 60 years.
(Fernanda Montenegro é atriz desde os anos 50/há mais de
60 anos.)
MINITEST
Nesse caso, empregam-se as preposições since
Complete as frases com o Present Perfect ou o (desde) ou for (há…, faz… tempo), indicando ou o início da
ação (uso de since), ou há quanto tempo ela vem sendo
Simple Past dos verbos entre parênteses.
praticada (uso de for). Vale observar que, em português,
1. I two or three cups of coffee today. (to have) usa-se o presente do indicativo nesse caso, o que em
2. I four cups of coffee yesterday. (to have) inglês não é possível. Compare:
200 Minigrammar
She is an actress. She has been an actress since the 1950s/ 1. Already: já
for over 60 years. I’m not hungry. I have already eaten.
(Ela é atriz. Ela é atriz desde os anos 50/há mais de 60 anos.) (Não estou com fome. Eu já comi.)
Normalmente, esse advérbio é usado em contexto

MINITESTS afirmativo, mas pode aparecer também em algumas
perguntas, quando, além do sentido de já, houver outro
implícito:
1. Complete com o Present Perfect ou o Simple
• quando a pergunta revela espanto, surpresa; nesses
Past dos verbos entre parênteses.
casos aparece no final:
a. Columbus the New World in 1492. (to reach)
Have you eaten already? It’s only 6 o’clock!
b. The Indians to the American continent some twenty- (Você já comeu? Mas ainda são 6 horas!)
five thousand years ago. (to migrate)
• quando, pelo contexto, se espera que a resposta seja
c. They on the continent for about twenty-five afirmativa; nesse caso antecede o verbo principal:
thousand years. (to be)
Have you already eaten? I can see that.
d. People from diseases since life began. (to suffer) (Você já comeu, não é? Estou vendo isso.)
Compare esses usos de already em perguntas com o
e. Plants the world since the beginning of life. (to feed)
uso de yet (já), dado abaixo.
2. Ever: já, alguma vez.
2. Agora complete o texto abaixo preenchendo Esse advérbio é usado em perguntas com destaque
as lacunas com os verbos indicados entre para a ocasião ou a oportunidade em que a ação
parênteses. Observe atentamente o contexto (geralmente pouco comum) pode ou não ter sido praticada:
antes de escolher o tempo verbal adequado: Have you ever eaten raw fish?
(Você já/alguma vez comeu peixe cru?)
Simple Past para expressar ações terminadas no
passado, Present Perfect para ações que tiveram Outros usos (menos comuns) de ever
início no passado e ainda continuam. • Em afirmações ou palavras compostas (sempre):
An Incredible Journey I will remember that meal for ever.
Part I (Eu sempre me lembrarei daquela refeição.)
One hundred fifty thousand years ago, the first true • Com superlativo (já):
humans (to stand) on their own two feet in Africa’s The best vatapá I have ever eaten.
Rift Valley. Since then, our journey has been nothing (O melhor vatapá que eu já comi.)
less than incredible. From a small area in Africa, we
(to spread) across the planet, making our homes • Com comparativo (nunca):
everywhere from the tundra of Siberia to the Sahara As a cook, she is better than ever.
desert. Always changing, always adapting, we (to (Na condição de cozinheira, ela está melhor do que nunca.)
develop) new technologies at each stage of history. We
have continuously sought to improve and innovate. 3. Yet: a. já; b. ainda (não)
We (to reengineer) landscapes, rerouting rivers and a. Usado em perguntas sobre ações comuns,
moving mountains. We (to build) pyramids, castles, corriqueiras (a serem praticadas mais cedo ou mais tarde),
cities, and skyscrapers and connected the world in a e quando não se antecipa o tipo de resposta, que poderá
web of roads, highways, shipping lanes, flight paths, ser yes ou no:
and fiber-optic cables. We are on the verge of being
able to reengineer ourselves. Have you eaten yet?
(Você já comeu?)
(From: TOLER, Pamela D. Mankind: The Story of All of Us.
Philadelphia/London: History/Running Press, 2012.) b. Usado em orações negativas acompanhado de not:
(No,) I haven’t eaten yet.
12. Advérbios que acompanham o (Não,) (Eu ainda não comi.)
Present Perfect Além desses usos, yet também pode aparecer como
conjunção, no início da frase ou de uma oração, com o
Os advérbios que indicam tempo de modo vago, mesmo sentido de but (mas, no entanto):
indefinido, geralmente acompanham o verbo no Present I haven’t eaten, yet I’m not hungry.
Perfect: (Eu não comi, no entanto não estou com fome.)
Minigrammar 201
4. Just: não tem tradução própria. É usado entre have/ We (to explore) new sources of energy, the shape of
has e o particípio passado do verbo principal para indicar the human mind, and the possibility of life in space.
uma ação que acabou de acontecer. What (to happen) next in the story of the human
race? It’s all up to us.
I have just eaten.
(Acabei de comer.) (From: TOLER, Pamela D. Mankind: The Story of All of Us.
Philadelphia/London: History/Running Press, 2012.)
5. Never: nunca. É usado em orações negativas que
dispensam o not. É uma palavra essencialmente negativa:
I have never eaten raw fish.
13. Expressões de hábito no
(Eu nunca comi peixe cru.) passado – used to e would
A estrutura used to + infinitivo do verbo principal
MINITESTS expressa uma atividade que era habitualmente
desenvolvida no passado, mas que não ocorre mais.
1. Como vimos, já corresponde a várias palavras
I used to play soccer on the beach when I was young.
em inglês: already, ever, yet. Qual delas você
(Eu costumava jogar futebol na praia quando era jovem.)
usaria nas situações a seguir?
Em textos narrativos, para indicar ações que ocorriam
a. Have you been to Bahia? (Você já foi à Bahia?)
habitualmente no passado, pode-se usar would. Nesse
b. Have you taken your medicine ? (Você já tomou o seu caso, equivale ao pretérito imperfeito em português. Assim:
remédio?)
I used to get to the beach early in the morning. I would take
c. Have you finished your homework ? I can’t believe it!
(Você já terminou o dever de casa? Eu não acredito!) my beach umbrella, some sunscreen, and a radio or a book. I
would lie down on the sand…
d. “Have the kids arrived ?”. “Yes, they are here.”
(Eu costumava chegar à praia de manhã bem cedo. Eu
(“As crianças já chegaram?” “Sim, elas já estão aqui.”)
levava meu guarda-sol, um filtro solar, e um rádio ou um
e. Have you seen that great movie ? (Você já viu aquele livro. Eu me deitava na areia…)
grande filme?)
A expressão used to (costumava) só se refere ao
f. Have you seen a movie about some killer centipedes?
passado e não deve ser confundida com be used to (estar
(Você já viu um filme sobre centopeias assassinas?)
acostumado a), que indica hábito no presente, nem com
2. Complete com already, ever, yet, just get used to (acostumar-se a), expressões que devem ser
ou never. Em alguns casos há mais de uma seguidas de um verbo com final -ing. Compare:
resposta possível. She used to eat junk food, but now she eats healthy food only.
a. I have talked to George. He was here a moment ago. (Ela costumava comer porcaria, mas agora só come alimento
saudável.)
b. Have you heard of a place called Paranapiacaba?
I am used to getting up early, and I like it.
c. Have you done your exercises ?
(Eu estou acostumado a levantar cedo, e gosto disso.)
d. Well, I have done some of them, but I haven’t done
all of them . I got used to getting up early when I was a boy.
(Eu me acostumei a levantar cedo quando era garoto.)
e. I have been to Belém do Pará, but I would like to go there.
f. Have you had breakfast ?
MINITEST
g. Stephen Hawking has been to Brazil.
3. Complete the text with the correct form of Complete as frases com as formas adequadas
the verbs in parentheses. dos verbos entre parênteses.
1. Rio used to the capital of Brazil. (to be)
An Incredible Journey
Part II 2. If you’re going to live in Alaska, you will have to get
used to warm clothes. (to wear)
For 150,000 years, humans (to adapt), improvised,
and invented. Today we (to stand) poised to explore 3. My grandfather would me long stories of his youth.
both the far reaches of space and the most basic (to tell)
building blocks of life. We now (to have) the power
4. People used to that tomatoes were poisonous. (to think)
to transform our planet and ourselves in ways that our
ancestors would never have imagined possible. 5. I’m not used to on the floor. (to sleep)
202 Minigrammar
6. Jack got used to early when he was in the army. (to get up) 15. Tempos Verbais – Future,
7. I am used to a cold shower in the morning, even in Future Progressive (ou Continuous),
the winter. (to take)
Future Perfect
8. Before Copernicus and his heliocentric theory, people
used to the Sun and all the planets revolved around
the Earth.(to believe) Future
9. Whenever journalists asked Einstein if he was a pacifist
he would , “I am not only a pacifist but a militant Will + forma básica do verbo principal (infinitivo sem
pacifist.”(to say) to): expressa ações que acontecerão no futuro. Usa-se a
mesma forma (will ou, em conversação, a forma contrata
10. Before seeing the movie Life of Pi, I used to Richard
’ll) para todas as pessoas.
Parker was a man, but then I had a great surprise. (to think)
Com I e we é possível substituir will por shall (tem
a mesma forma contrata: ’ll), mas esse uso é próprio da
14. Still, yet, no longer, anymore linguagem formal.
Compare:
O significado mais comum de still é “ainda”. Essa
palavra é usada tanto em perguntas quanto em afirmações: Brazil will be a world power in the near future.
“Do you still believe in Santa Claus?” (Você ainda acredita (O Brasil será uma potência mundial num futuro próximo.)
em Papai Noel?) We’ll live in a better country, for sure. [estilo informal]
“Yes, I still do. And now I am Santa Claus!” (Sim, eu ainda (Nós certamente viveremos em um país melhor.)
acredito. E agora eu sou o Papai Noel!!)
Para obter a forma negativa, basta acrescentar not
O sentido oposto ao de still pode ser dado pelas expressões: depois de will/shall.
anymore ou any longer, usadas no final de orações I/ you/ he/ she/ it/ we/ you/ they will not/won’t be here
negativas, acompanhadas de not.
tomorrow.
no longer, usada antes do verbo, em orações de
Para obter a forma interrogativa, usa-se will/shall
sentido negativo, não acompanhada de not.
antes do sujeito:
Não se deve confundir still (ainda) com yet (ainda
Will I/ you/ he/ she/ it/ we/ you/ they be here tomorrow?
[não]). Compare:
“Is it still raining?” (ainda) Future Progressive

“(Yes,) It is still raining.” (ainda)
“It isn’t raining yet, but it’s going to rain pretty soon.” (ainda não) Will + be + forma de final -ing do verbo principal:
expressa uma ação que estará acontecendo em um certo
momento no futuro. Usa-se a mesma forma para todas as
MINITEST pessoas.
Complete com already, still, yet, no longer, Have a nice trip! We’ll be thinking of you.
anymore ou any longer. (Boa viagem! Nós estaremos pensando em vocês.)
1. Neymar plays soccer in Brazil. Este tempo verbal é muito usado quando se fala de
ações (de uma certa duração) planejadas para o futuro:
2. He hasn’t signed a contract with a foreign club .
This time next Sunday they’ll be having a good time in Bahia.
3. But he is considered an international soccer star.
(A esta hora no próximo domingo eles estarão se divertindo
4. Sandy and Júnior don’t perform as a duo . na Bahia.)
5. “Is Pluto a planet?” “No, Pluto is not considered a
They’ll be singing and dancing axé music.
planet .”
(Eles estarão cantando e dançando axé.)
6. The Universe is expanding.
7. The Beatles play together, but they are famous. Future Perfect
8. Astronauts have walked on the Moon, but they
haven’t been to Mars . Will + have + particípio passado do verbo principal:
expressa uma ação que terá acontecido antes de um certo
9. Jenny is a teenager, she is not a child .
momento no futuro. Usa-se a mesma forma para todas as
10. She is thirteen, she is not allowed to drive a car . pessoas.
Minigrammar 203
By this time next month they will have returned to Rio. And by the time: antes de/que
then, it’s back to work!
By the time she comes, I’ll be sleeping.
(A esta altura, no mês que vem, eles terão regressado ao Rio.
(Antes que ela chegue, estarei dormindo.)
E então, é volta ao trabalho!)
MINITEST
MINITEST
Complete com o Simple Present dos verbos
Sublinhe as formas verbais entre parênteses que
entre parênteses.
completam adequadamente cada frase.
1. Betty will write to us as soon as she time. (to have)
1. Please don’t call me tomorrow morning. I an
important meeting. (will be having – will have had) 2. Many people will have died before Martin’s dream
true. (to come)
2. Henry to New York next week. He’s already bought
his ticket. (will go – will have gone) 3. Mom will be mad at you when she that you broke
that vase. (to find out)
3. You’re late. If you don’t hurry, the train by the time
you get to the station. (will leave – will have left) 4. When September , I won’t be here. (to come)
4. I know that when I get there, my folks for me. (will 5. By the time she Phoenix, I’ll be sleeping. (to get to)
wait – will be waiting)
6. Will you still love me when I 92? (to be)
5. I hope I this job by the end of the year. I’ll be free
then. (will finish – will have finished)
6. Throw a lucky man into the sea, and he with a fish in 17. Como dizer “Eu quero/gostaria/
his mouth. (Arabian proverb) (will return – will have espero que…”
returned)
7. Thank God it’s Friday. This time tomorrow I a nap under É bom lembrar que, em inglês, esse tipo de frase tem
the shade of a mango tree. (will take – will be taking) uma estrutura bem mais simples do que a usada em
português, em que o verbo é usado no modo subjuntivo.
8. “I have a dream that one day this nation up and live
Em inglês não se usa that depois desses verbos.
out the true meaning of its creed.” (Martin Luther
King, Jr.) (will rise – will be rising) Veja:
9. Ann us as soon as she gets to New York. (will call – want: Eu quero que você vá comigo.
will be calling)
I want you to go with me.
10. Don’t worry, boss. I this report by the time you have
that important meeting. (will finish – will have finished) Concluímos, portanto, que a sequência usada é:
sujeito + want + nome ou pronome oblíquo +

16. O futuro depois de when, if etc. infinitivo com to (ou not to, para ideia negativa)
Em orações subordinadas iniciadas por when, Want é um dos verbos mais usados nessa estrutura.
indicando futuro, o verbo da oração é usado no Simple Outros verbos empregados dessa maneira, nunca seguidos
Present, e não com will. de that, são:
When the milk starts to boil, turn off the gas. would like: Eu gostaria que eles me ajudassem.
(Quando o leite começar a ferver, desligue o gás.) I would like them to help me.
Estão no mesmo caso: expect: Ele espera que ela case com ele.
He expects her to marry him.
if: se
If it rains, we’ll stay at home. ask: Eles me pediram que esperasse por eles.
(Se chover, ficaremos em casa.) They asked me to wait for them.
until: até tell: Jane disse ao Tom que fosse embora.

Jane told Tom to go away.
I’ll stay here until she comes.
(Ficarei aqui até ela chegar.) warn: Ele me advertiu de que não chegasse tarde.
He warned me not to come late.
before/after/as soon as: antes/depois/assim que
Please tell me before/after/as soon as it happens. teach: Minha mãe me ensinou a não mentir.
(Por favor, diga-me antes/depois/assim que aconteça.) My mother taught me not to lie.
204 Minigrammar
Quando such antecede um substantivo plural ou não
MINITEST
contável, é usado sem a ou an:
Complete as frases colocando na ordem certa as such old feelings (sentimentos tão antigos)
palavras entre parênteses. such madness (tal/tamanha loucura)
1. (farm – to – visit – us – their) Repare que nesse último exemplo such não significa “tão”.
They want Veja agora estes outros usos de so:
É usado após certos verbos (think, hope, expect,

believe, guess, suppose), equivalendo a “que sim”.
2. (me – wait – for – you – to)
I would like I think so. I hope so.
(Eu penso que sim. Espero que sim.)
Pode ser usado, principalmente na linguagem escrita,

3. (drive – him – not – fast – so – to) com uma forma do verbo to do, na expressão equivalente
The police officer warned a “fazer isso, fazer assim” para evitar a repetição de um
verbo já mencionado:
I asked him to put the book back on the shelf, and he did so.
4. (street – not – kids – run – the – to – on – the) (Eu lhe pedi para devolver o livro à prateleira, e ele fez isso.)
I told (= ele o devolveu)
É usado para expressar coincidência com uma

afirmação, equivalendo a “também”. Nesse caso, so é
5. (Obama – a – job – do – to – good)
usado no início da oração e seguido de verbo auxiliar:
The world expects
“She is tired.” “So am I.”
(“Ela está cansada.” “Eu também.”)
6. (not – husband – her – come – to – late) “She needs some rest.” “So do I.”
She asked (“Ela precisa descansar.” “Eu também.”)
Na forma de sentido oposto a essa construção, usa-se

neither (nem, também não), no lugar de so:
7. (them – to – us – help)
“He isn’t tired.” “Neither am I.”
They wanted (“Ele não está cansado.” “Eu também não./Nem eu.”)
“He doesn’t need to rest.” “Neither do I.”

(“Ele não precisa descansar.” “Eu também não./Nem eu.”)
18. So & Such Pode expressar consequência, resultado, equivalendo

a “por isso, portanto”:
Compare os usos de so e such, ambos significando “tão”:
There was a lot of smoke in the room, so I opened the window.
so (antes de adjetivo ou advérbio) (Havia muita fumaça na sala, por isso eu abri a janela.)
It is so late and I am so tired! So ou so that pode expressar finalidade, propósito,

(É tão tarde e eu estou tão cansado!) equivalendo a “para que”:
such (antes de substantivo, geralmente adjetivado) I opened the window so (that) we could breathe some fresh air.
(Eu abri a janela para que pudéssemos respirar um pouco de
This is such a hard job!
ar puro.)
(Este é um trabalho tão duro!)
Outras expressões com so:
Such é seguido de a ou an quando antecede um
substantivo singular, contável:
so much: tanto/a so many: tantos/as
such a beautiful voice (uma voz tão linda) so little: tão pouco/a; tão
so few: tão poucos/as
such an old feeling (um sentimento tão antigo) pequeno/a
Já nestes outros exemplos, such não significa “tão”: so far: até agora so what?: e daí?
and so on: e assim por
such an object (um objeto assim, desse tipo) so long!: tchau!
diante
such a thing (tal coisa, uma coisa dessas)
Minigrammar 205
Por fim, um importante uso de such as (tal como, tais The gases trap heat by forming a blanket around the Earth –
como) para expressar exemplificação: like the glass of a greenhouse.
She collects small things such as stamps, coins, buttons etc. (Os gases prendem o calor formando um cobertor em volta
(Ela coleciona coisas pequenas tais como selos, moedas, da Terra – como o vidro de uma estufa.)
botões etc.)
Such as é próprio da linguagem escrita, formal.

MINITEST
Informalmente é substituído por like (como):
She collects small things like stamps, coins, buttons etc. Complete as frases adequadamente com os
(Ela coleciona coisas pequenas como selos, moedas, botões etc.) verbos do quadro.
spending • wandering • reading • helping • working

MINITEST
surfing • taking • leaving • becoming • paying
Escolha a alternativa correta para completar

1. You should not go to the beach without a beach
cada frase. umbrella.
1. Our immune system is made up of a group of chemical
2. Instead of all your money on silly things, you should
protectors and microbial killers quick and
powerful that we eventually survive. (so; so) (such; try to save some of it.
such a) (so that; such a) 3. Polar bears run the risk of extinct.
2. Our immune system protects our body against 4. Don’t forget to turn off the lights before the room.
“foreign” invaders, infection-causing organisms
bacteria and viruses. (so that) (such a) (such as) 5. I wear glasses only for .
3. Give my blood to the teenager who was pulled from 6. He likes to listen to soft music while the net.
the wreckage of his car, he might live to see his
grandchildren play. (such a) (such as) (so that) 7. Some pharmaceutical companies patent substances
taken from the forest without any sort of
4. Einstein was late in learning to talk that his parents
compensation to the local people.
were worried about him. (so) (such) (such a)
5. Jenny´s parents are frustrated and confused by her attitude. 8. Math can help us in our daily lives, by us make
And yet she used to be good girl. (so) (such) (such a) important decisions.
6. She used to be obedient, easy to deal with. (so; so) 9. Freud published The Interpretation of Dreams after
(such; such) (such a; such a) for years as a neurologist.
7. “But Charlie, I never knew you could sing 10. While by the Amazon forest, Jaci, the silver moon,
beautifully,” someone exclaimed. (so) (such) (such a)
happened to meet the golden Sun.
19. Formas verbais – -ing depois de 20. -ing form – diversos usos; verbos
preposições e de certas conjunções
seguidos de gerúndio ou infinitivo
Em contraste com o que acontece em português, os
verbos depois de preposição (for, of, by, with, without A forma terminada em -ing pode ter vários usos e funções:
etc.) não são usados no infinitivo, mas no gerúndio:
Como particípio presente dos verbos na formação dos
You should not expose yourself to the sun’s rays without tempos progressivos: Present Progressive, Past Progressive,
using some sunscreen. Future Progressive etc.
(Você não deve se expor aos raios do sol sem usar filtro solar.)
Jane is swimming now.
O mesmo acontece com verbos usados depois de
(Jane está nadando agora.)
certas conjunções, como when, before, after, while etc.:
Como gerúndio, para expressar o sujeito da oração,
The elderly man fell down while getting off the bus.
equivalendo a um substantivo em português, mas sendo
(O idoso caiu quando descia/ao descer do ônibus.)
geralmente traduzido pelo infinitivo.
Quando usada depois da preposição by (sem tradução,
neste caso), a forma verbal terminada em -ing expressa a Swimming is good for your health.
maneira como a ação é praticada: (Nadar faz bem à saúde.)
206 Minigrammar
Como gerúndio, para expressar o objeto da oração, remember + gerund: lembrar-se de (algo que já passou)
também podendo equivaler a um substantivo ou a um I still remember sailing into Guanabara Bay for the first time.
infinitivo. How can anyone forget that?
(Eu ainda me lembro de quando cheguei [de navio] pela
I love swimming.
primeira vez à baía da Guanabara. Como alguém poderia se
(Eu adoro nadar/natação.)
esquecer disso?)
Como gerúndio, depois de preposições (before,
remember + infinitive: lembrar-se de (algo que ainda virá)
after, for, of, without etc.), equivalendo ao infinitivo, em
Please remember to answer that letter. It’s urgent.
português.
(Por favor, lembre-se de responder àquela carta. É urgente.)
Jane always washes her hair after swimming.
stop + gerund: parar de, deixar de
(Jane sempre lava os cabelos depois de nadar.)
You know you must stop smoking. It’s bad for you.
Como adjetivo, qualificando o substantivo seguinte. (Você deve parar de fumar. Isso faz mal a você.)
That campground has a swimming area. stop + infinitive: parar (uma certa atividade) para
(Aquele camping tem uma área para nadar.) fazer outra
He was working hard, then he stopped for a minute to have
Como gerúndio, após certos verbos, equivalendo ao
a cup of tea.
infinitivo, em português.
(Ele estava trabalhando bastante e então parou por um
You should avoid swimming after eating. minuto para tomar uma xícara de café.)
(Você deve evitar nadar após comer/refeições.)
try + gerund: experimentar, fazer uma experiência
Os verbos abaixo podem ser seguidos de outro verbo, If you don’t like maté, try adding some lime drops to it.
que será sempre usado no gerúndio: (Se você não gosta de mate, experimente adicionar algumas
gotas de limão.)
admit: admitir keep (on): continuar
try + infinitive: tentar, fazer um esforço
avoid: evitar mind: importar-se You must try to get to work on time. The boss is not happy
about it.
consider: estudar a
propose: propor (Você deve tentar chegar ao trabalho na hora. O chefe não
possibilidade de
está contente com isso.)
deny: negar risk: arriscar(-se)
suggest: sugerir dislike: não gostar (de) MINITEST

enjoy: gostar (de) finish: terminar
Sublinhe as formas entre parênteses que
forgive: perdoar imagine: imaginar
substituem adequadamente os .
Outros verbos podem ser seguidos pelo gerúndio ou 1. I still remember her for the first time. How could I
pelo infinitivo, sem mudança de sentido. Para dizer, por ever forget that? (to kiss – kissing)
exemplo, “Eu gosto de andar pela praia”, podemos usar
2. I must remember those bills. Please remind me to
I like walking along the beach, ou I like to walk along the pay them, OK? (to pay – paying)
beach, com o mesmo sentido. Alguns desses verbos são:
3. is my uncle’s favorite hobby. (To fish – Fishing)
begin: começar like: gostar (de) 4. I tried you yesterday but I couldn’t. The line was
continue: continuar love: amar always busy. (to call – calling)
hate: odiar prefer: preferir
5. Honey, don’t forget some fruit before home. (to
intend: pretender start: começar; dar a partida buy; coming – to come; buying)
Há ainda outros verbos que podem ser seguidos de 6. Do you mind the window, please? It’s cold in here.
gerúndio ou de infinitivo, mas com sentidos diferentes. (closing – to close)
Compare: 7. You should avoid foods that are high in fat and
calories. (to eat – eating)
forget + gerund: esquecer-se de (algo que já passou)
I’ll never forget going to school for the first time. 8. If you think that pineapple is not sweet enough, try a
(Nunca me esquecerei de quando fui à escola pela primeira vez.) little sugar. (to add – adding)
forget + infinitive: esquecer-se de (algo que ainda virá) 9. Kids enjoy video games. (playing – to play)
You must not forget to call Mr. Smith. He is expecting your call. 10. We much about the Moon and Mars, but avoid
(Você não pode se esquecer de ligar para o Sr. Smith. Ele the street to meet a new neighbor. (know; crossing –
está aguardando sua chamada.) knowing; to cross)
Minigrammar 207
21. Orações condicionais dependendo do contexto. Assim, nas frases que expressam
condições atemporais, indicando um resultado imutável,
As estruturas condicionais podem apresentar algo que sempre acontece, o verbo da oração principal é
diversas sequências de tempos verbais. Vamos estudar dado no Simple Present, e não no futuro.
primeiramente aquelas que apresentam tais sequências: If you pour oil on water, it floats.
(Se você despejar óleo na água, ele flutua.)
Oração condicional Oração principal
Outra possibilidade bastante comum é o uso do verbo
1. If Jane studies, she will pass. da oração principal no modo imperativo para expressar
2. If Jane studied, she would pass. uma ordem, uma instrução ou um pedido.
3. If Jane had studied, she would have passed. If you see Jane, tell her to call me.
(Se você vir a Jane, diga a ela para me ligar.)
1. Indica o que acontecerá se uma certa condição A oração condicional pode vir no princípio ou no fim da
se concretizar. Essa estrutura normalmente apresenta frase. Quando vem primeiro, é seguida de vírgula:
situações reais, acontecimentos futuros, de resultados
perfeitamente possíveis. If Jane studies, she will pass.
Jane will pass if she studies.
Se Jane estudar, ela passará.
Na oração condicional o verbo é usado no Simple Oil floats if you pour it on water.
Present, enquanto o verbo na oração principal é usado no
infinitivo sem to, precedido de will. Unless (a menos que, a não ser que) equivale a if not:
If Jane studies, she will pass. If Jane doesn’t study, she won’t pass.
Unless Jane studies, she won’t pass.
2. Indica o que aconteceria se uma certa condição
fosse atendida. Essa estrutura normalmente apresenta
situações irreais, hipotéticas. Os acontecimentos ainda MINITEST
estão num tempo futuro e os resultados são improváveis.
Se Jane estudasse, ela passaria.

Complete as frases com a forma adequada dos
verbos entre parênteses.
(Ainda não chegou o dia da prova, mas as perspectivas
para Jane não são boas, porque na realidade ela não estuda.) 1. If he that again, he will have a lot of problems. (to do)
2. If I had enough money, I a trip around the world. (to
Na oração condicional o verbo é usado no Simple
take)
Past, enquanto na oração principal o verbo é usado no
infinitivo sem to, precedido de would. 3. If I had known it was your birthday, I you a beautiful
present. (to bring)
If Jane studied, she would pass.
4. If you had taken that substance, you . That’s poison.
Se o verbo da oração condicional for to be, usa-se (to die)
were para todas as pessoas (mesmo I e he/she/it), em
5. If she all that food, she will get indigestion. (to eat)
lugar de was:
6. They made Mandela an offer. If he the armed struggle for
If Jane were a good student, she would pass. black resistance, they would set him free. (to renounce)
(Se Jane fosse boa aluna, ela passaria.)
7. “If I that the Germans would not succeed in
3. Indica o que teria acontecido se uma certa constructing the atom bomb, I would never have
condição tivesse sido atendida. Essa estrutura trata de signed that letter,” said Einstein. (to know)
situações irreais, hipotéticas. Os acontecimentos são
8. If you do all I have asked, I forever. (to live)
passados, os resultados são irreversíveis.
Se Jane tivesse estudado, ela teria passado.
(A prova já aconteceu e Jane não passou.)

22. Voz passiva
Na oração condicional o verbo é usado no Past Perfect,
enquanto na oração principal o verbo é usado no Conditional Tempos simples – Simple Present e
Perfect (would have + particípio passado do verbo). Simple Past
If Jane had studied, she would have passed.
Voz ativa They use lasers in eye surgery.
Além desses três tipos básicos de estruturas
Voz passiva Lasers are used in eye surgery.
condicionais, há outras sequências de tempos possíveis,
208 Minigrammar
Formação e uso EXERCISE
A voz passiva é formada com to be (no mesmo tempo
Reescreva as frases a seguir na voz passiva.
e na mesma forma do verbo na voz ativa) seguido do
particípio passado do verbo. Ela é usada quando se 1. We are destroying the forests.
pretende destacar quem recebe os efeitos da ação (o
2. You should avoid junk food.
objeto do verbo na voz ativa), e não quem pratica a ação.
O objeto da voz ativa ganha destaque como sujeito da voz 3. They have not protected the environment.
passiva, indo para o início da frase. 4. They will hold the 2016 Olympic Games in Rio.
O sujeito do verbo na ativa pode aparecer como agente
5. People grow apples in Santa Catarina.
da passiva, precedido de by, mas não é mencionado
sempre que for indefinido, desconhecido ou sem
importância. Frases na passiva com by + agente
Quando o sujeito da voz ativa for claramente definido

EXERCISE ou sua menção for importante, ele aparece na voz passiva
precedido de by:
Reescreva as frases a seguir na voz passiva.
1. People speak Portuguese in East Timor. germs along its
Voz ativa Laser destroys
path.
2. They assassinated Martin Luther King, Jr. in 1968.
3. People know New York as “The city that never sleeps.” are by laser along
Voz passiva Germs
4. They bombed Hiroshima in 1945. destroyed its path.
5. They released Mandela from prison in 1990.

EXERCISE
Orações com will ou outros modal
auxiliary verbs Passe as frases abaixo para a voz passiva.
1. Man-made chemicals are destroying the ozone layer.
will lasers in other
Voz ativa They 2. Oscar Niemeyer designed the Museum of
use areas.
Contemporary Art, in Niterói.
Voz will be
Lasers in other areas. 3. The Panama Canal links the Atlantic and Pacific oceans.
passiva used
4. Technology will rule the world.
Tempos perfeitos – Present Perfect ou
5. Copernicus proposed the heliocentric theory.
Past Perfect
Voz passiva dos verbos que têm
have/had lasers in other
Voz ativa They dois objetos
used areas.
have/
Voz Certos verbos, como give, show, tell, teach, offer,
Lasers had been in other areas.
passiva refuse etc., podem ter duas construções na voz passiva,
used
como acontece também com frases na voz ativa:
Tempos contínuos – Present They gave a

Voz ativa They gave me a chance.
Progressive ou Past Progressive chance to me.
A chance was
are/were lasers in other Voz passiva I was given a chance.
Voz ativa They given to me.
using areas.
Voz are/were Tanto na voz ativa como na passiva, as construções em

Lasers in other areas.
passiva being used
itálico, à esquerda, são as mais usadas.
Minigrammar 209
A conjunção that (que) é geralmente omitida em
EXERCISE
linguagem informal.
Reescreva as frases a seguir na voz passiva. Tom said he lived in Rio.
Se o verbo que introduz o relato estiver no presente

1. They told us a different story.
(caso menos comum), não haverá mudança no tempo do
2. We must show the teacher our new project. verbo da frase relatada.
3. They have offered Messi a new contract. Discurso direto “I live in Rio,” Tom says.
Discurso indireto Tom says (that) he lives in Rio.
4. They gave me a lot of support.
Quando se menciona expressamente a quem se diz algo,
5. They awarded Mandela the Nobel Peace Prize in 1993.
o verbo tell (passado: told) é usado em lugar de say to.
Discurso direto “I live in Rio,” Tom said to Anne.

MINITEST Discurso indireto Tom told Anne (that) he lived in Rio.
Leia o texto e escolha as formas dos

Mudanças no tempo verbal
verbos entre parênteses que o completam Discurso direto Discurso indireto
adequadamente. “I live in Rio,” he said. He said he lived in Rio.
Present Past
When plants (eat) (are eaten) by herbivores (which
He said he had lived in
means just that: “plant-eaters”), such as antelopes “I lived in Rio,” he said.
Rio.
or rabbits, the energy (passes) (is passed) to the Past
herbivores – and again, some of it (loses) (is lost) Past Perfect
in the process. The herbivores (use) (are used) it “I have lived in Rio,” he He said he had lived in
to build up their bodies and fuel their muscles. The said. Rio.
energy that (powers) (is powered) the muscles of the Present Perfect Past Perfect
herbivores comes from the sun, via plants. He said he had lived in
“I had lived in Rio,” he said.
Rio.
Then other animals – meat-eaters or “carnivores” Past Perfect
Past Perfect
– come along and (eat) (are eaten) the herbivores.
He said he was living in
The energy (passes) (is passed) on yet again (and yet “I am living in Rio,” he said.
Rio.
again some of it (loses) (is lost) in the transition) and Present Progressive
Past Progressive
it (powers) (is powered) the carnivores. It is the sun
He said he would live in
that ultimately (provides) (is provided) the energy. “I will live in Rio,” he said.
Rio.
Once again not all of it (uses) (is used). Some of it Will
Would
(loses) (is lost), it (wastes) (is wasted) as heat.
He said he could live in
(from: DAWKINS, Richard. The Magic of Reality. New York: “I can live in Rio,” he said.
Rio.
Free Press, 2011.) Can
Could
He said he might live in
“I may live in Rio,” he said.
23. Discurso indireto Rio.
May
Might
He said he had to live in
“I must live in Rio,” he said.
Passando do discurso direto para o Must
Rio.
indireto – frases afirmativas Have to
Observações
Discurso direto “I live in Rio,” Tom said.
O Past Perfect é o tempo verbal que mais aparece no
Discurso indireto Tom said that he lived in Rio.
discurso indireto: ele é usado quando o verbo da oração
principal está no Simple Past, no Present Perfect ou no
Características próprio Past Perfect.
Quando o verbo da primeira oração, que introduz o Os verbos modais should, ought to, could, would
relato, estiver no passado (geralmente é said), o tempo do e might não mudam, permanecem na mesma forma no
verbo da frase relatada indiretamente mudará, dando “um discurso indireto:
passo atrás” no tempo: “I should live in Rio,” he said.
Tom said that he lived in Rio. He said he should live in Rio.
210 Minigrammar
Outras alterações no discurso indireto 2. “The rain forests are dying,” he said to the audience.
3. “My long walk is not yet ended,” Mandela said.
Pronomes e advérbios também mudam no discurso
indireto para se ajustar a um contexto mais remoto de 4. “In my opinion, all men are islands,” Will said to
tempo ou de espaço. Assim: Marcus.
5. “A teacher has two jobs,” Principal Jacobs said.

I he/she
my his/her O imperativo no discurso indireto
this that
here there Discurso direto “Look at me!” Helga said to Hägar.
now then
Discurso indireto Helga told Hägar to look at her.
today that day
Para relatar ordens ou pedidos no discurso indireto,
tomorrow the next day
usa-se tell (dizer a, mandar; passado: told) ou ask (pedir;
yesterday the day before
passado: asked) + complemento indireto (a quem a ordem
tonight that night
ou o pedido está sendo dirigido) + verbo no infinitivo com to.
last week the week before
“Shut the door!” Helga said to
Discurso direto
EXERCISE the dog.
Discurso indireto Helga told the dog to shut the door.

Passe para o discurso indireto.
1. “I am a militant pacifist,” Einstein said to the reporter. Quando o sentido for de negação, usa-se o infinitivo
com not to.
2. “I have found the cure for this disease,” the researcher said.
3. “I can’t sing at all,” Chaplin said to his guests. “Don’t come in!” Helga said to
Discurso direto
the dog.
4. “We don’t know what it is,” the doctors said to us.
Discurso indireto Helga told the dog not to come in.
5. “Life gives you back everything you say or do,” father
said to son.
EXERCISE
Mudança de tempo verbal como opção
no discurso indireto Passe para o discurso indireto.
Observe estas frases: 1. “Look up at the sky,” the astronomer said to us.
The Earth is round. 2. “Please don’t destroy the plants that save us,” she said
(A Terra é redonda.) to the men.
Ferdinand Magellan proved that the Earth is/was round.
3. “Don’t talk about your problems,” my wife said to me.
(Fernão de Magalhães provou que a Terra é/era redonda.)
4. “Go to bed!” Calvin’s mother said to him.
Quando a afirmação no discurso direto for sobre uma
verdade universal, um fato ou uma situação que não mudou, 5. “Seize the day, boys,” Mr. Keating said to the boys.
que continua tendo validade no momento do relato, o tempo
do verbo no discurso indireto poderá mudar ou não. As perguntas no discurso indireto
“Cigarette smoke contains carbon
Discurso direto “What’s a barbarian?” the boy said
monoxide,” said the doctor. Discurso direto
to his mother.
The doctor said (that) cigarette smoke
Discurso indireto
contains/contained carbon monoxide. The boy asked his mother what a
Discurso indireto
barbarian was.
EXERCISE O verbo que introduz uma pergunta, no discurso indireto, é

ask (passado: asked), agora com o significado de “perguntar”.
Passe as frases a seguir para o discurso indireto. Quando a pergunta no discurso direto começa com
Há dois modos de fazer isso. uma palavra interrogativa (what, who, where etc.), esta
1. “Smoking causes lung cancer and heart disease,” the será usada depois de ask + complemento indireto
doctor warned. (a quem se pergunta).
Minigrammar 211
A pergunta direta, quando passada para o discurso
The man who/that
indireto, tem a mesma estrutura de uma afirmação (sujeito
The car which/that won that race is famous.
+ verbo, e não verbo + sujeito). Esse aspecto é muito
importante e requer atenção. Veja de novo: The horse which/that
The boy asked his mother what a barbarian was.

(E não: “… what was a barbarian.”) EXERCISE
“Do we know any barbarians?” the Substitua that por who ou which, de acordo
Discurso direto
boy said to his mother.
com o sentido da frase.
The boy asked his mother if they
Discurso indireto 1. We must save the plants that save us.
knew any barbarians.
2. The people that are born in São Paulo are called
Ao passar para o discurso indireto perguntas que
“paulistanos”.
pedem respostas do tipo yes ou no (iniciadas com o verbo
auxiliar do, did etc.), usa-se if (ou whether, na linguagem 3. Agatha Christie was the English author that wrote
Murder on the Orient Express.
formal) no início da oração subordinada. A estrutura dessa
oração é afirmativa, sem o verbo auxiliar (do, did etc.). 4. Voyager 1 is the spacecraft that took that amazing photo.
5. Richard Parker is the Bengal tiger that survives the
shipwreck in the movie Life of Pi.
MINITESTS
1. Passe estas perguntas para o discurso indireto. Os pronomes that, which, who e whom
como objeto
a. “What time is it?” the old lady said to me.
b. “Where can I change my clothes?” he asked the The man that/whom/who
salesperson. The car which/that we saw on TV is famous.
c. “How does a computer work?” the students said to the The horse which/that
teacher.
Na função de objeto, os pronomes that, which, who e
d. “When did Picasso paint this picture?” we said to the guide. whom (todos traduzidos por “que”) são usados do seguinte
modo:
2. Agora passe estas perguntas para o discurso
indireto. that pessoas, coisas ou animais
a. “Can you take me to my house?” the woman said to the whom pessoas, em linguagem formal
taxi-driver. who pessoas, em linguagem muito informal
b. “Do you accept credit cards?” the lady said to us. which coisas ou animais
c. “Did you see Avatar?” we said to Jennifer. Em geral, o uso desses pronomes na função de objeto é
opcional. A omissão do pronome que, quando em função
d. “Is global warming getting worse?” I said to the researcher.
de objeto, é possível e muito comum, principalmente em
e. “Is it still raining?” Carrie said to Charles. conversação.
The man
24. Pronomes relativos usados em The car we saw on TV is famous.
orações restritivas The horse
Quando o verbo vier acompanhado de preposição, na

Os pronomes that, which e who como linguagem formal ela poderá preceder whom (para pessoas)
ou which (para coisas ou animais), mas nunca virá antes de
sujeito
who ou that. Em linguagem menos formal, a preposição é
“Barbarians are crude people who/that have no manners…, separada do pronome, indo para o final da oração.
who/that eat with their elbows on the table…,” said Helga.
Formal
Quando funcionam como sujeito, esses pronomes
correspondem em português ao relativo que. Em
The man about whom
referência a pessoas usa-se who ou that, sendo that de
The car about which we talked is famous.
uso mais informal; com coisas ou animais usa-se which
ou that. The horse about which
212 Minigrammar
Informal 4. Nadine was talking about Sarah, an old lady used to
work for the local post office.
The man (that/whom/who) 5. Give my heart to a person own heart has caused
we talked about
The car (that/which) nothing but endless days of pain.
is famous.
The horse (that/which)
Uso dos pronomes relativos what e
A construção em que se omite o pronome é a mais
comum em linguagem informal. which significando “o que”
Picasso painted what he wanted. Nothing was impossible for
EXERCISES him to paint.
(Picasso pintava o que queria. Para ele, nada era impossível
1. Substitua o pronome that por whom ou de pintar.)
which, como for adequado. what: o que, tudo aquilo que. Introduz uma oração
referindo-se a determinada coisa. Não é precedido de vírgula.
a. I passed all the other courses that I took at the
university. Picasso was a genius, which could be seen from his earliest work.
b. The science fiction writer that I admire most is Arthur (Picasso era um gênio, o que era visível desde seus primeiros
C. Clarke, the author of 2001, a Space Odyssey. trabalhos.)
c. 2001, a Space Odyssey is the novel that was made into which: o que, isto. É usado após uma vírgula,
a classic movie by Stanley Kubrick. referindo-se ao fato apresentado na oração anterior.
d. Bono is the pop star that we saw on TV last night,

speaking against poverty.
EXERCISE
e. Those were the things that we noticed about him.
Complete com what ou which, conforme o
2. Agora sublinhe as frases em que o pronome
sentido de cada frase.
relativo poderia ter sido omitido.
1. “Painting makes me do it wants,” Picasso said.
a. Those were the last words that she spoke to him.
2. Senna was driving too fast, was terribly dangerous.
b. I saw a man who had no feet.
3. She gave us we needed.
c. Jorge Amado wrote about the people, places and things
that he loved. 4. Astronomers can study the evolution of the cosmos,
is a great advantage over other people.
d. They talked about a desert that is spreading very fast.
5. It was Friday afternoon in New York, and it was
e. We heard about some things that you won’t believe. raining, made it even more difficult to get a taxi.
6. I want you to tell us exactly happened.
O pronome relativo whose
7. Mike is very tall, can be a problem in some situations.
The man 8. Arundhati Roy wrote about really matters.
The car whose name is in the papers is famous.
The horse
25. Pronomes relativos usados em
Para referir-se à coisa possuída (pessoas, coisas ou
orações explicativas
animais), usa-se whose (cujo, cujos, cuja, cujas) antes do
substantivo. As frases a seguir, próprias da linguagem escrita, são
exemplos de uso dos mesmos pronomes relativos, mas em
outro tipo de oração: as explicativas.
EXERCISE
Woody Allen, who is a famous director, writes his own movies.
Complete com who ou whose, conforme o
Woody Allen, whom everybody knows, is a citizen of the world.
sentido da frase.
Midnight in Paris, which was released in Brazil in 2011, is
1. Marcus was the boy mother was a pharmacist. one of Woody Allen’s greatest movies.
2. Children parents have died are called orphans.
Woody Allen, whose real name is Allan Stewart Konigsberg,
3. Give my sight to a man has never seen a sunrise. was born in the Bronx, New York.
Minigrammar 213
As orações explicativas dão informação extra, não
MINITEST
essencial, sobre uma pessoa, animal ou coisa claramente
definida. Nessas orações, colocadas entre vírgulas, nunca Complete com os pronomes relativos adequados.
se usa that, nem é possível omitir o pronome relativo 1. Jorge Amado, was a great Brazilian writer, never
(who, whom, which, whose). Os pronomes usados won the Nobel Prize.
nessas orações são:
2. Diet soft drinks, are really bad for you, must be
who que pessoas (sujeito) avoided.
3. The Panama Canal, links the Atlantic and Pacific

whom que pessoas (objeto)
oceans, is one of the engineering marvels of the world.
coisas ou animais 4. Stephen Hawking, some other scientists consider the

which que
(sujeito ou objeto) heir to Newton and Einstein, suffers from an incurable
disease.
whose cujo/a, cujos/as ideia de posse
5. Rio, beaches are world-famous, is still a marvelous city.
26. Preposições
As preposições são usadas para ligar os substantivos ou pronomes aos demais elementos de uma frase. Observe
alguns exemplos de uso das preposições mais comuns em trechos deste livro:
1. sobre, acerca de … a question about the speed of sound…

about
2. cerca de She wrote about a hundred books and plays.
above acima de Raise your arms above your head.
across através de The Cerrado stretches across nearly 500 million acres of Brazil.
after depois de, após In 1990, after 27 years in prison…
against contra All prejudice against my fellow man…
along ao longo de … along the western coasts of Africa and Europe.
among entre (vários) That was the custom among Africans in those days.
around à/em volta de … yet the Earth does move around the Sun.
1. como, na função de These instructions are known as genetic information.

as
2. quando (era) … no signs of genius in Albert Einstein as a child.
at em, no/na, à(s) At school/at home/at sunset
because of por causa de … because of its functions…
… before we had words, we were not human beings.

1. antes de
before We had everything before us… we were all going direct to
2. diante de
Heaven…
behind atrás de Man is behind that destruction.
below abaixo de Millions of people still live below the poverty line.
beside ao lado de The scientist was standing beside the spinal column of the fossil.
besides além de Besides his interest in science, Michael loves writing rap songs.
between entre (dois) The boundary between human and animal…
beyond além de, para lá de He must go on – conquest beyond conquest.
but exceto, a não ser … It has caused nothing but endless days of pain.
214 Minigrammar
The work is done by the body.
by por, pelo/a
… A lion passed by a field where four oxen lived.
a despeito de, apesar
despite = in spite of … despite our size and our blunders…
de
down para baixo de/abaixo I walk down the street…
during durante Those challenges come during the teenager’s years…
1. por, para, pelo/a … I am willing to fight for peace.

for
2. por, durante For a billion years…
from de (origem) Learn from yesterday, live for today, hope for tomorrow…
in em, no/na In 1990, after 27 years in prison…
inside dentro de … inside the room…
a despeito de, apesar In spite of our size, our circulatory system and all our human
in spite of
de mistakes, we survive.
instead of em vez de Instead of using violence…
into em, (para) dentro de Do not attempt to instill artificial life into my body…
like como, igual a An individual human existence should be like a river.
near perto de
… a drop in water temperatures near the Poles…
of de The diversity of life on Earth.
off fora, para fora de Did you hurt yourself when you fell off the bicycle?
1. em/no/na The diversity of life on Earth.

on
2. sobre … the papers are on the table.
… rushing passionately past rocks and over waterfalls.

1. sobre; por cima de
over 2. acima de, mais de The Cerrado has over 10,000 species of plants.
3. por causa de
… disputes over the teen’s curfew.
out of para fora de He looked out of the window…
past (passando) por … rushing passionately past rocks and over waterfalls.
round à/em volta de … he concluded the planets go round the Sun…
… he estimated the number of species since the origin of life at

since desde
about fifty billion…
through por, através de It is only through the gift of language…
Humans have demonstrated that capacity throughout their

throughout por, através de todo/a
history.
to para Give my soul to God.
toward na direção de He moved down the fossil toward the tail of the creature.
under sob, debaixo de … under the shade of a mango tree.
until/till até (tempo) They had to wait until/till midnight.
up para cima de … he was sailing up the river.
Minigrammar 215
upon em, sobre upon the sea, upon the land.
with com Clearing the sand delicately with his fingers…
within dentro de This remarkable system of protection is within us.
without sem A day without laughter is a day wasted.
27. Preposições – dificuldades like:
1. como, como se fosse

Algumas preposições têm características que podem
He said he worked like a slave.
causar confusão ou dificuldade. Entre elas, destacamos:
(Ele disse que trabalhava como um escravo.)
among: entre, no meio de (vários elementos, dispersos)
2. como, igual a
I’ve found your key among my papers. Paul is like Peter in many ways.
(Encontrei sua chave entre os meus documentos.)
(Paul é igual a Peter de muitas maneiras.)
between: entre um e outro (indivíduo ou grupo,
Compare com:
claramente separados entre si)
alike:
He explained the difference between those two words.
(Ele explicou a diferença entre aquelas duas palavras.) 1. (adjetivo predicativo) iguais
beside: ao lado de Paul and Peter are alike in many ways.

(Paul e Peter são iguais de muitas maneiras.)
Come and sit beside me.
(Venha sentar-se aqui do meu lado.) 2. (advérbio) igualmente, do mesmo modo
besides: além de They act exactly alike.

(Eles agem exatamente do mesmo modo.)
Besides Rio and São Paulo, what other places in Brazil did
you go to? A mesma diferença ocorre entre as expressões look
(Além de Rio e São Paulo, a que outros lugares do Brasil like e look alike. Compare:
você foi?) Paul looks like Peter. (Paul se parece com Peter.)
besides: (advérbio) além disso Paul and Peter look alike. (Paul e Peter se parecem.)
The car is too expensive; besides, I don’t like that color. during: durante (seguido de substantivo, sem mencionar
a quantidade de tempo – responde à pergunta when?)
(O carro é caro demais; além disso, eu não gosto daquela cor.)
They lived in Europe during the war.
behind: atrás de
(Eles viveram na Europa durante a guerra.)
The kids were hiding behind a tree.
for: por, durante (seguido de uma expressão de
(As crianças estavam escondidas atrás de uma árvore.)
quantidade de tempo – responde à pergunta how long?)
beyond: além de, para lá de (sentido espacial ou
They lived in Europe for about four years.
figurado) (Eles viveram na Europa durante cerca de quatro anos.)
You can’t see my farm from here. It lies beyond those opposite: de frente para (= across from)
mountains.
(Não é possível ver a minha fazenda daqui. Ela fica Jack and Jill were sitting at a table opposite each other,
além daquelas montanhas.) holding hands. They are in love.
(Jack and Jill estavam sentados a uma mesa, um de frente
I’m sorry, but I can’t help you. It’s beyond my power. para o outro, de mãos dadas. Eles estão apaixonados.)
(Sinto muito, mas não posso ajudar você. Está além do meu
in front of: à/em/na frente de
poder.)
In the classroom, Jill sits in front of Jack. He sits in the
as: como, na função de
second row, behind her.
He worked as a waiter for decades. (Na sala de aula, Jill senta-se à frente de Jack. Ele senta-se
(Ele trabalhou como garçom durante décadas.) na segunda fila, atrás dela.)
216 Minigrammar
3. Para expressar alternativa:
MINITEST
Either… or…: ou… ou…
Complete cada frase com a alternativa I think Sean Connery is either American or English, I’m not
adequada, entre parênteses. sure which.
1. Earth, most of the other Solar System planets have or: ou

their own orbiting moons. (Beside) (Besides) Call me tonight or tomorrow.
2. The space age has shown us astounding phenomena,
4. Para expressar negação:
both within our Solar System and . (behind) (beyond)
3. the moon, artificial satellites orbit the Earth. (As) (Like) Neither… nor: nem… nem
4. Laser technology stemmed from research the early Sean Connery is neither American nor English. He is Scottish.
years of the 20th century into how light and matter 5. Para expressar condição:
interact. (during) (for)
if: se
5. a billion years, nature has been developing a system
of protection that keeps us alive. (During) (For) If you do all that I’ve asked, I will live forever.
6. Teens and parents may be left feeling angry, as long as/provided (that): desde que, sob a condição
frustrated, and confused. (like) (alike) de que
7. Philip Gingerich was standing the spinal column of a Jane will pass, as long as/provided (that) she studies hard.
creature called Basilosaurus. (beside) (besides)
unless: a menos que, a não ser que
8. (…) But one day the oxen quarreled themselves, and Paul won’t work for them unless they sign that contract.
each one went to pasture alone in a separate corner of
the field. (between) (among) 6. Para expressar dúvida:
9. The boundary the most primitive savage and the whether: se (ou não)
highest ape is the language line. (between) (among) I don’t know whether they’ll agree to that.
10. An individual human existence should be a river. (as)
7. Para expressar contraste:
(like)
although/though: embora, apesar de que
Although/though Amyr Klink spent one hundred days alone,
28. Conjunções, locuções he didn’t feel lonely.
conjuntivas e locuções adverbiais
but/yet: mas, porém, no entanto
As conjunções relacionam duas orações dentro de uma Amyr Klink spent one hundred days alone, but/yet he didn’t
frase. Veja a seguir alguns exemplos de uso e significado feel lonely.
das conjunções mais comuns, agrupadas de acordo com a even though: mais enfático, mas com o mesmo
noção que elas expressam. sentido de although ou though: muito embora
1. Para expressar tempo: Even though Amyr Klink spent one hundred days alone, he
didn’t feel lonely.
after: depois que
After I finish my homework, I’m going straight to bed. however/in spite of that*/nevertheless: contudo,
todavia, apesar disso
as/when/while: quando; enquanto
Jane studied hard; however/in spite of that/nevertheless,
Jack called as/when/while I was leaving.
she didn’t pass.
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.
2. Para expressar acréscimo de ideias: whereas/while: enquanto, ao passo que

My wife hates jazz, whereas/while I love it.
and: e; as well as: bem como, assim como
They visited Ouro Preto and/as well as Mariana. 8. Para expressar razão, causa:
both… and…: tanto… quanto… as/because/since: porque, já que, uma vez que
Both gold and silver are valuable metals. As/Because/Since you’re my friend, I’ll help you.
not only… but also…: não só… mas também… for: pois, porque
Not only the restaurants but also the hotels were full. You should go now, for it’s getting late.
Minigrammar 217
9. Para expressar consequência, resultado: Can I borrow your pen? I can’t find mine.
so/therefore: portanto I never lend books or CDs to anyone.
I was tired, so/therefore I sat down on the sofa. 3. argue (p. e pp. argued): discutir, brigar (verbalmente)
10. Para expressar propósito, finalidade: discuss (p. e pp. discussed): discutir, debater, trocar
so that/so: de modo que, para que, a fim de que ideias
He killed the deer so that/so he could have something to eat. Mr. and Mrs. Hopkins often argue about money.
11. Para expressar modo: We have a very important matter to discuss.
as: como 4. forget (p. forgot; pp. forgotten): esquecer
Do exactly as I say.
Não se pode, como em português, usar o verbo forget
as if/as though: como se ao mencionar o lugar onde se esqueceu algo. Pode-se dizer:
He looked as if/as though he had seen a ghost.
I forgot my book.
(Eu esqueci o meu livro.)
MINITEST Ou então:
I forgot to bring my book.

Sublinhe a alternativa adequada para completar
(Eu esqueci de trazer o meu livro.)
cada frase abaixo.
Mas não é correto dizer I forgot my book at home/at
1. Science is not an arrival, a journey. (after) (before) (but)
school etc. Nesse caso deve-se usar o verbo leave (p. e
2. Archimedes himself never wrote about the eureka pp. left), que significa “deixar”.
episode, he spent plenty of time detailing the laws of
buoyancy and the lever. (until) (if) (although) I left my book at home.
(Eu deixei meu livro em casa.)
3. the dough bakes into bread and cake, the heat causes
the alcohol to evaporate the bubbles to break. (So; 5. lie (p. lay; pp. lain; gerúndio: lying) (verbo
but) (As; and) (After; yet) intransitivo)
4. A magnet pointed at a clip will make it jump from a a. (geralmente com down) deitar-se
table and cling to the magnet it is pulled off. (until)
(unlike) (before) I’m tired. I’m going to lie down on the bed.
(Estou cansado. Vou me deitar na cama.)
5. you put the two positive poles of the two magnets
together, there is no attraction. (Whether) (Although) (If) b. situar-se, estar situado
6. The largest magnet in the world is the Earth itself, Patagonia lies in South America.
the hot nickel and iron at its core pull everything (A Patagônia situa-se na América do Sul.)
toward it! (so) (if) (because)
c. jazer
7. we build more computers to hold more information,
we communicate with each other less and less. Here lies an unknown soldier.
(Because) (So) (Although) (Aqui jaz um soldado desconhecido.)
8. We look to science for the answers when it is still busy lie (p. e pp. lied; gerúndio: lying) (verbo intransitivo):
with the questions. we distrust and fear science and mentir
technology too. (If) (Yet) (Because)
He said he never lied to her, and she believed him.
(Ele disse que nunca mentiu para ela, e ela acreditou nele.)
29. Miscelânea lay (p. e pp. laid; gerúndio: laying) verbo transitivo:
Além de todos os pontos já estudados, selecionamos a. pôr, colocar
alguns casos que geralmente causam dúvidas: Lay those books on the table, please.
(Ponha esses livros em cima da mesa, por favor.)
1. beat (p. beat; pp. beaten): bater, derrotar (o adversário)
win (p. e pp. won): vencer, ganhar (uma competição) b. pôr, botar (ovos)
Barack Obama beat Mitt Romney in the elections for Hens lay eggs.
President of the U.S. in 2012. (As galinhas põem ovos.)
Obama won the elections in 2012. He was reelected.
6. later (comparativo de late): mais tarde, depois
2. borrow (p. e pp. borrowed): pegar, tomar emprestado
I’ll call you later.
lend (p. e pp. lent): emprestar (Eu te ligarei mais tarde.)
218 Minigrammar
the latter: o último (de dois elementos já mencionados) They are now trying to substitute biodiesel with gas.
(Estão tentando substituir a gasolina pelo biodiesel.)
Compare com the former: o primeiro (de dois
elementos já mencionados) Com substitute, os complementos aparecem na ordem
Rio de Janeiro and Brasília are important cities. The former is contrária à usada em português. Repare no exemplo anterior:
known as the Marvelous City; the latter is the present capital
… substitute biodiesel with gas.
of Brazil.
(… substituir a gasolina pelo biodiesel.)
(Rio de Janeiro e Brasília são cidades importantes. Aquela/A
Veja mais um exemplo para esse ponto, que pode
primeira é conhecida como "cidade maravilhosa"; esta/
a segunda é a atual capital do Brasil.) trazer confusão:
Além disso, former pode significar também “antigo”, “ex”. You must substitute an artificial sweetener for sugar if you
are diabetic.
Rio is the former capital of Brazil. (Você tem de substituir o açúcar por um adoçante artificial
(Rio é a antiga capital do Brasil.) se você é diabético.)
7. lose (p. e pp. lost): perder (o que se tinha; oposto de 11. say (p. e pp. said): dizer (o quê)
find: achar, encontrar); perder (ser derrotado; oposto de
What did you say?
win: vencer)
(O que você disse?)
miss (p. e pp. missed)
He said he would call, but he didn’t.
a. perder (algo que nem se chegou a ter: uma aula, o (Ele disse que telefonaria, mas não o fez.)
ônibus, um bom filme, uma oportunidade etc.)
Expressões com say:
b. errar, não acertar (a bola, o alvo etc.) oposto de hit
(acertar) – say a prayer: dizer uma prece
c. sentir a falta de, ter saudade de (um amigo, a pessoa – say goodbye: despedir-se
amada etc.) – say hello: cumprimentar, dizer olá
8. pour (p. e pp. poured): servir (líquidos); verter, tell (p. e pp. told):
despejar (ação intencional)
a. dizer (a quem) (o quê)
spill (p. e pp. spilled ou spilt): derramar, entornar
(ação acidental) He told me he would call.
(Ele me disse que telefonaria.)
He poured the milk carefully.
(Ele serviu o leite cuidadosamente.) b. mandar (alguém) (fazer alguma coisa)
It’s not easy for the kid to pour his milk. He always spills it. He told us to help him with the baggage.
(Não é fácil para a criança servir o leite. Ela sempre o derrama.) (Ele nos mandou ajudá-lo a levar a bagagem.)
9. remember (p. e pp. remembered): lembrar-se (de) Expressões com tell:
remind (p. e pp. reminded): fazer lembrar – tell the truth: dizer a verdade
Do you remember your first day at school? – tell a lie: contar uma mentira
(Você se lembra do seu primeiro dia na escola?)
– tell the time: dizer as horas
Please remind the boys that they have to wake up early
tomorrow. – tell a story: contar uma história
(Por favor, lembre aos meninos que eles terão de levantar
12. steal (p. stole; pp. stolen): roubar (dinheiro,
cedo amanhã.)
documentos, um carro etc.)
You remind me of Julia Roberts. You really look like her.
(Você me faz lembrar de Julia Roberts. Você realmente se Somebody stole my wallet last night.
parece com ela.) (Alguém roubou minha carteira na noite passada.)
10. replace (p. e pp. replaced)/substitute (p. e pp. rob (p. e pp. robbed): roubar (uma pessoa, um banco,
substituted): substituir uma loja etc.)
My car is too old. I’m going to replace it with a new one. They robbed that bank four times last year.
(Meu carro está velho demais. Eu vou substituí-lo por um novo.) (Roubaram aquele banco quatro vezes no ano passado.)
Minigrammar 219
ailment: doença, mal-estar alimento: food
MINITEST
amass: acumular (dinheiro, informações etc.) amassar
Sublinhe a alternativa adequada para completar (o carro – pouco): dent; (o carro – muito): wreck; (a
cada frase abaixo. roupa): crease; (o pão): knead
1. Emperor penguins breed during the Antarctic winter. anthem: hino antena: aerial; antenna
The female one single egg and then leaves it behind.
application: 1. aplicação; 2. requerimento (application
(lies) (lays) (lay)
form: formulário de requerimento)
2. In 1876 Henry Alexander Wickman, a British botanist,
rubber tree seeds from the Amazonian jungle. appoint: nomear, designar apontar para: point at/to
(robbed) (stole) (steal) appointment: 1. nomeação, escolha; 2. compromisso (com
3. Gene therapy offers the possibility of treating hora marcada); consulta médica apontamento: note
particular parts of the body by functional genes for
apt: 1. habilidoso, inteligente; 2. propenso, com tendência
damaged ones. (substituting) (replacing) (replace)
a apto: able; qualified, fit
4. Gene therapy offers the possibility of treating
particular parts of the body by damaged genes with argue: discutir, brigar verbalmente arguir: question
functional genes. (substituting) (replacing) (substitute) argument: 1. discussão, briga (verbal); 2. argumento,
5. Companies have from this same technology to bring ponto de vista argumento (de filme): plot
us the water filter systems millions of people use at
arrest: prender, deter arrastar: drag
home every day. (borrowed) (lent) (lend)
assume: 1. supor, presumir; 2. assumir
6. If, by chance, you wish to me, do it with a kind
deed or word to someone who needs it. (remember) attend: 1. assistir, estar presente a, frequentar; 2. atender,
(remind) (remembers) cuidar de atender (o telefone, a porta): answer
7. You me of my friend Ralph. You two look very much beef: carne bovina bife: steak, beefsteak
alike. (remember) (remind) (reminds)
candid: franco, sincero, direto cândido: pure, innocent
8. Mandela recalls his first day of school, when his
teacher, Miss Mdingane, him his new name was cigar: charuto cigarro: cigarette
Nelson. (said) (told) (tells)
collar: 1. colarinho; 2. coleira colar (substantivo):
9. “I liked the man so much,” Einstein, “that I just necklace; passar cola em (verbo): paste, glue; copiar na
couldn’t no.” (told; tell) (said; said) (said; say) escola (verbo): crib
10. Einstein once used a $ 1,500 check for a bookmark, and college: faculdade colégio: high school
then the book. (lost) (missed) (lose)
compass: 1. bússola; 2. compasso
comprehensive: completo, abrangente, não resumido

30. False Friends, from A to Z compreensivo: understanding
abuse: 1. insultar, ofender; 2. abusar (de); 3. maltratar; compromise: acordo (com concessões mútuas)
tratar com violência compromisso, obrigação assumida: commitment;
compromisso com hora marcada: appointment
accent: 1. sotaque; 2. acento (tônico/gráfico); 3. ênfase,
realce assento (lugar para sentar): seat; base: base; costume: roupa especial, como clown costume: roupa
traseiro, nádegas: bottom, behind, backside, buttocks de palhaço; witch costume: fantasia de bruxa;
national costume: traje nacional costumes, hábitos
actual: verdadeiro, real atual: present
(coletivos): customs; costumes, hábitos (individuais):
actuality: realidade, fato atualidade: present, present habits
time
customs: 1. alfândega; 2. impostos alfandegários
actually: na verdade, realmente atualmente: at present, costumes, hábitos (coletivos): customs; costumes,
today hábitos (individuais): habits
addiction: dependência, vício adição, soma, acréscimo: disgust: nojo, repugnância desgosto: grief
addition
educated: instruído, culto bem-educado, de boas
advice: conselho(s) aviso (por escrito): notice; (oral): maneiras: polite, well-bred
announcement; advertência: warning
education: educação, instrução, formação acadêmica
advise: 1. aconselhar, recomendar; 2. avisar educação, boas maneiras: politeness, good manners
220 Minigrammar
epidemic (substantivo e adjetivo): epidemia o notice (verbo): notar, perceber noticiar: report, inform
substantivo epidemy não existe
novel: romance novela: soap (opera)
eventually: por fim, finalmente eventualmente:
operator: 1. telefonista; 2. operador
accidentally, occasionally
ordinary: comum ordinário, grosseiro: vulgar, coarse
excite: 1. animar, entusiasmar, empolgar; 2. excitar
ore: minério ouro: gold
exit: saída êxito: success
parents: pais parentes: relatives
expert: perito, especialista esperto: smart, clever
exquisite: 1. belo; perfeito; 2. requintado; delicado particular: 1. determinado, específico; 2. exigente;

esquisito: odd, strange meticuloso particular: private; personal
fabric: tecido, fazenda, pano fábrica: factory, plant petrol: (GB) gasolina (= gas ou gasoline, nos EUA)
petróleo: oil, petroleum
formidable: impressionante, respeitável, assustador
formidável, fantástico: fantastic, awesome physician: médico físico: physicist
genial: 1. (pessoa) jovial, cordial, bem-disposta; 2. (tempo, plant: 1. planta (botânica); 2. usina, fábrica planta
clima) ameno genial: brilliant (arquitetura): plan
hazard: risco, perigo azar: bad luck policy: política, linha de ação, norma de conduta
polícia: police; política (ciência): politics
influenza (abreviatura: flu): gripe influência: influence
prejudice: preconceito prejuízo: harm; damage;
ingenious: engenhoso, criativo, inventivo ingênuo:
(financeiro): loss
naïve, ingenuous
presently: 1. logo, daqui a pouco; 2. (EUA) presentemente
ingenuity: engenhosidade, criatividade, inventividade
ingenuidade: naïvety, naïveté pretend: fingir pretender, tencionar: intend
inhabit: habitar habit existe como substantivo (hábito), principal: 1. (adjetivo) principal; 2. (substantivo, EUA)
mas não como verbo (habitar) ilha inabitada: desert diretor de escola
island, uninhabited island
private: 1. (adjetivo) particular; 2. (adjetivo) privado;
inhabitant: habitante o substantivo habitant não existe 3. (substantivo) soldado raso privada: toilet
injure: machucar, ferir injuriar, insultar: insult prospect: perspectiva, possibilidade prospecto: leaflet,
injury: ferimento, lesão injúria, insulto: insult flyer/flier
intend: pretender, tencionar entender: understand push: empurrar puxar: pull
lamp: luminária lâmpada elétrica: light bulb realize: 1. perceber, compreender; dar-se conta de;
2. realizar, concretizar
large: grande largo: wide; broad
resume: recomeçar, retomar resumir: summarize, sum up
lecture: palestra leitura: reading
scholar: erudito, letrado, estudioso escolar: (adjetivo)
library: biblioteca livraria: bookstore, bookshop
school; (substantivo) schoolboy/schoolgirl
magazine: revista magazine, loja: store, shop,
sensible: 1. sensato, ajuizado; 2. sensível, perceptível
department store
sensível, delicado, melindroso: sensitive
malice: mal, maldade, rancor malícia, marotice: mischief
silicon: silício silicone: silicone
malicious: maldoso, mal-intencionado malicioso
(maroto): mischievous; (picante): naughty sort: tipo, espécie sorte: good luck
mayor: prefeito maior: bigger; larger; greater subject: 1. assunto, matéria; 2. (gramática) sujeito
sujeito, pessoa: fellow; (GB) chap, bloke; (EUA) guy
miserable: 1. muito infeliz; muito triste; 2. horrível, muito
desagradável miserável, avaro, mesquinho: stingy, succeed: 1. conseguir, ter sucesso; 2. suceder (a), vir
mean (GB), cheap (EUA); Seu miserável!: You bastard! depois (de)
misery: 1. extrema infelicidade; grande sofrimento; 2. miséria, support: 1. (peso) suportar, sustentar; 2. sustentar
extrema pobreza miséria, avareza: stinginess, meanness (financeiramente); 3. apoiar (uma pessoa); 4. torcer (por um
time) suportar, aguentar, tolerar: stand, bear, put up with
notice (substantivo): 1. atenção, observação; 2. aviso
(por escrito) notícia: news sympathies: pêsames, condolências
Minigrammar 221
sympathize: estar do mesmo lado que, solidarizar-se; ter 10. I intended to attend one of those lectures, but I
pena de (alguém) simpatizar: like couldn’t come.
sympathy: pena, compaixão; apoio moral, solidariedade Eu a uma daquelas , mas não pude vir.
simpatia: liking
11. She pretended not to hear us, but actually she did.
temper: temperamento; controle emocional tempero:
seasoning Ela não nos ouvir, mas ela ouviu.
tenant: inquilino tenente: lieutenant 12. Professor Dawkins is a great scholar.
terrific: 1. maravilhoso, muito “legal”; 2. tremendo, O Professor Dawkins é um grande .

poderoso; 3. terrível, assustador
13. The cigars from Cuba are famous.
traduce: caluniar, manchar a reputação de traduzir :
Os de Cuba são famosos.
translate
ultimately: em última análise ultimamente: lately, recently 14. I don’t notice any difference between the cigars from
Cuba and those from Bahia.
Eu não nenhuma diferença entre os de Cuba e os

da Bahia.
TESTS
15. Einstein was not a physician. He was a physicist.
Observe o significado dos falsos cognatos em
Einstein não era . Ele era físico.
destaque, preenchendo as lacunas de cada frase.
16. No physician would ever advise anyone to smoke a cigar.
1. He has amassed a lot of information about other
politicians. Nenhum jamais alguém a fumar .
Ele muitas informações sobre outros políticos. 17. Why don’t you follow a friend’s advice? You should
stop smoking.
2. Penélope Cruz speaks English with a slight Spanish
accent. Por que você não segue o de um amigo? Você devia
parar de fumar.
Penélope Cruz fala inglês com um leve espanhol.
18. On that particular occasion, I wasn’t there.
3. Actuality can be stranger than fiction.
Naquela ocasião, eu não estava lá.
A pode ser mais estranha do que a ficção.
19. There are some notices on the board. I advise all of
4. My parents never argue. They live in harmony. you to read them.
Os meus nunca . Eles vivem em harmonia. Há alguns no quadro. Eu todos vocês a lê-los.
5. That library has a large collection of rare books. 20. We had a private conversation and he gave me some
good advice.
Aquela tem uma coleção de livros raros.
Nós tivemos uma conversa e ele me deu alguns bons .
6. He is not strong enough to push that truck.
21. The principal has an appointment with a renowned
Ele não é forte o suficiente para aquele caminhão. physician at 9.
7. What was the actual reason for that meeting? O tem um com um renomado às 9.
Qual foi a razão para aquela reunião?

22. The new minister was appointed by the president
last week.
8. My wife and I didn’t actually have an argument. I just
O novo ministro foi pelo presidente na semana
disagreed with what she had said.
passada.
Minha esposa e eu não tivemos uma . Eu apenas
23. His appointment was well received by all.
discordei do que ela havia dito.
A dele foi bem recebida por todos.
9. Professor Dawkins gave a series of lectures last week.
24. When they realized their mistake, it was too late.
O Professor Dawkins deu uma de na semana
passada. Quando eles seu erro, era tarde demais.
222 Minigrammar
25. God Save the Queen is the British national anthem. 40. The boy was excited at the prospect of getting a bike
for Christmas.
Deus Salve a Rainha é o nacional britânico.
O garoto estava com a de ganhar uma bicicleta no
26. A sensible person would never do such a foolish thing. Natal.
Uma pessoa nunca faria tamanha tolice. 41. Minas Gerais is rich in iron ore.
27. Don’t worry. The thieves will be arrested presently. Minas Gerais é rica em de ferro.
Não se preocupe. Os ladrões serão 42. Actually we don’t own a house. We pay rent. We are
tenants.
28. They wanted to leave the theater, but they couldn’t
find the exit. nós não temos uma casa. Nós pagamos aluguel. Nós
Eles queriam sair do teatro, mas não conseguiam somos .
encontrar a .
43. Mrs. Todd’s tenant was injured in a car accident.
29. The new nuclear plant will be on operation presently.
O da sra. Todd ficou em um acidente de carro.
A nova nuclear estará em operação .
44. He suffered several injuries and is now in a private clinic.
30. We stopped our work at 7 o’clock and resumed it an
Ele sofreu diversos e agora está em uma clínica .
hour later.
Nós paramos o nosso trabalho às 7 horas e o uma

45. You will be trying to get into college next year. I hope
you’ll succeed.
hora depois.
Vocês tentarão entrar na no próximo ano. Espero
31. Jack and Judie eventually reached a compromise: he
que vocês .
washed the dishes and she dried them.
Jack e Judie chegaram a um : ele lavou a louça e

46. Millions of people go hungry in the world today.
ela enxugou. Don’t you feel any sympathy for them?
32. Thomas Alva Edison had an ingenious mind. Milhões de pessoas passam fome no mundo hoje. Você
não sente elas?
Thomas Alva Edison tinha uma mente .
47. I know how you feel. I sympathize.
33. Blankets are generally made of woollen fabric.
Eu sei como você se sente. Eu .
Os cobertores são geralmente feitos de de lã.
48. The explorers were lost in the desert. They had no
34. Racial prejudice is still a problem in many countries. compass.
O racial ainda é um problema em muitos países. Os exploradores estavam perdidos no deserto. Eles
não tinham .
35. The boss wants a comprehensive report of the situation.
49. Some irresponsible journalists are apt to traduce or
O patrão quer um relatório da situação. slander innocent people.
36. Pride and Prejudice is a great novel by Jane Austen. Alguns jornalistas irresponsáveis são a ou difamar
pessoas inocentes.
Orgulho e é um grande de autoria de Jane Austen.
50. My sympathies (on the death of your grandfather).
37. In his latest novel, the author gives us a
comprehensive description of the hazards caused by Meus (pela morte do seu avô).
nuclear plants.
51. Men wear collars on their shirts; dogs wear collars, too.
Em seu último , o autor nos dá uma descrição dos
causados pelas nucleares. Os homens usam nas camisas; os cachorros usam
também.
38. Honesty is the best policy.
52. Teachers are ordinary people.
A honestidade é a melhor .
Os professores são pessoas .
39. They had to face hazards of all sorts in that mission.
53. My son is an apt student. He learns quickly.
Eles tiveram de enfrentar de todos os naquela
missão. Meu filho é um aluno . Ele aprende rapidamente.
Minigrammar 223
54. I don’t know much about petrol, but my uncle is an 66. Silicon Valley, California, is the world’s
expert on the subject. semiconductor center. Silicon chips are used in
electronic systems.
Eu não sei muito sobre , mas meu tio é um no .
O Vale do , Califórnia, é o centro mundial
55. A careless driver is apt to have accidents. de semicondutores. As pastilhas de (ou
semicondutores) são usadas em sistemas eletrônicos.
Um motorista descuidado está a sofrer acidentes.
67. Wheat, rice, coffee, soya, and sugar are agricultural
56. He turned on the lamp and started reading a commodities.
magazine he had borrowed from the library.
Trigo, arroz, café, soja, e açúcar são .
Ele ligou a e começou a ler uma que ele havia
tomado emprestado na . 68. My aunt used to be a tutor in Math but she retired
last year.
57. He is apt to start arguments when he drinks too much.
Minha tia era de Matemática, mas ela no ano
Ele é a armar quando bebe demais. passado.
58. It was not a desert island. It was inhabited. 69. Jack’s behavior was very rude, but we simply ignored
him.
Não era uma ilha deserta. Ela era .
O comportamento do Jack foi muito , mas nós
59. It was raining hard and the kids were feeling miserable. simplesmente .
Estava chovendo muito e as crianças estavam . 70. Those banks charge high interest rates.
60. We noticed with disgust that the men were eating Aqueles bancos cobram altas taxas de .
grasshoppers.
71. The mayor of that city has launched a new program to
Nós com que os homens estavam comendo fight the epidemic of influenza.
gafanhotos.
O daquela cidade lançou um novo programa para
61. There will be no strike. The employers and the combater a de .
employees have reached a compromise.
72. I assume we’ll have to go through customs when we
Não haverá greve. Os empregadores e os empregados get to New York.
chegaram a um .
Eu que teremos de passar pela quando chegarmos
62. When you are seasick you get to know what misery is. a Nova York.
Quando você está nauseado, fica sabendo o que é . 73. I think Paulo Coelho’s latest novel is quite ordinary.
63. The principal is a genial person, always smiling and Eu acho que o último de Paulo Coelho é bastante .
pleasant and she has some brilliant ideas.
74. The new president knows that he has to face a
A é uma pessoa , sempre sorridente e agradável, e formidable task.
tem algumas ideias geniais.
O novo presidente sabe que tem de enfrentar uma
64. He thinks I hate him, but actually I bear him no malice. tarefa .
Ele pensa que eu o odeio, mas eu não lhe quero . 75. I have my own opinion about it, but ultimately the
decision is yours.
65. That is not true. It’s a malicious lie.
Eu tenho minha própria opinião sobre isso, mas a
Isso não é verdade. É uma mentira . decisão é sua.
224 Minigrammar
Vocabulary
Aqui estão registrados apenas os significados que as palavras têm nos textos desta obra.
A angry: zangado beacon: 1 farol 2 exemplo,

modelo
ankle: tornozelo
ability: (pl. abilities)
beard: barba
1 habilidade 2 capacidade answer: (s.) resposta; (v.) (p. e
pp. answered) responder beast: animal (irracional)
absence: ausência
(not) anymore: não mais beat about the bush: fazer
accomplish: (p. e pp. rodeios, não ir direto ao
accomplished) realizar; apart: separado; set apart assunto
conseguir fazer (from): distinguir (de)
beauty: beleza
achievement: conquista; ape: macaco (sem rabo)
realização become: (p. became; pp.
approach: (p. e pp. approached) become) 1 tornar-se 2 (com
acquire: (p. e pp. acquired) aproximar-se (de) adj.) ficar
adquirir
arm: braço before: (adv.) antes; (prep.)
acquittal: absolvição (judicial) 1 antes de 2 diante de
armpit: axila
act: (p. e pp. acted) agir beginning: começo, início
around: à volta (de)
actually: na verdade, behavior: comportamento
realmente, de fato arrest: (p. e pp. arrested)
prender, deter being: (s.) ser; human being:
address: (s.) 1 endereço ser humano; individual being:
2 discurso; (v.) (p. e pp. ashes: cinzas individualidade
addressed) dirigir-se a belief: (s.) (pl. beliefs) crença
ask: (p. e pp. asked) 1 perguntar
adviser: conselheiro, assessor 2 (tb. ask for) pedir
belly: barriga
against: 1 contra 2 de encontro attempt: (s.) tentativa; (v.) (p. e
below: (adv.) abaixo; (prep.)
a pp. attempted) tentar
abaixo de
age: idade award: (s.) prêmio; (v.) (p. e pp.
beside: ao lado de
awarded) premiar
alike: igualmente besides: (prep.) além de; (adv.)
awesome: incrível, muito além disso
alive: vivo, com vida impressionante
between: (prep.) entre (dois)
almost: quase awkardly: desajeitadamente
biodiversity: biodiversidade
alone: sozinho
B birth: nascimento; at birth: ao
already: já nascer
bachelor: solteirão
although: embora, bitter: amargo
apesar de (que) bank (of a river): margem
blind: cego
among: entre (vários) bathroom: banheiro
blood: sangue
ancestor: ancestral battle: batalha
blunder: gafe, mancada; erro
ancient: antigo battlefield: campo de batalha bobo
225
body: (pl. bodies) corpo challenge: (s.) desafio; (v.) (p. e corner: 1 canto 2 esquina
pp. challenged) desafiar
bold: (tipo gráfico) negrito count: (p. e pp. counted)
change: (s.) mudança; (v.) (p. e 1 contar 2 ter valor
bone: osso pp. changed) mudar
crack: 1 estalo 2 rachadura
bookmark: marcador de página character: personagem
crater: cratera
boring: chato, monótono charm: (p. e pp. charmed)
encantar creature: criatura
born: nascido; be born: nascer
chauffeur: chofer; motorista creep: (p. e pp. crept)
both: ambos; both… and: particular arrastar-se
tanto… quanto
cheating: trapaça crippled: (adj.) portador de
bought: (p. e pp. de buy) deficiência física, incapaz de
comprou; comprado chemical: (adj.) químico; (s.) se locomover
substância química
boundary: (pl. boundaries) crowd: (s.) multidão; (v.) (p. e
limite, fronteira childhood: infância pp. crowded) amontoar
bow down: abaixar a cabeça, choice: escolha crust: crosta

humilhar-se choose: (p. chose; pp. chosen) custom: costume, tradição
brain: cérebro escolher
curfew: toque de recolher
brand-new: novinho em folha circle: círculo
cut: (s.) corte; (v.) (p. e pp. cut)
clause: oração (gramatical) cortar; cut down: derrubar; cut
bright: brilhante; claro
clean: (adj.) limpo; (v.) (p. e pp. off: isolado
brilliant: brilhante
cleaned) (up) limpar
bring: (p. e pp. brought) trazer
clear: (adj.) claro; (v.) (p. e pp.
D
brush: (pl. brushes) pincel cleared) limpar, clarear; tirar, dangerous: perigoso
remover
build: (p. e pp. built) construir darkness: escuridão
clothing: roupas; vestuário
burn: (p. e pp. burned/burnt) darling: querido
queimar clue: pista, indício
dating: namoro
colored: (ofensivo) (pessoa) de
bury: (p. e pp. buried) enterrar
cor daughter: filha
é rima com very
comic strip: tirinha, história em dawn: aurora; começo
buy: (p. e pp. bought) comprar
quadrinhos
deadly: mortal
compass: (pl. compasses)
C bússola deaf: surdo é rima com Jeff
caption: legenda (de foto) complexity: (pl. complexities) deal: (p. e pp. dealt) (with) lidar,
complexidade tratar (com)
care: (p. e pp. cared) (about):
gostar (de), interessar-se (por) computer: computador death: morte
cease: (p. e pp. ceased) cessar, conceive: (p. e pp. conceived) deathbed: leito de morte
parar (de) conceber
deceiving: enganoso,
cell: célula consciousness: consciência enganador
cetacean: cetáceo contain: (p. e pp. contained) deed: ação, ato, gesto
conter
chain reaction: reação em deep: profundo; de
cadeia contradiction: contradição profundidade
226 Vocabulary
defense: defesa during: durante exit: saída
deforestation: desmatamento dust: pó, poeira experience: (s.) experiência;

vivência; (v.) (p. e pp.
delusion: ilusão dying: morrendo experienced) experimentar,
density: densidade viver uma experiência
E explore: (p. e pp. explored)
despair: desespero
each other: um do/ao outro, explorar (para conhecer mais)
despite: a despeito de,
uns dos/aos outros
apesar de eye: olho
earth: (tb. Earth) (planeta)
destroy: (p. e pp. destroyed) eyebrow: sobrancelha
Terra
destruir
effect: efeito F
develop: (p. e pp. developed)
desenvolver effort: esforço
face: (s.) face; rosto; (v.) (p. e
development: desenvolvimento elevator: elevador pp. faced) enfrentar
devil: diabo embrace: (p. e pp. embraced) fall: (p. fell; pp. fallen) cair
die: (p. e pp. died) morrer abraçar
falling bodies: corpos em
encroachment: invasão; queda
dignity: dignidade
avanço gradual
discover: (p. e pp. discovered) fault: falha; defeito
descobrir enforcement: aplicação (da
lei), cumprimento feature: característica
discovery: (pl. discoveries)
endow: (p. e pp. endowed) dotar feel: (p. e pp. felt) sentir(-se)
descoberta
enough: (adj.; pron.) feeling: 1 sentimento
disease: doença
suficiente(s); (adv.) 2 sensação
dislike: (p. e pp. disliked) não suficientemente, o bastante feet: (pl. de foot) pés
gostar (de)
entrance: entrada fell: (p. de fall) caiu
dispute: discussão, briga
environment: meio ambiente
diving: mergulhando (my) fellow man: (meu)
epoch: época; era semelhante
donate: (p. e pp. donated) doar
equal: igual few: poucos/as; a few: alguns,
donation: doação algumas
equality: igualdade
donor: doador fewer: (than) menos (de/do
essay: (pl. essays) ensaio que) (seguido de substantivo
dot: ponto, pontinho (literário) no plural)
doubt: (s.) dúvida; (v.) (p. e pp.
even: até, até mesmo; not even: fiber: fibra
doubted) duvidar
nem mesmo
dream: (s.) sonho; (v.) (p. e pp. field: campo
eventually: por fim
dreamed/dreamt) sonhar fight: (s.) luta; briga; (v.) (p.
everywhere else: em todos os e pp. fought) lutar; combater
drive: (p. drove; pp. driven)
outros lugares (contra)
dirigir (carro, caminhão etc.);
drive on: continue dirigindo excerpt: trecho (de livro, fill: (p. e pp. filled) encher
drop: 1 gota 2 queda música etc.)
find: (p. e pp. found) achar,
dry: seco exchange: (s.) troca; permuta; encontrar
(v.) (p. e pp. exchanged) trocar;
duckling: patinho permutar finger: dedo (da mão)
Vocabulary 227
finish: (p. e pp. finished) genre: gênero (literário, hero: (pl. heroes) herói
terminar artístico etc.)
hide: (p. hid; pp. hidden)
Finnish: finlandês giant: gigante esconder
flesh: carne gift: 1 presente 2 dom hind leg: pata traseira
flipper: nadadeira go: (p. went; pp. gone) ir; go on: hippo, hippopotamus:
1 continuar 2 acontecer hipopótamo
float: (p. e pp. floated) 1 flutuar
2 boiar goal: meta hive: colmeia
flood/flooding: enchente; goat: cabra; bode hold: (p. e pp. held) 1 segurar
inundação 2 guardar 3 realizar
God: Deus
flow: (p. e pp. flowed) fluir, honor: (s.) honra; (v.) (p. e pp.
government: governo honored) honrar
(líquido, gás) correr
grandchildren: netos hope: (s.) esperança; (v.) (p. e
food: comida; alimento; food for
thought: matéria para reflexão; pp. hoped) esperar
greenhouse: estufa;
food insecurity: insegurança greenhouse gases: gases do horn: chifre
alimentar efeito estufa
however: contudo, todavia, no
foolish: bobo, tolo grew up: (p. de grow up) entanto
cresceu
foot: (pl. feet) pé how long…?: quanto tempo…?
groin: virilha
for: (prep.) 1 para 2 por; (conj.) how much…?: quanto
porque ground: chão; solo (dinheiro)…?
for all intents and purposes: grow: (p. grew; pp. grown) human being: ser humano
para todos os efeitos crescer; grow up: crescer, ficar
maduro hundred: cem
forever: para sempre
grown-up: adulto, pessoa hungry: faminto, com fome
former: antigo, ex (já foi, não é
crescida
mais) hunter: caçador
growth: crescimento
found: (p. e pp. de find) hunting: caçando
achou, encontrou; achado; guest: hóspede; convidado
encontrado hurricane: furacão
guilty: culpado
fountain: fonte
I
frail: frágil H if: se; if only: se ao menos
free: (adj.) livre; (v.) (p. e pp. half: metade
immune system: sistema
freed) libertar
hand: mão imunológico
freedom: liberdade
handle: cabo (de um objeto) imprisonment: prisão,
friendship: amizade detenção
happen: (p. e pp. happened)
funny: divertido, engraçado acontecer improve: (p. e pp. improved)
melhorar
furnace: fornalha health: saúde
in spite of: a despeito de,
hear: (p. e pp. heard) ouvir apesar de
G
heart: coração; heart attack: increase: (s.) aumento; (p. e pp.
generation: geração ataque cardíaco increased) aumentar
genius: (pl. geniuses) gênio heaven(s): céu increasingly: cada vez mais
228 Vocabulary
indeed: na verdade, realmente least: (superl. de little) mínimo; lover: amante
at least: no mínimo; least of all:
infant: criança muito menos lung: pulmão
instead: em vez disso; instead led: (p. de lead) levou, conduziu luxury: (pl. luxuries) luxo
of: em vez de
left: (p. e pp. de leave) deixou; lymphocite: linfócito
invite: (p. e pp. invited) convidar saiu, partiu; be left: acabar
ficando; what is left of: o que M
island: ilha
restou de
issue: assunto; questão machine: máquina
leg: perna
mad: louco
J length: comprimento
made up: composto,
less: (than) menos (de/do que)
jail: cadeia, prisão constituído
(seguido de substantivo no
jealous: ciumento singular) main: principal
Jewish: judeu, judia let: (p. e pp. let) deixar, permitir make: (p. e pp. made) fazer;
make sure: garantir; make up:
job: 1 emprego 2 trabalho letter: carta
compor, constituir
3 tarefa 4 serviço
life: (pl. lives) vida; life
mammal: mamífero
imprisonment: prisão perpétua
K lifelong: por toda a vida
man: (pl. men) homem
kidney: rim mankind: humanidade

lift: (p. e pp. lifted) (tb. lift up)
kind: (s.) tipo, espécie; (adj.) levantar; lift a finger: levantar manners: maneiras, modos
bom, bondoso um dedo
mantle: manto
king: rei lightning bolt: relâmpago
marble: mármore
knee: joelho like: (prep.) 1 como 2 igual a
3 como se fosse 4 tal/tais marriage: casamento (a
knew: (p. de know) sabia; como, por exemplo instituição)
conhecia
little: (adj.) pequeno; (pron. marry: (p. e pp. married)
know: (p. knew; pp. known) indef.) pouco/a; a little: um casar(-se) (com)
1 saber 2 conhecer pouco; little by little: pouco a
pouco master: 1 mestre 2 senhor
knowledge: conhecimento(s) 3 dono
living: (adj.) vivo, com vida
known: (pp. de know) sabido; Math, Mathematics:
conhecido lizard: lagarto Matemática
logging: corte e transporte mathematician: matemático

L de troncos de árvore para
serrarias matter: (s.) 1 matéria
land: (s.) terra; (v.) (p. e pp. 2 assunto; questão; (v.)
landed) pousar longer: (comp. de long) 1 mais (p. e pp. mattered) importar, ter
comprido 2 mais tempo importância
language: 1 língua, idioma
2 linguagem long-gone: há muito (tempo) maybe: talvez
desaparecido, extinto
laughter: riso; risada mean: (p. e pp. meant)
lose: (p. e pp. lost) perder significar, querer dizer
law: lei
loss: perda meet: (p. e pp. met)
lead (to): (p. e pp. led) levar (a), 1 encontrar(-se) 2 conhecer(-se)
conduzir (a); lead a life: levar lost: (p. e pp. de lose) perdeu;
uma vida perdido memorable: memorável
Vocabulary 229
merely: meramente, O peasant: camponês
simplesmente
peers: pares, colegas
oath: juramento
met: (p. e pp. de meet)
encontrava performance: desempenho
oblivion: esquecimento
mewl: (p. e pp. mewled) perhaps: talvez
on all fours: de quatro
choramingar pharaoh: faraó
once: (adv.) uma vez; (conj.)
Milky Way: Via Láctea uma vez que phrase: 1 frase incompleta
millennium: (pl. millennia) one another: um ao outro, uns 2 locução; expressão
milênio aos outros physical: (adj.) físico
mind: (s.) mente; (v.) (p. e over: 1 sobre, por cima de physicist: (s.) físico
pp. minded) importar-se, dar 2 mais de 3 por causa de
importância a piece: pedaço é usado com
overcome: (p. overcame; pp.
alguns substantivos não
mirror: espelho overcome) superar, vencer
contáveis, especificando a
mistake: erro overthrow: (p. overthrew; pp. unidade: a piece of news/
overthrown) depor (o governo) information/advice/music: uma
misunderstood: (p. e pp. de notícia, uma informação, um
misunderstand) entendeu own: (adj.; pron.) próprio; (v.) conselho, uma música; a piece
errado; (adj.) incompreendido (p. e pp. owned) possuir, ser of cake: 1 pedaço de bolo
dono de 2 algo muito fácil
monkey: macaco
ox: (pl. oxen) boi pig: porco
moon: (tb. Moon) Lua
place: (s.) lugar; (v.) (p. e pp.
mote: cisco P placed) pôr, colocar
motion: movimento pain: dor play: (s.) peça (teatral); (v.) (p.
mountain: montanha painlessly: sem dor e pp. played): 1 brincar 2 jogar
3 tocar (música) 4 representar
muscle: músculo pageant MC: mestre de
cerimônias de concurso (de player: 1 jogador 2 ator
beleza) playwright: dramaturgo
N
pale: pálido; claro plenty of: 1 muito, muitos
naive: ingênuo
paleface: (ofensivo) cara-pálida 2 suficiente(s); mais do que
narrowly: estreitamente suficiente(s)
paleontologist: paleontólogo
nature: natureza plotting: conspiração
parents: pais, pai e mãe é
nearly: quase compare com relatives poignant: comovente, tocante
neighbor: vizinho passionately: pole: (tb. Pole) polo

apaixonadamente
nerdish: com jeito de bobo portrait: retrato
past: (s.) passado; (prep.)
no longer: não mais possession: objeto, coisa que
(passando) por
se possui
nothing but: nada a não ser pasture: pasto
pour: (p. e pp. poured) verter,
notice: (p. e pp. noticed) notar, path: trilha, caminho derramar (por querer)
perceber
pay: (p. e pp. paid) pagar poverty: pobreza
novel: romance
peace: paz power: força; poder
nurse: 1 enfermeira 2 ama,
babá peaceful: pacífico powerful: poderoso
230 Vocabulary
predict: (p. e pp. predicted) prever R resource: recurso
prediction: previsão responsibility:

rain: (s.) chuva; (v.) (p. e pp.
responsabilidade é atenção à
prejudice: preconceito rained) chover
grafia
preserve: (p. e pp. preserved): rainbow: arco-íris
responsible: responsável
preservar
range: faixa; leque; variação
restrict: (p. e pp. restricted)
pressure: (s.) pressão; (v.) (p. e
rate: 1 taxa; índice 2 proporção restringir
pp. pressured) pressionar
3 ritmo
right: (s. e adj.) 1 direita 2 certo,
pretty: bonita; pretty soon:
reach: (s.) alcance; (v.) (p. e pp. correto; (s.) direito; human
logo, logo
reached): alcançar rights: direitos humanos
price: preço
ready: pronto, preparado ripe: maduro
principal: diretor(a) de escola
reality: (pl. realities) realidade rise: (p. rose; pp. risen) subir,
prize: prêmio elevar-se; aumentar
realize: (p. e pp. realized)
proofread: (p. e pp. proofread) perceber; dar-se conta de (que) root: raiz
fazer revisão de texto escrito
reason: (s.) razão; (v.) (p. e pp. rose: (p. de rise) elevou-se
prospect: perspectiva reasoned) raciocinar
rub: (p. e pp. rubbed) esfregar
protection: proteção recall: (p. e pp. recalled)
recordar, lembrar run: (p. ran; pp. run) correr
provide: (p. e pp. provided)
prover, fornecer recede: (p. e pp. receded) rush: (p. e pp. rushed) correr,
retroceder, recuar precipitar-se
publish: (p. e pp. published)
publicar refuse: (p. e pp. refused)
recusar-se (a) S
puke: (p. e pp. puked) vomitar
relationship: relacionamento salesman: (pl. salesmen)
pull: (s.) atração (gravitacional); vendedor
puxão; (v.) (p. e pp. pulled) puxar relatives: parentes
same (the ~ as): (o) mesmo
purpose: propósito, finalidade release: (s.) libertação; (p. e pp.
(que)
released) soltar, libertar; liberar
pursue: (p. e pp. pursued)
sand: areia
perseguir remain: (p. e pp. remained)
permanecer sang: (p. de sing) cantou
push: (p. e pp. pushed)
empurrar é compare com pull remarkable: notável sank: (p. de sink) afundou
remember: (p. e pp. sans: sem
Q remembered) lembrar-se (de/
que) satchel: pasta (escolar)
quarrel: (s.) discussão, briga;
(v.) (p. e pp. quarel(l)ed): remind: (p. e pp. reminded) scared: assustado, com medo
discutir, brigar lembrar, fazer lembrar
scatter: (p. e pp. scattered)
quart: quarto de galão, medida renew: (p. e pp. renewed) espalhar, dispersar
de capacidade para líquidos renovar
(nos EUA: 0,95 l.; no Reino seafloor: fundo do mar
Unido: 1,14 l.) renounce: (p. e pp. renounced)
renunciar season: estação (do ano),
quick: rápido período
research: (s.) pesquisa; (v.) (p.
quickness: rapidez e pp. researched) pesquisar secret: segredo
quotation/quote: citação resemblance: semelhança seed: semente
Vocabulary 231
seek: (p. e pp. sought) buscar, since: 1 desde 2 desde que, speech: 1 fala 2 discurso
procurar visto que, porque
speechless: mudo
seem: (p. e pp. seemed) parecer single: 1 um só, único 2 solteiro
speed: velocidade
seemingly: aparentemente sink: (p. sank; pp. sunk) afundar
spend: (p. e pp. spent) 1 gastar
seize: (p. e pp. seized) segurar, sit: (p. e pp. sat) sentar(-se) 2 passar (tempo)
agarrar
size: tamanho spinal column/spine: coluna
selfish: egoísta vertebral
slave: escravo
sell: (p. e pp. sold) vender spleen: baço
slavery: escravidão
send: (p. e pp. sent) enviar square: quadrado
sleep: (s.) sono; (v.) (p. e pp.
sentence: (s.) 1 frase slept) dormir stage: 1 estágio 2 palco; on
2 sentença; (v.) (p. e pp. stage: no palco
sentenced) sentenciar, slice: fatia
statement: afirmação
condenar
slipped off: escorregou, saiu
stay: (p. e pp. stayed) ficar
separate: (adj.) separado: (v.)
(p. e pp. separated) separar slowly: lentamente, devagar
steak: bife
(-se)
smart: esperto
still: ainda
servitude: servidão
snail: caracol
stood up: levantaram-se
set: (p. e pp. set) pôr; set down:
snow: (s.) neve; (v.) (p. e pp.
pousar, pôr no chão stove: fogão
snowed) nevar; snow-covered:
setback: revés, derrota coberto de neve strength: força
several: diversos, vários so: 1 tão 2 por isso, portanto struggle: luta
3 para que, de modo que
severely: seriamente, (= so that); so much: tanto/a; stuff: (p. e pp. stuffed) estofar;
gravemente so many: tantos/as encher
shadow: sombra soldier: soldado stunning: espantoso,

estonteante
shape: forma somehow: de alguma forma
succeed: (p. e pp. succeeded)
shift: (s.) mudança, alteração; soon: logo, dentro de pouco (in) conseguir, ter sucesso
(v.) (p. e pp. shifted) mudar, tempo; pretty soon: logo, logo (em)
alterar
sort: tipo, espécie successful: bem-sucedido
shoulder: ombro
soul: alma such: tal, tais; such an object:
shout: (p. e pp. shouted) gritar tal objeto; such a good movie:
sound: som um filme tão bom; such as: tal/
shy: tímido tais como
source: fonte (origem)
sigh: (s.) suspiro; (v.) (p. e pp. sudden: súbito
sighed) suspirar south: sul
suffer: (p. e pp. suffered) sofrer
sight: vista; visão southeast: sudeste
sugar: açúcar
sign: (s.) 1 sinal 2 placa, spacecraft: (pl. spacecraft)
tabuleta; (v.) (p. e pp. signed) nave espacial suitable: 1 adequado
assinar 2 conveniente
species: espécie (biológica)
silence: (s.) silêncio; (v.) (p. e sun: (tb. Sun) Sol
pp. silenced) silenciar speck: grãozinho; cisco
sunbeam: raio de sol, feixe de
sin: pecado spectacles: óculos luz
232 Vocabulary
sunny: ensolarado throw: (p. threw; pp. thrown) U
jogar, atirar; throw away: jogar
sunset: pôr do sol fora ultimate: final; definitivo
sunrise: nascer do sol tiny: minúsculo unable: incapaz
surface: superfície tip: dica under: sob; debaixo de
survival: sobrevivência tissue: tecido (biológico) underground: clandestino
survive: (p. e pp. survived) toe: dedo (do pé) understand: (p. e pp.
sobreviver understood) entender;
together: juntos
compreender
sustainable: sustentável
too: 1 também 2 demais
unforgettable: inesquecível
swimming: natação; nadar (seguido de adjetivo ou
advérbio); too late: tarde unhappy: infeliz
demais
T unity: unidade, união
too many: demais (seguido de
tail: cauda, rabo substantivo no plural) unless: a menos que, a não ser
que
tale: conto, história too much: demais (seguido de
substantivo no singular) unlike: diferente de; ao
take: (p. took; pp. taken) 1 tomar contrário de
2 pegar 3 levar 4 tirar; take off: tool: ferramenta
(avião) decolar until: (prep.) até; (conj.) até que
took off: (p. de take off) 1 tirou
task: tarefa 2 (avião) decolou unwillingly: relutantemente, a
contragosto
taste: (s.) gosto; sabor; (v.) (p. e touch: (s.) toque; contato; (v.)
pp. tasted) provar, saborear (p. e pp. touched) tocar useless: inútil
teach: (p. e pp. taught) ensinar tough: duro; difícil used to: costumava; used to be:
era
tear: (s.) lágrima é rima com toward: em direção a
here
toy: brinquedo V
teen, teenager: (s.)
track: linha, via férrea valley: (pl. valleys) vale
adolescente
trail: (p. e pp. trailed) seguir, ir value: (s.) valor; (p. e pp.
teenage: (adj.) adolescente
atrás de valued) valorizar
teeth: (pl. de tooth) dentes treason: traição (à pátria) vegetable garden: horta
therefore: portanto, por isso trial: julgamento (em tribunal) vicious: feroz, violento
think: (p. e pp. thought) pensar tribute: 1 tributo 2 homenagem view: 1 vista 2 opinião
though: embora, ainda que triumph: triunfo, vitória village: aldeia; vilarejo
thought: (s.) pensamento; (p. e truth: verdade visitor: visitante
pp. de think) pensei; pensou
tune: melodia voice: voz
thousand: mil
turn: (s.) turno, vez; it’s your
threw: (p. de throw) atirou, turn: é a sua vez; (v.) (p. e pp. W
jogou turned) virar
walk: (p. e pp. walked) andar,
through: através de two-storey house: casa de dois caminhar; walk on all fours:
andares andar de quatro
throughout: através de todo,
durante todo typhoon: tufão war: guerra
Vocabulary 233
warrior: guerreiro whine: (p. e pp. whined) woeful: lamentoso, aflito
lamuriar-se
waste: (s.) 1 desperdício woman: (pl. women) mulher
2 resíduo; lixo; (v.) (p. e pp. whistle: (p. e pp. whistled)
wasted) desperdiçar assobiar wonder: (s.) 1 maravilha
watchmaker: relojoeiro whole: (s.) todo, totalidade 2 grande admiração; (v.) (p. e
(adj.) todo, inteiro pp. wondered) perguntar-se,
water: (s.) água; (v.) (p. e pp.
watered) regar; water fountain: querer saber
whose: (pron. inter.) de
bebedouro
quem…?; (pron. relativo) woods: bosque
waterfall: cachoeira cujo(s), cuja(s)
worm: verme
wax: cera; wax-free: sem cera wide: largo; de largura; wider:
mais largo
way: 1 caminho 2 direção worried: preocupado
3 modo, maneira widen: (p. e pp. widened)
alargar, ampliar worry: (p. e pp. worried)
weak: fraco preocupar-se
will: (s.) 1 vontade
weakness: (pl. weaknesses)
fraqueza 2 testamento; (v. aux. modal, (the) worst: (superl. de bad) (o)
usado antes de um verbo pior
wear: (p. wore; pp. worn) usar, principal) expressa uma ação
trajar, vestir futura wreak havoc: causar grandes
weather: tempo (atmosférico) willing: disposto estragos
weapon: arma win: (p. e pp. won) 1 vencer, wreckage: destroços

wedding: casamento (a obter vitória 2 ganhar (por
sorte) write: (p. wrote; pp. written)
cerimônia)
escrever
went: (p. de go) foi wind: vento
written: (pp. de write) escrito
western: ocidental window: janela
whale: baleia wisdom: sabedoria

Y
whether: se; whether … or …: wish: (s.) desejo; (v.) (p. e pp.
seja por … ou … wished) desejar yet: (adv.) 1 (em perguntas) já
while: (conj.) 1 enquanto, 2 (com not) ainda (não); (conj.)
within: dentro de (tempo ou
ao mesmo tempo que espaço) contudo, no entanto
(simultaneidade) 2 enquanto,
ao passo que (contraste) without: sem youth: 1 juventude 2 jovem
234 Vocabulary
Index
Este índice remissivo aponta os tópicos gramaticais trabalhados nos três volumes da coleção. Os
tópicos trabalhados no Book 3 são indicados pelo número da página; os trabalhados no Book 1 e no
Book 2 apenas são remetidos a esses volumes.
Across and through, B2 / 214 Borrow and lend, 218 Future, Future Progressive
Adjectives But, B2 (Continuous), Future
a question of equality, B2 Perfect, 203
Can: ability, possibility,
comparatives, B2 permission, requests, B1 / B2 Future time clauses, 30, 204
comparatives and superlatives, Futuro depois de when, if etc.,
Como (como dizer): as, how,
B1 / B2 30, 204
like, B2
numerals in compound
adjectives, B2 Conditional sentences Gerúndio e Infinitivo, B1 / B2 /
position of adjectives, B1 / B2 I – Real Conditions (Possible 206
Adjectives ending in -ed or Results), 30, 208 Have – Simple Present, B1
-ing, B1 II – Unreal Conditions How (= como), B2
(Improbable Results), 208
Advérbios de frequência, B1 / However, B2
III – Unreal Past Conditions
B2 If clauses – see Conditional
(Impossible Results), 208
Advérbios de modo, B1 / B2 Conjunções, locuções sentences I, II and III
Advérbios que acompanham conjuntivas e locuções Imperative, B1
o Present Perfect, B2 adverbiais, B2 / 217 Indefinite pronouns and
Adverbs of frequency, B1 / B2 Could – past ability, B1 / B2 / 63 adverbs: compound forms,
Adverbs used with the Could, may, might – possibility, B2
Present Perfect, B2 B1 Indirect speech
Ago, B1 / B2 Countable and uncountable I – Statements, 74, 210
Already, B2 nouns, B1 / B2 II – Imperatives, 85, 211
Discourse markers, B1 / B2 / III – Questions, 85, 211
Although, B2
100 -ing form – uses, B1 / B2 / 206
Among and between, B2 / 214,
216 Discurso indireto, 74, 85, 210 -ing form after a preposition, B1 /
B2 / 128, 206
Any – indefinite pronoun, B2 Do – as an emphatic auxiliary,
B1 / B2 Interrogatives, B1
Anymore and no longer, 104,
203 Dozen, hundred, thousand, Irregular verbs, B1 / B2 / lists –
million, billion, trillion, B1 190, 194
Artigo definido, B1
Artigo indefinido, B1 Enough, B2 / 44 Just, B2
As (= como), B2 Ever, B2 Lend and borrow, 218
As and like, 216 Every – indefinite pronoun, B2 Like (= como), B2
Be + going to to express future False Friends, B1 / B2 / 220 Like and alike, 105, 216
time, B1 Few, B2 Like and as, 216
Be – presente e passado, B1 Few/a few and little/a little, B2 Little, B2
Beside and besides, 216 For and since – Present Perfect, Little/a little and few/a few, B2
Between and among, B2 / 214, B2 Locuções nominais, B1 / B2 /
216 Function words, B1 / B2 / 58 25, 41, 84, 124
235
2QB6WDJHB,QJOHVBDQRB31/'BDB,1'(;LQGG $0
Lose and miss, 219 Plural dos substantivos – Question words (what, which,
Many, B2 casos especiais, B1 who, whom, whose, when,
Possessive adjectives and where, why, how, how often,
May and might, B1
pronouns, B1 how much, how many, what
Miss and lose, 219 time), B1
Possessive case of nouns, B1
Modal (auxiliary) verbs, B1 Reference words, B1 / B2 / 12,
Pour and spill, 219
shall, will, B1 / B2 59
review, B1 / B2 Prefixes, B2
Reflexive pronouns and
used to express advice, Preposições, 126, 214
reciprocal pronouns, B1
obligation, necessity, B1 Preposições – dificuldades, 216
used to express certainty or Relative clauses
Present Perfect, B2 / 199
possibility, B1 I – Defining clauses, 113, 212
adverbs used with the Present
used to express deduction, B1 II – Non-defining clauses, 116,
Perfect, B2 / 201
Much, B2 213
indefinite past action, B2 / 200
Must – used to express Relative pronouns, 113, 212,
repeated action in indefinite
213
necessity, B1 past, B2 / 200
with since and for, B2 / 200 that, B1 / B2
Must – used to express
what, B1
deduction, B1 Present Perfect Progressive
what and which, 116, 212, 213
Never, B2 (Continuous), B2
who, whom, which, that, 114,
No, none – indefinite pronouns, Present Progressive 212, 213
B2 (Continuous), B1 / B2 whose, 115, 212
No longer and anymore, 104, Present Progressive Remember and remind, 219
(Continuous) to express
203 Reported speech, see Indirect
future time, B1
Noun phrases, B1 / B2 / 25, 41, speech
Pronomes
84, 124 Remind and remember, 219
demonstrativos, B1
Numerals in compound indefinidos, B2 Say and tell, 219
adjectives, B2 interrogativos, B1 Say, speak, talk and tell, 72
One/ones – pronome, B1 pessoais, B1 Shall, B1
Orações condicionais, 30, 208 possessivos, B1
Should, B1
reflexivos, B1
Ought to, B1 Simple Past
relativos usados em orações
Parallel increase (the … the explicativas, 116, 213 adverbs and finished-time
with comparatives), B2 relativos usados em orações expressions, B1
Passive voice, 14, 208 restritivas, 113, 212 affirmative form, B1 / 189
Pronoun reference, B1 / B2 / negative and interrogative
Pattern verb + object pronoun
12, 59 forms, B1 / 198
(or noun) + infinitive with to,
Quantifiers (much, little/a Simple Present
29, 204
little, many, few/a few), B2 affirmative form, B1
Past Progressive interrogative form, B1
(Continuous), B2 Quantifiers (much, many,
interrogative form using
little, few), B2
Past Perfect, B2 / 199 question words, B1
Quantifiers (much/many; very/ negative form, B1
People: a very important word,
very much/ so/so much/
B2 Since and for – Present Perfect,
so many; too/too much/too
Personal pronouns – subject B2
many; enough), B2
pronouns and object So and such, 103, 205
Quantifiers (some, any, no,
pronouns, B1 every e seus compostos), B2 So much/so many, B2
Phrasal verbs, B1 / B2 Quantifiers (some, any, no, Some – indefinite pronoun, B2
Plural dos substantivos, B1 none, every), B2 Speak, say, talk and tell, 72
236 Index
Spill and pour, 219 Present Perfect – usos I, B2 / Used to – hábito no passado,
Stative verbs, B2 200 102, 202
Present Perfect – usos II, B2 / Verb + object pronoun (or
Still and yet, 203
200 noun) + infinitive with to, 29,
Substantivos Present Perfect – usos III, B2 / 204
caso possessivo, B1 200
casos especiais na formação do Verb to be – presente e
Present Perfect Progressive
plural, B1 passado, B1
(Continuous), B2
contáveis e não contáveis, B1 / Simple Past – verbos regulares, Verb to have – Simple Present
B2 B1 / 189 Tense, B1
expressões nominais, B1 / B2 / Simple Past – verbos Verbo haver – presente,
25, 41, 84, 124 irregulares, B1 / 189, 190, 194 passado, futuro, B1
formação do plural, B1 Simple Past – formas negativa e Voz passiva, 14, 208
Such and so, 103, 205 interrogativa, B1 / 198
What – relative pronoun, B1
Suffixes, B1 / B2 / 27, 40 Simple Present – forma
afirmativa, B1 What and which, 116, 213
Superlative adjectives, B1 / B2
Simple Present – formas Who, whom, which, that, 114,
Talk, say, speak and tell, 72
negativa e interrogativa, B1 212, 213
Tell, say, speak and talk, 72
Tempos verbais compostos – Whose, 115, 213
Tempos verbais introdução, B1 / B2 / 198 Will to express certainty, B1 / B2
Future, Future Progressive
That “invisível”, B1 Will to express future time, B1
(Continuous), Future Perfect,
203 The … the with comparatives Will to express predictable
Past Progressive (Continuous), (parallel increase), B2 behavior, B2
B2 Through and across, B2 / 214, Word formation
Past Perfect, B2 / 199 215 prefixes, B2
Present Progressive Too many/too much, B2 suffixes, B1 / B2 / 27, 40
(Continuous), B1 / B2 Uncountable and countable Would, B2 / 202
Present Perfect – introdução, nouns, B1 / B2 Yet, B2
B2 / 199 Unless, 31, 217 Yet and still, 203
Index 237
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.
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BLOCK, D.; CAMERON, D. (Ed.). Globalization and Language Teaching. Londres: Routledge,
2002.
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Ensino Médio. Linguagens, códigos e suas tecnologias. Brasília: MEC/SEB, 2006.
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códigos e suas tecnologias. Brasília: MEC/SEMTEC, 2002.
BRYSON, B. The Mother Tongue. New York: William Morrow and Company, Inc., 1990.
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FAIRCLOUGH, N. Language and Power. Londres: Longman, 1989.
FLOWERS, C. A Science Odyssey – 100 Years of Discovery. New York: William Morrow and
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FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1987.
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238
LANGAN, J. Ten Steps to Improving Reading Skills. Marlton: Townsend Press, 1988.
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Bibliography 239
Conteúdo do CD de Áudio
Faixa 1 Apresentação Faixa 25 6. The Meaning of Sincere
Faixa 2 Unit 1 – The Body Is the Hero Faixa 26 7. The Clock Man
Faixa 3 Health Check Faixa 27 8. Words to Honor
Faixa 4 Unit 2 – My Will Faixa 28 9. Same Questions
Faixa 5 A Matter for Debate Faixa 29 Debating Human Rights
Faixa 6 Unit 3 – Hero of Our Time Faixa 30 How to Read Equations
Unit 11 – Exploring a Bit More /

Faixa 7 Cape Town Calling Faixa 31
1. Cyclones Around the World
Unit 4 – Contradictions in a
Faixa 8 Faixa 32 2. The Power of Unity
Genius
Faixa 9 A Lecture on Scientific Genius Faixa 33 3. Where the Rainbow Ends
Faixa 10 Unit 5 – Calvin and Hobbes Faixa 34 4. The Miracle of Language
Faixa 11 In the Kitchen Faixa 35 5. Everybody Has a Gift
Faixa 12 On the Phone Faixa 36 6. How Do We Say @?
Faixa 13 Unit 6 – A Slice of Life Faixa 37 7. Like a River
Faixa 14 What Did They Say? Faixa 38 8. They All Love New York
Faixa 15 Unit 7 – The Teen Years Faixa 39 9. Spanglish
Faixa 16 Teen Problems and Values Faixa 40 A Perfect Weekend in Manhattan

Faixa 17 Unit 8 – Who Was Galileo? Faixa 41
1. The Best of Times?
2. A World Without Nuclear

Faixa 18 On the Shoulders of Giants Faixa 42
Weapons
Faixa 19 Unit 9 – Whale Evolution Faixa 43 3. A Second Opinion
Faixa 20 From Land to Sea Faixa 44 4. You Are Here

Faixa 21 Faixa 45 5. What Really Matters
1. On Stage
Faixa 22 2. Gandhi Faixa 46 6. The Seven Ages of Man
Faixa 23 3. Hägar the Horrible Faixa 47 The Seven Ages of Man
Faixa 24 5. A Perfect Imitation
240
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On Stage - Volume 3 - ALUNO

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On Stage - Volume 3 - ALUNO

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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

Structure: Passive Voice Structure: Conditional Sentences III – Unreal Past

UNIT 2 Curriculum Links: Math; Physics; History

Vocabulary: Odd Word Out; Noun UNIT 5

Check Your English 1 51 Check Your English 2 93

1 On Stage • 2 Gandhi • 3 Hägar the

nas páginas ao longo do livro.

6. Mozart changed the world with his eternal

7. Mozart was a genius, his life was short and

8. With the Internet, planet Earth is now a really

a. are spending b. Are

a. pollute; clean a. will

a. won’t a. can; can

16. You starve yourself to lose weight. That’s

17. One of the paradoxes of modern life is that

19. You are my son, but you are the cleverest.

20. Jaci, the silver moon, by the Amazon

a. ought a. wandered; happened

24. You be a scientist to know that the proper way

29. Since then, people that dreams can lead us

25. NASA has successfully developed a water a. are learning

a. no; every a. know; know

Before You Read

connections • jobs • research • parasites • drugs • bacteria • cells • invaders

Our immune system is made up of and proteins that have

10 UNIT 1 The Body Is the Hero

Synonyms and Antonyms

a. hero coward S A g. make up constitute, form S A

so quick and extremely violent

in spite of the fact that we are so big, we still somehow survive

Introduction our size and our careless mistakes

we still somehow stay alive

more than any other characteristic

return to the heart at 60 quarts (of blood) an hour

Paragraph 2 such as ours

Paragraph 3 This extraordinary system

they retard their development

The Body Is the Hero UNIT 1 11

Looking for Reference

a. With a circulatory system such as we have, we certainly need protection.

12 UNIT 1 The Body Is the Hero

a. Our circulatory system is and powerful. (quick – quickness – quickly)

Choose the correct translation of the following sentences.

It is the body itself that must clean up the battlefield.

The Body Is the Hero UNIT 1 13

The body does the work. voz ativa

The work is done by the body. voz passiva

O que acontece quando passamos a frase da voz ativa para a passiva?

1. O objeto da voz ativa passa a sujeito da voz passiva.

People speak English everywhere. voz ativa

sujeito verbo objeto

English is spoken by people everywhere. voz passiva

14 UNIT 1 The Body Is the Hero

Estúdio 1+2/Arquivo da editora

The Body Is the Hero UNIT 1 15

a. They hold the Olympic Games every four years.

b. They are destroying the forest.

c. They do not allow dogs in the restaurant.

d. They will serve dinner in a moment.

e. People must not throw garbage in the ocean.

f. Someone is writing a new law against corruption.

g. People can see microbes under a microscope.