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9 E
AG
ST
Eliete Canesi Morino

Rita Brugin de Faria
Eliete Canesi Morino
Graduada pela Pontifícia Universidade
Católica de São Paulo em Língua e
Literatura Inglesas e Tradução
e Interpretação.
Especialização em Língua Inglesa pela
International Bell School of London.
Pós-graduada em Metodologia da
Língua Inglesa pela Faculdade de
Tecnologia e Ciência.
Atuou como professora da
rede particular de ensino e em
9
projetos comunitários.
Rita Brugin de Faria

Graduada pela Faculdade de Arte
Santa Marcelina e pela Faculdade Paulista
de Artes.
Especialização em Língua Inglesa pela
International Bell School of London.
Pós-graduada em Metodologia da
Língua Inglesa pela Faculdade de
Tecnologia e Ciência.
Especialista em alfabetização, atuou
como professora e coordenadora
pedagógica das redes pública
e particular de ensino.
E
AG
ST
Direção Presidência: Mario Ghio Júnior
Direção de Conteúdo e Operações: Wilson Troque
Direção editorial: Luiz Tonolli e Lidiane Vivaldini Olo
Gestão de projeto editorial: Mirian Senra
Gestão de área: Alice Silvestre
Coordenação: Renato Malkov
Edição: Ana Lucia Militello, Carla Fernanda Nascimento (assist.), Caroline
Santos, Danuza Dias Gonçalves, Maiza Prande Bernardello, Milena
Rocha (assist.), Sabrina Cairo Bileski
Planejamento e controle de produção: Patrícia Eiras e Adjane Queiroz
Revisão: Hélia de Jesus Gonsaga (ger.), Kátia Scaff Marques (coord.),
Rosângela Muricy (coord.), Ana Curci, Ana Maria Herrera, Ana Paula C. Malfa,
Arali Gomes, Diego Carbone, Gabriela M. Andrade, Kátia S. Lopes Godoi,
Luís M. Boa Nova, Patricia Cordeiro, Paula T. de Jesus;
Amanda T. Silva e Bárbara de M. Genereze (estagiárias)
Arte: Daniela Amaral (ger.), Catherine Saori Ishihara (coord.) e
Letícia Lavôr (edit. arte)
Diagramação: Estúdio Lima
Iconografia e tratamento de imagem: Sílvio Kligin (ger.), Claudia
Bertolazzi (coord.), Célia Rosa (pesquisa iconográfica), Fernanda Crevin (tratamento)
Licenciamento de conteúdos de terceiros: Thiago Fontana (coord.),
Flavia Zambon e Angra Marques (licenciamento de textos), Erika Ramires, Luciana
Pedrosa Bierbauer, Luciana Cardoso Sousa e Claudia Rodrigues (analistas adm.)
Ilustrações: Fido Nesti e Filipe Rocha
Cartografia: Eric Fuzii (coord.), Robson Rosendo da Rocha (edit. arte)
Design: Gláucia Koller (ger.), Talita Guedes (proj. gráfico e capa)
e Gustavo Vanini (assist. arte)
Foto de capa: Uwe Umstätter/Westend61/Getty Images
Todos os direitos reservados por Editora Ática S.A.

Avenida das Nações Unidas, 7221, 3o andar, Setor A
Pinheiros – São Paulo – SP – CEP 05425-902
Tel.: 4003-3061
www.atica.com.br / editora@atica.com.br
Dados Internacionais de Catalogação na Publicação (CIP)

Morino, Eliete Canesi
Hello teens 9º ano / Eliete Canesi Morino, Rita Brugin
de Faria. - 8. ed. - São Paulo : Ática, 2019.
Suplementado pelo manual do professor.

Bibliografia.
ISBN: 978-85-08-19356-1 (aluno)
ISBN: 978-85-08-19357-8 (professor)
1. Língua inglesa (Ensino fundamental). I. Faria,

Rita Brugin de. II. Título.
2019-0180 CDD: 372.652
Julia do Nascimento - Bibliotecária - CRB-8/010142

2019
Código da obra CL 742205
CAE 654385 (AL) / 654386 (PR)
8a edição
1a impressão
De acordo com a BNCC.
Impressão e acabamento
Uma publicação
Welcome, Students,
to Hello! Teens 9
Hello!
A língua inglesa está cada vez mais presente no
nosso dia a dia. Ela chega até nós por intermédio
dos mais diversos canais de comunicação e, assim,
a todo momento estamos ouvindo, lendo e falando
espontaneamente em inglês.
Em virtude da evolução da tecnologia, as distâncias
tornaram-se virtuais e o inglês é o idioma mais utilizado
por pessoas de diferentes nacionalidades que querem
se comunicar entre si.
A Coleção Hello! Teens, escrita para você, um
adolescente do mundo contemporâneo, quer motivá-lo a
aprender inglês por meio de temas instigantes associados
a atividades que facilitarão sua aprendizagem.
Participe ativamente das aulas refletindo e
interagindo com seus colegas e desfrute de todos
os benefícios que esta aprendizagem pode lhe
proporcionar!
As autoras
THREE 3
Contents
focus on listen and read and

WORD WORK tips for life
language speak write
welcome!
Content review from Hello! Teens 8
p. 6
Review: simple
present, simple
past (regular Text 1: ASL
verbs), simple fingerspelling
Unit 1 Interview with
future with alphabet
Adjectives to an animal
Amazing will, present Text 2: Almanac
express feelings communicator Inclusion
Languages continuous, past article
and emotions continuous, future Interview a
p. 10 Create a
with going to classmate
classroom
Some, any and almanac
no (compound
words)
Unit 2 Text 1: Article

Modal verbs:
I Enjoy Advertisement Text 2: Comic
can, may, might, Safety in extreme
Extreme Extreme sports strips
could, would Expressing sports
Sports
opinion Create comic
P. 26 Tag questions
strips
review Units 1 and 2 - p. 42 and 43
Review: subject
pronouns,
Unit 3 possessive Public Service
You Must Turn adjectives, Announcement Text 1: Article
Your Phone On-line activities possessive (PSA) Text 2: Research Internet safety
Off! and devices pronouns
Group oral Produce a graph
p. 44 Modal verbs: presentation
should, must,
mustn’t
Relative clauses
and relative
pronouns (who/
Unit 4 Fitness and that, which/that, Informative video Text 1: Quiz
Keep Fit, exercising whose), Text 2: Flyer Physical and
Keep Healthy vocabulary, Ask and answer mental safety
Review: subject questions Create a flyer
p. 60
sports equipment
and object
pronouns
Used to
4 FOUR
focus on listen and read and
WORD WORK tips for life
language speak write
Definite article Text 1: News

Unit 5 (the), indefinite article
Biology and article (a/an), Oral presentation
Text 2: Cartoons
What Is genetics relative pronouns and news report Ethics in life
Genetics? Text 3: Article
vocabulary (who, that, which, Group discussion
p. 78 whose, where), Create a
linking words questionnaire
Text 1: Quotes
Unit 6 Present perfect, Text 2: Acrostic
Feelings and time adverbs Dialogs Relationship and
Relationships poem
p. 94
emotions (ever, never, Group discussion respect
already, just, yet) Create an acrostic
poem
Present perfect Text 1:

Unit 7 with for and Infographic
Health, social and News report Text 2: News
Thinking of since, present
environmental report Global issues
Global Issues perfect x simple Dialog
issues
p. 112
past, active x Write a news
passive voice report
Text 1: News
Unit 8 First and second List report
Text 2: Comic Respect and
Let’s Save conditionals, false Group discussion
Green practices strip preserve the
Our Planet! cognates (false and oral Text 3: Song lyrics environment
p. 128
friends) presentation
Write song lyrics
Extra practice p. 146 Irregular Verbs P. 166

Projects p. 154 Grammar Helper p. 167
Fun activities p. 158 Workbook p. 177
Glossary p. 162
FIVE 5
1. Peça aos alunos que observem os detalhes da imagem no pôster (bicicletas, vestes, construções ao fundo, etc.) e ten-
tem adivinhar qual é o tema do filme por meio dessa análise. Em seguida, oriente-os a ler o texto do cartaz de Wadjda e
a assinalar as afirmações corretas sobre ele. Para mais informações, consulte o Manual do Professor – parte específica.
Welcome!
On the Screen
“ONE OF THE BEST FILMS OF THE YEAR. SOMETHING CLOSE TO A MIRACLE.”
1 Read the poster and check. – Oliver Lyttelton, THE PLAYLIST
“FUNNY AND TOUCHING. DISCOVER WHAT CAN MAKE US HAPPY,

BOTH AS MOVIEGOERS AND CITIZENS OF THE WORLD. ‘WADJDA’ DOES THE TRICK.”
– Joe Morgenstern, WALL STREET JOURNAL
WINNER WINNER
BEST PICTURE CINEMA FOR PEACE AWARD
AUDIENCE AWARD INTERFILM AWARD
LOS ANGELES FILM FESTIVAL VENICE FILM FESTIVAL
TELLURIDE TRIBECA
FILM FESTIVAL FILM FESTIVAL
a. Wadjda is a theater play.

b. X Wadjda was awarded international
Divulgação/Sony Pictures Classics
prizes.
c. X Wadjda is a movie.
d. X There are two positive reviews about
Wadjda in the poster.
2. Peça aos alunos que leiam o resumo do filme, sublinhem as palavras desconhecidas e tentem inferir o significado delas por
meio do contexto ou busquem-nas no Glossary, ao final do livro, para então responder às perguntas propostas.
2 Read the storyline and answer the questions in your notebook.
www.imdb.com/title/tt2258858/plotsummary?ref_=tt_stry_pl
Storyline
WADJDA is a 10-year-old girl living in a suburb of Riyadh, the capital of Saudi Arabia. Although she lives
in a conservative world, Wadjda is fun loving, entrepreneurial and always pushing the boundaries of what
she can get away with. After a fight with her friend Abdullah, a neighborhood boy she shouldn’t be playing
with, Wadjda sees a beautiful green bicycle for sale. She wants the bicycle desperately so that she can beat
Abdullah in a race. But Wadjda’s mother won’t allow it, fearing repercussions from a society that sees bicycles
as dangerous to a girl’s virtue. So Wadjda decides to try and raise the money herself. At first, Wadjda’s mother
is too preoccupied with convincing her husband not to take a second wife to realize what’s going on. And
soon enough Wadjda’s plans are thwarted when she is caught running various schemes at school. Just as she
is losing hope of raising enough money, she hears of a cash prize for a Quran recitation competition at her
school. She devotes herself to the memorization and recitation of Quranic verses, and her teachers begin to
see Wadjda as a model pious girl. The competition isn’t going to be easy, especially for a troublemaker like
Wadjda, but she refuses to give in. She is determined to continue fighting for her dreams.
— Written by Razor Film Produktion GmbH
Available at: <www.imdb.com/title/tt2258858/plotsummary?ref_=tt_stry_pl>. Accessed on: Mar. 12, 2019.
a. Who is Wadjda? What is her main objective?

Wadjda is a 10-year-old girl living in Riyadh, Saudi Arabia. She wants to buy a bicycle and beat her friend in a race.
b. Based on the text, list some words that describe Wadjda’s personality.
Possible answers: fun, loving, entrepreneurial, courageous, adventurous, determined.
c. Why didn't her mother allow her to buy a bicycle?
Wadjda’s mother feared repercussions from a society that sees bicycles as dangerous to a girl’s virtue.
d. How does the movie end? Use your imagination and write a possible ending for it.
Personal answer.
6 SIX
TO LEARN
MORE
Watch the official movie trailer in: <www.youtube.com/watch?v=3koigluYOH0>.
You can also watch an interview with the movie director, Haifaa Al Mansour, available at:
<www.youtube.com/watch?v=q3q05VLc6u4>. Accessed on: Apr. 11, 2019.
Simple Past × Past Continuous

3 Choose the correct options from the box to complete the sentences.
their parents arrived we left the party Jonas scared her I arrived
a. They were watching a movie when their parents arrived .
b. I didn’t get the explanation. The teacher was giving the last instructions when I arrived .
c. Kitty was reading a book when Jonas scared her .
d. It was raining a lot when we left the party .
4 Read the sentences from activity 3 again. Underline the periods in the Simple Past and
circle the periods in the Past Continuous. 4. Underline: their parents arrived; I didn’t get the explanation; I arrived;
Jonas scared her; we left the party. Circle: They were watching a movie;
The teacher was giving the last instructions; Kitty was reading a book; It was raining a lot.
5 Check the true sentences about the use of Simple Past and Past Continuous.
a. X We use the Simple Past to talk about actions that happened and finished at
some point in the past.
b. We use the Simple Past to talk about continuous actions in the present.
c. We use the Past Continuous to talk about actions that started in the past and are
still happening today.
d. X We use the Past Continuous to talk about actions that were occurring in the past
until some point of interruption.
e. We use the Simple Past and the Past Continuous indistinctly.
6 Look at the pictures and complete the sentences.
a. He was walking and looking at his cell phone at
the same time when he fell down .
b. They were cooking when the

phone rang.
Ilustrações: Filipe Rocha/
c. She was playing the guitar when

Arquivo da editora
the cat jumped on her back .
SEVEN 7
7. Se necessário, faça uma revisão dos adjetivos estudados anteriormente e retome alguns exemplos (young/old,
new/old, interesting/boring, near/far, clean/dirty/polluted, happy/sad, fast/slow, pretty/ugly).
7 Look at the pictures and write sentences using the adjectives from the box. Follow the
example.
fast sad slow happy old crowded empty new
a. b.
baona/iStockphoto/Getty Images
all_about_people/Shutterstock
Lopolo/Shutterstock
The red car is running fast, The girl is happy, but the boy is sad.
but the silver car is going
slow.
c.
frantic00/Shutterstock
JJFarq/Shutterstock
The small city is empty, but the big city is crowded.
8 Write comparative sentences using the information from activity 7. Follow the example.
a. The red car is faster than the silver one./The silver car is slower than the red one.
b. The girl is happier than the boy./The boy is sadder than the girl.
c. The small city is emptier than the big one./The big city is more crowded than the small one.
9 Unscramble the sentences.

a. are/the/fastest/cheetahs/Earth/on/animals/land.
Cheetahs are the fastest land animals on Earth./The fastest land animals on Earth are cheetahs.
b. the/animal/is/tallest/the/giraffe/the/in/zoo.
The giraffe is the tallest animal in the zoo./The tallest animal in the zoo is the giraffe.
c. most/the/the/part/the/body/brain/is/of/important.
The most important part of the body is the brain./The brain is the most important part of the body.
8 EIGHT
PREFIXES AND SUFFIXES
10 Match the root words to the correct prefix or suffix. Then complete the sentences using
the new words you created.
Root words
usual legible respect play help friend
Prefixes and suffixes

dis un ship il ful re
a. Never disrespect your teachers. They are precious!
b. Thanks for being present. Our friendship will last forever!
c. This work of art has an illegible caption.
d. Parents usually don’t go on school field trips. It’s unusual .
e. I didn’t see the goal. Can you replay the video, please?
f. Could you tell me where the restaurant is, please? It would be very helpful .
Future tense
11 Look at the pictures and make your own predictions about the future. Follow the example.
a. b.
Ingo Wagner/picture-alliance/dpa/
Associated Press/Glow Images
Petr Akulin/Shutterstock
Personal flights will be common./

Suggested answers: Robots will do the chores./ Robots
Personal flights won’t be common. won’t do the chores.
c. d.
Ryumin Alexander/Zuma Press/Fotoarena
BSIP/UIG/Getty Images
People won’t drive their own cars./People will still drive More people will have bionic body parts./People won’t have
their own cars. bionic body parts.
12 Describe your plans for this year as an English student. What would you like to accomplish?
How are you going to do that? Write the answer in your notebook. Personal answers.
NINE 9
10
Hero Images/Getty Images
TEN
Unit
1
Amazing
Languages
1. Converse com os alunos a respeito de comunicação não verbal e pergunte o que eles
entendem por linguagem corporal e expressão facial. Peça e dê exemplos de gestos e
expressões (de pessoas ou de animais) usados na comunicação.
Para mais informações, consulte o Manual do Professor – parte específica.
1 Look at the picture and discuss with your classmates: are
facial expressions and gestures forms of verbal or non-verbal
communication? 1. Non-verbal communication. Pergunte aos alunos que tipo
de sentimento a expressão facial das pessoas na imagem sugere. Espera-se que respondam
alegria, felicidade,
2 Read and listen to the dialog. Then act out. satisfação, contenta-
mento, etc.
2 Jim: Did anybody watch the news last night?
Leo: I didn’t. I watched a documentary on the BioScience
Channel. Did anybody else watch it?
Allan: I watched it, Leo. It was about animal communication.
The part about elephant communication was amazing!
Leo: Yes, some animals can communicate in very interesting
ways. 2. Reproduza o áudio uma ou duas vezes e esclareça possíveis dúvi-
das de vocabulário dos alunos, tendo como base o contexto e as
Carol: They send messages through their appearance, through
their behavior, body movements etc.
palavras que eles já conhecem. Incentive-os a consultar
Jim: Like humans? o Glossary, no fim do livro. Após a atividade, convide al-
guns alunos a ler o diálogo em voz alta.
Kitty: Yeah! Sometimes we communicate through body
language, too.
Carol: I heard that, if you cross your arms while talking
to someone, people will think you want to keep
a distance.
Leo: I wonder if, in the future, some people will be able to
communicate through their minds.
Carol: Well, nobody knows.
3 Answer the questions according to the dialog.

a. What did Leo and Allan watch the night before?
They watched a documentary about animal communication.
b. How do animals communicate, according to Carol?

They send messages through their appearance, their behavior etc.
c. What did Allan comment on elephant communication?

He said it was amazing.
ELEVEN 11
1. Nesta seção, são explorados diferentes suportes e gêneros textuais contextualizados com o tema da unidade, ressal-
tando diferenças culturais e aspectos de uso da língua inglesa, que motivam o aluno para o aprendizado. É um momento
para a prática oral e a reflexão, com formulação de respostas e debate dos assuntos apresentados, favorecendo assim
a aprendizagem compartilhada por meio do trabalho em duplas e grupos.
THINKING AHEAD Oriente os alunos a ler o título e a definição. Em seguida, peça-lhes que se organi-
zem em duplas para pensar em diferentes exemplos de linguagem corporal que utili-
zam comumente. Eles não precisam escrever nada, mas podem depois compartilhar
alguns exemplos com a turma.
1 Read the title of the text and the definition in the first paragraph. In pairs, think of some
examples of body language you use.
https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Body-Language-Around-the-World.aspx
Body Language Around the World

by: Kris Rugsaken | Advising Center Coordinator. Ball State University
Definition: ‘Body language’ includes all the communication through the non-verbal channel. This can
include how we greet others, how we sit or stand, our facial expressions, our clothes, hair
styles, tone of voice, eye movements, how we listen, how we breathe, how close we stand to
others, and how we touch others. […]
Understanding Body Language
[...] This article will give a few examples of how body parts [...] are used for communicating
in different parts of the world.
In most societies, a nodding head signifies Handshaking is the common form of greeting and
agreement or approval. But in some cultures, like leave taking in the Western culture. While it is being
parts of Greece, Bulgaria and Turkey, a nodding accepted in Asia, the Asians still prefer a different
head means ‘no.’ [...] form of greeting: a bow in East Asia, a ‘wai’ (joining
While good eye contact is praised and expected the two hands together like in prayer) for some
in the West, it is seen as a sign of disrespect and Southern and Southeastern Asian countries. Asians
challenge in other cultures, including Asian and and Middle Easterners prefer a soft handshake.
African. [...] Strong grips are interpreted as a sign of aggression.
In some cultures, such as Filipino, Native American, Sitting cross-legged is common in North America
Puerto Rican, and several Latin American, people and some European countries but it is viewed as
use their lips to point, instead of a finger. disrespectful in Asia and the Middle East. [...]
Available at: <https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/

Body-Language-Around-the-World.aspx>. Accessed on: Mar. 10, 2019.
2 Look at the images and write one or two words to describe the meanings expressed by
these gestures. 2. Abaixo sugerimos respostas possíveis, mas os alunos podem optar por outras, desde que sejam coe-
rentes com os significados apresentados no texto.
Ilustrações: Filipe Rocha/

Arquivo da editora
a b c d
Japan Greece Saudi Arabia Philippines

pointing to something, it’s
hello, hi, greeting no, absolutely not sign of disrespect there, look there
3 Why do you think the meaning of gestures and expressions change depending on the
culture? Talk to your teacher and classmates. 3. A discussão pode ser realizada em português e, neste momen-
to, é importante que os alunos compreendam que cada povo tem
uma forma de perceber a realidade e, portanto, pensam e se comunicam de formas diferentes, isso é refletido não apenas na língua
falada, mas também na linguagem verbal. Os seguintes textos podem ser úteis <https://www.mindtools.com/
TO LEARN pages/article/cultural-faux-pasbody-language.htm> e <https://www.businessinsider.com/body-language-around-
MORE the-world-2015-3>. Este outro artigo traz dicas de como entender e lidar com as diferenças culturais na linguagem
corporal: <https://www.britishcouncil.org/voices-magazine/how-understand-body-language-different-cultures>.
(Acesso em: 13 mar. 2019.)
Watch some body language techniques at: <www.youtube.com/watch?v=TD884Dl-kLc>.
Accessed on: Feb. 21, 2019.
12 TWELVE
1. Esta seção tem como objetivo apresentar e consolidar o vocabulário nas formas oral e escrita.
Antes de reproduzir o áudio, convide os alunos a observar as fotos. Comente que cada imagem se refere a um sentimento.
Com base nessa observação, peça a eles que atribuam significado às palavras.
A word work
1 Observe the expressions in the pictures. These people are...

3
KlaraBstock/Shutterstock
Rawpixel.com/Shutterstock
Yuricazac/Shutterstock
happy sad angry

ShotPrime Studio/Shutterstock
Ebtikar/Shutterstock
Roman Samborskyi/Shutterstock
worried disappointed surprised
Mix and Match Studio/Shutterstock
fizkes/Shutterstock
ViDi Studio/Shutterstock
sleepy tired cold

popcorner/Shutterstock
Sam Wordley/Shutterstock
Nanette Grebe/Shutterstock
impatient frightened interested
THIRTEEN 13
2 Look at the pictures and read about each situation. Then complete the sentences with
words from activity 1. 2. Oriente os alunos a pesquisar palavras na atividade 1 (p. 13) para completar as frases.
As respostas a seguir são sugestões. Aceite outras desde que coerentes.
Aquarius Studio/Shutterstock
a. It’s late. Kitty and Leo didn’t get home. John is

worried about them.
Kopytin Georgy/Shutterstock
b. Bob loves watching movies with his family,
but last night he was sleepy
because he was not interested in

the movie.
wavebreakmedia/Shutterstock
c. Helen loves to teach. And she really likes

her students. But yesterday she was very
angry with them because
everybody was talking a lot.
2. Comente com os alunos que para
nos referirmos aos estados de humor
• Now complete the sentences with information about yourself. usamos: good mood (bom humor) e
bad mood (mau humor).
I’m in a good mood when personal answer .
I’m in a bad mood when personal answer .
3 Do you believe that pets have a special way of communicating with their owners? If you
have a pet, explain if it asks you for food or something else. Personal answer.
4 Look at the pictures and answer: What’s the dog “saying” to you? It is…
Ilustrações: Fido Nesti/Arquivo da editora
a b c d
submissive playfull scared depressed

furious aggressive calm alert
TIME FOR A 4. Peça aos alunos que relatem situações em que animais de estimação se comunicam com o dono.
GAME
Verifique se entenderam todas as palavras das alternativas.
No Banco de jogos e atividades, no Manual do Professor,

Let’s play Stop and Hangman! há sugestões de jogos e atividades extras relacionados ao
tema desta unidade, como os jogos 1 e 6 e as atividades
extras 1, School Schedule, e 4, English Around Us.
14 FOURTEEN
1. Oriente os alunos a observar as frases abaixo e a voltar ao diálogo para mais contextualização, se necessário. Você pode realizar a
atividade com eles, ou, então, deixar que façam individualmente e depois pedir a ajuda de alguns alunos para a correção.
focus on language 1
1 Read these sentences from the dialog and match them with the correct verb tenses
descriptions. GRAMMAR
a. Leo: I watched a documentary on the BioScience Channel. HELPER
b. Kitty: We communicate through body language, too. Go to page 167.
c. Leo: Some people will be able to communicate through their minds.
2. Chame a atenção dos alunos para o uso do auxi-
liar do/does/don’t/doesn’t para ações rotineiras, habi-
c It talks about a prediction for the future, it is in the Simple Future. tuais no presente. Ao revisar o
Simple Past, chame a atenção
para o uso do auxiliar did/didn’t e para o fato de que
a It expresses a past action, it is in the Simple Past. esse tempo verbal se refere a ações que começaram
e terminaram no passado. Se julgar pertinente, aprovei-
b It talks about a general truth; it is in the Simple Present. te e revise com eles outros usos de will (para
eventos futuros em geral ou para pedir algo de modo informal).
2 Read the charts below and complete them with the missing information. Add your own
examples. Personal answers.
Simple Present
My dog always greets people by giving them her left paw.
Affirmative
Do you work with animals?

Interrogative
She doesn’t want to talk anymore. Look at her face.

Negative
Simple Past – Regular Verbs

Most verbs Verbs ending in e Verbs ending in consonant + y
+ ed +d – y → i + ed
ask → asked use → used worry → worried
Example sentences:
Simple Future
I will study Libras, the Brazilian sign language.
Affirmative
Will she bring us that book about animal communication?

Interrogative
We won’t watch any documentary. We are too tired.

Negative
2. Peça aos alunos que procurem exemplos de verbos que se aplicam às regras, como watch, show, love, communicate, pray, try.
A lista dos verbos irregulares encontra-se na página 166 para consulta.
FIFTEEN 15
3. Oriente os alunos a ler as frases primeiro e a identificar que tempo verbal é mais adequado em cada caso. Em seguida, peça-lhes
que façam a atividade. Para a correção, solicite a alguns alunos que leiam suas respostas para a turma. Registre as respostas na lousa.
3 In pairs, complete the sentences with the Simple Present, Simple Past or Simple Future of
the verbs given.
a. She asked me for help when I arrived . (ask – arrive)
b. My father cleaned up the house yesterday. (clean up)
c. Mike and Janet don’t know how to do their homework. (not – know)
d. You look worried. Is it because of the test? Don’t worry, I will help you. (help)
4. Oriente os alunos a ler a tirinha e faça algumas perguntas como: Where are they? What are they doing? Why does the boy look
4 Read the comic strip and discuss the questions in pairs. surprised? Em seguida, oriente-os a discutir as
perguntas propostas em duplas.
© Brian Crane/The Washington Post Writers

Group and the Cartoonist Group.
a. Why does Earl, the grandpa, think it’s good to wear the same shirt every day? Do you
agree with him? Why (not)? 4.b. Oriente os alunos a prestar atenção aos trechos destacados. Se necessário, dê e
peça outros exemplos. Incentive-os a responder às perguntas individualmente. Chame
Personal answers.
b. Observe the highlighted words in the comic strip and answer. anow,
atenção deles para o uso do advérbio
que indica o tempo presente.
• Which part of the sentence refers to an action that was happening in the past (Past
Continuous)? You were wearing.
GRAMMAR
• Which part refers to an action that is ongoing in
the present time (Present Continuous)? You’re wearing.
HELPER
Go to page 168.
5 Read the chart and add your own examples.
Personal answers.
Present Continuous
Affirmative Interrogative Negative
I’m trying to communicate Are you watching the They are not arguing, mom.
with my dog. interview with the animal
communicator?
Past Continuous
Affirmative Interrogative Negative
I’m sure my hamster was What were they doing this She wasn’t talking to me.
trying to say something to morning?
me when I fed him yesterday.
5. Os alunos podem criar exemplos individualmente ou em duplas, caso considere mais relevante para a turma. Aproveite a oportunida-
de e revise com eles Present Continuous, Past Continuous e o Past Continuous usado em conjunto com o Simples Past para se referir
16 SIXTEEN a uma ação que aconteceu em um momento pontual do passado, enquanto outra ação no passado estava em andamento.
6 Read the cartoon and answer: why does the dog keep barking to his slippers? Then read
the speech bubble and choose the most appropriate option.
© Dave Coverly/Dave Coverly and the Cartoonist Group.
6. Oriente os alunos a observar a cena, em especial a expressão

do cão. Espera-se que eles concluam que o cachorro pensa que os
chinelos são coelhos de verdade. Você pode realizar esta atividade
oralmente com toda a turma, como um momento inicial para a re-
visão do Immediate Future. Se desejar, escreva a frase no quadro
e forneça outros exemplos aos alunos. É importante que eles pos-
sam perceber que se trata de uma ação que pode acontecer em um
futuro próximo. Se julgar pertinente, você pode revisar/apresentar
à turma os outros usos de going to (previsões com base em evi-
dências) e contrastá-las com os usos do will (previsões com base
em opiniões).
a. A future action that always

happen.
b. X A planned action/intention for the
future.
c. A prediction for the future based
on an opinion.
7 Read the box and complete it with the missing information. Add your own examples.
Future with going to

Subject Verb To Be Going To + Main Verb
I am/’m
(not) going to play in the backyard.
7. Aproveite o quadro para revisar a estrutura com a turma, pedin-
You are/’re do a eles exemplos também nas formas negativa e interrogativa.
He/She/It is/’s
We/You/They are/’re
Example sentence:
8. Pergunte aos alunos que forma verbal é utilizada para falar de ações planejadas (going to) e esclareça que eles devem utilizar essa
8 Joe Navarro is always busy. Describe his schedule for next week using the verbs given in
mesma forma para todos os eventos da agenda. Verifique se os alunos compreende-
the appropriate form. ram a formação desse tempo verbal: verbo to be + going to + verbo principal.
a. On Monday, Joe is going to attend an international conference . (attend/international conference)
b. On Tuesday, Joe is going to visit the Brit offices . (visit/Brit offices)
c. On Wednesday, Joe is going to open the new Brit factory . (open/new Brit factory)
Joe is going to meet the President of the Common
d. On Thursday, Market . (meet/President of the Common
Market)
e. On Friday, Joe is going to speak to the Dutch Minister of Technology. (speak/Dutch Minister of
Technology)
SEVENTEEN 17
9. Explique aos alunos que, nesta atividade, eles têm de empregar o tempo verbal mais adequado à situação, observando os advér-
bios e as locuções adverbiais.
9 Write sentences with the words given using the appropriate verb tenses.
a. in the future/their pets/talk/everybody/I think
I think, in the future, everybody will talk to their pets./I think everybody will talk to their pets in the future.
b. Amanda and Carlo/tomorrow;/visit the vet/their rabbit/be/depressed/

Amanda and Carlo are going to visit the vet tomorrow; their rabbit is depressed.
c. when I/feed Fluffy/yesterday/she be not/interested/anymore/I notice/in her food

Yesterday, when I was feeding Fluffy, I noticed she was not interested in her food anymore.
d. to her turtle now/try to talk/seem to understand/Melissa/but he not/her.

Melissa is trying to talk to her turtle now, but he doesn’t seem to understand her.
10 Read the following sentences from the dialog and the chart below. Then complete the
chart with the missing information. 10. Forneça mais exemplos aos alunos se necessário e escreva-os na lousa.
Oriente-os a ler o boxe Language tips e explique a eles que, em inglês, não
é comum utilizar dois ele-
mentos negativos em uma
Jim: Did anybody watch the news last night? frase. Ao final, eles podem
comparar as respostas com
as de um colega, antes da
correção final.
Carol: Well, nobody knows.
Some, any and no (compound words)

People Things Places
somebody/someone something somewhere
anybody/ anyone anything anywhere
nobody /no one nothing nowhere
11 Complete the sentences using compound words. LANGUAGE
a. When somebody/someone raises

TIPS
their eyebrows, they’re probably surprised or nothing/nobody/no one/
nowhere
shocked at something . These words are used in
positive sentences, but they
have a negative meaning.
b. Please, don’t interrupt anyone/anybody
Compare:
who is talking.
I have nothing to say./I
don’t have anything to say.
c. Nobody/no one was paying
attention, because they all looked bored.
GRAMMAR
d. Your body language tells a lot, you can hide
HELPER
nothing . Go to page 169.
18 EIGHTEEN
1. Explique aos alunos que eles vão ouvir uma entrevista com uma comunicadora de animais. Pergunte se eles já ouviram falar
nessa profissão e, se sim, o que sabem sobre ela. Caso contrário, questione o que acham que uma comunicadora de animais
faz e como é esse processo. Oriente-os a ler o trecho de apresentação do vídeo,
listen and speak a responder às perguntas individualmente e depois compará-las em duplas.
1 You are going to listen to an interview with Anna Breytenbach, an animal communicator.
Read the introductory text and answer: what does she do in her profession?
Anna Breytenbach is a professional animal communicator trained through the Assisi

International Animal Institute in California and has been practicing over a decade in South
Africa, Europe and the USA. Her conversation experience includes working with various wild
animals in educational and rehabilitation programs.
AFTERNOON Express. Animal Communicator Tells All. Available at: <https://www.youtube.com/
watch?v=K6DRxXk4Qks> (0:00-0:20). Accessed on: Feb. 24, 2019.
She works with various animals in education and rehabilitation programs.
2 Listen to the interview and check the information you hear.

Consulte o CD script no Manual do Professor – parte específica.
4 a. X Anna explains what an animal communicator does.

b. She talks about the types of animals she works with.
c. X She briefly describes the process used to communicate with an animal.
d. She explains how she started communicating with animals in the past.
3. Reproduza apenas a primeira questão e a respectiva resposta, dando um tempo aos alunos para que sublinhem a
3 Listen to the first question again and underline the correct word. palavra correta. Em seguida, faça
a correção com toda a turma.
5 She compares the work of an animal communicator to a psychologist/translator/veterinarian.

4 Listen to the second question and check the image that best describes the process of
communicating with animals according to Anna Breytenbach.
6
Jaromir Chalabala/Shutterstock
a.
4. Peça aos alunos que observem
as imagens e pergunte, antes de re-
produzir o áudio, qual imagem eles
acham que melhor representa o pro-
cesso de se comunicar com os ani-
mais. Em seguida, reproduza apenas
o trecho referente à segunda pergun-
ta para que respondam à atividade.
X
Serhii Bobyk/Shutterstock
Kzenon/Shutterstock
b. c.
NINETEEN 19
5. Oriente os alunos a ler as frases dos itens antes de reproduzir o áudio. Reproduza apenas o trecho correspondente à terceira
pergunta e a respectiva resposta mais de uma vez, fazendo pausas se julgar necessário. Ao final, reproduza esse trecho novamente
para a conferência das respostas.
5 Listen to the third question and write T (true) or F (false) for each statement.
7 a. T The interviewer (Bonnie) thinks it is a gift that Anna has.
b. F Anna explains that she discovered this gift when she was eleven.
c. T Anna says that this is a process that anyone can do.
d. T According to Anna, in the past, people usually communicated with animals.
e. T Anna says that nowadays humans are very busy and don’t pay attention to their
intuition.
f. F According to Anna, we are educated to communicate with animals, but we don’t
practice it.
6. Esta questão pode ser discutida em inglês ou em português, conforme julgar mais apropriado à turma.
6 Do you think that anyone can develop a skill to communicate with animals? Why (not)?
Talk to your classmates and teacher.
7. Explique aos alunos que, em duplas, eles vão entrevistar uns aos outros. Reproduza o áudio para que possam prestar atenção à estru-
tura da entrevista, como a entrevistadora começa (apresentando a entrevistada), as perguntas que são feitas, e, por fim, como ela agra-
7 In pairs, you are going to interview each other for the school’s webpage or blog/vlog. dece à con-
8 First, listen to the interview again paying attention to its structure. vidada. Os alunos podem decidir o
assunto da entrevista ou você pode
Personal answers. fazer uma lista com eles de assuntos
a. Observe how the interview begins, is conducted and is concluded. mais interessantes para
que escolham.
b. Decide the topic of the interview. Here you find some ideas, but you can choose other
subjects, such as:
• Your opinion about animal communication.
• Your relationship with your pets and other animals.
• What you know about human body language and how it affects communication etc.
c. Create three to four questions and write them down in your notebook if necessary.
2. Nesta atividade vamos rever a pronúncia do /th/. Como esse som não tem correspondente na língua por-
PRONUNCIATION tuguesa, geralmente temos dificuldade e a tendência de pronunciá-lo com sons que nos parecem próximos.
CORNER Uma indicação útil para a produção correta do som do /th/ é a seguinte: escolha uma palavra — that, think,
this. Os alunos devem colocar a ponta da língua atrás dos dentes superiores frontais e tentar produzir o som
/s/ ou /z/. O som que foi emitido é o som /th/. Compare as palavras propostas
1 Listen and act out the jazz chant. e, ao final da atividade, peça aos alunos mais exemplos de palavras com som
de /th/.
9 A: Hey Timothy. What’s up? A: I’m free, we are in three.
B: Everything is OK, thanks. B: You mean... three tickets...
A: Tell me Timothy, how’s your brother A: Yes, three tickets for three.
Theo? A: I’ll try to go today to the theater...
B: Fine. We are thinking about going to B: ... and get three free tickets for three.
the theater. A: What do you think about that?
Are you free for the theater next
B: I think that is a fantastic idea!
Thursday?
2 Listen and practice.

10
Fido Nesti/Arquivo da editora
think - sink thank - tank

then - zen they - day
three - free thin - fin
20 TWENTY
READ AND WRITE
Text 1
1 Look at the image below. What is the equivalent in Portuguese for ASL (American Sign
Language)?
Libras (Linguagem Brasileira de Sinais).
2 In which situations can you use ASL?
When communicating with hearing-impaired people.
3 Now read the text and the sentences that follows. Then check T (true), F (false) or NM (not
mentioned).
http://www.fingerspellingalphabet.com
ASL Fingerspelling Alphabet

Fingerspelling is a way of spelling words using hand movements. The fingerspelling
manual alphabet is used in sign language to spell out names of people and places for
which there is not a sign. Fingerspelling can also be used to spell words for signs that the
signer does not know the sign for, or to clarify a sign that is not known by the person
reading the signer. Fingerspelling signs are often also incorporated into other ASL signs.
American Sign Language (ASL) uses the one-handed alphabet however some other
sign languages use the two-handed alphabet.
Reprodução/<http://www.fingerspellingalphabet.com/>
Available at: <http://www.fingerspellingalphabet.com/>. Accessed on: Mar. 11, 2019.
TWENTY-ONE 21
a. T Fingerspelling is the process of spelling out words by using hands in precise
movements.
b. NM To understand the communication by fingerspelling, people should pay attention
to the signs and to the movements of the lips.
c. F Fingerspelling can be used to spell words but not to clarify signs.
4 Read the question below and check the excerpt of the text that contains the answer.
Besides using the fingerspelling manual alphabet to spell out

names of people and places for which there is not a sign, which
other situations can people use it?
X […] to spell words for signs that the signer does not know the sign for, or to clarify a
sign that is not known by the person reading the signer.
Fingerspelling signs are often also incorporated into other ASL signs.
American Sign Language (ASL) uses the one-handed alphabet however some other
sign languages use the two-handed alphabet.
5 Think of a sentence in English and use the ASL to say it to a classmate. Look at an
example below. Take turns. Did you succeed? Personal answers.
Reprodução/<http://www.fingerspellingalphabet.com/>
Marcos Mesa Sam Wordley/Shutterstock
22 TWENTY-TWO
6. Após a correção, diga aos alunos que almanaques são um tipo de publicação generalista que aborda assuntos recreativos, humorísticos, re-
ligiosos, científicos, literários, etc. Os almanaques apresentam textos de diferentes gêneros, por exemplo, artigos, contos, crônicas, poesias,
etc. Eles também podem apresentar seções de lazer, como cruzadinhas, caça-palavras e jogos. As seções relacionadas ao lazer são elabora-
Text 2 das levando em consideração o público-alvo do alma-
naque. Pergunte aos alunos se conhecem e costumam
ler almanaques, quais preferem e quais assuntos mais
6 Skim the text below and answer: it was extracted from... despertam a atenção deles.
X an almanac. a comic book.
Elephants get the point!

Elephants can understand the human gesture of pointing without being trained to
do so, reported a team of researchers in 2013. That finding surprised many zoologists
(scientists who study animals). It’s long been known that domesticated animals, such as
dogs, cats, horses, and even goats, can understand pointing and other human cues. But
nondomesticated species of animals – including humans’ closest relatives, great apes and
chimps – have always failed the pointing test.
For this latest study, researchers tested 11 African elephants that regularly gave rides to
tourists in the African country of Zimbabwe. None of the elephants had previously been
trained to understand human gestures.
For the test, the researchers hid a snack in one of two containers. Then, in full view of
each elephant, they silently pointed to the container with the food in it. The elephants went
to the correct container more than two-thirds of the time. That’s almost as often as 1-year-
old human babies do when given a similar test!
Why do African elephants understand human pointing? The researchers think it’s
because the elephants already use pointing to communicate among themselves. When a
wild elephant smells the odor of a nearby lion, for example, it will lift its trunk and point the
tip in the direction of the smell to warn other elephants of the danger.
PHOTOCREO Michal Bednarek/Shutterstock
From: Time for Kids Almanac 2015. New York: Time Home Entertainment Inc., 2014. p. 25.
7 There is an important statement in the beginning of the text:
"Elephants can understand the human gesture of pointing without

being trained to do so, reported a team of researchers in 2013."
Why do you think the author of the text published this statement? Personal answer.
7. Espera-se que os alunos concluam que a afirmação no início do texto deixa claro que a informação é baseada em estu-
dos feitos por pesquisadores. A informação é verdadeira e confiável, portanto ratifica o texto.
8 As you can see, the picture of the elephants occupies half of the almanac page. Why?
Discuss with a classmate. Personal answer.
8. Os alunos devem inferir que o texto, quando acompanhado de imagens impactantes, captura a atenção do leitor, desperta
a curiosidade e motiva a leitura. Por isso, os almanaques, em geral, apresentam belas imagens. Se necessário, permita que
consultem dicionários para articular as respostas. TWENTY-THREE 23
9 Check the sentences that are true about elephants.
a. X Most non-domesticated species of animals have failed the pointing test.

b. Apes and chimps have succeeded the pointing test because they are humans’
closest relatives.
c. X African elephants gave rides to tourists.
d. X The researchers also proved that elephants could be as successful as a human
baby when it comes to this test.
e. Even though elephants succeed the pointing test, they do not use this ability to
avoid danger.
f. X The elephants in the picture are in their natural habitat.
10 Let’s write texts to create your own classroom almanac! In pairs, come to an agreement
177 about the topic of your text. Then follow the steps below. 10. Primeiro, os alunos deverão chegar a um
acordo quanto ao tema do texto que vão produ-
Personal answer.
a. Do some research about the topic. zir. Oriente-os a conversar entre si e a tomar decisões planejadas, uma vez
que os textos de um almanaque devem ser baseados em fatos e ser interes-
b. Look for pictures to illustrate your text. Don’t forget that pictures can grab readers’
attention. santes. Há também a possibilidade de criarem textos mais subjetivos como crônicas, contos e poemas. É
importante que os textos sejam de gêneros e/ou temas variados.
c. Write a draft of your text and show it to the teacher.
d. Do all the necessary adjustments and write a final version.
e. Follow your teacher’s instructions to gather all the texts to create the almanac.
10. Reúna todos os textos produzidos e confeccione um almanaque da turma. Não se esqueça de, na capa, dar
destaque ao ano de publicação, pois esse almanaque tem periodicidade estabelecida. Peça a voluntários que
confeccionem capa e contracapa. Disponibilize o almanaque na biblioteca da escola. Se possível, digitalize-o e
publique-o no site ou no blogue da escola ou da turma.
24 TWENTY-FOUR
1. Proponha uma roda de conversa sobre a questão de pessoas com baixa audição ou total-
Tips for life mente surdas. Explique aos alunos que existe uma diferença entre o deficiente auditivo (que
teve uma perda auditiva leve ou moderada) e a pessoa surda (que tem uma perda profunda
ou não ouve nada). Pergunte se eles conhecem pessoas surdas, convivem com uma delas e
se sabem qual é a melhor maneira de se comunicar com essas pessoas.
Questione se já ouviram falar sobre Libras (Língua Brasileira de Sinais) e qual é a importância
Inclusion dessa linguagem para a comunicação dos surdos. Leia o texto abaixo com os alunos, esclarecendo dúvidas de vo-
cabulário pelo contexto ou solicitando que busquem as palavras desconhecidas na seção Glossary, ao final do livro.
Proponha um pequeno debate em duplas sobre as questões abaixo para checar se compreenderam o texto lido.
1 Read the text and discuss the following questions in pairs.
https://www.hearingdogs.org.uk/blog/communicating-with-deaf-person-tips2
7 top tips for communicating with deaf people

1. Always face a deaf person. Make eye contact and keep it while you are talking. Try
not to look away or cover your mouth as many deaf people rely on lip reading to help
them understand you.
2. Check noise and lighting. Turn off or move away from background noise. Make sure
your face is not in shadow and there are no strong lights or sunshine in their eyes.
3. Keep your distance. Stand a meter or two away from the deaf person. This is
important for hearing-aid users, lip-readers and signers.
4. Speak clearly, slowly and steadily. Don’t mumble, shout or exaggerate – it distorts
your lip patterns.
5. Take turns. If there is more than one person in a conversation, take turns to talk.
6. Repeat and re-phrase if necessary. Trying to say the same thing in a different way
might help.
7. Write it down. Don’t be afraid to write or draw to help understanding.
And one of the most important points to remember is to keep trying – even if a deaf
person does not understand what you’re saying the first few times, don’t give up.
Available at: <https://www.hearingdogs.org.uk/blog/communicating-with-deaf-person-tips2/>.

Accessed on: Mar. 12, 2019.
a. Are you or do you know a deaf person? If so, do you usually follow one of these tips?
Personal answer.
b. In your opinion, which tip is the most effective? Why? Personal answer.
Check your
progress
Languages (Body
language, Libras, ASL)
Compounds: some,
any, no
Verb tenses (review)
Listening
Speaking
Reading
Writing
TWENTY-FIVE 25
I Enjoy
2
Unit
Extreme Sports
ck
rsto
utte
/Sh
hko
rus
And
na
Galy
26 TWENTY-SIX
1. Peça aos alunos que observem a imagem e atentem para o esporte retratado
nela. Pergunte se eles conhecem as técnicas para a prática desse esporte, e se
alguém em seu círculo social o pratica. Incentive-os a compartilhar quais esportes
radicais admiram, e liste os nomes na lousa. Eles podem mencionar parkour,
parkour bungee
jumping, snowboarding, BMX racing, hang
1 Look at the picture and answer. gliding, parasailing, etc. Conscientize-os
sobre a importância de utilizar
a. What is the name of this sport? equipamentos de segurança ao
praticar esportes como esses. Para mais informações, consulte
Mountain hiking. o Manual do Professor – parte específica.
b. How is this sport practiced?

Possible answer: People walk long distances up the mountain to reach the top.
2 Read and listen to the dialog. Then act out.

11 Leo: Mom, dad, can I ask you something?
John: Of course, Leo, what is it, son?
Leo: It’s about my summer vacation. Green Tours is offering
some options that include teen mountain hiking, and I
would love to do it.
Liz: I don’t know, Leo.
John: Leo, mountain hiking is dangerous, isn’t it?
Leo: No, it isn’t, dad. The route is carefully planned and
completely safe. There will be a guide with us all the time.
Please, may I go?
John: Only if you get good grades on your next exams and
keep your room tidy.
Leo: OK, dad, I promise!
Liz: Do you need any special safety gear for that?
Leo: I’ll check, mom. I’ll bring you their flyer with all the
information.
John: I’m keeping my fingers crossed that this mountain hiking
goes as planned. Mom and I think hiking is a great life
experience, Leo. OK, you can go!
Leo: Great, thanks! I promise to be responsible and make you
proud of me. I love you!
3 Write T (true) or F (false) according to the dialog.
a. T Leo wants to go mountain hiking on his summer

vacation.
b. F The Green Tours offers rafting.
c. F Liz and John think mountain hiking isn’t a great life
experience.
d. T Leo promised to be responsible.
3. Leia as alternativas com os alunos antes de iniciar a atividade, para que consigam
antecipar o tipo de informação que devem buscar no texto. No momento da corre-
ção, peça a eles que justifiquem suas respostas com frases do diálogo.
TWENTY-SEVEN 27
THINKING AHEAD
1 Answer the following questions. Then talk to your classmates about them. Personal answers.
a. Do you like outdoor sports? Why (not)?
b. Which outdoor sports are popular in your city/town?
c. What do you know about hiking?

2. Pergunte aos alunos o que eles sabem sobre hiking. Ajude-os a confirmar ou perceber que essa é uma atividade que envolve cami-
nhada, lazer e benefícios para a saúde. Pergunte a eles se já praticaram esse tipo de esporte, onde e como foi a experiência. Peça-lhes
que observem o folheto (brochure) e digam a que se refere (turismo). Solicite que, em duplas, leiam as questões do texto e as propostas,
a fim de facilitar a localização das respostas.
2 Read the brochure about hiking and answer.
TOP 5 TRAILS AROUND Q&A

THE WORLD GO H I KING!
LET’S
Q: Why should you accompany hikers
go hiking? so that everyone
1. Queen Charlotte Track, A: Many people can have a great
New Zealand choose hiking for its time and be safe.
physical and mental Q: What other
2. Croagh Patrick Mountain, benefits. It offers a activities are
Ireland great opportunity included?
to connect with A: Many hikers
3. The Grand Canyon, the nature, have often go fishing and
United States
Olga Danylenko/Shutterstock
amazing views camping as well.

4. Kalalau Trail, the United from the mountains
Q: When is the best
and breathe some
States fresh air.
time to go hiking?
A: There are great
5. Cordillera Blanca Trail, Peru Q: Who can go on places to go hiking
hiking trails? all over the world.
ADVEN A: Anyone can Any time can be the
Tarasenko Nataliia/Shutterstock
T
AWAITS URE
Logo: Banco de imagens/ Arruivo da editora

YOU! go hiking, from opportune moment Himalayas, Nepal.
families to to go on this
individuals. Our amazing adventure.
professional guides Just choose a
are prepared to destination!
Visit our agency:

987 Nature Way
Rolling Hills, CA 91234 For wherever your adventures may take you!
Cordillera Blanca Trail, Peru. e-mail: contact@happytrailsagency.com Website: www.happytrailsagency.com
(999) 999-9999
a. What countries offer the best hiking trails?

New Zealand, Ireland, United States and Peru.
b. How does this agency provide safety for hikers?

The agency provides professional guides to accompany hikers.
c. What are the benefits of going hiking?

It brings physical and mental benefits and offers an opportunity to connect with nature, have beautiful views and breathe
some fresh air.
3 Now, discuss with a classmate: was the brochure persuasive? Would you like to go hiking
on any of the trails offered by this agency? Why (not)? Personal answers.
28 TWENTY-EIGHT
A word work
1. Pergunte aos alunos se eles têm interesse em esportes radicais, se praticam ou já praticaram
algum. Peça-lhes que compartilhem seu conhecimento e suas experiências com os colegas. Em
seguida, reproduza o áudio para que leiam e repitam o vocabulário desta página e da seguinte.
1 Listen to some extreme sports and repeat.
12
dcwcreations/Shutterstock
watcher fox/Shutterstock
Jan Nedbal/Shutterstock
kayaking rappelling scuba diving

Panagiotis Lymperopoulos/Shutterstock
SvetlanaSF/Shutterstock
waterskiing hang gliding

homydesign/Shutterstock
Grossinger/Shutterstock
maxpro/Shutterstock
skateboarding surfing mountain biking
02_f011_9HTIng19At: foto de
uma pessoa andando de luge
Kulikov Aleksandr/Shutterstock
de rua.
KYTan/Shutterstock
02_f012_9HTIng19At: foto de
uma pessoa praticando bungee
jumping.
street luging bungee jumping
TWENTY-NINE 29
Mike Shooter/Shutterstock
Gorgev/Shutterstock
windsurfing climbing
Germanskydiver/Shutterstock
Glenn R. Specht-grs photo/Shutterstock
rafting skydiving
2 List the sports from activity 1 in the corresponding columns.

2. Oriente os alunos a ler novamente o nome dos esportes da atividade 1 e a agrupá-los nas modalidades esportivas correspondentes.
Air sports Water sports Land sports
hang gliding kayaking rappelling
skydiving rafting skateboarding
bungee jumping waterskiing mountain biking
scuba diving street luging
surfing climbing
windsurfing
3 In pairs, read the questions and discuss. Personal answers. TIME FOR A
a. What extreme sport is the most exciting in your opinion? GAME
b. Do you practice any sports? Which ones? Let’s play Mime
No Banco de jogos e atividades, no Manual do Professor, “Where are you?”
TO LEARN há sugestões de jogos e atividades extras relacionados ao and Sausage Game!
tema desta unidade, como os jogos 4 e 9 e as atividades 8,
MORE Idol Panel e 11, Search on the internet.
An extreme sport practiced by Brazilians is sandboarding, which consists of gliding over

sand dunes with a board very similar to a snowboard. In Brazil there are wonderful places to
practice this sport. On some beaches in Fortaleza, for example, there are dunes with more
than 10 m in height that allow many radical maneuvers, such as the 360 degree spin, the
helicopter and the backflip.
30 THIRTY
1. Oriente os alunos a observar a imagem e a ler o título do texto. Pergunte o que sabem sobre parkour. Após a conversa, incentive-os a
ler o texto e a compartilhar com a turma se ele apresenta alguma informação nova. Ressalte o fato de que, por ser um esporte radical,
envolve riscos e deve ser sempre realizado com muito cuidado. Em seguida, peça-lhes que observem as palavras destacadas. Se julgar
pertinente, escreva os trechos na lousa, para que todos tenham esse
focus on language 2 registro, e forneça outros exemplos. Na correção, explique aos alunos
que eles vão ver algumas aplicações desses e de outros verbos modais,
que são usados para expressar possibilidade, probabilidade, necessida-
de, pedir permissão, fazer sugestões, etc.
1 Look at the picture and read the text paying attention to the words in bold.
https://wonderopolis.org/wonder/what-is-parkour
What is parkour?
Parkour is a non-competitive sport that involves efficient
movement [...] through an environment, such as city streets, by
Igor Emmerich/Cultura/Getty Images
vaulting, rolling, running, climbing, and jumping on, over or around

obstacles. [...] Although parkour moves may look like dangerous
tricks, the discipline actually discourages reckless behavior [...]
Parkour can be dangerous for amateurs, so you won’t want to
overestimate your abilities when you learn your first moves. [...]
Never try to do something you can’t do comfortably and safely.
Available at: <https://wonderopolis.org/wonder/what-is-parkour>. Accessed on: Mar. 11, 2019.
GRAMMAR
2 What are the verbs in bold being used for?
HELPER
May and can are being used to express possibilities and can't, to express disability.
Go to page 169.
3 Read the chart and add some examples to complete it.
Modal Verbs
Modal Usage Example
Permission (informal) Can they participate in a bodyboarding competition?
Request (informal) Can you help me with my homework, Susan?
Can Ability Personal answer.
Possibility Personal answer.
Permission (formal) May I use your computer, grandpa?

May
Possibility (formal) Personal answer.
Might Possibility (formal) I might start practicing some extreme sports soon.
Request (formal) Could you come to my office later, Ms. Williams?
Could Possibility (formal) My neighbor’s dad could drive us to school.
Ability Could you swim when you were four years old?
Offer Would you like some iced tea?
Would
Invitation Would you like to go to the movies with me next Saturday?
3. Converse com os alunos a respeito de algumas características dos modal verbs: aparecem sempre seguidos de um verbo
principal no infinitivo sem to; não têm particípio, infinitivo ou flexão de pessoa; e não precisam de auxiliar do nas formas
LANGUAGE negativa e interrogativa. Leve-os a concluir, por meio dos exemplos do quadro, que can é usado para pedir ou dar permissão
TIPS informalmente, e para indicar habilidade e possibilidade. Esclareça que, quando se fala de habilidade, emprega-se can em
frases do presente e could em frases do passado; e que, quando se pede permissão e se faz um pedido, may/could são
usados em situações
May and might can be used interchangeably to talk about possibility. Some formais. Explique
a eles que may é
experts believe that might denotes a less possible situation than may. usado em situações
mais formais do que
aquelas em que se emprega could para dar ou pedir permissão, indicar possibilidade ou fazer pedidos; e que se usa would para fazer convites,
ofertas e pedidos. Enfatize, ainda, a diferença entre would e will (indicador de futuro).
THIRTY-ONE 31
4. Peça aos alunos que justifiquem suas respostas, dizendo se o modal verb indica habilidade, possibilidade, solicitação, permissão
formal ou informal.
4 Read the sentences and underline the correct words to complete them.
a. I think you’re hungry. Will/Can/Would you like a tuna sandwich?
b. Ms. Jones, I finished the test. Would/May/Do I go out now?
c. She might/would/do want to learn how to surf.
d. I’m lost. Does/Did/Could you show me the way home?
e. You look tired. Will/Can/Did I help you?
5 Classify the use of modal verbs in ability, permission, possibility, offer, invitation or
request.
a. This orange juice is delicious. Would you like some?
Offer
b. Can I talk to you now, Ms. Rogers?

Permission
c. Jane didn’t come to her windsurfing lesson today. She might have missed the bus.
Possibility
d. I'm going to go surfing this afternoon. Would you like to come too?
Invitation
e. Can you get the surfboard for me, please?

Request (informal)
f. My father can’t drive a motorcycle. He thinks it’s difficult.

Ability
g. Grandma, could you lend me some money for the holidays?

Request (formal)
6 Write four sentences using: can, may, could, would. Then ask a classmate to classify
these sentences into ability, permission, possibility, request, offer or invitation.
1. Personal answers.
2.
3.
4.
32 THIRTY-TWO
7 Look at the comic strip in activity 8 and answer. Then compare your answers with a
classmate.
a. Do you usually read comic strips? Which one is your favorite?
Personal answers.
b. Do you know any of the characters from this comic strip? What are their names?
They are Charlie Brown and his dog, Snoopy.
c. Look briefly at the comic strip, without reading it, and answer: what do you think it is
about? Then read it and check if you were right.
Personal answers.
8 Now, read the comic strip again and answer the following questions.
Peanuts, Charles Schulz © 1985 Peanuts
Worldwide LLC./Dist. by Andrews
McMeel Syndication
a. What meal is Charlie Brown bringing Snoopy? What word from the text confirms that?
He is bringing him supper. The word “Suppertime” confirms that.
b. What is Charlie Brown’s intention in asking “It looks pretty good, doesn’t it?”?
He wanted Snoopy to confirm his opinion about the appearance of the food.
c. Does Snoopy agree with Charlie Brown’s opinion about the food?
No, he doesn’t.
d. What does Snoopy really think of the food?
He thinks the food looked better from a distance.
9 It’s possible to say that in “Looks pretty good, doesn’t it?” there is the following sentence
10. Pergunte aos alunos o que já sabem a respeito de
structure: tag questions (ou question tags). Faça uma breve revisão
do assunto para ajudá-los a concluir que são pequenas
a. X Positive sentence + negative tag question perguntas de confirmação, sempre na forma contracta,
acrescentadas às frases. Quando a frase está na forma
afirmativa, a tag question é negativa, e vice-versa.
b. Negative sentence + positive tag question Comente que não existe forma negativa contracta relativa
à primeira pessoa do singular do verbo to be no tempo
presente, portanto, nesses casos, emprega-se aren’t I?.
10 If Snoopy added a tag question in his answer to Charlie Brown, how would the sentence be?
“Actually, it looked better from a distance, didn’t it?”
THIRTY-THREE 33
11 Read and complete the gaps. Then match the sentences to the tag questions.
Tag Questions
I am late, aren’t I?
We will go to the motocross exhibition, won’t we?
She loves windsurfing, doesn’t she?
You can surf, can’t you?
You could help me with this surfboard, couldn’t you?
He can’t win the kayaking contest, can he?
They didn’t buy the tickets for the game, did they?
She doesn’t like rock climbing, does she?

He won’t go to the beach, will he?
a. You won’t go rappelling, f doesn’t he?

b. Peter wasn’t at home yesterday, g did they?
c. My sister will go to the art exhibition, b was he?
d. The boys are going to school, e can’t you?
e. You can go waterskiing, c won’t she?
f. John rides his bicycle every Saturday, d aren’t they?
g. The Browns didn’t move to Texas, a will you?
12 Create sentences according to the tag questions given. Follow the example.
a. They were practicing rappel, weren’t they? Personal answers.
b. , aren’t I?
c. , don’t you?
d. , was she?
e. , does it?
GRAMMAR
f. , couldn’t you? HELPER
Go to page 170.
g. , didn’t we?
34 THIRTY-FOUR
listen and speak
1 You are going to listen to an advertisement of Xtreme Adventure Camp. Based on what you
know about summer or adventure camps and advertisements, answer these questions in pairs.
Personal answers.
a. Who usually goes to summer or adventure camps?
Possible answer: Kids and teens.
b. What activities would you expect to find in adventure camps?
Possible answers: Rafting, rock climbing, hiking, kayaking etc.
c. What’s the main objective of an advertisement? What pieces of information do you
expect to hear in this audio? Espera-se que os alunos respondam que o principal objetivo de um anúncio publi-
citário é vender algum produto ou serviço e que, em geral, além de apresentar o
produto, os anunciantes tentam convencer o público a comprá-lo.
2 Listen and check the option that indicates who speaks in the audio.
2. Os alunos devem ouvir o áudio uma ou duas vezes apenas para identificar quem são os falantes no anúncio. Consulte o
13
a. Monitors and parents of children who went to the camp. CD script no Manual do
Professor.
b. Children and teens who want to visit the camp.
c. X Camp monitors and teens who usually go to the camp.
3. Os alunos ouvirão apenas a primeira parte do áudio, para que se acostumem a localizar as informações em trechos mais longos.
3 Listen to the first part of the audio and answer these questions. Then compare your
14 answers with a classmate. Oriente-os a responder às perguntas e a comparar as respostas em duplas antes da cor-
reção com o grupo todo.
a. How long does Xtreme Adventure Camp provide its services? For over 20 years.
b. How many teens visited the camp during this time? Thousands of teens.
c. Where are these teens usually from? They’re from all over the world.
4 Listen again and check the activities offered by the camp.

15
a.
Jordi C/Shutterstock
b.
E+/Getty Images
X
X
kayaking raft building
c.
Joerg Steber/Shutterstock
d.
61vladimir/Shutterstock
river crossing waterskiing

4. Peça aos alunos que observem as imagens e o nome das atividades. Em seguida, reproduza o áudio uma ou duas
vezes para que eles assinalem os itens que ouvirem, e depois uma última vez para que confiram as respostas.
THIRTY-FIVE 35
5. Primeiro, leia com os alunos os itens para que saibam a quais informações devem prestar mais atenção. Em seguida, reproduza o
áudio, de modo que eles possam tomar notas enquanto ouvem. Pode-se reproduzir esse trecho uma ou duas vezes por inteiro e mais
uma vez fazendo pausas para que os alunos tenham tempo de escrever as respostas. Oriente-os a comparar as respostas em duplas
5 Listen to the second part of the audio and complete the items with the correct antes da corre-
ção final.
16 information.
a. Time of the year the camp is open: The entire year.
b. How long you can stay in the camp: A day, a week or the whole school vacation.
c. Girl’s nationality: Brazilian.
d. Nationality of the people she met at the camp: Spanish, South African, Japanese, Russian.
e. The most important thing for the people working there: Safety.
f. What you have to do to get more information about the camp: Access their website.
6 In pairs, talk about the advertisement and share your opinion about the camp and its
activities. Here you find some suggestions, but you may include other topics for discussion.
6. Enquanto os alunos conversam, circule pela sala e auxilie-os no que for necessário. Se julgar pertinente, escreva na lousa al-
• advertisement/persuasive • activities you would include or exclude
• you/want to visit the camp • other: Personal answer.
• activities you like and dislike gumas estruturas que podem ajudá-los a dar sua opinião, como: In my opinion...,
I believe..., I really think that..., I guess..., To be honest…, etc.
1. Nesta unidade, iniciaremos um estudo dos sons das vogais e seus contrastes. Geralmente, a
diferença entre os sons /i:/ e /I/ não é percebida pelos alunos, pois, em português, existe apenas
PRONUNCIATION um som para a letra I. É necessário, portanto, apresentar a eles essa diferença, dizendo que o som
CORNER /i:/ é longo e é pronunciado com os lábios esticados (sleep), e o som /I/ é curto e pronunciado sem
esticar os lábios (slip). A pronúncia alinhada desses sons é importante porque, se mal pronunciados,
podem evidenciar outra palavra. Anote na lousa alguns exemplos para
1 Listen and act out the jazz chant. que percebam a distinção entre /i:/ e /I/: feet-fit, sheep-ship, seat-sit,
eat-it, seek-sick, bean-bin etc.
17 I don’t like a bit this old beat. I don’t like to drink hot tea,
I don’t like to sit on this old seat. I don’t like the bzzzz of bees.
I don’t like to eat a bit of this leek. I don’t like to feel pain in my knees.
I think like a teen, that’s what I’d like to be like a teen, that’s what
I mean. I mean.
2 Listen and practice the words.
18
bit – beat sick – seek fit – feet sit – seat slip – sleep fill – feel
3. Comente com os alunos

3 Match the pairs. Choose some of the words from the box. que chamamos de minimal
pairs palavras que possuem uma única distinção fonética levando à pronúncia equivocada desses pares.
heat deep peace leap peek sheep keep seen feet beat seek dip
a. kip: keep d. fit: feet
b. lip: leap e. dip: deep
c. ship: sheep f. hit: heat
36 THIRTY-SIX
READ AND WRITE
Text 1
1 Read the title and look at the pictures below. What is the text about?
Team sports. X Exciting and dangerous sports.
2 Read the excerpt of the article below and answer the following questions in your notebook.
www.lonelyplanet.com/travel-tips-and-articles/20-unmissable-extreme-sports-and-where-to-try-them/40625
20 unmissable extreme sports 2. Comente com os alunos que aqui

eles estudarão parte do texto. O texto
completo contém 20 esportes e neste
(and where to try them) trecho eles estudarão apenas cinco.
Ready to feel your pulse racing? From zorbing to volcano boarding, we’ve
rounded up 20 adrenaline-packed but accessible activities to tick off your
bucket list – and the most stunning destinations to try them in.
PixieMe/Shutterstock
Volcano boarding
The gist: pioneered by an Australian traveller in León,
Nicaragua, volcano boarding is the art of zooming down
the face of an active volcano on a reinforced plywood
toboggan. Using your heels to brake and steer, it’s possible
to clock speeds of up to 90km/h. That’s after you’ve hiked
up the volcano, of course.
Downhill mountain biking

The gist: using full-suspension bikes designed to float over
Giles Clarke/Getty Images
rocks and tree roots, ‘DH’ bikers race down steep inclines
peppered with obstacles.
Where to try it: DH biking Bolivia’s so-called Death
Road is one of the nation’s most popular backpacker
activities. Somewhat safer is Whistler Bike Park (bike.
whistlerblackcomb.com) in Canada, at which winter ski
runs morph into summer biking tracks.
Freshwater cave diving

Don Couch/Barcroft Media/Getty Images
The gist: ocean scuba is extreme enough for some,

but descending into a hole in the earth to explore a
submerged cave system is next-level stuff. Stalactites are
usually the big draw.
Where to try it: Mexico’s Yucatán Peninsula has the world’s
largest concentration of cenotes (sinkholes). Fringed by lush
jungle, its crystal-clear turquoise pools are idyllic.
THIRTY-SEVEN 37
Leo Mason/Popperfoto/Getty Images
Heli-skiing or boarding
The gist: using a whirlybird to access untouched
terrain, heli-skiing is quite technical, and you’ll get
more bang (or in this case, powder) for your buck
if you’re an advanced skier or snowboarder.
Where to try it: widely banned in Europe, heli-
skiing is popular in North America and New
Zealand. Alaska’s Chugach Mountains boast some
of the world’s deepest, softest powder.
[...]
Canyoning
The gist: also known as canyoneering and river trekking,
arenysam/Shutterstock
this sport encourages participants to use a variety of

techniques including climbing and rappelling to traverse
scenic canyons.
Where to try it: canyoning is traditionally performed
on a mountain with flowing water – there are plenty in
Germany, France, Ecuador, Colombia and Norway.
[...]
Available at: <www.lonelyplanet.com/travel-tips-and-articles/20-unmissable-extreme-sports-and-

where-to-try-them/40625c8c-8a11-5710-a052-1479d277bd61>. Accessed on: Mar. 12, 2019.
a. How fast can a person go down the face of a volcano when practicing volcano
boarding? Up to 90 km/h.
b. Which countries seem to be the best options when it comes to downhill
mountain biking? Bolivia and Canada.
c. Why is exploring a submerged cave system a next-level stuff?
Possible answer: Probably because it is harder and more challenging than ocean scuba.
d. Which extreme sport gives the chance to jump from a helicopter? Heli-skiing or boarding.
e. What are the techniques you can use to practice canyoning? Climbing and rappelling.
f. Would you practice any of these extreme sports? Why (not)? Personal answer.
g. In your opinion, would life be boring if there was no adventure? Why? Personal answers.
3 The original article mentions 20 extreme sports. Check the ones that, in your opinion, are
part of the article. Then discuss your answers with a classmate. Personal answers.
DarioZg/Shutterstock
The World Traveller/Shutterstock
Mauricio Graiki/Shutterstock
X X
zorbing skydiving long jump

3. É importante que os alunos percebam as atividades que mais se encaixam ao contexto apresentado no artigo (extreme and
adrenaline-packed sports) e saibam explicar o motivo de suas respostas.
38 THIRTY-EIGHT
Text 2
4 Look at the three comic strips below and check what you can find in all of them.
a. routine actions c. X different weather conditions

b. X camping activities d. X the name of Jon's pets
5 Read the comic strips and check what you can infer from them.
1.
Garfield, Jim Davis © 1989 Paws, Inc. All Rights Reserved/

Dist. by Andrews McMeel Syndication
2.
Garfield, Jim Davis © 1989 Paws, Inc. All Rights Reserved/

Dist. by Andrews McMeel Syndication
3.
© 1989 Jim Davis/Paws, Inc. All Rights Reserved/ Dist. by

Andrews McMeel Syndication
a. Jon, Odie and Garfield love camping.

b. X Jon is excited about camping.
c. Odie is a lazy dog.
d. X Garfield prefers staying home instead of going camping.
e. Garfield and Odie love rainy days.
THIRTY-NINE 39
7b. Os alunos deverão perceber que, nas três tirinhas, há quebra de expectativa do leitor e é justamente no terceiro quadro que reside
a comicidade da tira. Se necessário, permita que consultem o dicionário para formular suas respostas.
6 Considering that the term “Sahib”, used by some people in India, refers to a man in
position of authority, what can you say about Garfield personality?
Possible answer: Garfield is ironic. Espera-se que os alunos observem que Jon é dono de Garfield e que o gato, ao se dirigir
a ele dessa forma, usa de ironia.

7a. Informe aos alunos que as tiras são uma versão mais curta das histórias em quadri-
nhos. Não existe uma quantidade fixa de quadrinhos em uma tirinha, mas são poucos
e ficam geralmente em torno de três a cinco quadros. Assim, o humor se dá de forma
mais contundente e rápida. As tiras são muito comuns em jornais e revistas on-line
7 Answer the questions below. ou físicas. Também podem ser encontradas na
última página de gibis.
a. How many panels are there in each comic strip?
There are three panels in each comic strip.
b. Look at the third panel of the comic strips. What do they have in common?
Possible answer: The humor of the comic strips is in their last panel.
c. Which is predominant in comic strips: verbal or non-verbal texts?

Non-verbal texts. Diga aos alunos que há tirinhas que não apresentam texto verbal algum, mas apenas imagens.
d. Why are Garfield's and Odie's speech bubbles different from Jon's?
Possible answer: Garfield and Odie have thought bubbles because they are animals and can't speak.
8 Let’s create comic strips! In pairs, think of characters, and of short and funny stories you'd
179 like to illustrate. Then follow the steps below to create three different comic strips.
7d. Ressalte que, além dos balões de fala e de pensamento, existem diferentes designs
a. Reflect on the questions: que remetem a gritos, raiva, sussurros, voz eletrônica, fala estridente, etc.
8. Antes da produção, oriente os alu-
• How many panels will you create for your comic strips? nos a providenciar lápis de cor e folhas
de papel-cartão ou sulfite, além de
• What will the design of the speech bubbles be? dicionários, para auxiliá-los na elabora-
ção dos textos. Caso não seja possível
• Will non-verbal texts be predominant in the comic strips? publicar no site da escola, espalhe as
tirinhas pelas paredes da sala de aula e
• Which panel will present humor? proponha uma votação das três produ-
ções mais divertidas.
b. Write a draft of your comic strips and produce all the drawings.
c. Show them to the teacher and ask for correction.
d. Write and draw the final versions.
e. Publish them in the school website or blog.
40 FORTY
1. Antes de iniciar a atividade 1, promova uma conversa com os alunos perguntando a eles: What do
you know about safety in sports? e What kind of accidents do safety equipments or measures help to
prevent?. Após a conversa, peça aos alunos que, em duplas, leiam as dicas de segurança extraídas
de um pôster, infiram o significado das palavras desconhecidas e discutam sobre a importância de
Tips for life cada uma das dicas apresentadas.
Pergunte aos alunos se já praticaram algum esporte radical e quais seriam as medidas
de segurança necessárias para a prática desse esporte. Leia o texto em voz alta, escla-
recendo o vocabulário e discutindo os tópicos com os alunos.
Safety in extreme sports
1 Read the text about extreme sport safety and discuss the tips with a classmate.
https://www.defibshop.co.uk/blog/defibshop-news/extreme-safety-health-extreme-sport/
Extreme sports are fun to watch, and even more fun to take part in. But they also come with
extra risks [...] the risk of serious injury is higher and those taking part must take extra care:
• Don’t go out alone: Since the chance of injury in extreme sports is high, [...] it will be
much easier to get help if there are people around you. [...]
• Bring the right equipment: Don’t cut corners – Helmets, goggles, gloves and padding
were all created for specific purposes [...]
• Know your limits: Watching extreme sports on TV and taking part in them yourself are
two very different things. [...] You should refrain from attempting them without proper
coaching and practice. [...]
• Watch the weather: Make sure you always check weather reports before you set out,
and avoid heading out if the weather looks bad.
Available at: <https://www.defibshop.co.uk/blog/defibshop-news/extreme-safety-health-extreme-sport/>.

Accessed on: Mar. 18, 2019.
2 What to do in an emergency situation? Check the appropriate sentences.
a. X Make sure you are out of danger. 2. Peça aos alunos que marquem as alternativas que se referem às
medidas que devem ser tomadas em caso de emergência.
b. Walk to the closest shelter.
c. X Call the emergency service (in Brasil, 192 for an ambulance or 193 for the
firefighters). 3. Organize os alunos em grupos. Cada grupo deve criar um cartaz com imagens e legendas sobre
determinado esporte radical e um ou mais itens de segurança apresentados no texto. Podem tam-
bém fazer pesquisas e acrescentar outras informa-
d. X If there’s a victim, check his or her responses. ções. Ao final, proponha uma exposição dos cartazes
na escola.
3 In groups, make a poster about safety in extreme sports. Then present it to the class.
Check your
progress
Extreme sports
Modal Verbs (can/could/
may/might/would)
Tag Questions
Listening
Speaking
Reading
Writing
FORTY-ONE 41
A seção Review foi elaborada para reforçar o conteúdo estudado nas unidades. Aproveite este momento
para esclarecer possíveis dúvidas dos alunos quanto a vocabulário e estruturas.
REview
Units 1 and 2
1. Oriente os alunos a ler as frases atentamente, buscando inferir seu significado pelo contex-
to, antes de completá-las com a forma adequada dos verbos nos parênteses. Se a atividade for
realizada na sala de aula, organize os alunos em duplas.
1 Complete the gaps with the correct verb form.
a. John went to the hospital last night because he had a cold. (go/have)
b. My mother is playing the piano right now. (play)
c. We are going to move to a new and bigger house next year. (move)
d. Julia was in her bedroom when her father arrived home. (be/arrive)
e. My sister will buy a new dress because she is going to the school
dance next week. (buy/go)
f. My brother cleans his bedroom once a week. (clean)
g. While I was texting my friend, my mother called me. (text/call)
2 Read the sentences and check the correct question tags.
a. Your grandparents live in Fortaleza, ?

aren’t they X don’t they
b. Your parents had dinner at the new Chinese restaurant downtown, ?

weren’t they X didn’t they
c. Thomas isn’t from Canada, ?

X is he doesn’t he
d. Paula can’t swim very well, ?

could she X can she
e. Grandpa didn’t buy a new car, ?

X did he doesn’t he
f. Charlie, won't go to the concert, ?

did he X will he
42 FORTY-TWO
3 Label the pictures. Then complete the sentences with your personal information.
a. c. e.
Charles Shapiro/Shutterstock
Ipatov/Shutterstock
Jorge A. Russell/Shutterstock
snowboarding surfing skateboarding
maxpro/Shutterstock
Mauricio Graiki/Shutterstock
Tetiana Tuchyk/Shutterstock
b. d. f.
mountain biking skydiving hang gliding
Personal answers.
a. My favorite extreme sport is .
b. I’d love to practice .
c. I’d never practice because .
d. In my opinion, is the most dangerous extreme sport.
e. I think is the least dangerous extreme sport.
4. Peça aos alunos que leiam as frases antes de completá-

4 Fill in the gaps with the appropriate modal verbs. -las. Oriente-os a levar em conta os usos dos modal verbs
indicados nos parênteses e os contextos formais e infor-
mais em que eles são aplicados.
a. Mom, I am not sure, but I think Emily can come home tomorrow. (possibility)
b. That Math problem was so difficult that even the teacher couldn’t solve it. (ability)
c. William, would you like some cake with your coffee? (offer)
d. Teacher, may/can I go to the nurse’s office? My stomach hurts. (permission)
e. Hey, Daniel, can I use your cell phone to call my mom? Mine is dead.
(permission)
f. Mr. Roberts, you may/might wait inside the office. (possibility/permission)
g. Bethany, would you like to go to the Lady Gaga’s concert with me? (invitation)
h. Good morning, Ms. Davis! Could you confirm that you received my e-mail? (request)
FORTY-THREE 43
Another random document with
no related content on Scribd:
MAÎTRE D’HÔTEL SAUCE MAIGRE,[56] OR WITHOUT GRAVY.
56. Maigre, made without meat.
Substitute half a pint of good melted butter for the gravy, and add
to it the same seasonings as above. A double quantity of these
sauces will be needed when they are required to cover a large fish;
in that case they should be thick enough to adhere to it well. Melted
butter, 1/2 pint; seasoning of salt and pepper, or cayenne; minced
parsley, 2 to 3 teaspoonsful; juice, 1 small lemon.
For Cold Maître d’Hôtel Sauce, see Chapter VI.
THE LADY’S SAUCE.
(For Fish.)
Pound to a very smooth paste the inside coral of a lobster with a
small slice of butter, and some cayenne; rub it through a hair-sieve,
gather it together, and mix it very smoothly with from half to three-
quarters of a pint of sauce tournée or of cream fish-sauce, previously
well seasoned with cayenne and salt, and moderately with pounded
mace; bring it to the point of boiling only; stir in quickly, but gradually,
a tablespoonful of strained lemon-juice, and serve it very hot. When
neither cream nor gravy is at hand, substitute rich melted butter
mixed with a dessertspoonful or two of essence of anchovies, and
well seasoned. The fine colour of the coral will be destroyed by
boiling. This sauce, which the French call Sauce à l’Aurore, may be
served with brill, boiled soles, gray mullet, and some few other kinds
of fish: it is quickly made when the lobster butter of Chapter VI. is in
the house.
Coral of lobster, pounded; cream sauce, or sauce tournée
(thickened pale veal gravy), 1/2 to 3/4 pint; lemon-juice, 1
tablespoonful; salt, cayenne, and mace, as needed. Or: rich melted
butter, instead of other sauce; essence of anchovies, 2
dessertspoonsful; other seasoning, as above.
Obs.—The proportion of spices here must, of course, depend on
the flavouring which the gravy or sauce may already have received.
GENEVESE SAUCE, OR SAUCE GÉNÉVOISE.
Cut into dice three ounces of the lean of a well-flavoured ham, and
put them with half a small carrot, four cloves, a blade of mace, two or
three very small sprigs of lemon thyme and of parsley, and rather
more than an ounce of butter, into a stewpan; just simmer them from
three-quarters of an hour to a whole hour, then stir in a teaspoonful
of flour; continue the slow stewing for about five minutes, and pour in
by degrees a pint of good boiling veal gravy, and let the sauce again
simmer softly for nearly an hour. Strain it off, heat it in a clean
saucepan, and when it boils, stir in a wineglassful and a half of good
sherry or Madeira, two tablespoonsful of lemon-juice, some cayenne,
a little salt if needed, and a small tablespoonful of flour very smoothly
mixed with two ounces of butter. Give the whole a boil after the
thickening is added, pour a portion of the sauce over the fish (it is
served principally with salmon and trout), and send the remainder
very hot to table in a tureen.
Lean of ham, 3 oz.; 1/2 small carrot; 4 to 6 cloves; mace, 1 large
blade; thyme and parsley, 3 or 4 small sprigs of each; butter, 1 to 1-
1/2 oz.: 50 to 60 minutes. Veal gravy, 1 pint: 3/4 to 1 hour. Sherry or
Madeira, 1-1/2 glassful; lemon-juice, 2 tablespoonsful; seasoning of
cayenne and salt; flour, 1 tablespoonful; butter, 2 oz.: 1 minute.
Obs.—A teaspoonful or more of essence of anchovies is usually
added to the sauce, though it is scarcely required.
SAUCE ROBERT.
Cut four or five large onions into small dice, and brown them in a
stewpan, with three ounces of butter and a dessertspoonful of flour.
When of a deep yellow brown, pour to them half a pint of beef or of
veal gravy, and let them simmer for fifteen minutes; skim the sauce,
add a seasoning of salt and pepper, and at the moment of serving,
mix a dessertspoonful of made mustard with it.
Large onions, 4 or 5; butter, 3 oz.; flour, dessertspoonful; 10 to 15
minutes. Gravy, 1/2 pint: 15 minutes. Mustard, dessertspoonful.
SAUCE PIQUANTE.
Brown lightly in an ounce and a half of butter a tablespoonful of

minced eschalots or three of onions; add a teaspoonful of flour when
they are partially done; pour to them half a pint of gravy or of good
broth, and when it boils add three chilies, a bay-leaf, and a very
small bunch of thyme. Let these simmer for twenty minutes; take out
the thyme and bay-leaf, add a high seasoning of black pepper, and
half a wineglassful of the best vinegar. A quarter of a teaspoonful of
cayenne may be substituted for the chilies.
Eschalots, 1 tablespoonful, or three of onions; flour, 1 teaspoonful;
butter, 1-1/2 oz.: 10 to 15 minutes. Gravy or broth, 1/2 pint; chilies, 3;
bay-leaf; thyme, small bunch: 20 minutes. Pepper, plenty; vinegar,
1/2 wineglassful.
EXCELLENT HORSERADISH SAUCE.
(To serve hot or cold with roast beef.)

Wash and wipe a stick of young horseradish, scrape off the outer
skin, grate it as small as possible on a fine grater, then with two
ounces (or a couple of large tablespoonsful) of it mix a small
teaspoonful of salt and four tablespoonsful of good cream; stir in
briskly, and by degrees, three dessertspoonsful of vinegar, one of
which should be chili vinegar when the horseradish is mild. To heat
the sauce, put it into a small and delicately clean saucepan, hold it
over, but do not place it upon the fire, and stir it without intermission
until it is near the point of simmering; but do not allow it to boil, or it
will curdle instantly.
Horseradish pulp, 2 oz. (or 2 large tablespoonsful); salt, 1
teaspoonful; good cream, 4 tablespoonsful; vinegar, 3
dessertspoonsful (of which one should be chili when the root is mild).
Obs.—Common English salad-mixture is often added to the grated
horseradish when the sauce is to be served cold.
HOT HORSERADISH SAUCE.
(To serve with boiled or stewed meat or fish.)

Mix three ounces of young tender grated horseradish with half a
pint of good brown gravy, and let it stand by the side of the fire until it
is on the point of boiling; add salt if required, a teaspoonful of made
mustard, and a dessertspoonful of garlic or of eschalot vinegar; or
the same quantity of chili vinegar, or twice as much common vinegar.
Some cooks stew the horseradish in vinegar for ten minutes, and,
after having drained it from this, mix it with nearly half a pint of thick
melted butter.
Horseradish, grated, 3 oz.; brown gravy, 1/2 pint; made mustard, 1
teaspoonful; eschalot or garlic vinegar, 1 dessertspoonful (or chili
vinegar, the same quantity, or common vinegar twice as much).
CHRISTOPHER NORTH’S OWN SAUCE FOR MANY MEATS.
Throw into a small basin a heaped saltspoonful of good cayenne

pepper, in very fine powder, and half the quantity of salt;[57] add a
small dessertspoonful of well-refined, pounded, and sifted sugar; mix
these thoroughly; then pour in a tablespoonful of the strained juice of
a fresh lemon, two of Harvey’s sauce, a teaspoonful of the very best
mushroom catsup (or of cavice), and a small wineglassful of port
wine. Heat the sauce by placing the basin in a saucepan of boiling
water, or turn it into a jar, and place this in the water. Serve it directly
it is ready with geese or ducks, tame or wild; roast pork, venison,
fawn, a grilled blade-bone, or any other broil. A slight flavour of garlic
or eschalot vinegar may be given to it at pleasure. Some persons eat
it with fish. It is good cold; and, if bottled directly it is made, may be
stored for several days. It is the better for being mixed some hours
before it is served. The proportion of cayenne may be doubled when
a very pungent sauce is desired.
57. Characteristically, the salt of this sauce ought, perhaps, to prevail more
strongly over the sugar, but it will be found for most tastes sufficiently piquant
as it is.
Good cayenne pepper in fine powder, 1 heaped saltspoonful; salt,

half as much; pounded sugar, 1 small dessertspoonful; strained
lemon-juice, 1 tablespoonful; Harvey’s sauce, 2 tablespoonsful; best
mushroom catsup (or cavice), 1 teaspoonful; port wine, 3
tablespoonsful, or small wineglassful. (Little eschalot, or garlic
vinegar at pleasure.)
Obs.—This sauce is exceedingly good mixed with the brown gravy
of a hash or stew, or with that which is served with game or other
dishes.
GOOSEBERRY SAUCE FOR MACKEREL.
Cut the stalks and tops from half to a whole pint of quite young
gooseberries, wash them well, just cover them with cold water, and
boil them very gently indeed, until they are tender; drain and mix
them with a small quantity of melted butter, made with rather less
flour than usual. Some eaters prefer the mashed gooseberries
without any addition; others like that of a little ginger. The best way of
making this sauce is to turn the gooseberries into a hair-sieve to
drain, then to press them through it with a wooden spoon, and to stir
them in a clean stewpan or saucepan over the fire with from half to a
whole teaspoonful of sugar, just to soften their extreme acidity, and a
bit of fresh butter about the size of a walnut. When the fruit is not
passed through the sieve it is an improvement to seed it.
COMMON SORREL SAUCE.
Strip from the stalks and the large fibres, from one to a couple of
quarts of freshly-gathered sorrel; wash it very clean, and put it into a
well-tinned stewpan or saucepan (or into an enamelled one, which
would be far better), without any water; add to it a small slice of good
butter, some pepper and salt, and stew it gently, keeping it well
stirred until it is exceedingly tender, that it may not burn; then drain it
on a sieve, or press the liquid well from it; chop it as fine as possible,
and boil it again for a few minutes with a spoonful or two of gravy, or
the same quantity of cream or milk, mixed with a half-teaspoonful of
flour, or with only a fresh slice of good butter. The beaten yolk of an
egg or two stirred in just as the sorrel is taken from the fire will soften
the sauce greatly, and a saltspoonful of pounded sugar will also be
an improvement.
ASPARAGUS SAUCE, FOR LAMB CUTLETS.
Green cut the tender points of some young asparagus into half-
inch lengths, or into the size of peas only; wash them well, then drain
and throw them into plenty of boiling salt and water. When they are
quite tender, which may be in from ten to fifteen minutes, turn them
into a hot strainer and drain the water thoroughly from them; put
them, at the instant of serving, into half a pint of thickened veal gravy
(see sauce tournée, page 106), mixed with the yolks of a couple of
eggs, and well seasoned with salt and cayenne, or white pepper, or
into an equal quantity of good melted butter: add to this last a
squeeze of lemon-juice. The asparagus will become yellow if
reboiled, or if left long in the sauce before it is served.
Asparagus points, 1/2 pint: boiled 10 to 15 minutes, longer if not
quite tender. Thickened veal gravy, 1/2 pint; yolks of eggs, 2. Or:
good melted butter, 1/2 pint; lemon-juice, small dessertspoonful,
seasoning of salt and white pepper.
CAPER SAUCE.
Stir into the third of a pint of good melted butter from three to four
dessertspoonsful of capers; add a little of the vinegar, and dish the
sauce as soon as it boils. Keep it stirred after the berries are added:
part of them may be minced and a little chill vinegar substituted for
their own. Pickled nasturtiums make a very good sauce, and their
flavour is sometimes preferred to that of the capers. For a large joint,
increase the quantity of butter to half a pint.
Melted butter, third of pint; capers, 3 to 4 dessertspoonsful.
BROWN CAPER SAUCE.
Thicken half a pint of good veal or beef gravy as directed for sauce
tournée, and add to it two tablespoonsful of capers, and a
dessertspoonful of the pickle liquor, or of chili vinegar, with some
cayenne if the former be used, and a proper seasoning of salt.
Thickened veal, or beef gravy, 1/2 pint; capers, 2 tablespoonsful;
caper liquor or chili vinegar, 1 dessertspoonful.
CAPER SAUCE FOR FISH.
To nearly half a pint of very rich melted butter add six spoonsful of
strong veal gravy or jelly, a tablespoonful of essence of anchovies,
and some chili vinegar or cayenne, and from two to three
tablespoonsful of capers. When there is no gravy at hand substitute
a half wineglassful of mushroom catsup, or of Harvey’s sauce;
though these deepen the colour more than is desirable.
COMMON CUCUMBER SAUCE.
Pare, slice, dust slightly with pepper and with flour, two or three
young cucumbers, and fry them a fine brown in a little butter, or
dissolve an ounce and a half in a small stewpan or iron saucepan,
and shake them in it over a brisk fire from twelve to fifteen minutes;
pour to them by degrees nearly half a pint of strong beef broth, or of
brown gravy; add salt, and more pepper if required; stew the whole
for five minutes, and send the sauce very hot to table. A minced
onion may be browned with the cucumbers when it is liked, and a
spoonful of vinegar added to them before they are served.
Cucumbers, 2 or 3; butter, 1-1/2 oz.; broth or gravy, nearly 1/2 pint;
salt, pepper.
ANOTHER COMMON SAUCE OF CUCUMBERS.
Cucumbers which have the fewest seeds are best for this sauce.
Pare and slice two or three, should they be small, and put them into
a saucepan, in which two ounces, or rather more, of butter have
been dissolved, and are beginning to boil; place them high over the
fire, that they may stew as softly as possible, without taking colour,
for three-quarters of an hour, or longer should they require it; add to
them a good seasoning of white pepper and some salt, when they
are half done; and just before they are served stir to them half a
teaspoonful of flour, mixed with a morsel of butter; strew in some
minced parsley, give it a boil, and finish with a spoonful of good
vinegar.
WHITE CUCUMBER SAUCE.
Quarter some young quickly-grown cucumbers, without many

seeds in them; empty them of these, and take off the rinds. Cut them
into inch lengths, and boil them from fifteen to eighteen minutes in
salt and water; press the water from them with the back of a spoon,
and work them through a sieve; mix them with a few spoonsful of
béchamel, or thick white sauce; do not let them boil again, but serve
them very hot. A sauce of better flavour is made by boiling the
cucumbers in veal gravy well seasoned, and stirring in the beaten
yolks of two or three eggs, and a little chili vinegar or lemon-juice, at
the instant of serving. Another also of cucumbers sliced, and stewed
in butter, but without being at all browned, and then boiled in pale
veal gravy, which must be thickened with rich cream, is excellent. A
morsel of sugar improves this sauce.
Cucumbers, 3: 15 to 18 minutes. White sauce, 1/4 pint.
WHITE MUSHROOM SAUCE.
Cut off the stems closely from half a pint of small button
mushrooms; clean them with a little salt and a bit of flannel, and
throw them into cold water, slightly salted, as they are done; drain
them well, or dry them in a soft cloth, and throw them into half a pint
of boiling béchamel (see page 108), or of white sauce made with
very fresh milk, or thin cream, thickened with a tablespoonful of flour
and two ounces of butter. Simmer the mushrooms from ten to twenty
minutes, or until they are quite tender, and dish the sauce, which
should be properly seasoned with salt, mace, and cayenne.
Mushrooms, 1/2 pint; white sauce, 1/2 pint; seasoning of salt,
mace, and cayenne: 10 minutes.
ANOTHER MUSHROOM SAUCE.
Prepare from half to a whole pint of very small mushroom-buttons

with great nicety, and throw them into an equal quantity of sauce
tournée; when they are tender add a few spoonsful of rich cream,
give the whole a boil, and serve it. Either of these sauces may be
sent to table with boiled poultry, breast of veal, or veal cutlets: the
sauce tournée should be thickened rather more than usual when it is
to be used in this receipt.
Mushrooms and sauce tournée each, 1/2 to whole pint: stewed till
tender. Cream, 4 to 8 tablespoonsful.
BROWN MUSHROOM SAUCE.
Very small flaps, peeled and freed entirely from the fur, will answer
for this sauce. Leave them whole or quarter them, and stew them
tender in some rich brown gravy; give a full seasoning of mace and
cayenne, add thickening and salt if needed, and a tablespoonful of
good mushroom catsup.

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Hello Teens 9º Ano Livro didático do

professor inglês 8th Edition Rita Brugin

Hello Teens 8º Ano Livro didático do professor inglês

Hello Teens 6º Ano Livro didático do professor inglês

Hello Teens 7º Ano Livro didático do professor inglês

Coração do Inverno Livro 9 de A Roda do Tempo 1st

A Conquista da Matemática 6 Ano Manual do Professor 4th

O ano do pensamento mágico Joan Didion

Estrelas Tortas Manual do Professor 1st Edition Walcyr

O Mundo do Apóstolo Paulo 1st Edition Professor José

Eliete Canesi Morino

Rita Brugin de Faria

Todos os direitos reservados por Editora Ática S.A.

Dados Internacionais de Catalogação na Publicação (CIP)

Suplementado pelo manual do professor.

1. Língua inglesa (Ensino fundamental). I. Faria,

2019-0180 CDD: 372.652

Julia do Nascimento - Bibliotecária - CRB-8/010142

focus on listen and read and

Unit 2 Text 1: Article

review Units 1 and 2 - p. 42 and 43

review Units 3 and 4 - p. 76 and 77

Definite article Text 1: News

review Units 5 and 6 - p. 110 and 111

Present perfect Text 1:

review Units 7 and 8 - p. 144 and 145

Extra practice p. 146 Irregular Verbs P. 166

“FUNNY AND TOUCHING. DISCOVER WHAT CAN MAKE US HAPPY,

a. Wadjda is a theater play.

Available at: <www.imdb.com/title/tt2258858/plotsummary?ref_=tt_stry_pl>. Accessed on: Mar. 12, 2019.

a. Who is Wadjda? What is her main objective?

Simple Past × Past Continuous

a. They were watching a movie when their parents arrived .

c. Kitty was reading a book when Jonas scared her .

d. It was raining a lot when we left the party .

6 Look at the pictures and complete the sentences.

a. He was walking and looking at his cell phone at

the same time when he fell down .

b. They were cooking when the

c. She was playing the guitar when

the cat jumped on her back .

fast sad slow happy old crowded empty new

9 Unscramble the sentences.

Prefixes and suffixes

a. Never disrespect your teachers. They are precious!

b. Thanks for being present. Our friendship will last forever!

c. This work of art has an illegible caption.

d. Parents usually don’t go on school field trips. It’s unusual .

Personal flights will be common./

3 Answer the questions according to the dialog.

b. How do animals communicate, according to Carol?

c. What did Allan comment on elephant communication?

Body Language Around the World

Available at: <https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/

Ilustrações: Filipe Rocha/

Japan Greece Saudi Arabia Philippines

1 Observe the expressions in the pictures. These people are...

happy sad angry