Selfie by Editora FTD

Rafael GalvÃ£o Monteiro

Student Book

www.standfor.com.br

EM_SELFIE_capa.indd 8-10

788596 009836

11687170

Student Book

ISBN 978-85-96-00983-6

5/2/17 10:45 AM

Rafael GalvÃ£o Monteiro

D4-ING-EM-4031-VU-FRONTS-ML-LA-M17.indd 1

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Selfie – StandFor © Rafael Galvão Monteiro, 2017. Editorial Director Editorial Manager Editorial Coordinator Content Editor Contributors

Lauri Cericato Cayube Galas Ana Carolina Costa Lopes Carolina de Castro Nyerges, Edward Ian Fleming Willson, Wilson Chequi Débora Pereira Medeiros, Denise Landim, Juliana Franco Tavares Fernanda Valezini Ferreira Mariana Milani Marcelo Henrique Ferreira Fontes Lilian Semenichin

Editorial Trainee Production Manager Production Coordinator Proofreading and Copyediting Coordinator Proofreading and Copyediting Viviam Moreira Supervisor Copy Editors Amanda di Santis, Claudia Anazawa, Iraci Miyuki Kishi Proofreaders Enymilia Guimarães, Marcella de Arruda Art Manager Ricardo Borges Art Coordinator Daniela Di Creddo Máximo Design Sergio Cândido Cover Design Alexandre Santana de Paula, Ricardo Borges Art Supervisor Patrícia De Michelis Art Editor Lidiani Minoda Layout Tangente Design, Lidiani Minoda Digital Image Processing Ana Isabela Pithan Maraschin Technician Illustrations and Cartography Márcia Berne Coordinator Illustrations André Romano/Yancom, Daniel Almeida, Nik Neves Infographics André Romano/Yancom, Daniel Almeida, Lidiani Minoda, Nik Neves Photo Researcher Supervisor Elaine Cristina Bueno Photo Researchers Cristiano Ribeiro, Erika Nascimento, Rosely Ladeira, Rosa André Operations Director and Print Reginaldo Soares Damasceno Production Manager

Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) Monteiro, Rafael Galvão Selfie : volume único / Rafael Galvão Monteiro. -1. ed. -- São Paulo : FTD, 2017.

ISBN 978-85-96-00983-6 (Aluno) ISBN 978-85-96-00984-3 (Professor) 1. Inglês (Ensino médio) I. Título. 17-02451

CDD-420.7 Índices para catálogo sistemático: 1. Inglês : Ensino médio 420.7

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of StandFor. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is, published and without a similar condition being imposed on the subsequent purchaser. Whilst every effort has been made to check that the websites referred to in Selfie were current at the time of going to press, StandFor disclaims responsibility for their content and/or possible changes. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. Some names and identifying details have been changed to protect the privacy of individuals. The publisher would like to thank the following for permission to reproduce the photographs:

© 2015 Fair Trade USA: p. 110 (female farm workers) Theodore Kaye. © 2016 WWF: p. 131 (Marco Lambertini). © Banksy: p. 140 (Graffiti New York). © Bill Waterson 1991: p. 166 (Calvin & Hobbes). © ChildSafe Movement 2017: p. 262 (taking photos). © Fairtrade.com: p. 110 (male farm worker) Éric St Pierre. © Jenni Ogden: p. 295 (Henry Molaison). © Oxford University Press: pp. 21 and 225 (emoji). AFP: p. 32 (Malala Yousafzai) Tony Karumba. Alamy/Fotoarena: p. 150 (Syrian refugees 2012) Richard Harvey. Alamy/Glow Images: pp. 38 (London Olympics logo) Peter Probst; 78 (two native men) Chad Case; 82 (Miss Peregrine’s home for peculiar children – right) Atlaspix; 102 (loading shopping into car) Eric Farrely; 112 (youth volunteers w/ seniors) Adrian Sherratt; 143 (pen/ink line drawing) Robert Mora; 143 (mosaic) Wilf Doyle; 158 (Gangs of New York scene) Moviestore collection Ltda; 176 (cereals brands) Richard Levine; 213 (prohibition sign) BSIP SA; 303 (bridge) yumekuikitsune/Stockimo. Alamy/Latinstock: pp. 90 (Tim Burton’s Edward Scissorshands) 20th Century Fox; 119 (renovating a house) Michael Ventura. Alexandro González Iñárritu: p. 116 (The Revenant) USA, 2016. Anna Dabrowska: p. 143 (woman head collage). Apple: p. 170 (logo). Associated press: p. 38 (Atlanta Olympics logo). Aybars Yucel: p. 146 (The Earth without art is just eh). Bill Watterson: p. 30 (Calvin&Hobbes) Universal Uclick. CartoonStock.com: pp. 40 (Chris Madden cartoon); 100 (Kess cartoon). Clay Blutter: p. 108 (cartoon). Dietrich Wegner: p. 178 (babies w/ logos). Dilbert, Scott Adams: p. 20 (cartoon) “How to send the file”. Easypix Brasil: pp. 82 (background image w/ book) Fotosearch; 90 (Tim Burton’s Charlie and the chocolate factory) © The Hollywood Archive; 90 (Tim Burton’s Miss Peregrine’s home for peculiar children) © The Hollywood Archive; 150 (oil on panel) Album/akg/North Wind Picture Archives; 171 (Jon Hamm as Don Draper) Michael Yarish/AMC; 178 (7up advert) The Advertising Archives. Ferrari: p. 170 (logo). Folhapress: p. 144 (Tomie Ohtake’s work) Leticia Moreira. Getty Images: pp. 24-25 (children w/ touch screen learning table) Ralph Orlowski/Bloomberg; 34 (Muhammad Ali and Frazier) Bettmann; 80 (Emma Thompson) Anthony Harvey; 93 (mosquito cages) Victor Moriyama/AFP; 102 (loading shopping cart) Corbis Documentary; 143 (woman w/ children) Archive Photos; 150 (Italian immigrant family 1908) Universal History Archive/UIG; 151 (workers) Hulton Archive; 156 (Rise Against band) Lester Cohen; 157 (children playing) Echo/Cultura RF; 191 (Sergey Brin) Peter Foley/Bloomberg; 222 (background image: celebrating) FEROZ KHALIL/AFP; 230 (Reid Coolsaet) Colin McConnell/Toronto Star; 232 (footballer) A. Messerschmidt; 242 (women on a workshop) Ashley Cooper/Corbis; 258 (sewing workers) Jeff Holt/Bloomberg; 260 (students eating) Photothek; 264 (hitchhiker) Riccardo Savi; 288 (Dr Jean Kilbourne) Fairfax Media; 291 (excavation) Andrew Rakoczy; 299 (zero-waste grocery) Carsten Koall. Glow Images: pp. 35 (Muhammad Ali & Martin Luther King Jr.) AP Photo; 38 (Sydney Olympics logo) AP Photo/ ho-SOCOG; 38 (Athens Olympics logo); 38 (Beijing Olympics logo) AP Photo; 42 (Nelson Mandela & François Pienaar) Ross Setford/AP; 89 (Faraway So Close – film) Ronald Grant Archive/Mary Evans; 280 (refugee camp) Bilal Husse/AP Photo. Greg Berlanti/Andrew Kreisberg/Geoff Johns: p. 87 (The Flash) USA, 2014. Hackneypirates.org: p. 113 (library). Houghton Mifflin: p. 220 (How we decide). ImageFlow: p. 7 (man w/ paper planes). Imagens do Brasil: p. 243 (Apalai/Waiana indigenous people) Renato Soares. iQoncept: p. 101 (DNA representation). Jaime Rojo: p. 304 (moss graffiti). Kaspars Grinvalds: 57 (traveling kit). Keystone Brasil: p. 152 (oil on canvas) The Bridgeman Art Library. Khalil Bendib: p. 156 (cartoon). Latinstock: pp. 82 (Miss Peregrine’s home for peculiar children – left) PETE/AKG; 83 (Miss Peregrine home for peculiar children – film poster) Chernin Entertainment/St. Pete/AKG; 270 (Munduruku indigenous people) LUNAE PARRACHO/Reuters. Leonardo da Vinci, Mona Lisa, c. 1503-05: p. 144 (oil on panel) Louvre Museum. Macleodcartoons: p. 99 (MacLeod cartoon). Martin Scorsese: p. 158 (Gangs of New York) USA, 2002. McDonalds: p. 170 (logo). Monkey Business Images: p. 227 (graduation). Nike: p. 170 (logo). Pepsi: p. 170 (logo). Ransom Riggs: p. 83 (Miss Peregrine’s home for peculiar children – book cover). Shutterstock.com: pp. 6-7 (background image: WH questions) marekuliasz; 6 (businessman) Phovoir; 6 (girl relaxing on the grass) Olga Danylenko; 6 (blond woman) Olena Yakobchuk; 7 (hands Yes–No) Karashaev; 7 (mark on checklist) dzaky murad; 7 (woman w/ glasses) pathdoc; 9 (highway sign) Bruno Ferrari; 9 (airplane vector icon) Aha-Soft; 9 (arrow right vector icon) quka; 13 (woman thinking) ra2studio; 14-15 (background: social media logos) quka; 14-15 (multiethnic group of people) Rawpixel.com; 15 (set of objects & symbols on the social media theme) balabolka; 16 (girl) aslysun; 17 (girl) Indypendenz; 17 (boy) Pressmaster; 18 (#selfie placard) Gustavo Frazao; 19 (teenager on wheelchair) Michaelpuche; 21 (emoji head man w/ smartphone) Nicotombo; 23 (girl) Monkey Business Images; 23 (boy) Rido; 25 (team writing on adhesive notes) wavebreakmedia; 26 (drawings of businessman) Trueffelpix; 27 (coffee cup) marekuliasz; 29 (two college students) Intellistudies; 36 (two young men) oneinchpunch; 37 (volleyball player) mooinblack; 37 (biker) Radu Razvan; 37 (yoga) Yellowj; 37 (basketballer) muzsy; 37 (aerobics) Syda Productions; 37 (baseballer) Aspen Photo; 37 (judo fighters) sportpoint; 37 (footballers) Mai Groves; 37 (muay thai fighters) nattanan726; 37 (runner) Peter Bernik; 38 (Rio Olympics logo) alenty; 39 (children playing) Syda Productions; 41 (footballers) Paolo Bona; 43 (girl) Grekov’s; 43 (boy) Alexander Raths; 54 (Mato Grosso Pantanal) Filipe Frazao; 54 (Sugarloaf Mountain) Filipe Frazao; 54 (Iguazu Falls) R.M. Nunes; 54 (Lençóis Maranhenses) Ronaldo de Melo; 55 (old book & photos) Lukiyanova Natalia; 58 (Prague) Yasonya; 60 (tourist in San Francisco) aslysun; 63 (girl) Tracy Whiteside; 64-65 (wooden texture) Local studio; 64 (colored rulers) Sergey Nivens; 64 (colored pencils) Sergey Nivens; 67 (boy thinking) Gelpi; 71 (signpost) Stuart Miles; 76 (girl w/ flag) Dean Drobot; 77 (young man w/ headphone) Dragon Images; 79 (downtown London) Bikeworldtravel; 81 (girl) Mitry Morgan; 81 (boy) Joana Lopes; 84 (Miss Peregrine’s home for peculiar children – film poster) Faiz Zaki; 85 (popcorn baskets) Ivan Nikulin; 85 (young man) oliveromg; 85 (girl w/ glasses) Syda Productions; 85 (girl C.) szefei; 86 (Jim Carrey) Featureflash Photo Agency; 86 (Adam Sandler) Tinseltown; 88 (Taylor Swift) Featureflash Photo Agency; 90 (Tim Burton) yakub88; 90-91 (background image: starry night sky) Deyan Georgiev; 92-93 (background image: blue tone) Africa Studio; 92 (digital illustration of virus) Kateryna Kon; 96 (highway) George Loch; 98 (Jamiroquai) Nikola Spasenoski; 101 (girl) karelnoppe; 101 (boy) Minerva Studio; 102 (girl shopping) Elena Elisseeva; 102 (man buying clothes) ESB Professional; 103 (recycle arrows) beboy; 105 (mine site sign) Adwo; 108 (Professor Green) Henry Harris; 109 (organic vegetable stall) LUMOimages; 111 (female avatar A.) LynxVector; 111 (male avatar B.) Vlada Young; 111 (female avatar C.) YarKova; 112 (teaching kids) Monkey Business Images; 115 (young woman) Shevdinov; 117 (avatar: Adrian) Julia Tim; 117 (avatar: Sam) samui; 117 (avatar: Carla) Rimma Zaynagova; 117 (avatar: Roger) Jovanovic Dejan; 118 (volunteering) Monkey Business Images; 120 (colorful hands) Lisa Kolbasa; 121 (teenage boy) pikselstock; 121 (girl) Samuel Borges; 122 (chalks on top) woaiss; 122-123 (blackboard w/ chalks and eraser) Guillermo del Omo; 125 (girls studying) Iakov Filimonov; 127 (learning English vector illustration) Aniwhite; 127 (A+ grade) icemanj; 129 (mirrors) jocic; 129 (windows) vipman; 129 (girl) Gelpi; 129 (teacher) India Picture; 129 (pen) phana sitti; 129 (book) Pshenichka; 129 (human mind icon) Colorlife; 129 (heart) Maxim Matsevich; 129 (cartoon reading on the floor) Spectral-Design; 130-131 (background image) kwest; 130 (brick field in Sarberia, India) Zvonimir Atletic; 130 (effect of global warming) kwest; 130 (deforestation) Andrius_Saz; 131 (dead fish) P.Tantikarun; 131 (tractor in a field) sakhorn; 131 (Itaipu Dam) Iuliia Timofeeva; 133 (marchers: fossil fuels) Rena Schild; 133 (marchers: climate change) Tomasz Bidermann; 134 (textile mill illustration) Everett Historical; 135 (Mississippi River) Photo Image; 136 (David Byrne) Roy J Baron; 137 (family at slum area) kaetana; 138 (Earth w/ footprint) Mopic; 139 (girl) Jeanette Dietl; 139 (boy) leungchopan; 138-139 (background image) MarcelClemens; 140 (© Banksy: graffiti in Beit Sahour) Ryan Rodrick Beiler; 140 (© Banksy: graffiti depicting child labor) chrisdorney; 140 (© Banksy: graffiti depicting anti-immigration movement); 140-141 (background image: brick wall) jolly_photo; 143 (wooden easel) mama_mia: 143 (oil painting) Olesya Kuznetsova; 143 (head sculpture) yoeml; 144 (The Thinker) S1001; 145 (Dismaland Castle) BasPhoto; 147 (mural in Philadelphia) Christian Carollo; 148 (Prophets, by Aleijadinho) T photography; 148 (church w/ sculptures) T photography; 149 (sculpture by Aleijadinho); 151 (infantry in the US Union Army) Everett Historical; 153 (Somalia map) Morgan Silvester; 153 (Afghanistan map) Stanislav Dudkin; 153 (Syria map) Vasyl_P; 159 (girl in blue) PhotoMediaGroup; 159 (boy) mimagephotography; 159 (girl in red) Jeanette Dietl; 160-161 (background image: classroom) bibiphoto; 162 (clock) Casper1774 Studio; 165 (motivational poster) Mihai Maxim; 167 (taking a test) antoniodiaz; 167 (swimmers) bikeriderlondon; 170-171 (background image: shopping bags) Vectomart; 179 (girl) eungchopan; 179 (boy) Djomas; 188 (garden) CCParis; 189 (Punta Cana) Ilyas Kalimullin; 192 (man on the phone) guteksk7; 193 (man studying) Marcos Mesa Sam Wordley; 195 (playing the guitar) Yuriy Golub; 198 (Times Square) Luciano Mortula; 201 (young man) Alena Root; 202 (milk & apple) SOMMAI; 205 (girl in London) Syda Productions; 206 (playing w/ dog) SpeedKingz; 207 (boy swimming); 209 (man & woman) racorn; 210 (“caravela”) John Copland; 211 (clothes label) Ekaterina_Minaeva; 212 (mother & son) CREATISTA; 214 (boiling water) Joe Belanger; 215 (diversity tree) Cienpies Design; 217 (buying a ticket) guruXOX; 221 (blue sneakers) mantinov; 223 (girl) iodrakon; 225 (young man) khoamartin; 226 (students) Syda Productions; 227 (man w/ laptop) NakoPhotography; 228 (students) bikeriderlondon; 229 (student writing) wavebreakmedia; 231 (baseball game) Flavio Beltran; 231 (aerobics) Dragon Images; 238 (young man) 1000 Words; 238 (young woman) Aaron Amat; 240 (girl) Rocketclips, Inc.; 244 (Isaac Newton clipart) Dennis Cox; 247 (girl) Syda Productions; 252 (old books) Elena Kharichkina; 252 (film reel) Flas100; 253 (young man) Paul Hakimata Photography; 256 (agricultural engineer) Marcin Balcerzak; 257 (girl) Dana Heinemann; 259 (Vivienne Westwood) John Gomez; 261 (girl) Dasha Rusanenko; 263 (human head) Your Design; 263 (meeting w/ speech bubbles) VectorChendol; 263 (people connecting puzzles) Palto; 263 (people dancing) vectorgirl; 265 (young man) Dean Drobot; 266 (students) Tyler Olson; 273 (girl thinking) wavebreakmedia; 274 (manga artwork) Nyuuness; 275 (notebook) nuttakit; 275 (paintbrush) Garsya; 275 (blue marker) MikeBraune; 275 (automatic pencil & leads) phototr; 275 (canvas) mtlapcevic; 275 (pencils) timquo; 275 (watercolor tube) gameanna; 275 (drawing tablet) Mile Atanasov; 275 (pen) Vladvm; 276 (Handel picture) Nicku; 276 (girl painting) Piotr Wawrzyniuk; 278 (refugees in boat) Anjo Kan; 279 (immigration illustration) doom.ko; 281 (students taking an exam); 283 (A+ grade) Constantine Pankin; 284 (cheating on a test) Constantine Pankin; 284 (students walking) Wiennat M; 287 (discount billboard) guteksk7; 287 (marketing concept) Rawpixel.com; 291 (Pyramid of the Sun) Rafal Kubiak; 303 (subway train) T. Dallas; 303 (graffiti) PHOTOMDP; 304 (moss graffiti) Elena Dijour; 306 (Mars terraforming) manjik; 307 (space exploration) Red monkey; 311 (smart watch) Alexey Boldin; 311 (smart glasses) Ahmet Misirligul; 311 (man & woman) Kaspars Grinvalds. Focus on Grammar icon: pp. 10, 17, 28, 38, 48, 58, 68, 76, 86, 96, 106, 116, 126, 134, 144, 154, 164, 174 (girl) Victoria Kisel. Preparing for Exams icon: pp. 20, 30, 40, 50, 60, 78, 88, 98, 108, 118, 136, 146, 156, 166, 176 (boy) pikselstock. Integrating Skills icon: pp. 22, 42, 62, 80, 100, 120, 138, 158, 178 (girl 1) Antonio Guillem; (girl 2) Monkey Business Images; (boy 1) India Picture; (boy 2) Monkey Business Images. Spike Jonze: p. 22 (Her) USA, 2014. Ilustrações: Daniel Almeida, Nik Neves. Infográficos: André Romano/Yancom, Lidiani Minoda.

The credits that are not mentioned here have been printed on the page where the artwork appeared due to contract demands. Reprodução proibida: Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. Todos os direitos reservados à Editora FTD Rua Rui Barbosa, 156 – Bela Vista – São Paulo-SP CEP 01326-010 – Phone 0800-772-2300 Caixa Postal 65149 – CEP da Caixa Postal 01390-970 contato@standfor.com.br – www.standfor.com.br Impresso no Parque Gráfico da Editora FTD CNPJ 61.186.490/0016-33 Avenida Antonio Bardella, 300 – Guarulhos-SP – CEP 07220-020 Tel. (11) 3545-8600 / Fax (11) 2412-5375

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Welcome to

SELFIE!

READING

Desenvolver habilidades e estratégias de leitura.

VOCABULARY

Uma selfie é um autorretrato, um exercício de autonomia e independência em que você pode escolher seus próprios ângulos, determinar o foco e enquadramento, escolher seus ﬁltros. Nesta coleção não é diferente. Selfie proporciona a você a chance de estar no centro de seu aprendizado.

Aprofundar conhecimentos de vocabulário e expandir o léxico em inglês.

FOCUS ON GRAMMAR Examinar e pôr em prática conhecimentos gramaticais.

PREPARING FOR EXAMS

No Ensino Médio, professores e alunos são parceiros que trabalham juntos para alcançar objetivos de aprendizagem e de vida. Selfie apoia esta coadjuvação oferecendo suporte para o desenvolvimento de uma aprendizagem bem orientada em sala de aula, mas também propiciando oportunidades de autonomia nos estudos. Selfie tem tudo para contribuir para seu sucesso nesta etapa escolar e na vida. Aﬁnal, o diferencial do estudo de línguas, especialmente do inglês, é que, por meio delas, é possível ter acesso a muitos outros conhecimentos.

Selfie favorece o aprimoramento de suas habilidades e conhecimentos em língua inglesa. Veja abaixo o objetivo de cada componente da coleção:

Prover a prática para exames de vestibular e para o Enem.

INTEGRATING

SKILLS

Trabalhar as quatro habilidades (ler, escrever, falar, ouvir) de forma integrada.

EXTRA

READING

GRAMMAR REFERENCE

Esclarecer dúvidas gramaticais, consolidar e praticar as estruturas apresentadas.

Reforçar a habilidade de leitura e ampliar o repertório sobre o tema abordado.

>> RECAP

Bom estudo!

magazine time

Proporcionar a prática da língua por meio de atividades lúdicas.

Veriﬁcar a compreensão do que foi apresentado na unidade.

WORKBOOK

CLIL Consolidar e praticar o que foi estudado nas unidades.

Utilizar a língua como ferramenta para analisar questões interdisciplinares.

EXAM PRACTICE Propiciar questões autênticas de vestibulares e do Enem para prática.

WELCOME TO SELFIE!

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CONTENTS CORE READING UNIT

MAKING DECISIONS

UNIT

SOCIAL MEDIA

UNIT

EDUCATION OF THE FUTURE

UNIT

VOCABULARY

SUPPLEMENTARY GRAMMAR

A Seven-step Approach to Making Decision

Cognates

• To Be (Simple Present) • Simple Present • Subject Pronouns, Object Pronouns, Possessive Adjectives

MAGAZINE TIME • Quiz: How good are your decision-making skills? • Puzzle: Wordsearch • Riddle

6 Ways Social Media Is Changing the World

Verb Phrases

• Present Progressive • Simple Present

INTEGRATING SKILLS • Reading: Movie poster • Listening: Interview with Spike Jonze • Speaking: Expressing an opinion • Writing: The relationship with the computer

Teaching Kids Design Thinking, So They Can Solve the World’s Biggest Problems

Planning Ahead (stuck, lead, goal, equipped, envision, outcome)

• Future with Will • Other Ways to Express Future in English

EXTRA READING • Malala Yousafzai Biography

Muhammad Ali (1942–2016)

Collocations: Go, Play, Do

• To Be (Simple Past) • There To Be (Simple Past)

INTEGRATING SKILLS • Reading: Photo caption • Listening: Nelson Mandela's speech • Speaking: Agreeing and disagreeing / Giving example • Writing: Sports and their power

• Text 1: Paper Animal Idioms Tigers • Text 2: The Animal Story

• Simple Past • Used To

EXTRA READING • Life of Pi – Chapter 37

Travel Journal Entry 12: Rio de Janeiro, Brazil

• Past Progressive • Past Progressive vs. Simple Past

INTEGRATING SKILLS • Reading: Advertisement • Listening: Podcast about adventure travel in Botswana • Speaking: Presenting an ad campaign • Writing: Ad promoting adventure tourism in Brazil

What Will It Take to Adjectives Ending Achieve Learning in -ed and -ing for All?

• Verb Tenses Review • Modals for ability

MAGAZINE TIME • Quiz: How do you like to learn? • Puzzle: Wordsearch • Riddle

English Across the Globe: Constructive or Destructive?

False Cognates

• Relative Pronouns INTEGRATING SKILLS • Coordinating and • Reading: Emma Thompson´s Subordinating interview to a newspaper Conjunctions • Listening: News story • Speaking: Stating an opinion / Asking for opinion / Agreeing or disagreeing • Writing: The importance of slang in teenage communication

• Text 1: Synopsis of Miss Peregrine • Text 2: Review of Miss Peregrine

Describing Literary and Movie Genres

• Comparatives • Superlatives

THE WORLD OF SPORTS

UNIT

ANIMALS AND US

UNIT

6 UNIT

7 UNIT

8 UNIT

Touring Around

TRAVEL ADVENTURES YOUTH EDUCATION AROUND THE WORLD ENGLISH AS A GLOBAL LANGUAGE FROM THE PAGE TO THE SCREEN

EXTRA

EXTRA READING • Interview: Tim Burton Finds Happy Haunt with “Miss Peregrine’s Home for Peculiar Children”

SELFIE

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CORE READING UNIT

102

BECOMING A CONSCIOUS CONSUMER

UNIT

112

122

130

EXTRA

New Weapon to Fight Zika: The Mosquito

Phrasal Verbs

• Modal Verbs

INTEGRATING SKILLS • Reading: Cartoon • Listening: Brad Argent talks about The DNA Journey • Speaking: Giving opinion • Writing: The importance of the genealogy

Conscious Consumption

Word Formation (Sufﬁx and Preﬁx)

• Countable and Uncountable Nouns / Quantiﬁers

EXTRA READING • Fair Trade: a Step Toward Ethical Consumption

Literacy Support Volunteer – Crewmate

Adjectives to Describe Personality Traits

• Present Perfect

INTEGRATING SKILLS • Reading: Dictionary entry • Listening: Interview with volunteers about voluntourism • Speaking: Listing points / Talking about pros and cons / Expressing conclusions • Writing: Voluntourism

Teens and College Students: Tips for Better Homework and Study Habits

Pronoun Reference

• Verb Patterns

MAGAZINE TIME • Quiz: How effective are your study habits? • Puzzle: Quotes • Riddle

STUDYING FOR LIFE

Living on the Edge

Environment Related Issues and Words

• Present Perfect vs. Simple Past • Articles

INTEGRATING SKILLS • Reading: Newspaper article • Listening: Extract of the movie Welcome to the Anthropocene • Speaking: Presenting problems and solutions • Writing: Action plan to protect the environment

About Banksy: Biography

Art

• Passive Voice

EXTRA READING Biography of Aleijadinho

Immigration in the USA 1820-1880

Immigration

• Past Perfect • Past Perfect Progressive • Modal Verbs for Speculation and Deduction – Past

INTEGRATING SKILLS • Reading: Movie poster • Listening: Interview with Martin Scorsese • Speaking: Giving an opinion / Agreeing or disagreeing with an opinion • Writing: Immigration

4 Ways to Become a Good Test-taker

Test Taking, Succeeding, and Failing

• Conditionals

EXTRA READING • Good Grades, Bad Tests Scores: My Daughter’s Story

The Power of Advertising: a Threat to Our Way of Life

Advertising

• Reported Speech

INTEGRATING SKILLS • Reading: An ad and a ﬂyer • Listening: Interview with psychologist Warren Cann • Speaking: Expressing opinion / Arguing • Writing: Children and advertising

UNIT

GRAMMAR

SHOW ME YOU CARE

UNIT

VOCABULARY

THIS IS SCIENCE!

UNIT

SUPPLEMENTARY

HEAL THE WORLD

UNIT

140

A TOUCH OF ART

UNIT

150

UNDER ONE ROOF

UNIT

160

WHAT IT TAKES

UNIT

170

SELLING DREAMS

GRAMMAR REFERENCE p.

182

Quote by Don Draper

WORKBOOK p.

218

CLIL p.

290

PHONEMIC CHART p.

314

IRREGULAR AUDIO CD VERBS LIST TRANSCRIPT p.

315

317 V

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UNIT

MAKING DECISIONS

LEAD-IN

I Make a list of easy and difficult decisions we have to make. For example, choosing what to eat is easier than choosing a career.

II How many decisions do you think you have to make in a day? Consider the easy and the difficult ones. Give examples.

III Why are some people better than others at making decisions? Think about some

A SEVEN-STEP APPROACH TO MAKING DECISION

2 1

GLOSSARY

possible reasons.

Identify the problem or situation. Ask yourself, What is the problem?

Relax.

Take a deep breath and let all of the air out.

approach modo de lidar com algo; abordagem ask someone convidar para um out on a date encontro romântico choice escolha come up with ter uma ideia sobre algo confidence confiança pick out escolher take a deep breath respirar fundo worth que vale a pena

Say something positive. “I can do this. I can deal with this.” “I can get help if I need it.” This gives you confidence and makes you feel good about yourself.

MAKING DECISIONS

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READING 1

Read the text. What alternative title would best fit it? Choose one option and support your answer. A.

Seven Tips for Making Important Decisions

Seven Reasons Why We Need to Learn How to Make Decisions

Why Teens Can’t Make Good Decisions

How to Identify a Problem in Seven Steps

READING TIP Infográfico é um gênero textual que usa frequentemente um layout atraente aos olhos dos leitores nos meios de comunicação para facilitar a compreensão de uma mensagem. Esse gênero costuma aparecer na internet, em revistas e jornais e também no Enem e em vestibulares. Os infográficos não são meras ilustrações, pois, por meio de textos curtos, legendas e imagens, podem descrever processos, fazer análises comparativas e até mesmo contar uma biografia. Procure ler infográficos em inglês sobre temas do seu interesse.

[…] we all make lots and lots of decisions every day. We make decisions about what to wear, what to eat, what we are going to do in the evening. […] […] many decisions feel very easy. You feel like wearing shorts? Then you pick out a pair of shorts and put them on. You feel like watching TV? Then you turn it on to see if there’s anything worth watching. Some decisions are harder because they are BIGGER… like should I take that job at the supermarket, should I tell my friend that I am mad at her, or should I ask that person out on a date. […] when we have to make BIGGER decisions, it can be helpful to break the decision-making process into small steps. […]

Come up with all of the consequences for each choice. List both the positive and negative consequences.

7 4

What are your choices? Think of all possible solutions.

What’s important to you?

Make the decision.

Adapted from <www.srcp.org/for_some_ parents/developmental_disabilities/ activities_to_use_with_your_child/ decisionDD.html>. Accessed Oct. 1, 2016.

UNIT 1

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READING COMPREHENSION 1

Read the text on pages 6 and 7 and decide if the statements below are true (T) or false (F) based on it. Support your answers orally with ideas from the text. A.

Some people don’t really make so many decisions each day.

Daily activities such as choosing what to eat for lunch aren’t considered decision-making situations.

Sometimes it’s easier to decide what job to take than what we are going to do in the evening.

Deciding if we ask a person out on a date and if we take a certain job are both considered harder decisions in life.

When we have to make bigger decisions, it’s better not to waste much time and to trust our intuition.

The first thing to do before making bigger decisions is to remain optimistic saying words that make us feel enthusiastic.

We need to think of many more than just one or two possible solutions to a problem.

We need to think positively and to disconsider the negative consequences of a decision we make.

We don’t need to consider what’s important to the people we love before we make a decision.

Some key words help us understand the main idea of a text. Find in the text on pages 6 and 7 words that are synonyms to the ones below. A. resolution:

D. diagnose; distinguish:

B. want; desire:

E. reflect:

C. choose one thing from a group:

F. repercussion:

The sentences below are related to a decision-making process. Match each line with its corresponding step in the infographic on pages 6 and 7.

STEP

A. “I think we need to list as many desirable alternatives as we can.” B. “We shouldn’t worry about what others think; their opinion doesn’t count. Let’s focus on what is relevant to us.” C. “We’re all very tense. Let’s do something lighter before we work on this. Our ideas will flow more easily.” D. “What is going on here? Why is it happening?” E. “OK! Now that we’ve considered everything, what is the best solution?” F. “We cannot allow pessimism to affect us. I believe we have all the skills to solve this.” G. “Let’s now consider all the pros and cons of each alternative we have listed.”

Think of an important decision you have to make. Which solution will you find if you follow the seven steps on pages 6 and 7? MAKING DECISIONS

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VOCABULARY

Cognates

Um cognato é uma palavra que tem a mesma origem e significado que outra palavra. Alguns cognatos são escritos exatamente da mesma forma em diferentes línguas. natural

banana

vital

natural

banana

vital

Outros cognatos têm ortografia bem semelhante e podem ser facilmente reconhecidos e associados a palavras de outras línguas. cathedral

potential

international

catedral

potencial

internacional

Lembre-se, no entanto, de que a pronúncia dos cognatos geralmente difere de uma língua para outra.

The cognates below were taken from the text on pages 6 and 7. Translate them to Portuguese. A. list B. positive C. negative D. process Identifying cognates helps us read in English, and identifying their word class in context is equally important to help us understand the meaning of the word. List, for example, can be translated as “lista” (noun) or “listar” (verb), depending on the context. Go back to the text on pages 6 and 7 and check if the words in Activity 1 are nouns, verbs, or adjectives. If necessary, change your initial translations in the activity.

Find seven other cognates in the text on pages 6 and 7 and complete the table below.

COGNATE A. decision

WORD CLASS noun

TRANSLATION decisão

B. C. D. E. F. G.

TIPS

A formação da língua inglesa foi influenciada por diferentes povos. Na língua inglesa, palavras de origem anglo-saxônica tendem a ser diferentes das palavras na língua portuguesa, enquanto palavras inglesas de origem latina podem ser similares, já que apresentam a mesma raiz. Assim, essas semelhanças podem auxiliar na compreensão de textos em inglês. Há também palavras inglesas com significados similares, mas de origens distintas, como as seguintes duplas de sinônimos de origens germânica e latina: begin / commence, forbid / prohibit, gift / present. Conhecer os sinônimos pode facilitar a leitura em inglês.

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Workbook, página 219.

UNIT 1

9 3/30/17 1:51 PM

FOCUS ON GRAMMAR To Be (Simple Present) O to be é possivelmente o verbo mais usado em inglês. Traduzido para o português como “ser” ou “estar”, é usado como verbo principal ou como auxiliar. • My brother is 10 years old.

• How much is the book?

• I am not at home right now.

• It is very hot today!

• Her name is Julia.

• Those cats aren’t black.

Simple Present O simple present é usado, entre outras possibilidades, para descrever algo que acreditamos ser verdadeiro ou não; para falar sobre ações que acontecem com determinada frequência no presente, como em We all make lots and lots of decisions every day; e para se referir a estados e condições, como em Many decisions feel very easy. • The sun sets in the west.

• I go to school by bus.

• Americans eat a lot of fast food, but Brazilians don’t.

• Peter looks tired.

Consulte o Grammar Reference, página 182.

Complete this conversation using the verbs from the box. Make the necessary changes. be(4x)

hate

not be

not like

A: What 1.

prefer

take

think

you

is difficult about making decisions?

to have lots of options. I think it 3. B: I 2. to have only two options to choose. A: Really? You 4.

exactly like my brother. He 5. him a lot of time to

to choose from more than three options. It 6.

infuriating!

choose simple things, like a movie to watch. It 7. B: I 8.

better

exactly like that. It is just that I 9.

to choose sometimes. I 10.

lazy

that other people do it for me.

Subject Pronouns, Object Pronouns, Possessive Adjectives

Consulte o Grammar Reference, página 183.

We saw him at their party. Os subject pronouns são pronomes pessoais que exercem a função do sujeito de um verbo.

Os object pronouns são pronomes pessoais que exercem a função do objeto de um verbo ou de uma preposição.

Os possessive adjectives indicam posse ou propriedade e devem vir sempre antes de um substantivo.

MAKING DECISIONS

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Complete the sentences with a subject pronoun, an object pronoun, or a possessive adjective. A. That activity is a bit confusing. Can you understand B. The boy needs to ask for

parents’ permission to leave earlier.

C. Why don’t

call your friends to go to the cinema?

D. Sandra is my cousin. I really like

E. Pedro never wants to talk in class.

is very shy.

F. A: Is that

book?

B: No, my book is at home.

Some sentences below were used in Activity 3 on page 8. Classify the words in each color according to the parts of speech in the chart that comes after the sentences. A “I think we need to list as many desirable alternatives as we can.” B “We shouldn’t worry about what others think; their opinion doesn’t count. Let’s focus on what is relevant to us.” C “We’re all very tense. Let’s do something lighter before we work on this. Our ideas will flow more easily.” D “We cannot allow pessimism to affect us. I believe we have all the skills to solve this.” E “What is going on here? Why is it happening?” Verb to be (simple present) Simple present Subject pronoun Object pronoun Possessive adjective

Read the text below about the importance of emotions in a decision-making process. Choose the best alternative to complete the text. […] There’s an old saying: “Don’t 1. and 2.

permanent decisions based on temporary emotions,”

definitely 3.

true. Successful people 4. emotions (including 7.

behavior) so that 8.

and

intensity and impact on

are able to look at decisions as objectively and rationally as possible. […]

From <www.forbes.com/sites/travisbradberry/2015/10/07/10-tricks-successful-people-use-to-make-smart-decisions/#352634614186>. Accessed Oct. 2, 2016.

make

makes

understand

understands

they

their

ring

rings

their

them

recognizes

recognize

they

them

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Workbook, página 220.

UNIT 1

11 3/30/17 1:51 PM

magazine time QUIZ

HOW GOOD ARE YOUR DECISIONMAKING SKILLS?

For each statement, choose the column that best describes you. Please, answer questions as you actually are (rather than how you think you should be), and don’t worry if some questions seem to score in the “wrong direction.” […].

NOT AT ALL

RARELY

SOMETIMES

OFTEN

VERY OFTEN

I evaluate the risks associated with each alternative before making a decision.

After I make a decision, it’s final – because I know my process is strong. […]

I tend to have a strong “gut instinct” about problems, and I rely on it in decisionmaking.

I am sometimes surprised by the actual consequences of my decisions. […]

I think that involving many people to generate solutions can make the process more complicated than it needs to be.

If I have doubts about my decision, I go back and recheck […] my process. [...]

I consider a variety of potential solutions before I make my decision.

Before I communicate my decision, I create an implementation plan.

In a group decision-making process, I tend to support my friends’ proposals and try to find ways to make them work.

When communicating my decision, I include my rationale and justification. […]

I prefer to make decisions on my own, and then let other people know what I’ve decided. [...]

I emphasize how confident I am in my decision as a way to gain support for my plans.

SCORE

12-28 You need to improve your decisionmaking process. You aren’t objective enough, and you rely too much on luck, instinct, or timing to make reliable decisions. […] SCORE

29-45 Your decision-making process is OK. You have a good understanding of the basics, but now you need to improve your process and be more proactive. Concentrate on finding lots of options and discovering as many risks and consequences as you can. The better your analysis, the better your decision will be in the long term. […] SCORE

Now add up the numbers in each column. Then read your score interpretation.

46-60 You have an excellent approach to decision-making! You know how to set up the process and generate lots of potential solutions. From there, you analyze the options carefully, and you make the best decisions possible based on what you know. […]

MY FINAL SCORE:

Adapted from <www.mindtools.com/pages/article/newTED_79.htm>. Accessed Oct. 2, 2016.

MAKING DECISIONS

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PUZZLE

Find in the wordsearch cognates for the Portuguese words below. Hint: words go in all directions.

AVALIAR

GANHAR

ASSOCIAR

RISCO

VARIEDADE JUSTIFICATIVA

SURPRESO(A)

O M U

INSTINTO

A M A

H W A

U M Y

G M J

N W Z

E M P

Z M E

G M E

R A

O A

GLOSSARY

ENFATIZAR

actual actually carefully gut instinct in the long term rather than rationale reliable rely on

RIDDLE

real de fato; realmente cuidadosamente intuição a longo prazo em vez de lógica confiável contar com; confiar em; embasear-se em; acreditar em

There are three frogs sitting on a log. One of them decides to jump into the water. How many frogs are on the log now?

Answer: There are still three frogs on the log. The frog only made a decision to jump, but did not take action! >>

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Workbook, página 221.

UNIT 1

13 4/7/17 11:46 AM

UNIT

LEAD-IN

THE WORLD OF SPORTS I How can sports and sportspeople motivate or inspire us? II You are going to read a piece of a biography of Muhammad Ali. First, look at the images and think of how he may inspire people in different ways. Discuss your ideas with a partner and write them down.

Boxers Muhammad Ali and Joe Frazier during their heavyweight title fight at Madison Square Garden in 1971.

READING 1

Now read the text and answer: did you mention in the Lead-in question II any of Muhammad Ali’s actions?

Does the biography focus only on successful moments of Ali’s life and career or does it also portray difficult and controversial situations?

The biography also portrays difficult and controversial situations.

READING TIP O objetivo de uma biografia é compartilhar com os leitores fatos relevantes sobre a vida de determinada pessoa e que possam inspirá-los. Da mesma forma, ao lidarmos com um texto, também podemos estabelecer nosso objetivo de leitura, algo que auxilia a compreensão. Um bom modo de fazer isso é formular uma pergunta sobre a razão de lermos um texto.

THE WORLD OF SPORTS

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https://www.biography.com/people/muhammad-ali-9181165

TRACK

MUHAMMAD ALI (1942–2016)

GLOSSARY

F.Y.I.

1. Boxer, philanthropist and social activist Muhammad Ali was born Cassius Marcellus Clay Jr. on January 17, 1942, in Louisville, Kentucky. Ali showed at an early age that he wasn’t afraid of any bout—inside or outside of the ring. [...] At the age of 12, Ali discovered his talent for boxing through an odd twist of fate. His bike was stolen, and Ali told a police officer, Joe Martin, that he Heavyweight boxing champion Muhammad Ali (left) and wanted to beat up the thief. [...] In addition to being a police officer, Martin civil rights activist Martin Luther King Jr. (right) speak with also trained young boxers at a local gym. reporters at a hotel in Louisville, Kentucky, USA, in 1967. Ali started working with Martin to learn how to spar, and soon began his boxing career. [...] 2. In 1960, Ali won a spot on the U.S. Olympic boxing team, and traveled The PRESIDENTIAL MEDAL to Rome, Italy, to compete. [...] After winning his first three bouts, Ali OF FREEDOM is the Nation’s defeated Zbigniew Pietrzykowski [...] to win the light heavyweight gold medal. highest civilian honor, presented to individuals He soon turned professional [...], and continued overwhelming all opponents in the ring. Ali [...] who have made especially knocked out Sonny Liston in 1964 to become the heavyweight champion of the world. meritorious contributions 3. [...] [Ali] decided to join the black Muslim group the Nation of Islam in 1964. At first, he called to the security or national interests of the United himself “Cassius X” before settling on the name Muhammad Ali. [...] States, to world peace, or to Ali started a different kind of fight with his outspoken views against the Vietnam War. Drafted cultural or other significant into the military in April 1967, he refused to serve [...]. He was arrested [...] and [...] stripped of his public or private endeavors. world title and boxing license. From <www. Unable to compete professionally [...], Ali missed more than three prime years of his athletic whitehouse.gov/thepress-office/2015/11/16/ career. The U.S. Supreme Court eventually overturned the conviction in June 1971. president-obama-names4. Ali returned to the ring in 1970 with a win over Jerry Quarry. The following year, Ali took on Joe recipients-presidentialmedal-freedom>. Frazier in what has been called the “Fight of the Century.” Accessed Oct. 11, 2016. Another legendary Ali fight, against undefeated heavyweight champion George Foreman, took place in 1974. [Ali] baited Foreman [...] before stunning [him] with an eighth-round knockout to reclaim the heavyweight title. After losing his title to Leon Spinks in February 1978, Ali defeated him in a September rematch, becoming the first boxer to win the heavyweight championship three times. Following one final loss in 1981 [...], the boxing great retired from the sport. 5. In his retirement, Ali devoted [...] his time to philanthropy. He announced that he had Parkinson’s disease in 1984 [...] and was involved in raising funds for an odd twist of fate uma estranha reviravolta do destino the Muhammad Ali Parkinson Center in Phoenix, Arizona. bout luta [...] In 1998, he was chosen to be a United Nations Messenger of Peace because defeat derrotar of his work in developing nations. disease doença In 2005, Ali received the Presidential Medal of Freedom from President George draft convocar para o W. Bush. [...] serviço militar Despite the progression of Parkinson’s [...] Ali remained active in public life. on hand presente; disponível He was on hand to celebrate the inauguration of Barack Obama, the first outspoken franco African-American president, in January 2009. overturned anulado 6. The revered athlete passed away on the evening of June 3, 2016, at a Phoenix, philanthropy filantropia, caridade Arizona facility. [...] raise funds arrecadar fundos rematch revanche Universally regarded as one of the greatest boxers in history, [he] is celebrated not stripped destituído only for his remarkable athletic skills but for his willingness to speak his mind. willingness disposição

Adapted from <www.biography.com/people/muhammad-ali-9181165>. Accessed Sept. 6, 2016.

UNIT 4

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READING COMPREHENSION 1

Number the titles below according to the paragraphs in the text. The first one is done for you. A. B.

Conversion to Islam, Suspension, and Comeback 1

Early Life

Philanthropy and Diagnosis of Parkinson’s

Death and Legacy

Boxing Comeback

Gold medal

Mark the sentences as true (T) or false (F), according to the text. A.

Ali started his career because he was afraid of fighting.

His ideas and political beliefs were sometimes considered controversial.

Muhammad Ali never lost a fight.

Ali became the world heavyweight champion three times: in 1964, 1974, and 1978.

He devoted himself to philanthropy because he got Parkinson’s disease.

Ali was recognized by the UN because of his remarkable athletic ability.

Match the beginnings and endings to make sentences about the text. A. Muhammad Ali started boxing…

in 1960, when he won a gold medal.

B. His first international success was…

he lost his boxing license and world title.

C. He changed his name… D. Because he refused to fight in the Vietnam War, E. He helped people who had Parkinson’s disease… F. Muhammad Ali was awarded by the American president George W. Bush…

by creating and raising funds for a center dedicated to this health problem. because of his dedication to philanthropy. when he converted to Islam. after having his bike stolen.

In his fight for freedom and against racism, Muhammad Ali raised issues related to the context in which he lived and worked. Nowadays, is it still necessary to discuss and fight for freedom and against racism? Why or why not? Discuss your ideas with a classmate.

THE WORLD OF SPORTS

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Workbook, página 230.

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VOCABULARY

Collocations: Go, Play, Do

Ao falar de esportes e atividades físicas, os verbos go, play e do geralmente são utilizados. • O verbo go acompanha esportes e atividades físicas que terminam em -ing: go skiing, go jogging. • O verbo play é usado com esportes de times, esportes que utilizam bola (ou outro objeto semelhante) e outras atividades praticadas em duplas ou times: play football, play golf, play chess. • O verbo do é usado com esportes individuais, artes marciais e outras formas de exercício: do archery, do tae kwon do, do gymnastics. Complete the table using the verbs play, go, or do.

baseball

swimming

karate

soccer

surfing

judo

basketball

skateboarding

muay thai

rugby

cycling

yoga

volleyball

running

aerobics

TIPS

Boxing não entra em nenhuma dessas categorias. Apesar de ser possível dizer do boxing, na maioria dos contextos se usa box como um verbo: I box twice a week.

Label the sports and physical activities below using words from Activity 1.

Which of the above sports are currently in the Olympics? Which ones will be added for the 2020 Olympic Games in Tokyo? Make a list. Then compare it to a partner’s.

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Workbook, página 231.

UNIT 4

37 3/30/17 2:03 PM

FOCUS ON GRAMMAR To Be (Simple Past) Na biografia de Muhammad Ali, na página 35, aparecem alguns exemplos do verbo to be conjugado no simple past. Observe: • Ali showed at an early age that he wasn’t afraid of any bout […].

• He was on hand to celebrate the inauguration of Barack Obama [...].

Consulte o Grammar Reference, página 188.

Nas duas frases retiradas do texto, o verbo to be é empregado para interligar os sujeitos e seus complementos, que lhes atribuem características ou estados em situações ocorridas no passado. Usamos was para I, he, she, it e were para we, you, they. Na negativa, acrescentamos not depois de was ou were ou usamos as formas contraídas: wasn't ou weren't. Para formular perguntas, colocamos was ou were antes do sujeito.

Complete this timeline of the Olympic Games. Then make true sentences about when and where they were held. The first one is done for you.

Atlanta

Sydney

Beijing

1996

2004

A. The Olympic Games of 1996

were in Atlanta

2012 .

B. The Sydney Olympic Games C. Athens

. the host city of the Olympic Games of 2004.

D. 2008

the year of the Beijing Olympic Games.

E. The Olympic Games of 2012

F. The Rio de Janeiro Olympic Games

Rio de Janeiro

Complete the sentences with was, were, wasn’t, and weren’t. A. Tim: “When the Olympic Games of Beijing?” Steven: “In 2008.” B. Mark: “

you home last night? I texted you to come over and watch the soccer match, but you didn’t text me back.” Steph: “Oh, I .I at the campsite, and my cellphone battery dead.”

C. I’m sorry, I couldn’t go to training because I D. Giselle: “We Zara: “What Giselle: “It

sick.

playing our best today. We need to practice more before the next game.” the final score?” a one-all draw.”

THE WORLD OF SPORTS

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Utilizamos o there to be no simple past para descrever a existência de fatos, situações ou pessoas no passado. • He grew up in the segregated South, where there was racial prejudice.

AFIRMATIVA

NEGATIVA

INTERROGATIVA

Singular

There was an objective.

There was not (wasn’t) wasn’t) an objective.

Plural

There were many challenges.

weren’t) Were there many There were not (weren’t) many challenges. challenges?

TIPS

There To Be (Simple Past)

Was there an objective?

Em geral, utilizamos os artigos a/an após a forma singular de there to be (there was a problem; there was an error). Observe que prejudice é um substantivo incontável. Portanto, não pode ser precedido por artigo.

Choose the appropriate form of the verbs to complete these sentences related to the 2016 Rio Games.

Consulte o Grammar

A. There was / were no big budget for the opening ceremony. In fact, it was 10 times Reference, smaller than the previous ceremony, in London, in 2012. página 189. B. There was / were 206 countries competing in the Games. C. There was / were 10,500 athletes. D. There was / were 7.5 million tickets available for purchase. E. There was / were 12,000 Olympic torchbearers. The torch passed through all the 26 states of Brazil. F. There was / were 42 sport disciplines represented. G. There was / were only one competitor in the team sent by the nation of Tuvalu, an island located in the South Pacific. H. There was / were more than 160 countries at the Paralympic Games, a number that exceeded expectations.

Read the text below and complete the spaces using there was or there were accordingly. The first one is done for you. Last weekend we were at my grandfather’s place listening to his good old stories. I was surprised at how different things were! He lived in the countryside, where 1.

there was

videogames or cell phones. 3.

money to buy toys. 5.

no electricity. a TV and an orange

tree right in front of his house. He ate oranges and climbed the tree when he was playing hide-and-seek. 6. one game he played every day: tag! He says it was a great time.

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Workbook, página 232.

UNIT 4

39 3/30/17 2:03 PM

PREPARING FOR EXAMS DE OLHO NO ENEM 1

Por ocasião dos Jogos Olímpicos no Rio de Janeiro em 2016, houve intenso debate a respeito das obras que viabilizariam o evento. De acordo com o cartum de Chris Madden, pode-se inferir que… A.

grandes obras arquitetônicas acabarão em ruínas.

os gregos permaneceram satisfeitos pela realização de suas obras.

sempre há controvérsias quanto à utilidade e ao legado de grandes obras.

o legado cultural do estádio foi previsto pelos gregos.

o design de circunferência dos estádios é semelhante em variados locais.

Sport, identity and politics Sport is not only a manifestation of a physical contest. It is also a manifestation of cultural and national elements of a society. National sporting contests are often said to instill a sense of community in a state. By attending and supporting different sporting events, people reinforce the identity dimension of citizenship. Supporting a team emphasises an individual’s link to his or her polity, be it a city, a sub-state entity or a country. […] From <www.citsee.eu/citsee-story/sportizenship-complex-links-between-citizenship-sports-and-national-identity>. Accessed Sept. 21, 2016.

No artigo, esporte é descrito como… A.

prática que não beneficia apenas o físico, mas também a mente.

manifestação de uma disputa que pode às vezes dividir uma comunidade.

estímulo ao crescimento econômico de um país.

manifestação cultural que precisa do apoio por parte dos municípios, estados e países.

marca identitária e cultural em uma sociedade.

TIPS

Ao realizar uma leitura global dos textos, que não se restringe a priorizar a informação verbal (palavras e frases), mas abrange a observação de outros elementos, como imagens e referências aos fatos da vida em sociedade, você terá mais chances de compreender o contexto e de se preparar para as exigências de exames como o Enem.

THE WORLD OF SPORTS

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DE OLHO NO VESTIBULAR http://kidshealth.org/en/teens/girls-sports.html

5 REASONS FOR GIRLS TO PLAY SPORTS 1

[...] Girls who play sports do better in school. You might think that athletics will take up all your study time. But research shows that girls who play sports do better in school and are more likely to graduate than those who don’t. Exercise improves learning, memory, and concentration, which can give active girls an advantage when it comes to the classroom. Girls who play sports learn teamwork and goal-setting skills. Working with coaches, trainers, and teammates to win games and meet goals is great practice for success later in life. Being a team player can make it easier to work with others and solve problems, whether on the field or in the workplace. Sports have hidden health benefits. Some benefits of sports are obvious — like improving fitness and maintaining a healthy weight. But girls who play sports are also less likely to smoke and have a reduced chance of getting breast cancer and osteoporosis later in life. Sure, you can get these benefits from any type of exercise. But if you have trouble getting to the gym, there may be more incentive to show up and play if you know your coaches or teammates depend on you. Playing sports builds self-confidence. Girls involved in athletics feel better about themselves, both physically and socially. It helps to build confidence when you see your skills improving and your goals becoming reality. Other esteem-boosting benefits of sports participation include getting in shape, maintaining a healthy weight, and making new friends. Exercise can cut the pressure. Pressure is a big part of life. Playing sports can help you deal with it, since exercise is a natural mood lifter and a great way to relieve stress and fight depression. Plus, when you are on a team, you have friends who support you both on and off the field. From <http://kidshealth.org/en/teens/girls-sports.html>. Accessed Sept. 21, 2016.

Assinale a alternativa que apresenta apenas frases corretas de acordo com o texto. I. É possível associar prática esportiva a bom rendimento escolar. II. A prática de esportes precisa ser aliada ao trabalho em um time para garantir sucesso. III. Garotas que praticam esportes têm menos chances de contrair doenças como o câncer de mama e a osteoporose. IV. Fazer amigos e ver a melhoria das próprias habilidades contribuem para aumentar a autoestima. A.

I, II e III.

I, III e IV.

II, III e IV.

I e II.

II e IV.

UNIT 4

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INTEGRATING

SKILLS 1

Look at the image and read the caption that accompanies it. What do you know or what can you infer from elements about the significance of the depicted event? Share your opinions with the class.

South African President Nelson Mandela (left) congratulates Springboks team captain François Pienaar after the team won the 1995 Rugby World Cup at Ellis Park Stadium, Johannesburg, South Africa, in a gesture that helped promote nation-building just one year after South Africa’s historic first democratic election.

You are going to listen to an extract from a famous speech given by Nelson Mandela at the opening of a sports award in 2000 in Monaco. Before doing that, match the words on the left with their corresponding meanings in Portuguese on the right. A.

youth

1. corajoso

break down

2. derrubar

despair

3. desespero

powerful

4. heróis

heroes

5. juventude

laugh in the face (of)

6. poderoso

valiant

7. rir na cara (de)

THE WORLD OF SPORTS

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TRACK

Now listen to the recording and check the ideas defended by Nelson Mandela in his speech. A. B.

Sport makes people forget their problems. X

C. D.

Sport impacts on a country’s economy. X

E. TRACK

Sport has the power to break down racial barriers.

Sport can inspire and unify people. Sport makes us more competitive.

Listen to the speech again and choose the best alternative to complete these sentences. A. Sports have the potential to change future generations

. the world

B. Young people are attracted by the rules C. Sports can overcome all types of D. Athletes are courageous in and off

our traditions

of sports. emotions

language

discrimination. racial

gender

the field. inside

outside

Discuss the following questions with a classmate. A. Do you agree that sports have the power to change the life of a nation as well as international relations? Why or why not? B. How can sports challenge racial and social prejudice? Give some examples involving famous people or people from your community.

>> USEFUL

LANGUAGE

Agreeing and disagreeing Yes / Sure. I agree with that, because sports help / change / build / facilitate… No / I’m not sure / I don’t think so, because sports can’t really...

Giving examples In many different ways / In some ways, such as… For instance, my friend…

Are sports capable of changing individuals, communities, nations, and the world? Use the ideas discussed in Activity 5 to write a paragraph in your notebook that answers this question. >>

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Workbook, página 233.

UNIT 4

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