Inglês para o Ensino Médio
Eduardo Amos • Elisabeth Prescher • Ernesto Pasqualin
3rd edition
SUN_INICIAIS VOL 2_Abr2011.indd 1
2 11/04/11 1:07:18 PM
Contents 4
IT
1
Air, w water, sand or snow?
9
Degrees of comparison (I), 14 Degre
UN
UN
Sunrise — Diagnostic test
IT
Chemistry of a killer: Is it in the brain? Chem
2
Degrees of comparison (II), 22 Degre
Listening 1 UN
17
24
IT
3
Professions of the future Prof
25
The simple s future tense; the future continuous tense, 30
UN
Self-study 1 33 IT
4
China today Chin
35
The p possessive case/Genitive case, 40
42
IT
5
Mary Shelley and Frankenstein Ma
43
Reflexive pronouns, 48
UN
UN
Listening 2
IT
6
What do animals feel? W
The present perfect tense (I), 56 Th
Self-study 2
SUN_INICIAIS VOL 2.indd 2
51
59
09.05.08 10:29:11
UN
IT
7
Don’t leave litter
61
The p present perfect tense (II); The present perfect continuous tense, 66 perfe
IT
8
Humiliating experiences
68
69
The p past perfect tense; the past perfect continuous tense, 74
UN
UN
Listening 3
IT
9
One day I had to run
77
Indefinite adjectives and pronouns, 82
IT
10
Depression Depr
87
Relative pronouns (I), 92 Relat
UN
UN
Self-study 3 85
IT
11
Generations Gene
Relative pronouns (II), 100 Relati
Listening 4 UN
95
102
IT
12
Luck
103
Modal verbs – must, may/might, 108 Mod
Self-study 4 111 Exam practice Answer keys
SUN_INICIAIS VOL 2.indd 3
113 126
Irregular verbs Maxi glossary
128 131
09.05.08 10:29:15
Sunrise
Diagnostic test
Here are some basic grammar points that you have to know before starting the book. Follow these steps to take advantage of this section: 1. Do the test. 2. Check your answers on page 126. 3. Look at the charts on pages 6, 7 and 8 to clarify your doubts.
Chart 1
Choose the correct answers. (charts 1, 2, 3) 1. The Amazonian rainforest (cover/covers) over a billion acres, including areas of Brazil, Venezuela, Colombia, Ecuador and Peru. 2. Although the forest (look/looks) huge, it is 30% smaller than what it used to be one century ago. 3. The rivers of the Amazon basin (provide/provides) navigable waters, and (play/plays) a vital role in the relationship between land, water and atmosphere.
Chart 2
4. This ecosystem, however, is at risk. Agriculture, cattle raising, and mining (destroy/destroys) 26,130 square km a year.
1. Soccer (is becoming/becomes) a very popular sport among girls. 2. The number of spectators at U.S. soccer games (is growing/are growing) and can reach up to 25,000 per match. 3. My brother plays soccer every day, but he (is playing/isn’t playing) today because he is sick.
Chart 3
4. Brazil (are holding/is holding) the FIFA World Cup in 2014.
1. What (is/are) you and your brother (do/going to do) tonight? 2. Mel Beyer (are/is) going (give/to give) a concert at the City Hall tomorrow. 3. Where do you think they (are going to build/are build) their new house? 4. Scientists say that the average temperature of our planet (is/are) going (increase/to increase) at least 3 degrees Celsius in the next 50 years.
Chart 4
Supply the missing imperative form, affirmative or negative, of the verbs given: to tell, to speak, to ask, to be, to stay. 1. That’s very impolite. Please,
to me like that.
2. Bob doesn’t know he won the lottery. Please, 3. The sun is very hot today.
him right away.
out too long.
4. This vase is very expensive.
careful with it.
5. I’m not telling you the answer, so
me again.
Chart 5
Substitute the underlined words for subject or object pronouns. 1. I seldom read a book to my little sister. 2. Mrs. Miller is writing a letter to her boss. 3. Can you tell those people the way to the post office? 4. Jim always gives a little help to his friends. 5. Tom and Sue are in the backyard watering the flowers for their mother.
4
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UNIT
Chemistry of a killer: Is it in the brain?
WARMUP
READING STRATEGY
You are going to read a text about killers. Discuss the following questions with your classmates.
Relating to the main idea
1. Why does one person kill another? 2. Can a “normal” person become a killer?
2
Quando um texto começa com uma pergunta, ou quando o título é uma pergunta, tente primeiro entender essa pergunta. Em seguida, ainda antes de ler o texto, procure a sua própria resposta para aquela pergunta. Isso deixará você “no clima” do texto, facilitando a compreensão. 17
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Unit 2
TRACK
03
Chemistry of a killer: Is it in the brain? What makes one teenager grow up to live a normal life while another turns to murder? Researchers suggest the answer may lie in a part of the brain that controls planning, reasoning and impulse control. Studies are revealing physiological differences between the brains of normal people and those of people who kill. “There is clearly a biological predisposition to violence,” says psychologist Adrian Raine of the University of Southern California. “We know there are murderers who don’t have the usual signs – a history of child abuse, poverty, domestic violence, broken homes – and yet they commit violence. Research suggests the cause may lie internally, in terms of abnormal biological functioning.” Raine led studies comparing the brains of 41 murderers with those of 41 nonviolent people matched by age and gender. He found that “murderers have poorer functioning of the prefrontal cortex, the part of the brain located above the eyes, behind the forehead. This is the part of the brain that regulates behavior – the part that says ‘wait a minute’.” In another study, Raine divided the murderers into two groups: those from healthy, stable family backgrounds and those from abusive, dysfunctional homes. “It’s the murderers from good home environments who have the poorest brain functioning,” he says. Source: Anita Manning, in USA Today.
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Chemistry of a killer: Is it in the brain?
READING Scan the text page. 1. Who published the text? 2. The first line suggests the text is about: a) children b) old people c) adolescents Match the definitions below to the words in the boxes. brain
murder
murderer
forehead
1.
: someone who deliberately kills another person.
2.
: the organ inside your head that commands impulses, reasoning and planning.
3.
: the act of deliberately killing a person.
4.
: the area at the front of your head between your eyebrows and your hair.
Find the correct translation of the words below in the boxes. 1. behavior: 2. healthy: 3. lead: 4. lie: saudável
comportamento
liderar
localizar-se
Check the meaning of the words in bold letters.
Keywords child abuse dysfunctional functioning match reasoning
criança maus-tratos à disfuncional funcionamento combinar raciocínio
1. The researcher matched people by age and gender. ( ) grouped ( ) talked 2. The pre-frontal cortex is the part of the brain that controls regulating behaviors. ( ) acts as censors ( ) tells you that you are hungry or thirsty 3. There were murderers from stable families and from dysfunctional homes. ( ) home of unemployed individuals ( ) different from what is considered normal Read the text again.
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Unit 2 Un
AFTER READING A
Check all correct answers. According to the text, the “usual signs” of a murderer are: ( ( (
B
) poverty ) broken homes ) a normal life
( ( (
) domestic violence ) internal causes ) child abuse
Choose the correct answers.
1. According to psychologist Adrian Raine: a) there are no biological reasons for violence. b) there is a clear biological predisposition to violence.
2. How did Raine organize the participants of his research? a) He divided them into two groups.
b) He divided them into groups of four.
3. How did he match the people? a) By gender and age.
b) By their history of life.
4. What did he find out? a) The pre-frontal cortex functions perfectly well in killers. b) The killers have poorer functioning of the pre-frontal cortex.
5. The pre-frontal cortex: a) controls regulating behaviors.
C
b) controls the brain.
Explain the meaning of: (2nd paragraph) “there are murderers who don’t have the usual signs […] and yet they commit violence.”
D
Look at the last paragraph and answer these questions.
1. What were the families of the first group like? 2. What were the families of the second group like? 3. Are there killers who come from good families?
E
Releia o texto e, juntamente com um ou dois colegas, responda às seguintes questões.
1. Em pelo menos dois momentos o texto identifica as causas dos atos de violência cometidos por alguns assassinos como sendo de ordem interna, isto é, as causas seriam unicamente biológicas. Você concorda com essa visão?
2. Você acredita que os fatores externos (sociais, econômicos, culturais, etc.) têm influência sobre as causas que levam um indivíduo a praticar um assassinato?
3. Como você vê essa questão no seu bairro ou na sua cidade? 20
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Chemistry of a killer: Is it in the brain?
WORD POWER A
Some verbs turn into nouns when we add ing.
ING
List the verbs and their respective nouns in the box below. Then, translate the nouns.
B
skiing
functioning
to reason
to ski
to function
planning
to plan
swimming
to swim
reasoning
Verb
Noun
Meaning
to ski
skiing
prática de esqui
Complete the sentences with the words from the boxes. 1. There are physiological differences between: entre (dois)
the brains of killers and
those of normal people.
2. The teacher says to the class, “Who among: entre (vários)
3. The girl who was
Jane and I is an actress.
4. Can you see any blond girl
C
you knows the answer?”
those people?
Complete the chart. O sufixo -er indica a pessoa que pratica a ação. Verb
Noun
write
writer runner
surf murderer research
D
Fill in the blanks with the words from the chart in exercise C.
1. A 2. Tom Blake was a top 3. There is a 4. Next year I intend to 5. The famous
says that some people have a predisposition to violence. in the forties. in that prison cell. the marathon in São Paulo. Ernest Hemingway wrote The old man and the sea. 21
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Unit 2 Un
STRUCTURE Degrees of comparison (II) Observe como adjetivos e advérbios de uma ou duas sílabas formam o comparativo e o superlativo de superioridade.
Regra geral Acrescenta-se er/est: strong stronger strongest Jack is stronger than Paul. Jack is the strongest boy I know.
Obs: • Palavras terminadas em e recebem apenas r ou st. large
larger
largest
wide
wider
widest
• Palavras terminadas em consoante + vogal + consoante dobram a consoante antes de receber er ou est. hot
hotter
hottest
big
bigger
biggest
• Palavras terminadas em consoante + y substituem o y por i ao receber er ou est. happy
happier
happiest
heavy
heavier
heaviest
Particularidades Usa-se more/most com palavras terminadas em ful, ous, re, ing, ed. more more more
most hopeful most curious most obscure
more more
most charming most surprised
Usa-se er/est com palavras terminadas em le, ow, er. simple narrow clever
simpler simplest narrower narrowest cleverer cleverest
Formas irregulares good better the best bad worse the worst far farther the farthest
little much many
less the least more the most more the most
Construções especiais • It is getting colder and colder. (cada vez mais frio) • Life is getting more and more expensive. (cada vez mais cara) • The older the better. (Quanto mais velho, melhor.) • The more difficult, the more fascinating. (Quanto mais difícil, mais fascinante.)
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Chemistry of a killer: Is it in the brain?
PRACTICE
Tokyo
million population: 28 2 km 7 18 2. area: C rature: 14.5º average tempe
Mexico City
population: 19 million area: 3.129 km2 average tempe rature: 12º to 16º C
Rio de Janeiro
population: 15.3 million 2 area: 1.261 km ature: 23.7º C per tem e rag ave
Source: http://en.wikipedia.org
A
Look at the information about the cities and complete the sentences below. Use the adjectives in parentheses.
1. Tokyo is
Rio. (large)
2. Tokyo is
of the three cities. (populated)
3. The average temperature in Rio is 4. Tokyo is
of the three cities. (warm)
from Rio
5. Mexico City is
B
Mexico City. (far)
of the three cities. (large)
Supply the comparative of superiority (…er than).
1. Bob’s motorcycle is 2. The Eiffel Tower is 3. The cake is 4. A car is 5. My uncle is
older than
(old) my car. (high) the Statue of Liberty.
(sweet) the ice cream. (safe) a motorcycle. (tall) my father. 23
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Unit 2 Un
C
Supply the superlative of superiority (the …est).
1. Linda is
(short) girl among my friends.
2. This is
(simple) exercise in this book.
3. São Paulo is
(large) city in Brazil.
4. This is
(light) car produced in Brazil.
5. Jonathan is
D
(tall) boy in our class.
Supply the correct form of the adjectives. Adjective 1.
skinny
Comparative
Superlative
skinnier than
the skinniest
2. fat 3. thin
The human brain What the human brain does best is learn. Learning changes the brain because it can ‘rewire’ itself with each new experience. The brain learns fastest during the early school years. During this time, stimulation, repetition, and novelty are essential to laying the foundations for later learning. Source: Jensen, Eric. Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
4. lucky 5. heavy
E
SUN FACTFILE
Supply the comparative or the superlative of superiority.
1. Mr. Clark drove 2. Oceans are 3. Jane looks 4. I bought 5. The Nile is
(fast) car in the world. (deep) rivers. (young) her sister Ann. (cheap) hat in the store. (long) river in the world.
LISTENING 1 TRACK
04
A
Listen and answer these questions in Portuguese.
1. O que você acabou de ouvir? Uma conversa? 2. Qual é o assunto do texto?
B
Listen again and match the columns.
1. Olympic Games
(
) 394 A.D.
2. Modern Olympic Games
(
) 776 B.C.
3. End of the traditions of the games
(
) 1896
4. Baron of Coubertin
(
) Roman emperor
5. Theodosius
(
) Founder of the International Olympic Committee
24
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1
Self-study
A
Units 1 to 3
Write sentences using as… as. Use a negative form if appropriate. Example: honey – sugar – sweet a sheep – a cow – big
Honey is as sweet as sugar. A sheep isn’t as big as a cow.
1. the Atlantic Ocean – the Pacific Ocean – large 2. a Ferrari – a Porsche – expensive 3. oranges – lemons – sour 4. Corinthians – Flamengo – popular
B
Complete the sentences with the correct comparative or superlative form of the adjective in parentheses.
1. The state of Amazonas is
(large) Portugal and Spain combined.
2. As a matter of fact, Amazonas is 3. Although it is big, Amazonas is one of
(large) state in Brazil. (populated) states in Brazil.
4. For the people who live in São Paulo, Manaus is 5. To many people, the Amazon forest is
C
(far) Buenos Aires. (fascinating) the Pantanal.
Find and correct the mistakes in the following sentences.
1. Old shoes are most comfortable than new shoes.
2. The most hot temperatures in the world are found in Death Valley, California.
3. I believe your idea is better of all the ideas we have had.
4. Today is more cold than yesterday.
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D
Check the correct alternative.
1.
Ted
next weekend?
a) Will – work
2. She
c) Will – to work
b) won’t arrive
c) will not to arrive
before 2 o’clock.
a) will not to be arriving
3.
b) Going to – work
you
at the end of next month?
a) Will – traveling
4. I
b) Won’t – be travel
c) Will – be traveling
my company in the conference.
a) will represented
5. They
the new project
b) won’t be fly
c) will be flying
b) will – begin
c) will – to begin
?
a) won’t – beginning
7. What
c) will represent
to Jamaica tonight.
a) will flying
6. When
b) will be represent
you
when I get to your house?
a) will – be doing
8. The children
b) will – be do
c) won’t – to do
b) will sleep
c) will be to sleeping
after school.
a) will sleeping
9. I am on a diet, so I
any ice cream.
a) will to have
10. I can’t meet you in the afternoon. I a) will to be practicing
b) won’t to have
c) won’t have
tennis. b) will to practicing
c) will be practicing
Respostas na página 127.
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Exam practice (PR-UNICentro) Food can be dangerous for your health! When you go to a restaurant you often think that the food you are ordering is good for you. But many restaurants serve healthy food, like fish or salad, with a sauce or dressing that uses a lot of oil, fat, or sugar. The British Food Standards Agency wants all restaurants to say in their menus exactly what is in each dish, how many calories, how much fat, and what additives. They think that restaurants don’t give their customers enough information, and that this new plan could help people to have a healthier diet. But chefs are not happy with the Agency’s plan. One top chef said, ‘People are not stupid. They know that many sauces have butter and cream in them. But if we put on a menu that a dish has 1,000 calories, nobody is going to order it!’ However, many doctors agree with the plan. Bruce Ward, Professor of Medicine, said, ‘People know that cigarettes are bad for them, because it tells you on the packet. But when they go to a restaurant they often have no idea if the food is healthy or not. Food products that have a lot of calories, fat, and sugar need a health warning, exactly like cigarettes.’ Source: New English File. Oxford University Press, p. 87.
1. According to the text, The British Food Standards Agency wants: a) all restaurants only to inform how many calories all dishes have. b) several restaurants only to inform how much fat a dish contains. c) some restaurants only to inform what additives the dishes have. d) all restaurants to list and give to their customers all the information about calories, fat and additives of each dish. e) all restaurants to warn their customers about the dangers of consuming high-calorie food.
2. After reading the text, choose the ONLY option below that expresses a correct comparative form in English: a) Mark’s role is to dig us from this decadent trough and guide us towards a more healthy lifestyle. b) By stimulating the circulation and aiding relaxation, you can create a more healthier head of hair. c) According to a recent survey, 82 per cent of us still think that a tan makes us feel healthier and look more attractive. d) Brian looked a little bit more healthier and relaxed, with color in his face. e) The plan could help customers to keep a more healthy diet.
3. The word “chef” applies correctly to all the sentences below, EXCEPT to: a) Martin is dessert and bread chef to a seasonal resort’s restaurant. b) Sitting Bull is the chef of the Siroux tribes of the Great Plains. c) Every day a different chef will be conjuring up delicious dishes in the restaurant. d) The chef, staff and managers from Macau restaurant are all Chinese. e) Mary had cooking classes and learned how to prepare a delicious rabbit-made dish with the expertise of a chef skinning a rabbit.
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Irregular verbs INFINITIVO
PASSADO SIMPLES
PARTICÍPIO PASSADO
TRADUÇÃO
to arise
arose
arisen
erguer, levantar
to awake
awoke
awoken
acordar
to be
was/were
been
ser, estar
to bear
bore
born
suportar, aguentar
to beat
beat
beaten
vencer, derrotar; bater (coração)
to become
became
become
tornar-se
to begin
began
begun
começar, iniciar
to bend
bent
bent
dobrar, inclinar(-se)
to bet
bet
bet
apostar
to bind
bound
bound
prender
to bite
bit
bitten
morder; picar
to bleed
bled
bled
sangrar
to blow
blew
blown
soprar, apagar (velas)
to break
broke
broken
quebrar
to bring
brought
brought
trazer
to build
built
built
construir
to burn
burnt
burnt
queimar, arder
to burst
burst
burst
explodir, estourar
to buy
bought
bought
comprar
to cast
cast
cast
lançar, atirar
to catch
caught
caught
pegar, agarrar
to choose
chose
chosen
escolher
to cling
clung
clung
agarrar, apegar-se
to come
came
come
vir
to cost
cost
cost
custar
to creep
crept
crept
rastejar
to cut
cut
cut
cortar
to deal
dealt
dealt
lidar, tratar
to dig
dug
dug
cavar
to do
did
done
fazer
to draw
drew
drawn
desenhar; sacar
to drink
drank
drunk
beber
to drive
drove
driven
dirigir, guiar
to eat
ate
eaten
comer
to fall
fell
fallen
cair
to feed
fed
fed
alimentar
to feel
felt
felt
sentir
to fight
fought
fought
lutar, brigar, resistir
to find
found
found
achar, encontrar
to fling
flung
flung
arremessar, lançar, empurrar
to fly
flew
flown
voar
to forbid
forbade
forbidden
proibir
to forget
forgot
forgotten
esquecer
to forgive
forgave
forgiven
perdoar
to freeze
froze
frozen
congelar
to get
got
got/gotten
obter, conseguir
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Maxi glossary Os verbos assinalados com asterisco são irregulares. adopt: adotar
Amazon: Amazonas, amazônico
admirable: admirável admire: admirar
American: norte-americano
a: um, uma
advancement: progresso
amount: quantidade, quantia
a bit: um pouquinho
advantage: vantagem
a bunch: um monte, um grupo
amputee: pessoa que teve algum membro amputado
a few: alguns, algumas
advertise: anunciar, fazer anúncio ou propaganda
a little: um pouco
advertisement: anúncio
anaesthetist: anestesista
a little while: um pouco (de tempo)
advertising: propaganda, publicidade
analyst: analista
a long way to go: muito o que fazer
advice: conselho, orientação
ancestor: antepassado
a lot: muito
advise: orientar, informar, aconselhar
ancient: antigo
a quarter: um quarto
adviser, advisor: orientador, conselheiro
and: e
a while: um pouquinho (de tempo)
affair: assunto, questão
angel: anjo
ability: capacidade
affect: afetar
anger: zanga, raiva, ira
able: capaz
afford: permitir-se, poder, ter o bastante para
angry: bravo, irado
A
abnormal: anormal, anômalo aboard: a bordo de about: aproximadamente, quase; sobre, a respeito de
afraid: com medo African-American: afro-americano after: depois
above: acima
afternoon: tarde (parte do dia)
abroad: no exterior
again: mais uma vez, de novo
abruptly: abruptamente
again and again: muitas vezes
abstract: resumo
against: contra
abuse: abuso, uso excessivo (subst); abusar, tratar mal (verbo)
age: idade, era, época, século (subst); envelhecer (verbo)
accept: aceitar
ageless: que não envelhece
acceptable: aceitável
agency: agência; departamento
access: acesso (subst); ter acesso (verbo)
aging: envelhecimento
accomplish: realizar
ago: atrás (no tempo)
accomplishment: realização according to: de acordo com account for: ser responsável por, representar ache: dor (subst); doer (verbo) achieve: conseguir, alcançar
agree: concordar agreement: acordo
among: entre (vários)
an: um, uma
ankle: tornozelo ankle-sock: meia soquete anniversary: aniversário (de casamento, de fundação, etc.) announce: anunciar annoyed: aborrecido, irritado another: outro, outra answer: resposta (subst); responder (verbo) anti-personnel: antipessoal anxiety: ansiedade anxious: ansioso any: qualquer anymore: não mais, nenhum mais anything: qualquer coisa
ahead: à frente, para diante, em frente
apart: separado; distante
ailing: doente (pessoa); em dificuldade financeira (empresa)
appear: aparecer, parecer
aim: intenção (subst); pretender, ter como objetivo ( verbo)
apple: maçã
appendicitis: apendicite
air: ar (subst); ir ao ar, ser veiculado (verbo)
apple of somebody’s eye: menina dos olhos, xodó
airline: linha aérea
application: aplicação, pedido
alive: vivo
apply for: candidatar-se
all: todos, tudo
appointment: hora marcada
all over: todo; inteiro
appraisal: análise
action: medida, ação
all the way: até o final
apprehension: apreensão, medo
activity: atividade
allow: permitir
actress: atriz
allowance: mesada; permissão
approach: método, abordagem (subst); aproximar-se (verbo)
actually: na verdade
almost: quase
approximately: aproximadamente
add: somar, acrescentar
alone: só, sozinho
April: abril
addiction: vício
aloft: no ar, fora do chão
apron: avental
addicted: viciado
along: ao longo de, junto
aptitude: aptidão
addictive: que vicia
along the side: ao lado
arctic: ártico
additive: aditivo
already: já
argue: argumentar, brigar
address: endereço (subst); dirigir a palavra, fazer discurso (verbo)
also: também
argument: discussão, briga
alternative: alternativo(a)
arm: braço
adjective: adjetivo
although: embora, apesar de
adjusted: ajustado, adaptado
always: sempre
army: exército around: em volta; aproximadamente
achievement: conquista acquire: adquirir across: através, de um lado ao outro, do outro lado (da rua) act: ato (subst); agir, comportar-se, atuar (verbo)
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