Reinildes Dias
Elaine Hodgson
Denise Santos
Cristina Mott-Fernandez
8
TEAM UP
Língua Estrangeira Moderna
inglês
Anos Finais do Ensino Fundamental
8o Ano
capas TEAM UP - ALUNO - caracterizada.indd 5
10/6/15 12:44 PM
Reinildes Dias
Doutora em Tecnologia Educacional pela Concordia University (Canadá) e Mestre em Letras – Inglês
pela Universidade Federal de Minas Gerais (UFMG). É professora adjunta da Faculdade de Letras da
UFMG e atuou, por vários anos, como consultora da Secretaria da Educação (MG) e da Rede Municipal
de Educação de Belo Horizonte (RME-BH). É autora da Proposta Curricular de Língua Estrangeira do
Estado de Minas Gerais e coautora das Proposições Curriculares de Inglês da RME-BH.
Elaine Hodgson
Doutora em Linguística pela Universidade Federal do Ceará (UFC) e Mestre em Linguística Aplicada pela
Universidade Estadual do Ceará (UECE). É professora de inglês dos Ensinos Fundamental e Médio do
Colégio Militar de Brasília e orientadora do Mestrado em TEFL (Teaching English as a Foreign Language)
da University of Birmingham (Reino Unido).
Denise Santos
Doutora em Linguística Aplicada pela University of Reading (Reino Unido) e Mestre em Educação em
Língua Inglesa pela University of Oklahoma (Estados Unidos). É pesquisadora do Institute of Education
da University of Reading, na área de ensino de compreensão oral em língua estrangeira. Possui mais de
30 anos de experiência no ensino de inglês e tem publicações pedagógicas e acadêmicas publicadas no
Brasil e no exterior.
Cristina Mott-Fernandez
Doutora e Mestre em Estudos da Linguagem pela Universidade Estadual de Londrina (UEL). É professora de língua inglesa no Instituto de Línguas da UEL desde 1988. Já atuou como professora no Ensino
Fundamental em escolas da rede privada e atualmente desenvolve pesquisas sobre coleções didáticas de língua inglesa.
1ª edição
Cotia, SP – 2015
Manual do Professor
TEAM UP
Língua Estrangeira Moderna
inglês
Anos Finais do Ensino Fundamental
8o Ano
8
2015 © Macmillan Education do Brasil
Gerente editorial: Kelly Tavares
Gerente de criação de conteúdo: Ana Paula Landi
Editora de arte: Simone Oliveira Vieira
Editoras de conteúdo: Viviane Kirmeliene, Silene Cardoso, Ana Beatriz
Moreira, Daniela Costa, Gabriela Farcetta, Cristina Cesar
Coordenadora de produto: Carla Rodrigues Riquena
Coordenador de produção gráfica: Marcio Borges
Designer: Ivan Toledo Prado
Assistente de arte: Gabriela Rodrigues
Assistentes editoriais: Isabela Carvalho, Carol Nyerges
Consultoria acadêmica: Tony Berber Sardinha, Ronaldo Lima Júnior, Paulo
Rogério Rodrigues, Maria Luciana Gomes, Rodrigo Camargo Aragão
Preparadores e revisores técnicos: Thelma C. Guimarães, Antonio
Mello, Rejane Aguiar, Amanda Lassak, Olivia Yumi Duarte
Projeto gráfico: Tangente Design
Arte e diagramação: Tangente Design e Figurattiva
Capa: Fábio Kato
Pesquisadoras iconográficas: Marcia Sato, Odete Pereira
Tratamento de imagens: Paulo César Salgado
Ilustrações: Estúdio LAB 307, Diego Munhoz
Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998.
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Team up : anos finais : ensino fundamental / Reinildes
Dias...[et al.]. -- 1. ed. -- Cotia, SP : Macmillan,
2015.
Outros autores: Elaine Hodgson, Denise Santos,
Cristina Mott-Fernandez
"Componente curricular: língua estrangeira moderna Inglês".
Obra em 8 v.
ISBN 978-85-7418-955-0 (vol. 1, student's book)
ISBN 978-85-7418-972-7 (vol. 1, teacher's book )
ISBN 978-85-7418-956-7 (vol. 2, student's book)
ISBN 978-85-7418-974-1 (vol. 2, teacher's book)
ISBN 978-85-7418-957-4 (vol. 3, student's book)
ISBN 978-85-7418-973-4 (vol. 3, teacher's book)
ISBN 978-85-7418-970-3 (vol. 4, student's book)
ISBN 978-85-7418-971-0 (vol. 4, teacher's book)
1. Inglês (Ensino fundamental) I. Dias, Reinildes.
II. Hodgson, Elaine. III. Santos, Denise.
IV. Mott-Fernandez, Cristina.
15-04445
CDD-372.652
Índices para catálogo sistemático:
1. Inglês : Ensino fundamental
372.652
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Todos os esforços foram feitos no sentido de encontrar os detentores dos direitos
das obras protegidas por copyright. Caso tenha havido alguma omissão involuntária,
a editora terá o maior prazer em corrigi-la na primeira oportunidade.
MACMILLAN EDUCATION DO BRASIL
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Cotia – SP – 06708-645
www.macmillan.com.br
Atendimento ao professor: (11) 4613-2278
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Fax: (11) 4612-6098
Impresso no Brasil
Apresentação
Prezado/a aluno/a,
Este material pretende acompanhar você na sua aprendizagem da língua inglesa,
uma língua estrangeira que provavelmente já faz parte da sua vida de alguma forma:
em palavras que você usa (como show e e-mail); em filmes e seriados de TV falados
em inglês a que você já tenha assistido; em sites que você visita na Internet e que
usam esse idioma como meio de comunicação; em músicas que você ouve e canta,
entre outros.
Os assuntos focados neste livro, bem como as atividades aqui propostas, partem
da premissa de que você traz muitos saberes e experiências para a sala de aula.
Pretende-se, pois, partir do que você já sabe e de seus interesses para criar oportunidades de desenvolver seus conhecimentos sobre a língua inglesa ao mesmo
tempo em que lê, ouve, escreve e fala em inglês.
Em outras palavras, concebemos este livro como um elemento colaborador da sua
aprendizagem, a ser explorado por você em sala de aula em interação com seus
colegas e professores. Em um processo de construção compartilhada de conhecimento, você vai aprender inglês ao mesmo tempo em que transita por outras áreas
do conhecimento, vai trocar ideias e experiências com outras pessoas e vai ser estimulado a posicionar-se criticamente diante de questões importantes para a sua
cidade, país e mundo.
Em casa, você pode explorar ainda mais este material (não apenas o livro em si, mas
também o CD que o acompanha) de várias maneiras, por exemplo: refazendo atividades que lhe agradaram ou estimularam sua curiosidade, visitando sites sugeridos,
consultando o livro como material de referência para pesquisas escolares ou mesmo
atividades no seu meio social, tais como participação na Internet ou conversas com
familiares e amigos sobre os assuntos aqui tratados.
Esperamos que você interaja com este material com o mesmo entusiasmo com que ele
foi concebido. E que aprenda com prazer ou, como se diz em inglês, happy learning!
As autoras
Conheça seu livro
As unidades do livro são organizadas em seções e complementadas por boxes.
Conheça os objetivos e características de cada seção e boxe a seguir.
ººStarting
ººUnit
Out
Propõe perguntas, acompanhadas de imagens, que têm
como objetivo estabelecer
uma conversa entre você e
seus colegas sobre o tema
da unidade, levantando o que
você já sabe sobre o assunto.
Aims
Apresenta os objetivos
linguísticos, atitudinais e
de habilidades que você
vai trabalhar durante a
unidade. Eles são retomados na autoavaliação
na seção Reflect on Your
Learning.
ººBoxe Stay Tuned
Apresenta informações adicionais relacionadas ao tema
da unidade, com o objetivo de
ampliar seus conhecimentos.
ººReading
Desenvolve habilidades de
leitura e interpretação de
textos escritos dos mais diversos gêneros, como o artigo
de jornal, o cartum, o poema, o
anúncio publicitário, o infográfico, entre outros. Ao final da
seção, perguntas estimulam
seu posicionamento crítico
em relação aos assuntos discutidos.
ººBoxe Boost your
Reading
Discute as estratégias
e dicas usadas na leitura e compreensão
dos textos que você
leu na seção Reading.
ººBoxe Looking at the Text
Apresenta as características
do gênero textual do primeiro texto da seção Reading.
ººLanguage
at Work
Apresenta sugestões de
atividades, ou variações
de atividades do livro, que
podem ser desenvolvidas
com o uso da tecnologia
digital.
ººBoxe Making Sense
ººBoxe The World of
of Language
Desafia você a “descobrir”
a aplicação das regras
gramaticais, com referência à página da seção
Language Reference em
que você encontra a sistematização dos conteúdos.
4
ººBoxe Going Digital
Por meio da observação
de textos autênticos, estimula você a deduzir regras
e contextos de uso de
estruturas gramaticais, e
trabalha essas estruturas
em situações de comunicação oral e escrita.
four
ººBoxe Pronunciation Corner
Apresenta aspectos da pronúncia da língua inglesa
relevantes para situações de comunicação.
English
Apresenta dados de frequência de uso de palavras e
expressões relacionadas
ao tema da unidade, em
textos orais e escritos,
com base na linguística de
corpus.
ººVocabulary
Além das unidades, seu livro apresenta outros
conteúdos importantes para o aprendizado:
in Context
Apresenta e trabalha palavras
e expressões relacionadas ao
tema da unidade, de forma contextualizada.
ººEnglish
& Arts
Propõe atividades que têm como objetivo sensibilizar
você para diversas formas de arte, por meio da língua
inglesa.
ººLanguage
Reference
Para cada unidade, apresenta a sistematização, por
meio de quadros e exemplos, dos conteúdos gramaticais, uma expansão dos conteúdos do boxe The World
of English e um glossário, com a tradução das palavras mais importantes (de acordo com o contexto em
que apareceram nas unidades). Essa seção é um material de referência fundamental para seus estudos.
ººListening
Desenvolve
habilidades
de
compreensão e interpretação
de textos orais dos mais diversos gêneros relacionados ao
tema da unidade, como a letra
de música, a entrevista, a apresentação, a conversa informal,
entre outros. Ao final da seção,
perguntas estimulam seu posicionamento crítico em relação
aos assuntos discutidos.
ººSelf-Study
Tem como objetivo incentivá-lo a estudar sozinho, a fim
de consolidar a aprendizagem do que você estudou ao
longo das unidades.
ººAudio
Scripts
Apresenta a transcrição dos textos orais trabalhados
nas unidades, para sua referência.
ººRecommended
Books and Sites
Oferece sugestões de livros, filmes e sites relacionados aos temas das unidades, com o objetivo de ajudar
você a aprimorar seus conhecimentos e estudos.
ººSpeaking
ººWriting
Desenvolve habilidades de comunicação escrita, em diversos
gêneros, como a ficha biográfica, o panfleto, a resenha, entre
outros. Na produção dos textos, você trabalha em diversas
etapas – planejamento, escrita,
avaliação e reescrita – e considera o contexto da produção do
seu texto, seus objetivos, sua
disseminação, quem vai lê-lo,
entre outros.
ººBoxe Language Corner
Fornece informações adicionais
sobre questões relacionadas
a vocabulário e gramática, ampliando seus conhecimentos.
Desenvolve habilidades
de comunicação oral em
contextos de interação
com os colegas de sala,
relacionados ao tema
da unidade. Ao final da
seção, perguntas estimulam seu posicionamento
crítico em relação aos
assuntos discutidos.
ººBoxe Challenge!
Propõe atividades desafiadoras que incentivam
você a ir além dos objetivos da seção.
ººReflect
ººIntegrate
Learning
Your
Propõe atividades que
relacionam o inglês a
outras disciplinas do
Ensino Fundamental,
ampliando suas possibilidades de uso da
língua.
on Your Learning
Retoma os objetivos discutidos
no início da unidade, em um
momento de autoavaliação e reflexão sobre o que e como você
aprendeu, buscando desenvolver a sua independência como
aprendiz.
ººHaving
Fun!
Propõe atividades lúdicas – cruzadinhas, caça-palavras, quizzes,
entre outras – por meio das
quais você pode aprimorar o uso
da língua inglesa.
five
5
Contents
Unit
Welcome Unit
Unity and
Diversity
(p. 8)
1
Amazing People
(p. 16)
2
Technology Now
and Then
(p. 32)
3
Human Action on
Nature
(p. 48)
4
Myths and Legends
(p. 64)
Reading
ºº
A
Vocabulary in Context
timeline.
ºº
Similarities and differences
in English vocabulary.
(p. 11)
(p. 10)
ºº
A
biography.
ºº
Dates
(p. 18)
ºº
A
Future Plans
(p. 82)
6
Computers
(p. 98)
7
Money Doesn’t
Grow on Trees!
(p. 114)
8
Great Achievers
(p. 130)
past (regular
and irregular forms).
(p. 21)
poem.
ºº
An
encyclopedia entry.
ºº
Time
(p. 34)
ºº
A
expressions
ºº
Simple
past (review),
Yes / no and Whquestions.
past.
(p. 40)
timeline.
(p. 38)
(p. 36)
ºº
A
news article.
ºº
Human
(p. 50)
ºº
News
ºº
There
was / were and
used to.
action on nature.
(p. 54)
(p. 56)
photographs.
(p. 52)
ºº
A
promotional poster.
ºº
The
(p. 66)
ºº
A
past vs. past
continuous.
continents.
ºº
Simple
(p. 69)
(p. 72)
website.
(p. 67)
ºº
An
infographic.
(p. 84)
ºº
A
(p. 80)
ºº
Weekend
activities.
ºº
Future
(p. 88)
with going to.
(p. 91)
comic strip.
(p. 87)
ºº
An
article.
(p. 100).
ºº
Quotes.
(p. 102)
ºº
A
novel.
(p. 116)
ºº
An
infographic.
(p. 119)
ºº
An
artwork.
(p. 132)
ºº
A
ºº
Information
and
Communication Technology
(ICT).
(p. 107)
will, may,
and might for
predictions.
ºº
Future
(p. 104)
ºº
Proverbs
and words
related to money,
currencies.
ºº
First
and second
conditionals.
(p. 122)
(p. 120)
ºº
Disorders
(p. 135)
and disabilities.
ºº
Relative
(p. 139)
profile.
(p. 133)
Language Reference – Units 1-8
Self-Study – Units 1-8
Audio Scripts
six
ºº
Simple
(p.20)
English & Arts Units 5-8 – Body percussion.
6
and prepositions.
(p. 24)
English & Arts Units 1-4 – How to make a flipbook.
5
Language at Work
(p. 146)
(p. 148)
(p. 164)
(p. 172)
pronouns.
Listening
ºº
Differences in
Speaking
ºº
Playing
pronunciation.
game.
(p. 12)
(p. 13)
ºº
A
testimony.
(p. 27)
a memory
ºº
Describing
Writing
ºº
A
Integrate Your
Learning
quiz.
ºº
Likes
(p. 14)
a famous
person.
ºº
A
biography.
(p. 28)
Reflect on Your
Learning
and dislikes.
(p. 15)
ºº
History:
An epic poem.
(p. 30)
ºº
Self-assessment
chart.
ºº
Having
Fun:
Crosswords.
(p. 29)
(p. 31)
ºº
TV
ºº
Presenting
commercials.
gadget.
(p. 41)
(p. 43)
ºº
A
a tech
ºº
Science:
Robots vs.
humans.
(p. 46)
ºº
Giving
an oral report
for a podcast.
(p. 53)
(p. 59)
(p. 72)
timeline.
(p. 44)
documentary.
ºº
Storytelling.
ºº
A
ºº
A
newspaper
article.
(p. 61)
ºº
Telling
a myth or a
legend.
ºº
A
comic strip.
(p. 76)
(p. 77)
ºº
Geography:
ºº
Self-assessment
chart.
ºº
Having Fun: Bingo.
(p. 47)
Water and
life.
(p. 62)
ºº
Self-assessment
chart.
ºº
Having Fun: Puzzle.
(p. 63)
ºº
Portuguese:
ºº
Self-assessment
chart.
Fun: The odd
one out.
Narrative.
ºº
Having
(p. 78)
(p. 79)
ºº
A
podcast.
(p. 93)
ºº
Interviewing
ºº
An
someone.
interview.
(p. 95)
(p. 94)
ºº
Art:
Behind the
scenes.
(p. 96)
ºº
Self-assessment
chart.
ºº
Having
Fun:
Cryptogram.
(p. 97)
ºº
A
song.
(p. 109)
ºº
Participating
in a
debate.
(p. 111)
ºº
An
article /
a written
presentation.
ºº
Math:
Graphs.
(p. 112)
ºº
Having
talk.
(p. 124)
ºº
Presenting
a
business plan.
ºº
A
cartoon.
(p. 127)
(p. 126)
ºº
A
sitcom.
(p. 138)
ºº
Making
an oral
presentation.
(p. 142)
Self-Study Answer Key
Recommended Books and Sites
Bibliography
ºº
Portuguese:
Pen
names.
(p. 128)
ºº
A
profile.
(p. 141)
chart.
Fun: Word Line.
(p. 113)
(p. 110)
ºº
A
ºº
Self-assessment
ºº
Art:
Art for people
with disabilities.
(p. 144)
ºº
Self-assessment
chart.
ºº
Having Fun: Riddles.
(p. 129)
ºº
Self-assessment
chart.
ºº
Having Fun: Tic-tac-toe.
(p. 145)
(p. 174)
(p. 175)
(p. 176)
seven
7
UNIT
Unit Aims
SIDNEY HARRIS VIA CARTOONSTOCK
Welcome
Unity and
Diversity
Nesta unidade, você vai:
 aprender sobre palavras usadas em
diferentes países onde se fala inglês;
 ler sobre a história da língua inglesa;
 aprender sobre diferentes pronúncias
em países onde se fala inglês;
 pensar sobre como uma mesma
língua pode ser usada em diferentes
lugares, e de formas variadas;
 jogar um jogo da memória sobre fatos
 produzir e aplicar a um quiz sobre
um país onde se fala inglês como
primeira ou língua adicional.
ALEX SEGRE / ALAMY/
GLOW IMAGES
relacionados a dois países anglófonos;
MAPS WORLD
English-speaking Countries in the World
Fonte de pesquisa: WORLD Status of
the English Language. Site for Language
Management in Canada (SLMC). Disponível
em: <https://slmc.uottawa.ca/?q=english_
world_status>. Acesso em: 13 jun. 2015.
8
eight
Starting Out
In small groups, discuss if the statements are T (true) or F (false). Then share your ideas
with the rest of the class.
English is the most widely spoken language in the world.
b
Most English speakers in the world are native speakers of English.
c
English is used in different ways by different people around the world.
RERODUÇÃO
a
SERRNOVIK/ISTOCKPHOTO
Stay Tuned
A língua inglesa (assim como as línguas portuguesa,
espanhola, árabe, entre outras) é caracterizada por unidade e diversidade. Em uma língua, unidade se refere
ao uso compartilhado por vários falantes de elementos
similares em termos de vocabulário, pronúncia, regras
gramaticais e outras características da língua. A diversidade também pode abranger esses elementos; em
português, o mesmo objeto pode ser designado por
diferentes termos (por exemplo, os termos semáforo,
sinal, sinaleira designam o aparelho de controle de tráfego). Falantes de uma mesma língua podem pronunciar
termos de formas diferentes; podem, também, construir frases de forma diferenciada.
Variantes linguísticas são as diferentes formas em
que uma língua é usada, dependendo de diferenças sociais, regionais, de idade, situacionais, entre outras. Sob
o ponto de vista linguístico, todas as variantes são legítimas e nenhuma variante é “mais correta”, “melhor” ou
“mais rica” do que outra.
Para saber mais sobre variantes linguísticas e tópicos relacionados, visite o site <www.
pbs.org/speak/speech/sociolinguistics/sociolinguistics/>. Acesso em: 27 fev. 2015.
nine
9
Vocabulary in Context
Similarities and differences in English vocabulary
1 Work in pairs. Organize the words in the box into groups, following a criterion of your
choice. Use your notebook.
biscuit
chips
traffic lights
pavement
sidewalk
cookie
stop lights
fries
slap chips
2 Compare your answers with your classmates'. Explain your answers.
3 Read the words in the chart. Then match the pictures with the column they illustrate.
STRATHROY/ISTOCK
INKIT/ISTOCKPHOTO
ROBYNMAC/THINKSTOCK
SAZ1977/THINKSTOCK
SWALLS /ISTOCKPHOTOJPG
DANNY SMYTHE/THINKSTOCK
Some international varieties of common words
United Kingdom
biscuit
lolly
dummy
pavement
traffic lights
chips
The United States
cookie
popsicle
pacifier
sidewalk
stop lights
fries
South Africa
biscuit
sucker
dummy
pavement
robots
slap chips
New Zealand
biscuit
ice block
dummy
footpath
traffic lights
hot chips
Canada
cookie
lollipop
soother
sidewalk
stop lights
chips/fries
WALKER, Julian. Evolving English explored. London: The British Library, 2010. p. 23. (Adaptado.)
4 Work in small groups. Discuss what you can conclude from the information in the chart.
Language Corner
There are more similarities than differences in English uses around the world. In The Cambridge
Encyclopedia of the English Language, the renowned linguist David Crystal describes an experiment
involving the collection of English samples in 40 newspapers around the English-speaking world. His
conclusion is that, “in the vast majority of instances, it is impossible to tell at a glance which paper
belongs to which country on purely linguistic grounds.”
Fonte de pesquisa: CRYSTAL, David. The Cambridge encyclopedia of the English Language. Cambridge: Cambridge University Press, 1995. p. 300.
10
ten
WELCOME UNIT
Reading
Reflecting about historical facts
1 Work in pairs. Read the text below quickly, then answer the questions.
a What is it about?
b What genre does it illustrate?
43
Roman
invasion of
Britain.
AD 1
11th – 18th
century
French is used for
legal matters in
Britain; Latin is the
language of church
and education.
500
410
End of Roman
rule in Britain;
Germanic tribes
(Anglo-Saxons)
start coming.
1000
1066–1400
Norman invasion
(from Normandy,
France).
1476
England’s first
printing press.
1590 – 1613
Shakespeare contributed over
20th century
3,000 words or expressions to the
English language, including “brave English is a global
language.
new world” and “love is blind”.
1500
16th – 20th century
The British Empire expands
and so does English,
incorporating words from all
over the world.
Fontes de pesquisa: BBC. Ages of English timeline. Disponível em: <www.bbc.co.uk/
history/interactive/timelines/language_timeline/index_embed.shtml>. BRITISH
LIBRARY. English timeline. Disponível em: <www.bl.uk/englishtimeline>. ROYAL
SHAKESPEARE COMPANY. Shakespeare’s language. Disponível em: <www.rsc.
org.uk/education/resources/shakespeares-language.aspx>. Acesso em: 4 fev. 2015.
a The events or facts you find interesting.
b The most significant events or facts
for the current spread of the English
language in the world.
c The consequences of particular events
or facts.
d Other world events that took place at
the marked points in the timeline.
20th century
Industrial
and scientific
developments
add technical
words to
English.
Language Corner
2 Read the timeline again. While reading,
take notes about items a–d in your
notebook. Then share your ideas with
your classmates and teacher.
2000
CHRISTOPHER PAQUETTE/THINKSTOCK
787
Vikings from
Norway,
Denmark,
and Sweden
invade Britain.
PHOTOS.COM/THINKSTOCK
c In terms of the way they display
content, what are its advantages
and disadvantages?
English is present in many other languages in the
world, including Portuguese. But other languages
have made their way into English, too.
Can you guess which language the English words
on the left come from? Match the columns.
a tapioca
Spanish
b karate
Turkish
c coffee
Italian
d pizza
Japanese
e potato
Tupi
eleven
11
Listening
Differences in pronunciation
1 Draw your self-portrait in the first box. Then observe all the five images and discuss the
Emma Watson
PABLO BLAZQUEZ DOMINGUEZ/THINKSTOCK
Cristiano
Ronaldo
CARLOS ALVAREZ/GETTY IMAGES/THINKSTOCK
MIKE COPPOLA/GETTY IMAGES)/THINKSTOCK
Pharrell
Williams
RAE PATTON/NBC/NBCU PHOTO BANK /GETTY IMAGES
questions in small groups.
Penélope Cruz
a Where are these people from?
b Do you think they speak English? Explain.
c Do you think the English spoken by these people is the same or different? Explain.
1
2 You will listen to four people reading the same text in English. Then discuss the following
questions with a classmate.
a Do you think these people are from the same place? Explain.
b What differences can you identify in their way of speaking?
1
Pronunciation Corner
There is variation in the way English is spoken around the world, and there is also variation in the ways
English is used within the same country. For example, the term American English involves the English
variety spoken in the United States, but it is important to keep in mind that different Americans speak
in different ways (as do Canadians, Australians, etc.).
However, there may be some tendencies within a variety, for example:
a In some consonants sounds in the middle of a word , often corresponding to letters such as t (as
in water), tt (as in butter), d (as in video), or dd (as in daddy), Americans tend to use the sound
“flap” (similar to how Brazilians pronounce the r in cara); in British English, this sound is usually
pronounced as Brazilians pronounce the t in mato.
b The final r in words as over tends to be pronounced as a rolling r in American English (similar to how
the r is pronounced in porta in some accents of the countryside of São Paulo); in British English this
sound is often omitted.
Listen to the speakers in Activity 2 again. Can you identify the American and the British speakers?
2
3 You will listen to part of a song that mentions differences in pronunciation. Discuss the
questions below.
a What differences in pronunciation are mentioned in the excerpt?
b The singer suggests that, because he and his girlfriend use English differently, they should
break up. Do you think that people should separate from each other because they use a
language in different ways?
12
twelve
WELCOME UNIT
Speaking
1 Work in groups of three. You are going to play a Memory Game. Follow these steps.
Step 1: Get together with two classmates and decide who is A, B, and C.
Step 2: If you are A, follow Step 2.1; if you are B, follow Step 2.2; if you are C, follow Step 2.3.
2.1. Player A: Cover Grids B and C with a piece of paper. You have 2 minutes to
observe the images in Grid A carefully, trying to memorize its contents.
2.2. Player B: Cover Grids A and C with a piece of paper. You have 2 minutes to
observe the images in Grid B carefully, trying to memorize its contents.
Grid A
Grid B
4
North America
6
Population: 63,742,977
Europe
10
1.RAE PATTON/NBC/NBCU PHOTO BANK /GETTY IMAGES; 2. PGIAM /ISTOCKPHOTO; 3.IBGE;
4. PETER HERMESFURIAN/ISTOCKPHOTO; 5. SARAH8000 /ISTOCKPHOTO; 6. OVERSNAP/THINKSTOCK;
7. VENI /ISTOCKPHOTO; 8.IBGE; 9. MIKE COPPOLA/GETTY IMAGES)/THINKSTOCK;
10. PETER HERMESFURIAN/ISTOCKPHOTO.
1
2.3. Player C: For 2 minutes, observe the questions in Grid C and check their
answers in Grids A and B.
Traffic light
8
Butter
3
2
ALK
SIDEW
5
7
Chips
9
Popsicle
Cookies
Population: 318,892,103
Y
DUMM
Butter
Grid C
Ask Players A and B these questions. Score 2 points for each right answer; score 1 point if the
answer is right, but incomplete.
a What country is illustrated in your grid?
b What famous citizen of that country has a photo on your grid?
c What’s the population of that country?
d Is the English word for sinal / semáforo mentioned in your grid? (You can adapt the same
question with other words such as batata frita or chupeta.)
e Describe the house illustrated in your grid. It’s the house where the President (United States) /
the Prime Minister (United Kingdom) lives.
Step 3: Play the game: Players A and B cannot look at the grids now. Player C asks questions
and scores the points.
2 Play the game again, switching roles. This time Player C will make up his / her own questions.
3 Discuss with your classmates and teacher.
a Do games like the one on this page help you learn English?
b What have you learned from this game?
thirteen
13
What: a quiz.
Goal: to research about an anglophone country.
Audience: classmates, friends, and family members.
Where: classroom and other places in the community.
Writing
1 How much do you know about English? Check (✓) the correct answers in the quiz.
http://grammar.about.com/od/tests/a/A-Quirky-Quiz-On-The-English-Language.htm
1 Roughly what proportion of the world’s population is fluent or competent in English?
a
One person in a thousand.
c
One in ten.
b
One in a hundred.
d
One in four.
2 Which country contains the largest English-speaking population in the world?
a
England.
c
China.
b
The United States.
d
India.
e
Australia.
3 In approximately how many countries does the English language have official or special status?
a
10
c
35
b
15
d
50
e
75
4 Which of the following is probably the most widely
dollar
c
Internet
b
okay
d
movie
1 d; 2 d; 3 e; 4 b
NORDQUIST, Richard. A quirky quiz on the English language. About Education. Disponível em: <http://grammar.about.com/od/tests/a/A-Quirky-Quiz-OnThe-English-Language.htm>. Acesso em: 2 fev. 2015.
2 You are going to prepare a quiz about a country in which English is spoken as a first or
additional language. Follow the steps below.
Writing Guidelines
1 Select the country you will focus on in your quiz. Decide what aspects of the country
you want to investigate: geography, people, economy, etc. In your research, you
must also include topics about the English language – for example, vocabulary,
pronunciation, expressions, famous writers, etc.
2 Look at the quiz on this page and others (in magazines or on the Internet) to get some
inspiration for your quiz.
3 Write the first version of your quiz (including the answers!).
4 Ask a friend to comment on it.
5 Revise your quiz following your classmate's feedback. Then ask another person to answer
your quiz. Don’t forget to check the answers and give this person some feedback.
14
fourteen
TANGENTE DESIGN
a
DIEGO MUNHOZ
used English word throughout the world?
WELCOME UNIT
Reflect on Your Learning
Likes and dislikes: How do they relate to your learning?
1 A primeira coluna do quadro lista várias das atividades que você realizou nesta unidade.
Use as linhas em branco para adicionar outras. Em seguida, complete o quadro marcando
as “mãozinhas” apropriadas.
Eu gostei Eu aprendi Outros comentários
a Aprender sobre palavras usadas em
diferentes países onde se fala inglês.
b Ler sobre a história da língua inglesa.
c
Aprender sobre diferentes pronúncias em
países onde se fala inglês.
d Jogar um jogo da memória sobre fatos
relacionados a dois países anglófonos.
e Pesquisar sobre um país onde se fala
inglês como primeira língua ou língua
adicional.
f
Produzir e aplicar um quiz sobre um país
onde se fala inglês como primeira língua
ou língua adicional.
g
.
h
.
2 Reflita sobre suas respostas na Atividade 1.
a As atividades de que você gostou geraram mais aprendizado do que as atividades de que
você não gostou?
b É possível aprender mesmo quando não gostamos muito do que fazemos?
c O que podemos fazer para tornar atividades não muito prazerosas mais agradáveis?
Marque as ideias a seguir que podem ser úteis.
Fazer a atividade com um(a) colega.
Pedir ajuda ao professor.
Fazer a atividade em casa.
Fazer a atividade uma segunda vez.
Procurar entender melhor o que deve
ser feito.
Procurar entender o porquê da atividade.
Outra. Qual?
fifteen
15
UNIT
AP PHOTO/GLOW IMAGES
1
Amazing
People
Unit Aims
Nesta unidade, você vai:
ººler e interpretar uma biografia curta e
um poema;
ººreconhecer e usar o simple past
do verbo be e de outros verbos
regulares e irregulares em situações
contextualizadas;
Ruby Bridges
ººusar as preposições on e in relacionadas
a datas, de maneira contextualizada;
ººouvir e compreender um relato;
BETTMANN/CORBIS/LATINSTOCK
ººelaborar uma biografia curta;
ººdescrever uma pessoa famosa com
base em seus dados biográficos;
ººdiscutir questões relacionadas
AFP
ao preconceito e à discriminação
étnico-racial.
Martin Luther King Jr.
16
sixteen
Rosa Parks
Starting Out
Discuta as questões abaixo com o professor e os colegas.
a Quem são as pessoas retratadas nas fotos? O que você sabe sobre elas?
b O que você sabe sobre a história dos afrodescendentes no mundo?
c Por que alguns grupos étnicos, como os afrodescendentes, ainda sofrem discriminação?
GEORGES DE KEERLE/GETTY IMAGES
FUNDAÇÃO BIBLIOTECA NACIONAL, RIO DE JANEIRO
d Quais medidas podem ajudar a combater a discriminação étnica?
Nelson Mandela
Stay Tuned
O artigo número 1 da Declaração Universal dos Direitos
Humanos (1948) estabelece que “todos os seres humanos nascem livres e iguais em dignidade e direitos. São
dotados de razão e consciência e devem agir uns em relação aos outros com espírito de fraternidade”.
Machado de Assis
ASSEMBLEIA Geral das Nações Unidas. Declaração universal dos direitos
humanos. Brasília: Unesco, 1998. p. 2. Disponível em: <http://unesdoc.unesco.
org/images/0013/001394/139423por.pdf>.
Acesso em: 28 jan. 2015.
seventeen
17
Reading
Pre-Reading
1 You are going to read a short biography of the political leader Martin Luther King Jr. What
kind of information do you expect to find in the text? Check (✓) all the items that apply.
a
Politics in Brazil and in the
United States.
c
Education in Brazil and in the
United States.
b
His date of birth.
d
His political achievements.
2 What do you know about Martin Luther King Jr.? Look at his picture and read the quote.
AFP
Underline the phrases you think complete the sentences correctly.
a Martin Luther King Jr. was the first president of the United
States / a Brazilian football player / an American activist.
b He won the Oscar for best actor in 2015 / the Nobel Peace
Prize in 1964 / a Grammy Award in 1990.
While Reading
3 Read the biography and confirm your answers in Activities 1 and 2.
“The time is
always right
to do what is
right”.
THE STAR-LEDGER /STAR LEDGER/CORBIS/LATINSTOCK
www.americaslibrary.gov/aa/king/aa_king_subj.html
Martin Luther King Jr. was the most important voice of the American civil rights movement,
which worked for equal rights for all. He was famous for using nonviolent resistance to
overcome injustice, and he never got tired of trying to end segregation laws (laws that
Born: January 15, 1929 prevented blacks from entering certain places, such as restaurants, hotels, and public
Died: April 4, 1968
schools). He also did all he could to make people realize that “all men are created equal.”
Because of his great work, in 1964 King received the Nobel Peace Prize – the youngest person ever to receive this high
honor. King was also a Baptist minister. He was assassinated in Memphis, Tennessee, when he was just 39 years old.
His birthday is now observed as a national holiday on the third Monday in January.
THE LIBRARY OF CONGRESS. Martin Luther King Jr. America’s Story from America’s Library. Disponível em: <www.americaslibrary.gov/aa/king/aa_king_subj.
html>. Acesso em: 15 mar. 2015.
Looking at the Text
The text on this page is a biography which is a story of a real person’s life. Biographies should be
accurate and honest and should not omit controversial information. A good biography should narrate
the life of an individual and allow the reader to question, evaluate, and analyze the text to identify the
pattern or meaning in the person’s life.
18
eighteen
TANGENTE DESIGN
c He was assassinated in 1968 / died in a car accident in 2013 /
died of a degenerative disease in 1910.
UNIT 1
4 Read the biography again and match the dates, numbers, and places to the
corresponding information.
a January 15, 1929
How old he was when he was assassinated.
b Memphis, Tennessee
The date Martin Luther King Jr. was born.
c 39
The city and state where he was assassinated.
d Every third Monday in January
A national holiday in the United States.
Boost Your Reading
Scanning for dates, numbers, and places
When reading biographies, identifying dates, numbers, and places can help you to find information in
the text more quickly.
5 Write T (true) or F (false) according to Martin Luther King Jr.'s biography in Activity 3.
a Martin Luther King Jr. was an important person who fought injustice and segregation laws.
b In 1964, he received a Nobel Prize because of his work as minister.
c He was very old when he received the Nobel Prize.
d He died at an old age.
6 Considering the biography on page 18 and the information in Looking at the Text, answer
Yes or Not usually to the following questions on general characteristics of biographies.
a Do biographies describe and discuss the life of a real person accurately?
b Do these texts contain rhyming words?
c Are biographies organized into verses?
d Is the information based on facts?
e Is there use of figurative language, such as metaphors?
f Do biographies usually represent the time and place(s) in which the person lived?
7 Read this dictionary definition of poem. Use the words from the box to complete it. There
is one word you will not use.
biography
figurative
lines
repeated
rhyme
writing
po·em noun \'pō-əm, -im, 'pōm also 'pȯ(-)im, 'pō-'em\: a piece of
usually has
that often have a
that
language and that is written in separate
rhythm and sometimes
.
POEM. Merriam-Webster. Disponível em: <www.merriam-webster.com/dictionary/poem?show=0&t=1422729446>. Acesso em: 31 jan. 2015.
nineteen
19
8 Look at the picture next to the poem below. What do you think the poem is about?
Discuss with your teacher and classmates.
Ruby Bridges (by J. Bolton)
Ruby Bridges was only six.
People tried to get her with sticks.
She went to school on her own.
The kids all left, she was alone.
AP PHOTO/GLOW IMAGES
She was brave and learned at school.
With just one teacher who was cool.
People changed their minds one day.
Ruby showed us all the best way.
BOLTON, J. Ruby Bridges. Paperzz. Disponível em: <http://paperzz.com/doc/431462/poems--people>. Acesso em: 31 jan. 2015.
9 Read the poem and complete the statements with the words from the box.
friends six teacher thinking together
a Ruby was
years old.
b She didn’t have any
at school.
c There was only one
who liked Ruby.
d People started
differently after Ruby went to school.
Stay Tuned
Em 1960, Ruby Bridges foi a primeira criança afro-americana a frequentar uma escola primária, em Nova
Orleans (cidade no sul dos Estados Unidos), que até então aceitava apenas crianças brancas. Agentes federais foram recrutados para acompanhá-la todos os dias no caminho para a escola, pois muitas pessoas
que eram segregacionistas se opuseram à matrícula de uma criança negra. A maioria dessas pessoas
acabou por tirar seus filhos da escola e, naquele ano, Ruby foi a única aluna que restou em sua turma.
Fonte de pesquisa: RUBY BRIDGES HALL. The education of Ruby Nell. Disponível em: <www.rubybridges.com/story.htm>. Acesso em: 31 jan. 2015.
Post-Reading
10 Discuss the questions below with your teacher and classmates.
a What attitudes do you consider as ethnic-racial discrimination and prejudice?
b Ethnic-racial discrimination has been considered a crime in Brazil crime since 1989. Why do
you think this is so recent?
20
twenty
UNIT 1
Language at Work
Simple past – regular and irregular forms
1 What do you know about Aleijadinho? Read an extract of his biography and answer the
questions below.
RODRIGO LIMA/ISTOCKPHOTO
Aleijadinho, byname of Antônio Francisco Lisboa (born Aug.
9, 1738?, Villa Rica [now Ouro Preto], Brazil — died Nov. 18,
1814, Mariana), prolific and influential Brazilian sculptor and architect
whose Rococo statuary and religious articles complement the dramatic
sobriety of his churches.
Aleijadinho, the son of the Portuguese architect Manoel Francisco Lisboa
and an African woman, was born with a degenerative disease that led to
the deformation of his limbs (his sobriquet means “Little Cripple”). He
eventually lost the use of his hands, but he continued working with tools
strapped to his arms throughout the rest of his career. […]
He also designed, built, and decorated the sanctuary of Bom Jesus de
Matozinhos, Congonhas do Campo (begun 1757), which is perhaps his
most famous work.
One of the Twelve Prophets, soapstone sculpture by Aleijadinho, outside the church
of Bom Jesus de Matozinhos (begun 1757), in Congonhas do Campo, Brazil.
ALEIJADINHO. Encyclopaedia Britannica. Disponível em: <http://global.britannica.com/EBchecked/topic/13709/Aleijadinho>. (Fragmento.) Acesso em: 27 jan. 2015.
a What was Aleijadinho’s name?
b Which city was he from?
c Which church did he design, build, and decorate?
Making Sense of Language
Look at the verbs in bold in Aleijadinho's biography. Then read the statements below and
underline the best answers.
a The verbs in bold are in the past / present. They describe and make reference to actions in the
18th and 19th centuries / 20th and 21st centuries.
b The verbs continued, designed, and decorated are all regular / irregular verbs because they
all finish in -ed or -d.
c The verbs was, led, lost, and built are all regular / irregular verbs because they follow / don’t
follow the general rule of adding -ed, -d or -ied at the end of the verb and have their own form.
Check Language Reference, p. 148
2 The verbs below were taken from Martin Luther King Jr.'s biography in the Reading
section. Analyze them and decide if they are regular (R) or irregular (I).
a
was
c
got
e
did
b
worked
d
prevented
f
received
twenty-one
21
3 Look again at Rosa Parks’ picture in Starting Out. What do you know about her? Choose
the statement below that probably describes who she was.
Rosa Parks was an American slave who wrote the book Twelve Years a Slave.
a
b
✓ Rosa Parks was arrested for refusing to give her seat to a white man on a bus.
4 Read the extract below and fill in the gaps with the simple past form of the verbs in the
box. Then check if your answer in Activity 3 is correct.
ask
be
come
happen
refuse
say
tell
want
STANDING UP FOR FREEDOM
In 1955 you refused to give up your seat to a white passenger on a public bus in
Montgomery, Alabama. [...] Could you tell us exactly what
BETTMANN/CORBIS/LATINSTOCK
that day?
Rosa Parks: I was arrested on December 1st, 1955 for refusing to stand up on the orders
of the bus driver, after the white seats had been occupied in the front. [...] And he
me he would have me arrested. [...] And of course, he did. [...]
Two policemen
on the bus and one
and I said, “Yes.” And he
me if the driver had told me to stand
to know why I didn’t stand, and I told him I didn’t think I should have to
stand up. And then I asked him, why did they push us around? And he
, and I quote him, “I don’t
know, but the law is the law and you are under arrest.” [...] I was arrested on a Thursday evening.
When you
to stand up, did you have a sense of anger at having to do it?
Rosa Parks: I don’t remember feeling that anger, but I did feel determined to take this as an opportunity to let it be known
that I did not want to be treated in that manner and that people have endured it far too long. [...]
How old were you?
Rosa Parks: [...] I
42 years old.
Thank you so much for spending this time with us, Mrs. Parks.
Rosa Parks: Thank you.
ACADEMY OF ACHIEVEMENT. Rosa Parks. Disponível em: <www.achievement.org/autodoc/page/par0int-1>. (Fragmento.) Acesso em: 31 jan. 2015.
5 What genre is the text about Rosa Parks above? Justify your answer.
6 The extracts below were taken from the interview with Rosa Parks. Classify the underlined
parts according to the form of the simple past.
A = affirmative
a And he wanted
A
N = negative
to know why I didn’t stand
N
I = interrogative
, and I told him
I should have to stand up.
b And then I asked him, why did they push us around
c How old were you
22
twenty-two
I
?
I
?
A
I didn’t think
N
UNIT 1
Making Sense of Language
Look at the verb forms in Activities 4 and 6. Check (✓) all the statements which are true for
the simple past.
a ✓ We add -ed, -d or -ied to regular verbs only in affirmative sentences.
b ✓ Irregular verbs have varied past forms.
c ✓ The verb be is irregular.
d ✓ We use the auxiliary did to ask questions in the simple past.
e
We use did to ask questions with the verb be.
f ✓ We use the auxiliary didn’t to make negative statements.
g ✓ The verb be doesn’t need auxiliaries for negative statements.
h ✓ We use was for the pronouns I, he, she, and it and were for the pronouns we, you, and they.
Check Language Reference, p. 148
7 Analyze the items below. With a classmate, unscramble the chunks of words to write correct questions.
a take you down / police station / did / they / to the
b begin immediately / the public response / did /
c during the bus incident / married / you / were
d books / like / what / you / to read / did
Fonte de pesquisa: ACADEMY OF ACHIEVEMENT. Rosa Parks. Disponível em: <www.achievement.org/autodoc/page/par0int-1>. Acesso em: 31 jan. 2015.
8 Discuss the questions below with your teacher and classmates.
a What kind of discrimination do you think Aleijadinho suffered?
b In your opinion, why was it important that Rosa Parks refused to give up her seat to a
white man?
c Which people had or have a positive influence in the fight for human rights in Brazil?
3
Pronunciation Corner
The -ed, -d or -ied in regular verbs can be pronounced in three different ways: /id/, /d/, or /t/.
Listen to the recording of the regular verbs in the infinitive and in the simple past. Write /id/, /d/,
or /t/ according to the last sound you hear.
ººask – asked /
/
ººrefuse – refused /
/
ººhappen – happened /
/
ººwant – wanted /
/
twenty-three
23
Vocabulary in Context
Dates and prepositions
1 The sentences below refer to the people we read about in this unit. Match them to the
correct person.
[ M ] Martin Luther King Jr.
[ A ] Aleijadinho
[ RB ] Ruby Bridges
[ RP ] Rosa Parks
a
was on a bus on December 1st.
e
was in school in 1960.
b
was born in the 18th century.
f
went to jail on a Thursday.
c
lived in New Orleans in 1960.
g
died on November 18th, 1814.
d
won the Noble Peace Prize in 1964.
h
died in 1968.
Making Sense of Language
Look at the underlined prepositions in Activity 1. Next, complete the sentences using in or on.
a We use
for days of the week. For example:
b We use
for years. For example:
c We use
Monday;
1960;
for full dates. For example:
Tuesday, etc.
2010;
2016, etc.
November 18th, 1814;
September 7th, 1822, etc.
d We use
century;
e We use
for centuries. For example:
the 18th century;
the 21st century, etc.
when we mention the day, with or without the month and / or year. For example:
December 1st;
November 18th;
the 22nd, etc.
2 Read part of the lyrics of the song Black President, by
[...] Now in 1990
The people’s president
Came out from jail
Raised up his hand and said
“Viva, viva, my people”
[...]
Let us rejoice for our president
Let us sing for our president
Let us pray for our president
Let us sing, let us dance
For Madiba, Madiba’s freedom [...]
GEORGES DE KEERLE/GETTY IMAGES
Brenda Fassie, about the political leader and pacifist
Nelson Mandela. Then answer the questions.
FASSIE, Brenda. Black president. Johannesburg: EMI South Africa, 2009. Disponível em: <www.
metrolyrics.com/black-president-lyrics-brenda-fassie.html>. (Fragmento.) Acesso em: 15 mar. 2015.
a When did Mandela leave prison?
b What was Mandela’s nickname?
24
twenty-four
the 20th
Check Language Reference, p. 149
Stay Tuned
Nelson Mandela (1918-2013) foi
o líder do movimento contra o
apartheid – legislação que segregava os negros em seu país, a
África do Sul. Preso em 1962, foi
condenado à prisão perpétua em
1964, sendo libertado 27 anos
depois, após grande pressão internacional. Em 1994 foi eleito
como o primeiro presidente negro do país.
Fonte de pesquisa: NELSON Mandela.
E-Biografias. Disponível em: <www.e biografias.net/
nelson_mandela/>. Acesso em: 15 mar. 2015.
UNIT 1
3 Read the extracts of biographies below and complete them with the prepositions on or in.
a Barack Obama
PETE SOUZA/THE WHITE HOUSE
Born
August 4, 1961, in Honolulu, Hawaii, Barack Obama is the 44th
[...] president of the United States. He was a civil-rights lawyer and teacher before
pursuing a political career. He was elected to the Illinois State Senate
1996, serving from 1997 to 2004. He was elected to the U.S. presidency
2012 against Republican challenger Mitt
2008, and won re-election
Romney. [...]
Fonte de pesquisa: BIO. Barack Obama biography. Disponível em: <www.biography.com/people/barack-obama-12782369>. (Fragmento.)
Acesso em: 15 mar. 2015.
Zumbi was born
1655 in one of the villages of Palmares. As a child, he
was captured by soldiers and given to Father Antonio Melo from the parish of Porto
Calvo. He studied Portuguese and Latin and was an altar boy […].
1670, he fled from the parish and returned to
At 15 years old,
Palmares. He became a great leader […]. Courageous, with the capacity to organize
and command, he became a myth among African Brazilians […].
The defeat of Palmares was only possible when the authorities of the colony appealed
to the frontier explorer, Domingos Jorge Velho, who armed an expedition against Palmares
November 20, 1695.
After much fighting, Zumbi was martyred and died
MUSEU ANTÔNIO PARREIRAS, NITERO
b Zumbi dos Palmares
1694.
GRUPO ATABAQUE. Zumbi lives! HieroGraphics Online. Disponível em: <http://hierographics.org/yourhistoryonline/Zumbi--PalmaresBrazil.htm>. (Adaptado.)
Acesso em: 15 mar. 2015.
c Mae C. Jemison
JOHNSON SPACE CENTER/NASA
Mae C. Jemison was born
October 17, 1956, in Decatur, Alabama.
June 4, 1987, she became the first African-American woman to be
September 12, 1992,
admitted into the astronaut training program.
Jemison finally flew into space with six other astronauts aboard the Endeavour on
mission STS47, becoming the first African-American woman in space.
BIO. Mae C. Jemison biography. Disponível em: <www.biography.com/people/mae-c-jemison-9542378>.
(Fragmento.) Acesso em: 15 mar. 2015.
The World of English
Há uma diferença histórica na ocorrência das palavras blacks, African-Americans e negroes na língua
inglesa. Veja no gráfico e tente descobrir por quê. No Brasil também houve alguma mudança na forma
de se referir aos afro-brasileiros? Qual?
0.00350%
0.00300%
0.00250%
blacks
0.00200%
0.00150%
African Americans
0.00100%
0.00050%
0.00000%
negroes
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
Fonte de pesquisa: GOOGLE
N-Gram Viewer. Disponível em:
<https://books.google.com/
ngrams>.
Acesso em: 6 maio 2015.
twenty-five
25
4 Analyze the timeline of Machado de Assis, the Brazilian writer who founded the Brazilian
June 21st,
1839
Born in
Rio de Janeiro.
1858
Started working
for newspapers
in Rio de
Janeiro.
1876
1896
1861
1869
Founded
Published his Married Carolina Published
first book, a
Augusta Xavier the novel the Brazilian
Helena. Academy of
comedy called
de Novais.
Letters.
Desencantos.
TANGENTE DESIGN
REPRODUÇÃO
ACADEMIA BRASILEIRA DE LETRAS
COLEÇÃO PARTICULAR
FUNDAÇÃO BIBLIOTECA NACIONAL,
RIO DE JANEIRO
Academy of Letters, and answer the questions about him. Write complete sentences.
1899
1904
Sep 29th,
1908
Published His wife,
the novel Carolina, Died in Rio de
Dom Casmurro. died.
Janeiro.
Fonte de pesquisa: JOAQUIM MARIA MACHADO DE ASSIS. Encyclopaedia Britannica. Disponível em: <www.britannica.com/
EBchecked/topic/354520/Joaquim-Maria-Machado-de-Assis>. Acesso em: 27 jan. 2015.
a When was Machado de Assis born?
b When did he start working for newspapers?
c When did he publish his first book?
d When did he get married?
e Which novel did he publish in 1876?
f When did he found the Brazilian Academy of Letters?
g When did he publish the novel Dom Casmurro?
h When did his wife die?
i
When did Machado de Assis die?
Stay Tuned
Machado de Assis tinha ex-escravos como ascendentes do lado paterno. Sua mãe era portuguesa.
5 Read the questions below. Research the dates if necessary.
a Who signed the Golden Law, abolishing slavery in Brazil?
b When was the Golden Law signed?
c When do we celebrate Black Awareness Day?
26
twenty-six
UNIT 1
Listening
A testimony
1 What do you remember about Ruby Bridges? Look at the painting and underline the
correct option.
The painting shows Ruby going to a public school / park in 1960.
COLEÇÕES DO MUSEU DE NORMAN ROCKWELL
Language Corner
In the painting we can see the word
nigger on the wall. This is a very offensive
word, as well as negro and colored. The
terms black and African-American are
considered the most appropriate in
English.
Which words are considered more
appropriate to refer to African
descendants in Brazil?
Norman Rockwell. The Problem We All Live With, 1963.
Oil on canvas, 91.5 cm x 147 cm.
4
2 Listen to Ruby Bridges talking about the painting and check your answer in Activity 1.
3 Discuss with your teacher and classmates other things Ruby would probably say about
her experience at school that year.
5
4 Listen to the second part of the audio. Check if your ideas in Activity 3 were mentioned.
Then write T (true) or F (false).
a Ruby knew a lot about racism when she was 6 years old.
b There were many students at the school that year.
c According to her, we don’t know anything about disliking other people when we were born.
d Ruby says she was just an innocent child.
5 Listen again. What valuable lesson did Ruby Bridges learn in
first grade? Check (✓).
a
b
She learned that her teacher didn’t like her.
✓ She learned that we should never judge a person by the
color of his / her skin.
6 Look at the photo on the right and discuss the questions with
your teacher and classmates.
a Can you define the ethnic group of the people in the picture?
REPRODUÇÃO
5
b What do you think the photo is trying to show?
twenty-seven
27
What: a biography.
Goal: write about a person you admire.
Audience: classmates and teachers.
Where: notebook.
Writing
1 Read an extract of a biography about Maya Angelou, a famous American writer and poet.
Born on April 4, 1928, in St. Louis, Missouri, writer and
civil rights activist Maya Angelou is known for her 1969
memoir, I Know Why the Caged Bird Sings, which made
literary history as the first nonfiction best-seller by an
African-American woman. In 1971, Angelou published
the Pulitzer Prize-nominated poetry collection Just Give
Me a Cool Drink of Water ‘Fore I Die. She later wrote the
poem “On the Pulse of Morning” – one of her most famous
works – which she recited at President Bill Clinton’s
inauguration in 1993. Angelou received several honors
throughout her career, including two NAACP Image
Awards in the outstanding literary work (nonfiction)
category, in 2005 and 2009. She died on May 28, 2014.
BIO. Maya Angelou biography. Disponível em: <www.biography.com/people/mayaangelou-9185388>. (Fragmento.) Acesso em: 1 fev. 2015.
PERRY HAGOPIAN/CONTOUR/GETTY IMAGES
Analyze it and complete the paragraph explaining why the text is a biography.
Language Corner
NAACP – National Association for the
Advancement of Colored People.
The text about Maya Angelou is a biography because it describes and discusses the life
of a
information based on
person, it is in
order, and it presents
.
2 You are going to write a biography. Follow the guidelines below.
Writing Guidelines
1 Choose a person you admire (a family member, a friend, a relative or famous person).
2 Do some research to find information about the person you chose. You may use the
Internet, books, magazines, and also ask your family, friends, and teachers. If possible,
interview the person.
3 Prepare a draft in your notebook. Read again the biographies in the unit, in order to see
how they are organized, the verb tenses used, etc.
4 Ask one or more classmates to read and discuss your draft with you. Check the use of
grammar and spelling.
5 Revise your draft based on your classmates’ feedback.
6 Write the final version of the biography and, if possible, include a photo.
3 Exchange your text with a classmate. Talk about the biographies you wrote and decide
which one is the most interesting, inspiring, or presents a funny fact.
28
twenty-eight
UNIT 1
Speaking
1 You are going to describe a famous person to your classmates based on his / her
biography and they will guess who he / she is. Use the chart to organize the information.
a Full name:
b Born
Where?
When?
c Nationality:
d Famous for:
e Other important
information:
2 Look at the biographies throughout the unit. Which verb tense do we usually use to
describe a persons’ life and his / her achievements?
We usually use the
. If the person is alive, we can also use the
.
3 Look at the information you wrote in Activity 1 and check for which information you need
verbs in the simple past. Write down some of these verbs.
4 Now using the ideas in Activity 1 and the verbs from Activity 3, describe the famous
person to your classmates. Follow the steps below.
Step 1: Revise the information you wrote in Activity 1.
Step 2: Describe the famous person you chose, but don’t tell your classmates who he or she
is; they should guess. Use the verbs you wrote down in Activity 3.
Step 3: Tell your classmates to ask questions if they can’t guess the famous person you chose.
Challenge!
Do you know how to play 20 Questions? Read the instructions below to find out.
ººChoose
a famous person.
ººYour classmates are going to ask you yes / no questions to try to guess who the person you chose is.
ººThey can only ask you up to 20 questions and you can only answer yes or no.
ººIf they can’t guess, you win.
ººSwap roles and play again.
twenty-nine
29
Integrate
History
Your Learning
An epic poem
1 Read briefly the extract of a poem below. What is its main theme?
a
Motherhood.
b ✓ Slavery.
Hunting.
c
2 Read the extract again. Then match the sentences about it.
SVETLANA MURTAZINA | DREAMSTIME.COM
São mulheres desgraçadas,
Como Agar o foi também.
Que sedentas, alquebradas,
De longe... bem longe vêm...
Trazendo com tíbios passos,
Filhos e algemas nos braços,
N'alma — lágrimas e fel...
[...]
Ontem a Serra Leoa,
A guerra, a caça ao leão,
O sono dormido à toa
Sob as tendas d’amplidão!
Hoje... o porão negro, fundo,
Infecto, apertado, imundo,
Tendo a peste por jaguar...
E o sono sempre cortado
Pelo arranco de um finado,
E o baque de um corpo ao mar...
Ontem plena liberdade,
A vontade por poder...
Hoje... cúm’lo de maldade,
Nem são livres p’ra morrer...
Prende-os a mesma corrente
— Férrea, lúgubre serpente —
Nas roscas da escravidão.
E assim zombando da morte,
Dança a lúgubre coorte
Ao som do açoute... Irrisão!...
[...]
ALVES, Castro. O Navio Negreiro. Disponível em: <www.dominiopublico.gov.br/download/texto/bv000068>. (Fragmento.) Acesso em: 3 abr. 2015.
a Men and women are being
brought as slaves
b In Serra Leoa,
they were free.
some of them get sick and die.
in a ship.
c Because of pests,
3 O Navio Negreiro is one of the most popular poems written by Castro Alves (1847–1871).
It refers to the inhuman treatment African men, women, and children received while being
brought as slaves in ships to Brazil. Discuss with your teacher and classmates what you
know about slavery in Brazil.
Your Turn
Writing a poem
Castro Alves não concordava com a escravidão e escreveu poemas como uma forma de protesto e luta contra
esta forma de exploração. Escreva um poema sobre alguma situação social que você considera injusta e deseja denunciar. Releia os poemas apresentados ao longo da unidade como referência para sua produção escrita.
30
thirty
TANGENTE DESIGN
V
[...]
Ontem simples, fortes, bravos.
Hoje míseros escravos,
Sem luz, sem ar, sem razão...
UNIT 1
Reflect on Your Learning
1 Reflita sobre seu aprendizado nesta unidade. Assinale (✓) o emoticon que melhor
representa sua resposta.
Ler e interpretar uma biografia curta e um poema.
Reconhecer e usar o simple past do verbo be e de outros verbos
regulares e irregulares em situações contextualizadas.
Usar as preposições on e in relacionadas a datas, de maneira contextualizada.
Ouvir e compreender um relato.
Elaborar uma biografia curta.
Descrever uma pessoa famosa com base em seus dados biográficos.
Discutir questões relacionadas ao preconceito e à discriminação étnico-racial.
2 Reflita sobre seu aprendizado nesta unidade. Assinale (✓) as atitudes que mais o
ajudaram a aprender.
a
Prestar atenção às explicações do
professor e fazer perguntas.
b
Fazer as atividades individualmente.
c
Fazer as atividades com um colega
ou em grupo.
d
Ler textos de diferentes fontes.
e
Usar a Internet.
f
Outra. Qual?
Fonte de pesquisa: BROWN, H. D. Beyond Tests: Alternatives in Assessment.
London: Longman, 2004.
3 Compare suas escolhas na atividade anterior com as dos colegas. Os hábitos que vocês
acreditam que mais auxiliam no aprendizado são parecidos ou diferentes?
1
Having Fun!
2
4
1 Read the clues and complete the crosswords.
They are all verbs you studied in this unit.
TANGENTE DESIGN
Across
2. past of go
3. past of lose
6. past of give
7. past of become
8. past of tell
3
5
Down
1. past of build
2. past of write
4. past of speak
5. past of come
6. past of say
6
7
8
2 Look at the verbs in the crosswords. What do they all have in common?
thirty-one
31