360 ingles by Editora FTD

Inglês – Open Roads VOLUME

Inglês Open Roads

ISBN 978-85-20-00418-0

788520 004180

11687311

VOLUME

Obra coletiva concebida, desenvolvida e produzida pela Editora FTD Editora Responsável: Flávia da Cruz Miguel Mestre em Interdisciplinar de Linguística Aplicada pela Universidade Federal do Rio de Janeiro. Especialização em Literaturas de Língua Inglesa pela Universidade Federal do Rio de Janeiro. Bacharel em Letras (Português/Inglês) pela Universidade Federal do Rio de Janeiro. Professora de Inglês na rede estadual de educação há mais de 16 anos. Autora e editora de materiais didáticos.

Inglês Open Roads

VOLUME

1ª. edição São Paulo – 2015

Copyright © Editora FTD, 2015 Diretor editorial Diretora editorial técnica Gerente editorial Gerente editorial técnica Coordenadora Editora responsável Editora assistente Assessora técnica pedagógica Assistentes editoriais Gerente de produção editorial Coordenadora de produção Coordenadora de arte Projeto gráfico Editor de arte Diagramação Tratamento de imagens Ilustrações Coordenadora de preparação e revisão Preparação Revisão Supervisora de iconografia Iconografia Assistente de iconografia Diretor de operações e produção gráfica

Lauri Cericato Maria Eugenia Sanson Cayube Galas Alice Elvira Amaro Machado Ana Carolina Costa Lopes Flávia da Cruz Miguel Luiza Esmeralda Faustinoni, Paula Boyce Cláudia Hilsdorf Rocha Gislene Aparecida Benedito, Gladys Roberta Garcia Mariana Milani Marcia Berne Daniela Máximo e Nathália Barbosa Casa Paulistana, Homem de Melo & Troia Design e Estúdio Insólito Claudio Cuellar, Carlos Asanuma, Daniel Viana, Roque Michel Jr. e Patrícia De Michelis Lucas Trevelin, Rafael Ribeiro Ana Isabela Pithan Maraschin, Eziquiel Racheti, Estúdio Insólito e Trio Studio Marcos Guilherme/Arte Figuras, Sonia Magalhães, Paulo Wilson, José Luis Juhas e Renato Faccini Lilian Semenichin Amanda L. di Santis, Claudia Anazawa e Iraci Miyuki Kishi Líder: Izabel Rodrigues. Revisores: Carina de Luca, Daniella Haidar Pacifico, Desirée Araújo, Enymilia Guimarães, Fernanda Lúcia Rocha de Sá Freire, Francisca M. Lourenço, Giseli Gobbo, Júlia Siqueira e Mello, Julia S. Tomazini, Juliana Cristine Folli Simões, Juliana Rochetto, Lilian Vismari, Maiara Andréa Alves, Marcella Arruda, Michele Myers Berto, Pedro Fandi, Susan Banman Sileci, Vitor Florenzano da Rocha Célia Maria Rosa de Oliveira Alessandra Libonatti Pesquisadoras: Erika Nascimento, Elizete Moura Santos, Graciela Naliati, Rosely Ladeira Priscila Massei Reginaldo Soares Damasceno

ELABORAÇÃO DOS ORIGINAIS Ana Lúcia Alouche Busso, Angela Maria de Vasconcellos, Carla Parrado Martinez Braga, Elaine Lopes Dias da Silva, Gladys Roberta Garcia, Isadora Ferreira da Veiga, José Carlos Aissa, Mariana Koury, Mayara Alves Maia, Simone Rodrigues Portes Rezende dos Santos, Wallace Cândido Marinho

Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) 360º open roads inglês, volume 1 / obra coletiva concebida, desenvolvida e produzida pela Editora FTD ; editora responsável Flávia da Cruz Miguel. – 1. ed. – São Paulo : FTD, 2015. ISBN 978-85-20-00418-0 (aluno) ISBN 978-85-20-00419-7 (professor) 1. Inglês (Ensino médio) I. Miguel, Flávia da Cruz. 15-04936 CDD-420.7 Índices para catálogo sistemático: 1. Inglês : Ensino médio 420.7 Envidamos nossos melhores esforços para localizar e indicar adequadamente os créditos dos textos e imagens presentes nesta obra didática. No entanto, colocamo-nos à disposição para avaliação de eventuais irregularidades ou omissões de crédito e consequente correção nas próximas edições. As imagens e os textos constantes nesta obra que, eventualmente, reproduzam algum tipo de material de publicidade ou propaganda, ou a ele façam alusão, são aplicados para fins didáticos e não representam recomendação ou incentivo ao consumo.

Reprodução proibida: Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. Todos os direitos reservados à FTD EDUCAÇÃO. Rua Rui Barbosa, 156 – Bela Vista – São Paulo – SP CEP 01326-010 – Tel. (0-XX-11) 3598-6000 Caixa Postal 65149 – CEP da Caixa Postal 01390-970 www.ftd.com.br E-mail: nucleo.idiomas@ftd.com.br Impresso no Parque Gráfico Editora FTD S.A. Avenida Antonio Bardella, 300 Guarulhos-SP – CEP 07220-020 Tel. (11) 3545-8600 e Fax (11) 2412-5375

Apresentação Caro(a) aluno(a), Estamos vivendo uma revolução do conhecimento, impulsionada pelo rápido avanço das tecnologias de informação e comunicação e da globalização. Tal revolução rompe paradigmas em todos os âmbitos da atuação humana: social, profissional e educacional. É nesse contexto contemporâneo que surge a demanda por um novo perfil de cidadão, capaz de aprender a conhecer, aprender a fazer, aprender a viver juntos e aprender a ser (UNESCO, 1998). O conhecimento da língua inglesa é importante para você na medida em que contribui para a sua inserção nesse cenário. A proposta didático-pedagógica desta coleção visa criar oportunidades para o seu crescimento intelectual, dando condições para que você enfrente os desafios do mercado de trabalho e incremente o seu desenvolvimento pessoal. Nesta obra, o trabalho com gêneros textuais e com a competência leitora ajudará você a compreender e a interpretar textos das várias esferas sociais, contribuindo para o seu sucesso acadêmico e preparando-o (a) para a continuação dos seus estudos. As atividades interdisciplinares aqui propostas visam estimular sua curiosidade investigativa, sua colaboração e sua autonomia, características indispensáveis ao aprendiz do século XXI.

Inglês

A seleção de temas atuais e instigantes tem por objetivo estimular a sua participação e, consequentemente, o seu aprendizado. O trabalho com itens linguísticos, de forma contextualizada, permite a análise e a compreensão de seus significados e usos. A partir desse ponto, você será incentivado(a) a usar seus conhecimentos linguísticos por meio de atividades orais e escritas significativas. A integração sistemática das habilidades de ler, ouvir, falar e escrever permite que você experimente a língua inglesa em sua totalidade. Você perceberá que toda esta coleção pretende também prepará-lo(a) para o mundo do trabalho. Lerá a respeito de várias profissões e terá a oportunidade de simular interações relacionadas a elas. Além disso, será convidado(a) a discutir e a considerar as possíveis vantagens e desvantagens de cada uma dessas profissões e também refletir sobre as habilidades que você já tem ou precisa desenvolver para exercê-las. A obra busca, ainda, contribuir para a sua formação como cidadão consciente e crítico, capaz de refletir sobre tópicos fundamentais na atualidade, tais como ética, saúde e meio ambiente, e de agir em prol de uma sociedade mais justa e igualitária. As discussões propostas têm por objetivo não somente dar voz às suas opiniões e reflexões, mas também elevar a sua autoconfiança ao se comunicar com as pessoas ao seu redor. Esperamos que esta coleção conduza-o(a) à conquista de suas metas acadêmicas e contribua para o desenvolvimento de valores e competências essenciais à sua atuação responsável na sociedade em que vivemos. Bom aprendizado!

“in time of test, family is best.” Burmese proverb. (Available at: <http:// www.quotegarden.com/ family.html>. Accessed on: April 2, 2013.)

UNIT 1

Monkey Business/Thinkstock

Conheça seu livro

Página de abertura

It runs In the family

Apresenta o tema da unidade por meio de uma imagem acompanhada de uma epígrafe.

THINK ABOUT IT 1. Answer the quiz and find out what kind of reader you are.

WHAT KIND OF READER ARE YOU?

Do you read all the time or not at all? Do you read for pleasure or to get information? Answer this quiz and find it out.

How often do you read? 1. Always. I love reading!

Now check your score.

2. Very frequently. 3. Sometimes. 4. Excuse me?

➼ Mostly (1): You’re an avid reader. It’s

What type of reading materials do you usually read? 1. All sorts of things: books, magazines, blogs, my mother’s to-do lists… 2. Technical books and encyclopedias. 3. Only stuff that interests me. 4. Only the books my teachers tell me to.

➼ Mostly (2): You’re a serious reader. In your

Think about it

opinion, reading opens doors. You’re right, but what about reading for fun too?

Why do you read? 1. Because I enjoy reading.

➼ Mostly (3): You’re a selective reader.

2. Because I learn new things. 3. Because I am interested in the topic or the author. 4. Because of my school work.

Ativa seu conhecimento prévio sobre o tema e estimula a troca de ideias sobre o assunto.

You only read something if it interests you. This is OK, but be prepared to read other

Where do you usually read? 1. Everywhere and anywhere!

kinds of things as well.

2. At the school library. 3. At home. 4. Honestly? Only in the classroom…

Estúdio Insólito

hard for you to put any book down. Well done!

➼ Mostly (4): You’re a “can’t stand it”

Your teacher lends you some reading material. What do you do? 1. I instantly get hold of it and read it all. 2. I browse through the material looking for interesting information. 3. I read it only if I like the topic. 4. I secretly hope my teacher never asks me about it later on.

reader. For you reading is an obligation. Maybe you should start reading about a subject you like. Reading can be really fun if the topic interests you.

(Research sources: What kind of reader are you? Quibblo. Available at: <http://www.quibblo.com/quiz/QkBmkG/What-kind-of-Reader-are-you> and What kind of reader are you? Go to Quiz. Available at: <http://www.gotoquiz.com/what_kind_of_reader_are_you>. Accessed on: April 10, 2013.)

TALK ABOUT IT 2. Discuss your score to the quiz with your teacher and classmates.

READING

A: I agree with my score. I really love reading. B: I don’t agree with it. I’m a selective reader, not a “can’t stand it” reader.

GET READY TO READ

VIEWPOINTS

1. Look at the pictures and the texts in exercise 2 quickly. Check (√) the correct answers.

Discuta com seu professor e colegas. “Segundo os últimos dados levantados pelo Instituto Pró-Livro, o brasileiro ainda está longe de ser um leitor assíduo.” Você concorda com essa afirmação? Por quê? Em caso afirmativo, de que forma os jovens e adultos brasileiros poderiam ser incentivados a ler mais? De que forma ler mais pode ajudar você com suas tarefas escolares e também no seu dia a dia?

a. What kind of texts are these? Headlines.

Extracts from interviews.

Graphs.

On a website.

In a book.

Women in sports.

Advice on being successful.

b. Where would you find them?

(MARTINS, Fábio C. Como está a leitura do brasileiro? Folhetim Online, maio de 2012. Disponível em: <http://www.folhetimonline.com. br/2012/05/03/informativo-como-esta-a-leitura-do-brasileiro>. Acesso em: 2 mai. 2013.)

In a magazine.

c. What do you think they are about? CAN'T PUT IT DOWN | UNIT 4

The Olympic Games.

2. Read the extracts and check your predictions for question c. TRACK 14 Estúdio Insólito

Reading

MEDIA CENTRE

1. Observe a frase e responda à pergunta. My favorite sports are soccer and volleyball. Quais esportes são mencionados nessa frase?

2. Match the pictures to the correct sports. f. table tennis Feng Li/Getty Images

e. cycling

d. taekwondo

Hemera/Thinkstock

c. wheelchair fencing Ryan McVay/Digital Vision/Thinkstock

iStockphoto/Thinkstock

Stockbyte/Thinkstock

Scott Heavey/Getty Images

b. wrestling

ATHLETES

BELIEVE IN YOURSELF

To advance in life you need to believe in yourself and you need to set goals for yourself. Push yourself because you can achieve anything in life if you put your mind to it. Do you have a personal motto in life and in sport? My personal maxim is to always do my best and try my hardest at everything. I want to be the best at what I do, in sport and life.

Bridie Kean […] What advice would you like to give to other people doing sports? Sport is like life. […] Work smart and hard and be focused and enjoy the improvement: regardless of how big or small. What would be your advice as a Paralympic athlete for other people to advance in life? When you cannot do something, do not stop, find a different way and work as hard as you can to accomplish what you care about.

(Available at: <http://www.paralympic.org/BelieveInYourself/OurHeroes>. Accessed on: April 3, 2013.)

Apresenta itens lexicais em contexto e promove oportunidades para aprimorar seu vocabulário.

UNIT 3 | SOUND BODY, SOUND MIND

GRAMMAR STUDY 3. Answer these questions.

SIMPLE PRESENT

a. Which sports are examples of Paralympic sports?

Usamos o Simple Present para descrever ações rotineiras no presente, fatos em geral e, também, para descrever verdades universais.

b. Which sports are examples of individual sports?

Susan studies English on Mondays and Wednesdays. How many languages do people speak in South Africa?

c. Which sports are examples of team sports?

The earth goes around the sun.

Affirmative Form

IN CONTEXT

TIP Inglês americano: soccer

Inglês britânico: football

UNIT 3 | SOUND BODY, SOUND MIND

Grammar Apresenta o foco gramatical da unidade e oferece oportunidades para colocá-lo em prática.

I You

study

He She It

studies

We You They

Negative Form

in the morning.

I You

don’t

He She It

doesn’t

We You They

study

Interrogative Form

study in the morning.

I you

Does

he she it

we you they

don’t

study in the morning?

L ANGUAGE ASSISTANCE

TRACK 9

PRONUNCIATION Connected speech Listen and repeat. /

Do you study in the morning? Where do you live?

Does she speak English? What does she do?

Does he work? Where does he study?

GRAMMAR PRACTICE 1. Underline the correct option. a. Louise dances / dance ballet.

d. My parents don’t / doesn’t like video games.

b. Myriam don’t / doesn’t study in the morning.

e. I start / starts work at 8:00.

c. Do / Does your sister work?

f. Does / Do you play basketball?

2. Complete this paragraph with the verbs in parentheses. Daniel

gets up

and

(get up) at 6:30. Then he (leave) home at 7:15. He

(go) to work. He

(have) breakfast (take) the bus and

(finish) work at 16:00. When he

(arrive) home he

(listen) to music or

(study) for his university entrance exams. But on Mondays and Wednesdays he he

(help) his father in his shop. On the weekends (relax) and

UNIT 2 | ENGLISH ALL AROUND

(play) soccer with his friends.

iStockphoto/Thinks tock

Goalball was created by Hanz Lorenzen and Sepp Reindle in 1946 to help rehabilitate former soldiers who became blind during Second World War. In this game athletes try to score a goal by rolling a ball with bells inside.

NPCs

What would be your advice to other people?

Bridie Kean

Vocabulary

VIDEOS

[…]

Paul Ellis/AFP/Getty Images

OLYMPIC AND PARALYMPIC SPORTS

SPORTS

Kelly Cartwright

Kelly Cartwright at the 2011 IPC Athletics World Championships in Christchurch, New Zealand

VOCABULARY

a. goalball

CLASSIFICATION

Hannah Johnston/Getty Images

Prepara você para a leitura de textos de gêneros variados e propõe atividades que desenvolvem e estimulam a competência leitora e o letramento crítico.

P. 153

ÍCONES NO LIVRO DO ALUNO Faixa de áudio

Variedade linguística

ÍCONES DO MATERIAL DIGITAL INTEGRATED SKILLS READING

Integrated Skills

1. Read the cartoon and answer the following questions. Chris Booth (www.CartoonStock.com)

a. What are the man and the polar bear doing?

b. Where do you think they’re going?

c. How do you know?

IN CONTEXT Global warming refers to an increase in the average temperature of the atmosphere as a result of greenhouse gases emissions. Some experts say that the term global warming was first used in the scientific world in an article called Are We on the Brink of a Pronounced Global Warming? by Wallace S. Brocker in 1975.

“All this talk about global warming... pah! I mean, where's the evidence?” (Available at: <http://www.cartoonstock.com/newscartoons/directory/g/ global_damage.asp>. Accessed on: March 14, 2013.)

2. Read the cartoon again and answer the following questions. a. The man

in global warming.

believes

doesn’t believe

Favorece a integração das habilidades de compreensão e produção por meio do trabalho com diferentes gêneros textuais escritos e orais.

Texto

Objetos educacionais

Imagens enriquecidas

Links externos

UNIDADE 27 PERÍODO COMPOSTO POR COORDENAÇÃO E SUBORDINAÇÃO

LANGUAGE ASSISTANCE UNIT 8

EXERCÍCIOS DE FIXAÇÃO

“Jeans always popular school denim canusando be worn in conjunção many ways.” 1. Nosare itens abaixo,a reúna cada par declothing oraçõesoption em umand único período, uma coordenativa que expli-

(How stuff works. Available at: <http://computer.howstuffworks.com/enlarge-image.htm?page=451&terms=New+York+City>. Accessed on: October cite adequadamente a relação lógico-semântica entre elas. Depois, indique se essa relação é de adição, oposição, 19, 2012.)

alternância, conclusão ou explicação.

b. The expression

“Winter boots are in this season.” a) Sabemos muito sobre o universo. Às vezes, não sabemos o nome de nosso vizinho.

suggests the man’s opinion about global warming.

pah!

(Winter boots are in this season. Cheap ugg boots sale online! Available at: <http://mmmmugg.blogdetik.com/2011/09/29/092901/>. Accessed on: b) Conversei com eles ontem à tarde. Mostrei-lhes as vantagens de nossa proposta. October 26, 2012.)

I mean

“...a pair of shorts is an easy and fun way to recycle old jeans...”

c. The cartoon is funny because of the contrast between the man’s clothes and the polar bear’s briefcase

Plural Nouns – Clothes

2. Leia esta tira humorística:

d. According to the cartoon, global warming 1.

is happening now is something that doesn’t exist

Alguns substantivos que se referem a itens de vestuário e acessórios só podem ser usados no plural. Veja alguns exemplos: boots – pants – jeans – earrings – tights – socks – gloves – boxers These black pants are too big for me. My new boots are waterproof. Your sunglasses don’t suit you. They’re too big.

Language Assistance

No entanto, se usarmos a expressão pair of + item de vestuário, podemos usar o verbo ou pronome no singular. Veja alguns exemplos: My new pair of earrings was really cheap! I’d like to try on that pair of jeans, please.

GO BEYOND

Proporciona revisão e complementação de itens linguísticos relacionados aos conteúdos das unidades.

You can take a quiz about global warming at <http://ler.vc/ernpnf>. (Accessed on: March 14, 2013.)

102

UNIT 6 | THINK FORWARD

the man’s opinion and the presence of the polar bear next to him

c) Com a falta de chuvas, a vegetação rasteira secou. O perigo de incêndio era constante. d) Lute com toda disposição do mundo. Desista de seus maiores sonhos. e) Lute com toda disposição do mundo. A realização de seus sonhos depende só de você.

(Jean shorts. eHow mom. Available at: <http://www.ehow.com/jean-shorts/>. Accessed on: October 19, 2012.)

1. 2.

1. Underline the correct option.

Hagar, de Chris Browne. Folha de S.Paulo, São Paulo, 12 abr. 2000.

a. Your shoes is / are under the bed.

palavra matches ou liga dois termosthe de color uma mesma b.Nesse Thesediálogo, green a earrings / match of youroração; eyes. por sua vez, a palavra então estabelece um

entre frase is do/último a resposta dada por Hagar. Essas duas palavras evidenciam, respecc.vínculo This pair ofapants are tooquadrinho small foreme. tivamente, as seguintes relações sintático-semânticas: d.a)Where are my sunglasses? Have you seen them? c) oposição – adição. adiçãois–/ oposição. e.b)The gloves you bought doesn’t /d) don’t fit me. exclusão – conclusão. adição – explicação.

e) exclusão – adição.

2. these dialogues between a sales clerk and customers in a store. Use the words in the box. 3.Complete Leia estas interessantes “definições”: are

Relatividade

that

Educação iStockphoto/ Thinkstock

a. olhar o bife maior e tirar o menor. É aquilo que nos faz Customer: Excuse me. Can I try on Cinismo É aquilo que nos faz olhar o bife tiraryou o maior. Sales clerk: Of menor course. eHere are.

pair of boots over there, please?

Miséria

1. Add a Suffix to the words in parentheses to complete the sentences. healthy a. It’s important that people lead a lifestyle. (health) b. The bus had to be fixed due to

e-mails. Now he sends around 20 a day. (not send)

LANGUAGE ASSISTANCE – UNIT 8

= regular

= fraco

Sou capaz de...

d. Annie is the most intelligent / more intelligent than girl in her class. e. We have the best / better than teacher in the world.

3. Complete the sentences with the idioms in the box. a couch potato

a hot potato

full of beans

the apple of his eye

a. Jim loves his girlfriend Tina very much. She is

a piece of cake

b. A: Can you dance the samba? B: Yes, very well! It’s

for me.

c. I’m sure nobody will want to discuss this topic during the meeting. It’s definitely

after going to the zoo yesterday. They couldn’t sit still for

two seconds. e. Darling, don’t be such

. Let’s go out and get some fresh air.

4. Unscramble the letters to find the clothing items. Write them on the lines below. a. I love it when Jenny wears a S - R - E - D - S and G - H - I - H E- H - L - E - S. dress high heels b. Oliver wears a uniform to school. No P - A - C - S or H - O - R - S - T - S are allowed. c. Lynn always carries her K - E - A - N - S - E - R - S in her bag. She works out after work.

Unidade

ler, ouvir e falar sobre assuntos relacionados à fontes de energia e atitudes ecologicamente corretas.

ler e reconhecer as características do gênero textual cartoon.

reconhecer e utilizar os sufixos para formação de substantivos e verbos em adjetivos.

entender e usar os Comparative Adjectives em contexto.

reconhecer e usar expressões idiomáticas relacionadas a alimentos.

entender e usar os Superlative Adjectives e usá-los de maneira apropriada.

ler um panfleto, reconhecer suas características e produzir um texto semelhante.

ler, ouvir e falar a respeito da moda e de sua influência entre os jovens.

ler e reconhecer as características do gênero textual letra de música.

nomear e descrever peças de vestuário.

reconhecer e usar verbos relacionados à roupas.

entender o uso do verbo used to e empregá-lo de maneira apropriada.

ler e reconhecer as características do gênero oral entrevista.

observar as características de posts e produzir um semelhante.

d. Mother keeps reminding me to take my C - E - K - J - A - T wherever I go. e. In the summer people usually wear A - N - K - T S - O - P - T and P - I - L - F - S - O - L - F - P.

Além desses conteúdos, o que mais você aprendeu?

clothes before buying them.

d. Benny

Refaça os exercícios das unidades 7 e 8. Esclareça suas dúvidas com o(a) professor(a). Visite uma biblioteca e faça uma leitura de seu interesse. Crie seu próprio glossário / dicionário. Participe de um chat online em inglês.

wear out

whenever she goes to an important event. a sweater when it’s cold.

A cada duas unidades, apresenta a revisão do conteúdo trabalhado. Também incentiva a autoavaliação e oferece sugestões de aprimoramento visando desenvolver a sua autonomia.

puts on

his shoes as soon as he gets home.

Stop and Check

MELHORANDO SEU DESEMPENHO

5. Match the sentences and the Multi-word Verbs.

c. Alice needs to

dress up takes off

FUN FRIEND HAPPY LOVE e. Amy’s always getting new clothes. They

very quickly.

a try on

STOP AND CHECK – UNITS 7 & 8

143

CROSS CURRICULAR LINK

IN CONTEXT

2. Writing a positive message on your T-shirt

› Think about a positive statement you’d like to write on your T-shirt. Possible themes: Friends

Sports

Your city

Environment

Love

Any other theme?

› Write a short, simple message to express your feelings about your theme. Check your spelling and if you have enough space on the T-shirt to write the message.

› Get a used plain white T-shirt. A light colored T-shirt is also a good option.

› Use a fabric pen or paint to write your message on the T-shirt. You can use a piece of cardboard inside the T-shirt to prevent the ink or paint from staining it.

› Let it dry for one or two hours before wearing it.

remember to › use large and colorful letters. › distribute letters evenly. › write short and simple sentences.

Estúdio Insólito

World War II (1939–1945) is considered one of the most destructive wars in history and it involved several nations in two military alliances: The Axis (Germany, Italy and Japan) and The Allies (the United States, Great Britain, France and the Soviet Union).

Cross-curricular Link

1960s

Casual clothes became more fashionable and T-shirts were more stylish and colorful than ever. Tie-dye, an ancient Asian and African art of dying cotton, influenced followers of the hippie movement in the USA. T-shirts started being used to display messages of protest.

1970s › 1980s

From messages of protest to marketing tool, T-shirts were used as souvenirs to promote tourism and advertise famous brands.

Apresenta atividades que promovem o diálogo com outras disciplinas e estimulam a sua atuação como cidadão crítico.

PhotoObjects.net/ Thinkstock

iStockphoto/ Thinkstock

› Put your T-shirt on and express yourself! AbleStock.com/ Thinkstock

142

159

617

= muito bom

c. Charlie is as naughty than / as his brother.

b. Rick

How much the blue dress, please? Na primeira definição, o eCustomer: tem valor semântico de adição ou de oposição? clerk: do $12,00. on? E na segunda, qual o valorSales semântico e? Would you like to try Nas duas ocorrências da Customer: terceira definição, essa conjunção tem o mesmo valor semântico? Justifique. No, thanks. Na quarta, o valor semântico do e é o mesmo nos dois casos? Justifique.

Responda às perguntas do quadro abaixo para avaliar seu aprendizado ao longo das unidades 7 e 8.

b. Rio de Janeiro is smaller than / the smallest Minas Gerais.

a. I usually

a) b) c) d)

. (help)

a. Brazil is bigger / the biggest country in South America.

d. The students were

reality shows. Now I love them. (hate)

AUTOAVALIAÇÃO

2. Underline the correct options to complete the sentences.

the apple of one’s eye

a bus to university. (not take)

d. I

Customer: How muche o bife maiorthe white socks? É aquilo que nos faz olhar o bife menor e comer os dois. Sales clerk $9,00. Max Nunes. O pescoço da girafa.

. (home)

when driving at night. (care)

e. Professor Hudson’s advice was very

c. I

Gula

São Paulo: Companhia das Letras, 1997. p. 41-2.

a uniform? (wear)

e. My grandfather

problems. (mechanic)

c. The heavy rain in the past weeks left hundreds of people d. You need to be extra

Mary

iStockphoto/ Thinkstock

É aquilo que nos faz olhar o bife maior e o bife menor e não tirar nenhum. b.

iStockphoto/ Thinkstock

STOP AND CHECK UNITS 7 & 8

6. Complete the sentences with the correct form of used to. used to eat a. Wally a lot of fast food when he was younger. (eat)

1990s › present day

Nowadays,T-shirts can come in all shapes and sizes, and in several countries around the world they are still a favorite item of clothing. Tees are considered a means of self-expression and they can reveal a lot about you!

(Research sources: The T-Shirt: From Men’s underwear to Casual Couture. We, The T-Shirt. Available at: <http://www.nardinesaad.com/ wethetshirt/the-t-shirt/>; A Short Story of the T-Shirt. Sunday morning. Available at: <http://www.cbsnews.com/video/watch/?id=1786690n> and A Brief and Incomplete Timeline of T-Shirt. Neatorama. Available at: <http://www.neatorama.com/2011/03/17/a-brief-and-incomplete-timelineof-t-shirt-history/>. Accessed on: March 18, 2013.)

SELF-EVALUATION

Evaluate your message. Is it visually clear and appealing? Is it creative? Are there any improvements you can make to your next message?

WEB SEARCH

Go to the sites listed below to get more ideas on how to customize your own T-shirts. <http://ler.vc/z4qvex>; <http://ler.vc/h6ug2e> (Accessed on: March 18, 2013)

Sumário Volume I

Types of Novels

Unit 1 It runs in the family

Multi-word Verbs Related to Reading

.........................................................................................................................................

Adjectives to Describe Stories ...................................................................................

..................................................................................................................................................................

Think about It Reading Vocabulary Family Members

.................................................................................................................................................................................................

.................................................................................................................................................................................

...................................................................................................................................

Types of Families

.................................................................................................................................

Grammar Possessive Adjectives and Pronouns

...........................................................................................................................................................................................

...................................

Present Continuous

..............................................................................................................

......................................................................................................................................................

..................................................................................................................................

...................................................................................................................................

Integrated Skills Cross-curricular Link Household Sizes

...................................................................

.................................................................................................

.................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

........................................................................................................

Cognates

.....................................................................................................................................................................

Grammar

........................................................................................................................................................................

Think about It Reading Vocabulary -ing or -ed Adjectives

Simple Present

.............................................................................................................................................

Adverbs of Frequency Integrated Skills

.........................................................................................................

......................................................................................................................................................

Stop and Check – Units 1 & 2

...........................................................................

Unit 3 Sound body, sound mind Think about It Reading Vocabulary Olympic and Paralympic Sports

........................................................

.................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

...........................................................

Sports Collocations

......................................................................................................................

Adverbs of Manner

......................................................................................................................

..........................................................................................................................................................................................

Grammar Yes / No Questions

.........................................................................................................................

Interrogative Pronouns Integrated Skills

......................................................................................................................................................

Stop and Check – Units 3 & 4 Unit 5 Making history

...........................................................................

Think about It Reading Vocabulary Prepositions of Time

.................................................................................................................................................................

................................................................................................................................................................................

.............................................................................................................

Grammar Verb to be – Simple Past

.............................................................................................

Simple Past – Regular and Irregular Verbs

..............

Integrated Skills Cross-curricular Link Send a Positive Message, Make a Difference

..................................................................................................................................

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............................................................................................................................

Unit 6 Think forward Think about It Reading Vocabulary Discourse Markers

.................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

...........................................................................................................................

..........................................................................................................................................................................................

..................................................................................................................................................

Grammar Simple Future

Future – to be going to Integrated Skills

..................................................................................................................................

.............................................................................................................................................................

Unit 4 Can’t put it down Think about It Reading Vocabulary

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..................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

............................................................................................

100

.................................................................................................................................................

Stop and Check – Units 5 & 6

Think about It Reading Vocabulary Idioms with Food

......................................................................................................................................................

Integrated Skills Cross-curricular Link Sport is Life

......................

..........................................................................................................................................................................................

..........................................................................................................................

................................................................................................................................................................................................

Unit 7 A greener future

.............................................................................................................................................................

.......................................................................................................................

Imperatives

............................................................................................

...........................................................................................................................................................................................

Grammar Can / To be able to

.......................

Adverbs of Time and Time Expressions Unit 2 English all around

.....................................................................

102

106

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108

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109

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110

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112

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112

Common Adjective Suffixes

........................................................................

113

......................................................................................................................................................................................

115

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115

..................................................................................................................................................

118

Grammar Making Comparisons Integrated Skills Cross-curricular Link Energy Sources

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122

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122

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124

Stop and Check – Units 1 & 2

............................................................................................................................................................

125 126

Unit 3 Healthy living

...........................................................................................................................................................................................

Unit 8 Fashion close-ups Think about It Reading

Vocabulary Clothes

...........................................................................................................................................................................

.............................................................................................................................................................................

Describing Clothes

.....................................................................................................................

Multi-word Verbs Related to Clothes Grammar

131

.....................................................................................................................................................................................

132

Used to

............................................................................................................................................................................

.................................................................................................................................................

Stop and Check – Units 7 & 8 Language Assistance

128 129

.........................

Integrated Skills

Glossary

128

......................................................................

138 140

..................................................................................................................

.....................................................................................................................................................................................

Audio Scripts

132 134

148

...............................................................................................................................................................

156

Think about It Reading

.................................................................

4 5

........................................................................................................................................................................

.......................................................................................................................................................................................................

Vocabulary

.......................................................................................................................................................................................

Tech Gadgets As and Like Grammar

..........................................................................................................................................................

.....................................................................................................................................................................

...........................................................................................................................................................................................

Past Continuous

........................................................................................................................................

Past Continuous and Simple Past Integrated Skills

........................................................

.......................................................................................................................................................

Cross-curricular Link

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The Way your Brain Works

...............................................................................

11 11

14 18 18

..........................................................................................................................

Think about It Reading

.......................................................................................

..................................................................................................................................................................

................................................................................................................................................................................................

Vocabulary

Grammar

22 24

.................................................................................................................................................................................

Advertising Prefixes

..............................................................................................................................................................

................................................................................................................................................................................

..........................................................................................................................................................................................

Modals of Deduction and Possibility Permission and Request

..................................................................................................

Ability in the Past (could) Integrated Skills

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...........................................................................................

......................................................................................................................................................

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37 38

................................................................................................................................................................................

.............................................................................................................................................

Multi-Word Verbs

..............................................................................................................................

Grammar Countable and Uncountable Nouns

..........................................................................................................................................................................................

.....................................

How many and How much Quantifiers

....................................................................................

................................................................................................................................................................

Integrated Skills Cross-curricular Link What do you know about STIs?

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Unit 4 Go volunteer

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................................................................................................................................................................................................

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Charity Work

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Grammar Present Perfect Simple

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Present Perfect Simple and Simple Past Integrated Skills

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......................................................................................................................................................

Stop and Check – Units 3 & 4

...........................................................................

Unit 5 Human-animal bonding

....................................................................

.................................................................................................................................................................

Think about It Reading Vocabulary Wild Animals and Pets

................................................................................................................................................................................................

................................................................................................................................................................................

......................................................................................................

Because, Because of and So Unit 2 To buy or not to buy

................................................................................................................................................................................................

Think about It Reading Vocabulary Discourse Markers

Volume II Unit 1 A tech-savvy generation

Think about It Reading Vocabulary Healthy Habits

...........................................................................

Grammar Present Perfect Simple

................................................................................

...........................................................................................................................................................................................

......................................................................................................

Adverbs (already, yet, ever, never, lately, recently)

........................................................................................................................

Integrated Skills Cross-curricular Link Endangered Animals

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Unit 6 We live, we learn

...........................................................................................................

Think about It Reading Vocabulary

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Sumário Educational System

.....................................................................................................................

Cognates and False Cognates Grammar Modals for Advice

.......................................................................

88 90 91

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Integrated Skills

.............................................................................................................................

......................................................................................................................................................

Stop and Check – Units 5 & 6

...........................................................................

Unit 7 Hear it. Watch it. Live it. Think about It Reading Vocabulary Types of Movies

...........................................................

............................................................................................................................................................

101 102

Types of Music

.................................................................................................................................

...........................................................................................................................................................................................

Present Perfect Simple and Present Perfect Continuous Past Perfect Simple and Past Perfect Continuous Integrated Skills

12 14

...................................................................................................................................

Unit 2 Alive and healthy

104

Reading

105

Vocabulary

107

Parts of the Body

107

Illnesses and Symptoms

110

..............................................................................................................................

114

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114

.......................................................................................................

116

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117

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118

Unit 8 Concrete dreams Think about It Reading Vocabulary Prepositions of Place

Grammar

Integrated Skills

Reading

Vocabulary

121

.........................................................................................................................................................

123

Linking Words Integrated Skills

..........................................................................................................................................

125

.................................................................................................................................................

126

Stop and Check – Units 7 & 8 Language Assistance

130

......................................................................

..................................................................................................................

132

140

......................................................................................................................................................................................

Audio Scripts

..............................................................................................................................................................

148

Think about It Reading Vocabulary Adjectives Followed by Preposition

................................................................................................................................................................................

Art Forms Grammar

................................................................................................

Relative Pronouns

8 8

.............................................

............................................................................................................................

Integrated Skills

............................................................................................................................

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Relative Clauses

Cross-curricular Link

..................................................................................................................................

Art is the Spice of Life

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Unit 4 It takes all sorts

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New Year’s Traditions in Brazil

Commonly Confused Words

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Gender Differences

...........................................................................

.................................................................................................................................................................

Vocabulary ....................................................................................

Common Noun Suffixes

Reading

Unit 1 The power of women

......................................................................................................................................................

................................................................................................................................................................................................

Think about It

Volume III

26 28

Unit 3 Art for change Think about It

123

..........................................................................................................

Stop and Check – Units 1 & 2

120

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.................................................................................................

120

.....................................................................................................................................................................................

................................................................................................................................

...........................................................................................................................................................................................

..........................................................................................................

Indefinite Pronouns

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Future Perfect Simple

...........................................................................................................................................................................

Grammar Quantifiers

22 24

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..................................................................................................................................................

.................................................................................................................................................................................

.....................................................................................................................................................................................

Integrated Skills Cross-curricular Link The History of Short Films

..................................................................................................................................................................

................................................................................................................................................................................................

105

Grammar Passive Voice

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False Cognates

........................................................................................................................

.............................................................................

Women Changing History

Think about It

............................................................

.......................................................................................................................................................

Cross-curricular Link

104

..........................................................................................................................................

Compound Words

100

...........................................................................................................................................................................................

..........................................................................................................................................................................

Glossary

Grammar

..........................................................................

56 56

...............................................................

..........................................................................................................................................................................................

Modals of Obligation, Prohibition and No Obligation Integrated Skills

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......................................................................................................................................................

Stop and Check – Units 3 & 4 Unit 5 Fit for work

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..........................................................................................................................................

.................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

............................................................................................................................................................................................

Think about It Reading Vocabulary Work

Expressions with the Verb to get Grammar Causative Verbs Integrated Skills

.................................................

121

.....................................................................................................................................................................................

124

...................................................................................................................................

125

.................................................................................................................................................

126

Stop and Check – Units 7 & 8

Glossary

...........................................................................................................................................................................................

74 74

Audio Scripts

...........................................................................

Grammar Indirect Speech: Statements

Indirect Speech: Questions and Imperatives 76 .........

Integrated Skills Cross-curricular Link Jobs – Past, Present and Future

......................................................................................................................................................

..................................................................................................................................

...........................................................

.......................................................................

Unit 6 A matter of conscience Think about It Reading Vocabulary Ethics

.................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................

...........................................................................................................................................................................................

Idioms with Animals

...................................................................................................................

..........................................................................................................................................................................................

....................................................................................................................................

Grammar First Conditional

Second Conditional Third Conditional Integrated Skills

......................................................................................................................

...............................................................................................................................

......................................................................................................................................................

Stop and Check – Units 5 & 6 Unit 7 A warming world? Think about It Reading Vocabulary Natural Disasters

...........................................................................

............................................................................................

100

............................................................................................................................................................

101

...........................................................................................................................................................................................

102

..........................................................................................................................................................................

104

............................................................................................................................

104

Eco-friendly Tips

105

.................................................................................................................................

Grammar Verbs Followed by Infinitive

....................................................................................................................................................................................

106

....................................................................

106

Verbs Followed by -ing

...............................................................................................

Verbs Followed by Infinitive and -ing Integrated Skills Cross-curricular Link Carbon Footprint

.......................

107

108

..................................................................................................................................................

110

..............................................................................................................................

114

............................................................................................................................

114

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116

Unit 8 Dream big!

Think about It Reading Vocabulary Different Meanings of the Verb to get

.............................................................................................................................................................

117

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118

...........................................................................................................................................................................

120

................

120

......................................................................

130

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132

140

...............................................................................................................................................................

Sumário – Volume I Unit 1 It runs in the family Unit 2 English all around

...................................................................................................................................

....................................................................................................................................................

Unit 3 Sound body, sound mind

Unit 5 Making history Unit 6 Think forward

44 60

...........................................................................................................................................................

.........................................................................................................................................................................

...............................................................................................................................................................................

Unit 7 A greener future

......................................................................................................................................................

Unit 8 Fashion close-ups Language Assistance Glossary

108

..................................................................................................................................................

124

....................................................................................................................................................................

140

........................................................................................................................................................................................................................................

148

Audio Scripts Bibliography

156

160

Creatas Images/Thinkstock

Unit 4 Can’t put it down

..........................................................................................................

UNIT 1

Burmese proverb. (Available at: <http:// www.quotegarden.com/ family.html>. Accessed on: April 2, 2013.)

Monkey Business/Thinkstock

It runs in the family

â&#x20AC;&#x153;In time of test, family is best.â&#x20AC;?

tHinK about it estúdio insólito

1. This bar chart was taken from the site of an online magazine. It shows the recent changes in the organization of Brazilian families. Read it and underline the correct options.

The Power of Women's Labor Families headed by women with or without children raised from 0.8% to 9.4%. It means that, in 2009, there were 4.3 million households headed by women. (AlVeS, Mirian. ipea mostra uma revolução na família brasileira. Veja Online, oct. 2010. Available at: <http://veja.abril.com.br/noticia/brasil/ipeamostra-uma-revolucao-na-familia-brasileira>. Accessed on: April 2, 2013. Translated by the editors.)

a. The bar chart shows a comparison between diﬀerent types of families in the years of 1992 and 2009 / 1992 and 2003. b. You can find this graph in a book / on the Internet. c. According to the chart, the number of single-father and single-mother families is / isn’t rising.

Focus on Genre 2. Observe the bar chart again. Check (√) its main characteristics. a.

It contains a title.

It uses vertical or horizontal colored bars. e.

It uses a legend to explain the meaning

It contains lines representing two pieces of information. It contains information organized in circles. It presents percentages.

of the colors used.

3. Read these deﬁnitions of family. Check (√) the ones you agree with. a.

My friends are my family.

Family is anyone who loves me and helps me.

“Family is a group of […] people […] related by birth, marriage, or adoption and residing together […].”

(US DePARTMenT oF CoMMeRCe. United States Census bureau. Available at: <http://www.census.gov/cps/about/cpsdef.html>. Accessed on: April 2, 2013.)

talK about it 4. Discuss the statements in exercise 3 with your teacher and classmates. A: I agree with letter a, because my friends are really important to me. B: Sorry, but I don’t agree with you. In my opinion, family is the people who live in the same house.

go beyond You can learn more about the Brazilian family statistics at iBGe. Séries Estatísticas & Séries Históricas. Available at: <http://ler.vc/equqhj>. (Accessed on: April 2, 2013.)

IT rUNs IN The famIly | unit 1

reading get ready to read 1. Take a look at the newspaper article in exercise 2 and answer the questions. a. What is it about? b. What words do you expect to find in it? Write at least five words. father, c. Where do you expect to find it? On the Internet. On a leaﬂet.

2. Now read the article and check the predictions you made.

estúdio insólito

tracK 2

Single-Father Homes on the Rise By Genaro C. Armas

Recommend

m E-mail

WASHINGTON, May 18 More fathers are going solo in raising kids. […] The 2000 census found:

b Comment

In 2.2 million households, fathers raise their children without a mother. That's

d Print

about one household in 45.

A Text Size +/-

The number of single-father households rose 62 percent in 10 years. The portion of households headed by fathers with children living there doubled in a decade, to 2 percent. Single fathers say the numbers help tear down a long-standing conception that single fathers tend to abandon their kids, or at least not take as good care of them as single moms, said Vince Regan, an Internet consultant from Grand Rapids, Mich., who is raising five kids on his own. "In time, it goes a long way to helping society think that single fathers do help their kids and want to be part of their lives," he said. [...]

(ARMAS, Genaro C. Single-father homes on the rise. ABC News, Washington, May 18. Available at: <http://abcnews.go.com/US story?id=93279&page=1>. Accessed on: April 2, 2013.)

unit 1 | IT rUNs IN The famIly

gloSSÁrio Az going solo – fazendo algo sozinho(a), sem ajuda households – casas, domicílios long-standing – de longa data on his own – sozinho

on the rise – em ascensão raise – criar tear down – destruir, derrubar without – sem

reading compreHenSion 1. Read the article again and check (√) the sentence that best summarizes it. a.

Single fathers can take better care of their kids than mothers do.

The number of single-father families is rising.

2. Based on the article, match the sentences halves. a. Today more fathers

is raising his five kids on his own.

b. In 2000, fathers raised their children without a mother

in 2.2 million households.

c. Vince Regan

are raising their kids without any help.

tip Para facilitar a leitura, procure palavras cognatas ou transparentes. essas palavras são escritas de forma semelhante em língua portuguesa e têm o mesmo significado. Por exemplo, computer e technology, que significam computador e tecnologia, respectivamente. no entanto, cuidado com os falsos cognatos, pois, apesar de terem grafia semelhante à da língua portuguesa, não têm o mesmo significado.

3. Find in the article the corresponding words in English. a. abandonar – b. década

–

c. consultor – d. sociedade – e. parte

–

4. Write T for true or F for false. According to the article, society still needs to understand that single fathers can and are willing to take part in their children’s life.

vieWpointS Discuta com seu professor e colegas. De acordo com o texto, a estrutura familiar está mudando nos eUA. em sua opinião, isso está acontecendo no Brasil também? Você conhece exemplos dos tipos familiares mostrados no gráﬁco da página 13? Você acredita que hoje em dia há mais ou menos respeito pelos vários tipos de estrutura familiar? De que forma essas famílias são mostradas em ﬁlmes, novelas e outros programas de TV?

IT rUNs IN The famIly | unit 1

vocabulary family memberS 1. Observe a frase e marque a opção correta com um √. “in 2.2 million households, fathers raise their children without a mother.” As palavras fathers, children e mother se referem a a.

colegas de trabalho

membros da família

2. Look at the Olson family tree and complete the sentences using words from the box. aunt

brother

daughter

father

grandfather

grandmother

mother

nephew

niece

sister

stepson

uncle

a. Dean is Pam’s

father

. e. Oliver is Bob’s

. i. Pam is Mia’s

. f. Pam is Beth’s

. j. Bob is Pam’s

. g. Bob is Mia’s

. k. Susan is Ken’s

d. Beth is Mia’s

. h. Beth is Ken’s

. l. Dean is Ken’s

Kevin Peterson/ Photodisc/Thinkstock Jack Hollingsworth/ Photodisc/Thinkstock iStockphoto/Thinkstock

Jupiterimages/Comstock/ Thinkstock iStockphoto/Thinkstock

Ryan McVay/lifesize/ Thinkstock

Monkey Business/Thinkstock

Jupiterimages/Comstock/ Thinkstock

iStockphoto/Thinkstock

estúdio insólito

b. Jill is Rob’s c. Rob is Beth’s

tracK 3

pronunciation ð listen and repeat.

mother

unit 1 | IT rUNs IN The famIly

father

grandmother

grandfather

brother

tip Dependendo do contexto, mais informal ou menos informal, podemos ter as seguintes variações: neutro father mother informal dad mom (inglês americano) / mum (inglês britânico)

tip parents – mother and father couple – husband and wife or partners

children – sons and daughters relatives – grandparents, aunts, uncles, cousins etc.

talK about it 3. Talk to your classmates about your family. A: Who are the people in your family? B: My stepfather, my mother and my stepbrother.

typeS of familieS 1. Read the sentence and check (√) the correct family photo.

Ryan McVay/ Digital Vision/Thinkstock

iStockphoto/Thinkstock

Jupiterimages/ Pixland/Thinkstock

Comstock/Thinkstock

iStockphoto/Thinkstock

“The number of single-father households rose 62 percent in 10 years.”

2. Now match the other photos to their descriptions. a nuclear family

a single-mother family

an extended family

a childless family

an adoptive family

vieWpointS Discuta com seu professor e colegas. entre os modelos de família apresentados, quais são os mais comuns no seu bairro ou na sua cidade? Como você se relaciona com formações familiares diferentes da sua? Que exemplos de atitudes éticas devemos ter em relação aos vários tipos de estrutura familiar com os quais convivemos em nosso dia a dia?

IT rUNs IN The famIly | unit 1