825858018_EF2_MP_8ANO_INGLES_ANGLO_p2

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<p>20</p><p>MODULE</p><p>“There are no passengers on</p><p>Spaceship Earth. We are all crew.”</p><p>Marshall McLuhan</p><p>Learning objects</p><p>• Informative texts</p><p>• Textual references – use of object</p><p>pronouns and possessive adjectives</p><p>• Verb review: the future</p><p>Skills</p><p>• Interpret opinions in a text.</p><p>• Apply reading strategies to analyze</p><p>a text.</p><p>• Establish relationships between</p><p>terms, expressions and ideas that</p><p>have the same referent in order to</p><p>build grammatical cohesive links.</p><p>• Identify and make use of the simple</p><p>future (will) in predictions.</p><p>DRIVING TOWARDS</p><p>THE FUTURE</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>ic</p><p>s</p><p>d</p><p>u</p><p>n</p><p>ia</p><p>4</p><p>y</p><p>o</p><p>u</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>148</p><p>PH8_EF2_INGLES_148a155_M20.indd 148 10/5/17 4:43 PM</p><p>PRE-READING</p><p>Answer the following questions.</p><p>a) In your opinion, where does air pollution come from?</p><p>Possible answer suggestions: Air pollution comes from different sources. We cause air pollution directly, for example,</p><p>when we use electricity, fuels and transportation./ We can also cause air pollution indirectly when we buy products and</p><p>services that use energy in their production and delivery./Farming is one of the biggest causes of air pollution,</p><p>in fact, in Europe, it is the biggest cause.</p><p>b) What could be done to avoid air pollution?</p><p>Possible answer suggestions: Find other sources of energy, reduce the number of cars on the streets etc.</p><p>Read the cartoon and answer the following question.</p><p>What is the painter worried about?</p><p>GETTING STARTED</p><p>READING</p><p>She is worried about the destruction of the environment/beautiful</p><p>natural sceneries by toxic chemicals.</p><p>Sources and more information: <www.cleanerandgreener.org/resources/air-pollution.html>, <www.theguardian.com/</p><p>environment/2016/may/17/farming-is-single-biggest-cause-of-worst-air-pollution-in-europe>. Accessed on: Aug. 7th, 2017.</p><p>©</p><p>2</p><p>0</p><p>1</p><p>2</p><p>J</p><p>e</p><p>ff</p><p>S</p><p>ta</p><p>h</p><p>le</p><p>r/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>f</p><p>o</p><p>r</p><p>U</p><p>F</p><p>S</p><p>149</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 149 10/5/17 4:43 PM</p><p>READING</p><p>Read and listen.</p><p>What will the car of the future be like?</p><p>Safer, more comfortable and, above all, green. Car manufacturers</p><p>are continually working to find a solution to one of the biggest</p><p>problems of our times — air pollution. And then, of course, we can’t</p><p>forget the safety and comfort factors. But what are the proposals for</p><p>a cleaner world?</p><p>In the last decades, the amount of carbon dioxide in the</p><p>atmosphere has dramatically increased by more than 40 percent.</p><p>Nowadays, even breathing is difficult in some cities because of</p><p>the problem of smog. Are cars to blame for all of this? To a certain</p><p>extent, yes. Cars produce substances which are dangerous both for</p><p>our health and for the environment. Around 20 percent of carbon</p><p>dioxide emissions worldwide can be traced to cars annually.</p><p>What can we do? The first thing we should do is to reduce the</p><p>number of cars on the roads and, especially, in large cities. We should</p><p>also use unleaded petrol, if it is impossible to leave our car in the garage. Then we should plant</p><p>lots and lots of trees, as they absorb carbon dioxide in the air and produce all essential oxygen.</p><p>But most importantly, we should try to find some alternative energy sources.</p><p>Electric-powered cars may be part of the solution to the problem of pollution in our cities.</p><p>These cars don’t produce any substances which are dangerous for either mankind or the</p><p>environment. Manufacturers are testing various types of electric-powered cars at present and</p><p>some of them are already available on the market.</p><p>Most modern electric cars look no different from normal cars. They come in different shapes,</p><p>colors and sizes depending on the car manufacturer and who the car is designed for. They tend</p><p>to be lighter than normal vehicles; therefore, they take less energy to move.</p><p>For many people, electric vehicles are a very big step to take in the lifestyle they are used to.</p><p>However, if we look back in time at when we brought new technology into our lives, this is simply</p><p>just another big step. When the horse-drawn carriage was our main form of transportation, it</p><p>was hard for people to see the benefits in using motor cars powered by internal combustion</p><p>engines. Attitudes changed as people came to understand the technology better and now most</p><p>households have one if not more cars.</p><p>Electric vehicles are becoming more popular as many of the major car makers are now</p><p>making them. You can even buy electric sports cars, such as the Tesla Roadster.</p><p>Available at: Kid n. 3: Eli, Italy, 1995, <www.scientificamerican.com/article/atmospheric-carbon-dioxide-hits-record-levels/> and <www.livestrong.com/</p><p>article/156537-facts-of-car-pollution/>. Accessed on: Aug. 7th, 2017. (Based.)</p><p>Read the following statements and decide if they are right (R), wrong (W), or not</p><p>mentioned (NM). Correct the wrong ones.</p><p>a) Electric cars do not cause much pollution. ( R )</p><p>b) Car manufacturers have found a solution to the problem of pollution. ( W )</p><p>They are continually working to find a solution to the problem.</p><p>c) Breathing is harder in big cities because of smog. ( R )</p><p>1</p><p>32</p><p>2</p><p>S</p><p>e</p><p>m</p><p>m</p><p>ic</p><p>k</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>150 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 150 10/5/17 4:43 PM</p><p>d) There is a lot of smog in the countryside too. (NM)</p><p>e) Cars are responsible for twenty per cent of carbon dioxide emissions in the world. ( R )</p><p>f) The world would be more polluted if we drove electric-powered cars. ( W )</p><p>The world would probably be less polluted if we drove electric-powered cars.</p><p>g) Electric-powered cars don’t harm the environment as petrol cars do. ( R )</p><p>h) Electric cars will be on the market soon. ( W )</p><p>Some electric cars are already on the market.</p><p>i) Most people are already changing from petrol cars to electric-powered cars. ( W )</p><p>It’s becoming more popular, but most people still have petrol cars.</p><p>j) Several important car makers are making electric sports cars. (NM)</p><p>What does the word green mean in the text?</p><p>It means “ecological”/that does not pollute.</p><p>What do the underlined words refer to in the text?</p><p>a) “… both for our health …”:</p><p>the reader, people in general</p><p>b) “What can we do?”:</p><p>the reader, people in general</p><p>c) “… as they absorb carbon dioxide in the air…”:</p><p>the trees</p><p>d) “…these cars don’t produce …”:</p><p>electric-powered cars</p><p>e) “… and some of them are already available on the market.”:</p><p>electric-powered cars</p><p>3</p><p>4</p><p>Useful language</p><p>How do you say these</p><p>words and expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) towards:</p><p>em direção a; rumo a</p><p>b) car manufacturers:</p><p>fabricantes de carros</p><p>(montadoras)</p><p>c) proposals:</p><p>propostas</p><p>d) even breathing:</p><p>até mesmo respirar</p><p>e) smog (smoke + fog):</p><p>poluição do ar causada</p><p>pela fumaça e</p><p>descargas dos carros</p><p>f) to blame for:</p><p>ter a culpa de</p><p>g) to a certain extent, yes:</p><p>até certo ponto, sim; de</p><p>certa forma, sim.</p><p>h) can be traced to cars:</p><p>pode ser atribuída aos</p><p>carros</p><p>i) unleaded petrol:</p><p>gasolina sem chumbo</p><p>em sua composição</p><p>(não poluente)</p><p>j) electric-powered cars:</p><p>carros movidos à</p><p>eletricidade</p><p>k) for either mankind or</p><p>the environment:</p><p>tanto para os homens</p><p>como para o meio</p><p>ambiente</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Read the following list of diseases and tick ( ü ) the ones which are related to the respiratory</p><p>system.</p><p>a) asthma ( ü )</p><p>b) hepatitis ( )</p><p>c) gastroenteritis ( )</p><p>d) bronchitis ( ü )</p><p>e) skin and eye irritation. ( )</p><p>f) stomach cramps and aches ( )</p><p>g) chronic obstructive pulmonary disease ( ü )</p><p>h) emphysema ( ü )</p><p>i) lung cancer ( ü )</p><p>j) encephalitis ( )</p><p>k) heart disease ( )</p><p>l) diarrhea ( )</p><p>m) vomiting ( )</p><p>n) respiratory infections ( ü )</p><p>151</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 151 10/5/17 4:43 PM</p><p>LISTENING</p><p>Listen to the text and complete the following information.</p><p>Air pollution short-term health effects Air pollution long-term</p><p>to school?</p><p>It’s the beginning of a new school year. You are feeling happy and confident – or maybe</p><p>sad and insecure. You are not the only one in this situation!</p><p>Look at the results of a survey conducted in the United States with 600 students about</p><p>their back-to-school worries:</p><p>Are your worries the same as the students’ in the survey? Whatever worries you most,</p><p>now you can see you are not alone!</p><p>1</p><p>PROBLEM-SOLVING SITUATION</p><p>What worries you most about going back to school?</p><p>social issues</p><p>extracurricular issues</p><p>schoolwork issues nothing</p><p>appearance issues</p><p>PAIR WORK</p><p>Work with your partner. Calculate the numbers that correspond to the percentages on</p><p>the graph – remember that 600 students took the survey.</p><p>a) How many students worry about schoolwork issues? 192</p><p>b) How many consider social issues their main problem? 180</p><p>c) How many are worried about appearance most of all? 150</p><p>d) How many are anxious about extracurricular topics? 18</p><p>e) How many are the lucky ones who do not worry about anything? 60</p><p>2</p><p>A</p><p>d</p><p>a</p><p>p</p><p>te</p><p>d</p><p>f</p><p>ro</p><p>m</p><p>:</p><p><</p><p>h</p><p>tt</p><p>p</p><p>:/</p><p>/k</p><p>id</p><p>s</p><p>h</p><p>e</p><p>a</p><p>lt</p><p>h</p><p>.o</p><p>rg</p><p>/e</p><p>n</p><p>/t</p><p>e</p><p>e</p><p>n</p><p>s</p><p>/</p><p>s</p><p>ch</p><p>o</p><p>o</p><p>l-</p><p>s</p><p>tr</p><p>e</p><p>s</p><p>s</p><p>.h</p><p>m</p><p>l></p><p>.</p><p>A</p><p>c</p><p>c</p><p>e</p><p>s</p><p>s</p><p>e</p><p>d</p><p>o</p><p>n</p><p>:</p><p>S</p><p>e</p><p>p</p><p>t.</p><p>2</p><p>7</p><p>th</p><p>,</p><p>2</p><p>0</p><p>1</p><p>2</p><p>.</p><p>25%</p><p>10%</p><p>3%</p><p>32%</p><p>30%</p><p>TIME FOR FUN</p><p>Circle the emoji(s) that reflect(s) how you did on today’s lesson. Explain your reason why. You</p><p>may also use other emojis found on the internet to customize your message. Personal answer.</p><p>I chose this/these emoji(s) because:</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>:</p><p>E</p><p>le</p><p>n</p><p>a</p><p>_</p><p>C</p><p>h</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>14 Ensino Fundamental 2 ¥ 8o ano</p><p>Problem-solving situation</p><p>Você será convidado a usar os</p><p>conhecimentos linguísticos recém-</p><p>-adquiridos, retomar o tema do</p><p>módulo ou um assunto afim, para</p><p>refletir, discutir, levantar hipóteses</p><p>e resolver um problema ou um</p><p>conflito apresentado que tenha</p><p>como base situações reais</p><p>e contextualizadas.</p><p>Problem-solving situation</p><p>Invite people to do the activities suggested in the pictures. Don’t forget to include when</p><p>you would like to do the activity.</p><p>2</p><p>LANGUAGE USAGE</p><p>Rewrite the sentences in a polite way to match the situations in the pictures.1</p><p>a) In a restaurant: I want something to</p><p>eat.</p><p>I’d like something to eat.</p><p>b) In a store: My friend wants to try these</p><p>sneakers.</p><p>My friend would like to try these sneakers.</p><p>c) On the telephone: Hello. Is that</p><p>from the travel agency? I want some</p><p>information about hotels.</p><p>I would like some information about hotels.</p><p>d) In a travel agency: Good morning. I</p><p>want to know the price for a weekend</p><p>in Toronto.</p><p>Good morning. I’d like to know the price for a</p><p>weekend in Toronto.</p><p>watch a love story go horseback riding go surfing</p><p>124 Ensino Fundamental 2 ¥ 8o ano</p><p>w</p><p>a</p><p>v</p><p>e</p><p>b</p><p>re</p><p>a</p><p>k</p><p>m</p><p>e</p><p>d</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>ig</p><p>it</p><p>a</p><p>l V</p><p>is</p><p>io</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>S</p><p>o</p><p>u</p><p>th</p><p>_</p><p>a</p><p>g</p><p>e</p><p>n</p><p>c</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>P</p><p>h</p><p>ili</p><p>p</p><p>p</p><p>e</p><p>T</p><p>u</p><p>rp</p><p>in</p><p>/P</p><p>h</p><p>o</p><p>to</p><p>n</p><p>o</p><p>n</p><p>s</p><p>to</p><p>p</p><p>/</p><p>A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>C</p><p>L</p><p>U</p><p>S</p><p>T</p><p>E</p><p>R</p><p>X</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>h</p><p>o</p><p>lb</p><p>o</p><p>x</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Language usage</p><p>Nesta seção você encontra</p><p>atividades variadas e</p><p>contextualizadas para</p><p>complementar o estudo dos</p><p>tópicos gramaticais e o</p><p>vocabulário do módulo.</p><p>Getting started</p><p>Claude Monet and Édouard Manet have similar names, both were French, they’re both</p><p>heavily associated with Impressionism, and worst of all, they were friends.</p><p>The following words will appear in the text you are going to listen to. Match them with</p><p>their definitions.</p><p>a) affluent ( d ) courageous</p><p>b) still life ( e ) theme</p><p>c) pegged ( b ) a picture consisting predominantly of inanimate objects</p><p>d) bold ( a ) rich</p><p>e) subject matter ( c ) classified</p><p>LISTENING</p><p>Read the following chart and check ( ü ) Monet or Manet according to what you hear.</p><p>Claude Monet Édouard Manet</p><p>He came from a poor family. ( ü ) ( )</p><p>He was a rich person with important political connections. ( ) ( ü )</p><p>He was the source of inspiration for future impressionist artists. ( ) ( ü )</p><p>He had friends who were impressionists, but he never exhibited</p><p>with them.</p><p>( ) ( ü )</p><p>He didn’t want to copy older works. ( ü ) ( )</p><p>It wasn’t a problem to copy older works. ( ) ( ü )</p><p>He liked to paint still life. ( ü ) ( )</p><p>He loved to paint busy scenes. ( ) ( ü )</p><p>He is often described as a realist. ( ) ( ü )</p><p>He is described as an impressionist. ( ü ) ( )</p><p>He continued to use the color black and preferred the studio to</p><p>the open air.</p><p>( ) ( ü )</p><p>2</p><p>31</p><p>PRE-LISTENING</p><p>Read the information about the two famous painters.1</p><p>LISTENING</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>e</p><p>B</p><p>e</p><p>la</p><p>s</p><p>A</p><p>rt</p><p>e</p><p>s</p><p>,</p><p>B</p><p>o</p><p>s</p><p>to</p><p>n</p><p>,</p><p>M</p><p>a</p><p>s</p><p>s</p><p>a</p><p>ch</p><p>u</p><p>s</p><p>e</p><p>tt</p><p>s</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/A</p><p>n</p><p>ti</p><p>g</p><p>a</p><p>G</p><p>a</p><p>le</p><p>ri</p><p>a</p><p>N</p><p>a</p><p>c</p><p>io</p><p>n</p><p>a</p><p>l,</p><p>B</p><p>e</p><p>rl</p><p>im</p><p>,</p><p>A</p><p>le</p><p>m</p><p>a</p><p>n</p><p>h</p><p>a</p><p>.</p><p>145</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>Listening</p><p>Nesta seção apresentamos</p><p>diálogos e outras situações de</p><p>comunicação, que podem incluir</p><p>textos narrativos ou descritivos,</p><p>para você desenvolver a</p><p>habilidade de compreensão da</p><p>linguagem oral.</p><p>Listening</p><p>HOMEWORKHOMEWORKHOMEWORK</p><p>Read the text and answer the questions.</p><p>When cars fly</p><p>Baby steps toward autonomyÉ</p><p>Google, Tesla and Uber − companies that didn’t even exist when Toyota introduced</p><p>the Prius, in 1997 − have become major players in the auto industry. Both Google and</p><p>Tesla aim to introduce fully autonomous cars − that is, cars that drive themselves −</p><p>within the next several years, and Uber recently founded an R&D center (Research and</p><p>Development) in Pittsburgh with an eye leading to our driverless future.</p><p>Self-driving cars are expected to be much safer than human-driven ones. But even</p><p>if the first robot cars hit the roads in the next few years, most of us probably won’t give</p><p>up driving entirely for at least another 15 or 20 years. In the meantime, traditional cars</p><p>will gradually take over certain aspects of driving.</p><p>Companies have been adding semiautonomous features to cars since the 1990s −</p><p>things like adaptive cruise control, which uses sensors to adjust a car’s speed based on</p><p>the traffic in front of it, and automated parallel parking. Some cars automatically stop</p><p>− or at least slow down − if a driver doesn’t step on the brake in time to avoid a collision,</p><p>and in certain Mercedes-Benz models, the driver will be able to change lanes simply by</p><p>hitting the turn signal for two seconds (the car will take care of the rest). Within a few</p><p>years, cars may be able to determine when an accident is likely and make adjustments</p><p>to the cabin − moving seats, closing windows, retracting the steering wheel.</p><p>Available at: <www.theatlantic.com/magazine/archive/2016/05/when-cars-fly/476382/>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>a) What do Google and Tesla plan to do in the next years?</p><p>They aim to introduce fully autonomous cars.</p><p>b) Are autonomous cars safer than human-driving cars?</p><p>Yes, they are expected to be much safer.</p><p>c) Will we give up driving as soon as self-driving cars become popular?</p><p>No. It’s probable that we won’t give up driving entirely for at least another 15 or 20 years.</p><p>d) What have manufacturers been doing to traditional cars?</p><p>They have been adding semiautonomous features.</p><p>e) What will cars be in the coming years?</p><p>The driver will be able to change lanes simply by hitting the turn signal for two seconds and cars may</p><p>be able to determine when an accident is likely and adjust the cabin.</p><p>f) Read the infographic, what is the prediction for the future of cars?</p><p>In 2070, there will be only self-driving cars on the roads, and traditional cars will be outlawed.</p><p>Read the text and complete the spaces with the verbs from the box.</p><p>go shape make (2×) continue become</p><p>be (5×) have farm reach enable</p><p>1</p><p>2</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/w</p><p>w</p><p>w</p><p>.n</p><p>e</p><p>x</p><p>tg</p><p>o</p><p>v.</p><p>c</p><p>o</p><p>m</p><p>154 Ensino Fundamental 2 ¥ 8o ano</p><p>Homework</p><p>Ao final de cada módulo, você</p><p>encontra atividades para serem</p><p>feitas</p><p>em casa. Elas funcionam</p><p>como uma extensão da sala de</p><p>aula e uma maneira de você</p><p>retomar e aprofundar o</p><p>que foi estudado.</p><p>Homework</p><p>Language usage</p><p>ASKING FOR DIRECTIONS</p><p>Read the examples.</p><p>Excuse me, how can I get to…?</p><p>Excuse me, is there a… near here?</p><p>Excuse me, where is the…?</p><p>Excuse me, can you tell me the way to…?</p><p>DIRECTIONS</p><p>Look and complete the chart with the phrases and words from the box.</p><p>go down  across the street  on the left  turn right</p><p>1</p><p>LANGUAGE WORK</p><p>turn left turn right go down go up</p><p>oppositeon the righton the leftgo straight ahead/on</p><p>go along</p><p>across the street go as far as</p><p>go through</p><p>PREPOSITIONS AND EXPRESSIONS OF PLACE</p><p>DO YOU REMEMBER?</p><p>Match the prepositions with the correct image.</p><p>next to  opposite  behind  on the corner of  in front of</p><p>2</p><p>a) b) c)</p><p>opposite behind next to</p><p>132 Ensino Fundamental 2 ¥ 8o ano</p><p>Language work</p><p>Nesta seção você vai estudar os</p><p>conteúdos linguísticos de cada</p><p>módulo – teorias gramaticais</p><p>e vocabulário – geralmente</p><p>contextualizados no texto inicial</p><p>do módulo e aqui sistematizados.</p><p>Language work</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 4 10/5/17 1:22 PM</p><p>12</p><p>A NEW SCHOOL YEAR .................... 7</p><p>GETTING STARTED 8</p><p>READING 9</p><p>LISTENING 11</p><p>LANGUAGE WORK 13</p><p>LANGUAGE USAGE 13</p><p>PROBLEM-SOLVING SITUATION 14</p><p>TIME FOR FUN 14</p><p>HOMEWORK 15</p><p>BACK TO SCHOOL ......................... 17</p><p>GETTING STARTED 18</p><p>READING 18</p><p>LISTENING 20</p><p>PROBLEM-SOLVING SITUATION 21</p><p>TIME FOR FUN 22</p><p>HOMEWORK 23</p><p>A TYPICAL DAY IN THE LIFE</p><p>OF TWO TEENS ................................... 25</p><p>GETTING STARTED 26</p><p>READING 26</p><p>LISTENING 29</p><p>LANGUAGE WORK 30</p><p>LANGUAGE USAGE 31</p><p>HOMEWORK 32</p><p>DID YOU ENJOY YOUR</p><p>STAY IN TORONTO? ...................... 33</p><p>GETTING STARTED 34</p><p>READING 34</p><p>LISTENING 36</p><p>LANGUAGE WORK 37</p><p>LANGUAGE USAGE 38</p><p>PROBLEM-SOLVING SITUATION 39</p><p>HOMEWORK 40</p><p>KING HENRY VIII ........................... 42</p><p>GETTING STARTED 43</p><p>READING 43</p><p>LISTENING 45</p><p>PROBLEM-SOLVING SITUATION 46</p><p>HOMEWORK 47</p><p>ROUNDUP .............................................. 48</p><p>WHAT’S YOUR PROBLEM? ...... 51</p><p>GETTING STARTED 52</p><p>READING 52</p><p>LANGUAGE WORK 55</p><p>LANGUAGE USAGE 56</p><p>LISTENING 57</p><p>PROBLEM-SOLVING SITUATION 57</p><p>HOMEWORK 58</p><p>URBAN VIOLENCE .......................... 60</p><p>GETTING STARTED 61</p><p>READING 61</p><p>LISTENING 64</p><p>LANGUAGE WORK 64</p><p>LANGUAGE USAGE 65</p><p>PROBLEM-SOLVING SITUATION 66</p><p>HOMEWORK 67</p><p>WHY DO WE NEED FOOD? ....... 68</p><p>GETTING STARTED 69</p><p>READING 69</p><p>LISTENING 71</p><p>PROBLEM-SOLVING SITUATION 73</p><p>HOMEWORK 74</p><p>YOUTH SPEAKING OUT .............. 76</p><p>GETTING STARTED 77</p><p>READING 77</p><p>LISTENING 79</p><p>LANGUAGE WORK 80</p><p>LANGUAGE USAGE 81</p><p>PROBLEM-SOLVING SITUATION 82</p><p>HOMEWORK 83</p><p>WHAT MAKES ME MAD ............... 85</p><p>GETTING STARTED 86</p><p>READING 86</p><p>LANGUAGE WORK 88</p><p>LANGUAGE USAGE 89</p><p>PROBLEM-SOLVING SITUATION 90</p><p>HOMEWORK 91</p><p>ROUNDUP ............................................... 92</p><p>THE WORLD GOES GLOBAL ... 95</p><p>GETTING STARTED 96</p><p>READING 96</p><p>LANGUAGE WORK 98</p><p>LANGUAGE USAGE 99</p><p>PROBLEM-SOLVING SITUATION 101</p><p>HOMEWORK 102</p><p>GLOBALIZATION ......................... 103</p><p>GETTING STARTED 104</p><p>LISTENING 105</p><p>LANGUAGE WORK 105</p><p>LANGUAGE USAGE 107</p><p>PROBLEM-SOLVING SITUATION 108</p><p>HOMEWORK 109</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>1</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>2</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>3</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>4</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>5</p><p>6</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>7</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>8</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>9</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>10</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>11</p><p>12</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>13</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>14</p><p>C</p><p>O</p><p>N</p><p>T</p><p>E</p><p>N</p><p>T</p><p>S</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 5 10/5/17 1:22 PM</p><p>C</p><p>O</p><p>N</p><p>T</p><p>E</p><p>N</p><p>T</p><p>S</p><p>BIODIVERSITY</p><p>HOTSPOTS .......................................... 111</p><p>GETTING STARTED 112</p><p>READING 113</p><p>LISTENING 114</p><p>PROBLEM-SOLVING SITUATION 117</p><p>HOMEWORK 118</p><p>A WEEKEND IN TORONTO .... 120</p><p>GETTING STARTED 121</p><p>READING 121</p><p>LANGUAGE WORK 123</p><p>LANGUAGE USAGE 124</p><p>LISTENING 126</p><p>TIME FOR FUN 127</p><p>HOMEWORK 128</p><p>OH GOSH! I THINK</p><p>WE’RE LOST ..................................... 129</p><p>GETTING STARTED 130</p><p>READING 130</p><p>LANGUAGE WORK 132</p><p>LANGUAGE USAGE 134</p><p>HOMEWORK 135</p><p>ROUNDUP ............................................ 137</p><p>A REVOLUTIONARY ART</p><p>MOVEMENT ...................................... 140</p><p>GETTING STARTED 141</p><p>READING 141</p><p>LANGUAGE USAGE 144</p><p>LISTENING 145</p><p>PROBLEM-SOLVING SITUATION 146</p><p>HOMEWORK 147</p><p>DRIVING TOWARDS</p><p>THE FUTURE .................................... 148</p><p>GETTING STARTED 149</p><p>READING 149</p><p>LISTENING 151</p><p>LANGUAGE WORK 152</p><p>LANGUAGE USAGE 152</p><p>HOMEWORK 154</p><p>CALVIN AND HOBBES –</p><p>I’M HUNGRY! ................................... 156</p><p>GETTING STARTED 157</p><p>READING 157</p><p>LANGUAGE WORK 159</p><p>LANGUAGE USAGE 159</p><p>HOMEWORK 160</p><p>HÄGAR THE HORRIBLE .......... 161</p><p>GETTING STARTED 162</p><p>READING 162</p><p>LANGUAGE WORK 163</p><p>LANGUAGE USAGE 164</p><p>HOMEWORK 166</p><p>THE LEGEND OF THE</p><p>THREE SISTERS ............................. 167</p><p>GETTING STARTED 168</p><p>READING 168</p><p>LISTENING 170</p><p>LANGUAGE USAGE 171</p><p>HOMEWORK 172</p><p>SAYING GOODBYE TO MY</p><p>HOST FAMILY .................................. 173</p><p>GETTING STARTED 174</p><p>READING 174</p><p>LANGUAGE USAGE 176</p><p>HOMEWORK 177</p><p>ROUNDUP ............................................ 178</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>15</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>16</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>17</p><p>18</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>19</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>20</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>21</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>22</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>23</p><p>M</p><p>O</p><p>D</p><p>U</p><p>LE</p><p>24</p><p>25</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 6 10/5/17 1:22 PM</p><p>1</p><p>MODULE</p><p>Learning objects</p><p>• A thematic informational text</p><p>• Opinions</p><p>• A graph</p><p>• Vocabulary: adjectives to describe</p><p>feelings</p><p>• Paragraph writing</p><p>Skills</p><p>• Interpret a thematic informational</p><p>text.</p><p>• Identify the theme of a text.</p><p>• Identify and compare opinions</p><p>presented in a text.</p><p>• Analyze a graph.</p><p>• Identify and use words of the same</p><p>semantic field: adjectives that</p><p>describe feelings.</p><p>• Write a paragraph about back-to-</p><p>school feelings.</p><p>• It never gets easier, you just</p><p>get better.</p><p>7</p><p>A NEW SCHOOL</p><p>YEAR</p><p>p</p><p>ik</p><p>s</p><p>e</p><p>ls</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_007A016_M1.indd 7 10/5/17 1:30 PM</p><p>What do these people do at school? Read and match.</p><p>a) A bus driver ( b ) takes care of the school building.</p><p>b) A janitor ( d ) teaches the students.</p><p>c) A principal ( c ) is a teacher responsible for the whole school.</p><p>d) A teacher ( a ) drives the school bus.</p><p>Read the cartoon. Match the faces on the right to the occupations.</p><p>1</p><p>2</p><p>GETTING STARTED</p><p>My face on the first day of school</p><p>f</p><p>a</p><p>d</p><p>c</p><p>b</p><p>e</p><p>D</p><p>a</p><p>v</p><p>e</p><p>G</p><p>ra</p><p>n</p><p>lu</p><p>n</p><p>d</p><p>/C</p><p>a</p><p>g</p><p>le</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>s</p><p>,</p><p>In</p><p>c</p><p>.</p><p>Available at: <www.davegranlund.com/cartoons/2010/08/27/back-to-school-quiz/>. Accessed on: July 24th, 2017.</p><p>8 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_007A016_M1.indd 8 10/5/17 1:30 PM</p><p>Discuss the following questions.</p><p>a) Why do most people in the cartoon look unhappy?</p><p>Personal answer. Possible answer suggestion: Because they don’t want to get back to school. They were enjoying</p><p>their vacation.</p><p>b) Are your parents happy when your vacation ends and school starts? Justify your</p><p>answer.</p><p>Personal answers.</p><p>c) Do you agree with the message conveyed by the cartoon? Justify your answer.</p><p>Personal answers.</p><p>d) What was it like on your first day of school this year?</p><p>Personal answer.</p><p>3</p><p>TIPS FOR THE FIRST DAY AT SCHOOL</p><p>PRE-READING</p><p>Answer the following questions. Personal answers.</p><p>a) Are you a new student at this school? If so, what school did you come from?</p><p>b) Think about your first day at school. How did you feel?</p><p>c) What tips do you expect to read in a text about the first day at school?</p><p>READING</p><p>9</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH8_EF2_INGLES_007A016_M1.indd 9 10/5/17 1:30 PM</p><p>m</p><p>ic</p><p>h</p><p>a</p><p>e</p><p>lju</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>w</p><p>a</p><p>v</p><p>e</p><p>b</p><p>re</p><p>a</p><p>k</p><p>m</p><p>e</p><p>d</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>H</p><p>e</p><p>ro</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>READING</p><p>Read and listen.</p><p>2</p><p>1</p><p>Answer the following questions. Personal answers.</p><p>a) Are you in situation 1 or in situation 2?</p><p>b) Do you agree with the information in the text about your situation? Why (not)?</p><p>c) Are there any new students in your class? If so, how many?</p><p>d) What do you already know about them?</p><p>2</p><p>When you start a new school year, you may</p><p>find yourself in one of the following</p><p>situations:</p><p>1. You look around and feel like a fish out of</p><p>water. Everything is new to you.</p><p>2. You look around and recognize most of the</p><p>faces you see – old friends, teachers and other</p><p>members of the school staff.</p><p>Which situation are you in? What should you</p><p>do in either case?</p><p>If you find yourself in the first situation, it is</p><p>obvious that you are in a new school. Changing</p><p>schools can be stressful – leaving old friends and</p><p>old places you know. Starting again with new</p><p>people and new teachers can be a whole new</p><p>world. The first weeks may be hard, but don’t be</p><p>afraid. It can feel bad to be “out of the crowd”.</p><p>However, most people need mates and want to be</p><p>friends. Act confidently even if you feel shy. Come</p><p>out of your own shell and see it as an opportunity</p><p>– you can make new friends and still keep in touch</p><p>with your old ones – best of both worlds!</p><p>Now, if you find yourself in the second</p><p>situation, you are in a better position, for sure.</p><p>You have a lot of things to talk to your old friends</p><p>about, but don’t be blind to what’s happening</p><p>around you. Look at the new faces in your class</p><p>and be sure the new students are more than</p><p>willing to be part of the crowd. Make the first</p><p>move – talk to them and bring them in! One of</p><p>them may become your best friend. Who knows?</p><p>10 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_007A016_M1.indd 10 10/5/17 1:30 PM</p><p>Useful language</p><p>Match the words and expressions from the text to their meaning. Use the context to help you.</p><p>a) a fish out of water ( d ) classmates</p><p>b) the school staff ( g ) be incapable of understanding or noticing</p><p>c) out of the crowd ( e ) stop being timid and become more friendly and sociable</p><p>d) mates ( h ) be eager, ready to</p><p>e) come out of your own shell ( b ) the total number of people working in a school</p><p>f) keep in touch ( i ) take the initiative</p><p>g) be blind to ( c ) not belonging to the group</p><p>h) be willing to ( a ) somebody in an unfamiliar situation</p><p>i) make the first move ( f ) be in contact, communicate</p><p>PRE-LISTENING</p><p>Are you eager to start a new school year? Complete the columns below with things you are</p><p>looking forward to and things you are not. Personal answers. Possible answer suggestions:</p><p>Things I’m looking forward to Things I’m not looking forward to</p><p>I’m looking forward to starting school.</p><p>I’m looking forward to meeting my friends again.</p><p>I’m looking forward to playing soccer with my</p><p>friends in the P.E. classes.</p><p>I’m not looking forward to meeting the bullies at school.</p><p>I’m not looking forward to waking up early.</p><p>I’m not looking forward to having Math classes.</p><p>Look!</p><p>Look forward to = happy,</p><p>eager and enthusiastic</p><p>about something that is</p><p>going to happen</p><p>Look forward to + verb</p><p>(-ing)</p><p>Example: I am looking</p><p>forward to meeting my</p><p>friend.</p><p>LISTENING</p><p>11</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH8_EF2_INGLES_007A016_M1.indd 11 10/5/17 1:30 PM</p><p>LISTENING</p><p>Listen to some students talking about their first day at school. Complete the columns</p><p>according to what they say.</p><p>Name Age Looking forward to Not looking forward to</p><p>a) Julia</p><p>12</p><p>Recess, making new</p><p>friends, meeting old</p><p>friends, science lab.</p><p>Math, homework.</p><p>b) Darina</p><p>13</p><p>Changing classes, making</p><p>new friends, meeting</p><p>teachers.</p><p>Waking up very early.</p><p>c) Marlee</p><p>12</p><p>Meeting new teachers</p><p>and students, seeing</p><p>friends, playing school</p><p>sports, taking foreign</p><p>languages. Homework.</p><p>d) Ryan</p><p>13</p><p>Math.</p><p>Spanish classes.</p><p>e) Kendell</p><p>12</p><p>Meeting new teachers.</p><p>Homework.</p><p>f) Jordan</p><p>14</p><p>Meeting some new</p><p>friends.</p><p>Rules and bullies.</p><p>g) Nathan</p><p>11</p><p>Going back to school.</p><p>Nothing.</p><p>PAIR WORK</p><p>Work with your partner. Compare your notes in the pre-listening. Are you feeling the</p><p>same way about the new school year?</p><p>Personal answers.</p><p>3</p><p>1</p><p>2</p><p>12 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_007A016_M1.indd 12 10/5/17 1:30 PM</p><p>LANGUAGE WORK</p><p>ADJECTIVES TO DESCRIBE FEELINGS</p><p>Look at the emojis and the feelings they represent.</p><p>confident</p><p>happy</p><p>scared</p><p>curious</p><p>sad</p><p>angry</p><p>shy</p><p>anxious</p><p>stressed</p><p>calm</p><p>sleepy</p><p>alert</p><p>insecure</p><p>enthusiastic</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>:</p><p>E</p><p>le</p><p>n</p><p>a</p><p>_</p><p>C</p><p>h</p><p>e</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Circle three emojis and words in Language work that describe how you are feeling (or</p><p>felt) on the first day at school this year and write them down.</p><p>Personal answers.</p><p>Complete the following sentences using the words you circled in activity 1. Personal answers.</p><p>On my first day at school this year, I am feeling/felt ,</p><p>and because</p><p>.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>2. Possible answer</p><p>suggestions: On my first</p><p>day at school this year, I</p><p>am feeling/felt insecure,</p><p>shy and anxious because it</p><p>is/was a new school and I</p><p>don't/didn’t know anybody.</p><p>On my first school day this</p><p>year, I am feeling/felt happy,</p><p>confident and enthusiastic</p><p>because I met many of my</p><p>old school friends.</p><p>13</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH8_EF2_INGLES_007A016_M1.indd 13 10/5/17 1:30 PM</p><p>Read the text.</p><p>What worries students about going back to school?</p><p>It’s the beginning of a new school year. You are feeling happy and confident – or maybe</p><p>sad and insecure. You are not the only one in this situation!</p><p>Look at the results of a survey conducted in the United States with 600 students about</p><p>their back-to-school worries:</p><p>Are your worries the same as the students’ in the survey? Whatever worries you most,</p><p>now you can see you are not alone!</p><p>1</p><p>PROBLEM-SOLVING SITUATION</p><p>What worries you most about going back to school?</p><p>social issues</p><p>extracurricular issues</p><p>schoolwork issues nothing</p><p>appearance issues</p><p>PAIR WORK</p><p>Work with your partner. Calculate the numbers that correspond to the percentages on</p><p>the graph – remember that 600 students took the survey.</p><p>a) How many students worry about schoolwork issues? 192</p><p>b) How many consider social issues their main problem? 180</p><p>c) How many are worried about appearance most of all? 150</p><p>d) How many are anxious about extracurricular topics? 18</p><p>e) How many are the lucky ones who do not worry about anything? 60</p><p>2</p><p>A</p><p>d</p><p>a</p><p>p</p><p>te</p><p>d</p><p>f</p><p>ro</p><p>m</p><p>:</p><p><</p><p>h</p><p>tt</p><p>p</p><p>:/</p><p>/k</p><p>id</p><p>s</p><p>h</p><p>e</p><p>a</p><p>lt</p><p>h</p><p>.o</p><p>rg</p><p>/e</p><p>n</p><p>/t</p><p>e</p><p>e</p><p>n</p><p>s</p><p>/</p><p>s</p><p>ch</p><p>o</p><p>o</p><p>l-</p><p>s</p><p>tr</p><p>e</p><p>s</p><p>s</p><p>.h</p><p>m</p><p>l></p><p>.</p><p>A</p><p>c</p><p>c</p><p>e</p><p>s</p><p>s</p><p>e</p><p>d</p><p>o</p><p>n</p><p>:</p><p>S</p><p>e</p><p>p</p><p>t.</p><p>2</p><p>7</p><p>th</p><p>,</p><p>2</p><p>0</p><p>1</p><p>2</p><p>.</p><p>25%</p><p>10%</p><p>3%</p><p>32%</p><p>30%</p><p>TIME FOR FUN</p><p>Circle the emoji(s) that reflect(s) how you did on today’s lesson. Explain your reason why. You</p><p>may also use other emojis found on the internet to customize your message. Personal answer.</p><p>I chose this/these emoji(s) because:</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>:</p><p>E</p><p>le</p><p>n</p><p>a</p><p>_</p><p>C</p><p>h</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>14 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_007A016_M1.indd 14 10/5/17 1:30 PM</p><p>HOMEWORK</p><p>Answer each of the following questions by choosing one of the words in the box.1</p><p>alert  curious  enthusiastic  insecure  scared  shy</p><p>What do you call a person who</p><p>a) is afraid of or anxious about everything?</p><p>Scared</p><p>b) doesn’t feel comfortable in the company of people he/she doesn’t know?</p><p>Shy</p><p>c) has a desire to learn or know more about something or someone?</p><p>Curious</p><p>d) always feels or shows strong excitement about something?</p><p>Enthusiastic</p><p>e) is always worried about and afraid of what might happen?</p><p>Insecure</p><p>f) is able to think clearly and to notice things?</p><p>Alert</p><p>When you start a new school year, you usually build expectations about what it is going to be like. Write a</p><p>paragraph about your back-to-school feelings. Include things you are looking forward to and things you are not.</p><p>Personal answers. Possible answer suggestions:</p><p>This is the beginning of a new and different school year for me because I changed schools this year. I am very sad because I didn’t want to leave my old</p><p>school. I am anxious, too, because I don’t know anybody here and I don’t think I will make friends quickly because I am shy. But I am looking forward</p><p>to making friends and meeting the teachers. People say this is a very good school./This is the beginning of a new school</p><p>year for me, but I don’t think</p><p>I will have any surprises or difficulties because I have studied here since I was seven years old. I am happy because I am going to meet my friends,</p><p>teachers and the rest of the school staff. I am not looking forward to taking tests and doing homework because these are the hardest parts of going</p><p>back to school.</p><p>The site Teens health asked some students how they plan to cope with the things that worry them most about</p><p>going back to school, and if they have some advice. Read what they say and place their advice in one of the</p><p>categories in the box.</p><p>2</p><p>3</p><p>1. Worries about schoolwork  2. Worries about appearance  3. Managing social pressures and problems</p><p>a) Mickie, 14, told us she has no worries about starting school, but she has this advice for looking good on the first</p><p>day: “Wear clothes that fit your style. Don’t wear something that makes you look like someone you are not.” ( 2 )</p><p>b) Chelsea, 16, said her teachers were a big help when she was trying to adapt to new subjects at school: “I asked</p><p>for help, so I felt more relaxed and normal.” ( 1 )</p><p>c) Kimberly, 14, told us, “I’m happy about going back to school – I’m bored at home! But I’m worried about</p><p>reputation, teasing, failing, and being a nerd.” ( 3 )</p><p>15</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>PH8_EF2_INGLES_007A016_M1.indd 15 10/5/17 1:30 PM</p><p>HOMEWORK</p><p>d) Rachel, 15, told us, “I’m kind of hard on myself, like I feel really bad if I don’t have A grades in every subject.” ( 1 )</p><p>e) Codi, 14, said, “I am not usually a shy person, but starting in a new school is scary. I don’t know anyone other</p><p>than those on my soccer team. I am afraid that once they see me out of my soccer clothes and in my skater</p><p>clothes they won’t want to talk to me.” ( 3 )</p><p>f) Jessie, 15, said, “I’m going to try to make new friends and talk more. Don’t worry about being awkward because</p><p>others are too. Lots of people are good at being cool, but they are insecure too.” ( 3 )</p><p>g) Keisha, 15, said, “Don’t worry about it so much. And when your family and friends say you look great, accept</p><p>the compliment, because it’s true!” ( 2 )</p><p>h) Lia, 14, reminds us, “If you’re worried about your clothes and how you look, just remember that it’s what’s on</p><p>the inside that matters.” ( 2 )</p><p>i) Daniel, 14, agreed. “I play sports so I have to keep my grades up to play.” How does he keep the balance? “Work</p><p>really hard and lean on my parents for lots of support. If you have parents around that actually take an interest</p><p>in you, take advantage of that and let them be there for you.” ( 1 )</p><p>Available at: <http://kidshealth.org/en/teens/school-stress.html>. Accessed on: Sep. 27th, 2017. (Adapted.)</p><p>Answer the questions below.</p><p>a) Which issues worry you most about this new school year?</p><p>Personal answer. Possible answer suggestion: I’m worried about schoolwork – how to have good grades.</p><p>b) What advice would you give to a student who was worried about social pressures and problems at school?</p><p>Personal answer. Possible answer suggestion: I think he/she should try to take part in a nice group because this</p><p>can avoid problems and help him/her not feel social pressures too much.</p><p>4</p><p>16 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_007A016_M1.indd 16 10/5/17 1:30 PM</p><p>2</p><p>MODULE</p><p>BACK TO SCHOOL</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A dialogue</p><p>• Question words: where, what, how,</p><p>who, when, why, which, whose</p><p>• A poem: “I’m important”</p><p>• Questionnaire: Getting to know</p><p>you better</p><p>Skills</p><p>• Interpret a dialogue.</p><p>• Analyze a poem.</p><p>• Ask and answer personal questions.</p><p>• Write a paragraph about oneself.</p><p>“There is only one thing better</p><p>than making a new friend, and that is</p><p>keeping an old one.”</p><p>Elmer G. Letterman</p><p>17</p><p>PH8_EF2_INGLES_017a024_M2.indd 17 10/5/17 1:30 PM</p><p>CALVIN AND HOBBES</p><p>Read the comic strip. Who is the woman talking to Calvin?</p><p>His mother.</p><p>1</p><p>GETTING STARTED</p><p>What can we say about the comic strip? Mark the correct answer.</p><p>a) It’s Calvin’s first day at school. ( )</p><p>b) He is eager to go back to school. ( )</p><p>c) His mother agrees with him and lets him stay home. ( )</p><p>d) Calvin can’t convince his mother about not going to school. ( X )</p><p>e) Calvin loves going to school. ( )</p><p>2</p><p>PRE-READING</p><p>Take a quick look at the dialogue on the next page and answer these questions.</p><p>a) What is the dialogue about?</p><p>Back to school./The students’ return to school after the holidays or vacation.</p><p>b) Who is going back to school?</p><p>Patricia and Tereza.</p><p>c) Is it a new school year?</p><p>No, they are going/coming back after the Christmas holidays (a period of recess of about two weeks.).</p><p>d) Who is Nicolas?</p><p>He is a new student.</p><p>e) Where is he from?</p><p>He is from Greece.</p><p>READING</p><p>Available at: <www.gocomics.com/calvinandhobbes/1986/04/04>. Accessed on: July 28th, 2017.</p><p>C</p><p>a</p><p>lv</p><p>in</p><p>&</p><p>H</p><p>o</p><p>b</p><p>b</p><p>e</p><p>s</p><p>,</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>18 Ensino Fundamental 2 • 8o ano</p><p>PH8_EF2_INGLES_017a024_M2.indd 18 10/5/17 1:30 PM</p><p>READING</p><p>Read and listen.</p><p>Patricia and Tereza are back to school after their Christmas holidays</p><p>Patricia: Hi Tereza! Nice to see you again. Wow, you look great!</p><p>Tereza: Hello Patricia, good to see you too. Back to school again!</p><p>Patricia: Yeah, and I’m really excited about it. I can’t wait to see all of our friends. We</p><p>have lots to talk about, don’t we? Do you know if there are any new students this term?</p><p>Tereza: No, I don’t. Let’s go in and check.</p><p>Patricia: Hummm… let me see… all the faces look familiar, but can you see that guy</p><p>sitting at the back of the classroom?</p><p>Tereza: Yes. He looks like a fish out of water. He must be new…</p><p>Patricia: Well, let’s say hello to everybody and then we’ll talk to him later on. It’s terrible</p><p>to start a new school without knowing anyone. Don’t you think so?</p><p>Tereza: Yeah, maybe we can help him not to feel so lonely… Come on.</p><p>Later...</p><p>Patricia: Hi, I’m Patricia and this is my best friend Tereza.</p><p>Nicolas: Hello, I’m Nicolas.</p><p>Tereza: Are you a new student here?</p><p>Nicolas: Yes. Are you both new students, too?</p><p>Tereza: No, we have been here for a few months.</p><p>Nicolas: Oh, so you already know everybody. That’s</p><p>good! Where are you from?</p><p>Patricia: I’m from Brazil and Tereza is from Mexico. Where</p><p>are you from?</p><p>Nicolas: I’m from Greece.</p><p>Tereza: Greece? I love your country and its awesome</p><p>history.</p><p>Patricia: How long have you been here?</p><p>Nicolas: Only a week.</p><p>4</p><p>1</p><p>19</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH8_EF2_INGLES_017a024_M2.indd 19 10/5/17 1:30 PM</p><p>Patricia: Wow, not so long. And how do you like this school?</p><p>Nicolas: It’s hard to start going to a new school, especially in a different country, you</p><p>know. Everything is so weird, and you don’t know which place to go for your own</p><p>classes.</p><p>Patricia: We know that very well. It happened to us too. That’s why we came up to you</p><p>to see if you need any help. Have you made any friends yet?</p><p>Nicolas: No, I haven’t. Making new friends is hard for me too. It seems everyone is in</p><p>their own cliques already.</p><p>Patricia: Don’t worry. You can be part of our group now.</p><p>Nicolas: Oh, that’s nice of you. By the way, how’s the cafeteria food around here? I’m</p><p>really hungry.</p><p>Tereza: It’s OK. We still have some time before the first class. We can go together and</p><p>grab a bite. We are hungry too.</p><p>Read the dialogue and decide if the statements are true (T) or false (F). Correct the false</p><p>statements.</p><p>a) Patricia and Tereza are starting a new school year. ( F )</p><p>They are coming back after the Christmas holidays.</p><p>b) They see a new student in the classroom. ( T )</p><p>c) Nicolas makes the first move to talk to Patricia and Tereza. ( F )</p><p>Patricia and Tereza make the first move to talk to him.</p><p>d) The two girls seem to be nice to people from different cultures and backgrounds. ( T )</p><p>e) Both girls are interested in dating the new guy. That’s why they approach him.</p><p>( F )</p><p>They are interested in helping him join the group/feel better/feel part of the crowd.</p><p>f) Nicolas thinks all the people around him in the classroom already have their own</p><p>groups. ( T )</p><p>g) Patricia and Tereza invite Nicolas to hang out after school. ( F )</p><p>They invite him to grab a bite at the school cafeteria before the class starts.</p><p>2</p><p>PRE-LISTENING</p><p>The words in the chart are in the poem you are going to listen to. Match the pairs of words</p><p>that rhyme by numbering them. The first pair is done for you.</p><p>LISTENING</p><p>Useful language</p><p>Find words and</p><p>expressions in the</p><p>dialogue to match the</p><p>definitions.</p><p>a) one of the periods into</p><p>which a year is divided</p><p>at school: term</p><p>b) solitary, isolated: lonely</p><p>c) very strange and</p><p>unusual: weird</p><p>d) small, exclusive groups</p><p>of friends: cliques</p><p>e) get and eat a snack</p><p>quickly: grab a bite</p><p>am ( 1 ) right ( 2 ) too ( 3 ) thin ( 4 ) eyes ( 5 ) me ( 6 ) you ( 3 )</p><p>same ( 7 ) white ( 2 ) see ( 6 ) boys ( 5 ) scram ( 1 ) in ( 4 ) game ( 7 )</p><p>20 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_017a024_M2.indd 20 10/5/17 1:30 PM</p><p>LISTENING</p><p>Listen to the poem. Mark the best answer.</p><p>1. The theme of the poem is</p><p>a) minority groups’ exclusion. ( )</p><p>b) the importance of all human beings. ( X )</p><p>c) social inclusion. ( )</p><p>2. A title for the poem could be</p><p>a) “I’m more important than you” ( )</p><p>b) “Girls are better than boys” ( )</p><p>c) “I’m important” ( X )</p><p>3. The speaker in the poem seems</p><p>a) disrespectful to differences. ( )</p><p>b) prejudiced against differences. ( )</p><p>c) angry with somebody’s attitudes. ( X )</p><p>4. In the second line of the poem, the</p><p>speaker says, “Don’t call me names”.</p><p>To call her names means</p><p>a) to abuse or insult him/her. ( X )</p><p>b) to call her by him/her surname. ( )</p><p>c) to give him/her a nice nickname. ( )</p><p>5. In the poem, “to scram” means</p><p>a) to be quiet. ( )</p><p>b) to join the group. ( )</p><p>c) to go away immediately. ( X )</p><p>5</p><p>PAIR WORK</p><p>Patricia and Tereza did the right thing when they welcomed a new student who was feeling</p><p>like a fish out of water in the classroom. Personal answers.</p><p>What would you do if you found yourselves in the girls’ situation in your classroom? Give</p><p>examples.</p><p>What would you do if you were in Nicolas’ situation? Give examples.</p><p>1</p><p>2</p><p>PROBLEM-SOLVING SITUATION</p><p>S</p><p>to</p><p>c</p><p>k</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>c</p><p>k</p><p>21</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH8_EF2_INGLES_017a024_M2.indd 21 10/5/17 1:30 PM</p><p>TIME FOR FUN</p><p>QUESTIONNAIRE: GETTING TO KNOW YOU BETTER</p><p>Read the questions and complete the “you” column with information about yourself.</p><p>Questions You Your partner</p><p>a) What’s your name?</p><p>b) How old are you?</p><p>c) When is your birthday?</p><p>d) Where were you born?</p><p>e) Do you have any brothers or</p><p>sisters?</p><p>f) Do you have any hobbies? Which</p><p>ones?</p><p>g) What is your favorite sport?</p><p>h) What kind of music do you like?</p><p>(pop, rock, classical…)</p><p>i) Who is your favorite singer/</p><p>group?</p><p>j) How often do you go to the</p><p>movies?</p><p>k) What kind of movies do you like?</p><p>(adventure, dramas, thrillers…)</p><p>l) Who’s your favorite movie star?</p><p>m) Do you help with the house</p><p>chores? What do you do?</p><p>n) Are you a country, beach or city</p><p>person?</p><p>o) What’s your favorite social</p><p>network?</p><p>p) What do you like to do at recess?</p><p>q) What do you want to do when</p><p>you finish high school?</p><p>r) What is the most important</p><p>thing for you?</p><p>PAIR WORK</p><p>Work with a classmate you don’t know very well. Ask him or her the questions in activity 1.</p><p>Complete the “Your partner” column. Personal answers.</p><p>1</p><p>Personal answers.</p><p>2</p><p>22 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_017a024_M2.indd 22 10/5/17 1:30 PM</p><p>HOMEWORK</p><p>Use the words and expressions in the box to complete the sentences.1</p><p>clique  familiar  a fish out of water  grab a bite  lonely  look great  term  weird</p><p>a) I usually have some weird dreams, and wake up quite scared.</p><p>b) He looks like a fish out of water on the football field! No wonder, he is a beach</p><p>volleyball player!</p><p>c) The students will soon become familiar with the new school and their classmates.</p><p>d) Wow! You look great tonight! Where’s the party?</p><p>e) Mrs. Parker feels very lonely now that all her kids have left home. She is thinking about attending</p><p>some dance lessons for seniors at the local club.</p><p>f) The girls in that clique are very popular, but are also very mean.</p><p>g) Hey, Dave, are you leaving for the club? Wait for me, please. I just need a few minutes to</p><p>grab a bite to eat and then I’ll join you.</p><p>h) I’ve been very busy since the new term started. I am looking forward to our next school holiday.</p><p>Read the comic strips and mark the correct answers.2</p><p>Available at: <www.cartoonstock.com/cartoonview.asp?catref=jel110916>. Accessed on: July 24th, 2017.</p><p>Available at: <www.cartoonstock.com/cartoonview.asp?catref=jel110910>. Accessed on: July 24th, 2017.</p><p>a) In the first strip:</p><p>( ) The mother is worried about the girls’ first day at a new school.</p><p>( X ) Apparently, Holly feels imprisoned at school.</p><p>( ) The girls have the same reaction about going back to school.</p><p>S</p><p>to</p><p>n</p><p>e</p><p>S</p><p>o</p><p>u</p><p>p</p><p>,</p><p>J</p><p>a</p><p>n</p><p>E</p><p>lio</p><p>t</p><p>©</p><p>2</p><p>0</p><p>11</p><p>J</p><p>a</p><p>n</p><p>E</p><p>lio</p><p>t/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>S</p><p>to</p><p>n</p><p>e</p><p>S</p><p>o</p><p>u</p><p>p</p><p>,</p><p>J</p><p>a</p><p>n</p><p>E</p><p>lio</p><p>t</p><p>©</p><p>2</p><p>0</p><p>11</p><p>J</p><p>a</p><p>n</p><p>E</p><p>lio</p><p>t/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>23</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>PH8_EF2_INGLES_017a024_M2.indd 23 10/5/17 1:31 PM</p><p>HOMEWORK</p><p>b) In the second strip, what can we infer from Holly’s last line?</p><p>( ) Both girls are very tired.</p><p>( ) It’s tiring to go back to school after one’s vacation.</p><p>( X ) The girls’ school year has 180 days.</p><p>Listen to the poem “I’m important” again. Answer the questions.</p><p>a) The speaker in the poem is talking about a situation that is more likely to happen</p><p>( ) at home. ( X ) at school.</p><p>b) How does the speaker in the poem probably feel?</p><p>( X ) Out of the crowd. ( ) Part of the crowd.</p><p>c) Which sentence(s) in the poem justify/justifies your answer in b?</p><p>Don’t call me names or tell me to “scram”!/I belong here just like you!/So, please don’t exclude me from your game.</p><p>d) Does the speaker want to change the way she is? Justify.</p><p>No, she doesn’t. She says: “We’re all different – no two the same/So you be you and I’ll be me!”</p><p>Use the information about your classmate in Time for fun to complete the paragraphs below. Underline the</p><p>appropriate pronouns and possessive adjectives. Personal answers.</p><p>My classmate’s name is a) . He/She is b) years old and his/her birthday is on</p><p>c) . He/She was born in d) . He/She has e) brothers/sisters.</p><p>His/Her hobbies are f) and , and his/her favorite sport is g) .</p><p>He/She likes h) music and his/her favorite singer/group is i) . He/She</p><p>goes to the movies j) and he/she likes k) . His/Her favorite movie star is</p><p>l) .</p><p>He/She sometimes helps with the house chores – He/She m) and .</p><p>He/She is a n) person. His/Her favorite social network is o) . He/She likes to</p><p>p) at recess.</p><p>When he/she finishes high school, he/she wants to q) . The most important thing for</p><p>him/her is r) .</p><p>Write a paragraph about yourself. Use the questionnaire in Time for fun as a guide.</p><p>Personal answer.</p><p>3</p><p>5</p><p>4</p><p>5</p><p>24 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_017a024_M2.indd 24 10/5/17 1:31 PM</p><p>3</p><p>MODULE A TYPICAL DAY</p><p>IN THE LIFE</p><p>OF TWO TEENS</p><p>Learning objects</p><p>• A descriptive text: A typical day in</p><p>the life of two teens</p><p>• Free-time activities</p><p>• Simple present and present</p><p>continuous review</p><p>Skills</p><p>• Read two texts and do</p><p>comprehension activities.</p><p>• Listen and understand a text.</p><p>• Recognize and use the simple</p><p>present and the present</p><p>continuous tenses.</p><p>• Write a paragraph about a teenager.</p><p>“No matter where you are or where</p><p>you grow up, you always go through</p><p>the same awkward moments of being a</p><p>teenager and growing up and trying to</p><p>figure out who you are.”</p><p>Aimee Teegarden</p><p>D</p><p>e</p><p>p</p><p>o</p><p>s</p><p>it</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/G</p><p>lo</p><p>w</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>L</p><p>u</p><p>iz</p><p>C</p><p>l‡</p><p>u</p><p>d</p><p>io</p><p>M</p><p>a</p><p>ri</p><p>g</p><p>o</p><p>/O</p><p>p</p><p>•</p><p>‹</p><p>o</p><p>B</p><p>ra</p><p>s</p><p>il</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>25</p><p>PH8_EF2_INGLES_025a032_M3.indd 25 10/5/17 1:29 PM</p><p>PAIR WORK</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Read the title of the module again and look at the pictures in the Reading section. Answer</p><p>the questions.</p><p>a) Do you think the two teenagers are Brazilian? Why (not)?</p><p>Personal answer. Possible answer suggestions: They could be. Because they look like Brazilian kids./No, because they</p><p>don’t look like Brazilian kids.</p><p>b) What is the girl doing in the picture?</p><p>She is texting on her cell phone.</p><p>c) What do you think the boy does?</p><p>He is probably a student.</p><p>READING</p><p>Read and listen.</p><p>�Hola! My name is Alejandra Perez and I am 13 years old. I live with my</p><p>parents in Buenos Aires, where I was born on March 18th, 2004.</p><p>At 6:30 a.m., my mom wakes me up. I switch on the television to listen to</p><p>music while I put on my uniform.</p><p>At 7:10 a.m., I have breakfast. I usually have coffee with milk and cereal or</p><p>hotcakes. After breakfast, I put on lip gloss and some black eyeliner. My school</p><p>does not like it, but it allows seventh graders to wear makeup. My classes start</p><p>at 8:10 a.m. My favorite class is Math. I don’t like History. I find it very boring.</p><p>We have lunch and recess at 11:10 a.m. For lunch, I have empanadas,</p><p>which are stuffed pastries filled with either meat; corn; vegetables; tuna or</p><p>cheese, and also fruit, water and chocolate. At recess, I talk to my friends and</p><p>listen to music. We like to exchange iPods or send each other text messages</p><p>on our cell phones.</p><p>1</p><p>6</p><p>READING</p><p>S</p><p>la</p><p>d</p><p>ic</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Work with your partner. Look at the picture and discuss the</p><p>questions.</p><p>a) How do you keep track of homework, tests and other</p><p>appointments?</p><p>Personal answer.</p><p>b) Do you have an organizer or diary? If so, what is it like?</p><p>Describe it to your partner.</p><p>Personal answer.</p><p>26 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_025a032_M3.indd 26 10/5/17 1:29 PM</p><p>After lunch, I have English classes. We are studying grammar, spelling and reading</p><p>comprehension this year. I love everything we’re learning in class!</p><p>At 2:30 p.m., my godparents, who run a day care center, come and get me at school. I stay</p><p>at the day care until my parents pick me up in the evening. At 3:45 p.m., I go to Miss Mary’s</p><p>class at the center. I love to help her with the kids. After that, I do my homework.</p><p>When I get home, at around 7:15 p.m., I walk my dog, Pelusa, and meet my friends and</p><p>neighbors. After taking a bath, I watch TV. Twice a week, I’m allowed to use the computer. I</p><p>chat or search the web and use my cell phone, too. I’m only allowed 10 minutes with each</p><p>friend on the phone, so we text each other.</p><p>I go to bed at 10:30 p.m. I’m almost sleeping already. �Buenas noches!</p><p>Hello! My name is Irewole Adelegan and I’m 13 years old. I’m from</p><p>Nigeria and I live in Suleja, with my mom, my sister Olu and my aunt. I</p><p>attend Bishop James Yisa Secondary School. I’m in the 7th grade.</p><p>The alarm clock wakes me up very early, at 5:30 a.m. I freshen up and join</p><p>my mom and my sister in the living room for a brief prayer session. Then, I</p><p>wash the dishes, sweep the floor, fetch water for the toilet and take a bath.</p><p>I wait for the school bus near our house at 7:30 a.m. Olu takes a later</p><p>bus. My bus is usually filled to the brim. I squeeze my way in and 20 minutes</p><p>later we arrive at school.</p><p>School starts at 8:00 a.m., with an assembly of all the students. The</p><p>principal, Mr. Abraham, warns the senior students against bullying and</p><p>advises us to be obedient.</p><p>Our first class of the day is government. This week, we are learning about the process</p><p>of drafting and approving bills. It is quite interesting. Next, it is time for a lesson from our</p><p>business teacher. In our Biology class, we are studying the human digestive system.</p><p>At 10:15 a.m., we have a break and then we have Bible-knowledge class. Later, we have a</p><p>free period, but we are not allowed to leave the classroom.</p><p>At 12:50 p.m., we go to the computer room. This month, we are learning Microsoft Word.</p><p>School is over at 4:00 p.m. What a day! The school bus drops my sister and me at home. I</p><p>wash our school uniforms and socks.</p><p>It’s 7:00 p.m. – dinnertime! We are having amala and palm-nut soup now. Amala is made</p><p>from ground dried cassava. After that, we leave for the evening service at church. When we</p><p>return home, we watch a popular soap opera called Super Story.</p><p>It’s 10:00 p.m. now. I am very tired and yawning. I’m going to take a shower and then I am</p><p>off to bed.</p><p>Complete the card with information about Alejandra.2</p><p>First name: Alejandra Last name: Perez</p><p>Age: 13 Birthday: March 18th</p><p>Country: Argentina City: Buenos Aires</p><p>Likes: Listening to music, wearing makeup, Math, exchanging iPods and text messages with friends,</p><p>English classes, helping a teacher with the younger kids at the day care center.</p><p>Dislikes: History.</p><p>A</p><p>n</p><p>th</p><p>o</p><p>n</p><p>y</p><p>A</p><p>s</p><p>a</p><p>e</p><p>l/</p><p>A</p><p>rt</p><p>i</p><p>n</p><p>A</p><p>ll</p><p>o</p><p>f</p><p>U</p><p>s</p><p>/C</p><p>o</p><p>rb</p><p>is</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>27</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH8_EF2_INGLES_025a032_M3.indd 27 10/5/17 1:29 PM</p><p>Alejandra is talking to Irewole online. Write the questions to complete the dialogue.3</p><p>Alejandra: What’s your name?</p><p>Irewole: Irewole Adelegan.</p><p>Alejandra: How do you spell your last name?</p><p>Irewole: A-d-e-l-e-g-a-n.</p><p>Alejandra: How old are you?</p><p>Irewole: I’m thirteen years old.</p><p>Alejandra: Where are you from?</p><p>Irewole: I’m from Nigeria.</p><p>Alejandra: What grade are you in?</p><p>Irewole: 7th grade.</p><p>Alejandra: Me too! What time do you wake up?</p><p>Irewole: I wake up very early in the morning, at 5:30 a.m.</p><p>Alejandra: Do you help with the house chores?</p><p>Irewole: Yes. I wash the dishes, our uniforms and socks,</p><p>sweep the floor, and fetch water for the toilet.</p><p>Alejandra: What do you have for dinner?</p><p>Irewole: We usually have amala, which is made from</p><p>ground dried cassava.</p><p>28 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_025a032_M3.indd 28 10/5/17 1:29 PM</p><p>Useful language</p><p>1. Read the text about Alejandra again and match the words to their meaning and/or definition. Use the context to help you.</p><p>a) switch on ( f ) refresh, wash up</p><p>b) hotcakes ( e ) to be present at</p><p>c) eyeliner ( c ) a cosmetic used to outline and accentuate the eyes</p><p>d) godparents ( g ) the act or practice of praying to God</p><p>e) attend ( b ) pancakes</p><p>f) freshen up ( a ) turn on</p><p>g) prayer ( d ) a couple who presents a child at baptism and promises to take</p><p>responsability for their religious education.</p><p>2. Read the text about Irewole again. Find words or expressions to match the definitions.</p><p>a) the director of a school: principal</p><p>b) as full as possible; very crowded: filled to the brim</p><p>c) opening the mouth wide as a sign of sleepiness or tiredness: yawning</p><p>d) go and get: fetch</p><p>e) to force one’s way to find space: squeeze my way</p><p>PAIR WORK</p><p>Work with a partner. Read the dialogue between Alejandra and Irewole. Switch roles and</p><p>read it again.</p><p>4</p><p>PRE-LISTENING</p><p>You are going to listen to two teenagers talking about how they spend their time when they</p><p>are not at school. What do you think they do? Write your guesses below.</p><p>a) Teen 1: . b) Teen 2: .</p><p>LISTENING</p><p>Personal answer. Possible answer suggestions:</p><p>Mark goes swimming, plays soccer</p><p>and computer games, watches TV</p><p>and reads comics.</p><p>Personal answer. Possible answer suggestions:</p><p>Claudia goes to the movies,</p><p>plays tennis, watches TV, goes</p><p>swimming and texts friends.</p><p>C</p><p>u</p><p>lt</p><p>u</p><p>ra</p><p>M</p><p>o</p><p>ti</p><p>o</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Tr</p><p>a</p><p>c</p><p>y</p><p>W</p><p>h</p><p>it</p><p>e</p><p>s</p><p>id</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>29</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH8_EF2_INGLES_025a032_M3.indd 29 10/5/17 1:29 PM</p><p>LISTENING</p><p>Listen and write M (Mark) and C (Claudia) in the activities they do.</p><p>7</p><p>b) e) h) k)</p><p>c) f) i) l)</p><p>M</p><p>C</p><p>M</p><p>MM</p><p>M</p><p>C</p><p>M</p><p>C</p><p>SIMPLE PRESENT AND PRESENT CONTINUOUS – REVIEW</p><p>Study the chart to review the simple present.</p><p>Affirmative</p><p>I/You/We/They play computer games every</p><p>day.</p><p>He/She plays computer games every day.</p><p>Negative</p><p>I/You/We/They don’t play computer games</p><p>every day.</p><p>He/She doesn’t play computer games every</p><p>day.</p><p>Interrogative</p><p>Do I/you/we/they play computer games</p><p>every day?</p><p>Does he/she play computer games every</p><p>day?</p><p>Short answers</p><p>Yes, I/you/we/they do.</p><p>No, I/you/we/they don’t.</p><p>Yes, he/she/it does.</p><p>No, he/she/it doesn’t.</p><p>LANGUAGE WORK</p><p>a) d) g) j)</p><p>30 Ensino Fundamental 2 • 8o ano</p><p>PH8_EF2_INGLES_025a032_M3.indd 30 10/5/17 1:29 PM</p><p>Now, study the chart to review the present continuous.</p><p>I You/We/They He/She/It</p><p>Affirmative I am playing. You/We/They are playing. He/She/It is playing.</p><p>Negative I am not playing. You/We/They are not playing. He/She/It is not playing.</p><p>Interrogative Am I playing? Are you/we/they playing? Is he/she/it playing?</p><p>Short answers</p><p>Yes, I am.</p><p>No, I’m not.</p><p>Yes, you/we/they are.</p><p>No, you/we/they aren’t.</p><p>Yes, he/she/it is.</p><p>No, he/she/it isn’t.</p><p>Read the text about Alejandra again. Underline two sentences in the simple present and</p><p>circle two sentences in the present continuous. Copy them in the lines below.</p><p>Possible answer suggestions:</p><p>Simple present: At 6:30 a.m. my mom wakes me up./We have lunch and recess at 11:10 a.m./I don’t like History./</p><p>My school does not like it.</p><p>Present continuous: We are studying grammar, spelling, reading comprehension and music./I’m almost sleeping</p><p>already.</p><p>Read the text about Irewole again. Underline two sentences in the simple present and</p><p>circle two sentences in the present continuous. Copy them in the lines below.</p><p>Possible answer suggestions:</p><p>Simple present: Later, we have a free period, but we are not allowed to leave the classroom./The school bus drops</p><p>my sister and me at home./I wash our school uniforms and socks.</p><p>Present continuous: We are learning about the process of drafting and approving bills./We are studying the human</p><p>digestive system./I’m going to take a shower.</p><p>Write true sentences about yourself. Use the verbs in the box in the affirmative or</p><p>negative forms.</p><p>1</p><p>2</p><p>3</p><p>LANGUAGE USAGE</p><p>a) My school allows/doesn’t allow 8th graders to wear makeup.</p><p>b) At recess, I listen/don’t listen to music.</p><p>c) I chat/don’t chat with my friends on my cell phone until late.</p><p>d) I have/don’t have a lot of friends at school.</p><p>e) At the moment, I am studying/am not studying grammar in my English class.</p><p>f) I like/don’t like all the subjects at my school.</p><p>allow  chat  have  like  listen  study</p><p>31</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>3</p><p>PH8_EF2_INGLES_025a032_M3.indd 31 10/5/17 1:29 PM</p><p>HOMEWORK</p><p>Read the information about Scottie and write a paragraph about him. Use the texts about Alejandra and Irewole</p><p>as reference.</p><p>1</p><p>This is Scottie Cook. He lives in Pleasant View, Kentucky. He is fourteen years old and is in the 8th grade. His favorite sports are American football</p><p>and wrestling. His favorite wrestler is Daniel Bryan. In his free time, he loves surfing the internet and social networking. He loves animals and has</p><p>five pets: four dogs and one cat.</p><p>Complete the sentences with the words and expressions in the box.2</p><p>assembly  eyeliner  fetch  fill to the brim  freshen up</p><p>hotcakes  principal  squeeze our way  switch on  yawn</p><p>a) We all needed to freshen up after such a long trip.</p><p>b) Technology is still just a dream in that village. There the women keep going back to the river to</p><p>fetch water.</p><p>c) The principal will speak to all the students at Friday’s assembly . Everybody must be at the</p><p>school gymnasium by 8:00 a.m.</p><p>d) Switch on the light, please. I can’t see anything.</p><p>e) A: Can I take your order, madam? B: Sure. Ricotta hotcakes with lemon topping and strawberries.</p><p>f) Ancient Egyptian art shows many human figures wearing eyeliner around their eyes.</p><p>g) If the glass is filled to the brim , I can’t drink without spilling some water.</p><p>h) The subway station was so crowded that we had to squeeze our way to get to the platform.</p><p>i) If you see someone yawning , you will probably yawn too.</p><p>Read the following sentences and correct them.</p><p>a) Do you text right now? Careful, the teacher comes!</p><p>Are you texting right now? Careful, the teacher is coming!</p><p>b) Let’s not play soccer. It rains now.</p><p>Let’s not play soccer. It is raining now.</p><p>c) Are your parents drive and talk on the cell phone at the same time?</p><p>Do your parents drive and talk on the cell phone at the same time?</p><p>d) Can you turn on the lights? It gets dark now.</p><p>Can you turn on the lights? It is getting dark now.</p><p>e) You still use the computer? Hurry up! I am having to check my e-mail immediately.</p><p>Are you still using the computer? Hurry up! I have to check my e-mail immediately.</p><p>f) A: How is your cold today? B: It gets better.</p><p>A: How is your cold today? B: It is getting better.</p><p>g) That guy tries to steal money from the old lady’s purse. Call the police.</p><p>That guy is trying to steal money from the old lady’s purse. Call the police.</p><p>3</p><p>Full name: Scottie Cook</p><p>From: Pleasant View, Kentucky</p><p>Age: 14</p><p>Grade: 8th</p><p>Favorite sports: American football and wrestling</p><p>Favorite wrestler: Daniel Bryan</p><p>Hobbies: surfing the internet and social networking</p><p>Pets: four dogs and one catA</p><p>m</p><p>y</p><p>M</p><p>y</p><p>e</p><p>rs</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>32 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_025a032_M3.indd 32 10/5/17 1:29 PM</p><p>MODULE DID YOU ENJOY</p><p>YOUR STAY IN</p><p>TORONTO?</p><p>A</p><p>n</p><p>n</p><p>e</p><p>H</p><p>e</p><p>in</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A dialogue</p><p>• The simple past: verb to be – review</p><p>• The simple past of regular and</p><p>irregular verbs – review</p><p>Skills</p><p>• Interpret a dialogue.</p><p>• Listen and understand a text.</p><p>• Recognize and use the simple</p><p>past of to be.</p><p>• Recognize and use the simple past</p><p>of regular and irregular verbs.</p><p>“The world is a book, and those</p><p>who do not travel read only one page.”</p><p>Saint Augustine</p><p>4</p><p>33</p><p>PH8_EF2_INGLES_033a041_M4.indd 33 10/5/17 4:18 PM</p><p>Toronto is a cultural and cosmopolitan city, where there are different types of restaurants,</p><p>stores, elegant hotels and boutiques, museums, theaters and also very polite citizens.</p><p>GETTING STARTED</p><p>What do you know about this city? Test your knowledge.</p><p>a) After English and Chinese, what is the third most spoken language in Toronto?</p><p>Italian ( X ) Punjabi ( ) Spanish ( )</p><p>b) Toronto is located along the shoreline of which Great Lake?</p><p>Lake Ontario ( X ) Lake Erie ( ) Lake Michigan ( )</p><p>c) How many languages and dialects are spoken in Toronto?</p><p>30 ( ) 180 ( X ) 100 ( )</p><p>PRE-READING</p><p>Take a quick look at the dialogue in the Reading section and answer the following questions.</p><p>a) Who are the people in the dialogue?</p><p>Patricia and Tereza.</p><p>b) Where are they?</p><p>They are at school.</p><p>c) What are they talking about?</p><p>They are talking about Tereza’s trip to Toronto.</p><p>READING</p><p>D</p><p>a</p><p>y</p><p>O</p><p>w</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>T.</p><p>L</p><p>e</p><p>s</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>34 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_033a041_M4.indd 34 10/5/17 4:18 PM</p><p>READING</p><p>Read and listen.</p><p>Patricia: Hi, Tereza. How was the week in Toronto with your parents?</p><p>Tereza: Hello, Patricia. Well… it went really fast!</p><p>Patricia: I mean, did you enjoy it?</p><p>Tereza: Yes, it was awesome! We visited the Sky Dome, the CN Tower and</p><p>went to the theater to see Beauty and the Beast. It was a great vacation!</p><p>Patricia: Are they still in Canada?</p><p>Tereza: Yes. Today they are going on a tour of Edmonton and Vancouver.</p><p>Patricia: That sounds like they are doing a lot of cool stuff.</p><p>Tereza: Yeah. By the way, Patty… I’m worried about school… As you know,</p><p>I missed some classes last week.</p><p>Patricia: Some teachers asked about you. They thought you were ill.</p><p>Tereza: Oh gosh! What about the classes I missed? I emailed the teachers,</p><p>but even so, I’m anxious.</p><p>Patricia: We discussed some interesting topics. Kazuo’s presentation in the</p><p>History class was very nice.</p><p>Tereza: What was it about?</p><p>Patricia: It was about Henry VIII, the Tudor King, and his six wives.</p><p>Tereza: It’s a pity I couldn’t attend his presentation.</p><p>Patricia: Don’t worry. At the end of the class, Kazuo gave us some copies of</p><p>his project. Here is one for you.</p><p>Tereza: Thank you. What a nice clique we belong to!</p><p>Patricia: That’s right… Oh, there’s the bell. Come on.</p><p>8</p><p>1</p><p>D</p><p>iv</p><p>u</p><p>lg</p><p>a</p><p>ç</p><p>ã</p><p>o</p><p>/N</p><p>E</p><p>Tw</p><p>o</p><p>rk</p><p>s</p><p>P</p><p>re</p><p>s</p><p>e</p><p>n</p><p>ta</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>D</p><p>a</p><p>y</p><p>O</p><p>w</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>35</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH8_EF2_INGLES_033a041_M4.indd 35 10/5/17 4:18 PM</p><p>Read the sentences. Write true (T), false (F) or not mentioned (NM). Rewrite the false</p><p>sentences.</p><p>2</p><p>Useful language</p><p>How do you say these expresions</p><p>in Portuguese? Use the context to</p><p>help you.</p><p>a) I mean: quero dizer</p><p>b) On a tour of:</p><p>em uma excursão a/</p><p>em um passeio a</p><p>c) That sounds like they are doing a</p><p>lot of cool stuff:</p><p>parece que eles estão</p><p>fazendo várias coisas</p><p>legais</p><p>d) By the way:</p><p>por falar nisso</p><p>e) As you know:</p><p>como você sabe</p><p>f) It’s a pity:</p><p>é uma pena/que pena</p><p>PRE-LISTENING</p><p>These are some words/expressions from the text you are going to listen to. Match them</p><p>with their meaning.</p><p>a) upset ( c ) ignored</p><p>b) shooting hoops ( e ) offensive, cruel, unkind</p><p>c) left out ( d ) become friends again</p><p>d) make up ( f ) things</p><p>e) mean ( a ) worried</p><p>f) stuff ( g ) visitors to another person’s home to spend the night</p><p>g) sleepovers ( b ) playing basketball</p><p>Wendy and Thomas are teenagers who have the same problem. What do you think it is?</p><p>Write your ideas below.</p><p>Possible answer suggestions: Maybe they are bullied at school; they didn’t do well at school; they don’t have any friends.</p><p>1</p><p>2</p><p>LISTENING</p><p>a) Tereza and Patricia are at school. ( T )</p><p>b) There weren’t any classes last week. ( F )</p><p>There were classes last week.</p><p>c) Tereza was absent from school the whole week. ( T )</p><p>d) Tereza’s parents traveled to Canada on business. ( F )</p><p>They were on vacation.</p><p>e) Tereza’s parents are in Edmonton now. (NM)</p><p>f) Some teachers were worried about Tereza. ( T )</p><p>g) Kazuo is Patricia and Tereza’s classmate. ( T )</p><p>h) Kazuo got a very good grade in his project. (NM)</p><p>PAIR WORK</p><p>Work with your partner. Read the dialogue in the Reading section. Switch roles and read it again.</p><p>36 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_033a041_M4.indd 36 10/5/17 4:18 PM</p><p>LISTENING</p><p>Listen to Thomas and Wendy’s story. What problem do they have in common?</p><p>They both felt left out by their classmates and friends.</p><p>Listen to the text again. Answer the questions.</p><p>a) Where were Thomas and Wendy when someone noticed they were having a problem?</p><p>Wendy: At school.</p><p>Thomas: At home.</p><p>b) Who noticed the girl’s strange behavior? Her teacher.</p><p>c) Who noticed the boy’s strange behavior? His mother.</p><p>d) How did the girl behave? She was sitting alone at lunch, looking sad and upset.</p><p>e) How did the boy behave?</p><p>At the basketball court: He was standing alone by the basketball court after school.</p><p>At home: He locked himself in his bedroom.</p><p>9</p><p>1</p><p>2</p><p>9</p><p>LANGUAGE WORK</p><p>SIMPLE PAST: VERB TO BE – REVIEW</p><p>Study the chart to review the simple past forms of to be.</p><p>I</p><p>was</p><p>was not (wasn’t)</p><p>sick last week.</p><p>You</p><p>were</p><p>were not (weren’t)</p><p>He/She/It</p><p>was</p><p>was not (wasn’t)</p><p>in Toronto.</p><p>We/You/They</p><p>were</p><p>were not (weren’t)</p><p>worried yesterday.</p><p>SIMPLE PAST OF REGULAR AND IRREGULAR</p><p>VERBS – REVIEW</p><p>Study the chart to review the simple past forms.</p><p>I</p><p>You</p><p>He</p><p>She</p><p>It</p><p>We</p><p>You</p><p>They</p><p>visited</p><p>went</p><p>Toronto last week.</p><p>to the CN Tower.</p><p>Look!</p><p>Interrogative forms</p><p>Tereza was in Toronto last week. (affirmative)</p><p>Was she at the CN Tower? (interrogative)</p><p>Her parents were in Canada. (affirmative)</p><p>Were they in Vancouver? (interrogative)</p><p>Complete the rule:</p><p>To ask questions in the simple past with verb to be,</p><p>we use was or were before the</p><p>subject .</p><p>Simple past forms</p><p>Interrogative</p><p>Read the sentence and complete the rule.</p><p>Did you enjoy your stay in Toronto with your parents?</p><p>To make the interrogative form of the simple past of</p><p>regular and irregular verbs, we use did in front</p><p>of the subject + the base form of the main verb.</p><p>Negative</p><p>Read the sentence below and complete the rule.</p><p>I did not enjoy my stay in Toronto with my parents.</p><p>To make the negative form of the simple past of</p><p>regular and irregular verbs, we use did not or</p><p>didn’t before the base form of the main verb.</p><p>Do you remember?</p><p>37</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH8_EF2_INGLES_033a041_M4.indd 37 10/5/17 4:18 PM</p><p>Unscramble the words to ask questions. Then, answer the questions with information</p><p>about yourself. Personal answers.</p><p>a) last/you/evening/were/Saturday/where/?</p><p>Where were you last Saturday evening?</p><p>b) school/when/from/you/absent/were/?</p><p>When were you absent from school?</p><p>c) matter/what/the/with/you/was/?</p><p>What was the matter with you?</p><p>d) old/were/four/how/you/ago/years/?</p><p>How old were you four years ago?</p><p>e) yesterday/school/at/was/friend/your/best/?</p><p>Was your best friend at school yesterday?</p><p>Scan the dialogue in the Reading section to find the past forms of the verbs in the box.</p><p>Then, organize the base and past forms in the columns.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>be  can  discuss  email  enjoy  give  go  miss  think  visit</p><p>REGULAR VERBS IRREGULAR VERBS</p><p>Base form Past form Base form Past form</p><p>discuss discussed be was/were</p><p>email emailed can could</p><p>enjoy enjoyed give gave</p><p>miss missed go went</p><p>visit visited think thought</p><p>PAIR WORK</p><p>Work with your partner. Ask and answer about the people in the chart.</p><p>38 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_033a041_M4.indd 38 10/5/17 4:18 PM</p><p>WHAT DID THEY DO YESTERDAY?</p><p>Patricia Tereza Alan and Brenda Paul</p><p>Go to the bowling alley (  ) ( ) (  ) ( )</p><p>Dance (  ) ( ) (  ) ( )</p><p>Leave the mall late (  ) ( ) ( ) ( )</p><p>Miss school ( ) (  ) ( ) (  )</p><p>Watch a play ( ) (  ) ( ) (  )</p><p>Example:</p><p>A: Did Patricia go to the bowling alley yesterday?</p><p>B: Yes, she did.</p><p>A: Did Paul dance yesterday?</p><p>B: No, he didn’t.</p><p>GROUP WORK</p><p>Work in groups of four students. Read the situation below.</p><p>You and your family are planning a trip to Canada in July. You will have three days to spend in</p><p>Toronto and need to decide what to do and see. There are activities for the whole family, but</p><p>you have little time.</p><p>Take a look at some attractions and help your parents plan what to do and how much the</p><p>family will need just for the tours. Discuss ideas in your group and make the necessary</p><p>arrangements for each family. Kids under 12 and people over 65 pay half price.</p><p>PROBLEM-SOLVING SITUATION</p><p>Toronto City</p><p>Hop-on</p><p>Hop-off Tour</p><p>Toronto Inner</p><p>Harbour and</p><p>Island Cruise</p><p>Downtown</p><p>Toronto Bike</p><p>Tour</p><p>Niagara Falls</p><p>Tour from</p><p>Toronto</p><p>$ 33.70 $ 75.50</p><p>$ 22</p><p>$ 62</p><p>M</p><p>a</p><p>u</p><p>ri</p><p>zi</p><p>o</p><p>D</p><p>e</p><p>M</p><p>a</p><p>tt</p><p>e</p><p>i/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>M</p><p>e</p><p>lis</p><p>s</p><p>a</p><p>R</p><p>e</p><p>n</p><p>w</p><p>ic</p><p>k</p><p>/T</p><p>o</p><p>ro</p><p>n</p><p>to</p><p>S</p><p>ta</p><p>r/</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>T</p><p>R</p><p>p</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>39</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH8_EF2_INGLES_033a041_M4.indd 39 10/5/17 4:18 PM</p><p>HOMEWORK</p><p>spoiled: said of a person whose life has always been easy</p><p>haggard: very tired and thin face</p><p>sneer: despise; not give importance to</p><p>melt away: disappear</p><p>enchantress: a woman who puts a magic spell on someone</p><p>or something</p><p>Words to know</p><p>Read the sentences and number them in the correct order to form a paragraph. Listen and check.1</p><p>10</p><p>Beauty and the Beast (Prologue)</p><p>( 4 ) Repulsed by her haggard appearance, the prince sneered at the gift and sent the old woman away.</p><p>( 3 ) But then, one winter’s night, an old beggar woman came to the castle and offered him a single rose in</p><p>return for shelter from the bitter cold.</p><p>( 6 ) And when he dismissed her again, the old woman’s ugliness melted away to reveal a beautiful</p><p>enchantress.</p><p>( 2 ) Although he had everything his heart desired, the prince was spoiled, selfish, and unkind.</p><p>(</p><p>1 ) Once upon a time, in a faraway land, a young prince lived in a shining castle.</p><p>( 5 ) But she warned him not to be deceived by appearances, for beauty is to be found within.</p><p>W</p><p>a</p><p>lt</p><p>D</p><p>is</p><p>n</p><p>e</p><p>y</p><p>P</p><p>ic</p><p>tu</p><p>re</p><p>s</p><p>/M</p><p>a</p><p>n</p><p>d</p><p>e</p><p>v</p><p>ill</p><p>e</p><p>F</p><p>ilm</p><p>s</p><p>40 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_033a041_M4.indd 40 10/5/17 4:18 PM</p><p>Complete this dialogue. Use was, wasn’t, were or weren’t.</p><p>Paul: Were you at the club yesterday?</p><p>Alan: Yes, I was . Why weren’t you there?</p><p>Paul: It was my grandparents’ wedding anniversary and we had dinner together. Were</p><p>Patricia and Tereza there, too?</p><p>Alan: Patricia was there, but Tereza wasn’t . She was in Toronto with her</p><p>parents.</p><p>Paul: What about that boy from Japan, Kazuo, was he at the club too?</p><p>Alan: Yes, he was , but don’t worry, Paul. He wasn’t with Patricia; he was with another</p><p>girl from school.</p><p>Read the paragraph about Beauty and the Beast (exercise 1) again. Write the past forms of the regular verbs and</p><p>the irregular ones.</p><p>Past form of the regular verbs: lived, desired, offered, sneered, warned, dismissed, melted.</p><p>Past form of the irregular verbs: had, came, sent.</p><p>Complete the sentences. Use the verbs in the box, in the base or past forms.</p><p>break  go  leave  eat  make  read  say  write</p><p>a) How did you go to the club last Saturday?</p><p>I went there by car.</p><p>b) What did the maid break in the kitchen?</p><p>She broke two plates.</p><p>c) What did you eat at the restaurant?</p><p>I ate some lasagna and some salad.</p><p>d) When did you read Harry Potter and the Philosopher’s Stone?</p><p>I read it three years ago.</p><p>e) What time did you leave home?</p><p>I left home at seven thirty.</p><p>f) Did you write a letter to your pen friend?</p><p>Yes, I wrote one yesterday.</p><p>g) Mom, I’m hungry. What did you make for lunch today?</p><p>I made roast chicken and potatoes.</p><p>h) What did you say ?</p><p>I said “Give me a break”.</p><p>2</p><p>3</p><p>4</p><p>41</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>4</p><p>PH8_EF2_INGLES_033a041_M4.indd 41 10/5/17 4:18 PM</p><p>42</p><p>5</p><p>MODULE</p><p>KING HENRY VIII</p><p>Cate, Anne,</p><p>Jane, Anne,</p><p>Cate, Cate?</p><p>W</p><p>o</p><p>rl</p><p>d</p><p>H</p><p>is</p><p>to</p><p>ry</p><p>A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>/G</p><p>a</p><p>le</p><p>ri</p><p>a</p><p>N</p><p>a</p><p>c</p><p>io</p><p>n</p><p>a</p><p>l</p><p>d</p><p>e</p><p>A</p><p>rt</p><p>e</p><p>A</p><p>n</p><p>ti</p><p>g</p><p>a</p><p>,</p><p>R</p><p>o</p><p>m</p><p>a</p><p>,</p><p>It</p><p>‡</p><p>lia</p><p>.</p><p>42</p><p>Learning objects</p><p>• Informational text: King Henry VIII</p><p>• Vocabulary related to historical facts</p><p>and biographies</p><p>• A graph</p><p>• Vocabulary related to theater</p><p>Skills</p><p>• Read and understand an</p><p>informational text.</p><p>• Recognize words and expressions of</p><p>the same lexical field: historical facts</p><p>and biographies.</p><p>• Listen to and understand a text.</p><p>• Analyze information in a graph.</p><p>“He was so much in love with me</p><p>that I could have asked him for the</p><p>moon and stars, and he would have</p><p>gathered them for me.”</p><p>Anne Boleyn’s line, by Carolyn Meyer in</p><p>Doomed Queen Anne</p><p>PH8_EF2_INGLES_042A047_M5.indd 42 10/5/17 4:20 PM</p><p>What do you know about the British monarchy?</p><p>Possible answer suggestions: There is a reigning queen – Queen Elizabeth. Her husband’s name is Phillip. Charles is the heir</p><p>to the throne. Prince William is his son. He is married to Catherine Middleton. They have two kids – George and Charlotte.</p><p>Look at the picture above. Can you name the members of the British Royal Family?</p><p>Queen Elizabeth, Prince Phillip, Prince Charles and his wife Camilla, Prince Harry, Prince William and his wife Catherine</p><p>Middleton, their children George and Charlotte.</p><p>1</p><p>2</p><p>GETTING STARTED</p><p>B</p><p>e</p><p>n</p><p>A</p><p>.</p><p>P</p><p>ru</p><p>ch</p><p>n</p><p>ie</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PRE-READING</p><p>Discuss the questions below with your classmates.</p><p>READING</p><p>W</p><p>ik</p><p>iv</p><p>is</p><p>u</p><p>a</p><p>l/</p><p>C</p><p>re</p><p>a</p><p>ti</p><p>v</p><p>e</p><p>C</p><p>o</p><p>m</p><p>m</p><p>o</p><p>n</p><p>s</p><p>a) What do you know about Henry VIII?</p><p>Personal answers. Possible answer suggestions: He was a king of England. He had six wives. He really wanted to have a</p><p>son. He reformed the church in England, creating the Anglican Church. He was the first king to divorce. He lived in the 16th century.</p><p>b) Look at the cartoon. What does it say about Henry VIII?</p><p>It says he had several wives.</p><p>43</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH8_EF2_INGLES_042A047_M5.indd 43 10/5/17 4:20 PM</p><p>READING</p><p>Read and listen.</p><p>Here is part of Kazuo’s History class presentation:</p><p>Henry VIII was born on June 28th, 1491 and became the second Tudor king of</p><p>England when he was 18 years old.</p><p>He had six wives. They were Catherine of Aragon, Anne Boleyn, Jane Seymour,</p><p>Anne of Cleves, Catherine Howard and Catherine Parr. He divorced two of these,</p><p>one died, one outlived Henry, and the other two had their heads cut off, being</p><p>Catherine Howard one of them.</p><p>One of the reasons that Henry VIII had so many wives was that he was</p><p>desperate for a son to be the next king after he died. Eventually, he only had three</p><p>surviving children and two of these were girls, Mary and Elizabeth. His only son and</p><p>the heir to the throne after his death was Edward.</p><p>The reign of Henry VIII saw the Reformation come to England. The Reformation</p><p>was a movement that questioned the authority of the Pope and the Roman</p><p>Catholic Church. While this movement was happening throughout Europe, Henry</p><p>had an argument with the Pope because he had refused to grant Henry a divorce</p><p>from Catherine of Aragon. Without the divorce, he could not re-marry and have a</p><p>son with his new wife. So, Henry split from the Roman Catholic Church and declared</p><p>himself head of the English, or Protestant, Church. As head, he could now grant</p><p>himself a divorce, without having to ask the Pope. He also confiscated Catholic land</p><p>in England. This was called the Dissolution of the Monasteries.</p><p>Henry VIII died on January 28th, 1547, aged 56.</p><p>Available at: <www.royal.uk/henry-viii-r1509-1547>. Accessed on: July 26th, 2017. (Adapted.)</p><p>Answer the questions below.</p><p>a) Why did Henry VIII marry so many times?</p><p>Because he was desperate to have a son.</p><p>b) How did he manage to divorce his first wife?</p><p>Henry split from the Roman Catholic Church and declared himself head of the English Church. As head, he could</p><p>give himself a divorce, without having to ask the Pope.</p><p>Mark the correct answer.</p><p>a) Catherine Howard, one of Henry’s wives,</p><p>( ) divorced him. ( X ) was beheaded. ( ) outlived him.</p><p>b) When Henry married Catherine of Aragon, his first wife,</p><p>( X ) he was a Catholic. ( ) he was the head of</p><p>the Catholic Church.</p><p>( ) he was a</p><p>Protestant.</p><p>c) The Reformation</p><p>( X ) happened all over</p><p>Europe.</p><p>( ) happened only</p><p>in England.</p><p>( ) confiscated the</p><p>Catholic Church.</p><p>11</p><p>1</p><p>2</p><p>3</p><p>C</p><p>a</p><p>s</p><p>te</p><p>lo</p><p>H</p><p>o</p><p>w</p><p>a</p><p>rd</p><p>, Y</p><p>o</p><p>rk</p><p>s</p><p>h</p><p>ir</p><p>e</p><p>,</p><p>In</p><p>g</p><p>la</p><p>te</p><p>rr</p><p>a</p><p>.</p><p>44 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_042A047_M5.indd 44 10/5/17 4:20 PM</p><p>An easy way to</p><p>remember what</p><p>happened to Henry</p><p>VIII's wives is the</p><p>rhyme:</p><p>Divorced, beheaded,</p><p>died</p><p>Divorced, beheaded,</p><p>survived</p><p>C</p><p>a</p><p>s</p><p>te</p><p>lo</p><p>H</p><p>o</p><p>w</p><p>a</p><p>rd</p><p>, Y</p><p>o</p><p>rk</p><p>s</p><p>h</p><p>ir</p><p>e</p><p>,</p><p>In</p><p>g</p><p>la</p><p>te</p><p>rr</p><p>a</p><p>.</p><p>PRE-LISTENING</p><p>Before listening, match each word with its meaning.</p><p>a) growth ( b ) the common man</p><p>b) the man in the street ( d ) actor’s part in a play or film</p><p>c) stage ( f ) dramatists; authors of plays</p><p>d) role ( a ) increase</p><p>e) talented ( e ) having talent; gifted</p><p>f) playwrights ( c ) the platform where the actors perform in a theater</p><p>LISTENING</p><p>Listen and write true (T) or false (F), according to what you hear.</p><p>a) Theater became very popular in the Tudor Age. ( T )</p><p>b) Only intellectuals and aristocrats liked theater. ( F )</p><p>1</p><p>12</p><p>LISTENING</p><p>Write questions for these answers.</p><p>a) When was Henry VIII born?</p><p>He was born on June 28th, 1491.</p><p>b) How many wives did he have?</p><p>He had six wives.</p><p>c) Who was Edward?</p><p>He was Henry VIII’s only son.</p><p>d) Why did Henry VIII split from the Roman Catholic Church?</p><p>Because the Pope didn’t want Henry to divorce his first wife.</p><p>4</p><p>Cool stuff</p><p>45</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH8_EF2_INGLES_042A047_M5.indd 45 10/5/17 4:20 PM</p><p>Shakespeare’s Globe Theatre, in London.</p><p>William Shakespeare.</p><p>G</p><p>a</p><p>le</p><p>ri</p><p>a</p><p>N</p><p>a</p><p>c</p><p>io</p><p>n</p><p>a</p><p>l</p><p>d</p><p>e</p><p>R</p><p>e</p><p>tr</p><p>a</p><p>to</p><p>s</p><p>,</p><p>L</p><p>o</p><p>n</p><p>d</p><p>re</p><p>s</p><p>,</p><p>In</p><p>g</p><p>la</p><p>te</p><p>rr</p><p>a</p><p>.</p><p>a</p><p>n</p><p>d</p><p>e</p><p>rs</p><p>p</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Ig</p><p>o</p><p>r</p><p>B</p><p>u</p><p>lg</p><p>a</p><p>ri</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>c) Women participated in all the plays. ( F )</p><p>d) Young men played female roles. ( T )</p><p>e) A different play was presented every month. ( F )</p><p>f) Theater was the cinema of the Tudor Age. ( T )</p><p>g) William Shakespeare was the only playwright at the time. ( F )</p><p>PAIR WORK</p><p>Work with your partner. Discuss the following questions and write your</p><p>answers. Personal answers.</p><p>a) Do you like going to the theater? Why (not)?</p><p>b) What was the title of the last play you watched?</p><p>c) When did you watch it?</p><p>d) What was it about?</p><p>e) Did you like the play? Why (not)?</p><p>f) Which do you prefer: theater plays, movies or TV programs? Why?</p><p>2</p><p>PAIR WORK</p><p>You have learned just a small part of Henry VIII’s life story. Now, it is time to learn about other</p><p>important things he did during his reign.</p><p>Work in groups of four students. Look for information and interesting facts about Henry VIII</p><p>on the internet. Follow your teacher’s instructions and access:</p><p><www.bbc.co.uk/history/people/henry_viii></p><p><www.ducksters.com/biography/world_leaders/henry_viii.php></p><p><www.theschoolrun.com/homework-help/king-henry-viii></p><p>Accessed on: July 26th, 2017.</p><p>PROBLEM-SOLVING SITUATION</p><p>Dnipro, Ukraine. Dec. 29th, 2016 – Save Snow White</p><p>performed by members of the Dnipro State Drama Theatre.</p><p>46 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_042A047_M5.indd 46 10/5/17 4:20 PM</p><p>HOMEWORK</p><p>Read the information below. Mark the correct answers.1</p><p>The most beautiful love story ever told comes to life!</p><p>The romantic Broadway musical for all generations, Beauty and</p><p>the Beast, is being performed at the Community Arts Center in</p><p>Williamsport this month! The opening night was a huge success.</p><p>Don’t miss it!</p><p>a) What percentage of tickets was not purchased in advance?</p><p>( ) 6% ( ) 18% ( X ) 30% ( ) 70%</p><p>b) What was the total percentage of ticket sales for the opening night?</p><p>( ) 70% ( ) 90% ( X ) 94% ( ) 96%</p><p>c) How many seats were sold for the opening night?</p><p>( ) 200 ( ) 190 ( ) 250 ( X ) 235</p><p>d) Which fraction represents the number of advance purchase tickets?</p><p>( X ) 7/10 ( ) 8/10 ( ) 2/3 ( ) 3/5</p><p>e) Elisa and four of her friends decided to watch the play. Elisa and two friends bought their tickets in advance and</p><p>the others purchased theirs at the door. How much did they pay altogether?</p><p>( ) $ 210 ( ) $ 220 ( X ) $ 270 ( ) $ 250</p><p>f) How much did the theater make on advance purchase tickets?</p><p>( ) $ 4,200 ( X ) $ 8,750 ( ) $ 8,500 ( ) $ 3,500</p><p>g) How many seats were empty on the opening night?</p><p>( X ) 15 ( ) 20 ( ) 50 ( ) 12</p><p>How much do you know about theater terms? Match the words in the box with the definitions. Use a dictionary,</p><p>if necessary.</p><p>2</p><p>acts  background  cast of characters  playwright  rehearsal</p><p>scenes  setting  stage directions  title</p><p>a) This gives the audience an idea of what the play is about: title</p><p>b) The author of a play: playwright</p><p>c) The list of all the roles in the play. Descriptions of each may also be included: cast of characters</p><p>d) A brief overview of the play that may include information about what has already happened: background</p><p>e) This part explains when and where the story happens: setting</p><p>f) These are instructions about the movement or emotion of the characters: stage directions</p><p>g) A grouping of scenes performed in sequence. A play can have just one or more of these groupings. They are</p><p>numbered in Roman numerals: I, II, III: acts</p><p>h) This is when the actors practice their lines: rehearsal</p><p>i) A small group of lines that show action in the story: scenes</p><p>47</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>5</p><p>PH8_EF2_INGLES_042A047_M5.indd 47 10/5/17 4:20 PM</p><p>6</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 1 to 5</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>e</p><p>p</p><p>o</p><p>s</p><p>it</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/G</p><p>lo</p><p>w</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>L</p><p>u</p><p>iz</p><p>C</p><p>lá</p><p>u</p><p>d</p><p>io</p><p>M</p><p>a</p><p>ri</p><p>g</p><p>o</p><p>/O</p><p>p</p><p>ç</p><p>ã</p><p>o</p><p>B</p><p>ra</p><p>s</p><p>il</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>W</p><p>o</p><p>rl</p><p>d</p><p>H</p><p>is</p><p>to</p><p>ry</p><p>A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>/G</p><p>a</p><p>le</p><p>ri</p><p>a</p><p>N</p><p>a</p><p>c</p><p>io</p><p>n</p><p>a</p><p>l</p><p>d</p><p>e</p><p>A</p><p>rt</p><p>e</p><p>A</p><p>n</p><p>ti</p><p>g</p><p>a</p><p>,</p><p>R</p><p>o</p><p>m</p><p>a</p><p>,</p><p>It</p><p>á</p><p>lia</p><p>.</p><p>A</p><p>n</p><p>n</p><p>e</p><p>H</p><p>e</p><p>in</p><p>e</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>48</p><p>PH8_EF2_INGLES_048a050_M6.indd 48 10/5/17 4:22 PM</p><p>Read the paragraph. Complete the gaps with the correct form of the verbs in parentheses.</p><p>My American friend’s name is Jennifer, and she is 13 years old.</p><p>She lives (live) in Williamsburg, Kentucky, and she</p><p>attends (attend) school at Williamsburg Middle School.</p><p>She is an 8th grader and her favorite sport to play is basketball. She</p><p>plays (play) for her school. Her favorite basketball team is</p><p>the Cleveland Cavaliers and her favorite players are (be)</p><p>LeBron James and Kevin Love. Her other favorite teams are the Atlanta</p><p>Braves (baseball) and San Francisco 49ers (American football).</p><p>She has (have) a twin brother and an older sister. She</p><p>is the youngest. She also has (have) a cat named Tiger.</p><p>Read Nicole’s fact file. Write a paragraph about her.</p><p>1</p><p>2</p><p>p</p><p>Full name: Nicole Perkins</p><p>Birthdate: June 14th, 2000</p><p>Free-time activities: going to the movies, hanging out with friends,</p><p>swimming and dancing</p><p>Physical description: tall, curly brown hair, brown eyes</p><p>Favorite actors: Dylan O’Brien and Johnny Depp</p><p>Favorite actresses: Jennifer Lawrence and Emma Watson</p><p>Favorite sport: soccer</p><p>Most prized possession: an autographed picture of Lady Gaga</p><p>This is Nicole Perkins. She is seventeen years old. Her birthday is on June 14th. In her free time, she goes to the movies, hangs out with friends, goes</p><p>swimming and dancing. She is tall, has curly brown hair and brown eyes. Her favorite actors are Dylan O’Brien and Johnny Depp. Her favorite actresses</p><p>are Jennifer Lawrence and Emma Watson. Her favorite sport is soccer. Her most prized possession is an autographed picture of Lady Gaga.</p><p>Complete the dialogue between Emma and her brother Aidan. He is always teasing her and wants to know</p><p>everything she is doing. Use the simple present or the present continuous form of the verbs in parentheses.</p><p>Aidan: Hey, Emma! What are you doing (do)?</p><p>Emma: I ‘m texting (text) a friend. Can’t you see?</p><p>Aidan: Who are you writing (write) to?</p><p>Emma: Why do you want (want) to know? It’s none of</p><p>your business. You know (know) I’m grounded this weekend because</p><p>of you.</p><p>Aidan: I bet (bet) you are texting (text) Ethan again…</p><p>Emma: Why don’t you go to your room and leave me alone for a moment?</p><p>Aidan: Because I don’t want (not want) to. I’m going to tell mom</p><p>you ‘re texting (text) your boyfriend and you are not supposed to do that.</p><p>Emma: She knows (know) I am dating Ethan and I ‘m</p><p>(be) old enough to have a boyfriend. So, now leave me alone.</p><p>Aidan: Ok, OK, don’t be mad at me… I ‘m just teasing</p><p>(tease) you.</p><p>3</p><p>M</p><p>a</p><p>rc</p><p>e</p><p>l W</p><p>e</p><p>b</p><p>e</p><p>r/</p><p>C</p><p>u</p><p>lt</p><p>u</p><p>ra</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>G</p><p>ra</p><p>n</p><p>g</p><p>e</p><p>r</p><p>W</p><p>o</p><p>o</p><p>tz</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>49</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>6</p><p>modules 1 to 5 – ROUNDUP</p><p>PH8_EF2_INGLES_048a050_M6.indd 49 10/5/17 4:23 PM</p><p>Read the texts. Complete the gaps with the correct tense of the verbs in parentheses.</p><p>The history of theater</p><p>The word theater means (mean) a “place for seeing”,</p><p>but theater is (be) more than just a building where</p><p>plays are performed. It’s the whole idea behind what happens</p><p>(happen) there. Theater is where playwrights write</p><p>(write) scripts, directors supervise (supervise) rehearsals,</p><p>set designers and technical crew work (work) behind-</p><p>the-scenes, and the actors perform (perform) on stage. All</p><p>of these people have (have) an important role in the</p><p>theater, but it isn’t (not/be) true theater until an audience</p><p>is (be) there to experience it.</p><p>Exactly when theater began (begin) is a mystery.</p><p>Prehistoric</p><p>health effects</p><p>Irritation to the eyes ,</p><p>nose and throat .</p><p>Upper respiratory infections such as</p><p>bronchitis and pneumonia .</p><p>Headache , nausea, and allergic</p><p>reactions.</p><p>It can aggravate the medical conditions of individuals with</p><p>asthma and emphysema .</p><p>Chronic respiratory disease, lung</p><p>cancer , heart disease,</p><p>and even damage to the brain , nerves,</p><p>liver , or kidneys.</p><p>Continual exposure to air pollution affects</p><p>the lungs of growing children and may</p><p>aggravate or complicate medical conditions</p><p>in the elderly .</p><p>It is estimated that half a million people die prematurely</p><p>every year in the United States as a result of</p><p>smoking cigarettes .</p><p>33</p><p>LANGUAGE WORK</p><p>VERB REVIEW: THE FUTURE WILL</p><p>Read the following sentences and complete the rules.</p><p>What will the car of the future be like?</p><p>In my opinion, cars will be safer and will not (won’t) pollute the planet.</p><p>Will we have greener sources of energy?</p><p>a) To make the simple future affirmative we put will or ’ll</p><p>before the base form of the verb.</p><p>b) To make the simple future negative we put will not or won’t</p><p>before the base form of the verb.</p><p>c) To make the simple future interrogative we put will before the</p><p>subject .</p><p>LANGUAGE USAGE</p><p>Put the verbs into the simple future.</p><p>Mathew asked a fortune-teller about his future. Here is what she told him:</p><p>a) You will earn (earn) a lot of money in the lottery.</p><p>b) With the money, you will travel (travel) around the world.</p><p>c) In one particular country, you will find (find) the love of your life.</p><p>d) But she won’t fall (not fall) in love with you at first.</p><p>e) Also, she won’t accept (not accept) to go out with you.</p><p>f) But you will insist (insist) dating her.</p><p>1</p><p>Z</p><p>o</p><p>o</p><p>n</p><p>a</p><p>r</p><p>G</p><p>m</p><p>b</p><p>H</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>152 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 152 10/5/17 4:43 PM</p><p>g) After some time, she will find out (find out) you are her soul mate.</p><p>h) You will marry (marry) her.</p><p>i) You won’t have (not/have) any kids.</p><p>j) You will live (live) happily ever after.</p><p>Read and complete the following sentences using the verbs in the box.</p><p>What will life be like in the next decades? Michio Kaku, famed Futurist,</p><p>Physicist, and TV Personality, took us on a guided trip to the future.</p><p>follow  disappear  design  be (3×)</p><p>see  replace  control  grow  extend</p><p>have  there to be  appear  mean</p><p>a) Computers as we now know them will disappear ; they will be</p><p>everywhere and nowhere […], just like electricity and running water.</p><p>b) Augmented reality will be everyday reality.</p><p>c) If the internet is accessible via contact lenses, biographies will appear next to</p><p>the faces of the people we talk to, and we will see subtitles if they speak a</p><p>foreign language.</p><p>d) In decades to come, we will control computers with our minds.</p><p>e) As in science fiction, via the internet we will be able to experience</p><p>telepathy (mind-to-mind contact) and telekinesis (mind controlling matter), to upload</p><p>memories, create a brain-net (memories and emotions sent over the internet).</p><p>f) Robots will be commonplace.</p><p>g) In the future, scientists will grow more complex organs, like livers and</p><p>kidneys.</p><p>h) Parents will design their offspring. In a few decades, parents may be able to</p><p>choose many genetic characteristics of their children.</p><p>i) Cybermedicine will extend lives.</p><p>j) We will still have wars, but nations will mean less</p><p>in the future, and there will be fewer wars.</p><p>Available at: <www.nytimes.com/2013/11/28/opinion/kaku-a-scientist-predicts-the-future.html>. Accessed on: Aug. 7th, 2017.</p><p>Ask Dr. Michio Kaku five questions about his predictions for the future. The first one has</p><p>already been done for you.</p><p>Will we travel to space on vacation?</p><p>Personal answers. Possible question suggestions: Will we have colonies on Mars?/Will we work fewer hours and have</p><p>more leisure time?/Will scientists be able to find and cure new diseases before they spread and kill many people?/</p><p>Will natural disasters be detected and prevented before they happen?</p><p>Do you think Dr. Michio Kaku’s predictions will actually happen? Discuss with your</p><p>classmates and teacher. Personal answers.</p><p>2</p><p>3</p><p>4</p><p>S</p><p>a</p><p>m</p><p>A</p><p>ro</p><p>n</p><p>o</p><p>v</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>153</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 153 10/5/17 4:43 PM</p><p>HOMEWORK</p><p>Read the text and answer the questions.</p><p>When cars fly</p><p>Baby steps toward autonomyÉ</p><p>Google, Tesla and Uber − companies that didn’t even exist when Toyota introduced</p><p>the Prius, in 1997 − have become major players in the auto industry. Both Google and</p><p>Tesla aim to introduce fully autonomous cars − that is, cars that drive themselves −</p><p>within the next several years, and Uber recently founded an R&D center (Research and</p><p>Development) in Pittsburgh with an eye leading to our driverless future.</p><p>Self-driving cars are expected to be much safer than human-driven ones. But even</p><p>if the first robot cars hit the roads in the next few years, most of us probably won’t give</p><p>up driving entirely for at least another 15 or 20 years. In the meantime, traditional cars</p><p>will gradually take over certain aspects of driving.</p><p>Companies have been adding semiautonomous features to cars since the 1990s −</p><p>things like adaptive cruise control, which uses sensors to adjust a car’s speed based on</p><p>the traffic in front of it, and automated parallel parking. Some cars automatically stop</p><p>− or at least slow down − if a driver doesn’t step on the brake in time to avoid a collision,</p><p>and in certain Mercedes-Benz models, the driver will be able to change lanes simply by</p><p>hitting the turn signal for two seconds (the car will take care of the rest). Within a few</p><p>years, cars may be able to determine when an accident is likely and make adjustments</p><p>to the cabin − moving seats, closing windows, retracting the steering wheel.</p><p>Available at: <www.theatlantic.com/magazine/archive/2016/05/when-cars-fly/476382/>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>a) What do Google and Tesla plan to do in the next years?</p><p>They aim to introduce fully autonomous cars.</p><p>b) Are autonomous cars safer than human-driving cars?</p><p>Yes, they are expected to be much safer.</p><p>c) Will we give up driving as soon as self-driving cars become popular?</p><p>No. It’s probable that we won’t give up driving entirely for at least another 15 or 20 years.</p><p>d) What have manufacturers been doing to traditional cars?</p><p>They have been adding semiautonomous features.</p><p>e) What will cars be in the coming years?</p><p>The driver will be able to change lanes simply by hitting the turn signal for two seconds and cars may</p><p>be able to determine when an accident is likely and adjust the cabin.</p><p>f) Read the infographic, what is the prediction for the future of cars?</p><p>In 2070, there will be only self-driving cars on the roads, and traditional cars will be outlawed.</p><p>Read the text and complete the spaces with the verbs from the box.</p><p>go shape make (2×) continue become</p><p>be (5×) have farm reach enable</p><p>1</p><p>2</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/w</p><p>w</p><p>w</p><p>.n</p><p>e</p><p>x</p><p>tg</p><p>o</p><p>v.</p><p>c</p><p>o</p><p>m</p><p>154 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 154 10/5/17 4:43 PM</p><p>What will the Earth look like in 500 years?</p><p>by Robert Lamb</p><p>If you could travel back in time five centuries, you’ d encounter a prosperous Aztec Empire in Central Mexico, a freshly</p><p>painted Mona Lisa in Renaissance Europe and cooler temperatures across the Northern Hemisphere. This was a world in the</p><p>middle of the Little Ice Age (A.D. 1300 to 1850) and a period of vast European exploration now known as the Age of Discovery.</p><p>What if we could look 500 years into the future and glimpse the Earth of the 26th century? What will the</p><p>weather be like?</p><p>Depending on whom you ask, the 26th century will either be a little chilly or infernally</p><p>hot. Some solar output models suggest that by the 2500s, Earth’s climate will have cooled back down to near</p><p>Little Ice Age conditions. Other studies predict that ongoing climate change and fossil</p><p>hunters acted (act) out stories about their</p><p>hunting expeditions. Ancient Egyptians performed (perform) sacred songs and danced (dance) for</p><p>their gods in religious ceremonies, but the idea of theater as dramatic entertainment came (come) later.</p><p>Renaissance theater</p><p>In the Renaissance period, from the fourteenth to the seventeenth centuries, an interest in classical Greek and Roman</p><p>art, culture and theater returned (return). Two major theater design traditions were developed at this time in</p><p>Italy: the proscenium arch that frames and divides the stage from the audience and the art of painting cloths as backdrops</p><p>for scenery.</p><p>Another major influence from this region was the commedia dell’arte, which means comedy of the profession. This form</p><p>of theater was (be) an improvised, quick-witted performance by wandering players. They wore</p><p>(wear) masks to portray a regular cast of characters and made up (make up) their lines as they went</p><p>(go) along. The daughters and wives of the players were (be) some of the first women to perform in theater.</p><p>In England, Queen Elizabeth I strongly supported (support) the theater. During Elizabethan times, as they are</p><p>known, the most famous playwright in history began (begin) his career. Born in 1564, William Shakespeare</p><p>was (be) an actor and poet, who wrote (write) plays for his company, the Lord Chamberlain’s</p><p>Men, to perform. Many of his plays, such as Romeo and Juliet, Hamlet, and A midsummer night’s dream, are still studied</p><p>and performed all over the world today.</p><p>Available at: <www.knowitall.org/kidswork/theater/history/index.html>. Accessed on: July 26th, 2017. (Adapted.)</p><p>Find one mistake in each sentence and correct it.</p><p>a) Mr. Blair doesn’t washes his car every Saturday.</p><p>Mr. Blair doesn’t wash his car every Saturday.</p><p>b) Paul’s brother was in New York last week?</p><p>Was Paul’s brother in New York last week?</p><p>c) Anna didn’t took her dog for a walk last night.</p><p>Anna didn’t take her dog for a walk last night.</p><p>d) They doesn’t meet their friends at the club on weekends.</p><p>They don’t meet their friends at the club on weekends.</p><p>4</p><p>5</p><p>The masks of comedy and tragedy are a symbol of the acting</p><p>art. They represent the two main types of theatrical plays.</p><p>E</p><p>ln</p><p>u</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>50 Ensino Fundamental 2 ¥ 8o ano</p><p>ROUNDUP – modules 1 to 5</p><p>PH8_EF2_INGLES_048a050_M6.indd 50 10/5/17 4:23 PM</p><p>7</p><p>MODULE</p><p>L</p><p>in</p><p>d</p><p>a</p><p>Y</p><p>o</p><p>la</p><p>n</p><p>d</p><p>a</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Learning objects</p><p>• E-mails with common teenage</p><p>problems</p><p>• Linking words: firstly, secondly, after</p><p>that, then, later</p><p>• Adjectives related to people’s</p><p>personality traits and physical</p><p>appearance</p><p>• Writing: An email to an advice column</p><p>Skills</p><p>• Interpret personal emails.</p><p>• Identify linking words that indicate a</p><p>sequence of ideas.</p><p>• Review and expand vocabulary</p><p>on personality traits and physical</p><p>appearance.</p><p>• Write a personal email to an advice</p><p>column.</p><p>“The hardest challenge is to be</p><p>yourself in a world where everyone is</p><p>trying to make you be someone else.”</p><p>e. e. Cummings</p><p>51</p><p>WHAT’S YOUR</p><p>PROBLEM?</p><p>PH8_EF2_INGLES_051a059_M7.indd 51 10/5/17 4:23 PM</p><p>GETTING STARTED</p><p>Read about some problems teenagers usually have.1</p><p>GETTING STARTED</p><p>Do you have any of the problems above? If so, what do you do about them?</p><p>Personal answers.</p><p>2</p><p>PRE-READING</p><p>Look at the adjectives in the word cloud. Choose 3 to 5 of them to describe yourself.</p><p>Personal answers.</p><p>READING</p><p>BRAVE</p><p>RELIABLE</p><p>OUTGOING</p><p>S</p><p>H</p><p>Y</p><p>KIND BOSSY</p><p>INTELLIGENT</p><p>S</p><p>T</p><p>U</p><p>B</p><p>B</p><p>O</p><p>R</p><p>N</p><p>INSECURE</p><p>C</p><p>O</p><p>N</p><p>F</p><p>ID</p><p>E</p><p>N</p><p>T</p><p>AGGRESSIVE</p><p>B</p><p>a</p><p>n</p><p>c</p><p>o</p><p>d</p><p>e</p><p>i</p><p>m</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>/</p><p>A</p><p>rq</p><p>u</p><p>iv</p><p>o</p><p>d</p><p>a</p><p>e</p><p>d</p><p>it</p><p>o</p><p>ra</p><p>I’m not</p><p>happy with my</p><p>appearance.</p><p>I have</p><p>no friends.</p><p>I always</p><p>feel down and</p><p>depressed.</p><p>I’m</p><p>bullied at</p><p>school.</p><p>I often</p><p>have arguments</p><p>with my mother and</p><p>teachers.</p><p>52 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_051a059_M7.indd 52 10/5/17 4:23 PM</p><p>READING</p><p>Two teenagers wrote emails to the advice column of Teen Talk, a magazine for</p><p>adolescents. Read and listen.</p><p>Email 1</p><p>1</p><p>13</p><p>Small and skinny</p><p>I am fourteen and very sad because I am small and skinny. I eat a lot and I don’t</p><p>understand why I don’t gain weight. Sometimes I pig out, but it makes no difference to my</p><p>weight. My legs are like two matchsticks! I hate miniskirts and leggings because of that. In</p><p>almost every magazine I read about how to lose weight, but I can’t find any suggestion about</p><p>my problem. What can I do to put on some weight?</p><p>I hope to get an answer soon.</p><p>Sad, 14, from Manchester, UK</p><p>Terribly shy…</p><p>My problem may be silly, but it’s ruining my life. I am terribly shy and it</p><p>makes me feel very embarrassed and depressed. I can’t talk to people that</p><p>are more popular, more confident or more handsome than me. I also feel</p><p>embarrassed when I have to speak up in front of my class and talk to girls. I try</p><p>to be natural, but I blush and get scared in such situations. My voice doesn’t</p><p>come out. My parents just tell me I’ll grow out of it, but I’m not so sure. What</p><p>can I do? Are there any books I can read to help me?</p><p>Answer soon, please.</p><p>Shy, 15, from Lancaster, UK</p><p>Read the emails again. Complete the information.2</p><p>Email 2</p><p>Email 1</p><p>Nickname: Sad</p><p>Age: 14</p><p>Gender: Female</p><p>From: Manchester, UK</p><p>Problem: She is small and skinny</p><p>Email 2</p><p>Nickname: Shy</p><p>Age: 15</p><p>Gender: Male</p><p>From: Lancaster, UK</p><p>Problem: He is terribly shy</p><p>Answer the questions.</p><p>a) In Sad’s opinion, what are her legs like?</p><p>They are like two matchsticks.</p><p>b) What clothes doesn’t she like to wear?</p><p>She doesn’t like to wear miniskirts and leggings.</p><p>c) What does she want to do?</p><p>She wants to put on some weight.</p><p>3</p><p>J</p><p>u</p><p>a</p><p>n</p><p>m</p><p>o</p><p>n</p><p>in</p><p>o</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>S</p><p>y</p><p>d</p><p>a</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>53</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH8_EF2_INGLES_051a059_M7.indd 53 10/5/17 4:23 PM</p><p>d) How does Shy feel about his problem?</p><p>He feels very embarrassed and depressed.</p><p>e) What do his parents say about his shyness?</p><p>They say he will grow out of it.</p><p>GROUP WORK</p><p>Sad’s and Shy’s emails were answered by Teen Talk, but the excerpts of their answers are</p><p>scrambled. Identify each excerpt (Sa for Sad and Sh for Shy). Number the excerpts in the</p><p>correct order. Look at the examples.</p><p>1</p><p>Jill’s advice column</p><p>Dear Sad, (Sa1)</p><p>Dear Shy, (Sh1)</p><p>Finally , if you are naturally small, accept the fact and just try to reach and maintain a</p><p>healthy weight for you. ( Sa5 )</p><p>Secondly , if you can understand when you feel the shyest, you can try to overcome</p><p>this little by little. Learning not to be shy is a gradual process and it takes practice. Here</p><p>are some tips:</p><p>Practice daily in your imagination meeting people and how you will start a</p><p>conversation. ( Sh3 )</p><p>Obviously, everybody overeats at times, but personally, I’m against the idea of pigging</p><p>out as a good way to gain weight. ( Sa4 )</p><p>Firstly , shyness is something we all face at some time in our lives. In fact, more than</p><p>40% of teens and adults in Britain consider themselves shy. However, being shy most</p><p>of the time can cause difficulties with day-to-day activities and relationships. For many</p><p>teens, just going to school can be stressful. ( Sh2 )</p><p>Act out scenes that could be difficult for you in real life, such as when you have to</p><p>speak up in front of your class.</p><p>Get involved in organized activities like team sports, social projects, theater or bands.</p><p>( Sh4 )</p><p>Secondly , why don’t you check with your doctor what is a good weight for your height</p><p>and build? He or she can also help you adopt a good eating plan of regular nutritious</p><p>meals. Another good idea is to eat slowly and digest your food properly. ( Sa3 )</p><p>Firstly , I’m sure there are lots of people who are not satisfied with their bodies. You</p><p>are not the only one. Remember, what the scales say is less important than being fit</p><p>and healthy. ( Sa2 )</p><p>Finally , if shyness is making you feel too unhappy or anxious, remember that trusted</p><p>adults</p><p>or school counselors can help you. ( Sh5 )</p><p>I sincerely hope to have helped you.</p><p>Love,</p><p>Jill</p><p>54 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_051a059_M7.indd 54 10/5/17 4:23 PM</p><p>Useful language</p><p>1. How do you say the underlined words and expressions in Portuguese? Use the context to help you.</p><p>a) Sometimes I pig out, but it makes no difference to my weight. como demais</p><p>b) My legs are like two matchsticks. dois palitos de fósforo</p><p>c) What can I do to put on some weight? ganhar um pouco de peso</p><p>d) I am terribly shy. terrivelmente tímido</p><p>e) I can’t talk to people that are more popular, more confident. confiante</p><p>f) I try to be natural, but I blush and get scared. fico assustado</p><p>g) My parents just tell me I’ll grow out of it. vou sair dessa</p><p>2. Find the opposites of the words below in the text.</p><p>a) big: small</p><p>b) fat: skinny</p><p>c) happy: sad</p><p>d) insecure: confident</p><p>e) outgoing: shy</p><p>f) ugly: handsome</p><p>g) unpopular: popular</p><p>The words below are used to show a sequence of ideas.</p><p>firstly secondly after that then later finally</p><p>1. Find and circle some of these words in the text Jill’s advice column.</p><p>2. Do we use similar words in our language? Give their equivalents in Portuguese.</p><p>( X ) Yes ( ) No</p><p>Primeiramente/em primeiro lugar, em segundo lugar, depois disso, então, finalmente, etc.</p><p>Words to know</p><p>Listen and check your answers in activity 1.2</p><p>14</p><p>LANGUAGE WORK</p><p>DESCRIBING PEOPLE</p><p>Write the words below in the right group.</p><p>blond  brown  curly  fuzzy  gray  heavy  long</p><p>medium height  short (2×)  skinny  slim  wavy  white</p><p>Height: tall, medium height, short</p><p>Body build: fat, thin, heavy, skinny, slim</p><p>Length: shoulder length, long, short</p><p>Hair Style: straight, curly, fuzzy, wavy</p><p>Color: dark, red, blond, gray, white</p><p>55</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH8_EF2_INGLES_051a059_M7.indd 55 10/5/17 4:23 PM</p><p>LANGUAGE USAGE</p><p>Look at the pictures. Complete the sentences with the names of the people being described.</p><p>a) John is medium height and slim. He has shoulder length straight brown hair.</p><p>b) James is short and heavy. He has short straight brown hair.</p><p>c) Sharon is tall and skinny. She has long straight blond hair.</p><p>d) Cindy is medium height and slim. She has short curly dark hair.</p><p>e) Tom is tall and slim. He has short wavy brown hair.</p><p>f) Martha is tall and thin. She has long wavy blond hair.</p><p>Look!</p><p>He is tall and slim.</p><p>be + body build</p><p>He has short blond hair.</p><p>have + hair</p><p>Tom</p><p>James</p><p>Cindy</p><p>John</p><p>Martha</p><p>Sharon</p><p>56 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_051a059_M7.indd 56 10/5/17 4:23 PM</p><p>PRE-LISTENING</p><p>Another teenager sent an e-mail to Teen Talk asking for advice. Read the subject of the email</p><p>and mark the correct answer.</p><p>From: Rick Olson</p><p>Subject: Friendship vs. Dating</p><p>To: teentalk@teentalk.com</p><p>The email is about problems with</p><p>( X ) relationships. ( ) bullying at school.</p><p>LISTENING</p><p>Listen and check your answer in the pre-listening activity.</p><p>Listen again. Complete the information.</p><p>1</p><p>15</p><p>2</p><p>15</p><p>LISTENING</p><p>Nickname: Worried</p><p>Age: 13</p><p>Gender: Female</p><p>From: Chicago</p><p>Problem: She doesn’t really love her boyfriend.</p><p>Advisor’s name: Jill</p><p>Advice: Be honest with him, without hurting his feelings.</p><p>PROBLEM-SOLVING SITUATION</p><p>PAIR WORK</p><p>Work with a classmate. Read the situation.</p><p>Emma is a new student at school. She doesn’t have any friends. You</p><p>have noticed that other students bully her, call her names, laugh at her</p><p>and hide her things.</p><p>What advice can you give her?</p><p>Possible answer suggestions: She can try to talk to her new classmates about the bullying.</p><p>She can ask a teacher for help. She can talk to her parents about what is happening</p><p>to her at school.</p><p>S</p><p>a</p><p>s</p><p>a</p><p>P</p><p>ru</p><p>d</p><p>k</p><p>o</p><p>v</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>57</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH8_EF2_INGLES_051a059_M7.indd 57 10/5/17 4:23 PM</p><p>HOMEWORK</p><p>Read the following email to Teen Talk advice page. Complete the text with the correct tense of the verbs in</p><p>parentheses.</p><p>1</p><p>From:</p><p>To:</p><p>Subject:</p><p>Hi, Jill</p><p>I’m a 17-year-old guy, but my mom treats me like a 10-year-old boy. Whenever I go (go) out with my</p><p>friends on the weekend, she wants (want) me back home at least two hours before my friends.</p><p>Now I am getting (get) older and I stay (stay) at my friends’ houses more often, but my mom</p><p>always insists (insist) on calling their parents to make sure it’s all right with them first. It is (be)</p><p>so embarrassing! Also, if I am (be) out with my mates, she texts (text) me constantly to ask what</p><p>I am doing (do) and to check up on me.</p><p>Her attitudes are really beginning (really/begin) to depress me because I feel I am missing</p><p>(miss) out the fun with my friends, all because of my mom. I’ve tried telling her that she can’t (not/can)</p><p>wrap me up in cotton wool for the rest of my life, but she just says (say), “My house, my rules.”</p><p>I just don’t know (not/know) what to do anymore. My friends are avoiding</p><p>(avoid) me because of the hassle. Please help me, Jill!</p><p>Pampered in Seattle</p><p>Read the email again. Choose the correct definition for the words or expressions according to the context.</p><p>a) fed up</p><p>( ) interested ( X ) tired</p><p>b) mates</p><p>( X ) friends ( ) relatives</p><p>c) wrap me up in cotton wool</p><p>( X ) protect someone too much without allowing them to be independent enough</p><p>( ) enclose something or someone, especially in paper, and fasten the item or person</p><p>d) hassle</p><p>( ) fight ( X ) problem</p><p>Think about your best friend. Answer the questions below. Personal answers.</p><p>a) Is your best friend tall or short?</p><p>b) What color is his or her hair?</p><p>2</p><p>3</p><p>Pampered in Seattle</p><p>Jill's</p><p>Fed up with mom treating me like a 10-year-old</p><p>58 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_051a059_M7.indd 58 10/5/17 4:23 PM</p><p>c) Is his or her hair long or short?</p><p>d) Is his or her hair curly, wavy or straight?</p><p>e) What color are his or her eyes?</p><p>f) Does he or she wear glasses?</p><p>Jessica wants to meet other teenagers on social media. Read how she describes herself. Then, write about yourself.</p><p>Write an email to the advice column of a magazine sharing a problem that you have or somebody you know has.</p><p>4</p><p>5</p><p>My name is</p><p>Jessica Owen and I’m from</p><p>Newcastle, England. I’m</p><p>14 years old. I’m tall and slim.</p><p>I have long dark hair and</p><p>brown eyes.</p><p>From:</p><p>To:</p><p>Subject:</p><p>Personal answers.</p><p>p</p><p>ix</p><p>e</p><p>lh</p><p>e</p><p>a</p><p>d</p><p>p</p><p>h</p><p>o</p><p>to</p><p>d</p><p>ig</p><p>it</p><p>a</p><p>ls</p><p>k</p><p>ill</p><p>e</p><p>t/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>59</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>7</p><p>PH8_EF2_INGLES_051a059_M7.indd 59 10/5/17 4:23 PM</p><p>8</p><p>MODULE</p><p>M</p><p>a</p><p>ch</p><p>in</p><p>e</p><p>H</p><p>e</p><p>a</p><p>d</p><p>z/</p><p>iS</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Learning objects</p><p>• A dialogue</p><p>• Past continuous</p><p>• Past continuous vs. simple past</p><p>• Use of text referents – object</p><p>pronouns and possessive adjectives</p><p>• A graph</p><p>Skills</p><p>• Interpret a dialogue.</p><p>• Identify and make use of the past</p><p>continuous.</p><p>• Contrast the past continuous</p><p>and the simple past.</p><p>• Use the past continuous and the</p><p>simple past.</p><p>• Identify referents in texts.</p><p>• Analyze a graph.</p><p>“Violence is a disease, a disease</p><p>that corrupts all who uses it regardless</p><p>of the cause.”</p><p>Chris Hedges</p><p>60</p><p>URBAN VIOLENCE</p><p>PH8_EF2_INGLES_060a067_M8.indd 60 10/5/17 4:24 PM</p><p>Read the cartoon. Mark (X) the correct answer.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Discuss and answer the questions. Personal answers.</p><p>a) Do you live in a big or small city?</p><p>b) How violent is it?</p><p>c) What kind of problems are common in your city?</p><p>Possible answer suggestions: violence, crimes, pollution, unemployment etc.</p><p>READING</p><p>You can infer from the cartoon that</p><p>a) the two men are being chased by the police. ( )</p><p>b) they are not worried about the gang violence epidemic. ( )</p><p>c) they are sure somebody will do something to stop the epidemic of gang violence. ( )</p><p>d) more black kids than white ones are victms of gang violence. ( X )</p><p>P</p><p>a</p><p>u</p><p>l</p><p>F</p><p>e</p><p>ll</p><p>v</p><p>ia</p><p>A</p><p>rt</p><p>iz</p><p>a</p><p>n</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>Available at: <http://paulfellcartoons.com>. Accessed on: July 31st, 2017.</p><p>61</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH8_EF2_INGLES_060a067_M8.indd 61 10/5/17 4:24 PM</p><p>READING</p><p>Read and listen.</p><p>Patricia is talking to Tereza at the school cafeteria.</p><p>Patricia: I read an article about violence in big cities last night and it made me think</p><p>about Rio and São Paulo… What’s it like in Mexico city?</p><p>Tereza: It’s not different. We have the same kinds of problems, such as muggings,</p><p>robberies, murders, rapes, you name it…</p><p>Patricia: Do you know what happened to my mother’s friend in São Paulo two years ago?</p><p>Tereza: What? Tell me!</p><p>Patricia: One night, at about seven o’clock, she was driving home from work when she</p><p>had to stop at the red lights. She was listening to music when suddenly two guys came</p><p>close to her car. One of them was carrying a gun and pointed it at her. They wanted</p><p>money and the watch she was wearing.</p><p>Tereza: Oh, Gosh! What did she do?</p><p>Patricia: She was scared to death and she told them she didn’t have any money, but they</p><p>could take her watch and her smartphone. It was not enough for them. They got into her</p><p>car and forced her to drive to the nearest ATM.</p><p>Tereza: Don’t tell me they were so cheeky! That was a “quicknapping”, then.</p><p>Patricia: Yes. And they spent about three hours going from one cash point to another to</p><p>get as much money as they could. She was really shocked!</p><p>Read the dialogue again. Number the scenes in the correct order.</p><p>1</p><p>16</p><p>2</p><p>1</p><p>2</p><p>8</p><p>7</p><p>3</p><p>6</p><p>5</p><p>4</p><p>Read the statements. Write true (T), false (F) or not mentioned (NM). Rewrite the false</p><p>statements.</p><p>a) Patricia read an article about violence in Rio and São Paulo yesterday. ( F )</p><p>She read an article about violence in big cities in general.</p><p>b) According to Tereza, Mexico city is as violent as Rio and São Paulo. ( T )</p><p>3</p><p>62 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_060a067_M8.indd 62 10/5/17 4:24 PM</p><p>c) Patricia describes a robbery that happened downtown. (NM)</p><p>d) Patricia’s mother’s friend was listening to the news. ( F )</p><p>She was listening to music.</p><p>e) Patricia’s mother’s friend was wearing a watch. ( T )</p><p>f) Patricia’s mother’s friend didn’t have any money in the bank. ( F )</p><p>The robbers could get money from her bank account at the ATMs.</p><p>g) The robbers were caught by two policemen. (NM)</p><p>h) Patricia’s mother’s friend was a victim of rape. ( F )</p><p>She was a victim of a “quicknapping”.</p><p>What do the underlined words refer to in the dialogue between Patricia and Tereza?</p><p>a) … and it made me think about Rio and São Paulo…</p><p>the article Patricia read</p><p>b) What’s it like in Mexico city?</p><p>violence</p><p>c) We have the same kinds of problems…</p><p>people in Mexico city</p><p>d) … she was driving home from work…</p><p>Patricia’s mother’s friend</p><p>e) One of them was carrying a gun…</p><p>the robbers</p><p>f) Don’t tell me they were so cheeky!</p><p>Tereza/the robbers</p><p>PAIR WORK</p><p>Work with a classmate. Read the dialogue of activity 1 again.</p><p>4</p><p>Look!</p><p>Pronoun reference</p><p>Pronouns take the</p><p>place of nouns to avoid</p><p>repetition in a text. The</p><p>pronoun must have a</p><p>clear antecedent – a</p><p>noun or pronoun for</p><p>which it is a substitute.</p><p>5</p><p>Useful language</p><p>How do you say these expressions in Portuguese?</p><p>a) What’s it like in Mexico city?</p><p>Como é (a violência) na cidade do México?</p><p>b) You name it</p><p>e coisas desse tipo</p><p>c) Scared to death</p><p>morrendo de medo</p><p>d) The nearest ATM (automated teller machine)</p><p>o caixa eletrônico mais próximo</p><p>e) They were so cheeky!</p><p>Eles foram tão audaciosos (caras de pau)!</p><p>f) Cash point</p><p>caixa eletrônico</p><p>L</p><p>e</p><p>o</p><p>n</p><p>a</p><p>rd</p><p>o</p><p>E</p><p>m</p><p>ili</p><p>o</p><p>zz</p><p>i/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>63</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH8_EF2_INGLES_060a067_M8.indd 63 10/5/17 4:24 PM</p><p>PRE-LISTENING</p><p><Anglo_PH_EF2_8_Modu-</p><p>lo8_LI_CA_F004 Mulher</p><p>segurando um menino no</p><p>colo. Ela olha para um termô-</p><p>metro com preocupação (ver</p><p>referência – precisa ser um</p><p>menino, não menina).></p><p>LISTENING</p><p>PAST CONTINUOUS</p><p>Read this sentence from the dialogue between Patricia and Tereza:</p><p>One of them was carrying a gun.</p><p>The verb form in bold in the sentence is in the past continuous tense.</p><p>When do we use this tense? Mark ( X ) the alternative that best completes the rule.</p><p>The past continuous</p><p>a) describes an action in the past. ( )</p><p>b) describes a continuous activity. ( )</p><p>c) describes a continuous activity in the past. ( X )</p><p>Find more examples of the past continuous tense in the dialogue (Reading section).</p><p>she was driving home from work./She was listening to music/the watch she was wearing.</p><p>1</p><p>2</p><p>LANGUAGE WORK</p><p>Look at the picture. Answer the questions.</p><p>a) What is happening?</p><p>The baby is sick.</p><p>b) What is the woman doing?</p><p>She is checking the baby’s temperature.</p><p>LISTENING</p><p>Read the sentences. Number them in the correct order.</p><p>( 1 ) One night while I was reading in bed,</p><p>somebody knocked on my door.</p><p>( 8 ) Fortunately, it was just a sore throat.</p><p>( 7 ) I drove them to the hospital and the</p><p>doctor gave the baby some medicine.</p><p>( 3 ) When I opened the door, I saw my</p><p>neighbor Sarah.</p><p>( 5 ) As she was asking for my help, the</p><p>baby started to cry.</p><p>( 4 ) She was holding her baby boy Joey</p><p>and looked very nervous.</p><p>( 6 ) He had very high temperature.</p><p>( 2 ) I jumped out of bed to see who</p><p>it was.</p><p>Listen and check your answers.</p><p>1</p><p>2</p><p>17</p><p>A</p><p>n</p><p>to</p><p>n</p><p>io</p><p>G</p><p>u</p><p>ill</p><p>e</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>64 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_060a067_M8.indd 64 10/5/17 4:24 PM</p><p>PAST CONTINUOUS VS. SIMPLE PAST</p><p>Look at the scenes and read the examples:</p><p>Alan was working out at the fitness center./</p><p>Paul arrived.</p><p>Alan was working out at the fitness center</p><p>when Paul arrived.</p><p>In the example above, an action was happening</p><p>(past continuous) when something else happened</p><p>(simple past).</p><p>The Math teacher was explaining an equation./</p><p>Mel and Bob were texting their friends.</p><p>While the Math teacher was explaining</p><p>an equation, Mel and Bob were texting</p><p>their friends.</p><p>In the example above, both actions were</p><p>happening (past continuous) at the same time in</p><p>the past.</p><p>Now, complete the charts.3</p><p>LANGUAGE USAGE</p><p>QUESTIONS</p><p>Was I having a shower ?</p><p>Was</p><p>he</p><p>she</p><p>it</p><p>running in the park?</p><p>Were</p><p>we</p><p>you</p><p>they</p><p>texting a friend in class ?</p><p>AFFIRMATIVE AND NEGATIVE</p><p>I</p><p>was</p><p>was not /wasn’t</p><p>having a shower.</p><p>He</p><p>She</p><p>It</p><p>was</p><p>was not/ wasn’t</p><p>running in the park.</p><p>We</p><p>You</p><p>They</p><p>were</p><p>were not /weren’t</p><p>texting a friend in</p><p>class.</p><p>Look at the scene. Complete the sentences with the past continuous form of the verbs in</p><p>parentheses.</p><p>1</p><p>a) Two kids were flying (fly) kites at the</p><p>park yesterday afternoon.</p><p>b) A woman was reading (read) a book.</p><p>c) The little girl wasn’t crying (not cry).</p><p>d) The little girl and her parents</p><p>were feeding (feed) the pigeons.</p><p>e) Two boys were jogging (jog).</p><p>f) A girl was texting (text) a friend.</p><p>65</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH8_EF2_INGLES_060a067_M8.indd 65 10/5/17 4:24 PM</p><p>PAIR WORK</p><p>Work with a classmate. Ask and answer questions about the picture in activity 1.</p><p>Example:</p><p>A: What were the kids doing?</p><p>B: They were flying kites.</p><p>Look at the pictures. Write sentences using when or while and the verbs in the</p><p>simple past and/or past continuous.</p><p>a) The girl/play/volleyball</p><p>She/break/finger</p><p>The girl was playing volleyball when she broke her finger.</p><p>b) He/swim/sea</p><p>He/see/dolphin</p><p>He was swimming in the sea when he saw a dolphin.</p><p>c) The boy/fall off/the boat</p><p>He/fish</p><p>The boy fell off the boat while he was fishing.</p><p>d) The dog/bark</p><p>Mandy/take it/for a walk</p><p>The dog was barking while Mandy was taking it for a walk.</p><p>Underline the correct verb form to complete the story.</p><p>Some months ago, I walked/was walking home from school with my cousin when I heard/</p><p>was hearing somebody screaming. We turned/was turning to see who it was and then I saw/</p><p>was seeing a man being hit by four men. The men wore/were wearing ski masks. We started/</p><p>were starting to run. At that moment, I heard/ was hearing gunshots. I was very afraid. When I</p><p>ran/was running, I thought the men followed/were following</p><p>us. I thought that if they saw us,</p><p>they could look for us at school and hurt us. After that, I was afraid to go to school. Every day, I</p><p>tried/was trying a different way to go to and come from school. I had nightmares.</p><p>2</p><p>3</p><p>4</p><p>PROBLEM-SOLVING SITUATION</p><p>Read the situation below. Write your ideas.</p><p>Gangs are not a new phenomenon, but they are still a problem that has to be addressed.</p><p>Criminal street gangs have become one of the most serious crime problems in Brazil. Gang</p><p>violence, particularly assaults, drive-by shootings, homicides and brutal home-invasion</p><p>robberies account for one of the largest personal threats to public safety in this country.</p><p>Imagine you are returning home from school and notice that someone is following you, but</p><p>you are not able to run away. This guy tries to grab your cell phone and your watch. What do</p><p>you do? What is the safest thing to do?</p><p>Possible answer suggestions: I give my cell phone and watch./I try to run away./I cry for help./The safest thing to do is to</p><p>give the thief my cell phone and watch.</p><p>66 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_060a067_M8.indd 66 10/5/17 4:24 PM</p><p>HOMEWORK</p><p>Read the text.</p><p>Gang violence in America</p><p>Gang violence is a deep-rooted problem in America. It affects mainly low-income kids in poor neighborhoods.</p><p>All over America kids are being recruited into gangs every day. Very often, joining a gang is an instant death sentence.</p><p>Many kids see older kids in gangs and think it’s cool or normal to be in one and are quickly sucked into the gang lifestyle.</p><p>Others are drawn to gangs because of the large amount of money that can be made dealing with drugs. After these kids join</p><p>gangs, there are few ways out.</p><p>There is a serious amount of gang-related murders every day in America. Gang violence is a huge social issue because</p><p>it affects a great number of people. It doesn’t only affect those in gangs, but also their families and innocent bystanders.</p><p>There are many different reasons why criminal gangs form. One of these reasons is education. Those with no motivation</p><p>see no reason to continue their education and drop out of school just to form gangs in an effort to make money. Another</p><p>reason gangs form is for protection. Kids feel that if they have a group backing them, they are safer. Inevitably rivalries build</p><p>between these groups and violence occurs.</p><p>Available at: <http://townipproject09.wikispaces.com/Gang+Violence>. Accessed on: July 31st, 2017. (Adapted.)</p><p>Find synonyms in the text for the following words and expressions.</p><p>a) not having or earning much</p><p>money: low-income</p><p>b) become involved:</p><p>join</p><p>c) enormous: huge</p><p>d) people present but</p><p>not involved; witnesses:</p><p>bystanders</p><p>e) stop attending school or</p><p>college: drop out</p><p>f) helping: backing</p><p>g) competitions: rivalries</p><p>Decide if the statements are true (T) or false (F). Correct the false ones.</p><p>a) Gang violence affects only low-income classes in America. ( F )</p><p>It affects mainly low-income kids.</p><p>b) Gang violence is not a big problem in America. ( F )</p><p>It is a big, deep problem in America.</p><p>c) A considerable number of murder cases in America are related to gang activities. ( T )</p><p>d) To join a gang is like signing a death sentence. ( T )</p><p>e) Kids can easily escape a gang lifestyle if they don’t want to belong to it anymore. ( F )</p><p>It’s not easy. After they join gangs there are few ways out.</p><p>f) The only reason kids join gangs is lack of education. ( F )</p><p>There are many different reasons why criminal gangs form.</p><p>Complete the sentences with the past continuous or the simple past tense.</p><p>a) I was coming (come) to school when I met (meet) an old friend.</p><p>b) While my parents were traveling (travel) around Europe, they lost (lose) their luggage.</p><p>c) My cousins were having (have) a good time at the beach while I was studying (study) for a catch-up</p><p>test last weekend.</p><p>d) When my cousin opened (open) the door, her neighbor was standing (stand) at the doorstep.</p><p>e) Carol’s little brother broke (break) his arm while he was playing (play) soccer.</p><p>f) What were you doing (do) when the telephone rang (ring)?</p><p>1</p><p>2</p><p>3</p><p>4</p><p>67</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>8</p><p>PH8_EF2_INGLES_060a067_M8.indd 67 10/5/17 4:24 PM</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o</p><p>C</p><p>ré</p><p>d</p><p>it</p><p>o9</p><p>MODULE</p><p>WHY DO WE NEED</p><p>FOOD?</p><p>“Close to a billion people – one-</p><p>eighth of the world’s population – still</p><p>live in hunger. Each year 2 million</p><p>children die through malnutrition.</p><p>This is happening at a time when</p><p>doctors in Britain are warning of the</p><p>spread of obesity. We are eating too</p><p>much while others starve.”</p><p>Jonathan Sacks</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary: food and health</p><p>Skills</p><p>• Interpret an informative text.</p><p>• Express opinion based on the</p><p>understanding of a text.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field: food and health.</p><p>68</p><p>p</p><p>a</p><p>u</p><p>l</p><p>p</p><p>re</p><p>s</p><p>c</p><p>o</p><p>tt</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_068a075_M9.indd 68 10/5/17 4:26 PM</p><p>GETTING STARTED</p><p>Read the sentence and discuss the questions below. Personal answers.</p><p>“Hunger is not an issue of charity. It is an issue of justice.”</p><p>Jacques Diouf</p><p>a) Do you agree with the statement? Justify.</p><p>b) What are the reasons for hunger in the world in your opinion?</p><p>c) Do you think there isn’t enough food for the world population nowadays?</p><p>PRE-READING</p><p>Discuss the questions below. Personal answers.</p><p>a) Do you think that we should care about the fact that so many people are hungry</p><p>worldwide?</p><p>b) How do you feel when you’re hungry? (tired, anxious, upset, angry)</p><p>c) How do you think you would feel if you couldn’t eat for a day? What if you couldn’t eat for</p><p>a week?</p><p>d) Does anyone in the classroom help fight hunger? If so, how?</p><p>READING</p><p>Read and listen.</p><p>Why do we need food?</p><p>When children don’t get enough food, they don’t have the energy to</p><p>work, play or learn. Their bodies and brains don’t grow as well as they</p><p>should, and they are more likely to suffer from diseases.</p><p>Eating a balanced diet is the best way to stay healthy, but not every</p><p>child in the world can have proper food.</p><p>Malnutrition means not getting enough of the food you need. Every</p><p>year, millions of children die from diseases made worse by malnutrition.</p><p>Hunger in the world</p><p>Why do people go hungry?</p><p>Environmental problems, such as droughts, floods, and deforestation</p><p>destroy the soil, making it hard to grow food.</p><p>War forces people away from their homes and off their land, so</p><p>it’s hard to plant crops and distribute food that is grown. During war,</p><p>governments spend money on weapons instead of food.</p><p>1</p><p>18</p><p>READING</p><p>N</p><p>M</p><p>U</p><p>IM</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>69</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH8_EF2_INGLES_068a075_M9.indd 69 10/5/17 4:26 PM</p><p>Overgrazing by animals damages the land and the soil, so crops cannot grow.</p><p>Overfishing affects not just the number of fish in the seas and rivers, but other</p><p>animals and plants in the food chain.</p><p>Besides, many people don’t have money to buy all the food they need, or enough</p><p>land and tools to grow it themselves. As food becomes less available, the price goes</p><p>up even more and the problem of hunger in the world gets worse.</p><p>Any good idea to solve the problem?</p><p>Why can’t we just send hungry people our extra food?</p><p>It would prevent people from dying, but it wouldn’t eliminate the reasons why</p><p>hunger happens. Governments need to make sure everyone has a way to grow or</p><p>buy the food they need.</p><p>Available at: A Life Like Mine: How children live around the world. New York: Dorling Kindersley; Unicef, 2002. (Adapted.)</p><p>Read the text again. Decide if the statements are true (T), false (F) or not</p><p>mentioned (NM) in the text.</p><p>a) Malnutrition can be caused by eating a lot. ( F )</p><p>b) Every day, 14% of the people in the world go to bed hungry. (NM)</p><p>c) People in general can grow their own food. ( F )</p><p>d) Just giving people food wouldn’t eliminate the reasons why hunger</p><p>happens. ( T )</p><p>Complete the graphic</p><p>organizer.</p><p>2</p><p>3</p><p>HUNGER</p><p>REASONS CONSEQUENCES</p><p>Environmental problems</p><p>(droughts, floods, and</p><p>deforestation)</p><p>War/Overgrazing/</p><p>Overfishing</p><p>Lack of money to buy</p><p>food/Lack of land and</p><p>tools to grow food</p><p>Diseases/Millions of</p><p>children (people) die</p><p>Kids’ bodies and brains</p><p>don’t grow as well as</p><p>they should</p><p>Lack of energy to work,</p><p>play or learn</p><p>G</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>G</p><p>e</p><p>rl</p><p>o</p><p>ff</p><p>/P</p><p>u</p><p>ls</p><p>a</p><p>r</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>ta</p><p>n</p><p>a</p><p>p</p><p>a</p><p>k</p><p>o</p><p>rn</p><p>t</p><p>u</p><p>n</p><p>g</p><p>m</p><p>a</p><p>n</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>70 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_068a075_M9.indd 70 10/5/17 4:26 PM</p><p>Useful language</p><p>1. Match the words or expressions to their definitions.</p><p>a) grow ( b ) an illness or unhealthy condition in your body</p><p>b) disease ( d ) containing the right nutrients in the right amounts</p><p>c) drought ( a ) become bigger and develop over a period of time</p><p>d) balanced (diet) ( e ) an instrument used to kill or injure people, usually in a war or fight</p><p>e) weapon ( c ) a prolonged lack of rainfall</p><p>2. How do you say these words and expressions in Portuguese? Use the context to help you.</p><p>a) more likely: mais provável</p><p>b) worse: pior</p><p>c) damages: danifica</p><p>d) less available: menos disponível</p><p>e) shortage: escassez</p><p>GROUP WORK</p><p>Food for thought</p><p>When there is a shortage of food, some parents in developing countries feed their sons better than their daughters,</p><p>resulting in worse malnutrition among girls.</p><p>What do you think about that? Discuss with your friends and report to the class. Personal answers.</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Answer the questions. Personal answers.</p><p>a) What kind of food do you like?</p><p>b) Describe which foods people should eat more of (or less of) than others.</p><p>c) Do you consider your diet healthy? Why?</p><p>71</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH8_EF2_INGLES_068a075_M9.indd 71 10/5/17 4:26 PM</p><p>Listen and check your answers.</p><p>Complete the columns with items from the text in activity 1.</p><p>19</p><p>2</p><p>3</p><p>Protein Carbohydrates Vitamins and minerals Fats and sugars</p><p>fish rice green salads candies</p><p>meat noodles fruits cakes</p><p>eggs bread vegetables</p><p>cereals</p><p>LISTENING</p><p>Try to complete the text with the words from the box.</p><p>balanced  carbohydrates  cereals  energy  fats  fish</p><p>good  healthy  overweight  protein  sugars  vegetables  vitamins</p><p>Eat good food!</p><p>What happens when we do not eat a balanced diet?</p><p>One child in four does not get enough protein or calories, and this makes them sick for</p><p>many days each year. The right portion of foods like fish , meat or eggs</p><p>a day can give us the amount of protein we need.</p><p>Filling foods like rice, noodles,</p><p>bread and cereals are</p><p>called carbohydrates .</p><p>Without them, we have no</p><p>energy to get</p><p>through the day.</p><p>Also, if we do not get enough</p><p>vitamins and minerals,</p><p>that is, if we do not eat green salads,</p><p>fruits and vegetables ,</p><p>the body’s resistance becomes weak.</p><p>Foods containing</p><p>sugars and</p><p>fats , such as</p><p>candies and cakes, can taste really</p><p>good, but too much can make us</p><p>overweight and unhealthy.</p><p>So, the best thing to keep us</p><p>healthy and happy is to eat good food.</p><p>1</p><p>tavomellossa/Shutterstock</p><p>72 Ensino Fundamental 2 • 8o ano</p><p>PH8_EF2_INGLES_068a075_M9.indd 72 10/5/17 4:26 PM</p><p>PROBLEM-SOLVING SITUATION</p><p>GROUP WORK</p><p>Read the text and analyze the graphs.</p><p>There are 1.02 billion undernourished people in the world today. That means one in nearly</p><p>six people do not get enough food to be healthy and lead an active life. Hunger and malnutrition</p><p>are in fact the number one risk to the health worldwide — greater than AIDS, malaria and</p><p>tuberculosis combined.</p><p>Available at: <www.yourcause.com/clowclowiego>. Accessed on: July 31st, 2017. (Adapted.)</p><p>1</p><p>Notes: The areas of the pie charts are proportional to the total number of undernourished in each period. Data for 2014-16 refer to provisional estimates. All figures are rounded.</p><p>* Includes data for Sudan, which are not included in the figure for sub-Saharan Africa, following the partition of the country when South Sudan became an independent state in 2011.</p><p>Available at : <www.fao.org/hunger/key-messages/en>. Accessed on: July 31st, 2017.</p><p>A</p><p>A</p><p>B</p><p>B</p><p>C C</p><p>D</p><p>D</p><p>E E</p><p>F</p><p>F</p><p>G</p><p>G</p><p>H</p><p>H</p><p>J</p><p>J</p><p>I</p><p>I</p><p>Total = 1.011 million Total = 795* million</p><p>Number Regional share</p><p>(millions) (%)</p><p>1990-92 2014-16 1990-92 2014-16</p><p>A Developed regions 20 15 2.0 1.8</p><p>B Southern Asia 291 281 28.8 35.4</p><p>C Sub-Saharan Africa 176 220 17.4 27.7</p><p>D Eastern Asia 295 145 29.2 18.3</p><p>E South-Eastern Asia 138 61 13.6 7.6</p><p>F Latin America and</p><p>the Caribbean</p><p>66 34 6.5 4.3</p><p>G Western Asia 8 19 0.8 2.4</p><p>H Northern Africa 6 4 0.6 0.5</p><p>I Caucasus and</p><p>Central Asia</p><p>10 6 0.9 0.7</p><p>J Oceania 1 1 0.1 0.2</p><p>Total 1.011 795* 100 100</p><p>1990-92</p><p>2014-16</p><p>The changing distribution of hunger in the world: numbers and shares of undernourished people</p><p>by region, 1990-92 and 2014-16</p><p>Discuss the questions in your groups and write your conclusions.</p><p>a) Find out where Brazil is located in the graph of undernourished people.</p><p>Latin America and the Caribbean.</p><p>b) Which region has the largest population of undernourished people in the period 2014-2016?</p><p>Southern Asia.</p><p>c) Think about some solutions to help hungry people in Brazil and around the world.</p><p>Discuss your ideas in your group and present them to the class.</p><p>Personal answers. Possible answers suggestions: Donate food, donate money, gardening, education, helping</p><p>people find jobs, writing to members of our government etc./Contribute to charities/Do volunteer work</p><p>to help charities/Buy local produce and avoid purchasing imported foods/Make wise food purchases, avoiding</p><p>processed and convenience foods/Raise herb gardens, fruit trees etc./Plant neighborhood gardens/Put</p><p>on your plate only what you will eat.</p><p>2</p><p>73</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH8_EF2_INGLES_068a075_M9.indd 73 10/5/17 4:26 PM</p><p>HOMEWORK</p><p>Read the text and answer the following questions.</p><p>We can eat more smartly</p><p>The United States has a super-size problem. Many Americans weigh too much! More than half of adults weigh more</p><p>than they should. There are two times as many adults who are seriously overweight as there were 20 years ago.</p><p>Doctors are worried about this growing problem. Obesity is dangerous. It can cause heart disease, diabetes and other</p><p>health problems.</p><p>Better shape up!</p><p>How do so many people get out of shape? Nancy Krebs is a</p><p>doctor who works with kids. She says kids spend too much time</p><p>watching TV and not enough time doing physical activity, like</p><p>sports. Americans are eating out more than ever before. Fast-</p><p>food and take-out pizzas are delicious, but they are fattening.</p><p>They are also sold in sizes that are too big. Now, some fast-food</p><p>companies are offering choices that are lower in fat.</p><p>A recipe for success</p><p>Lunches in public schools are including better foods. Last</p><p>year, the government bought more than 973 million pounds of</p><p>fruits and vegetables for schools!</p><p>Parents and kids are also making changes. Danielle Bailey,</p><p>8, took part in the KidShape program in California. “It taught</p><p>me to eat more carrots, strawberries and grapes,” she says. “I</p><p>also learned to go for more walks in the park.” Now, Danielle</p><p>feels great. Take good care of yourself, and you will too!</p><p>Available at: <www.shelleducation.com>. Accessed on: Sept. 8th, 2017. (Based.)</p><p>1</p><p>J</p><p>a</p><p>k</p><p>u</p><p>b</p><p>C</p><p>e</p><p>jp</p><p>e</p><p>k</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>P</p><p>e</p><p>te</p><p>r</p><p>D</p><p>a</p><p>ze</p><p>le</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>P</p><p>h</p><p>ili</p><p>p</p><p>p</p><p>e</p><p>L</p><p>is</p><p>s</p><p>a</p><p>c</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>74 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_068a075_M9.indd 74 10/5/17 4:26 PM</p><p>Read the text again. Guess the meaning of the words and expressions in the context. Then, check your guesses in a</p><p>dictionary.</p><p>a) more smartly: de maneira mais inteligente</p><p>b) weigh: peso</p><p>c) overweight: acima do peso; obeso(a)</p><p>d) out of shape: fora de forma</p><p>e) lower in fat: com teor de gordura mais baixo</p><p>f) fattening: que engordam</p><p>Read the text once more. Decide if the statements are true (T) or false (F). Correct</p><p>the false statements.</p><p>a) Less than half of the adults in the United States are out of shape. ( F )</p><p>More than half of adults are out of shape.</p><p>b) Obesity can cause serious health problems. ( T )</p><p>c) Americans are not eating out so much nowadays. ( F )</p><p>Americans are eating out more than ever before nowadays.</p><p>d) Some fast-food companies are offering choices that are not so rich in fat. ( T )</p><p>Answer the questions. Write complete answers.</p><p>a) What kind of problem is the United States having nowadays?</p><p>People are getting overweight (obese).</p><p>b) How do so many kids and adults get out of shape?</p><p>They spend too much time watching TV and not enough time doing physical activity, like sports. They are also eating out more than ever before.</p><p>c) What kind of problems can obesity cause?</p><p>It can cause heart disease, diabetes and other health problems.</p><p>d) Is the American government taking any actions to solve the problem? What did they do last year?</p><p>Yes, they are. Last year the government bought more than 973 million pounds of fruits and vegetables for schools.</p><p>Complete the sentences with the past continuous or the simple past tense.</p><p>a) Jenny was waiting (wait) for her husband when the accident happened (happen).</p><p>b) Ricky and his friend were listening (listen) to the radio when the telephone rang (ring).</p><p>c) Patricia was going (go) home from school when she met (meet) her Geography teacher.</p><p>d) I was taking (take) a shower when my mother arrived (arrive).</p><p>e) While I was watching (watch) TV last night, my brother was sleeping (sleep).</p><p>f) While Fred was paying (pay) attention to the teacher, the other students were talking (talk).</p><p>g) Wilma hurt (hurt) her finger when she was cooking (cook).</p><p>2</p><p>3</p><p>4</p><p>5</p><p>75</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>9</p><p>PH8_EF2_INGLES_068a075_M9.indd 75 10/5/17 4:26 PM</p><p>10</p><p>MODULE</p><p>76</p><p>YOUTH SPEAKING</p><p>OUT</p><p>A</p><p>ri</p><p>e</p><p>l</p><p>S</p><p>k</p><p>e</p><p>lle</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Learning objects</p><p>• An informative text</p><p>• Modal verbs: must/mustn’t, should/</p><p>shouldn’t</p><p>• An infographic</p><p>• Vocabulary: environment</p><p>Skills</p><p>• Interpret an informative text.</p><p>• Establish a relationship between</p><p>segments of a text, identifying the</p><p>antecedent of a pronoun.</p><p>• Compare and justify opinions and</p><p>views on a topic.</p><p>• Recognize and use modal verbs</p><p>must/mustn’t, should/shouldn’t.</p><p>• Analyze an infographic.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field: the environment.</p><p>“If you ever think you’re too small</p><p>to be effective, you’ve never been in</p><p>bed with a mosquito!”</p><p>Wendy Lesko</p><p>PH8_EF2_INGLES_076a084_M10.indd 76 10/5/17 4:28 PM</p><p>Available at: <www.brianadcock.com/page5.html#top>. Accessed on: July 31st, 2017.</p><p>a) People are much more concerned about global warming than before. ( )</p><p>b) Too many people ignore the danger of global warming although the signs are obvious. ( )</p><p>c) Many people think that global warming’s a hoax, invented by Chinese scientists. ( )</p><p>d) Nowadays people are more interested in posting selfies on social media than in climate</p><p>change. ( X )</p><p>GETTING STARTED</p><p>READING</p><p>Look at the cartoon and mark (X) the message it conveys.</p><p>PRE-READING</p><p>In your opinion, what is the most serious environmental issue Earth faces nowadays? Why?</p><p>a) endangered species ( )</p><p>b) overflowing landfills ( )</p><p>c) air pollution ( )</p><p>d) deforestation ( )</p><p>e) water pollution ( )</p><p>f) energy resources depletion ( )</p><p>Personal answers.</p><p>B</p><p>ri</p><p>a</p><p>n</p><p>A</p><p>d</p><p>c</p><p>o</p><p>c</p><p>k</p><p>/A</p><p>c</p><p>e</p><p>rv</p><p>o</p><p>d</p><p>o</p><p>c</p><p>a</p><p>rt</p><p>u</p><p>n</p><p>is</p><p>ta</p><p>77</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH8_EF2_INGLES_076a084_M10.indd 77 10/5/17 4:28 PM</p><p>READING</p><p>Read and listen.</p><p>Xiuhtezcatl, indigenous climate activist, at the high-</p><p>level event on Climate Change at the United Nations</p><p>My name is Xiuhtezcatl […]. I’m 15 years old, and I’m the youth</p><p>director of an organization called Earth Guardians and I’m working with</p><p>young people around the planet to protect our earth, our air, our water</p><p>and our atmosphere, for my generation and those to follow.</p><p>I stand before you today representing my entire generation, as well</p><p>as generations unborn. I stand before you representing the indigenous</p><p>peoples of this earth, and those that will inherit the effects of our climate</p><p>crisis we face today, as a global community.</p><p>My father raised me in the Aztec tradition. I learned from him that all life is sacred. He</p><p>showed me that every living thing is connected because we all draw life from the same earth and</p><p>we all drink from the same waters. […]</p><p>We are approaching 21 years of United Nation climate talks and in the last 20 years of</p><p>negotiations almost no agreements have been made on a bonding climate-recovery plan. Our</p><p>window of opportunity to take action is shrinking as the problem exponentially increases. […]</p><p>Because, as I said, what’s at stake right now is the future of your children, our children, my</p><p>children, our grandchildren. […]</p><p>It’s time to look to the skies for the solutions that we need. Because the future of energy is no</p><p>longer down a hole. We need to reconnect with the Earth and end this mindset that we have, that</p><p>we can take whatever we want without ever giving back or understanding the harm that we are</p><p>doing to the planet. It’s this mindset of destruction — of greed — that is tearing apart our planet.</p><p>[…] We must remember that we are all indigenous to this earth and that we are all connected. […]</p><p>We are being called upon to use our courage, our innovation, our creativity, and our passion</p><p>to bring forth a new world. So, in the light of this collapsing world that we see, what better time</p><p>to be born than now? What better time to be alive than now?</p><p>Because this generation, the people in this room right here, we should change the course of</p><p>history. Humans have created the greatest crisis that we see on the planet, and the greater the</p><p>challenge, the higher we’ll rise to overcome it. […] I don’t want you to stand up for us — I want</p><p>you to stand up with us, because together we can change the world. […]</p><p>Available at: <www.bustle.com/articles/95003-xiuhtezcatl-roske-martinez-a-15-year-old-climate-change-</p><p>activist-gave-an-incredible-speech-to-the-un>. Accessed on: Aug. 30th, 2017. (Adapted.)</p><p>Read the sentences. Write true (T), false (F) or not mentioned (NM). Rewrite the false</p><p>sentences.</p><p>a) Xiuhtezcatl Martinez and his friends formed an organization to help protect the</p><p>environment. (NM)</p><p>b) Xiuhtezcatl’s group raised the money to send him to participate in the UN General</p><p>Assembly. (NM)</p><p>c) He was raised in a family who taught him to respect the environment. ( T )</p><p>1</p><p>20</p><p>2</p><p>His first name is</p><p>pronounced ‘Shoe-Tez-</p><p>Caht’ and he’s a 17-year-</p><p>old indigenous climate</p><p>activist, hip-hop artist,</p><p>and powerful voice on</p><p>the front lines of a global</p><p>youth-led environmental</p><p>movement.</p><p>Available at: <www.</p><p>earthguardians.org/</p><p>xiuhtezcatl/>. Accessed on:</p><p>July 31st, 2017.</p><p>Xiuhtezcatl Martinez</p><p>P</p><p>a</p><p>tr</p><p>ic</p><p>e</p><p>P</p><p>ie</p><p>rr</p><p>o</p><p>t/</p><p>N</p><p>e</p><p>w</p><p>zu</p><p>lu</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>L</p><p>iv</p><p>e</p><p>N</p><p>e</p><p>w</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>78 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_076a084_M10.indd 78 10/5/17 4:28 PM</p><p>Useful language</p><p>How do you say these words or expressions in Portuguese? Use the context to help you.</p><p>a) unborn ( d ) mentality</p><p>b) inherit ( e ) destroying completely</p><p>c) at stake ( g ) produce</p><p>d) mindset ( f ) a selfish desire to have more of something</p><p>e) tearing apart ( a ) still to appear</p><p>f) greed ( b ) receive as a legacy</p><p>g) bring forth ( c ) in a position to be lost or gained</p><p>LISTENING</p><p>d) According to Xiuhtezcatl, many climate-recovery plan agreements have been made</p><p>during the past 20 years. ( F )</p><p>Almost no agreements have been made during the past 20 years.</p><p>e) Xiuhtezcatl’s main concern is the children’s future. ( T )</p><p>f) He says people are not to be blamed for the biggest crisis on the planet. ( F )</p><p>Humans have created the greatest crisis that we see on the planet.</p><p>What do the underlined words refer to in the text?</p><p>a) […] for my generation</p><p>and those to follow. the generations</p><p>b) I stand before you […] the people attending the UN General Assembly</p><p>c) […] and those that will inherit […] the unborn generations</p><p>d) […] the effects of the climate crisis we face today […] people in general</p><p>e) I learned from him […] his father</p><p>f) […] the people in this room right here […] in the room where the Climate Change Conference is happening</p><p>g) […] the higher we’ll rise to overcome it. the challenge</p><p>h) I don’t want you to stand up for us […] the people attending the UN Climate Change Conference/</p><p>people of the activist’s generation</p><p>What does Xiuhtezcatl mean by saying “Because the future of energy is no longer down a hole”?</p><p>He means that the future of energy is not in a hole from where we extract fossil fuel (oil).</p><p>3</p><p>4</p><p>PRE-LISTENING</p><p>The text in the Reading section is part of a speech delivered at the UN General Assembly on</p><p>Climate Change, in 2015. In your opinion, what is the strongest passage of the activist’s speech?</p><p>Personal answer.</p><p>79</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH8_EF2_INGLES_076a084_M10.indd 79 10/5/17 4:28 PM</p><p>LISTENING</p><p>Listen to some information about Xiuhtezcatl Martinez and Earth Guardians. Mark ( X )</p><p>the correct information. Correct the wrong ones.</p><p>1</p><p>21</p><p>LANGUAGE WORK</p><p>MUST/MUSTN’T</p><p>Read a passage of Xiuhtexcatl’s speech again:</p><p>“We must remember that we are all indigenous to this earth and that we are all</p><p>connected.”</p><p>Now, read the following sentence:</p><p>“We mustn’t destroy our planet.”</p><p>M</p><p>o</p><p>s</p><p>e</p><p>s</p><p>R</p><p>o</p><p>b</p><p>in</p><p>s</p><p>o</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>h</p><p>tt</p><p>p</p><p>s</p><p>:/</p><p>/</p><p>w</p><p>w</p><p>w</p><p>.e</p><p>a</p><p>rt</p><p>h</p><p>g</p><p>u</p><p>a</p><p>rd</p><p>ia</p><p>n</p><p>s</p><p>.o</p><p>rg</p><p>/> a) Martinez works to engage other youth leaders in important</p><p>environmental issues. ( X )</p><p>b) He and his brother have produced eco-hip-hop songs. ( X )</p><p>c) There are Earth Guardian teams in 25 different states in the United</p><p>States. ( )</p><p>There are Earth Guardian teams in 25 different countries around the world.</p><p>d) President Obama presented him with the “Youth Change Maker of</p><p>the Year” award in 2015. ( X )</p><p>Listen to the text again. Answer the questions.</p><p>a) What did the Earth Guardians crew do in…</p><p>… Togo, West Africa?</p><p>They organized a tree planting and community celebration in anticipation of Earth Day.</p><p>… Australia?</p><p>They held a Youth Environmental Awareness Day.</p><p>2</p><p>b) What does the New York crew do weekly?</p><p>The New York crew holds a weekly youth open mic night* at a farmer’s market. (*mic night =</p><p>microphone night – an occasion in a place such as a bar or club when anyone can go on</p><p>stage and sing, tell jokes, speak, read a poem etc.)</p><p>80 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_076a084_M10.indd 80 10/5/17 4:28 PM</p><p>Using ideas from the speech in the Reading section, write four sentences beginning with</p><p>we must or we mustn’t.</p><p>Personal answers. Possible answer suggestions: a) We must protect the environment.</p><p>b) We must change our ways and share what we have with the needy.</p><p>c) We mustn’t pollute the air and the rivers.</p><p>d) We mustn’t destroy forests.</p><p>Using ideas from the speech, give advice to world leaders saying what they should or</p><p>shouldn’t do to protect the environment for future generations.</p><p>Personal answers. Possible answer suggestions: a) They should sign agreements on climate-recovery plans.</p><p>b) They should do something to solve the problem of hunger in the world.</p><p>c) They shouldn’t allow their countries to produce so much waste.</p><p>d) They shouldn’t think only about money and power.</p><p>Complete the sentences using should or shouldn’t to give advice.</p><p>a) Rich countries shouldn’t be so selfish. They should share with the needy.</p><p>b) I don’t think your father should smoke anymore. He is getting sick because of that.</p><p>c) I think I should exercise more to be healthier.</p><p>d) You shouldn’t speak to your parents like this. It sounds so disrespectful!</p><p>e) Kids shouldn’t spend so much time playing computer games.</p><p>f) Cell phones shouldn’t/should be allowed in the classroom.</p><p>1</p><p>2</p><p>3</p><p>Check ( ü ) the correct answer.</p><p>a) Which sentence shows it is the wrong thing to do?</p><p>( ) the first ( ü ) the second</p><p>b) Which sentence shows that it is necessary for someone to do something?</p><p>( ü ) the first ( ) the second</p><p>SHOULD/SHOULDN’T</p><p>Read another passage of Xiuhtexcatl’s speech:</p><p>“Because this generation, the people in this room right here, we should change</p><p>the course of history.”</p><p>Now, read the following sentence:</p><p>“We shouldn’t buy so many things and after some time, throw them away.”</p><p>Underline the correct words to complete the sentence.</p><p>We use should and shouldn’t to give advice/orders or to talk about what we think is right</p><p>or wrong to do.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>81</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH8_EF2_INGLES_076a084_M10.indd 81 10/5/17 4:28 PM</p><p>b) e)</p><p>People mustn’t throw</p><p>trash in the area.</p><p>People mustn’t</p><p>fish.</p><p>PAIR WORK</p><p>The future of our world is in our hands. Thousands of trees are cut down in tropical forests</p><p>every year, but are you ecologically aware?</p><p>Discuss with your partner the things we must or mustn’t do to save the Earth. Think about</p><p>reducing pollution, saving energy, using recycled materials, saving water, etc. Write some</p><p>sentences.</p><p>Personal answers. Possible answer suggestions:</p><p>We must reduce our waste./We mustn’t throw dangerous chemicals in the environment./We must</p><p>save energy./We must use renewable sources of energy./We mustn’t take long showers./We</p><p>mustn’t leave home appliances on all the time./We must separate recyclable from non-recyclable</p><p>garbage./We must reduce the use of pollutants./We mustn’t leave the faucet on while we are</p><p>brushing our teeth./We mustn’t buy furniture made from non-certified wood./We must always buy</p><p>certified wood.</p><p>PROBLEM-SOLVING SITUATION</p><p>c) f)</p><p>People mustn’t drink</p><p>this water.</p><p>People mustn’t park</p><p>their cars in this area.</p><p>Look at the signs. Write sentences about what people must or mustn’t do when they see</p><p>them.</p><p>a) d) g)</p><p>4</p><p>People mustn’t</p><p>smoke.</p><p>People must clean up</p><p>after their pets.</p><p>Drivers must stop.</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>S</p><p>ta</p><p>n</p><p>d</p><p>a</p><p>rd</p><p>S</p><p>tu</p><p>d</p><p>io</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>lin</p><p>d</p><p>a</p><p>k</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>V</p><p>e</p><p>c</p><p>to</p><p>rw</p><p>o</p><p>rk</p><p>s</p><p>_</p><p>E</p><p>n</p><p>te</p><p>rp</p><p>ri</p><p>s</p><p>e</p><p>/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>P</p><p>o</p><p>ze</p><p>za</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>K</p><p>a</p><p>y</p><p>s</p><p>e</p><p>r_</p><p>9</p><p>9</p><p>9</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>varuna/Shutterstock</p><p>82 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_076a084_M10.indd 82 10/5/17 4:28 PM</p><p>HOMEWORK</p><p>Read the infographic and tick ( ü ) the best alternative.1</p><p>a) The infographic calls everybody to</p><p>( ) join a nongovernmental organization to protect the planet.</p><p>( ) participate in worldwide campaigns to save the environment.</p><p>( ) worry about the future of the planet.</p><p>( ü ) take small and daily actions to help protect the environment.</p><p>b) The main medium of communication used to spread this campaign is</p><p>( ) the television.</p><p>( ) newspapers.</p><p>( ü ) the internet.</p><p>( ) billboards.</p><p>Match the columns according to the information in the infographic.</p><p>Action People</p><p>a) Cutting down on energy consumption ( d ) Video watchers</p><p>b) Saving water ( e ) Twitter users</p><p>c) Spreading earth-friendly ideas ( a ) Smart phone users</p><p>d) Improving one’s ecological awareness ( c ) Pinterest users</p><p>e) Cutting down on energy consumption and pollution ( a ) Nike+ app users</p><p>( b ) Facebook users</p><p>2</p><p>Infographic: a visual</p><p>image, such as a chart</p><p>or diagram, used to</p><p>represent information</p><p>or data.</p><p>Nike+® app: a device</p><p>which measures and</p><p>records the distance and</p><p>pace of a walk or run.</p><p>Pinterest: a virtual</p><p>pinboard that lets you</p><p>organize and share all</p><p>the things you find on</p><p>the web.</p><p>Words to know</p><p>Available at: <www.huffingtonpost.com/2012/04/21/earth-day-2012-events_n_1440863.html>. Accessed on: July 30th, 2017.</p><p>©</p><p>2</p><p>0</p><p>1</p><p>2</p><p>R</p><p>e</p><p>c</p><p>y</p><p>c</p><p>le</p><p>b</p><p>a</p><p>n</p><p>k</p><p>Fill a Pool</p><p>If all Facebook users shortened</p><p>their showers by 1 MINUTE we’d</p><p>save enough water to fill 1,136,364</p><p>olympic-size swimming pools.</p><p>Pin your Green Idea</p><p>If every active Pinterest user pinned</p><p>one reuse idea per month, there</p><p>would be 12 million new green ideas</p><p>on the web.</p><p>Donate to Illuminate</p><p>If every smart phone was</p><p>recycled at the end of its life,</p><p>enough energy would be saved</p><p>to power 199,800 homes for one</p><p>year.</p><p>Power Down</p><p>If all Twitter users shut down</p><p>their computer for 1 hour, it’d be</p><p>like taking 9,128 cars off the road</p><p>each year.</p><p>Up Your Eco-IQ</p><p>If you dedicated just 2 minutes</p><p>each day to watching an</p><p>enviromental video, you’d set</p><p>aside 12 hours a year to improving</p><p>your eco-knowledge.</p><p>Hit the Pavement</p><p>If all Nike+® app users ran</p><p>outside just one day instead of</p><p>on a treadmill, $ 442,500 could be</p><p>saved on electricity bills.</p><p>83</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>0</p><p>PH8_EF2_INGLES_076a084_M10.indd 83 10/5/17 4:28 PM</p><p>HOMEWORK</p><p>Match the words and expressions in the infographic to their meanings.3</p><p>Solutions to save the environment</p><p>Our lives depend on the environment. We must make every effort to save it, do our best to preserve it and</p><p>try hard to rehabilitate it. This is a “ must ” job we all have to do and we mustn’t only do it for the sake</p><p>of doing. We must do it right with visible results.</p><p>To save the environment and improve it, full-scale participation is necessary. This participation shouldn’t be</p><p>limited to State Environmental Authorities. Everyone must participate.</p><p>To avoid desertification, we must reforest all plateaus and forest basins by planting more trees to replace</p><p>cut and fallen trees. Forestation, which is growing trees in the plains and areas where they never existed, can also</p><p>save the environment. We must also create reserves by banning the cutting of indigenous trees and shrubs.</p><p>Establishment of “green institution” policies in every learning institution will add value to the environment. “Green-</p><p>eye-habitat,” where people are taught the significance of the habitat and the use of renewable energy instead of</p><p>wood and charcoal, is important.</p><p>Governments must adopt proper settlement policies. Watercourses must be protected and people</p><p>mustn’t settle nearby riverbanks. Proper waste disposal such as burying wastes into the soil and recycling the</p><p>waste to reuse it as fertilizers and other useful products should be employed.</p><p>All is not yet lost, but there is an urgent need to save our environment before it is too late. We must all</p><p>participate. Not tomorrow. The time is now.</p><p>w</p><p>k</p><p>1</p><p>0</p><p>0</p><p>3</p><p>m</p><p>ik</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>a) shorten</p><p>b) pin</p><p>c) shut down</p><p>d) IQ</p><p>e) set aside</p><p>f) hit the pavement</p><p>g) treadmill</p><p>( c ) switch off</p><p>( e ) reserve</p><p>( g )  an exercise machine that consists of a continuous moving</p><p>belt on which to walk or run</p><p>( b )  fasten, attach or hold with pins</p><p>( f ) walk outdoors</p><p>( a ) reduce; decrease</p><p>( d ) intelligence quotient</p><p>Complete the text with must, mustn’t, should and shouldn’t.4</p><p>84 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_076a084_M10.indd 84 10/5/17 4:28 PM</p><p>11</p><p>MODULE</p><p>85</p><p>WHAT MAKES</p><p>ME MAD</p><p>Learning objects</p><p>• Comic strips: Calvin and Hobbes</p><p>• Personal pronouns: subject and</p><p>object – review</p><p>Skills</p><p>• Read comic strips.</p><p>• Recognize and use subject and object</p><p>pronouns – review.</p><p>• Establish a relationship between</p><p>segments of a text, identifying the</p><p>antecedent of a pronoun.</p><p>• Analyze information in a graph.</p><p>“A day can really slip by when</p><p>you’re deliberately avoiding what</p><p>you’re supposed to do.”</p><p>Bill Watterson</p><p>©</p><p>1</p><p>9</p><p>8</p><p>7</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>.</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>P</p><p>u</p><p>b</p><p>lis</p><p>h</p><p>in</p><p>g</p><p>/U</p><p>s</p><p>e</p><p>d</p><p>b</p><p>y</p><p>p</p><p>e</p><p>rm</p><p>is</p><p>s</p><p>io</p><p>n</p><p>o</p><p>f</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>.</p><p>A</p><p>ll</p><p>ri</p><p>g</p><p>h</p><p>ts</p><p>r</p><p>e</p><p>s</p><p>e</p><p>rv</p><p>e</p><p>d</p><p>.</p><p>PH8_EF2_INGLES_085A091_M11.indd 85 10/5/17 4:29 PM</p><p>Read the cartoon and answer the questions.</p><p>GETTING STARTED</p><p>Available at: <www.cartoonstock.com/</p><p>cartoonview.asp?catref=bven567>.</p><p>Accessed on: July 31st, 2017.</p><p>a) How does it explain the beginning of life on our planet?</p><p>Aliens poured their biomedical waste on a body of water on Earth – we’re made of aliens’ garbage.</p><p>b) What do you think of the explanation on the cartoon?</p><p>Personal answer.</p><p>PRE-READING</p><p>Discuss the questions below with your classmates. Personal answers.</p><p>a) What do you know about the comic strip characters Calvin and Hobbes?</p><p>Possible answer suggestions: Calvin is a very intelligent and adventurous six-year-old boy. Hobbes is his stuffed</p><p>tiger.</p><p>b) What is your favorite comic strip character? Why?</p><p>Read the first and second panels in the comic strip. Why is Calvin so angry?</p><p>Calvin is angry because somebody threw garbage in a beautiful place (spot). And also because Calvin thinks future</p><p>civilizations will find out more than we would like them to know (that we didn’t care about nature, we polluted the</p><p>environment etc.).</p><p>1</p><p>2</p><p>READING</p><p>B</p><p>ra</p><p>d</p><p>fo</p><p>rd</p><p>V</p><p>e</p><p>le</p><p>y</p><p>/C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>S</p><p>to</p><p>ck</p><p>86 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_085A091_M11.indd 86 10/5/17 4:29 PM</p><p>READING</p><p>Read and listen.1</p><p>22</p><p>Available at: <www.gocomics.com/calvinandhobbes>. Accessed on: July 31st, 2017.</p><p>Tick ( ü ) the correct alternative. In the comic strip, Calvin is</p><p>a) admiring the beautiful environment. ( )</p><p>b) helping destroy the environment. ( )</p><p>2</p><p>©</p><p>1</p><p>9</p><p>8</p><p>7</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>87</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH8_EF2_INGLES_085A091_M11.indd 87 10/5/17 4:29 PM</p><p>c) protesting against the pollution of the environment. ( ü )</p><p>d) reducing the trash people throw in the environment. ( )</p><p>Decide if the statements are true (T) or false (F). Then, tick ( ü ) the correct alternative.</p><p>One way we get information about man’s past is by studying the things that are left in</p><p>nature after years and years have passed (called archaeological remains). We can infer</p><p>from the comics that Calvin thinks future civilizations will</p><p>I. still find remains of the trash we throw in the environment. ( T )</p><p>II. consider our generation a well-developed civilization. ( F )</p><p>III. not wear clothes. ( F )</p><p>IV. have a good opinion of us. ( F )</p><p>a) F – F – T – T ( )</p><p>b) F – T – T – F ( )</p><p>c) T – F – F – F ( ü )</p><p>d) T – F – F – T ( )</p><p>e) T – T – F – F ( )</p><p>Match the expressions in the comics with their meanings.</p><p>a) by Golly ( b ) very common</p><p>b) a dime a dozen ( c ) disgusting</p><p>c) gross thing ( d ) I agree with you</p><p>d) I’m with you ( a ) by God/by Gosh</p><p>3</p><p>4</p><p>LANGUAGE WORK</p><p>PERSONAL PRONOUNS</p><p>PERSONAL PRONOUNS</p><p>Subject Object</p><p>I Me</p><p>You You</p><p>He Him</p><p>She Her</p><p>It It</p><p>We Us</p><p>You You</p><p>They Them</p><p>88 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_085A091_M11.indd 88 10/5/17 4:29 PM</p><p>Complete the sentences about Justin Bieber’s fans using subject and object pronouns.</p><p>a) My little sister loves Justin Bieber. She has a collection of magazines about</p><p>him .</p><p>b) In fact, Justin Bieber is getting more gold and glory than he imagined. His</p><p>remarkable success has a name: it is called Bieber mania.</p><p>c) Clair Wells, a fifteen-year-old fan, says, “ I was shouting and screaming in front</p><p>of the hotel and Justin waved to me !”.</p><p>d) Twin sisters, Barbara and Helena, said, “ We have seen his concert movie Justin</p><p>Bieber’s Believe thirty times. We cried until our parents gave us all four</p><p>books about Justin.”</p><p>e) Justin is very fond of his family. His mother is Pattie Mallette. Justin loves her , but</p><p>he never takes her with him on his tours.</p><p>LANGUAGE USAGE</p><p>T</p><p>in</p><p>s</p><p>e</p><p>lt</p><p>o</p><p>w</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Read the following example taken from the comic strip.</p><p>“I’ll bet future civilizations find out more about us than we’d like them to know.”</p><p>I, we, us and them are personal pronouns.</p><p>Who do they refer to in the comic strip?</p><p>a) The personal pronoun I refers to Calvin .</p><p>b) The personal pronoun we refers to the present generation/civilization .</p><p>c) The personal pronoun us refers to the present generation/civilization</p><p>.</p><p>d) The personal pronoun them refers to future civilizations .</p><p>Analyze the position and the function of the pronouns in the example. Circle the correct</p><p>word to complete the sentences.</p><p>I and we are subject/object pronouns.</p><p>Us and them are subject/object pronouns.</p><p>1</p><p>2</p><p>89</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH8_EF2_INGLES_085A091_M11.indd 89 10/5/17 4:29 PM</p><p>GROUP WORK</p><p>PROBLEM-SOLVING SITUATION</p><p>fs</p><p>to</p><p>p</p><p>1</p><p>2</p><p>3</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>In Module 10, we met Xiuhtezcatl Martinez, a teenager who is the youth director of an</p><p>organization called Earth Guardians. He and other young people around the planet work to</p><p>protect the environment. In the Reading section, we saw Calvin complaining to Hobbes about</p><p>the way people treat the Earth when he sees garbage and pollution everywhere.</p><p>Work in small groups. Imagine your school wants to engage students in a project to raise</p><p>awareness about environmental problems we face nowadays, starting with pollution.</p><p>The eighth graders will have to come up with ideas for a campaign inside and outside school. Start</p><p>writing down your suggestions. Then, share them with the whole class.</p><p>Personal answers.</p><p>90 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_085A091_M11.indd 90 10/5/17 4:30 PM</p><p>HOMEWORK</p><p>Read the comics in the Reading section again. What or who do the underlined words refer to?</p><p>a) Can you believe this?</p><p>Hobbes</p><p>b) […] they’re throwing trash everywhere.</p><p>People in general</p><p>c) You’d think planets like this […]</p><p>The Earth</p><p>d) I’m with you.</p><p>Calvin/Hobbes</p><p>Patricia got an email from her cousin Michele yesterday. Complete it with subject or object pronouns.</p><p>1</p><p>2</p><p>From: michele@cool.com</p><p>To: patty13@goodemail.com</p><p>Subject: Hello!</p><p>Hi, Patty!</p><p>How’s everything? I know you are really enjoying your stay in Canada, but everybody here misses</p><p>you . When will you come back? Grandma and grandpa cry every time they receive</p><p>a letter from you. Why don’t you call them one of these days?</p><p>Now, let me tell you the news from home. Last Saturday, Vivian and I went to the movies to see</p><p>Spider-Man: Homecoming with Tom Holland and Robert Downey Jr.</p><p>Have you seen it ? Holland is fantastic in this movie, too (as always!!!). He plays the role</p><p>of Spider-man in his teen years.</p><p>Aline wanted to come with us , but she had to study for a test. She cried and</p><p>cried, but her mother didn’t let her come.</p><p>Our little cousins Gabi and Tammy are cute and funny. They are very talkative, too. Last Saturday their</p><p>parents took them to the zoo. They loved to see the monkeys and the lions!</p><p>Well, as you can see, I am trying to improve my English, too. Isn’t it much</p><p>better now?</p><p>Write back soon.</p><p>Love from us all.</p><p>Michele</p><p>91</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>1</p><p>PH8_EF2_INGLES_085A091_M11.indd 91 10/5/17 4:30 PM</p><p>p</p><p>a</p><p>u</p><p>l</p><p>p</p><p>re</p><p>s</p><p>c</p><p>o</p><p>tt</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>L</p><p>in</p><p>d</p><p>a</p><p>Y</p><p>o</p><p>la</p><p>n</p><p>d</p><p>a</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>A</p><p>ri</p><p>e</p><p>l</p><p>S</p><p>k</p><p>e</p><p>lle</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>12</p><p>MODULE</p><p>M</p><p>a</p><p>ch</p><p>in</p><p>e</p><p>H</p><p>e</p><p>a</p><p>d</p><p>z/</p><p>iS</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>s</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 7 to 11</p><p>92</p><p>©</p><p>1</p><p>9</p><p>8</p><p>7</p><p>B</p><p>ill</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>.</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>P</p><p>u</p><p>b</p><p>lis</p><p>h</p><p>in</p><p>g</p><p>/U</p><p>s</p><p>e</p><p>d</p><p>b</p><p>y</p><p>p</p><p>e</p><p>rm</p><p>is</p><p>s</p><p>io</p><p>n</p><p>o</p><p>f</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>.</p><p>A</p><p>ll</p><p>ri</p><p>g</p><p>h</p><p>ts</p><p>r</p><p>e</p><p>s</p><p>e</p><p>rv</p><p>e</p><p>d</p><p>.</p><p>PH8_EF2_INGLES_092a094_M12.indd 92 10/5/17 4:32 PM</p><p>Read a letter to an advice column of a teen magazine. Complete it with the correct form of the verbs in parentheses.1</p><p>I long (long) to be skinny and I am really unhappy with the way I look.</p><p>I am 16, and each time I check (check) my weight, I see (see) that I have a healthy BMI (body mass</p><p>index) and that my body weight is ideal. I know this is good news, but it doesn’t make (not/make) me feel better.</p><p>I work out (work out) three or four times a week, I eat (eat) a very healthy diet and I</p><p>don’t drink (not/drink) soda. I rarely have take-aways and try hard to make myself feel good.</p><p>When I get dressed, I try to cover my tummy as it isn’t (not/be) as flat as it used to be. My bottom and</p><p>my thighs seem (seem) quite big. My mom says (say) it is just all part of growing up, which still</p><p>doesn’t make (not/make) me feel any better either.</p><p>Quite often I feel sick because I don’t eat (not/eat) enough. When I go out, I never think I look as good as</p><p>I should.</p><p>I know it sounds (sound) stupid and I have lots of reasons to be happy, but as much as I really try, I</p><p>can’t (not/can) see the point. I feel like I am never going to have (have) the image of myself</p><p>that I have in my head.</p><p>How can I change my body or the way I feel about it?</p><p>Complete the dialogue with the correct forms of the verbs in the box.</p><p>(not) enjoy  go (2×)  (not) like  prefer  say  see (2×)</p><p>A: Did you go out last night, Sue?</p><p>B: Yes, I went to the movies, but I didn’t like the film.</p><p>A: What movie did you see ?</p><p>B: I saw Hugo, with Asa Butterfield.</p><p>A: Really? But Sandra said it is the best live-action movie ever made in 3D.</p><p>B: Well, maybe I didn’t enjoy it because I prefer comedies.</p><p>Write questions. Use the past continuous.</p><p>a) What/your brother/do/at the club/yesterday?</p><p>What was your brother doing at the club yesterday?</p><p>b) Where/she/play/the piano?</p><p>Where was she playing the piano?</p><p>c) You/sleep/at ten o’clock this morning?</p><p>Were you sleeping at ten o´clock this morning?</p><p>d) Mark/wear/his new tennis shoes/this morning?</p><p>Was Mark wearing his new tennis shoes this morning?</p><p>e) Your friends/dance/at the nightclub/last Saturday?</p><p>Were your friends dancing at the nightclub last Saturday?</p><p>f) Why/the babies/cry/during the night?</p><p>Why were the babies crying during the night?</p><p>2</p><p>3</p><p>93</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>2</p><p>modules 13 to 17 – ROUNDUPROUNDUP – modules 7 to 11</p><p>PH8_EF2_INGLES_092a094_M12.indd 93 10/5/17 4:32 PM</p><p>Complete the sentences with while or when.</p><p>A: Did you hear the news while you were having</p><p>lunch at the pub? A terrorist attacked people at the</p><p>Westminster Bridge and tried to invade the Parliament!</p><p>B: No, we heard the news when we were near the</p><p>London Eye, on the other side of the bridge.</p><p>A: Oh, Gosh! What did you do when you heard the</p><p>news?</p><p>B: At first, we didn’t realize what was happening.</p><p>When we tried to cross the bridge back to</p><p>Westminster and walk to the hotel, police officers didn’t</p><p>allow us to do it.</p><p>A: And how did you go back to the hotel, then?</p><p>B: We had to walk to Waterloo and take the tube there.</p><p>Rescue helicopters were flying over while we were</p><p>walking along the Thames. It was very frightening.</p><p>Complete these sentences with the past continuous tense. Use your own ideas. Possible answer suggestions:</p><p>a) Martha fell asleep while she was watching a boring program.</p><p>b) The children saw a UFO while they were playing in the park.</p><p>c) I heard a noise while I was opening the front door to get into my house.</p><p>d) The girl spoke English while she was shopping on Oxford Street.</p><p>Read the following statements and write sentences to go with them. Use must or mustn’t + the cues in the box.</p><p>We/send/Paul/an invitation card  He/relax  She/tidy/it  She/hurry  He/do/it</p><p>You/go/out of bed today  We/make/any noise  He/study/harder</p><p>a) Dad is very tired.</p><p>He must relax.</p><p>b) Marco’s grades are very bad.</p><p>He must study harder.</p><p>c) The baby is sleeping.</p><p>We mustn’t make any noise.</p><p>d) We’ll get married soon.</p><p>We must send Paul an invitation card.</p><p>e) Alice’s room is in a complete mess.</p><p>She must tidy it.</p><p>Complete the sentences using should or shouldn’t to give advice.</p><p>a) We should use electronic forms of communication instead of paper.</p><p>b) We should use the internet and mobile phones to promote paperless communication.</p><p>c) We shouldn’t use paper towels for every single thing in the house.</p><p>d) Instead of paper towels, people should use cloth towels.</p><p>4</p><p>5</p><p>6</p><p>7</p><p>N</p><p>ik</p><p>la</p><p>s</p><p>H</p><p>a</p><p>lle</p><p>´n</p><p>/A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>94 Ensino Fundamental 2 ¥ 8o ano</p><p>ROUNDUP – modules 7 to 11</p><p>PH8_EF2_INGLES_092a094_M12.indd 94 10/5/17 4:32 PM</p><p>13</p><p>MODULE</p><p>S</p><p>y</p><p>d</p><p>a</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• An informative text</p><p>• Adjectives and adverbs of manner</p><p>• Use of text referents – object</p><p>pronouns and possessive adjectives</p><p>• An email to an advice column</p><p>Skills</p><p>• Use reading strategies to understand</p><p>an informative text.</p><p>• Establish a relationship between</p><p>segments of a text, identifying the</p><p>antecedent of a pronoun.</p><p>• Recognize and make use of</p><p>adjectives and adverbs of manner.</p><p>“Technology can be our best</p><p>friend, and technology can also be</p><p>the biggest party pooper of our lives.</p><p>It interrupts our own story, interrupts</p><p>our ability to have a thought or a</p><p>daydream, to imagine something</p><p>wonderful, because we’re too busy</p><p>bridging the walk from the cafeteria</p><p>back to the office on the cell phone.”</p><p>Steven Spielberg</p><p>95</p><p>THE WORLD GOES</p><p>GLOBAL</p><p>PH8_EF2_INGLES_095a102_M13.indd 95 10/5/17 4:33 PM</p><p>PAIR WORK</p><p>Work in pairs. Look at the picture and describe it.</p><p>Possible answer suggestions: There is a man wearing</p><p>very heavy clothes and sitting in a place surrounded by</p><p>snow (a very cold place). It seems he is in the Arctic</p><p>region (maybe he’s an Inuit). He is completely alone,</p><p>but he is using a laptop. This shows that he can</p><p>communicate with other people and, although he’s alone,</p><p>he’s not disconnected from other people and places.</p><p>How can you complete the sentence? Discuss with your classmate. Mark (X) all the</p><p>correct sentences.</p><p>The man in the picture</p><p>a) seems to be an explorer in a polar region. ( X )</p><p>b) may belong to a community that lives in the Arctic region. ( X )</p><p>c) belongs to a group that is completely isolated from the rest of the world. ( )</p><p>d) seems to be/live in an extremely cold region. ( X )</p><p>e) doesn’t communicate with other people. ( )</p><p>Based on your answer in activity 2, work with your classmate to write a caption for the</p><p>picture in activity 1.</p><p>Legenda original: A local Inuit uses a laptop in the Canadian Arctic. Suggested possible answers: A man and his laptop</p><p>in the Arctic./A man is not alone if he has a laptop./An Inuit uses his laptop to talk to the world.</p><p>1</p><p>2</p><p>3</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Answer the questions.</p><p>a) How did people do business before the internet became popular?</p><p>People did business more locally, in stores with face-to-face interaction. People also sent letters, made phone calls</p><p>and sent faxes. Transactions took much longer. Payment processes were also much slower.</p><p>b) How can you buy things without going to stores nowadays?</p><p>We can buy almost everything online nowadays.</p><p>c) Before the internet, how did people communicate with their friends and relatives who</p><p>lived far away?</p><p>People usually sent letters or telegrams. They also made phone calls.</p><p>READING</p><p>W</p><p>a</p><p>y</p><p>n</p><p>e</p><p>R</p><p>B</p><p>ile</p><p>n</p><p>d</p><p>u</p><p>k</p><p>e</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>96 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_095a102_M13.indd 96 10/5/17 4:33 PM</p><p>READING</p><p>Read the text. Write the sentences in the paragraphs they belong to.</p><p>a) The internet has fueled globalization.</p><p>b) The internet also changed how people and companies buy goods.</p><p>c) As technology continues to change, what might the world look like ten years from now?</p><p>d) Before the days of the internet, the buyer could not have learned about suppliers and</p><p>products as easily.</p><p>e) Around the world, technological advances are changing the way we live and work.</p><p>The world goes global</p><p>Around the world, technological advances are changing the way we live and work.</p><p>Every day,</p><p>new technologies make it possible for billions of emails and trillions of</p><p>dollars to crisscross national borders. Communication between people and</p><p>businesses and movement of goods and money is done more quickly than</p><p>ever before because of the internet.</p><p>As technology continues to change, what might the world look like ten years from now?</p><p>Inventions that</p><p>create faster ways to communicate might make the world seem even smaller</p><p>than it does today. And as globalization connects the world’s economies as</p><p>never before, people everywhere will learn about other nations and cultures.</p><p>The internet has fueled globalization. The internet is a giant</p><p>electronic network that links computers all over the world. It was developed in the late 1960’s</p><p>when the U.S. military worked to connect its computers with those of college researchers so that</p><p>they could share their ideas more easily. As time went by, the internet became available almost</p><p>to everyone, and the way the world interacts changed forever.</p><p>The internet also changed how people and companies buy goods.</p><p>Today, just like you can shop online for anything you want, so can businesses. For example, a</p><p>business in need of computer software can use the internet to research and compare prices for</p><p>software products on a computer company’s website or at an online store. Then in seconds, the</p><p>buyer can purchase the product without leaving his or her desk.</p><p>Before the days of the internet, the buyer could not have learned about suppliers and products as easily.</p><p>As a result, business tended to</p><p>be conducted more locally and at a slower pace. Nowadays, companies can conduct business in</p><p>less time and from anywhere in the world.</p><p>Available at: BOEHM, R. G. et al. Exploring our world. New York: McGraw-Hill/Glencoe, 2008. p. 77-79. (Adapted.)</p><p>Listen and check your answers.</p><p>Tick ( ü ) the sentence that best summarizes the topic of the text – its topic sentence.</p><p>a) The internet is a giant electronic network that links computers all over the world. ( )</p><p>b) People everywhere will learn about other nations and cultures. ( )</p><p>c) Technology and new methods of trade are affecting how people in the world interact. ( ü )</p><p>d) Trade is being affected by technology nowadays. ( )</p><p>1</p><p>2</p><p>23</p><p>3</p><p>J</p><p>iw</p><p>I</p><p>n</p><p>g</p><p>k</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>e</p><p>le</p><p>n</p><p>a</p><p>b</p><p>s</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>97</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH8_EF2_INGLES_095a102_M13.indd 97 10/5/17 4:33 PM</p><p>What do the underlined words refer to in the text?</p><p>a) [...] might make the world seem even smaller than it does today. the world</p><p>b) It was developed in the late 1960’s [...] the internet</p><p>c) [...] when the U.S. military worked to connect its computers with those of college</p><p>researchers so that they could share their ideas more easily. The U.S. military/</p><p>computers/U.S. military and researchers</p><p>d) [...] without leaving his or her desk. the buyer</p><p>4</p><p>Useful language</p><p>Match the words with their definitions. Use the context to help you.</p><p>a) trade ( c ) products</p><p>b) crisscross ( f ) a company or person that provides a particular product or service</p><p>c) goods ( e ) buy</p><p>d) fueled ( a ) business</p><p>e) purchase ( d ) stimulated</p><p>f) supplier(s) ( g ) speed</p><p>g) pace ( b ) travel many times from one area to another</p><p>LANGUAGE WORK</p><p>ADJECTIVES AND ADVERBS</p><p>Available at: <www.gocomics.com/baldo/2007/10/6>. Accessed on: July 27th, 2017.</p><p>Read the sentences below.</p><p>He had a quick breakfast.</p><p>He had his breakfast quickly and dashed off to work.</p><p>Answer these questions.</p><p>a) What was his breakfast like? quick</p><p>b) How did he have his breakfast? quickly</p><p>Quick is an adjective. An adjective describes a person, an animal or a thing.</p><p>Quickly is an adverb of manner. An adverb of manner describes how something is done</p><p>or how it happens.</p><p>Work out the rule.</p><p>We add -ly to the adjective to form most adverbs of manner.</p><p>1</p><p>2</p><p>Look!</p><p>Irregular adverbs</p><p>of manner</p><p>Adjective Adverb</p><p>good well</p><p>fast fast</p><p>hard hard</p><p>late late</p><p>©</p><p>2</p><p>0</p><p>0</p><p>7</p><p>B</p><p>a</p><p>ld</p><p>o</p><p>P</p><p>a</p><p>rt</p><p>n</p><p>e</p><p>rs</p><p>h</p><p>ip</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>98 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_095a102_M13.indd 98 10/5/17 4:33 PM</p><p>Angela is on vacation in the United States. She sent an email to her friend Tereza, but some</p><p>words are missing.</p><p>fuel use will make much of</p><p>the planet too hot for human life by 2300.</p><p>Some experts date the beginning of human climate change back to the Industrial Revolution in the 1800s, others to</p><p>agricultural practices in prehistoric times. Either way, humans that use tools effectively alter their environment – and our</p><p>26th century tools might be quite impressive indeed.</p><p>Theoretical physicist and futurist Michio Kaku predicts that in a mere 100 years, humanity will make the leap</p><p>from a type zero civilization to a type I civilization on the Kardashev Scale. In other words, we will become a species</p><p>that can control the entire sum of a planet’s energy.</p><p>Using such power, 26th-century humans will be masters of clean energy technologies such as fusion and</p><p>solar power. Furthermore, they will be able to manipulate planetary energy in order to control global climate.</p><p>Physicist Freeman Dyson, on the other hand, estimates the leap to a type I civilization would occur within about 200 years.</p><p>Technology has improved exponentially since the 1500s, and this pace will probably continue</p><p>in the centuries to come. Physicist Stephen Hawking proposes that by the year 2600, this growth would see 10 new</p><p>theoretical physics papers published every 10 seconds. If Moore’s Law holds true and both computer speed and complexity</p><p>double every 18 months, then some of these studies may be the work of highly intelligent machines.</p><p>What other technologies will shape the world of the 26th century? Futurist and author Adrian Berry</p><p>believes the average human life span will reach 140 years and that the digital storage of human personalities</p><p>will enable a kind of computerized immortality. Humans will farm the oceans, travel in starships and</p><p>reside in both lunar and Martian colonies while robots explore the outer cosmos.</p><p>Where will we go from there? In your opinion, what will some other predictions be ?</p><p>Available at: <http://science.howstuffworks.com/environmental/earth/geology/earth-500-years.htm>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>Listen to the text again and check your answers in activity 2.</p><p>Read the text above again and write right (R), wrong (W) or not mentioned (NM). Correct the wrong statements.</p><p>a) North America and Europe were colder five years ago than they are today. ( W )</p><p>North America and Europe were colder five centuries ago than they are today.</p><p>b) The Little Ice Age affected the Aztec Empire dramatically. (NM)</p><p>c) There is no agreement between experts whether the climate will be too cold or too hot 500 years from now. ( R )</p><p>d) The use of tools by humans has helped stabilize weather conditions across the centuries. ( W )</p><p>It has helped cause climate change.</p><p>e) The Kardashev Scale has categories that go from type 0 to type III. (NM)</p><p>f) According to the Kardashev Scale, a type I civilization can master all the energy resources of its home planet. ( R )</p><p>3</p><p>33</p><p>4</p><p>155</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 155 10/5/17 4:43 PM</p><p>21</p><p>MODULE</p><p>p</p><p>a</p><p>rk</p><p>e</p><p>rp</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>y</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>c</p><p>ri</p><p>s</p><p>s</p><p>e</p><p>rb</p><p>u</p><p>g</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>CALVIN AND</p><p>HOBBES – I’M</p><p>HUNGRY!</p><p>p</p><p>a</p><p>rk</p><p>e</p><p>rp</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>y</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>tii</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A comic strip: Calvin and Hobbes</p><p>• If-clauses type 1 (probable conditions)</p><p>• Verb sequences in conditional</p><p>clauses type 1</p><p>Skills</p><p>• Interpret a comic strip.</p><p>• Recognize and make use of</p><p>conditional sentences to talk about</p><p>cause and consequence (type 1).</p><p>• Much more than just a form</p><p>of entertainment for kids,</p><p>comic books are a serious</p><p>and sophisticated art form.</p><p>156</p><p>PH8_EF2_INGLES_156a160_M21.indd 156 10/5/17 4:45 PM</p><p>Read the text and answer the following questions.</p><p>A history of the comic book</p><p>Originating in the United States in the late 1800s, the comic</p><p>book contains everyday language, slang, and idiom, as well as color</p><p>and a sophisticated interplay between text and image. […] As such,</p><p>a comic book is much more than just a series of words and pictures</p><p>with marginal cultural importance. […]</p><p>Available at: <www.randomhistory.com/1-50/033comic.html>.</p><p>Accessed on: Aug. 7th, 2017.</p><p>a)	 Where and when was the comic book created?</p><p>In the United States in the late 1800s.</p><p>b)	According to the author words, can comic books be considered a type of art, in your</p><p>opinion?</p><p>Yes, they can be considered a serious and sophisticated art form.</p><p>c)	 What characteristics can we find in comic books?</p><p>Everyday language, slang, and idiom, as well as color and a sophisticated interplay between text and image.</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Discuss the following questions with your classmates and teacher and write the answers below.</p><p>a)	 Do you like reading comics? Why (not)?</p><p>Possible answer suggestions: Yes, I do. Because they are funny./No, I don’t. Because the stories are</p><p>not interesting.</p><p>b)	 If yes, which ones do you like?</p><p>Possible answer suggestions: I like Peanuts, Calvin and Hobbes, Spider Man, X-Man etc.</p><p>c)	 Do you prefer long stories or comic strips? Why?</p><p>Possible answer suggestions: I prefer long stories/comic strips.</p><p>Personal answers.</p><p>157</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>E</p><p>d</p><p>u</p><p>c</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/U</p><p>IG</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH8_EF2_INGLES_156a160_M21.indd 157 10/5/17 4:45 PM</p><p>READING</p><p>Read and listen to the story and write (R) right, (W) wrong or (NM) not mentioned</p><p>according to it.</p><p>34</p><p>1</p><p>Useful language</p><p>How do you say these</p><p>words or expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) man-eating tiger:</p><p>tigre que come gente</p><p>b) He seems so gentle.:</p><p>Ele parece tão delicado.</p><p>c) actually:</p><p>na verdade</p><p>d) He’s got sharp claws!:</p><p>Ele tem garras afiadas!</p><p>e) He’s so cute!:</p><p>Ele é tão fofinho!</p><p>f) compliments:</p><p>elogios</p><p>a)	 It’s lunch time. (NM)</p><p>b)	Hobbes is a real tiger. ( W )</p><p>c)	 Hobbes is a dangerous tiger. ( W )</p><p>d)	 Susie agrees with Calvin. ( W )</p><p>e)	 Susie finds Hobbes sweet. ( R )</p><p>GROUP WORK</p><p>Work in groups of three and read the comics.2</p><p>Available at: <www.gocomics.com/calvinandhobbes/1986/10/05>. Accessed on: July 8th, 2017.</p><p>158 Ensino Fundamental 2 ¥ 8o ano</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>PH8_EF2_INGLES_156a160_M21.indd 158 10/5/17 4:45 PM</p><p>IF-CLAUSES TYPE 1</p><p>Read the following sentences and complete the rule.</p><p>If-clause	 	 	 	 	 	 Main	clause</p><p>If he gets your arm, you’ll (will) never find it</p><p>again!</p><p>If-clause	 	 	 	 	 	 Main	clause</p><p>If Hobbes doesn’t eat now, he will be very</p><p>hungry.</p><p>Main	clause	 	 	 	 	 	 If-clause</p><p>They will have something to eat if they</p><p>go home.</p><p>Main	clause	 	 	 	 	 	 If-clause</p><p>Susie will not (won’t) find her arm if</p><p>Hobbes eats it.</p><p>We call these conditional or if-clauses.</p><p>We use the simple present tense in the if-clause and the simple future tense in</p><p>the main	clause.</p><p>Note: We can begin the sentence with the if-clause or with the main	clause. If the</p><p>sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes</p><p>after the main	clause, we do not use a comma separating them.</p><p>If we stay at home, we will watch TV. (if	at the beginning of the sentence – comma)</p><p>We will watch TV if we stay at home. (if after the main clause – no comma)</p><p>LANGUAGE WORK</p><p>LANGUAGE USAGE</p><p>Complete the following sentences using the verbs in parentheses.</p><p>a)	 If you study (study) hard, you will pass (pass) your exams.</p><p>b)	We will get (get) a good job if we learn (learn) English.</p><p>c)	 My friend Sarah will be (be) sad if she doesn’t go (not/go) to the club</p><p>next weekend.</p><p>d)	 If Sam reads (read) The Amazing Spider-Man, he will enjoy (enjoy) it.</p><p>e)	 If the weather is (be) nice tomorrow morning, I will go (go) to</p><p>the beach.</p><p>f)	 They won’t travel (not/travel) to the countryside tomorrow if it rains (rain).</p><p>Answer the questions below. Start your answers with If.</p><p>a)	 What will you do if</p><p>Fill in each gap with either an adjective or an adverb from the columns.</p><p>Adjective Adverb</p><p>fantastic fantastically</p><p>frightening frighteningly</p><p>natural naturally</p><p>interesting interestingly</p><p>boring boringly</p><p>gradual gradually</p><p>glad gladly</p><p>sad sadly</p><p>real really</p><p>1</p><p>LANGUAGE USAGE</p><p>To: Tereza <tereza@coolmail.com></p><p>Subject: News from New York.</p><p>Dear Tereza,</p><p>I’m having a fantastic time here in New York. The only problem is that</p><p>people talk so fast! I can’t always understand them. But I’m gradually</p><p>learning more American English.</p><p>Last night I went to a Halloween party. People wore really frightening</p><p>costumes. A guy had blood on his shirt. It wasn’t real , but it looked</p><p>horrible!</p><p>I was very scared when a girl wearing a strange mask came to me and laughed</p><p>horribly. But afterwards she took her mask off and apologized. She was a very</p><p>interesting person and we talked all night. Her hair was blond and I asked</p><p>her “Do you dye it?”, but she said “No. It’s naturally blond.” She asked me</p><p>“How old are you?”. I said “Thirteen.” She laughed. We were the same age!</p><p>At midnight, my parents picked me up. I sadly said “Goodbye” to</p><p>everyone. I had such a nice time!</p><p>On Saturday, we’ll go back home. It’s going to be so boring to go back</p><p>to school. But I’m glad I came here and saw everything! I want to</p><p>come back one day.</p><p>Lots of love,</p><p>Angela</p><p>99</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH8_EF2_INGLES_095a102_M13.indd 99 10/5/17 4:33 PM</p><p>Match the words from the text in activity 1 with their synonyms.</p><p>a) afterwards ( h ) return</p><p>b) apologize ( e ) frightened</p><p>c) fast ( g ) everybody</p><p>d) wore ( a ) later</p><p>e) scared ( b ) be sorry</p><p>f) dye ( d ) dressed</p><p>g) everyone ( c ) quickly</p><p>h) go back ( f ) color</p><p>Circle the correct word to complete each sentence.</p><p>2</p><p>3</p><p>K</p><p>o</p><p>ti</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>a) Do you speak English good/well?</p><p>b) Are you good/well at Math?</p><p>c) Do you drive careful/carefully?</p><p>d) Is your father a careful/carefully driver?</p><p>e) Adele sings beautiful/beautifully.</p><p>f) Flamengo played bad/badly against Grêmio last night.</p><p>g) How good/well are you at soccer?</p><p>h) How good/well do you play soccer?</p><p>i) She looked at me angry/angrily.</p><p>100 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_095a102_M13.indd 100 10/5/17 4:33 PM</p><p>PAIR WORK</p><p>Work with a classmate. Read and discuss the situations.</p><p>Imagine you wake up one day to find out the internet will be off for a week. How would you</p><p>deal with the situations below? Personal answers. Possible answer suggestions:</p><p>a) Your History teacher asked you to send a paper by email over the weekend.</p><p>I can print the paper and take it to my teacher’s house.</p><p>b) You want to watch the last episode of your favorite series, but it’s only available on</p><p>streaming.</p><p>I can wait until next week.</p><p>c) It’s your best friend’s birthday. You were planning to post a birthday video on social media.</p><p>I can call my friend and wish “Happy birthday”./I can buy a birthday card and give it to him/her.</p><p>d) You need to let your mom know you’ll be late for dinner.</p><p>I can call her.</p><p>e) You need to do some research for a Geography paper about volcanoes.</p><p>I can go to the local library and borrow some books on the topic.</p><p>PROBLEM-SOLVING SITUATION</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Which word completes the following sentences correctly? Check ( ü ) either the adjective</p><p>or the adverb.</p><p>a) Ann is sleeping .</p><p>( ) heavy ( ü ) heavily</p><p>b) Maggie is .</p><p>( ü ) beautiful ( ) beautifully</p><p>c) My uncle speaks Chinese .</p><p>( ) fluent ( ü ) fluently</p><p>d) Ann’s husband learned to cook .</p><p>( ) quick ( ü ) quickly</p><p>e) I like to live in a house.</p><p>( ü ) comfortable ( ) comfortably</p><p>f) Jazz singers like to sing songs.</p><p>( ü ) sad ( ) sadly</p><p>g) The eagle can see .</p><p>( ) good ( ü ) well</p><p>4</p><p>101</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>3</p><p>PH8_EF2_INGLES_095a102_M13.indd 101 10/5/17 4:33 PM</p><p>HOMEWORK</p><p>Use the words in the box (from ˝The world goes global˝) to complete the text.1</p><p>cultures  economics  globalization (2×)  interact  linking  nations  technologies  trade</p><p>Globalization is sometimes defined as the linking of the world’s nations through trade. This</p><p>trade among nations allows people from different cultures to interact</p><p>with each other. People disagree about the effects of globalization on economics .</p><p>Some people think that it helps them with jobs and new technologies . However, others believe that</p><p>globalization destroys the cultural traditions of smaller groups.</p><p>Complete the columns with adjectives or adverbs.</p><p>Adjective Adverb</p><p>bad badly</p><p>dangerous dangerously</p><p>easy easily</p><p>good well</p><p>happy happily</p><p>hard hard</p><p>heavy heavily</p><p>horrible horribly</p><p>incredible incredibly</p><p>late late</p><p>peaceful peacefully</p><p>slow slowly</p><p>strong strongly</p><p>Rewrite the following sentences using the verbs in parentheses and adverbs formed from the underlined</p><p>adjectives.</p><p>a) Richard is a slow learner. He learns slowly . (learn)</p><p>b) Usain Bolt is a fast runner. He runs fast . (run)</p><p>c) Those children are very noisy. They play noisily . (play)</p><p>d) The puppy is very calm today. It is sleeping calmly now. (sleep)</p><p>e) The traffic in Brazil is very dangerous. People drive dangerously in Brazil. (drive)</p><p>f) The students are quiet today. They are working quietly . (work)</p><p>g) This exercise is very easy. The students can do it easily . (do)</p><p>2</p><p>3</p><p>102 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_095a102_M13.indd 102 10/5/17 4:33 PM</p><p>14</p><p>MODULE</p><p>103</p><p>GLOBALIZATION</p><p>R</p><p>o</p><p>te</p><p>rP</p><p>a</p><p>n</p><p>th</p><p>e</p><p>r/</p><p>iS</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>Learning objects</p><p>• An informative text</p><p>• Degrees of comparison: comparatives</p><p>and superlatives (regular and</p><p>irregular adjectives and adverbs)</p><p>• Globalization: good or bad?</p><p>Skills</p><p>• Read and understand an</p><p>informative text.</p><p>• Identify and make use of</p><p>comparatives and superlatives</p><p>(regular and irregular forms of</p><p>adjectives and adverbs).</p><p>“No culture can live if it attempts</p><p>to be exclusive.”</p><p>Mahatma Gandhi</p><p>PH8_EF2_INGLES_103a110_M14.indd 103 10/5/17 4:35 PM</p><p>Globalization is a trendy topic. We learn about it on TV, on the radio or in newspapers.</p><p>What do you know about it?</p><p>Personal answers. Suggested possible answers: Globalization is the process of interaction and integration among</p><p>people, businesses and governments of different nations.</p><p>Read the cartoon and the text. Discuss and answer the questions.</p><p>1</p><p>2</p><p>GETTING STARTED</p><p>Available at: <www.cartoonistgroup.com/store/add.php?iid=6346>. Accessed on: July 2nd, 2017.</p><p>Nowadays, there are more and more exchanges among most countries in the world.</p><p>There are economic exchanges, i.e., a country buys and sells goods to another country.</p><p>There are also cultural exchanges thanks to trips, exhibitions, sports events…</p><p>Globalization is a process of interaction and integration among the people, businesses</p><p>and governments of different countries.</p><p>However, several people criticize aspects of globalization. The increase and dominance</p><p>of multinational corporations over local businesses, for example, has been seen as</p><p>negative by many.</p><p>a) What is globalization?</p><p>It is a process of interaction and integration among the people, businesses and governments of different countries.</p><p>b) What is a negative aspect of globalization?</p><p>It is the increase and dominance of multinational corporations over local businesses.</p><p>c) Does the cartoon support or criticize globalization? Why?</p><p>It criticizes globalization. Because it depicts the dominance of multinational corporations.</p><p>©</p><p>2</p><p>0</p><p>0</p><p>2</p><p>M</p><p>a</p><p>tt</p><p>W</p><p>u</p><p>e</p><p>rk</p><p>e</p><p>r/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>104 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_103a110_M14.indd 104 10/5/17 4:35 PM</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Check ( ü ) the correct answer to the question.</p><p>What is one of the impacts of globalization in our</p><p>everyday lives?</p><p>a) We can communicate with people in different parts of</p><p>the world instantly. ( ü )</p><p>b) We can</p><p>find farm produce in local supermarkets. ( )</p><p>c) We can travel all over our country. ( )</p><p>LISTENING</p><p>Listen to the audio. Decide if the statements are true (T) or false (F). Correct the false</p><p>statements.</p><p>a) Everybody has the same opinion about globalization. ( F )</p><p>Some people think it is good, some people think it is bad.</p><p>b) Globalization has an enormous impact on jobs and cultures. ( T )</p><p>c) Globalization helps high-qualified workers compete globally and get better salaries. ( T )</p><p>d) Some people think companies such as Coca-Cola and McDonald’s help local businesses</p><p>grow. ( F )</p><p>Some people say big companies like Coca-Cola and McDonald’s destroy local businesses.</p><p>e) Globalization helped the film industry from several countries become popular around the</p><p>world. ( T )</p><p>24</p><p>LANGUAGE WORK</p><p>COMPARATIVES AND SUPERLATIVES</p><p>Read the comic strip. Answer the questions.</p><p>a) How many characters are there in it?</p><p>There are three characters.</p><p>b) How do you think the characters are</p><p>related?</p><p>The boy and the girl are probably brother and</p><p>sister. The man is their father.</p><p>c) What are the boy and the girl doing?</p><p>They are arguing.</p><p>1</p><p>Available at: <www.cartoonistgroup.com/store/add.php?iid=95230>. Accessed on: July 2nd, 2017.</p><p>R</p><p>a</p><p>w</p><p>p</p><p>ix</p><p>e</p><p>l.</p><p>c</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>©</p><p>J</p><p>e</p><p>rr</p><p>y</p><p>S</p><p>c</p><p>o</p><p>tt</p><p>&</p><p>R</p><p>ic</p><p>k</p><p>K</p><p>ir</p><p>k</p><p>m</p><p>a</p><p>n</p><p>/</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>105</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH8_EF2_INGLES_103a110_M14.indd 105 10/5/17 4:35 PM</p><p>Complete each sentence with a word from the cartoon.</p><p>a) The girl says she is older and taller than the boy.</p><p>b) The boy believes he is stronger and faster than the girl.</p><p>c) The man settles the argument saying he is the oldest, strongest , tallest and</p><p>fastest person in the room.</p><p>COMPARATIVES (ADJECTIVES AND ADVERBS)</p><p>Read the examples:</p><p>The girl is taller than the boy. (tall → adjective)</p><p>The boy runs faster than the girl. (fast → adverb)</p><p>The man is more intelligent than the children. (intelligent → adjective)</p><p>The man speaks more loudly than the children. (loudly → adverb)</p><p>Complete the rule.</p><p>To form the comparative of adjectives/adverbs in English:</p><p>Short adjectives: we add -er to the adjective/adverb and use the word</p><p>than .</p><p>Long adjectives: we use more before the adjective/adverb and use the word</p><p>than .</p><p>Spelling rules for short adjectives/adverbs:</p><p>big – bigger (adjective ending in a vowel + a consonant → double the consonant + -er)</p><p>easy – easier (adjective ending in consonant + y → drop y + -ier)</p><p>SUPERLATIVES (ADJECTIVES AND ADVERBS)</p><p>Read the examples:</p><p>The man is the tallest person in the room. (tall → adjective)</p><p>He probably runs the fastest. (fast → adverb)</p><p>He is the most intelligent person in the room. (intelligent → adjective)</p><p>He speaks the most loudly. (loudly → adverb)</p><p>Complete the rule.</p><p>To form the superlative of adjectives/adverbs in English:</p><p>Short adjectives: we add -est to the adjective/adverb, preceded by the .</p><p>Long adjectives: we use the most before the adjective/adverb.</p><p>Spelling rules for short adjectives/adverbs:</p><p>big – biggest (adjective ending in a vowel + a consonant →</p><p>→ double the consonant + -est)</p><p>easy – easiest (adjective ending in consonant + y →</p><p>→ drop y + -iest)</p><p>2</p><p>3</p><p>4</p><p>Look!</p><p>Irregular comparative and superlative forms</p><p>Adjective/Adverb Comparative Superlative</p><p>good better best</p><p>bad worse worst</p><p>far farther/further farthest/furthest</p><p>106 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_103a110_M14.indd 106 10/5/17 4:35 PM</p><p>Name Age Weight Height</p><p>Anthony 14 58 kg 1.74 m</p><p>Charles 10 40 kg 1.45 m</p><p>Raoni 19 70 kg 1.80 m</p><p>Use the adjectives in parentheses to compare people, places and things. Don’t forget to</p><p>use than.</p><p>a) Detective books are more interesting than grammar books. (interesting)</p><p>b) São Paulo is bigger than Campinas. (big)</p><p>c) Motorcycles are more dangerous than cars. (dangerous)</p><p>d) The south of Brazil is colder than the north. (cold)</p><p>e) Today is sunnier than yesterday. (sunny)</p><p>f) My father is thinner than my mother. (thin)</p><p>Write six sentences comparing the people below. Use the adjectives old, young, tall,</p><p>short, heavy and thin in the comparative form.</p><p>1</p><p>2</p><p>LANGUAGE USAGE</p><p>Possible answer suggestions: 1) Raoni is heavier than Charles/Anthony. 2) Raoni is taller than Charles/Anthony.</p><p>3) Raoni is older than Charles/Anthony. 4) Charles is younger than Raoni/Anthony. 5) Charles is shorter than Raoni/</p><p>Anthony. 6) Charles is thinner than Raoni/Anthony.</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>B</p><p>le</p><p>n</p><p>d</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>G</p><p>.</p><p>E</p><p>v</p><p>a</p><p>n</p><p>g</p><p>e</p><p>lis</p><p>ta</p><p>/O</p><p>p</p><p>•</p><p>‹</p><p>o</p><p>B</p><p>ra</p><p>s</p><p>il</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>n</p><p>s</p><p>107</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH8_EF2_INGLES_103a110_M14.indd 107 10/5/17 4:35 PM</p><p>Complete the sentences with the superlative form of the adjectives in parentheses.</p><p>a) The highest (high) point on Earth is the peak of Mount Everest.</p><p>b) The Amazon River has the greatest (great) volume of water in the world, but it is</p><p>not the longest . (long)</p><p>c) The protozoa are the simplest (simple) and the lowest (low) form of</p><p>animal life on Earth.</p><p>d) The most difficult (difficult) region to reach in the world, and also</p><p>the coldest (cold) one, is the Antarctic.</p><p>e) The most interesting (interesting) birds in the Antarctic are penguins.</p><p>f) The Great Lakes are the biggest (big) and the most important</p><p>(important) lakes in Canada.</p><p>Complete the sentences with the correct form of the adjectives. Use than when</p><p>necessary.</p><p>a) Robert is better than David at basketball. (good)</p><p>b) Vitória is far from Salvador, but São Paulo is farther/further . (far)</p><p>c) Life is difficult in towns, but in big cities it is much worse . (bad)</p><p>d) This is a good movie, but that one is better . (good)</p><p>3</p><p>4</p><p>PAIR WORK</p><p>Work with a classmate. Role-play the situation.</p><p>PROBLEM-SOLVING SITUATION</p><p>You are shopping with your friend. You are</p><p>looking for a new smartphone and want</p><p>him/her to help you to choose a device that</p><p>is nice, but not too expensive. Follow the</p><p>prompts for your conversation. Which one</p><p>will you choose? Personal answers.</p><p>• You see a smartphone and ask your friend for</p><p>his/her opinion on the brand.</p><p>• Your friend says which brand he/she prefers</p><p>and why (light, slim, good camera).</p><p>• You see three other smartphones. Ask your</p><p>friend which one is the best.</p><p>• Your friend answers and explains why.</p><p>• You say you prefer another one because it is</p><p>more beautiful.</p><p>• Your friend agrees, but says it is more expensive.</p><p>Available at: <www.teach-this.com/images/resources/comparative-and-</p><p>superlative-practice.pdf>. Accessed on: Aug. 4th, 2017. (Adapted.)</p><p>S</p><p>c</p><p>a</p><p>n</p><p>ra</p><p>il1</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ckV</p><p>a</p><p>s</p><p>in</p><p>L</p><p>e</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>108 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_103a110_M14.indd 108 10/5/17 4:35 PM</p><p>HOMEWORK</p><p>Read the cartoon. Answer the questions.1</p><p>Available at: <www.worldvision.com.au/docs/default-source/school-resources/get-connected-full-issues/getconnected-06-global-citizenship.pdf ?sfvrsn=2>. Accessed on: Aug. 4th, 2017.</p><p>a) Where are the people?</p><p>They are at an airport.</p><p>b) Who is going to travel?</p><p>The boy wearing a cap is going to travel.</p><p>c) Who are the other people?</p><p>They are his parents.</p><p>d) What is the cartoon about?</p><p>Globalization, especially in communication technology and trade.</p><p>e) In your opinion, is there any kind of criticism in the cartoonist’s portrayal of globalization? Explain your answer.</p><p>Personal answer. Possible answer suggestions: I don’t think so. The family seems happy, the cartoonist uses bright and varied colors and</p><p>there is no sign of criticism about the fact that all items and goods in the picture come from different countries and regions of the world./I think so.</p><p>The cartoonist seems to be criticizing the lack of identity of the family members. In fact, we can't say exactly where they are from because</p><p>there is nothing that links</p><p>them to any specific country or place.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>h</p><p>tt</p><p>p</p><p>s</p><p>:/</p><p>/w</p><p>w</p><p>w</p><p>.w</p><p>o</p><p>rl</p><p>d</p><p>v</p><p>is</p><p>io</p><p>n</p><p>.</p><p>c</p><p>o</p><p>m</p><p>.a</p><p>u</p><p>/s</p><p>ch</p><p>o</p><p>o</p><p>l-</p><p>re</p><p>s</p><p>o</p><p>u</p><p>rc</p><p>e</p><p>s</p><p>></p><p>109</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>4</p><p>PH8_EF2_INGLES_103a110_M14.indd 109 10/5/17 4:35 PM</p><p>HOMEWORK</p><p>Complete the chart. Identify the words as adjectives or adverbs. Then write their comparative and superlative forms.</p><p>Adjective Adverb Comparative Superlative</p><p>a) Drugs make you ugly.</p><p>X uglier (than)</p><p>the ugliest</p><p>b) Kate is a lively baby.</p><p>X more lively/livelier (than)</p><p>the most lively/the liveliest</p><p>c) Dan solved the problem brilliantly.</p><p>X more brilliant (than)</p><p>the most brilliant</p><p>d) This machine is working well.</p><p>X better (than)</p><p>the best</p><p>e) You can walk peacefully in town.</p><p>X more peacefully (than)</p><p>the most peacefully</p><p>f) The car runs badly.</p><p>X worse (than)</p><p>the worst</p><p>Complete the text with the comparative or superlative forms of the adjectives in parentheses.</p><p>Meet the world’s smartest kid</p><p>British Mensa (The High IQ Society) welcomed</p><p>Elise Tan-Roberts in April 2009. She was 2 years and 4</p><p>months old and became its youngest (young)</p><p>ever member. She is from Edmonton, north London,</p><p>and has an IQ of 156. At that age, she could recite the</p><p>English alphabet, count to 10 in Spanish and name types</p><p>of triangles. That put her two points higher</p><p>(high) on the scoreboard than Carol Vorderman, a British</p><p>media personality, who is also a member of Mensa.</p><p>According to experts Elise is now one of</p><p>the smartest (smart) kids in Britain.</p><p>You can only join Mensa if your IQ is higher</p><p>(high) than 148. Mensa has described the girl as an</p><p>“exceptional child”. British Mensa Chairman Chris Leek</p><p>said he didn’t know of any younger (young)</p><p>Mensa member outside the U.K.</p><p>However, some people argue that IQ tests are not the</p><p>best (good) way to measure intelligence.</p><p>They say that people who get high scores in standard</p><p>IQ tests are not necessarily cleverer (clever)</p><p>than others.</p><p>Available at: <www.dailymail.co.uk/news/article-1175141/Meet-Elise-girl-IQ-higher-Carol-Vorderman.html>. Accessed on: Aug. 4th, 2017. (Adapted.)</p><p>2</p><p>3</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/<</p><p>h</p><p>tt</p><p>p</p><p>s</p><p>:/</p><p>/y</p><p>o</p><p>u</p><p>n</p><p>g</p><p>a</p><p>c</p><p>to</p><p>rs</p><p>.o</p><p>rg</p><p>.u</p><p>k</p><p>></p><p>110 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_103a110_M14.indd 110 10/5/17 4:35 PM</p><p>15</p><p>MODULE</p><p>fr</p><p>a</p><p>n</p><p>ti</p><p>s</p><p>e</p><p>k</p><p>h</p><p>o</p><p>jd</p><p>y</p><p>s</p><p>z/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>111</p><p>BIODIVERSITY</p><p>HOTSPOTS</p><p>Learning objects</p><p>• An informative text</p><p>• Vocabulary related to biodiversity</p><p>Skills</p><p>• Read and understand an</p><p>informative text.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field: biodiversity.</p><p>“Look deep into nature, and</p><p>then you will understand everything</p><p>better.”</p><p>Albert Einstein</p><p>PH8_EF2_INGLES_111a119_M15.indd 111 10/5/17 4:37 PM</p><p>Read the text and look at the pictures. Answer the questions.</p><p>The world’s most remarkable places are also the most threatened. These are the biodiversity</p><p>hotspots: the richest and most threatened reservoirs of plant and animal life on Earth.</p><p>GETTING STARTED</p><p>a) c)</p><p>a) What are these places? Where are they?</p><p>They are biodiversity hotspots. a) Sequoia National Park in California; b) a river in Pantanal, Brazil; c) Cape Floristic</p><p>Region, South Africa; d) Isalo National Park, Madagascar.</p><p>b) Have you ever been to any of the places in the pictures? If so, did you like it/them?</p><p>Why (not)?</p><p>Personal answers. Possible answer suggestions: Yes, I have. I’ve been to Pantanal. I liked it very much because there</p><p>are many animal species there./I didn’t like it because I prefer to travel to big cities./I haven’t been to any of them.</p><p>c) If you haven’t been to any of them which one would you like to visit? Give reasons for</p><p>your choice.</p><p>Personal answer. Possible answer suggestions: I would like to visit Madagascar because I think there are many</p><p>different animal species there./it is very different from Brazil.</p><p>Sequoia National Park (Sierra Nevada, California,</p><p>the United States of America).</p><p>Sucuri river (Bonito, Mato Grosso do Sul, Brazil).</p><p>Cape Floristic Region (South Africa).</p><p>Isalo National Park (Madagascar).</p><p>b) d)</p><p>L</p><p>u</p><p>ck</p><p>y</p><p>-p</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>e</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>L</p><p>u</p><p>c</p><p>ia</p><p>n</p><p>o</p><p>C</p><p>a</p><p>n</p><p>d</p><p>is</p><p>a</p><p>n</p><p>i/</p><p>K</p><p>in</p><p>o</p><p>.c</p><p>o</p><p>m</p><p>.b</p><p>r</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>112 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_111a119_M15.indd 112 10/5/17 4:37 PM</p><p>PRE-READING</p><p>Complete the mind map with words related to the topic “biodiversity hotspots”.</p><p>READING</p><p>Personal answers.</p><p>Possible answer</p><p>suggestions:</p><p>Biodiversity</p><p>hotspots</p><p>endemic</p><p>natureplants (flora)</p><p>biologyanimals (fauna)</p><p>speciesenvironment</p><p>ecosystemhabitats</p><p>ecotourismorganisms</p><p>READING</p><p>Read and listen.</p><p>Biodiversity hotspots</p><p>Regions which have a huge diversity in terms of their biology (plants, animals and</p><p>nature in general) are known as biodiversity hotspots. These spots are also threatened</p><p>by a whole number of factors such as extensive species loss, climate change, and loss of</p><p>habitat, among others. Thirty-four sites all over the world are categorized as biodiversity</p><p>hotspots. Efforts are being made to protect these sites with respect to environment as</p><p>well as culture. These hotspots house a vast range of organisms that are endemic to</p><p>these regions, which means that they are not found elsewhere on Earth.</p><p>There are biodiversity hotspots all over the world. They are different in sizes</p><p>and composition. They range from the enormous to the tiny. The California Floristic</p><p>Province is huge – it stretches all through the West Coast of North America from</p><p>Northern Mexico to Oregon, housing diverse plant and animal species. In contrast to</p><p>that, the Succulent Karoo in Africa is smaller, being an extremely arid region. South</p><p>America’s lush Atlantic Forest covers most of the Brazilian coast, from Rio Grande do</p><p>Norte to Rio Grande do Sul, reaching also inland areas of Paraguay and Argentina.</p><p>Biodiversity hotspots are important for a lot of reasons. Near 60% of the species on</p><p>Earth live in these regions and are endemic to them. Therefore, any damage to these</p><p>spots create serious problems, because if native habitats are compromised, species</p><p>will die, causing a worldwide decline in biodiversity. Humans will lose access to many</p><p>plant species that are used to prepare medicine.</p><p>Legislation, although not always successfully, has been pretty useful in protecting</p><p>these biodiversity hotspots. Conservation organizations also try to lobby for and even</p><p>acquire these regions. The need for greater protection has arisen, and if this is not</p><p>dealt with, the consequences may well be too much for us.</p><p>Available at: <www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm>. Accessed on: July 3rd, 2017. (Adapted.)</p><p>1</p><p>25</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>W</p><p>o</p><p>lf</p><p>A</p><p>v</p><p>n</p><p>i/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>b</p><p>e</p><p>to</p><p>_</p><p>ju</p><p>n</p><p>io</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>113</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH8_EF2_INGLES_111a119_M15.indd 113 10/5/17 4:37 PM</p><p>Useful language</p><p>1. Match the words or expressions to their definitions.</p><p>a) biodiversity ( c ) native or restricted to a certain country or area</p><p>b) biodiversity hotspot ( d ) an environment where animals and plants live</p><p>c) endemic ( b ) a threatened area with a high diversity of endemic plants and animals</p><p>d) habitat ( a ) a variety of living things in an environment</p><p>2. Find words in the text with the same meaning as the following.</p><p>a) enormous: huge e) very small: tiny</p><p>b) an amount or number lost: loss f) characterized by luxuriant vegetation: lush</p><p>c) native: endemic g) harm: damage</p><p>d) give shelter to: house</p><p>LISTENING</p><p>PRE-LISTENING Please see comments on the answers in the Teacher's Manual.</p><p>How much do you know about amphibians? Do the quiz and find out!</p><p>The Tropical Andes is one of the richest and most diverse regions on Earth. This hotspot spans</p><p>1,542,644</p><p>km², from western Venezuela to northern Chile and Argentina, and includes large portions</p><p>of Colombia, Ecuador, Peru, and Bolivia.</p><p>It maintains the largest variety of amphibians in the world, with 664 distinct species.</p><p>Unfortunately, almost 450 amphibian species are listed as threatened and 363 of them are endemic</p><p>to the Tropical Andes.</p><p>Available at: <www.cepf.net/resources/hotspots/South-America/Pages/Tropical-Andes.aspx>. Accessed on: July 3rd, 2017. (Based.)</p><p>Read the text again. Complete the information.</p><p>Biodiversity hotspots</p><p>Number in the world: 34</p><p>Location: All over the world.</p><p>Threatened by:</p><p>Extensive species loss, climatic changes and loss of habitat, among others.</p><p>Size:</p><p>They have different sizes. They range from the enormous to the tiny ones.</p><p>Importance:</p><p>Close to 60% of the species on Earth live in these regions and are endemic to them.</p><p>Consequences if damaged: Species will die causing a worldwide decline in biodiversity.</p><p>Humans will lose access to many plant species that are used to prepare medicines.</p><p>2</p><p>The first National Park in</p><p>the Atlantic Forest, the</p><p>Itatiaia National Park, was</p><p>established in 1937. It is</p><p>located on the border of</p><p>Rio de Janeiro and Minas</p><p>Gerais and it is home to</p><p>360 bird and 67 mammal</p><p>species.</p><p>Cool stuff</p><p>v</p><p>it</p><p>o</p><p>rm</p><p>a</p><p>ri</p><p>g</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>114 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_111a119_M15.indd 114 10/5/17 4:37 PM</p><p>stockfoto/Shutterstock</p><p>a) Which of these is not an amphibian?</p><p>lizard ( X ) salamander ( )</p><p>frog ( ) toad ( )</p><p>b) Amphibians usually have legs/feet.</p><p>2 ( ) 6 ( )</p><p>4 ( X ) More than 6 ( )</p><p>c) Amphibians are classified as animals without backbones.</p><p>True ( ) False ( X )</p><p>d) Amphibians lay eggs like reptiles.</p><p>True ( ) False ( X )</p><p>e) In a process similar to insects, some amphibians go through</p><p>wing growth ( ) development of more than two eyes ( )</p><p>metamorphosis ( X ) none of them ( )</p><p>f) Amphibians can absorb oxygen through their skin.</p><p>True ( X ) False ( )</p><p>g) Amphibians are</p><p>homoeothermic ( ) heterothermic ( X ) hydrothermic ( )</p><p>Available at: <www.biology4kids.com/extras/quiz_vertamphib/q10.html>. Accessed on: July 3rd, 2017. (Based.)</p><p>LISTENING</p><p>Listen to the text. Decide if the statements are true (T) or false (F). Correct the false</p><p>statements.</p><p>a) Amphibians live only in water. ( F )</p><p>Amphibians live part in water and part on land.</p><p>b) Amphibians are warm-blooded. ( F )</p><p>Amphibians are cold-blooded.</p><p>c) The frog’s skin is covered by a layer of mucus that keeps it from drying out. ( T )</p><p>d) Amphibians have lived on Earth for about 300,000 years. ( F )</p><p>Amphibians have lived on Earth for about 300 million years.</p><p>e) Only frogs are in danger of extinction. ( F )</p><p>More than 31% of the world’s amphibians are at risk of dying.</p><p>f) Habitat loss, climate change, and disease are problems that affect amphibian</p><p>survival. ( T )</p><p>g) A deadly fungus disease has been killing many frogs and other amphibians in recent</p><p>decades. ( T )</p><p>h) Scientists are learning more about the dangers of losing amphibians to disease. ( T )</p><p>1</p><p>26</p><p>Cathy Keifer/Shutterstock</p><p>Marek R. Swadzba/Shutte</p><p>rsto</p><p>ck</p><p>Matt Jeppson/Shutterstock</p><p>115</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH8_EF2_INGLES_111a119_M15.indd 115 10/5/17 4:37 PM</p><p>PAIR WORK</p><p>Work in pairs. Ask and answer questions to complete the chart about a biodiversity hotspot.</p><p>Instructions:</p><p>• First decide who is Student A and who is Student B.</p><p>• Student A reads the information about biodiversity hotspot below.</p><p>• At the same time, Student B reads his/her chart on the next page and prepares to ask</p><p>questions to complete it.</p><p>• Student B asks questions and completes his/her chart according to Student A’s answers.</p><p>• When Student B’s chart is complete, he/she reads information about his/her biodiversity</p><p>hotspot.</p><p>• Student A asks questions to complete his or her chart.</p><p>Student A’s biodiversity hotspot: The Coastal Forests of Eastern Africa</p><p>This biodiversity hotspot stretches from Southern Somalia through Kenya and Tanzania to</p><p>Southern Mozambique, with an area of 291,250 km2. It is home to around 4,000 plant species</p><p>(about 1,700 are endemic to this hotspot). A typical plant species found there is the African violet.</p><p>Among the hotspots’ endangered species are three types of monkey, three kinds of sunbirds and</p><p>two species of bush babies. Other animals found at the Coastal Forests are the black rhinoceros</p><p>and the savannah elephant. Some of the threats to this hotspot are the expansion of agriculture</p><p>(both for subsistence and for commercial farming) and logging.</p><p>Available at: <www.cepf.net/resources/hotspots/africa/Pages/Coastal-Forests-of-Eastern-Africa.aspx>. Accessed in: July, 2017. (Based.)</p><p>a) Name of hotspot The Mesoamerica</p><p>b) Location</p><p>From central Mexico to the Panama Canal, including a</p><p>number of islands in both the Caribbean Sea and the</p><p>Pacific Ocean</p><p>c) Area (in km2) 1,130,019 km2</p><p>d) Number of plant species 17,000</p><p>e) Number of endangered bird species Over 40</p><p>f) A typical bird The quetzal</p><p>g) Two other examples of animals found in the</p><p>hotspot</p><p>Cozumel harvest mouse and the Cozumel raccoon; several</p><p>species of monkeys, the jaguar shrew (small mammals</p><p>that look like a mouse) and squirrels.</p><p>h) An amphibian that is probably extinct</p><p>The golden toad (from Costa Rica)</p><p>i) Threats to amphibians</p><p>Habitat loss, fungal disease and climate change</p><p>2</p><p>See suggested questions for this activity in the Teacher's Manual.</p><p>116 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_111a119_M15.indd 116 10/5/17 4:37 PM</p><p>GROUP WORK</p><p>Work in small groups. Follow the instructions to learn about a new biodiversity hotspot.</p><p>North and Central</p><p>America</p><p>South America Europe and Central Asia Africa Asia-Pacific</p><p>California Floristic Province Cerrado Mediterranean Basin</p><p>Guinean Forests of West</p><p>Africa</p><p>Himalaya</p><p>Caribbean Islands Tropical Andes Caucasus</p><p>Madagascar and the Indian</p><p>Ocean Islands</p><p>Philippines</p><p>Chilean Winter Rainfall</p><p>Valdivian Forests</p><p>Mountains of Central Asia Southwest Australia</p><p>• Choose a biodiversity hotspot.</p><p>• Surf the internet to find information about the hotspot you have chosen.</p><p>• Research about: characteristics of the region (climate, geography etc.), examples of animal</p><p>and plant species.</p><p>• Organize the information in a chart or in a text.</p><p>PROBLEM-SOLVING SITUATION</p><p>Student B’s biodiversity hotspot: The Mesoamerica</p><p>This biodiversity hotspot stretches from central Mexico to the Panama Canal, including a number</p><p>of islands in both the Caribbean Sea and the Pacific Ocean, comprising a total area of 1,130,019 km2.</p><p>It is home to around 17,000 plant species. In terms of animals, there are over 40 endangered bird</p><p>species in this biodiversity hotspot – a typical bird species found there is the quetzal, the national</p><p>symbol of Guatemala. Among other animals found at the Mesoamerica are the Cozumel harvest</p><p>mouse, the Cozumel raccoon, several species of monkeys, the jaguar shrew and several squirrels. An</p><p>animal that has probably been extinct is the golden toad, from Costa Rica. Some of the threats to</p><p>amphibians in this hotspot are habitat loss, fungal disease and climate change.</p><p>Available at: <www.cepf.net/resources/hotspots/North-and-Central-America/Pages/Mesoamerica.aspx>. Accessed on: July 3rd, 2017. (Based.)</p><p>a) Name of hotspot The Coastal Forests of Eastern Africa</p><p>b) Location</p><p>From Southern Somalia through Kenya and Tanzania to</p><p>Southern Mozambique</p><p>c) Area (in km2) 291,250 km2</p><p>d) Number of plant species 4,000</p><p>e) Number of endemic plant species 1,700</p><p>f) A typical plant species The African violet</p><p>g) Two examples of endangered species</p><p>Three types of monkey (small active nocturnal primates),</p><p>three kinds of sunbirds and two species of bush babies.</p><p>h) Two other animals found in the hotspot The black rhinoceros and the savannah elephant</p><p>i) Threats to biodiversity</p><p>Expansion of agriculture (both for subsistence and for</p><p>commercial farming) and logging</p><p>117</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH8_EF2_INGLES_111a119_M15.indd 117 10/5/17 4:37 PM</p><p>HOMEWORK</p><p>What do the underlined words in the text “Biodiversity hotspots” refer to?</p><p>a) […] diversity in terms of their biology […]:</p><p>regions</p><p>b) These spots are also threatened […]</p><p>biodiversity spots</p><p>c) […] which means that they are not found elsewhere on Earth.:</p><p>organisms</p><p>d) […] it stretches all through the West Coast of North America […]:</p><p>the California Floristic Province</p><p>e) […] if this is not dealt with […]:</p><p>the need for greater protection</p><p>Complete the sentences. Use words in the text “Biodiversity hotspots” which were included in the Useful</p><p>language box.</p><p>a) The giant sequoia is endemic to the western slopes of the Sierra Nevada.</p><p>b) Beneath the trees grew a kind of lush , wet, bushy vegetation.</p><p>c) The Amazon rainforest is considered the largest biodiversity reserve on Earth. It houses more than</p><p>half of all life species.</p><p>d) Leaves and bushes on the forest floor provide a rich source of food as well as refuge for tiny</p><p>animals.</p><p>e) Protecting the Amazon rainforest is a huge task, but it’s not an impossible one.</p><p>f) Natural forces like fire, drought, and storms can also damage large stretches of rainforest.</p><p>g) That plant is listed as endangered due to its habitat loss .</p><p>Read the text and write a short paragraph stating your opinion on the topic. Which opinion do you agree with?</p><p>Explain why.</p><p>Some of the most amazing places on Earth are also the most threatened. Our natural wonders and their unique</p><p>and irreplaceable wildlife are in danger. Some people suggest we should stay away from these landscapes and</p><p>seascapes to protect them, and some say we can help save the world’s most precious places by visiting them in a</p><p>responsible manner.</p><p>Possible answer suggestions: I agree with the first opinion. I think only specialized people, like scientists, biologists and environmentalists should be</p><p>allowed to visit places where there is unique and irreplaceable wildlife. Most tourists don’t care about protecting the places they visit and their fauna and</p><p>flora./I agree with the second opinion. I think we must visit our natural wonders to learn to respect and admire them. Governments and environmental</p><p>organizations must establish rules for visitors and teach people how to respect and protect ecosystems.</p><p>1</p><p>2</p><p>3</p><p>118 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_111a119_M15.indd 118 10/5/17 4:37 PM</p><p>What do you really know about biodiversity hotspots? Take the quiz.</p><p>a) How many hotspots are currently identified in the world?</p><p>( ) 47</p><p>( ) 62</p><p>( X ) 34</p><p>( ) 21</p><p>b) Which of these hotspots has the highest number of endemic animal and plant variety?</p><p>( ) Tropical Andes.</p><p>( ) Caribbean Islands.</p><p>( ) Sundaland.</p><p>( X ) Madagascar and Indian Ocean Islands.</p><p>c) Name the only two hotspots which have entirely arid climates:</p><p>( ) Horn of Africa and Mountains of Central Asia.</p><p>( X ) Succulent Karoo and the Horn of Africa.</p><p>( ) Irano-Anatolian and Southeast Australia.</p><p>( ) Mediterranean Basin and Succulent Karoo.</p><p>d) Which are the biodiversity hotspots in North America?</p><p>( ) California Floristic Province, Great Boreal Forest, Tall Grass Prairie.</p><p>( ) Caribbean Islands, California Coastal Mountains, Madrean Pine-Oak Woodlands.</p><p>( ) Mesoamerica, Caribbean Islands, Tall Grass Prairie.</p><p>( X ) California Floristic Province, Caribbean Islands, Madrean Pine-Oak Woodlands.</p><p>e) What percentage of Madagascar and Indian Ocean Island species are endemic to the region?</p><p>( X ) 89%</p><p>( ) 99%</p><p>( ) 75%</p><p>( ) 69%</p><p>f) Where is the hotspot known as Wallacea?</p><p>( ) In the western Polynesian islands.</p><p>( ) In the islands of the Philippines and southern Japan.</p><p>( X ) In the central islands of Indonesia.</p><p>( ) In the islands of the South Atlantic.</p><p>4</p><p>119</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>PH8_EF2_INGLES_111a119_M15.indd 119 10/5/17 4:37 PM</p><p>16</p><p>MODULE</p><p>120</p><p>A WEEKEND IN</p><p>TORONTO</p><p>Learning objects</p><p>• A dialogue</p><p>• Polite requests and invitations:</p><p>I’d like…/Would you like…?</p><p>• Making suggestions: What about…?</p><p>Why don’t/doesn’t…?</p><p>• Fall in Canada</p><p>Skills</p><p>• Read and understand a dialogue.</p><p>• Identify and make use of would like to</p><p>invite people, talk about preferences</p><p>and as a polite form of want.</p><p>• Identify and make use of What</p><p>about…? and Why don’t/doesn’t…?</p><p>to make suggestions.</p><p>“When I think of myself, I think</p><p>of Toronto. My music would never</p><p>sound the way it does if it weren’t for</p><p>Toronto.”</p><p>Drake</p><p>S</p><p>o</p><p>n</p><p>g</p><p>q</p><p>u</p><p>a</p><p>n</p><p>D</p><p>e</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_120a128_M16.indd 120 10/5/17 4:38 PM</p><p>Read the text and look at the pictures. Discuss the question with your classmates.</p><p>Toronto is a city of neighborhoods, each distinct and diverse. According to the United</p><p>Nations, it is the most multicultural city in the world. Fortunately, for visitors, this means an</p><p>exhilarating range of cultural and culinary experiences.</p><p>GETTING STARTED</p><p>Do you come from a multicultural city? Give some examples to explain your answer.</p><p>Personal answer.</p><p>PRE-READING</p><p>Read the facts about Toronto. Answer the question.</p><p>READING</p><p>Did you know that…</p><p>• more than 25 million people visit Toronto annually?</p><p>• in 2014, visitors to the Toronto region supported the tourism industry, which</p><p>employed more than 335,000 people in hospitality and related services?</p><p>• Toronto is also home to more than 50 major attractions, including art museums,</p><p>heritage sites, cultural centers and zoos? Hundreds of events, festivals, regattas</p><p>and marathons take place there throughout the year.</p><p>• the Toronto region has more than 43,000 hotel rooms, including several luxury</p><p>hotels?</p><p>Available at: <www1.toronto.ca/wps/portal/contentonly?vgnextoid=830f67b42d853410VgnVCM10000071d60f89RCRD>.</p><p>Accessed on: July 3rd, 2017. (Based.)</p><p>Would you like to visit Toronto sometime in your life? Why (not)?</p><p>Personal answers.</p><p>121</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>P</p><p>e</p><p>te</p><p>S</p><p>p</p><p>ir</p><p>o</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>te</p><p>p</p><p>h</p><p>a</p><p>n</p><p>e</p><p>L</p><p>e</p><p>g</p><p>ra</p><p>n</p><p>d</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>a</p><p>y</p><p>O</p><p>w</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_120a128_M16.indd 121 10/5/17 4:38 PM</p><p>READING</p><p>Read and listen.</p><p>Patricia, Alan and Brenda are planning a weekend in Toronto.</p><p>Brenda: What would you like to visit in</p><p>Toronto this time, Patricia?</p><p>Patricia: Why don’t you, guys, suggest</p><p>something? There are lots of places</p><p>I would like to visit and I don’t know</p><p>where to start from.</p><p>Brenda: Well, we have only two days,</p><p>so what about going to the CN Tower</p><p>and the Rogers Centre on the first day</p><p>and to the Art Gallery of Ontario on the</p><p>second day?</p><p>Patricia: That sounds fine. How much is it to get into the Art Gallery?</p><p>Alan: Let me check my travel guide app. Here it is. It’s $ 7.50 for adults and $ 4 for</p><p>students. It’s a bit expensive, isn’t it?</p><p>Patricia: That’s all right with me.</p><p>Brenda: It’s a pity we can’t go on Wednesday. It’s free from 5 to 10 p.m.</p><p>Patricia: We can come back on our vacation. Anyway, we won’t be able to see everything</p><p>in only one day, I guess.</p><p>Brenda: And what’s the admission to the CN Tower and the Rogers Centre?</p><p>Alan: Let’s see… The admission to the CN Tower for adults and students is $ 12 and to</p><p>visit the Rogers Centre will cost adults $ 9 and students $ 6.</p><p>Patricia: I’m looking forward to seeing the Toronto Blue Jays baseball team playing there.</p><p>Alan: Me too! I’m sure you’ll enjoy it.</p><p>Read the statements. Write true (T) or false (F). Correct the false statements.</p><p>a) It’s the first time Patricia visits Toronto. ( F )</p><p>It isn’t the first time Patricia visits Toronto.</p><p>b) She wants to go to the Rogers Centre first. ( F )</p><p>She doesn’t know where to start from.</p><p>c) Brenda suggests they go to the CN Tower and the Rogers Centre on Sunday. ( F )</p><p>She suggests going to the CN Tower and the Rogers Centre on their first day.</p><p>d) Patricia thinks the price for the Art Gallery is high. ( F )</p><p>Alan thinks the price is a bit high. Patricia</p><p>says it is all right.</p><p>e) People don’t have to pay to visit the CN Tower. ( F )</p><p>The admission is $12 for adults and students.</p><p>f) Patricia is eager to see the Blue Jays playing at the Rogers Centre. ( T )</p><p>1</p><p>27</p><p>2</p><p>The Toronto</p><p>Blue Jays</p><p>Toronto’s baseball team</p><p>was founded in 1977. It</p><p>is the only team outside</p><p>the United States to</p><p>participate and win the</p><p>World Series, an annual</p><p>championship of baseball</p><p>teams in North America.</p><p>Its mascot is a blue bird,</p><p>called Ace.</p><p>Based on: <www.cbc.ca/</p><p>kidscbc2/the-feed/8-</p><p>cool-facts-about-the-</p><p>toronto-blue-jays>.</p><p>Accessed on: July 3rd, 2017.</p><p>Cool stuff</p><p>T</p><p>122 Ensino Fundamental 2 ¥ 8o ano</p><p>n</p><p>je</p><p>n</p><p>e</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>L</p><p>e</p><p>s</p><p>te</p><p>r</p><p>B</p><p>a</p><p>la</p><p>ja</p><p>d</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_120a128_M16.indd 122 10/5/17 4:38 PM</p><p>Useful language</p><p>How do you say these expressions in Portuguese? Use the context to help you.</p><p>a) What would you like to visit?: O que você gostaria de visitar?</p><p>b) Why don’t you, guys, suggest something?: Por que vocês não sugerem algo? (O uso da palavra guys indica conversa</p><p>com mais de uma pessoa.)</p><p>c) What about going?: Que tal irmos?</p><p>d) That sounds fine: Parece uma boa ideia/ Parece legal.</p><p>e) Travel guide app: Aplicativo de guia turístico</p><p>f) It’s a pity: É uma pena</p><p>g) We won’t be able: Não será possível/Não poderemos</p><p>h) I’m looking forward to seeing: Estou ansiosa para ver</p><p>WOULD LIKE</p><p>Read the examples:</p><p>A: What would you like to visit in Toronto?</p><p>B: I would like to visit Rogers Centre.</p><p>I would like (I’d like) is a polite way of saying what you want.</p><p>We can also use Would you like…? to invite people to do something:</p><p>A: Would you like to watch Spider-Man: Homecoming?</p><p>B: Yes, I would (I’d) love to.</p><p>OR: Yes, I would. Are we going tonight?</p><p>OR: No, thank you. I saw it last week.</p><p>WHY DON’T YOU…? WHAT ABOUT…?</p><p>Read the examples:</p><p>A: Why don’t you do your homework now?</p><p>B: Because I’m very busy.</p><p>A: What about going to the CN Tower?</p><p>B: That sounds fine.</p><p>OR: That’s a good idea.</p><p>We use Why don’t you…? and What about…? to make suggestions.</p><p>LANGUAGE WORK</p><p>GROUP WORK</p><p>Work in groups of three. Read the dialogue.3</p><p>123</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH8_EF2_INGLES_120a128_M16.indd 123 10/5/17 4:38 PM</p><p>Invite people to do the activities suggested in the pictures. Don’t forget to include when</p><p>you would like to do the activity.</p><p>2</p><p>LANGUAGE USAGE</p><p>Rewrite the sentences in a polite way to match the situations in the pictures.1</p><p>a) In a restaurant: I want something to</p><p>eat.</p><p>I’d like something to eat.</p><p>b) In a store: My friend wants to try these</p><p>sneakers.</p><p>My friend would like to try these sneakers.</p><p>c) On the telephone: Hello. Is that</p><p>from the travel agency? I want some</p><p>information about hotels.</p><p>I would like some information about hotels.</p><p>d) In a travel agency: Good morning. I</p><p>want to know the price for a weekend</p><p>in Toronto.</p><p>Good morning. I’d like to know the price for a</p><p>weekend in Toronto.</p><p>watch a love story go horseback riding go surfing</p><p>124 Ensino Fundamental 2 ¥ 8o ano</p><p>w</p><p>a</p><p>v</p><p>e</p><p>b</p><p>re</p><p>a</p><p>k</p><p>m</p><p>e</p><p>d</p><p>ia</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>D</p><p>ig</p><p>it</p><p>a</p><p>l V</p><p>is</p><p>io</p><p>n</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>S</p><p>o</p><p>u</p><p>th</p><p>_</p><p>a</p><p>g</p><p>e</p><p>n</p><p>c</p><p>y</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>P</p><p>h</p><p>ili</p><p>p</p><p>p</p><p>e</p><p>T</p><p>u</p><p>rp</p><p>in</p><p>/P</p><p>h</p><p>o</p><p>to</p><p>n</p><p>o</p><p>n</p><p>s</p><p>to</p><p>p</p><p>/</p><p>A</p><p>g</p><p>ê</p><p>n</p><p>c</p><p>ia</p><p>F</p><p>ra</p><p>n</p><p>c</p><p>e</p><p>-P</p><p>re</p><p>s</p><p>s</p><p>e</p><p>C</p><p>L</p><p>U</p><p>S</p><p>T</p><p>E</p><p>R</p><p>X</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>h</p><p>o</p><p>lb</p><p>o</p><p>x</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_120a128_M16.indd 124 10/5/17 4:38 PM</p><p>go to the club play tennis</p><p>a) You: Would you like to go horseback riding (on Sunday)?</p><p>Ann: Yes, I would. I love horseback riding.</p><p>b) You: Would you like to go surfing (this afternoon)?</p><p>Daniel: No, thanks. I can’t surf.</p><p>c) You: Would you like to play tennis (tomorrow morning)?</p><p>Gabriel: Yes, I would love to. Tennis is my favorite sport.</p><p>d) You: Would you like to watch (The Notebook) (tonight)?</p><p>Mike: No, sorry. I don’t like love stories.</p><p>e) You: Would you like to go to the club (on Saturday)?</p><p>Emma: Yes, I would, but I’m not a member of the club.</p><p>Make suggestions for each situation. Use the expression Why don’t you…? and the cues</p><p>in parentheses.</p><p>a) I have a bad cold. (doctor) Why don’t you see a doctor?</p><p>b) I’m not doing well at school. (private classes) Why don’t you have private classes?</p><p>c) My computer is too old. (a new one) Why don’t you buy a new one?</p><p>d) I have a terrible headache. (an aspirin) Why don’t you take an aspirin?</p><p>Use the expression What about + verb + ing and the cues in parentheses to make</p><p>suggestions for the weekend.</p><p>a) (go/beach) What about going to the beach this weekend?</p><p>b) (read/book) What about reading a book?</p><p>c) (tidy/your room) What about tidying your room?</p><p>d) (study/Monday test) What about studying for your Monday test?</p><p>e) (play/soccer) What about playing soccer?</p><p>3</p><p>4</p><p>125</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>M</p><p>o</p><p>n</p><p>k</p><p>e</p><p>y</p><p>B</p><p>u</p><p>s</p><p>in</p><p>e</p><p>s</p><p>s</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>k</p><p>a</p><p>li9</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH8_EF2_INGLES_120a128_M16.indd 125 10/5/17 4:38 PM</p><p>a) People think fall is the best time to visit Toronto. ( ü )</p><p>b) Most major attractions are closed during fall. ( )</p><p>You will be able to enjoy most attractions.</p><p>c) Tourists can enjoy fall both in the Toronto area and also away from the city. ( ü )</p><p>d) People are not able at all to see Hollywood stars at the International Film Festival of</p><p>Toronto. ( )</p><p>People have a chance to see Hollywood stars at the International Film Festival of Toronto.</p><p>e) Toronto is a fantastic place to visit at any time of the year. ( ü )</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Discuss these questions with your classmates. Personal answers. Possible answer suggestions.</p><p>a) Which season of the year do you like best?</p><p>I like spring best.</p><p>b) What can you do during your favorite season?</p><p>I can go to the beach (as the sun is not too hot), do outdoor activities, etc.</p><p>c) When is it fall in Brazil? Describe the season.</p><p>Fall in Brazil lasts from March to June. It is a warm season until about the end of April. Then it becomes a bit cooler.</p><p>There isn’t much rain.</p><p>d) When is it fall in Canada? What do you think this season is like there?</p><p>Fall in Canada goes from September to December. The leaves become yellowish then red, making the scenery</p><p>very beautiful. When the leaves fall, it is still very beautiful because the ground is covered with leaves of different</p><p>colors. Fall in Canada is already a cold season for us Brazilians.</p><p>LISTENING</p><p>Listen and tick ( ü ) the correct statements. Rewrite the wrong ones.1</p><p>28</p><p>126 Ensino Fundamental 2 ¥ 8o ano</p><p>J</p><p>o</p><p>h</p><p>n</p><p>X</p><p>H</p><p>a</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_120a128_M16.indd 126 10/5/17 4:38 PM</p><p>THE INVITATION GAME</p><p>Work with a partner. Follow the instructions.</p><p>• Decide who is Student A and who is Student B.</p><p>• Students A and B choose three activities from the boxes as things they would like to do on</p><p>Saturday. They don’t tell each other which activities they chose.</p><p>• Student B invites Student A to do one of the activities in the chart.</p><p>• Student A accepts or refuses the invitation, depending on his/her choices.</p><p>• If Student A accepts the invitation, Student B scores a point.</p><p>• Then it is Student A’s turn to invite Student B.</p><p>• The student with most points at the end of the game is the winner!</p><p>TIME FOR FUN</p><p>study together for a test</p><p>watch a TV series at home</p><p>go to a pop concert</p><p>do homework together</p><p>go to the movies</p><p>have a burger</p><p>make cookies</p><p>do volunteer work</p><p>hang out at the mall</p><p>go to the park</p><p>have a picnic</p><p>go to a party</p><p>play video games</p><p>play soccer</p><p>swim at the club</p><p>go shopping</p><p>Where would you expect to find the passage you listened to in activity 1? Check ( ü ) the</p><p>best answer.</p><p>a) In a fashion magazine. ( )</p><p>b) In a sports magazine. ( )</p><p>c) In a travel magazine/guide. ( ü )</p><p>d) In a fitness magazine. ( )</p><p>PAIR WORK</p><p>Work with a classmate. Discuss the questions.</p><p>a) Are the seasons in Canada the same as in Brazil? Explain your answer.</p><p>Possible</p><p>answers suggestions: The names of the seasons and some characteristics of each of them are the same,</p><p>but they occur in different parts of the year because Canada is in the Northern Hemisphere. Besides, the weather</p><p>is much different too with very cold winters and mildly hot summers.</p><p>b) What time of the year would you like to visit Toronto?</p><p>Possible answers suggestions: I would like to visit Toronto in the spring or summer (from March to September)</p><p>because I can’t stand cold weather, but in the fall the natural scenery must be wonderful there.</p><p>2</p><p>3</p><p>127</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>6</p><p>PH8_EF2_INGLES_120a128_M16.indd 127 10/5/17 4:38 PM</p><p>HOMEWORK</p><p>Read the text. Then read the statements and circle YES or NO.</p><p>Rogers Centre</p><p>1</p><p>Rogers Centre (formerly known as Sky Dome) is a multi-purpose stadium downtown Toronto. It is located next to the</p><p>CN Tower, on the shore of Lake Ontario. It was open in 1989 and it is home to the baseball team Toronto Blue Jays and</p><p>to the football team Toronto Argonauts. While it is primarily a sports venue, it also hosts other large-scale events such as</p><p>conventions, trade fairs, concerts, funfairs, and monster truck shows.</p><p>The stadium was renamed “Rogers Centre” after the purchase of the stadium by Rogers Communications, which also</p><p>bought the Toronto Blue Jays, in 2005. The venue was noted for being the first stadium to have a fully retractable motorized</p><p>roof, as well as for the 348-room hotel attached to it, with 70 rooms overlooking the field. It is also the most recent stadium</p><p>built to accommodate both football and baseball in North America. The stadium was the centerpiece of the 2015 Pan</p><p>American Games, as the site of the opening and closing ceremonies.</p><p>Available at: <www.ballparksofbaseball.com/ballparks/rogers-centre>. Accessed on: July 3rd, 2017. (Based.)</p><p>a) Rogers Centre is a stadium intended just for baseball games. YES NO</p><p>b) The name of the stadium has always been Rogers Centre. YES NO</p><p>c) The Blue Jays and the Argonauts are both Canadian baseball teams. YES NO</p><p>d) People can stay at a hotel which is part of the stadium. YES NO</p><p>e) The stadium has a retractable roof allowing any sport to be played indoors or outdoors. YES NO</p><p>Answer the following questions. Personal answers. Possible answer suggestions.</p><p>a) What would you like to have for breakfast this morning?</p><p>I’d like to have orange juice, toast, jam, cheese and a cup of coffee.</p><p>b) Would you like to dance with me?</p><p>Well, I certainly would, but I can’t dance.</p><p>c) What about having dinner out tonight?</p><p>That’s a good idea. Where shall we go?</p><p>d) Why don’t we go for a walk in the park?</p><p>Sorry, I can’t. I am too busy today.</p><p>e) I’m going to the mall this afternoon. Would you like to come with me?</p><p>I’m sorry. I went to the mall yesterday.</p><p>2</p><p>D</p><p>a</p><p>y</p><p>O</p><p>w</p><p>l/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>128 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_120a128_M16.indd 128 10/5/17 4:38 PM</p><p>17</p><p>MODULE</p><p>Learning objects</p><p>• A dialogue</p><p>• A tourist guide</p><p>• Directions: prepositions of place and</p><p>movement</p><p>• Vocabulary: tourist attractions</p><p>Skills</p><p>• Ask for directions and give</p><p>information about a particular place.</p><p>• Identify and make use of terms and</p><p>expressions that indicate location.</p><p>• Interpret a tourist guide.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field/theme: expressions that</p><p>indicate direction, prepositions,</p><p>tourist attractions.</p><p>• Identify information about directions</p><p>and locations of a particular place.</p><p>“For those who are lost, there will</p><p>always be cities that feel like home.”</p><p>Simon Van Booy, Everything beautiful began after</p><p>OH GOSH! I THINK</p><p>WE’RE LOST</p><p>129</p><p>S</p><p>c</p><p>a</p><p>n</p><p>ra</p><p>il1</p><p>/A</p><p>rt</p><p>B</p><p>e</p><p>rr</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_129a136_M17.indd 129 10/5/17 4:40 PM</p><p>Read this excerpt and discuss the following questions with a classmate.</p><p>Getting lost is a valuable experience. Your senses are sharpened, you see more and</p><p>remember more. I’m sure that getting lost sharpens the imagination – some might say that it’s</p><p>only by getting lost that we can find ourselves […], but my interests are more material. Getting</p><p>lost is fun. It’s interesting. It’s a great way to explore a city and learn how it is put together.</p><p>Available at: <https://greatwen.com/2015/09/25/getting-lost-in-london>. Accessed in: July, 2017.</p><p>a) Have you ever got lost in a city or in any other new place?</p><p>Yes, I have./No, I haven’t.</p><p>b) Do you agree with the author of the excerpt on this page? Why (not)?</p><p>Yes, I do. Because we can learn a lot of things./No, I don’t. Because getting lost can be stressful.</p><p>c) What can you learn when you get lost in a new place?</p><p>We can learn about the new place and also how to deal with this situation.</p><p>d) What do you do when you get lost in a town or city?</p><p>When I get lost in a city I ask local people or a police officer for help.</p><p>Personal answers. Possible answer</p><p>suggestions:</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Observe the map and locate the following places.</p><p>a) Osggode metro station</p><p>b) Grange Park</p><p>c) Art Gallery of Ontario</p><p>READING</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/G</p><p>o</p><p>o</p><p>g</p><p>le</p><p>M</p><p>a</p><p>p</p><p>s</p><p>,</p><p>2</p><p>0</p><p>1</p><p>7.</p><p>130 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_129a136_M17.indd 130 10/5/17 4:40 PM</p><p>READING</p><p>Read and listen.</p><p>There is an interesting exhibition about the influence of Impressionism in contemporary art</p><p>at the Art Gallery in Toronto. Patricia, Alan and Brenda want to see it because they have studied</p><p>this art movement at school. They are on their way when they suddenly realize they are lost.</p><p>Brenda: Oh, Gosh! I think we are lost. I’m not sure about where the Art Gallery is.</p><p>Do you know the way, Alan?</p><p>Alan: No, I’m afraid not. And we don’t have a smartphone</p><p>with us, so let’s ask the police officer over there.</p><p>Brenda: Oh, yes! I’ll ask him.</p><p>Patricia: I hope it’s not too far from here. I’m tired of</p><p>yesterday’s tour.</p><p>Brenda: Excuse me. Can you tell us the way to the Art</p><p>Gallery, please? I think it’s somewhere around here, but I’m</p><p>not sure.</p><p>Police officer: Yes, certainly. It’s in Dundas Street West. We</p><p>are at the corner of Queen Street and University Avenue, right? Go down Queen Street</p><p>three blocks and turn right on McCaul Street. Go up McCaul and turn left on Dundas</p><p>Street. The Art Gallery is between McCaul and Beverley Street. You can’t miss it.</p><p>Brenda: I’m sure we won’t. Thank you and bye now.</p><p>Answer the following questions.</p><p>a) Why is Patricia tired?</p><p>She is tired because of yesterday’s tour.</p><p>b) Where did they go yesterday?</p><p>They went to the CN Tower and to the Sky Dome. (Based on previous lessons)</p><p>c) Where are Patricia, Alan and Brenda going?</p><p>They are going to the Art Gallery.</p><p>d) Where are they?</p><p>They are at the corner of Queen Street and University Avenue.</p><p>e) Why do they talk to the police officer?</p><p>Because they don’t know the way to the Art Gallery.</p><p>f) Is the Art Gallery far from where they are?</p><p>No, it isn’t.</p><p>g) What is the way to the art gallery?</p><p>They have to walk three blocks on Queen Street and turn right on McCaul Street. Then they have to go up McCaul</p><p>and turn left on Dundas Street. The Art Gallery is between McCaul and Beverly Street.</p><p>GROUP WORK</p><p>Work in groups of four and read the dialogue.</p><p>29</p><p>1</p><p>2</p><p>3</p><p>Useful language</p><p>How do you say</p><p>these expressions in</p><p>Portuguese? Use the</p><p>context to help you.</p><p>a) Oh Gosh!: Caramba!</p><p>(interjeição para</p><p>expressar surpresa)/</p><p>Gosh – eufemismo</p><p>para God</p><p>b) I think we are lost:</p><p>Acho que</p><p>estamos perdidos</p><p>c) I’m afraid not: Temo</p><p>que não./Infelizmente</p><p>não</p><p>d) Yesterday’s tour:</p><p>O passeio de ontem</p><p>e) Somewhere around</p><p>here: Em algum lugar</p><p>por aqui</p><p>f) You can’t miss it:</p><p>Vocês não vão errar./</p><p>É impossível errar</p><p>131</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH8_EF2_INGLES_129a136_M17.indd 131 10/5/17 4:40 PM</p><p>ASKING FOR DIRECTIONS</p><p>Read the examples.</p><p>Excuse me, how can I get to…?</p><p>Excuse me, is there a… near here?</p><p>Excuse me, where is the…?</p><p>Excuse me, can you tell me the way to…?</p><p>DIRECTIONS</p><p>Look and complete the chart with the phrases and words from the box.</p><p>go down  across the street  on the left  turn right</p><p>1</p><p>LANGUAGE WORK</p><p>turn left turn right go down go up</p><p>oppositeon the righton the leftgo straight ahead/on</p><p>go along</p><p>across the street go as far as</p><p>go through</p><p>PREPOSITIONS AND EXPRESSIONS OF PLACE</p><p>DO YOU REMEMBER?</p><p>Match the prepositions with the correct image.</p><p>next to  opposite  behind  on the corner of  in front of</p><p>2</p><p>a) b) c)</p><p>opposite behind next to</p><p>132 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_129a136_M17.indd 132 10/5/17 4:40 PM</p><p>ASKING FOR DIRECTIONS</p><p>PAIR WORK</p><p>Look at the map below and make short dialogues asking and answering about how to get</p><p>to places.</p><p>3</p><p>Example:</p><p>A: Excuse me. Can you tell me how to get to the Fox cinema?</p><p>B: Yes, sure. Go down Edward Street, turn right on Main Street. The cinema is in front of</p><p>the theater. You can’t miss it.</p><p>A: I’m sure I won’t. Thank you.</p><p>d) e)</p><p>in front of on the corner of</p><p>Park</p><p>133</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>PH8_EF2_INGLES_129a136_M17.indd 133 10/5/17 4:40 PM</p><p>b) The protesters are going down Market Street.</p><p>LANGUAGE USAGE</p><p>Look at the pictures and complete these sentences with words that express the correct direction.</p><p>a) The bus is turning right on Marvin Street.</p><p>c) You can see a monument on the right .</p><p>d) The theater is on the left .</p><p>e) My friends were going along Paulista Avenue when the accident happened.</p><p>134 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_129a136_M17.indd 134 10/5/17 4:40 PM</p><p>HOMEWORK</p><p>Look at the map of central London and answer the questions.1</p><p>a) You are at Trafalgar Square. How can you get to Her Majesty’s Theater?</p><p>I go down Pall Mall Street two blocks, turn right on Haymarket street. The theater is on the left.</p><p>b) From there, you want to go to the Prince of Wales Theatre. How can you get there?</p><p>I go up Haymarket street two blocks, turn right on Panton street, then turn left on Oxendon street. The theatre is almost at the end of this street.</p><p>c) There is a restaurant near the Prince of Wales Theater. How can you get there?</p><p>I turn left on Coventry street, then turn left on Haymarket street. The restaurant is on the left.</p><p>d) From the restaurant, you want to go to Piccadilly Circus Station. How can you get there?</p><p>I go up Haymarket street one block, turn left on Coventry street. The station in on the right.</p><p>Oxendon St.</p><p>Haym</p><p>arket</p><p>Panton St.</p><p>135</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>7</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/G</p><p>o</p><p>o</p><p>g</p><p>le</p><p>M</p><p>a</p><p>p</p><p>s</p><p>,</p><p>2</p><p>0</p><p>1</p><p>7.</p><p>PH8_EF2_INGLES_129a136_M17.indd 135 10/5/17 4:40 PM</p><p>HOMEWORK</p><p>The thematic historical displays</p><p>take you on a trip through the</p><p>past of mankind. Galleries are also</p><p>devoted to many other subjects,</p><p>including the kids’ favorite one –</p><p>the Dinosaur Gallery.</p><p>Admission:</p><p>$ 20 adults, $ 17 seniors (65+), $ 15.50</p><p>students (with a valid student card),</p><p>$ 15.50 youth (15-19), Free infant (0-3)</p><p>Open:</p><p>Monday to Thursday – 10:00 a.m. to 5:30 p.m.</p><p>Saturday and Sunday – 10:00 a.m. to 5:30 p.m.</p><p>Fridays – 10:00 a.m. to 8:30 p.m.</p><p>The Museum is open daily except for December 25.</p><p>Address:</p><p>100 Queen’s Park, Toronto, ON, M5S 2C6</p><p>Subway: St. George Station is the closest subway</p><p>stop.</p><p>Read the information about the Royal Ontario Museum and answer these questions.2</p><p>a) Where is the Royal Ontario Museum?</p><p>It’s at 100 Queen’s Park.</p><p>b) How much is it for people older than 65?</p><p>It’s $ 17.</p><p>c) Can you visit the museum at 9 a.m. on Sunday?</p><p>No, I/we can’t.</p><p>d) When is it closed?</p><p>On Christmas Day/On 25th December.</p><p>e) How can you get there?</p><p>We can get there by subway.</p><p>A family of 5, including father, mother, grandma (65) and two kids (7 and 2) want to visit the Royal Ontario</p><p>Museum. How much will they pay to get in?</p><p>They’ll pay $ 72.50.</p><p>3</p><p>Royal Ontario Museum</p><p>Available at: <www.rom.on.ca/en/visit-us/tickets-hours>. Accessed on: July 3rd, 2017. (Based.)</p><p>J</p><p>a</p><p>v</p><p>e</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>136 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_129a136_M17.indd 136 10/5/17 4:40 PM</p><p>R</p><p>o</p><p>te</p><p>rP</p><p>a</p><p>n</p><p>th</p><p>e</p><p>r/</p><p>iS</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>18</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 13 to 17</p><p>fr</p><p>a</p><p>n</p><p>ti</p><p>s</p><p>e</p><p>k</p><p>h</p><p>o</p><p>jd</p><p>y</p><p>s</p><p>z/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>y</p><p>d</p><p>a</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>c</p><p>a</p><p>n</p><p>ra</p><p>il1</p><p>/A</p><p>rt</p><p>B</p><p>e</p><p>rr</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>o</p><p>n</p><p>g</p><p>q</p><p>u</p><p>a</p><p>n</p><p>D</p><p>e</p><p>n</p><p>g</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>137</p><p>PH8_EF2_INGLES_137a139_M18.indd 137 10/5/17 4:41 PM</p><p>Read the text and choose the correct alternative in each item.</p><p>Rubber tree seed</p><p>Biopiracy is nothing new in Brazil. Long ago, right after the</p><p>discovery of the land by the Portuguese in 1500, the discoverers</p><p>themselves and then other Europeans just stole from the Indians the</p><p>secret of how to extract a red pigment from pau-brasil (Brazil wood).</p><p>Emblematic of today’s situation, in which flora and fauna continue</p><p>to disappear, the wood that gave Brazil its name has completely</p><p>disappeared, being preserved only in a few botanical gardens.</p><p>The most infamous case is that of Englishman Henry Alexander</p><p>Wickham, who in 1876 stole rubber tree seeds, hiding them between</p><p>banana leaves and shipping them off to his country leading to a new</p><p>plantation of the Hevea brasiliens is in the British colonies in Malaysia.</p><p>In a few decades, the region would become the main exporter of latex, ruining in the process the rubber tree-based Amazon</p><p>economy. Wickham was knighted by King George V and loathed by Brazil’s rubber barons who called him “the Executioner</p><p>of Amazonas”.</p><p>Available at: <www.amazonlink.org/biopiracy/biopiracy_history.htm>. Accessed on: July 3rd, 2017. (Adapted.)</p><p>A. Read the first paragraph of the text and tick ( ü ) the correct alternative according to it.</p><p>a) The Portuguese were the first and only people who stole pau-brasil seeds from the Indigenous people. ( )</p><p>b) Biopiracy in Brazil started in the sixteenth century, immediately after the discovery. ( ü )</p><p>c) The tree called Brazil wood is very common in the Brazilian forests. ( )</p><p>d) Biopiracy is considered something new in Brazil. ( )</p><p>e) The State of Amazonas is still the most important latex exporter in the world. ( )</p><p>B. Based on the second paragraph, check if the statements are true (T) or false (F). Then tick ( ü ) the correct</p><p>alternative.</p><p>I. Wickham established a rubber industry in the Amazon region.</p><p>II. Wickham hid the rubber seeds on a ship between banana leaves.</p><p>III. Wickham took the rubber seeds to the British colonies in Malaysia and established the region as the world’s</p><p>main latex producers and exporters.</p><p>IV. The decline of the Brazilian rubber industry is not attributed to an Englishman.</p><p>a) T – T – F – F ( )</p><p>b) T – F – F – T ( )</p><p>c) F – F – F – T ( )</p><p>d) F – T – T – F ( ü )</p><p>e) T – F – T – F ( )</p><p>Complete the sentences. Use the correct form of the adjectives to make true sentences.</p><p>a) German is more difficult than English. (difficult)</p><p>b) Cristiano Ronaldo is considered to be one of the best soccer players in the world. (good)</p><p>c) I am taller than my sister. (tall)</p><p>d) My mother is stricter than my father. (strict)</p><p>e) Detroit is more violent than São Paulo. (violent)</p><p>f) The cheetah is the fastest animal in the world. (fast)</p><p>g) In my opinion, Edinburgh is prettier than Paris. (pretty)</p><p>1</p><p>2</p><p>F</p><p>h</p><p>a</p><p>iz</p><p>a</p><p>l</p><p>M</p><p>a</p><p>zl</p><p>a</p><p>n</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>138 Ensino Fundamental 2 ¥ 8o ano</p><p>ROUNDUP – modules 13 to 17</p><p>PH8_EF2_INGLES_137a139_M18.indd 138 10/5/17 4:41 PM</p><p>Look at the chart below and write sentences comparing the different kinds of cars. Use the adjectives: fast, slow,</p><p>noisy, expensive, cheap, comfortable, dangerous, safe.</p><p>Car The Ford Model T The Honda Fit The electric-powered</p><p>Speed 40 km/h 190 km/h 161 km/h</p><p>Noise ** * ***</p><p>Price * *** ***</p><p>Comfort * ** ***</p><p>Danger * ** **</p><p>Examples:</p><p>The Ford Model T is cheaper than the Honda Fit.</p><p>The Ford Model T is less expensive than the Honda</p><p>Fit.</p><p>Are the underlined words right (R) or wrong (W)? Correct the ones which are wrong.</p><p>a) He is a very carefully driver. He drives careful. ( W ) ( W )</p><p>He is a very careful driver. He drives carefully.</p><p>b) Maria worked from 9 to 7 today. She looks tiredly now. ( W )</p><p>She looks tired now.</p><p>c) Why are you working so slow? ( W )</p><p>Why are you working so slowly?</p><p>d) I didn’t sleep very well last night. ( R )</p><p>e) Mark is a hard worker. He works hard. ( R ) ( R )</p><p>f) Answer quick! Which is the tallest mountain in the world? ( W ) ( R )</p><p>Answer quickly!</p><p>g) That fighter is very strong. She fights strong. ( R ) ( W )</p><p>He fights strongly.</p><p>Choose the comparative of superiority or superlative to complete the sentences.</p><p>a) After the Sun and the Moon, Venus can be the brightest (bright) object in the sky.</p><p>b) Neptune, the eighth planet, is a little heavier (heavy) and bigger (big) than Uranus.</p><p>c) Some astronomers think Saturn is the most remarkable (remarkable) of all planets. It is also the second</p><p>largest (large).</p><p>d) Venus is a little bit smaller than (small) the Earth.</p><p>e) Mercury is the nearest (near) planet to the Sun and goes around it in the shortest (short) time.</p><p>f) In 2006, Pluto was relegated to dwarf planet status. Till then, it was considered the farthest/furthest (far) of</p><p>the nine planets from the Sun, in general.</p><p>3</p><p>4</p><p>5</p><p>139</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>8</p><p>modules 13 to 17 – ROUNDUP</p><p>PH8_EF2_INGLES_137a139_M18.indd 139 10/5/17 4:41 PM</p><p>19</p><p>MODULE</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>M</p><p>a</p><p>rm</p><p>o</p><p>tt</p><p>a</p><p>n</p><p>M</p><p>o</p><p>n</p><p>e</p><p>t,</p><p>P</p><p>a</p><p>ri</p><p>s</p><p>,</p><p>F</p><p>ra</p><p>n</p><p>ç</p><p>a</p><p>.</p><p>L</p><p>e</p><p>e</p><p>m</p><p>a</p><p>g</p><p>e</p><p>/C</p><p>o</p><p>rb</p><p>is</p><p>v</p><p>ia</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>'O</p><p>rs</p><p>a</p><p>y,</p><p>P</p><p>a</p><p>ri</p><p>s</p><p>,</p><p>F</p><p>ra</p><p>n</p><p>ç</p><p>a</p><p>.</p><p>A REVOLUTIONARY</p><p>ART MOVEMENT</p><p>Learning objects</p><p>• An informative text</p><p>• The past simple tense (fixation and</p><p>expansion)</p><p>• The present simple tense in context</p><p>(fixation and expansion)</p><p>• Vocabulary: art movements –</p><p>painting, Impressionism, biographies</p><p>• An impressionist painting</p><p>Skills</p><p>• Interpret an informative text and</p><p>biographies.</p><p>• Recognize and make use of the past</p><p>and present simple tenses in textual</p><p>sequences.</p><p>• Identify and use words and</p><p>expressions in the context of the</p><p>same semantic/theme field: artistic</p><p>movements and biographies.</p><p>• Analyze an impressionist picture</p><p>based on the information presented</p><p>in a text.</p><p>“Impressionism is the newspaper</p><p>of the soul.”</p><p>Henri Matisse</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/MM</p><p>uu</p><p>s</p><p>e</p><p>uu</p><p>MM</p><p>a</p><p>rm</p><p>o</p><p>tt</p><p>a</p><p>n</p><p>MM</p><p>o</p><p>n</p><p>e</p><p>t</p><p>P</p><p>a</p><p>ri</p><p>s</p><p>F</p><p>ra</p><p>n</p><p>ç</p><p>a</p><p>L</p><p>e</p><p>e</p><p>m</p><p>a</p><p>g</p><p>e</p><p>/C</p><p>o</p><p>rb</p><p>is</p><p>v</p><p>iia</p><p>G</p><p>e</p><p>tt</p><p>y</p><p>Im</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>'O</p><p>rs</p><p>a</p><p>y,</p><p>P</p><p>a</p><p>ri</p><p>s</p><p>,</p><p>F</p><p>ra</p><p>n</p><p>ç</p><p>a</p><p>.</p><p>MONET, Claude. Impression, Sunrise. 1872. Oil on canvas. 48 cm × 63 cm. Musée Marmottan Monet.</p><p>DEGAS, Edgar. The ballet class.</p><p>1874. Oil on canvas. 85 cm × 75 cm.</p><p>Musée d’Orsay.</p><p>140</p><p>PH8_EF2_INGLES_140a147_M19.indd 140 10/5/17 4:42 PM</p><p>Look at the paintings on the previous page. Then read the facts below and discuss the</p><p>questions with your classmates. Personal answers.</p><p>Interesting facts about Impressionism</p><p>– When a critic called the artists “impressionists”, it was meant as an insult.</p><p>– The established art community was outraged when the young impressionist artists held their</p><p>own exhibition in 1874.</p><p>– Impressionists often painted the same view or subject over and over trying to capture different</p><p>moments in light, color, and time.</p><p>– By the late 1880’s Impressionism was very popular and many artists throughout the world</p><p>were taking up the style.</p><p>Available at: <www.ducksters.com/history/art/impressionism.php>. Accessed on: July 7th, 2017.</p><p>a) Do you know any of the paintings depicted on the previous page?</p><p>b) What do you think about those paintings? Do you like them? Why or why not?</p><p>c) Why do you think Matisse said, “Impressionism is the newspaper of the soul.”?</p><p>d) Why do you believe that calling the artists “impressionists” was considered an insult?</p><p>e) In your opinion, why did Impressionism become very popular?</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Look at the paintings on the opening page and the following ones on the next page. Then</p><p>answer the questions below.</p><p>a) What is the typical setting of these paintings, indoors or outdoors?</p><p>Outdoors. However, The ballet class painting by Degas shows an indoor scene.</p><p>b) Would you describe these works as realistic paintings or not? Why?</p><p>Suggested answer: Yes, I would. Yes, I would describe them as realistic because they capture everyday</p><p>scenes and the natural environment.</p><p>141</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH8_EF2_INGLES_140a147_M19.indd 141 10/5/17 4:42 PM</p><p>RENOIR, Pierre-August. Child with a whip. 1885.</p><p>Oil on canvas.</p><p>PISSARRO, Camille. Woman hanging out washing. 1887.</p><p>Oil on canvas.</p><p>READING</p><p>Read and listen.</p><p>Patricia, Alan and Brenda went to the Art Gallery in Toronto yesterday.</p><p>They had learned about the nineteenth century art movements at school.</p><p>Read about the one they liked best.</p><p>In the nineteenth century, a group of young painters in Paris broke away</p><p>from traditional religious, historical, or mythological subjects and turned</p><p>to their everyday life for inspiration. They favored subjects that appeared</p><p>informal and spontaneous and wanted their paintings to reflect the life they</p><p>saw around them. They traveled to the countryside, the coast, and the city,</p><p>and painted what they observed on the spot, capturing the activity and energy</p><p>of life in their art.</p><p>Those artists were very interested in how light appeared on subjects in</p><p>different weather and at different times of the day, so they preferred to work</p><p>outdoors in natural light, rather than in their studio with sketches. They</p><p>painted rapidly with quick brushstrokes to capture the moment and changes</p><p>in sunlight and weather.</p><p>The sketchiness of this style, with its quick, visible brushstrokes, made critics</p><p>complain that the pictures did not look finished, that the work was sloppy.</p><p>Most of the artists’ paintings were rejected from the established exhibition</p><p>in Paris, the Salon. In 1874, the group organized its first independent exhibition.</p><p>One of the works on display, by Claude Monet, was called Impression: Sunrise.</p><p>A critic mocked them, calling them “impressionists” – and the group adopted</p><p>the name.</p><p>A revolutionary art movement, Impressionism opened the door to</p><p>abstract painting, marking the beginning of modern art. Claude Monet,</p><p>Camille Pissarro, Edgar Degas, Pierre-Auguste Renoir are some of the major</p><p>impressionists.</p><p>RAIMONDO, J. Picture this! Activities and adventures in Impressionism. New York:</p><p>Watson – Guptill Publications, 2004. (Adapted.)</p><p>Read the statements and decide whether they are right ( R ), wrong ( W )</p><p>or not mentioned (NM) according to the text. Correct the wrong ones.</p><p>a) The movement described above was called Realism. ( W )</p><p>It was called Impressionism.</p><p>1</p><p>30</p><p>2</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>H</p><p>e</p><p>rm</p><p>it</p><p>a</p><p>g</p><p>e</p><p>,</p><p>S</p><p>ã</p><p>o</p><p>P</p><p>e</p><p>te</p><p>rs</p><p>b</p><p>u</p><p>rg</p><p>o</p><p>,</p><p>R</p><p>ú</p><p>s</p><p>s</p><p>ia</p><p>.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>'O</p><p>rs</p><p>a</p><p>y,</p><p>P</p><p>a</p><p>ri</p><p>s</p><p>,</p><p>F</p><p>ra</p><p>n</p><p>ç</p><p>a</p><p>.</p><p>b) A critic called the artists impressionists to make fun of them. ( R )</p><p>c) Monet became the leader of this group of artists. (NM)</p><p>d) Impressionist painters were fascinated by light, color and nature. ( R )</p><p>e) After many years of rejection, the impressionists gained critical and financial success. (NM)</p><p>f) They only painted outdoor scenes. ( W )</p><p>They preferred to work outdoors.</p><p>142 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_140a147_M19.indd 142 10/5/17 4:42 PM</p><p>PAIR WORK</p><p>ANALYZING AN IMPRESSIONIST PAINTING</p><p>Take a look at Garden at Sainte-Adresse (1867) painting by Monet. Answer the questions</p><p>below and discuss them with a classmate.</p><p>1</p><p>a) What do you think these people are doing?</p><p>Possible answer suggestions: They are chilling out in the garden. They are looking at sailboats in the sea.</p><p>b) Look at their clothing. Why are they dressed this way? What are the women holding?</p><p>Possible</p><p>answer suggestions: Because it was fashionable at that time. They are holding parasols because it’s sunny.</p><p>c) Where is this? How would you describe this place?</p><p>Possible answer suggestions: It is a house garden by the sea. It’s beautiful, colorful and full of light.</p><p>d) Can you tell what country this is in? Look closely – find a clue in the picture.</p><p>Possible answer suggestions: It’s in France. I can see the French flag.</p><p>e) What is the weather like? How can we tell the sun is shining? What in the picture</p><p>shows it is a windy day?</p><p>It’s sunny and windy. We can tell it is sunny because of the women’s parasols and the shadows. We can see it</p><p>is windy because the flags are blowing and the sea is wavy.</p><p>f) Look out onto the water. What kinds of boats do you see? What do the boats tell us</p><p>about the weather?</p><p>We can see steamboats and sailboats. The boats tell us that it is windy because of the direction taken by</p><p>the smoke from the steamboats and because of the sailboats gliding on the sea.</p><p>MONET, Claude. Garden at Sainte-Adresse. 1867. Oil on canvas.</p><p>Useful language</p><p>Match the words with their meaning.</p><p>a) broke away ( d ) quickly made drawings</p><p>b) on the spot ( f ) incompleteness; “imperfection”</p><p>c) rather than ( i ) made fun of</p><p>d) sketches ( h ) exposed to view</p><p>e) brushstrokes ( c ) instead of</p><p>f) sketchiness ( e ) marks made by movements of a paintbrush in one direction</p><p>g) sloppy ( g ) incomplete and not done with care</p><p>h) on display ( a ) separated from, put an end to their connection with</p><p>i) mocked ( b ) at the scene</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>e</p><p>A</p><p>rt</p><p>e</p><p>M</p><p>e</p><p>tr</p><p>o</p><p>p</p><p>o</p><p>lit</p><p>a</p><p>n</p><p>o</p><p>,</p><p>N</p><p>o</p><p>v</p><p>a</p><p>Y</p><p>o</p><p>rk</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>143</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH8_EF2_INGLES_140a147_M19.indd 143 10/5/17 4:42 PM</p><p>g) Notice the waves. How can we tell they are moving?</p><p>We can tell the waves are moving because the painter used different shades of the same color to show</p><p>movement and strokes of color to show the reflection of the sun on some parts of the water.</p><p>h) What season is it in the picture? How can you tell?</p><p>Spring. Because of the flowers.</p><p>i) Notice the beautiful garden. What colors do you see in it?</p><p>Possible answer suggestions: Green, yellow, red, orange, blue and white.</p><p>Would you like to be in the picture? Why (not)? Personal answers. Possible answer suggestions:</p><p>Yes, I would. Because it seems a very beautiful and calm place. Despite the problems caused by the Industrial</p><p>Revolution in the 19th century, I think it was a nice period to live in (in Europe).</p><p>No, I wouldn’t. I think the place is too calm and peaceful for me. I wouldn’t like to dress up in those clothes and not to</p><p>have a cell phone and a computer.</p><p>You will find a list of characteristics of different art movements below. Tick ( ü ) the ones</p><p>that go with Impressionism.</p><p>( ü ) Everyday life scenes ( ) Religious figures</p><p>( ) Exotic locations ( ü ) Vivid colors</p><p>( ü ) Visible brushstrokes ( ü ) Emphasis on light and its changing qualities</p><p>( ) Mythic and legendary subjects ( ü ) Painted outdoors</p><p>( ) Delicate colors ( ü ) Emphasis on overall effect rather than on details</p><p>2</p><p>3</p><p>LANGUAGE USAGE</p><p>Complete the text with the verbs in parentheses in the correct tense (simple present or simple past).</p><p>Impressionism & Post-Impressionism</p><p>Both Impressionism and Post-Impressionism refer (refer) to influential artistic</p><p>movements arising in late 19th-century France. Impressionists rejected (reject) the</p><p>system of state-controlled academies and salons in favor of independent exhibitions, the first of</p><p>which was held in 1874. They painted (paint) contemporary landscapes and scenes</p><p>of modern life […]. The term Impressionism was (be) used to describe a group of</p><p>painters living in Paris who worked (work) between c. 1860 and 1900. These artists,</p><p>such as Frédéric Bazille, Edgar Degas, Claude Monet, Berthe Morisot, Camille Pissarro, Auguste</p><p>Renoir, Alfred Sisley and Mary Cassatt, sparked (spark) an international group of</p><p>followers and revolutionized Western conceptions of painting.</p><p>Post-Impressionism is (be) a term used to describe the reaction in the</p><p>1880s against Impressionism. It was led by Paul Cézanne, Paul Gauguin, Vincent van Gogh</p><p>and Georges Seurat. The Post-Impressionists rejected (reject) Impressionism’s</p><p>concern with the spontaneous and naturalistic rendering of light and color. Instead they</p><p>favored ( favor) an emphasis on more symbolic content, formal order and structure.</p><p>Both Impressionism and Post-Impressionism include (include) some of the most</p><p>famous works of modern art such as Monet’s Waterlilies, a Series of Waterscapes and Van Gogh’s</p><p>Starry Night. Impressionism and Post-Impressionism continue (continue) to be some</p><p>of the most well-known and beloved of artistic movements.</p><p>Available at: <www.oxfordartonline.com/public/page/themes/impressionismandpostimpressionism>. Accessed on: Aug. 7th, 2017.</p><p>c. 1860 and 1900:</p><p>about 1860 and 1900;</p><p>c. is an abbreviation</p><p>for circa (Latin)</p><p>used especially in</p><p>approximate date.</p><p>Words to know</p><p>144 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_140a147_M19.indd 144 10/5/17 4:42 PM</p><p>Claude Monet and Édouard Manet have similar names, both were French, they’re both</p><p>heavily associated with Impressionism, and worst of all, they were friends.</p><p>The following words will appear in the text you are going to listen to. Match them with</p><p>their definitions.</p><p>a) affluent ( d ) courageous</p><p>b) still life ( e ) theme</p><p>c) pegged ( b ) a picture consisting predominantly of inanimate objects</p><p>d) bold ( a ) rich</p><p>e) subject matter ( c ) classified</p><p>LISTENING</p><p>Read the following chart and check ( ü ) Monet or Manet according to what you hear.</p><p>Claude Monet Édouard Manet</p><p>He came from a poor family. ( ü ) ( )</p><p>He was a rich person with important political connections. ( ) ( ü )</p><p>He was the source of inspiration for future impressionist artists. ( ) ( ü )</p><p>He had friends who were impressionists, but he never exhibited</p><p>with them.</p><p>( ) ( ü )</p><p>He didn’t want to copy older works. ( ü ) ( )</p><p>It wasn’t a problem to copy older works. ( ) ( ü )</p><p>He liked to paint still life. ( ü ) ( )</p><p>He loved to paint busy scenes. ( ) ( ü )</p><p>He is often described as a realist. ( ) ( ü )</p><p>He is described as an impressionist. ( ü ) ( )</p><p>He continued to use the color black and preferred the studio to</p><p>the open air.</p><p>( ) ( ü )</p><p>2</p><p>31</p><p>PRE-LISTENING</p><p>Read the information about the two famous painters.1</p><p>LISTENING</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>e</p><p>B</p><p>e</p><p>la</p><p>s</p><p>A</p><p>rt</p><p>e</p><p>s</p><p>,</p><p>B</p><p>o</p><p>s</p><p>to</p><p>n</p><p>,</p><p>M</p><p>a</p><p>s</p><p>s</p><p>a</p><p>ch</p><p>u</p><p>s</p><p>e</p><p>tt</p><p>s</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/A</p><p>n</p><p>ti</p><p>g</p><p>a</p><p>G</p><p>a</p><p>le</p><p>ri</p><p>a</p><p>N</p><p>a</p><p>c</p><p>io</p><p>n</p><p>a</p><p>l,</p><p>B</p><p>e</p><p>rl</p><p>im</p><p>,</p><p>A</p><p>le</p><p>m</p><p>a</p><p>n</p><p>h</p><p>a</p><p>.</p><p>145</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH8_EF2_INGLES_140a147_M19.indd 145 10/5/17 4:42 PM</p><p>GROUP WORK</p><p>Work in groups of four students. Read the situation below.</p><p>You and your classmates are going to create an impressionist painting. Follow these</p><p>guidelines:</p><p>• Do some research about the impressionists and their work on the internet.</p><p>• Pay attention to the following characteristics: style of painting (visible brushstrokes, vivid colors</p><p>etc.) and subjects (themes, scenes) for inspiration.</p><p>• Select the material you are going to use.</p><p>• In groups, produce your own painting in the same style. Ask your art teacher for help if needed.</p><p>PROBLEM-SOLVING SITUATION</p><p>146 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_140a147_M19.indd 146 10/5/17 4:42 PM</p><p>HOMEWORK</p><p>Project: read the instructions for the Problem-solving situation section. Start your research about the topic on the</p><p>internet and bring information to discuss with your group. Don’t forget to write down the site sources.</p><p>Fill in the spaces with the simple past of the verbs in parentheses.</p><p>Edgar Degas was (be) born in 1834 in France. This French artist</p><p>is famous for his pictures of the ballet and of ballet dancers. He worked</p><p>(work) at a time when a revolution was taking place in French art.</p><p>Several of</p><p>your best friend doesn’t come to the party?</p><p>If my best friend doesn’t come to the party, I will be very sad.</p><p>b)	What will you do if it rains on the weekend?</p><p>If it rains on the weekend, I will stay home and read a book.</p><p>c)	 What will you do if you stay home tonight?</p><p>If I stay home tonight, I will watch a movie on TV and go to sleep earlier.</p><p>d)	What will your parents do if you skip classes?</p><p>If I skip classes, they will suspend my allowance.</p><p>e)	 What will you do if somebody steals your wallet?</p><p>If somebody steals my wallet, I will shout for help.</p><p>1</p><p>2 Personal answers. Possible answer suggestions:</p><p>159</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>PH8_EF2_INGLES_156a160_M21.indd 159 10/5/17 4:45 PM</p><p>HOMEWORK</p><p>Read the cartoon and tick ( ü ) the correct alternative according to it.1</p><p>Available at: <www.cartoonstock.com/cartoonview.asp?catref=rhan706>.</p><p>Accessed on: Aug. 7th, 2017.</p><p>July December</p><p>Price € 1,380.00 € 900.00</p><p>Season Summer (sunny and hot) Winter (very cold)</p><p>a)	 If you travel to Europe in July, the weather will be sunny and hot.</p><p>b)	 The trip to Europe will be very cheap if you travel in December.</p><p>c)	 If you travel to Europe in December, the weather will be very cold.</p><p>d)	 The trip will be very expensive if you travel in July.</p><p>a)	 The boy is asking Santa Claus for a computer as a Christmas present. ( )</p><p>b)	 The boy wants to include Santa Claus’ email address in his mailing list to be more practical for him to ask for a</p><p>Christmas present the next year. ( ü )</p><p>c)	 The boy is helping Santa Claus to take note of all the Christmas presents kids are asking for. ( )</p><p>Use your own ideas to rewrite and complete the following sentences. Personal answers. Possible answer suggestions:</p><p>a)	 If you leave before 9 a.m. tomorrow, I won’t see you .</p><p>b)	 If the bus is late, I will catch it .</p><p>c)	 If my father buys a new computer, I will ask him to give me the old one .</p><p>d)	 If my friend changes school, I will miss him/her a lot .</p><p>e)	 If my brother gets a soccer ball as a birthday present, we will play together .</p><p>f)	 If I go to Rio de Janeiro on my holidays, I will go to the beach every day .</p><p>g)	 If we don’t protect the environment, the world will suffer with natural disasters .</p><p>Your uncle wants to travel to Europe. He is not sure which season is better for him. Look at the chart below and</p><p>complete the sentences using the verbs to be and to travel.</p><p>2</p><p>3</p><p>R</p><p>a</p><p>lp</p><p>h</p><p>H</p><p>a</p><p>g</p><p>e</p><p>n</p><p>/C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>S</p><p>to</p><p>ck</p><p>160 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_156a160_M21.indd 160 10/5/17 4:45 PM</p><p>22</p><p>MODULE</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>HÄGAR THE</p><p>HORRIBLE</p><p>Learning objects</p><p>• A comic strip: Hägar the Horrible</p><p>• If-clauses type 2 (improbable</p><p>conditions)</p><p>• Verb sequences in conditional</p><p>clauses (type 2)</p><p>Skills</p><p>• Interpret a comic strip.</p><p>• Identify situations in which conditional</p><p>clauses (If-clauses) – type 2 are used</p><p>(improbable conditions).</p><p>• Recognize situations in which</p><p>conditional sentences are used to</p><p>talk about assumptions (type 2).</p><p>“Narrator: The age of the Vikings</p><p>is said to have ended with the conquest</p><p>of England in 1066.</p><p>Hägar: Don’t you believe it.”</p><p>Hägar The Horrible</p><p>161</p><p>PH8_EF2_INGLES_161a166_M22.indd 161 10/5/17 4:46 PM</p><p>What do you know about Hägar the Horrible’s characters? Match the images with the</p><p>corresponding information.</p><p>a) Hägar c) Lucky Eddie e) Hamlet g) Kvack</p><p>b) Helga d) Honi f) Snert h) Lute</p><p>GETTING STARTED</p><p>( e ) Although a brilliant son, he’s a complete mystery to his father.</p><p>( b ) She is Hägar’s wife. Dressed always in her horned helmet, she is a true Valkyrie.</p><p>( a ) He may look like a fierce warrior, but once you get past the sword and shield, he is a</p><p>loving husband, a devoted father and a family man.</p><p>( d ) The beautiful daughter who loves Lute.</p><p>( f ) It’s one of the family’s pet, which has a similar personality to his owner's.</p><p>( h ) A poet and a troubadour who can neither rhyme nor sing.</p><p>( g ) Another pet of the family, who is Hägar’s wife’s friend and confident.</p><p>( c ) He’s everything a Viking shouldn’t be: not too bright, but very gentle.</p><p>READING</p><p>PRE-READING</p><p>Look at the comic strip and answer.</p><p>a) Who are the characters in this comic strip?</p><p>Hägar and his best friend Lucky Eddie.</p><p>b) What do you know about the main character?</p><p>Hägar is a shaggy, untidy, short, overweight, red-bearded Viking.</p><p>c) Where do you think Hägar lives?</p><p>He lives in a village, somewhere in Norway.</p><p>g</p><p>d</p><p>f</p><p>b</p><p>h</p><p>a</p><p>e</p><p>c</p><p>F</p><p>o</p><p>to</p><p>s</p><p>:</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>162 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 162 10/5/17 4:46 PM</p><p>d) When do the stories take place?</p><p>Sometime in the Middle Ages.</p><p>e) Do you like reading comic strips and stories about Hägar? Why (not)?</p><p>Personal answer.</p><p>READING</p><p>Read and listen.1</p><p>35</p><p>Read again and answer the questions.</p><p>a) Where are the characters?</p><p>They are at the bar/pub/tavern.</p><p>b) What are they doing?</p><p>They are talking and drinking beer.</p><p>c) Look at the face of Hägar’s friend. Does he understand Hägar’s questions?</p><p>No, he doesn’t.</p><p>d) What does the word here refer to?</p><p>The world. (It is an existentialist question.)</p><p>e) What does Hägar’s friend think the word here refers to?</p><p>The bar/pub/tavern.</p><p>2</p><p>LANGUAGE WORK</p><p>IF-CLAUSES TYPE 2</p><p>Read this example and complete the rule.</p><p>Hägar’s friend says:</p><p>If-clause           Main clause</p><p>If you were at home, you would have to help with the dishes, right?</p><p>He is imagining this situation. The real situation is that Hägar is not at home.</p><p>When you imagine a situation like this, you use the past tense in the</p><p>if- clause and would in the main clause.</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>163</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH8_EF2_INGLES_161a166_M22.indd 163 10/5/17 4:46 PM</p><p>VERB TO BE (WERE/WAS) IN IF-CLAUSES 2</p><p>Were is used for all persons in If-clauses 2, but we can also use was in more informal</p><p>situations.</p><p>Note: We can begin the sentence with the if-clause or with the main clause. If the</p><p>sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes after</p><p>the main clause, we do not use a comma separating them.</p><p>If we stayed at home, we would watch TV. (if at the beginning of the sentence – comma)</p><p>We would watch TV if we stayed at home. (if after the main clause – no comma)</p><p>LANGUAGE USAGE</p><p>Let’s imagine some situations. Start your answers</p><p>with If. Personal answers.</p><p>a) What would your parents do if you didn’t pass</p><p>your exams?</p><p>Possible answer suggestion: If I didn’t pass my exams, my</p><p>parents would ground me.</p><p>b) What would you do if you won a million dollars</p><p>in the lottery?</p><p>Possible answer suggestion: If I won a million dollars in the lottery, I would save it and travel around the world.</p><p>c) What would you do if you were not invited to your best friend’s birthday party?</p><p>Possible answer suggestion: If I were not invited to my best friend’s birthday party, I would phone her/him</p><p>and ask what the matter was.</p><p>d) What would you do if you got lost in a new city?</p><p>Possible answer suggestion: If I got lost in a new city, I would ask for help.</p><p>e) What would you do if you forgot your best friend’s birthday?</p><p>Possible answer suggestion: If I forgot my best friend’s birthday, I would apologize and spend a whole weekend</p><p>with him/her.</p><p>Use your imagination and complete the following sentences.</p><p>Personal answers. Possible</p><p>answer suggestions:</p><p>a) If he studied for the test, he would not fail it .</p><p>b) My friend wouldn’t get a good job if he didn’t know any foreign languages .</p><p>c) If my best friend forgot my birthday, I would be very sad .</p><p>d) Sarah’s sister would take me to the station if she were here .</p><p>e) You would get a good mark if you studied a bit harder .</p><p>1</p><p>2</p><p>ch</p><p>e</p><p>a</p><p>p</p><p>b</p><p>o</p><p>o</p><p>k</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>164 Ensino Fundamental</p><p>his friends, including Claude Monet, began (begin) a</p><p>new style of painting called (call) Impressionism. However, unlike</p><p>the other impressionists, Degas didn’t share (not/share) their love for</p><p>the countryside and open-air painting, and he was not (not/be)</p><p>focused on the research on natural light. Instead, he studied (study)</p><p>the effects of artificial light (lamps with gas).</p><p>He came (come) from a wealthy Parisian family and</p><p>studied (study) art at The School of Fine Arts in Paris. Later he went (go) to Italy to study the</p><p>works of the great Italian artists. His own painting was (be) mainly of people, usually women and later ballet</p><p>girls in particular. He also made (make) a number of small pieces of sculpture of horses or ballet dancers.</p><p>Available at: <www.impressionniste.net/degas_edgar.htm>. Accessed on: Aug. 7th, 2017.</p><p>Complete the sentences below with the words from the box. Use the verbs in the correct tense.</p><p>1</p><p>2</p><p>3</p><p>on display  sloppy  break away  spontaneous  reject  sketch</p><p>mythological  mock  complain  on the spot</p><p>a) In the XVI century, Henry VIII broke away from the Roman Catholic Church and founded the Anglican</p><p>Church.</p><p>b) Nymphs and elves are mythological figures.</p><p>c) The students complained about the test. They said it was too difficult.</p><p>d) Your project is too sloppy , Dave. Do it again, please.</p><p>e) The police were on the spot a few minutes after they heard about the accident.</p><p>f) The naughty boys mocked the beggar who was asking for food. Shame on them!</p><p>g) The winter collection is already on display at the department stores. Let’s go window-shopping.</p><p>h) Some students love to sketch their teachers and friends during class. Maybe they will be artists in</p><p>the future.</p><p>i) Nothing Harry says is spontaneous . He always thinks carefully before he speaks. I don’t trust this kind of</p><p>person.</p><p>j) The critics rejected the writer’s new book. They said it is too sentimental.</p><p>Reprodução/Museu de Arte Metropolitano, Nova York, EUA.</p><p>147</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>9</p><p>PH8_EF2_INGLES_140a147_M19.indd 147 10/5/17 4:42 PM</p><p>20</p><p>MODULE</p><p>“There are no passengers on</p><p>Spaceship Earth. We are all crew.”</p><p>Marshall McLuhan</p><p>Learning objects</p><p>• Informative texts</p><p>• Textual references – use of object</p><p>pronouns and possessive adjectives</p><p>• Verb review: the future</p><p>Skills</p><p>• Interpret opinions in a text.</p><p>• Apply reading strategies to analyze</p><p>a text.</p><p>• Establish relationships between</p><p>terms, expressions and ideas that</p><p>have the same referent in order to</p><p>build grammatical cohesive links.</p><p>• Identify and make use of the simple</p><p>future (will) in predictions.</p><p>DRIVING TOWARDS</p><p>THE FUTURE</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>ic</p><p>s</p><p>d</p><p>u</p><p>n</p><p>ia</p><p>4</p><p>y</p><p>o</p><p>u</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>148</p><p>PH8_EF2_INGLES_148a155_M20.indd 148 10/5/17 4:43 PM</p><p>PRE-READING</p><p>Answer the following questions.</p><p>a) In your opinion, where does air pollution come from?</p><p>Possible answer suggestions: Air pollution comes from different sources. We cause air pollution directly, for example,</p><p>when we use electricity, fuels and transportation./ We can also cause air pollution indirectly when we buy products and</p><p>services that use energy in their production and delivery./Farming is one of the biggest causes of air pollution,</p><p>in fact, in Europe, it is the biggest cause.</p><p>b) What could be done to avoid air pollution?</p><p>Possible answer suggestions: Find other sources of energy, reduce the number of cars on the streets etc.</p><p>Read the cartoon and answer the following question.</p><p>What is the painter worried about?</p><p>GETTING STARTED</p><p>READING</p><p>She is worried about the destruction of the environment/beautiful</p><p>natural sceneries by toxic chemicals.</p><p>Sources and more information: <www.cleanerandgreener.org/resources/air-pollution.html>, <www.theguardian.com/</p><p>environment/2016/may/17/farming-is-single-biggest-cause-of-worst-air-pollution-in-europe>. Accessed on: Aug. 7th, 2017.</p><p>©</p><p>2</p><p>0</p><p>1</p><p>2</p><p>J</p><p>e</p><p>ff</p><p>S</p><p>ta</p><p>h</p><p>le</p><p>r/</p><p>D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>f</p><p>o</p><p>r</p><p>U</p><p>F</p><p>S</p><p>149</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 149 10/5/17 4:43 PM</p><p>READING</p><p>Read and listen.</p><p>What will the car of the future be like?</p><p>Safer, more comfortable and, above all, green. Car manufacturers</p><p>are continually working to find a solution to one of the biggest</p><p>problems of our times — air pollution. And then, of course, we can’t</p><p>forget the safety and comfort factors. But what are the proposals for</p><p>a cleaner world?</p><p>In the last decades, the amount of carbon dioxide in the</p><p>atmosphere has dramatically increased by more than 40 percent.</p><p>Nowadays, even breathing is difficult in some cities because of</p><p>the problem of smog. Are cars to blame for all of this? To a certain</p><p>extent, yes. Cars produce substances which are dangerous both for</p><p>our health and for the environment. Around 20 percent of carbon</p><p>dioxide emissions worldwide can be traced to cars annually.</p><p>What can we do? The first thing we should do is to reduce the</p><p>number of cars on the roads and, especially, in large cities. We should</p><p>also use unleaded petrol, if it is impossible to leave our car in the garage. Then we should plant</p><p>lots and lots of trees, as they absorb carbon dioxide in the air and produce all essential oxygen.</p><p>But most importantly, we should try to find some alternative energy sources.</p><p>Electric-powered cars may be part of the solution to the problem of pollution in our cities.</p><p>These cars don’t produce any substances which are dangerous for either mankind or the</p><p>environment. Manufacturers are testing various types of electric-powered cars at present and</p><p>some of them are already available on the market.</p><p>Most modern electric cars look no different from normal cars. They come in different shapes,</p><p>colors and sizes depending on the car manufacturer and who the car is designed for. They tend</p><p>to be lighter than normal vehicles; therefore, they take less energy to move.</p><p>For many people, electric vehicles are a very big step to take in the lifestyle they are used to.</p><p>However, if we look back in time at when we brought new technology into our lives, this is simply</p><p>just another big step. When the horse-drawn carriage was our main form of transportation, it</p><p>was hard for people to see the benefits in using motor cars powered by internal combustion</p><p>engines. Attitudes changed as people came to understand the technology better and now most</p><p>households have one if not more cars.</p><p>Electric vehicles are becoming more popular as many of the major car makers are now</p><p>making them. You can even buy electric sports cars, such as the Tesla Roadster.</p><p>Available at: Kid n. 3: Eli, Italy, 1995, <www.scientificamerican.com/article/atmospheric-carbon-dioxide-hits-record-levels/> and <www.livestrong.com/</p><p>article/156537-facts-of-car-pollution/>. Accessed on: Aug. 7th, 2017. (Based.)</p><p>Read the following statements and decide if they are right (R), wrong (W), or not</p><p>mentioned (NM). Correct the wrong ones.</p><p>a) Electric cars do not cause much pollution. ( R )</p><p>b) Car manufacturers have found a solution to the problem of pollution. ( W )</p><p>They are continually working to find a solution to the problem.</p><p>c) Breathing is harder in big cities because of smog. ( R )</p><p>1</p><p>32</p><p>2</p><p>S</p><p>e</p><p>m</p><p>m</p><p>ic</p><p>k</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>150 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 150 10/5/17 4:43 PM</p><p>d) There is a lot of smog in the countryside too. (NM)</p><p>e) Cars are responsible for twenty per cent of carbon dioxide emissions in the world. ( R )</p><p>f) The world would be more polluted if we drove electric-powered cars. ( W )</p><p>The world would probably be less polluted if we drove electric-powered cars.</p><p>g) Electric-powered cars don’t harm the environment as petrol cars do. ( R )</p><p>h) Electric cars will be on the market soon. ( W )</p><p>Some electric cars are already on the market.</p><p>i) Most people are already changing from petrol cars to electric-powered cars. ( W )</p><p>It’s becoming more popular, but most people still have petrol cars.</p><p>j) Several important car makers are making electric sports cars. (NM)</p><p>What does the word green mean in the text?</p><p>It means “ecological”/that does not pollute.</p><p>What do the underlined words refer to in the text?</p><p>a) “… both for our health …”:</p><p>the reader, people in general</p><p>b) “What can we do?”:</p><p>the reader, people in general</p><p>c) “… as they absorb carbon dioxide in the air…”:</p><p>the trees</p><p>d) “…these cars don’t produce …”:</p><p>electric-powered cars</p><p>e) “… and some of them are already available on the market.”:</p><p>electric-powered cars</p><p>3</p><p>4</p><p>Useful language</p><p>How do you say these</p><p>words and expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) towards:</p><p>em direção a; rumo a</p><p>b) car manufacturers:</p><p>fabricantes de carros</p><p>(montadoras)</p><p>c) proposals:</p><p>propostas</p><p>d) even breathing:</p><p>até mesmo respirar</p><p>e) smog (smoke + fog):</p><p>poluição do ar causada</p><p>pela fumaça e</p><p>descargas dos carros</p><p>f) to blame for:</p><p>ter a culpa de</p><p>g) to a certain extent, yes:</p><p>até certo ponto, sim; de</p><p>certa forma, sim.</p><p>h) can be traced to cars:</p><p>pode ser atribuída aos</p><p>carros</p><p>i) unleaded petrol:</p><p>gasolina sem chumbo</p><p>em sua composição</p><p>(não poluente)</p><p>j) electric-powered cars:</p><p>carros movidos à</p><p>eletricidade</p><p>k) for either mankind or</p><p>the environment:</p><p>tanto para os homens</p><p>como para o meio</p><p>ambiente</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Read the following list of diseases and tick ( ü ) the ones which are related to the respiratory</p><p>system.</p><p>a) asthma ( ü )</p><p>b) hepatitis ( )</p><p>c) gastroenteritis ( )</p><p>d) bronchitis ( ü )</p><p>e) skin and eye irritation. ( )</p><p>f) stomach cramps and aches ( )</p><p>g) chronic obstructive pulmonary disease ( ü )</p><p>h) emphysema ( ü )</p><p>i) lung cancer ( ü )</p><p>j) encephalitis ( )</p><p>k) heart disease ( )</p><p>l) diarrhea ( )</p><p>m) vomiting ( )</p><p>n) respiratory infections ( ü )</p><p>151</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 151 10/5/17 4:43 PM</p><p>LISTENING</p><p>Listen to the text and complete the following information.</p><p>Air pollution short-term health effects Air pollution long-term health effects</p><p>Irritation to the eyes ,</p><p>nose and throat .</p><p>Upper respiratory infections such as</p><p>bronchitis and pneumonia .</p><p>Headache , nausea, and allergic</p><p>reactions.</p><p>It can aggravate the medical conditions of individuals with</p><p>asthma and emphysema .</p><p>Chronic respiratory disease, lung</p><p>cancer , heart disease,</p><p>and even damage to the brain , nerves,</p><p>liver , or kidneys.</p><p>Continual exposure to air pollution affects</p><p>the lungs of growing children and may</p><p>aggravate or complicate medical conditions</p><p>in the elderly .</p><p>It is estimated that half a million people die prematurely</p><p>every year in the United States as a result of</p><p>smoking cigarettes .</p><p>33</p><p>LANGUAGE WORK</p><p>VERB REVIEW: THE FUTURE WILL</p><p>Read the following sentences and complete the rules.</p><p>What will the car of the future be like?</p><p>In my opinion, cars will be safer and will not (won’t) pollute the planet.</p><p>Will we have greener sources of energy?</p><p>a) To make the simple future affirmative we put will or ’ll</p><p>before the base form of the verb.</p><p>b) To make the simple future negative we put will not or won’t</p><p>before the base form of the verb.</p><p>c) To make the simple future interrogative we put will before the</p><p>subject .</p><p>LANGUAGE USAGE</p><p>Put the verbs into the simple future.</p><p>Mathew asked a fortune-teller about his future. Here is what she told him:</p><p>a) You will earn (earn) a lot of money in the lottery.</p><p>b) With the money, you will travel (travel) around the world.</p><p>c) In one particular country, you will find (find) the love of your life.</p><p>d) But she won’t fall (not fall) in love with you at first.</p><p>e) Also, she won’t accept (not accept) to go out with you.</p><p>f) But you will insist (insist) dating her.</p><p>1</p><p>Z</p><p>o</p><p>o</p><p>n</p><p>a</p><p>r</p><p>G</p><p>m</p><p>b</p><p>H</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>152 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 152 10/5/17 4:43 PM</p><p>g) After some time, she will find out (find out) you are her soul mate.</p><p>h) You will marry (marry) her.</p><p>i) You won’t have (not/have) any kids.</p><p>j) You will live (live) happily ever after.</p><p>Read and complete the following sentences using the verbs in the box.</p><p>What will life be like in the next decades? Michio Kaku, famed Futurist,</p><p>Physicist, and TV Personality, took us on a guided trip to the future.</p><p>follow  disappear  design  be (3×)</p><p>see  replace  control  grow  extend</p><p>have  there to be  appear  mean</p><p>a) Computers as we now know them will disappear ; they will be</p><p>everywhere and nowhere […], just like electricity and running water.</p><p>b) Augmented reality will be everyday reality.</p><p>c) If the internet is accessible via contact lenses, biographies will appear next to</p><p>the faces of the people we talk to, and we will see subtitles if they speak a</p><p>foreign language.</p><p>d) In decades to come, we will control computers with our minds.</p><p>e) As in science fiction, via the internet we will be able to experience</p><p>telepathy (mind-to-mind contact) and telekinesis (mind controlling matter), to upload</p><p>memories, create a brain-net (memories and emotions sent over the internet).</p><p>f) Robots will be commonplace.</p><p>g) In the future, scientists will grow more complex organs, like livers and</p><p>kidneys.</p><p>h) Parents will design their offspring. In a few decades, parents may be able to</p><p>choose many genetic characteristics of their children.</p><p>i) Cybermedicine will extend lives.</p><p>j) We will still have wars, but nations will mean less</p><p>in the future, and there will be fewer wars.</p><p>Available at: <www.nytimes.com/2013/11/28/opinion/kaku-a-scientist-predicts-the-future.html>. Accessed on: Aug. 7th, 2017.</p><p>Ask Dr. Michio Kaku five questions about his predictions for the future. The first one has</p><p>already been done for you.</p><p>Will we travel to space on vacation?</p><p>Personal answers. Possible question suggestions: Will we have colonies on Mars?/Will we work fewer hours and have</p><p>more leisure time?/Will scientists be able to find and cure new diseases before they spread and kill many people?/</p><p>Will natural disasters be detected and prevented before they happen?</p><p>Do you think Dr. Michio Kaku’s predictions will actually happen? Discuss with your</p><p>classmates and teacher. Personal answers.</p><p>2</p><p>3</p><p>4</p><p>S</p><p>a</p><p>m</p><p>A</p><p>ro</p><p>n</p><p>o</p><p>v</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>153</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 153 10/5/17 4:43 PM</p><p>HOMEWORK</p><p>Read the text and answer the questions.</p><p>When cars fly</p><p>Baby steps toward autonomyÉ</p><p>Google, Tesla and Uber − companies that didn’t even exist when Toyota introduced</p><p>the Prius, in 1997 − have become major players in the auto industry. Both Google and</p><p>Tesla aim to introduce fully autonomous cars − that is, cars that drive themselves −</p><p>within the next several years, and Uber recently founded an R&D center (Research and</p><p>Development) in Pittsburgh with an eye leading to our driverless future.</p><p>Self-driving cars are expected to be much safer than human-driven ones. But even</p><p>if the first robot cars hit the roads in the next few years, most of us probably won’t give</p><p>up driving entirely for at least another 15 or 20 years. In the meantime, traditional cars</p><p>will gradually take over certain aspects of driving.</p><p>Companies have been adding semiautonomous features to cars since the 1990s −</p><p>things like adaptive cruise control, which uses sensors to adjust a car’s speed based on</p><p>the traffic in front of it, and automated parallel parking. Some cars automatically stop</p><p>− or at least slow down − if a driver doesn’t step on the brake in time to avoid a collision,</p><p>and in certain Mercedes-Benz models, the driver will be able to change lanes simply by</p><p>hitting the turn signal for two seconds (the car will take care of the rest). Within a few</p><p>years, cars may be able to determine when an accident is likely and make adjustments</p><p>to the cabin − moving seats, closing windows, retracting the steering wheel.</p><p>Available</p><p>at: <www.theatlantic.com/magazine/archive/2016/05/when-cars-fly/476382/>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>a) What do Google and Tesla plan to do in the next years?</p><p>They aim to introduce fully autonomous cars.</p><p>b) Are autonomous cars safer than human-driving cars?</p><p>Yes, they are expected to be much safer.</p><p>c) Will we give up driving as soon as self-driving cars become popular?</p><p>No. It’s probable that we won’t give up driving entirely for at least another 15 or 20 years.</p><p>d) What have manufacturers been doing to traditional cars?</p><p>They have been adding semiautonomous features.</p><p>e) What will cars be in the coming years?</p><p>The driver will be able to change lanes simply by hitting the turn signal for two seconds and cars may</p><p>be able to determine when an accident is likely and adjust the cabin.</p><p>f) Read the infographic, what is the prediction for the future of cars?</p><p>In 2070, there will be only self-driving cars on the roads, and traditional cars will be outlawed.</p><p>Read the text and complete the spaces with the verbs from the box.</p><p>go shape make (2×) continue become</p><p>be (5×) have farm reach enable</p><p>1</p><p>2</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/w</p><p>w</p><p>w</p><p>.n</p><p>e</p><p>x</p><p>tg</p><p>o</p><p>v.</p><p>c</p><p>o</p><p>m</p><p>154 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_148a155_M20.indd 154 10/5/17 4:43 PM</p><p>What will the Earth look like in 500 years?</p><p>by Robert Lamb</p><p>If you could travel back in time five centuries, you’ d encounter a prosperous Aztec Empire in Central Mexico, a freshly</p><p>painted Mona Lisa in Renaissance Europe and cooler temperatures across the Northern Hemisphere. This was a world in the</p><p>middle of the Little Ice Age (A.D. 1300 to 1850) and a period of vast European exploration now known as the Age of Discovery.</p><p>What if we could look 500 years into the future and glimpse the Earth of the 26th century? What will the</p><p>weather be like?</p><p>Depending on whom you ask, the 26th century will either be a little chilly or infernally</p><p>hot. Some solar output models suggest that by the 2500s, Earth’s climate will have cooled back down to near</p><p>Little Ice Age conditions. Other studies predict that ongoing climate change and fossil fuel use will make much of</p><p>the planet too hot for human life by 2300.</p><p>Some experts date the beginning of human climate change back to the Industrial Revolution in the 1800s, others to</p><p>agricultural practices in prehistoric times. Either way, humans that use tools effectively alter their environment – and our</p><p>26th century tools might be quite impressive indeed.</p><p>Theoretical physicist and futurist Michio Kaku predicts that in a mere 100 years, humanity will make the leap</p><p>from a type zero civilization to a type I civilization on the Kardashev Scale. In other words, we will become a species</p><p>that can control the entire sum of a planet’s energy.</p><p>Using such power, 26th-century humans will be masters of clean energy technologies such as fusion and</p><p>solar power. Furthermore, they will be able to manipulate planetary energy in order to control global climate.</p><p>Physicist Freeman Dyson, on the other hand, estimates the leap to a type I civilization would occur within about 200 years.</p><p>Technology has improved exponentially since the 1500s, and this pace will probably continue</p><p>in the centuries to come. Physicist Stephen Hawking proposes that by the year 2600, this growth would see 10 new</p><p>theoretical physics papers published every 10 seconds. If Moore’s Law holds true and both computer speed and complexity</p><p>double every 18 months, then some of these studies may be the work of highly intelligent machines.</p><p>What other technologies will shape the world of the 26th century? Futurist and author Adrian Berry</p><p>believes the average human life span will reach 140 years and that the digital storage of human personalities</p><p>will enable a kind of computerized immortality. Humans will farm the oceans, travel in starships and</p><p>reside in both lunar and Martian colonies while robots explore the outer cosmos.</p><p>Where will we go from there? In your opinion, what will some other predictions be ?</p><p>Available at: <http://science.howstuffworks.com/environmental/earth/geology/earth-500-years.htm>. Accessed on: Aug. 7th, 2017. (Adapted.)</p><p>Listen to the text again and check your answers in activity 2.</p><p>Read the text above again and write right (R), wrong (W) or not mentioned (NM). Correct the wrong statements.</p><p>a) North America and Europe were colder five years ago than they are today. ( W )</p><p>North America and Europe were colder five centuries ago than they are today.</p><p>b) The Little Ice Age affected the Aztec Empire dramatically. (NM)</p><p>c) There is no agreement between experts whether the climate will be too cold or too hot 500 years from now. ( R )</p><p>d) The use of tools by humans has helped stabilize weather conditions across the centuries. ( W )</p><p>It has helped cause climate change.</p><p>e) The Kardashev Scale has categories that go from type 0 to type III. (NM)</p><p>f) According to the Kardashev Scale, a type I civilization can master all the energy resources of its home planet. ( R )</p><p>3</p><p>33</p><p>4</p><p>155</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>0</p><p>PH8_EF2_INGLES_148a155_M20.indd 155 10/5/17 4:43 PM</p><p>21</p><p>MODULE</p><p>p</p><p>a</p><p>rk</p><p>e</p><p>rp</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>y</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>c</p><p>ri</p><p>s</p><p>s</p><p>e</p><p>rb</p><p>u</p><p>g</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>CALVIN AND</p><p>HOBBES – I’M</p><p>HUNGRY!</p><p>p</p><p>a</p><p>rk</p><p>e</p><p>rp</p><p>h</p><p>o</p><p>to</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>y</p><p>/A</p><p>la</p><p>m</p><p>y</p><p>/L</p><p>a</p><p>tii</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A comic strip: Calvin and Hobbes</p><p>• If-clauses type 1 (probable conditions)</p><p>• Verb sequences in conditional</p><p>clauses type 1</p><p>Skills</p><p>• Interpret a comic strip.</p><p>• Recognize and make use of</p><p>conditional sentences to talk about</p><p>cause and consequence (type 1).</p><p>• Much more than just a form</p><p>of entertainment for kids,</p><p>comic books are a serious</p><p>and sophisticated art form.</p><p>156</p><p>PH8_EF2_INGLES_156a160_M21.indd 156 10/5/17 4:45 PM</p><p>Read the text and answer the following questions.</p><p>A history of the comic book</p><p>Originating in the United States in the late 1800s, the comic</p><p>book contains everyday language, slang, and idiom, as well as color</p><p>and a sophisticated interplay between text and image. […] As such,</p><p>a comic book is much more than just a series of words and pictures</p><p>with marginal cultural importance. […]</p><p>Available at: <www.randomhistory.com/1-50/033comic.html>.</p><p>Accessed on: Aug. 7th, 2017.</p><p>a)	 Where and when was the comic book created?</p><p>In the United States in the late 1800s.</p><p>b)	According to the author words, can comic books be considered a type of art, in your</p><p>opinion?</p><p>Yes, they can be considered a serious and sophisticated art form.</p><p>c)	 What characteristics can we find in comic books?</p><p>Everyday language, slang, and idiom, as well as color and a sophisticated interplay between text and image.</p><p>GETTING STARTED</p><p>READING</p><p>PRE-READING</p><p>Discuss the following questions with your classmates and teacher and write the answers below.</p><p>a)	 Do you like reading comics? Why (not)?</p><p>Possible answer suggestions: Yes, I do. Because they are funny./No, I don’t. Because the stories are</p><p>not interesting.</p><p>b)	 If yes, which ones do you like?</p><p>Possible answer suggestions: I like Peanuts, Calvin and Hobbes, Spider Man, X-Man etc.</p><p>c)	 Do you prefer long stories or comic strips? Why?</p><p>Possible answer suggestions: I prefer long stories/comic strips.</p><p>Personal answers.</p><p>157</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>E</p><p>d</p><p>u</p><p>c</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>/U</p><p>IG</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>PH8_EF2_INGLES_156a160_M21.indd 157 10/5/17 4:45 PM</p><p>READING</p><p>Read and listen to the story and write (R) right, (W) wrong or (NM) not mentioned</p><p>according to it.</p><p>34</p><p>1</p><p>Useful language</p><p>How do you say these</p><p>words or expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) man-eating tiger:</p><p>tigre que come gente</p><p>b) He seems so gentle.:</p><p>Ele parece tão delicado.</p><p>c) actually:</p><p>na verdade</p><p>d) He’s got sharp claws!:</p><p>Ele tem garras afiadas!</p><p>e) He’s so cute!:</p><p>Ele é tão fofinho!</p><p>f) compliments:</p><p>elogios</p><p>a)	 It’s lunch time. (NM)</p><p>b)</p><p>Hobbes is a real tiger. ( W )</p><p>c)	 Hobbes is a dangerous tiger. ( W )</p><p>d)	 Susie agrees with Calvin. ( W )</p><p>e)	 Susie finds Hobbes sweet. ( R )</p><p>GROUP WORK</p><p>Work in groups of three and read the comics.2</p><p>Available at: <www.gocomics.com/calvinandhobbes/1986/10/05>. Accessed on: July 8th, 2017.</p><p>158 Ensino Fundamental 2 ¥ 8o ano</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>PH8_EF2_INGLES_156a160_M21.indd 158 10/5/17 4:45 PM</p><p>IF-CLAUSES TYPE 1</p><p>Read the following sentences and complete the rule.</p><p>If-clause	 	 	 	 	 	 Main	clause</p><p>If he gets your arm, you’ll (will) never find it</p><p>again!</p><p>If-clause	 	 	 	 	 	 Main	clause</p><p>If Hobbes doesn’t eat now, he will be very</p><p>hungry.</p><p>Main	clause	 	 	 	 	 	 If-clause</p><p>They will have something to eat if they</p><p>go home.</p><p>Main	clause	 	 	 	 	 	 If-clause</p><p>Susie will not (won’t) find her arm if</p><p>Hobbes eats it.</p><p>We call these conditional or if-clauses.</p><p>We use the simple present tense in the if-clause and the simple future tense in</p><p>the main	clause.</p><p>Note: We can begin the sentence with the if-clause or with the main	clause. If the</p><p>sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes</p><p>after the main	clause, we do not use a comma separating them.</p><p>If we stay at home, we will watch TV. (if	at the beginning of the sentence – comma)</p><p>We will watch TV if we stay at home. (if after the main clause – no comma)</p><p>LANGUAGE WORK</p><p>LANGUAGE USAGE</p><p>Complete the following sentences using the verbs in parentheses.</p><p>a)	 If you study (study) hard, you will pass (pass) your exams.</p><p>b)	We will get (get) a good job if we learn (learn) English.</p><p>c)	 My friend Sarah will be (be) sad if she doesn’t go (not/go) to the club</p><p>next weekend.</p><p>d)	 If Sam reads (read) The Amazing Spider-Man, he will enjoy (enjoy) it.</p><p>e)	 If the weather is (be) nice tomorrow morning, I will go (go) to</p><p>the beach.</p><p>f)	 They won’t travel (not/travel) to the countryside tomorrow if it rains (rain).</p><p>Answer the questions below. Start your answers with If.</p><p>a)	 What will you do if your best friend doesn’t come to the party?</p><p>If my best friend doesn’t come to the party, I will be very sad.</p><p>b)	What will you do if it rains on the weekend?</p><p>If it rains on the weekend, I will stay home and read a book.</p><p>c)	 What will you do if you stay home tonight?</p><p>If I stay home tonight, I will watch a movie on TV and go to sleep earlier.</p><p>d)	What will your parents do if you skip classes?</p><p>If I skip classes, they will suspend my allowance.</p><p>e)	 What will you do if somebody steals your wallet?</p><p>If somebody steals my wallet, I will shout for help.</p><p>1</p><p>2 Personal answers. Possible answer suggestions:</p><p>159</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>1</p><p>©</p><p>1</p><p>9</p><p>8</p><p>6</p><p>W</p><p>a</p><p>tt</p><p>e</p><p>rs</p><p>o</p><p>n</p><p>/D</p><p>is</p><p>t.</p><p>b</p><p>y</p><p>A</p><p>n</p><p>d</p><p>re</p><p>w</p><p>s</p><p>M</p><p>c</p><p>M</p><p>e</p><p>e</p><p>l</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>ti</p><p>o</p><p>n</p><p>PH8_EF2_INGLES_156a160_M21.indd 159 10/5/17 4:45 PM</p><p>HOMEWORK</p><p>Read the cartoon and tick ( ü ) the correct alternative according to it.1</p><p>Available at: <www.cartoonstock.com/cartoonview.asp?catref=rhan706>.</p><p>Accessed on: Aug. 7th, 2017.</p><p>July December</p><p>Price € 1,380.00 € 900.00</p><p>Season Summer (sunny and hot) Winter (very cold)</p><p>a)	 If you travel to Europe in July, the weather will be sunny and hot.</p><p>b)	 The trip to Europe will be very cheap if you travel in December.</p><p>c)	 If you travel to Europe in December, the weather will be very cold.</p><p>d)	 The trip will be very expensive if you travel in July.</p><p>a)	 The boy is asking Santa Claus for a computer as a Christmas present. ( )</p><p>b)	 The boy wants to include Santa Claus’ email address in his mailing list to be more practical for him to ask for a</p><p>Christmas present the next year. ( ü )</p><p>c)	 The boy is helping Santa Claus to take note of all the Christmas presents kids are asking for. ( )</p><p>Use your own ideas to rewrite and complete the following sentences. Personal answers. Possible answer suggestions:</p><p>a)	 If you leave before 9 a.m. tomorrow, I won’t see you .</p><p>b)	 If the bus is late, I will catch it .</p><p>c)	 If my father buys a new computer, I will ask him to give me the old one .</p><p>d)	 If my friend changes school, I will miss him/her a lot .</p><p>e)	 If my brother gets a soccer ball as a birthday present, we will play together .</p><p>f)	 If I go to Rio de Janeiro on my holidays, I will go to the beach every day .</p><p>g)	 If we don’t protect the environment, the world will suffer with natural disasters .</p><p>Your uncle wants to travel to Europe. He is not sure which season is better for him. Look at the chart below and</p><p>complete the sentences using the verbs to be and to travel.</p><p>2</p><p>3</p><p>R</p><p>a</p><p>lp</p><p>h</p><p>H</p><p>a</p><p>g</p><p>e</p><p>n</p><p>/C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>S</p><p>to</p><p>ck</p><p>160 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_156a160_M21.indd 160 10/5/17 4:45 PM</p><p>22</p><p>MODULE</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>HÄGAR THE</p><p>HORRIBLE</p><p>Learning objects</p><p>• A comic strip: Hägar the Horrible</p><p>• If-clauses type 2 (improbable</p><p>conditions)</p><p>• Verb sequences in conditional</p><p>clauses (type 2)</p><p>Skills</p><p>• Interpret a comic strip.</p><p>• Identify situations in which conditional</p><p>clauses (If-clauses) – type 2 are used</p><p>(improbable conditions).</p><p>• Recognize situations in which</p><p>conditional sentences are used to</p><p>talk about assumptions (type 2).</p><p>“Narrator: The age of the Vikings</p><p>is said to have ended with the conquest</p><p>of England in 1066.</p><p>Hägar: Don’t you believe it.”</p><p>Hägar The Horrible</p><p>161</p><p>PH8_EF2_INGLES_161a166_M22.indd 161 10/5/17 4:46 PM</p><p>What do you know about Hägar the Horrible’s characters? Match the images with the</p><p>corresponding information.</p><p>a) Hägar c) Lucky Eddie e) Hamlet g) Kvack</p><p>b) Helga d) Honi f) Snert h) Lute</p><p>GETTING STARTED</p><p>( e ) Although a brilliant son, he’s a complete mystery to his father.</p><p>( b ) She is Hägar’s wife. Dressed always in her horned helmet, she is a true Valkyrie.</p><p>( a ) He may look like a fierce warrior, but once you get past the sword and shield, he is a</p><p>loving husband, a devoted father and a family man.</p><p>( d ) The beautiful daughter who loves Lute.</p><p>( f ) It’s one of the family’s pet, which has a similar personality to his owner's.</p><p>( h ) A poet and a troubadour who can neither rhyme nor sing.</p><p>( g ) Another pet of the family, who is Hägar’s wife’s friend and confident.</p><p>( c ) He’s everything a Viking shouldn’t be: not too bright, but very gentle.</p><p>READING</p><p>PRE-READING</p><p>Look at the comic strip and answer.</p><p>a) Who are the characters in this comic strip?</p><p>Hägar and his best friend Lucky Eddie.</p><p>b) What do you know about the main character?</p><p>Hägar is a shaggy, untidy, short, overweight, red-bearded Viking.</p><p>c) Where do you think Hägar lives?</p><p>He lives in a village, somewhere in Norway.</p><p>g</p><p>d</p><p>f</p><p>b</p><p>h</p><p>a</p><p>e</p><p>c</p><p>F</p><p>o</p><p>to</p><p>s</p><p>:</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>162 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 162 10/5/17 4:46 PM</p><p>d) When do the stories take place?</p><p>Sometime in the Middle Ages.</p><p>e) Do you like reading comic strips and stories about Hägar? Why (not)?</p><p>Personal answer.</p><p>READING</p><p>Read and listen.1</p><p>35</p><p>Read again and answer the questions.</p><p>a) Where are the characters?</p><p>They are at the bar/pub/tavern.</p><p>b) What are they doing?</p><p>They are talking and drinking beer.</p><p>c) Look at the face of Hägar’s friend. Does he understand Hägar’s questions?</p><p>No, he doesn’t.</p><p>d) What does the word here refer to?</p><p>The world. (It is an existentialist question.)</p><p>e) What does Hägar’s friend think the word here refers to?</p><p>The bar/pub/tavern.</p><p>2</p><p>LANGUAGE WORK</p><p>IF-CLAUSES TYPE 2</p><p>Read this example and complete the rule.</p><p>Hägar’s friend says:</p><p>If-clause           Main clause</p><p>If you were at home, you would have to help with the dishes, right?</p><p>He is imagining this situation. The real situation is that Hägar is not at home.</p><p>When you imagine a situation like this, you use the past tense in the</p><p>if- clause and would in the main clause.</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>163</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH8_EF2_INGLES_161a166_M22.indd 163 10/5/17 4:46 PM</p><p>VERB TO BE (WERE/WAS) IN IF-CLAUSES 2</p><p>Were is used for all persons in If-clauses 2, but we can also use was in more informal</p><p>situations.</p><p>Note: We can begin the sentence with the if-clause or with the main clause. If the</p><p>sentence begins with the if-clause, we use a comma (,) after it. If the if-clause comes after</p><p>the main clause, we do not use a comma separating them.</p><p>If we stayed at home, we would watch TV. (if at the beginning of the sentence – comma)</p><p>We would watch TV if we stayed at home. (if after the main clause – no comma)</p><p>LANGUAGE USAGE</p><p>Let’s imagine some situations. Start your answers</p><p>with If. Personal answers.</p><p>a) What would your parents do if you didn’t pass</p><p>your exams?</p><p>Possible answer suggestion: If I didn’t pass my exams, my</p><p>parents would ground me.</p><p>b) What would you do if you won a million dollars</p><p>in the lottery?</p><p>Possible answer suggestion: If I won a million dollars in the lottery, I would save it and travel around the world.</p><p>c) What would you do if you were not invited to your best friend’s birthday party?</p><p>Possible answer suggestion: If I were not invited to my best friend’s birthday party, I would phone her/him</p><p>and ask what the matter was.</p><p>d) What would you do if you got lost in a new city?</p><p>Possible answer suggestion: If I got lost in a new city, I would ask for help.</p><p>e) What would you do if you forgot your best friend’s birthday?</p><p>Possible answer suggestion: If I forgot my best friend’s birthday, I would apologize and spend a whole weekend</p><p>with him/her.</p><p>Use your imagination and complete the following sentences.</p><p>Personal answers. Possible</p><p>answer suggestions:</p><p>a) If he studied for the test, he would not fail it .</p><p>b) My friend wouldn’t get a good job if he didn’t know any foreign languages .</p><p>c) If my best friend forgot my birthday, I would be very sad .</p><p>d) Sarah’s sister would take me to the station if she were here .</p><p>e) You would get a good mark if you studied a bit harder .</p><p>1</p><p>2</p><p>ch</p><p>e</p><p>a</p><p>p</p><p>b</p><p>o</p><p>o</p><p>k</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>164 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 164 10/5/17 4:46 PM</p><p>Read the situations and complete the sentences with the verbs in parentheses. (If-clauses</p><p>1 or 2).</p><p>a) Situation: I’ll try to give your message to Pedro, but I’m not sure whether I’ll see him</p><p>or not.</p><p>If I see (see) Pedro, I will give (give)</p><p>him your message.</p><p>3</p><p>b) Situation: Linda wants to go to the movies but she is not sure she has enough money.</p><p>If Linda has (have) enough money, she</p><p>will go (go) to the movies.</p><p>c) Situation: Jack is sleepy and would like to take a nap, but he can’t because he’s in an</p><p>important meeting.</p><p>If Jack weren’t (not/be) in an important meeting,</p><p>he would go (go) home and take a nap.</p><p>d) Situation: It’s possible for you to upload videos easily because you have a fast internet</p><p>connection.</p><p>It wouldn’t be (not/be) possible for you to upload</p><p>videos easily if you didn’t have (not/have) a fast</p><p>internet connection.</p><p>e) Situation: I want to play outside today, but it won’t be possible because it’s raining.</p><p>If it weren’t (not/be) raining, I would play</p><p>(play) outside today.</p><p>A</p><p>ts</p><p>to</p><p>ck</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>e</p><p>tt</p><p>a</p><p>w</p><p>a</p><p>t</p><p>U</p><p>d</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>s</p><p>ir</p><p>tr</p><p>a</p><p>v</p><p>e</p><p>la</p><p>lo</p><p>t/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>fu</p><p>n</p><p>k</p><p>y</p><p>fr</p><p>o</p><p>g</p><p>s</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>To</p><p>m</p><p>s</p><p>ic</p><p>k</p><p>o</p><p>v</p><p>a</p><p>T</p><p>a</p><p>ty</p><p>a</p><p>n</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>165</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH8_EF2_INGLES_161a166_M22.indd 165 10/5/17 4:46 PM</p><p>HOMEWORK</p><p>Read the following comic strip and tick ( ü ) the correct alternative according to it.1</p><p>You can infer by reading the cartoon that…</p><p>a) Hägar will leave home soon. ( )</p><p>b) Hägar isn’t messy. ( )</p><p>c) Helga’s home would be in a better shape if Hägar left. ( ü )</p><p>Put the verbs in parentheses in the correct form (If-clauses 2).</p><p>a) If I were (be) you, I would not sell (not/sell) my old bike.</p><p>b) If we went (go) to bed early, we would not feel (not/feel) tired the next day.</p><p>c) If Luísa knew (know) how to play badminton, she would enjoy (enjoy) it, but she doesn’t.</p><p>d) If Rafael didn’t spend (not/spend) the money I give him every week on video games, he</p><p>would buy a new pair of tennis shoes.</p><p>Ms. Smith is complaining about her daughter’s performance at school. What does she say? Use the cues in</p><p>parentheses and start your sentences with If.</p><p>a) (she/study harder/get good marks)</p><p>If she studied harder, she would get good marks.</p><p>b) (she/not go out during the week/not miss so many classes)</p><p>If she didn’t go out during the week, she wouldn’t miss so many classes.</p><p>c) (she/not miss so many classes/learn more)</p><p>If she didn’t miss so many classes, she would learn more.</p><p>d) (she/ask for help/her teachers and classmates/help her to study)</p><p>If she asked for help, her teachers and classmates would help her to study.</p><p>e) (she/pay more attention in class/not have so many questions)</p><p>If she paid more attention in class, she would not have so many questions.</p><p>2</p><p>3</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>166 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 166 10/5/17 4:46 PM</p><p>167</p><p>23</p><p>MODULE</p><p>M</p><p>o</p><p>rt</p><p>e</p><p>n</p><p>F</p><p>a</p><p>lc</p><p>h</p><p>S</p><p>o</p><p>rt</p><p>la</p><p>n</p><p>d</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>THE LEGEND OF</p><p>THE THREE SISTERS</p><p>Learning objects</p><p>• A narrative text: The legend of the</p><p>three sisters</p><p>• The Iroquois</p><p>• Textual references – use of personal</p><p>pronouns</p><p>• Subject and object pronouns (review)</p><p>• Vocabulary: legends</p><p>Skills</p><p>• Interpret a legend (a literary text).</p><p>• Recognize mythical characteristics</p><p>and values in the text.</p><p>• Infer, the use of figurative words or</p><p>expressions from elements present</p><p>in the text.</p><p>• Recognize and make use of personal</p><p>pronouns.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field/theme.</p><p>“Does progress mean that we</p><p>dissolve our ancient myths? If we forget</p><p>our legends, I fear that we shall close</p><p>an important door to the imagination.”</p><p>James Christensen</p><p>167</p><p>PH8_EF2_INGLES_167a172_M23.indd 167 10/5/17 4:48 PM</p><p>Read the definition of legend and discuss the following questions with your classmates.</p><p>A legend is a story from the past that is believed by many people but cannot be proved to be true.</p><p>Available at: <www.merriam-webster.com/dictionary/legend>. Accessed on: Aug. 7th, 2017.</p><p>a) How do you say legend in Portuguese?</p><p>Lenda.</p><p>b) Do you know the legend of the Three sisters? If yes, what is it about? If not, what do you</p><p>think it is about?</p><p>Personal answers.</p><p>c) Do you know any Brazilian legend? If yes, which one(s)?</p><p>Personal answers.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Read the following quote and observe the picture. Then answer the questions.</p><p>“In late spring, we plant corn, beans and squash. They’re not just plants – we call them the</p><p>three sisters. We plant them together, three kinds of seeds in one hole. They want to be together</p><p>with one another, just as we Indians want to be together with one another. As long as the three</p><p>sisters are with us we know we will never starve. The Creator sends them to us each year. We</p><p>celebrate them now. We thank Him for the gift He gives us today and every day.”</p><p>Chief Louis Farmer (Onondaga)</p><p>Available at: <http://gvseedsavers.blogspot.com.br/2008/10/three-sisters-are-special-family.html>. Accessed on: July 3rd, 2017.</p><p>a) Who is the man in the picture?</p><p>He is an Indian chief.</p><p>b) Do you think he is from Brazil?</p><p>No, he is a North American Indian chief.</p><p>c) What’s the legend about? What are the three sisters?</p><p>The legend is about food: corn, beans and squash.</p><p>d) Do you think this legend is somehow true?</p><p>In fact, “the three sisters” is related to a way of farming. These three vegetables help each other to grow: beans</p><p>fix nitrogen from the air, corn supports beans, and squash provides ground cover to hold moisture in order to keep</p><p>a healthy soil environment.</p><p>It also keeps hungry animals away because of its prickly leaves.</p><p>For more information, visit <http://rodaleinstitute.org/the-three-sistersand-that-fourth-sister-no-one-really-talks-</p><p>about/>. Accessed on: Aug. 8th, 2017.</p><p>1</p><p>READING</p><p>Personal answers. Possible answer suggestions:</p><p>R</p><p>y</p><p>a</p><p>n</p><p>D</p><p>e</p><p>la</p><p>n</p><p>e</p><p>y</p><p>/W</p><p>R</p><p>V</p><p>O</p><p>168 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 168 10/5/17 4:48 PM</p><p>READING</p><p>Read and listen.</p><p>Many moons ago, the people in our village were very hungry. The Creator</p><p>sent the Three Sisters to come and live in the field nearby.</p><p>The oldest sister, Corn, grew tall and straight in the field around the</p><p>village, but the hot sun dried her feet and made her suffer. In addition, the</p><p>earth grew less nourishing each year that she stood there.</p><p>Her sister, Squash, laid herself at Corn’s feet and protected her by keeping</p><p>the soil moist and cool. It was difficult, however, for Squash to receive any</p><p>moisture. Corn’s straight leaves caught the rain and funneled rainwater to the</p><p>center for her to drink.</p><p>In order to help her sister, Corn relaxed the ends of her leaves to allow a</p><p>portion of the rain to fall to the ground.</p><p>The third sister, Bean, was so weak and thin that she could not support</p><p>herself at all. She could do something very special, however. She could make</p><p>her own nourishment in the soil, and this food became valuable for all three</p><p>of the sisters. Corn grew tall and allowed Bean to grow up towards the sun.</p><p>Soon all three of the sisters were growing strongly. The people of the village</p><p>saw that it was good. They were happy because now they always had food to</p><p>eat and they also learned what it means to work together.</p><p>Available at: <http://quatr.us/northamerica/before1500/religion/threesisters.htm>. Accessed on: Aug. 8th, 2017. (Adapted.)</p><p>Number these events from the story in the correct order.</p><p>a) Next, Bean arrived and helped her sisters making the soil more nutritious. ( 6 )</p><p>b) As a result, the Three Sisters grew strongly together. ( 8 )</p><p>c) At first, Corn was alone, so she suffered because of the dry weather. ( 3 )</p><p>d) The people in the village were very hungry. ( 1 )</p><p>e) Then came Squash and helped Corn keeping the soil humid. ( 4 )</p><p>f) The Creator was sorry for the village people and sent the Three Sisters to feed them. ( 2 )</p><p>g) Corn, in return, made her leaves more flexible to let some rainwater fall onto the</p><p>ground for Squash. ( 5 )</p><p>h) However, Bean was weak and thin, so Corn gave her support to grow up. ( 7 )</p><p>i) Finally, the village people never suffered from hunger again. ( 9 )</p><p>Write questions.</p><p>a) What did the Creator do ? (What/do) He sent the three sisters</p><p>to come and live near the Indians’ village.</p><p>b) Why did Corn suffer ? (Why/suffer) She suffered because</p><p>the hot sun dried her feet.</p><p>c) Where did Squash lay herself ? (Where/lay) Her sister, Squash, laid</p><p>herself at Corn’s feet.</p><p>d) What was the third sister (Bean) like ? (What/like) The third sister, Bean,</p><p>was very weak and thin.</p><p>36</p><p>1</p><p>2</p><p>3</p><p>169</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH8_EF2_INGLES_167a172_M23.indd 169 10/5/17 4:48 PM</p><p>Useful language</p><p>How do you say these</p><p>words or expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) as long as: contanto</p><p>que</p><p>b) starve: passar fome</p><p>c) in addition: além disso</p><p>d) less nourishing:</p><p>menos nutritivo</p><p>e) nourishment: nutrição</p><p>f) moist/moisture:</p><p>úmido/umidade</p><p>g) funneled: canalizavam</p><p>h) weak: fraco</p><p>i) own: próprio</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Look at the map and answer the questions.</p><p>a) What does the map show?</p><p>The Indian tribes in North America.</p><p>b) Who are the Iroquois?</p><p>The Iroquois are a group of five Native American tribes.</p><p>c) Where did they live?</p><p>They lived in the areas of Ontario, Canada, and the northeast of the United States.</p><p>What do the underlined words refer to in the text?</p><p>a) “[…] we call them the Three Sisters”. Chief Louis Farmer and his people/corn, beans and squash</p><p>b) “We thank Him for the gift He gives us […]” the Creator</p><p>c) “Corn’s straight leaves caught the rain and funneled rainwater to the center for her to</p><p>drink.” Corn</p><p>d) “In order to help her sister, […]” Corn’s sister/Squash</p><p>e) “They were happy […]” The people of the village</p><p>PAIR WORK</p><p>In your opinion, what does the legend of the Three Sisters teach us? Discuss with a classmate</p><p>and report to the class.</p><p>4</p><p>B</p><p>e</p><p>tt</p><p>m</p><p>a</p><p>n</p><p>n</p><p>A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>170 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 170 10/5/17 4:48 PM</p><p>Rewrite the sentences replacing the underlined words with pronouns.</p><p>a) Modern day agriculturists consider the legend of the Three Sisters as the genius of the</p><p>Indians.</p><p>They consider it as the genius of the Indians.</p><p>b) The Iroquois planted beans, squash and corn together.</p><p>They planted them together.</p><p>c) The teacher read the history of the Iroquois to you and me.</p><p>He/She read it to us.</p><p>d) The Iroquois lived in longhouses. The History teacher and our class are going to visit a</p><p>Longhouse today.</p><p>They lived in longhouses. We are going to visit it today.</p><p>LANGUAGE USAGE</p><p>LISTENING</p><p>Listen and tick ( ü ) the correct alternative(s).</p><p>The Iroquois Indians lived in what is now</p><p>a) New York State and along the St. Andrews River. ( )</p><p>b) New York State and along the St. Lawrence River. ( ü )</p><p>They were known as</p><p>a) the “Five Civilized Tribes”. ( ü )</p><p>b) the “Five most dangerous Tribes”. ( )</p><p>These tribes included the</p><p>a) Algonquin, Cherokee, Mohican, Cheyenne and Ottawa. ( )</p><p>b) Cayuga, Mohawk, Oneida, Onondaga and Seneca. ( ü )</p><p>They were hunters of many species of animals, such as</p><p>a) macaws ( )</p><p>b) bears ( ü )</p><p>c) snakes ( )</p><p>d) beavers ( ü )</p><p>e) muskrats ( ü )</p><p>f) squirrels ( )</p><p>g) rabbits ( ü )</p><p>h) deer ( ü )</p><p>They held six big festivals every year. Which ones?</p><p>a) The New Year Festival in the winter ( ü )</p><p>b) The Squash Festival in the summer ( )</p><p>c) The Maple Festival in the spring ( ü )</p><p>d) The Bean Festival in the fall ( )</p><p>e) The Harvest Festival of Thanksgiving ( ü )</p><p>f) The Strawberry Festival ( ü )</p><p>g) The Green Corn Festival ( ü )</p><p>h) The Apple Festival ( )</p><p>i) The Corn Planting Festival ( ü )</p><p>37</p><p>1</p><p>2</p><p>3</p><p>4</p><p>5</p><p>171</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH8_EF2_INGLES_167a172_M23.indd 171 10/5/17 4:48 PM</p><p>HOMEWORK</p><p>Read the text and fill in the spaces with the verbs in parentheses in the past tense.</p><p>The Iroquois lived (live) in a type of dwelling known as a longhouse. A longhouse is a long, narrow single</p><p>room that was built by Native American Indians, but also by those inhabiting Asia and Europe. Many cultures regard the</p><p>longhouse as the earliest form of a permanent structure. While longhouses could (can) reach lengths of 100</p><p>meters, they were (be) generally never wider than 5 to 7 meters.</p><p>The Iroquois longhouses had (have) doors on both ends. They were usually covered with animal skins</p><p>during the winters to keep some of the cold air out. The Iroquois designed (design) their longhouses so as many</p><p>as twenty families or more could (can) live in the same house. A family occupied (occupy) a booth</p><p>on either side of the hallway. The booth had (have) a wooden platform for sleeping.</p><p>Iroquois longhouses had (have) no windows, just the doors at each end. Missionaries wrote</p><p>(write) about how dark the inside of the houses were (be). The only other openings in the house</p><p>were (be) at the ceiling. There were holes there to allow the fire pit smoke to escape, but those holes</p><p>provided (provide) very little natural light. The families shared (share) the fire pits which were</p><p>located in the hallway.</p><p>Available at: <http://indians.org/articles/iroquois-longhouse.html>. Accessed on: Aug. 8th, 2017.</p><p>Listen to the text again and note down.</p><p>The Iroquois</p><p>a) The Iroquois’ favorite prey was the deer .</p><p>b) They used almost everything from this animal: the hide for clothing , the antlers and bones for tools,</p><p>and the meat as food.</p><p>c) Several Iroquoian tribes preferred fishing . There was always a wide variety of fishes to</p><p>choose from.</p><p>d) They held six big festivals every year . Each one lasted several</p><p>days .</p><p>e) The purpose of the festivals was to thank the good spirits for health , clothes , food and</p><p>happiness .</p><p>1</p><p>2</p><p>37</p><p>S</p><p>to</p><p>ck</p><p>M</p><p>o</p><p>n</p><p>ta</p><p>g</p><p>e</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>172 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 172 10/5/17 4:48 PM</p><p>24</p><p>MODULE</p><p>E</p><p>k</p><p>a</p><p>te</p><p>ri</p><p>n</p><p>a</p><p>P</p><p>o</p><p>k</p><p>ro</p><p>v</p><p>s</p><p>k</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A dialogue</p><p>• A personal letter of thanks and</p><p>farewell</p><p>• Textual references – pronouns</p><p>Skill</p><p>• Interpret a dialogue and a personal</p><p>letter of thanks and farewell.</p><p>“Remember me and smile, for it’s</p><p>better to forget than to remember me</p><p>and cry.”</p><p>Dr. Seuss</p><p>SAYING GOODBYE</p><p>TO MY HOST</p><p>FAMILY</p><p>173</p><p>PH8_EF2_INGLES_173a177_M24.indd 173 10/5/17 4:50 PM</p><p>Observe the image and read the quote on the previous page. Discuss the following questions</p><p>with a classmate. Personal answers. Possible answer suggestions.</p><p>a) Are you getting ready to the end of your eighth grade?</p><p>Yes, I am./No, I am not.</p><p>b) Are you counting down the days to the end of the year? How many days are left?</p><p>Yes, I am. There are _______ days left./No, I’m not.</p><p>c) You are going to spend about two months away from school. What and who will you miss</p><p>the most?</p><p>I don’t know./I’m going to miss my friends.</p><p>d) What are your plans for the end of the year and for your vacation?</p><p>I don’t know yet./I’m going to spend the end of the year with my family at home. Then we are going to travel to the beach.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Take a quick look at the image and the dialogue on the Reading section and answer the</p><p>questions.</p><p>a) Who is going to say goodbye to her host family?</p><p>Patricia.</p><p>Talvez alguns respondam “Tereza”. Aceite e diga que isso será verificado no texto.</p><p>b) What do you think she will miss the most when she goes (or comes) back to her home</p><p>country?</p><p>Possible answer suggestion: I think she will miss her host family and friends.</p><p>READING</p><p>Read and listen.</p><p>Patricia: My stay at the Redwoods’ is coming to an end soon. Now I have only 3 weeks</p><p>left in Burlington. It’s unbelievable how time flies! Soon it will be two… one… and then</p><p>I’ll be on a plane going back to Brazil.</p><p>Tereza: I don’t even want to think about that. I’m very sad, because I’m going to stay for</p><p>another year and you won’t be here… I’ll miss you a lot!</p><p>Patricia: Me too, and saying goodbye to you, to all my friends at school and to my host</p><p>family will be very hard, you know?</p><p>Tereza: Ok, but you will meet your family and your friends in Brazil, too.</p><p>Patricia: Yes, that’s right and saying goodbye does not mean I won’t see you all ever</p><p>again. By the way, I wrote a letter to Joan, Robert, Alan and Brenda. I intend to give it to</p><p>them at the airport because I think I won’t be able to say anything. See if it is OK.</p><p>1</p><p>38</p><p>READING</p><p>174 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_173a177_M24.indd 174 10/5/17 4:50 PM</p><p>Dear Joan, Robert, Alan and Brenda,</p><p>It’s time to say goodbye and at the moment I’m having mixed feelings: I’m very happy to</p><p>go back to my country and meet my family and friends again, but I’m also sad to leave</p><p>you.</p><p>I would like to thank you for being so kind by welcoming me into your home and doing so</p><p>many things for me during this year. I always felt comfortable and a valued member of the</p><p>family! You helped me when I needed and tried to do the best for me.</p><p>Thank you for giving me the opportunity to experience the culture of your beautiful country.</p><p>This way, I have become more mature and a more independent person. The idea of world I</p><p>have now is completely different from the one I had before.</p><p>Thank you again for making this year the best of my life!</p><p>I really hope to see you sometime in Brazil.</p><p>I love you all so much!</p><p>Patricia</p><p>175</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>PH8_EF2_INGLES_173a177_M24.indd 175 10/5/17 4:50 PM</p><p>Read the following goodbye messages and complete them with the correct pronoun from the box.</p><p>LANGUAGE USAGE</p><p>it (2×)  us  they (2×)  you  I  me</p><p>a) When best friends say goodbye to each other, what they are really</p><p>saying is ‘Hold that thought, I will be back soon’.</p><p>b) I will force myself to say the word goodbye, but my heart will never mean</p><p>it . Goodbye.</p><p>c) The only reason I am happy saying goodbye is because I know that life will find a way</p><p>to bring us back together again. Farewell.</p><p>d) When the sun says goodbye to earth, it leaves a beautiful sunset as a gift.</p><p>When friends say goodbye to each other, they leave mementos of</p><p>everlasting and priceless memories. Goodbye my friend, I will miss you.</p><p>e) I never knew that saying just one word could make me feel so blue, until I</p><p>said goodbye to a special friend like you .</p><p>Available at: <http://wishesmessages.com/goodbye-messages-for-friends-farewell-messages-in-friendship/>. Accessed on: Aug. 8th, 2017.</p><p>Read the following statements and decide whether they are right (R), wrong (W) or not</p><p>mentioned (NM) according to the dialogue and the letter. Correct the wrong statements.</p><p>a) Patricia is getting ready to leave the Redwoodsʼ home. ( R )</p><p>b) She is happy about leaving Canada and the people she met there. ( W )</p><p>She is having mixed feelings: she is sad about leaving Canada and the people she met there, but she is happy</p><p>about coming back to Brazil.</p><p>c) Patricia wrote a letter to the Redwoods because she had a problem with them the day</p><p>before. ( W )</p><p>Because she thinks she won’t be able to say anything.</p><p>d) In her letter, Patricia tells the Redwoods how much she enjoyed staying with them</p><p>during the time she spent in their home. (NM)</p><p>e) She got more mature and independent after the experience of living in a foreign</p><p>country. ( R )</p><p>What do the underlined words refer to in the dialogue?</p><p>a) “I don’t even want to think about that” Patricia’s return to Brazil</p><p>b) “I’ll miss you a lot!” Patricia</p><p>c) “I intend to give it to them” the letter/the Redwoods'</p><p>2</p><p>3</p><p>Useful language</p><p>How do you say</p><p>these expressions in</p><p>Portuguese? Use the</p><p>context to help you.</p><p>a) I’ll miss you a lot!</p><p>Sentirei muitas</p><p>saudades de você!</p><p>b) mixed feelings</p><p>sentimentos mistos</p><p>c) for being so kind by</p><p>welcoming me</p><p>por serem tão gentis</p><p>ao me receberem</p><p>d) more mature</p><p>mais madura</p><p>176 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_173a177_M24.indd 176 10/5/17 4:50 PM</p><p>HOMEWORK</p><p>You are almost finishing the eighth grade by now. Write a short goodbye letter to a classmate. Follow these steps:</p><p>• Decide how to start your letter. Choose a greeting and take a look at Patricia’s letter, if needed.</p><p>• Tell your classmate about the experiences you have had during this year, and how much you’ve enjoyed being</p><p>his/her classmate.</p><p>• Say goodbye to him/her and wish him/her good vacations.</p><p>• Use the space below to write your draft.</p><p>• Don’t forget to proofread your letter.</p><p>• Write the final version on a separate sheet of paper and give it to your classmate.</p><p>177</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>PH8_EF2_INGLES_173a177_M24.indd 177 10/5/17 4:50 PM</p><p>25</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 19 to 24</p><p>178</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/C</p><p>o</p><p>le</p><p>ç</p><p>ã</p><p>o</p><p>P</p><p>h</p><p>ili</p><p>p</p><p>s</p><p>,</p><p>W</p><p>a</p><p>s</p><p>h</p><p>in</p><p>g</p><p>to</p><p>n</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>c</p><p>ri</p><p>s</p><p>s</p><p>e</p><p>rb</p><p>u</p><p>g</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>ic</p><p>s</p><p>d</p><p>u</p><p>n</p><p>ia</p><p>4</p><p>y</p><p>o</p><p>u</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>M</p><p>o</p><p>rt</p><p>e</p><p>n</p><p>F</p><p>a</p><p>lc</p><p>h</p><p>S</p><p>o</p><p>rt</p><p>la</p><p>n</p><p>d</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>E</p><p>k</p><p>a</p><p>te</p><p>ri</p><p>n</p><p>a</p><p>P</p><p>o</p><p>k</p><p>ro</p><p>v</p><p>s</p><p>k</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_178A180_M25.indd 178 10/5/17 4:53 PM</p><p>Read the text and answer the following questions.</p><p>Vincent van Gogh</p><p>Vincent van Gogh was born in Holland on</p><p>March 30, 1853. During his early life, Van Gogh tried</p><p>a lot of professions. He worked as an art dealer,</p><p>a</p><p>teacher, a bookseller, a minister’s assistant, and a</p><p>missionary before he became an artist.</p><p>When Vincent was 27 years old, he taught</p><p>himself how to paint. He stayed in Holland until</p><p>1886 when he moved to Paris. His brother, Theo,</p><p>was an art dealer there. He recognized Vincent’s</p><p>talent, and tried to help him sell his paintings but</p><p>they were too much darker than the art that was</p><p>popular in Paris at the time.</p><p>Theo encouraged and supported Vincent financially. He also introduced him to famous impressionist painters like Paul</p><p>Gauguin, Edgar Degas and Camille Pissarro, who influenced him. They used a lot of color in their work and preferred to</p><p>paint natural subjects outdoors.</p><p>In 1888, when Van Gogh was tired of living in the city, he left Paris and went to live in a small city called Arles in the</p><p>south of France.</p><p>In Arles, Van Gogh lived with Paul Gauguin. The two painted almost without break for some time, but Gauguin moved</p><p>out after a bad fight. Van Gogh was growing ill and beginning to see things that were not there. He also suffered from severe</p><p>depression and was admitted to an asylum in December 1888, after cutting off his own ear.</p><p>While he was in the asylum, Vincent painted one of his best-known paintings, The Starry Night. In mid-May 1890, he left</p><p>the asylum and spent the last few months of his life in Auvers, France.</p><p>On July 27, 1890, at the age of 37, Vincent van Gogh shot himself on the chest with a revolver. Two days later he died with</p><p>his younger brother, Theo, by his side.</p><p>Although Vincent van Gogh is a world-famous artist today, he did not get much recognition during his lifetime. Van</p><p>Gogh only sold one painting while he was alive. For most of his life he was very poor, often spending his money on art</p><p>supplies instead of food.</p><p>His mother threw away several of Vincent’s paintings during his life and even after his death. But she lived long enough</p><p>to see her son become a world-famous painter.</p><p>Available at: <http://artsmarts4kids.blogspot.com/2008/04/timeline.html>; <www.artnet.com/artists/vincent-van-gogh/biography>. Accessed on: Aug. 8th, 2017.</p><p>Write right (R), wrong (W) or not mentioned (NM) according to the text. Correct the wrong statements.</p><p>a) His brother, Theo, was an art dealer and thought Vincent was a good painter. ( R )</p><p>b) In Paris, Van Gogh met some famous impressionist painters. ( R )</p><p>c) He lived all his life in Paris. ( W )</p><p>He moved from Holland to Paris in 1886. He was 33 years old.</p><p>d) Van Gogh cut off his ear because he had a bad fight with Paul Gauguin. (NM)</p><p>e) Vincent painted one of his most famous paintings, The Starry Night, while he was in an asylum for mentally</p><p>disturbed people. ( R )</p><p>1</p><p>2</p><p>The Starry Night.</p><p>Painting by Vincent van Gogh, June 1889.</p><p>Van Gogh self-portrait.</p><p>Painting by Vincent van Gogh,</p><p>September 1889.</p><p>179</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>5</p><p>modules 19 to 24 – ROUNDUP</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>e</p><p>A</p><p>rt</p><p>e</p><p>M</p><p>o</p><p>d</p><p>e</p><p>rn</p><p>a</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>V</p><p>a</p><p>n</p><p>G</p><p>o</p><p>g</p><p>h</p><p>,</p><p>A</p><p>m</p><p>s</p><p>te</p><p>rd</p><p>ã</p><p>,</p><p>H</p><p>o</p><p>la</p><p>n</p><p>d</p><p>a</p><p>.</p><p>PH8_EF2_INGLES_178A180_M25.indd 179 10/5/17 4:53 PM</p><p>Read the text and complete it with the verbs in the box in the future (will).3</p><p>What are your plans after high school?</p><p>After high school, I will go straight to college. I won’t take</p><p>a break because if I do I might get accustomed to it and not want to go back to class. So, by avoiding this</p><p>I will continue my education into college. I will go to a six-year</p><p>university course. I will certainly be a pediatrician and going to a medical school</p><p>will help me prepare for my future career. After graduating from medical school and</p><p>completing all of the extra years of school required to become a pediatrician I will continue my</p><p>education. I will work hard to get a doctorate degree. After getting my doctorate degree, I</p><p>will start my career, get a nice house, and a nice car. I will try to balance</p><p>my work with an active social life.</p><p>I recently discovered that I also want to become a counselor. My only question is what kind of counselor? I think a</p><p>marriage counselor fits me because I love assisting people with their relationship issues. Most of the times my friends</p><p>come to me for advice and occasionally, my parents do too. I’m not sure how I’m going to balance both careers but I</p><p>know I will find a way.</p><p>Join the sentences. Complete them with the verbs in the box in the correct tense.4</p><p>go (2×)  help  work  start  try  find  not/take  continue (2×)  be</p><p>lock  stop  miss  point  stay  win  (not) lend  take  finish  (not) visit  rain</p><p>a) I’d be very frightened ( c ) if I didn’t visit them often.</p><p>b) I will stay at home ( d ) if you stopped smoking.</p><p>c) My parents would get very angry ( h ) if she didn’t know me very well.</p><p>d) You would probably feel better ( g ) if I miss the bus.</p><p>e) Marion will lock the door ( i ) if they offered it to me.</p><p>f) I would buy a nice house ( j ) if we finish this exercise early.</p><p>g) I’ll take a taxi home ( a ) if someone pointed a gun at me.</p><p>h) She wouldn’t lend me any money ( e ) if she leaves before you arrive.</p><p>i) I would take the job ( f ) if I won the lottery.</p><p>j) We’ll go for a walk ( b ) if it rains tonight.</p><p>What will/would you do? Make complete sentences. Follow the example. Personal answers. Possible answer suggestions.</p><p>... if it rains this weekend?</p><p>If it rains this weekend, I won’t go out.</p><p>a) … if a friend asked you the answers to a Math test?</p><p>If a friend asked me the answers to a Math test, I would tell him to wait until the end of the test.</p><p>b) … if somebody you don’t like invites you to his/her birthday party?</p><p>If somebody I don’t like invites me to his/her birthday party, I will thank him/her and give an excuse not to go.</p><p>c) … if someone gives you a pair of jeans you don’t like as a birthday present?</p><p>If someone gives me a pair of jeans I don’t like as a birthday present, I will try to change it at the store.</p><p>5</p><p>180 Ensino Fundamental 2 ¥ 8o ano</p><p>ROUNDUP – modules 19 to 24</p><p>PH8_EF2_INGLES_178A180_M25.indd 180 10/5/17 4:53 PM</p><p>181Appendix ¥ Língua Inglesa</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>LIST OF IRREGULAR VERBS</p><p>BASE FORM PAST MEANING</p><p>be was/were ser, estar, ficar</p><p>beat beat bater</p><p>become became tornar-se</p><p>begin began começar</p><p>break broke quebrar, partir</p><p>bring brought trazer</p><p>build built construir</p><p>buy bought comprar</p><p>can could poder, ser capaz de</p><p>choose chose escolher, preferir</p><p>come came chegar</p><p>cost cost custar</p><p>cut cut cortar, reduzir</p><p>do did fazer</p><p>draw drew desenhar, puxar, extrair, arrastar, empatar</p><p>dream dreamed/dreamt sonhar</p><p>drink drank beber</p><p>drive drove dirigir</p><p>eat ate comer</p><p>fall fell cair</p><p>feel felt sentir</p><p>find found achar</p><p>forget forgot esquecer</p><p>get got ter, receber, apanhar</p><p>give gave dar</p><p>go went ir</p><p>grow grew crescer</p><p>have had ter</p><p>hear heard ouvir</p><p>hold held segurar, levar, possuir</p><p>hurt hurt machucar</p><p>keep kept guardar</p><p>know knew saber</p><p>lay laid pôr, colocar</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 181 10/5/17 4:55 PM</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>182 Ensino Fundamental 2 ¥ 8o ano</p><p>BASE FORM PAST MEANING</p><p>learn learned/learnt aprender</p><p>leave left deixar, sair/partir</p><p>let let deixar, permitir</p><p>lose lost perder</p><p>make made fazer, tomar</p><p>mean meant significar, querer dizer</p><p>meet met encontrar</p><p>pay paid pagar</p><p>put put pôr, colocar</p><p>read read ler</p><p>ride rode montar, andar (de bicicleta, a cavalo)</p><p>run ran correr</p><p>say said dizer</p><p>see saw ver</p><p>sell sold vender</p><p>send sent enviar</p><p>sing sang cantar</p><p>sleep slept dormir</p><p>speak spoke falar</p><p>spend spent gastar, despender</p><p>spill spilled/spilt derramar, entornar</p><p>stand stood estar de pé, levantar-se</p><p>steal stole tomar, pegar, roubar</p><p>swim swam nadar</p><p>take took pegar/levar</p><p>teach taught ensinar</p><p>tell told falar/narrar</p><p>throw threw jogar/arremessar</p><p>think thought pensar/achar</p><p>understand understood entender</p><p>wake woke acordar</p><p>wear wore vestir/usar/calçar</p><p>win won vencer/ganhar</p><p>write wrote escrever</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 182 10/5/17 4:55</p><p>PM</p><p>183</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>Notes • Língua Inglesa</p><p>Notes</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 183 10/5/17 4:55 PM</p><p>184 Ensino Fundamental 2 • 8o ano</p><p>Notes</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 184 10/5/17 4:55 PM</p><p>8</p><p>Manual do Professor</p><p>LEILA RIBEIRO DE CALDAS</p><p>OLGA PAES DE ALMEIDA</p><p>LÍNGUA</p><p>INGLESA8</p><p>298018</p><p>825858018</p><p>LÍNGUA</p><p>INGLESA</p><p>O domínio da língua inglesa nos dias atuais possibilita plena</p><p>participação social e inserção em um universo cultural que</p><p>desconhece fronteiras. Apresenta-se como instrumento</p><p>efetivo de comunicação nas mais diferentes regiões e</p><p>culturas, possibilitando às pessoas que se relacionem</p><p>internacionalmente, tenham acesso a mais informações,</p><p>capacitem-se melhor para o mercado de trabalho, partilhem</p><p>ou construam as próprias visões de mundo, enfim, adaptem-</p><p>-se à realidade de um mundo em constante mutação e</p><p>globalmente conectado. Comunicar-se em outra língua,</p><p>portanto, implica conhecer a cultura de outros povos e suas</p><p>manifestações e compará-las com a sua.</p><p>Você conhece William Shakespeare? Reconhece as</p><p>máscaras teatrais retratadas na capa? Essas máscaras</p><p>representam a tradição cultural da arte dramática e dois de</p><p>seus principais gêneros: a tragédia e a comédia. Foi nessa</p><p>arte que Shakespeare se destacou. Ele é considerado o</p><p>maior autor teatral do período renascentista e o gênio da</p><p>poesia dramática na cultura ocidental. Sua arte marcou o</p><p>início do inglês moderno.</p><p>Você já assistiu a alguma peça desse dramaturgo?</p><p>CAPA_MP_8ANO_INGLES_ANGLO.indd All Pages 10/6/17 9:04 AM</p><p>Blank Page</p><p>Blank Page</p><p>2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 164 10/5/17 4:46 PM</p><p>Read the situations and complete the sentences with the verbs in parentheses. (If-clauses</p><p>1 or 2).</p><p>a) Situation: I’ll try to give your message to Pedro, but I’m not sure whether I’ll see him</p><p>or not.</p><p>If I see (see) Pedro, I will give (give)</p><p>him your message.</p><p>3</p><p>b) Situation: Linda wants to go to the movies but she is not sure she has enough money.</p><p>If Linda has (have) enough money, she</p><p>will go (go) to the movies.</p><p>c) Situation: Jack is sleepy and would like to take a nap, but he can’t because he’s in an</p><p>important meeting.</p><p>If Jack weren’t (not/be) in an important meeting,</p><p>he would go (go) home and take a nap.</p><p>d) Situation: It’s possible for you to upload videos easily because you have a fast internet</p><p>connection.</p><p>It wouldn’t be (not/be) possible for you to upload</p><p>videos easily if you didn’t have (not/have) a fast</p><p>internet connection.</p><p>e) Situation: I want to play outside today, but it won’t be possible because it’s raining.</p><p>If it weren’t (not/be) raining, I would play</p><p>(play) outside today.</p><p>A</p><p>ts</p><p>to</p><p>ck</p><p>P</p><p>ro</p><p>d</p><p>u</p><p>c</p><p>ti</p><p>o</p><p>n</p><p>s</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>S</p><p>e</p><p>tt</p><p>a</p><p>w</p><p>a</p><p>t</p><p>U</p><p>d</p><p>o</p><p>m</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>s</p><p>ir</p><p>tr</p><p>a</p><p>v</p><p>e</p><p>la</p><p>lo</p><p>t/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>fu</p><p>n</p><p>k</p><p>y</p><p>fr</p><p>o</p><p>g</p><p>s</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>To</p><p>m</p><p>s</p><p>ic</p><p>k</p><p>o</p><p>v</p><p>a</p><p>T</p><p>a</p><p>ty</p><p>a</p><p>n</p><p>a</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>165</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>2</p><p>PH8_EF2_INGLES_161a166_M22.indd 165 10/5/17 4:46 PM</p><p>HOMEWORK</p><p>Read the following comic strip and tick ( ü ) the correct alternative according to it.1</p><p>You can infer by reading the cartoon that…</p><p>a) Hägar will leave home soon. ( )</p><p>b) Hägar isn’t messy. ( )</p><p>c) Helga’s home would be in a better shape if Hägar left. ( ü )</p><p>Put the verbs in parentheses in the correct form (If-clauses 2).</p><p>a) If I were (be) you, I would not sell (not/sell) my old bike.</p><p>b) If we went (go) to bed early, we would not feel (not/feel) tired the next day.</p><p>c) If Luísa knew (know) how to play badminton, she would enjoy (enjoy) it, but she doesn’t.</p><p>d) If Rafael didn’t spend (not/spend) the money I give him every week on video games, he</p><p>would buy a new pair of tennis shoes.</p><p>Ms. Smith is complaining about her daughter’s performance at school. What does she say? Use the cues in</p><p>parentheses and start your sentences with If.</p><p>a) (she/study harder/get good marks)</p><p>If she studied harder, she would get good marks.</p><p>b) (she/not go out during the week/not miss so many classes)</p><p>If she didn’t go out during the week, she wouldn’t miss so many classes.</p><p>c) (she/not miss so many classes/learn more)</p><p>If she didn’t miss so many classes, she would learn more.</p><p>d) (she/ask for help/her teachers and classmates/help her to study)</p><p>If she asked for help, her teachers and classmates would help her to study.</p><p>e) (she/pay more attention in class/not have so many questions)</p><p>If she paid more attention in class, she would not have so many questions.</p><p>2</p><p>3</p><p>©</p><p>2</p><p>0</p><p>1</p><p>7</p><p>K</p><p>in</p><p>g</p><p>F</p><p>e</p><p>a</p><p>tu</p><p>re</p><p>s</p><p>S</p><p>y</p><p>n</p><p>d</p><p>ic</p><p>a</p><p>te</p><p>/I</p><p>p</p><p>re</p><p>s</p><p>s</p><p>166 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_161a166_M22.indd 166 10/5/17 4:46 PM</p><p>167</p><p>23</p><p>MODULE</p><p>M</p><p>o</p><p>rt</p><p>e</p><p>n</p><p>F</p><p>a</p><p>lc</p><p>h</p><p>S</p><p>o</p><p>rt</p><p>la</p><p>n</p><p>d</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>THE LEGEND OF</p><p>THE THREE SISTERS</p><p>Learning objects</p><p>• A narrative text: The legend of the</p><p>three sisters</p><p>• The Iroquois</p><p>• Textual references – use of personal</p><p>pronouns</p><p>• Subject and object pronouns (review)</p><p>• Vocabulary: legends</p><p>Skills</p><p>• Interpret a legend (a literary text).</p><p>• Recognize mythical characteristics</p><p>and values in the text.</p><p>• Infer, the use of figurative words or</p><p>expressions from elements present</p><p>in the text.</p><p>• Recognize and make use of personal</p><p>pronouns.</p><p>• Identify and use words and</p><p>expressions of the same semantic</p><p>field/theme.</p><p>“Does progress mean that we</p><p>dissolve our ancient myths? If we forget</p><p>our legends, I fear that we shall close</p><p>an important door to the imagination.”</p><p>James Christensen</p><p>167</p><p>PH8_EF2_INGLES_167a172_M23.indd 167 10/5/17 4:48 PM</p><p>Read the definition of legend and discuss the following questions with your classmates.</p><p>A legend is a story from the past that is believed by many people but cannot be proved to be true.</p><p>Available at: <www.merriam-webster.com/dictionary/legend>. Accessed on: Aug. 7th, 2017.</p><p>a) How do you say legend in Portuguese?</p><p>Lenda.</p><p>b) Do you know the legend of the Three sisters? If yes, what is it about? If not, what do you</p><p>think it is about?</p><p>Personal answers.</p><p>c) Do you know any Brazilian legend? If yes, which one(s)?</p><p>Personal answers.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Read the following quote and observe the picture. Then answer the questions.</p><p>“In late spring, we plant corn, beans and squash. They’re not just plants – we call them the</p><p>three sisters. We plant them together, three kinds of seeds in one hole. They want to be together</p><p>with one another, just as we Indians want to be together with one another. As long as the three</p><p>sisters are with us we know we will never starve. The Creator sends them to us each year. We</p><p>celebrate them now. We thank Him for the gift He gives us today and every day.”</p><p>Chief Louis Farmer (Onondaga)</p><p>Available at: <http://gvseedsavers.blogspot.com.br/2008/10/three-sisters-are-special-family.html>. Accessed on: July 3rd, 2017.</p><p>a) Who is the man in the picture?</p><p>He is an Indian chief.</p><p>b) Do you think he is from Brazil?</p><p>No, he is a North American Indian chief.</p><p>c) What’s the legend about? What are the three sisters?</p><p>The legend is about food: corn, beans and squash.</p><p>d) Do you think this legend is somehow true?</p><p>In fact, “the three sisters” is related to a way of farming. These three vegetables help each other to grow: beans</p><p>fix nitrogen from the air, corn supports beans, and squash provides ground cover to hold moisture in order to keep</p><p>a healthy soil environment. It also keeps hungry animals away because of its prickly leaves.</p><p>For more information, visit <http://rodaleinstitute.org/the-three-sistersand-that-fourth-sister-no-one-really-talks-</p><p>about/>. Accessed on: Aug. 8th, 2017.</p><p>1</p><p>READING</p><p>Personal answers. Possible answer suggestions:</p><p>R</p><p>y</p><p>a</p><p>n</p><p>D</p><p>e</p><p>la</p><p>n</p><p>e</p><p>y</p><p>/W</p><p>R</p><p>V</p><p>O</p><p>168 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 168 10/5/17 4:48 PM</p><p>READING</p><p>Read and listen.</p><p>Many moons ago, the people in our village were very hungry. The Creator</p><p>sent the Three Sisters to come and live in the field nearby.</p><p>The oldest sister, Corn, grew tall and straight in the field around the</p><p>village, but the hot sun dried her feet and made her suffer. In addition, the</p><p>earth grew less nourishing each year that she stood there.</p><p>Her sister, Squash, laid herself at Corn’s feet and protected her by keeping</p><p>the soil moist and cool. It was difficult, however, for Squash to receive any</p><p>moisture. Corn’s straight leaves caught the rain and funneled rainwater to the</p><p>center for her to drink.</p><p>In order to help her sister, Corn relaxed the ends of her leaves to allow a</p><p>portion of the rain to fall to the ground.</p><p>The third sister, Bean, was so weak and thin that she could not support</p><p>herself at all. She could do something very special, however. She could make</p><p>her own nourishment in the soil, and this food became valuable for all three</p><p>of the sisters. Corn grew tall and allowed Bean to grow up towards the sun.</p><p>Soon all three of the sisters were growing strongly. The people of the village</p><p>saw that it was good. They were happy because now they always had food to</p><p>eat and they also learned what it means to work together.</p><p>Available at: <http://quatr.us/northamerica/before1500/religion/threesisters.htm>. Accessed on: Aug. 8th, 2017. (Adapted.)</p><p>Number these events from the story in the correct order.</p><p>a) Next, Bean arrived and helped her sisters making the soil more nutritious. ( 6 )</p><p>b) As a result, the Three Sisters grew strongly together. ( 8 )</p><p>c) At first, Corn was alone, so she suffered because of the dry weather. ( 3 )</p><p>d) The people in the</p><p>village were very hungry. ( 1 )</p><p>e) Then came Squash and helped Corn keeping the soil humid. ( 4 )</p><p>f) The Creator was sorry for the village people and sent the Three Sisters to feed them. ( 2 )</p><p>g) Corn, in return, made her leaves more flexible to let some rainwater fall onto the</p><p>ground for Squash. ( 5 )</p><p>h) However, Bean was weak and thin, so Corn gave her support to grow up. ( 7 )</p><p>i) Finally, the village people never suffered from hunger again. ( 9 )</p><p>Write questions.</p><p>a) What did the Creator do ? (What/do) He sent the three sisters</p><p>to come and live near the Indians’ village.</p><p>b) Why did Corn suffer ? (Why/suffer) She suffered because</p><p>the hot sun dried her feet.</p><p>c) Where did Squash lay herself ? (Where/lay) Her sister, Squash, laid</p><p>herself at Corn’s feet.</p><p>d) What was the third sister (Bean) like ? (What/like) The third sister, Bean,</p><p>was very weak and thin.</p><p>36</p><p>1</p><p>2</p><p>3</p><p>169</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH8_EF2_INGLES_167a172_M23.indd 169 10/5/17 4:48 PM</p><p>Useful language</p><p>How do you say these</p><p>words or expressions</p><p>in Portuguese? Use the</p><p>context to help you.</p><p>a) as long as: contanto</p><p>que</p><p>b) starve: passar fome</p><p>c) in addition: além disso</p><p>d) less nourishing:</p><p>menos nutritivo</p><p>e) nourishment: nutrição</p><p>f) moist/moisture:</p><p>úmido/umidade</p><p>g) funneled: canalizavam</p><p>h) weak: fraco</p><p>i) own: próprio</p><p>LISTENING</p><p>PRE-LISTENING</p><p>Look at the map and answer the questions.</p><p>a) What does the map show?</p><p>The Indian tribes in North America.</p><p>b) Who are the Iroquois?</p><p>The Iroquois are a group of five Native American tribes.</p><p>c) Where did they live?</p><p>They lived in the areas of Ontario, Canada, and the northeast of the United States.</p><p>What do the underlined words refer to in the text?</p><p>a) “[…] we call them the Three Sisters”. Chief Louis Farmer and his people/corn, beans and squash</p><p>b) “We thank Him for the gift He gives us […]” the Creator</p><p>c) “Corn’s straight leaves caught the rain and funneled rainwater to the center for her to</p><p>drink.” Corn</p><p>d) “In order to help her sister, […]” Corn’s sister/Squash</p><p>e) “They were happy […]” The people of the village</p><p>PAIR WORK</p><p>In your opinion, what does the legend of the Three Sisters teach us? Discuss with a classmate</p><p>and report to the class.</p><p>4</p><p>B</p><p>e</p><p>tt</p><p>m</p><p>a</p><p>n</p><p>n</p><p>A</p><p>rc</p><p>h</p><p>iv</p><p>e</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>170 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 170 10/5/17 4:48 PM</p><p>Rewrite the sentences replacing the underlined words with pronouns.</p><p>a) Modern day agriculturists consider the legend of the Three Sisters as the genius of the</p><p>Indians.</p><p>They consider it as the genius of the Indians.</p><p>b) The Iroquois planted beans, squash and corn together.</p><p>They planted them together.</p><p>c) The teacher read the history of the Iroquois to you and me.</p><p>He/She read it to us.</p><p>d) The Iroquois lived in longhouses. The History teacher and our class are going to visit a</p><p>Longhouse today.</p><p>They lived in longhouses. We are going to visit it today.</p><p>LANGUAGE USAGE</p><p>LISTENING</p><p>Listen and tick ( ü ) the correct alternative(s).</p><p>The Iroquois Indians lived in what is now</p><p>a) New York State and along the St. Andrews River. ( )</p><p>b) New York State and along the St. Lawrence River. ( ü )</p><p>They were known as</p><p>a) the “Five Civilized Tribes”. ( ü )</p><p>b) the “Five most dangerous Tribes”. ( )</p><p>These tribes included the</p><p>a) Algonquin, Cherokee, Mohican, Cheyenne and Ottawa. ( )</p><p>b) Cayuga, Mohawk, Oneida, Onondaga and Seneca. ( ü )</p><p>They were hunters of many species of animals, such as</p><p>a) macaws ( )</p><p>b) bears ( ü )</p><p>c) snakes ( )</p><p>d) beavers ( ü )</p><p>e) muskrats ( ü )</p><p>f) squirrels ( )</p><p>g) rabbits ( ü )</p><p>h) deer ( ü )</p><p>They held six big festivals every year. Which ones?</p><p>a) The New Year Festival in the winter ( ü )</p><p>b) The Squash Festival in the summer ( )</p><p>c) The Maple Festival in the spring ( ü )</p><p>d) The Bean Festival in the fall ( )</p><p>e) The Harvest Festival of Thanksgiving ( ü )</p><p>f) The Strawberry Festival ( ü )</p><p>g) The Green Corn Festival ( ü )</p><p>h) The Apple Festival ( )</p><p>i) The Corn Planting Festival ( ü )</p><p>37</p><p>1</p><p>2</p><p>3</p><p>4</p><p>5</p><p>171</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>3</p><p>PH8_EF2_INGLES_167a172_M23.indd 171 10/5/17 4:48 PM</p><p>HOMEWORK</p><p>Read the text and fill in the spaces with the verbs in parentheses in the past tense.</p><p>The Iroquois lived (live) in a type of dwelling known as a longhouse. A longhouse is a long, narrow single</p><p>room that was built by Native American Indians, but also by those inhabiting Asia and Europe. Many cultures regard the</p><p>longhouse as the earliest form of a permanent structure. While longhouses could (can) reach lengths of 100</p><p>meters, they were (be) generally never wider than 5 to 7 meters.</p><p>The Iroquois longhouses had (have) doors on both ends. They were usually covered with animal skins</p><p>during the winters to keep some of the cold air out. The Iroquois designed (design) their longhouses so as many</p><p>as twenty families or more could (can) live in the same house. A family occupied (occupy) a booth</p><p>on either side of the hallway. The booth had (have) a wooden platform for sleeping.</p><p>Iroquois longhouses had (have) no windows, just the doors at each end. Missionaries wrote</p><p>(write) about how dark the inside of the houses were (be). The only other openings in the house</p><p>were (be) at the ceiling. There were holes there to allow the fire pit smoke to escape, but those holes</p><p>provided (provide) very little natural light. The families shared (share) the fire pits which were</p><p>located in the hallway.</p><p>Available at: <http://indians.org/articles/iroquois-longhouse.html>. Accessed on: Aug. 8th, 2017.</p><p>Listen to the text again and note down.</p><p>The Iroquois</p><p>a) The Iroquois’ favorite prey was the deer .</p><p>b) They used almost everything from this animal: the hide for clothing , the antlers and bones for tools,</p><p>and the meat as food.</p><p>c) Several Iroquoian tribes preferred fishing . There was always a wide variety of fishes to</p><p>choose from.</p><p>d) They held six big festivals every year . Each one lasted several</p><p>days .</p><p>e) The purpose of the festivals was to thank the good spirits for health , clothes , food and</p><p>happiness .</p><p>1</p><p>2</p><p>37</p><p>S</p><p>to</p><p>ck</p><p>M</p><p>o</p><p>n</p><p>ta</p><p>g</p><p>e</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>172 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_167a172_M23.indd 172 10/5/17 4:48 PM</p><p>24</p><p>MODULE</p><p>E</p><p>k</p><p>a</p><p>te</p><p>ri</p><p>n</p><p>a</p><p>P</p><p>o</p><p>k</p><p>ro</p><p>v</p><p>s</p><p>k</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>Learning objects</p><p>• A dialogue</p><p>• A personal letter of thanks and</p><p>farewell</p><p>• Textual references – pronouns</p><p>Skill</p><p>• Interpret a dialogue and a personal</p><p>letter of thanks and farewell.</p><p>“Remember me and smile, for it’s</p><p>better to forget than to remember me</p><p>and cry.”</p><p>Dr. Seuss</p><p>SAYING GOODBYE</p><p>TO MY HOST</p><p>FAMILY</p><p>173</p><p>PH8_EF2_INGLES_173a177_M24.indd 173 10/5/17 4:50 PM</p><p>Observe the image and read the quote on the previous page. Discuss the following questions</p><p>with a classmate. Personal answers. Possible answer suggestions.</p><p>a) Are you getting ready to the end of your eighth grade?</p><p>Yes, I am./No, I am not.</p><p>b) Are you counting down the days to the end of the year? How many days are left?</p><p>Yes, I am. There are _______ days left./No, I’m not.</p><p>c) You are going to spend about two months away from school. What and who will you miss</p><p>the most?</p><p>I don’t know./I’m going to miss my friends.</p><p>d) What are your plans for the end of the year and for your vacation?</p><p>I don’t know yet./I’m going to spend the end of the year with my family at home. Then we are going to travel to the beach.</p><p>GETTING STARTED</p><p>PRE-READING</p><p>Take a quick look at the image and the dialogue on the Reading section and answer the</p><p>questions.</p><p>a) Who is going to say goodbye to her host family?</p><p>Patricia.</p><p>Talvez alguns respondam “Tereza”. Aceite e diga que isso será verificado no texto.</p><p>b) What do you think she will miss the most when she goes (or comes) back to her home</p><p>country?</p><p>Possible answer suggestion: I think she will miss her host family and friends.</p><p>READING</p><p>Read and listen.</p><p>Patricia: My stay</p><p>at the Redwoods’ is coming to an end soon. Now I have only 3 weeks</p><p>left in Burlington. It’s unbelievable how time flies! Soon it will be two… one… and then</p><p>I’ll be on a plane going back to Brazil.</p><p>Tereza: I don’t even want to think about that. I’m very sad, because I’m going to stay for</p><p>another year and you won’t be here… I’ll miss you a lot!</p><p>Patricia: Me too, and saying goodbye to you, to all my friends at school and to my host</p><p>family will be very hard, you know?</p><p>Tereza: Ok, but you will meet your family and your friends in Brazil, too.</p><p>Patricia: Yes, that’s right and saying goodbye does not mean I won’t see you all ever</p><p>again. By the way, I wrote a letter to Joan, Robert, Alan and Brenda. I intend to give it to</p><p>them at the airport because I think I won’t be able to say anything. See if it is OK.</p><p>1</p><p>38</p><p>READING</p><p>174 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_173a177_M24.indd 174 10/5/17 4:50 PM</p><p>Dear Joan, Robert, Alan and Brenda,</p><p>It’s time to say goodbye and at the moment I’m having mixed feelings: I’m very happy to</p><p>go back to my country and meet my family and friends again, but I’m also sad to leave</p><p>you.</p><p>I would like to thank you for being so kind by welcoming me into your home and doing so</p><p>many things for me during this year. I always felt comfortable and a valued member of the</p><p>family! You helped me when I needed and tried to do the best for me.</p><p>Thank you for giving me the opportunity to experience the culture of your beautiful country.</p><p>This way, I have become more mature and a more independent person. The idea of world I</p><p>have now is completely different from the one I had before.</p><p>Thank you again for making this year the best of my life!</p><p>I really hope to see you sometime in Brazil.</p><p>I love you all so much!</p><p>Patricia</p><p>175</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>PH8_EF2_INGLES_173a177_M24.indd 175 10/5/17 4:50 PM</p><p>Read the following goodbye messages and complete them with the correct pronoun from the box.</p><p>LANGUAGE USAGE</p><p>it (2×)  us  they (2×)  you  I  me</p><p>a) When best friends say goodbye to each other, what they are really</p><p>saying is ‘Hold that thought, I will be back soon’.</p><p>b) I will force myself to say the word goodbye, but my heart will never mean</p><p>it . Goodbye.</p><p>c) The only reason I am happy saying goodbye is because I know that life will find a way</p><p>to bring us back together again. Farewell.</p><p>d) When the sun says goodbye to earth, it leaves a beautiful sunset as a gift.</p><p>When friends say goodbye to each other, they leave mementos of</p><p>everlasting and priceless memories. Goodbye my friend, I will miss you.</p><p>e) I never knew that saying just one word could make me feel so blue, until I</p><p>said goodbye to a special friend like you .</p><p>Available at: <http://wishesmessages.com/goodbye-messages-for-friends-farewell-messages-in-friendship/>. Accessed on: Aug. 8th, 2017.</p><p>Read the following statements and decide whether they are right (R), wrong (W) or not</p><p>mentioned (NM) according to the dialogue and the letter. Correct the wrong statements.</p><p>a) Patricia is getting ready to leave the Redwoodsʼ home. ( R )</p><p>b) She is happy about leaving Canada and the people she met there. ( W )</p><p>She is having mixed feelings: she is sad about leaving Canada and the people she met there, but she is happy</p><p>about coming back to Brazil.</p><p>c) Patricia wrote a letter to the Redwoods because she had a problem with them the day</p><p>before. ( W )</p><p>Because she thinks she won’t be able to say anything.</p><p>d) In her letter, Patricia tells the Redwoods how much she enjoyed staying with them</p><p>during the time she spent in their home. (NM)</p><p>e) She got more mature and independent after the experience of living in a foreign</p><p>country. ( R )</p><p>What do the underlined words refer to in the dialogue?</p><p>a) “I don’t even want to think about that” Patricia’s return to Brazil</p><p>b) “I’ll miss you a lot!” Patricia</p><p>c) “I intend to give it to them” the letter/the Redwoods'</p><p>2</p><p>3</p><p>Useful language</p><p>How do you say</p><p>these expressions in</p><p>Portuguese? Use the</p><p>context to help you.</p><p>a) I’ll miss you a lot!</p><p>Sentirei muitas</p><p>saudades de você!</p><p>b) mixed feelings</p><p>sentimentos mistos</p><p>c) for being so kind by</p><p>welcoming me</p><p>por serem tão gentis</p><p>ao me receberem</p><p>d) more mature</p><p>mais madura</p><p>176 Ensino Fundamental 2 ¥ 8o ano</p><p>PH8_EF2_INGLES_173a177_M24.indd 176 10/5/17 4:50 PM</p><p>HOMEWORK</p><p>You are almost finishing the eighth grade by now. Write a short goodbye letter to a classmate. Follow these steps:</p><p>• Decide how to start your letter. Choose a greeting and take a look at Patricia’s letter, if needed.</p><p>• Tell your classmate about the experiences you have had during this year, and how much you’ve enjoyed being</p><p>his/her classmate.</p><p>• Say goodbye to him/her and wish him/her good vacations.</p><p>• Use the space below to write your draft.</p><p>• Don’t forget to proofread your letter.</p><p>• Write the final version on a separate sheet of paper and give it to your classmate.</p><p>177</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>•</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>4</p><p>PH8_EF2_INGLES_173a177_M24.indd 177 10/5/17 4:50 PM</p><p>25</p><p>MODULE</p><p>ROUNDUP</p><p>REVIEW</p><p>EXERCISES</p><p>Review stRuctuRes,</p><p>functions and</p><p>vocabulaRy</p><p>pResented in</p><p>modules 19 to 24</p><p>178</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/C</p><p>o</p><p>le</p><p>ç</p><p>ã</p><p>o</p><p>P</p><p>h</p><p>ili</p><p>p</p><p>s</p><p>,</p><p>W</p><p>a</p><p>s</p><p>h</p><p>in</p><p>g</p><p>to</p><p>n</p><p>,</p><p>E</p><p>U</p><p>A</p><p>.</p><p>c</p><p>ri</p><p>s</p><p>s</p><p>e</p><p>rb</p><p>u</p><p>g</p><p>/i</p><p>S</p><p>to</p><p>ck</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>g</p><p>ra</p><p>p</p><p>h</p><p>ic</p><p>s</p><p>d</p><p>u</p><p>n</p><p>ia</p><p>4</p><p>y</p><p>o</p><p>u</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>N</p><p>e</p><p>jr</p><p>o</p><p>n</p><p>P</p><p>h</p><p>o</p><p>to</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>M</p><p>o</p><p>rt</p><p>e</p><p>n</p><p>F</p><p>a</p><p>lc</p><p>h</p><p>S</p><p>o</p><p>rt</p><p>la</p><p>n</p><p>d</p><p>/G</p><p>e</p><p>tt</p><p>y</p><p>I</p><p>m</p><p>a</p><p>g</p><p>e</p><p>s</p><p>E</p><p>k</p><p>a</p><p>te</p><p>ri</p><p>n</p><p>a</p><p>P</p><p>o</p><p>k</p><p>ro</p><p>v</p><p>s</p><p>k</p><p>y</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_INGLES_178A180_M25.indd 178 10/5/17 4:53 PM</p><p>Read the text and answer the following questions.</p><p>Vincent van Gogh</p><p>Vincent van Gogh was born in Holland on</p><p>March 30, 1853. During his early life, Van Gogh tried</p><p>a lot of professions. He worked as an art dealer, a</p><p>teacher, a bookseller, a minister’s assistant, and a</p><p>missionary before he became an artist.</p><p>When Vincent was 27 years old, he taught</p><p>himself how to paint. He stayed in Holland until</p><p>1886 when he moved to Paris. His brother, Theo,</p><p>was an art dealer there. He recognized Vincent’s</p><p>talent, and tried to help him sell his paintings but</p><p>they were too much darker than the art that was</p><p>popular in Paris at the time.</p><p>Theo encouraged and supported Vincent financially. He also introduced him to famous impressionist painters like Paul</p><p>Gauguin, Edgar Degas and Camille Pissarro, who influenced him. They used a lot of color in their work and preferred to</p><p>paint natural subjects outdoors.</p><p>In 1888, when Van Gogh was tired of living in the city, he left Paris and went to live in a small city called Arles in the</p><p>south of France.</p><p>In Arles, Van Gogh lived with Paul Gauguin. The two painted almost without break for some time, but Gauguin moved</p><p>out after a bad fight. Van Gogh was growing ill and beginning to see things that were not there. He also suffered from severe</p><p>depression and was admitted to an asylum in December 1888, after cutting off his own ear.</p><p>While he was in the asylum, Vincent painted one of his best-known paintings, The Starry Night. In mid-May 1890, he left</p><p>the asylum and spent the last few months of his life in Auvers, France.</p><p>On July 27, 1890, at the age of 37, Vincent van Gogh shot himself on the chest with a revolver. Two days later he died with</p><p>his younger brother, Theo, by his side.</p><p>Although Vincent van Gogh is a world-famous artist today, he did not get much recognition during his lifetime. Van</p><p>Gogh only sold one painting while he was alive. For most of his life he was very poor, often spending his money on art</p><p>supplies instead of food.</p><p>His mother threw away several of Vincent’s paintings during his life and even after his death. But she lived long enough</p><p>to see her son become a world-famous painter.</p><p>Available at: <http://artsmarts4kids.blogspot.com/2008/04/timeline.html>; <www.artnet.com/artists/vincent-van-gogh/biography>. Accessed on: Aug. 8th, 2017.</p><p>Write</p><p>right (R), wrong (W) or not mentioned (NM) according to the text. Correct the wrong statements.</p><p>a) His brother, Theo, was an art dealer and thought Vincent was a good painter. ( R )</p><p>b) In Paris, Van Gogh met some famous impressionist painters. ( R )</p><p>c) He lived all his life in Paris. ( W )</p><p>He moved from Holland to Paris in 1886. He was 33 years old.</p><p>d) Van Gogh cut off his ear because he had a bad fight with Paul Gauguin. (NM)</p><p>e) Vincent painted one of his most famous paintings, The Starry Night, while he was in an asylum for mentally</p><p>disturbed people. ( R )</p><p>1</p><p>2</p><p>The Starry Night.</p><p>Painting by Vincent van Gogh, June 1889.</p><p>Van Gogh self-portrait.</p><p>Painting by Vincent van Gogh,</p><p>September 1889.</p><p>179</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>2</p><p>5</p><p>modules 19 to 24 – ROUNDUP</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>d</p><p>e</p><p>A</p><p>rt</p><p>e</p><p>M</p><p>o</p><p>d</p><p>e</p><p>rn</p><p>a</p><p>R</p><p>e</p><p>p</p><p>ro</p><p>d</p><p>u</p><p>ç</p><p>ã</p><p>o</p><p>/M</p><p>u</p><p>s</p><p>e</p><p>u</p><p>V</p><p>a</p><p>n</p><p>G</p><p>o</p><p>g</p><p>h</p><p>,</p><p>A</p><p>m</p><p>s</p><p>te</p><p>rd</p><p>ã</p><p>,</p><p>H</p><p>o</p><p>la</p><p>n</p><p>d</p><p>a</p><p>.</p><p>PH8_EF2_INGLES_178A180_M25.indd 179 10/5/17 4:53 PM</p><p>Read the text and complete it with the verbs in the box in the future (will).3</p><p>What are your plans after high school?</p><p>After high school, I will go straight to college. I won’t take</p><p>a break because if I do I might get accustomed to it and not want to go back to class. So, by avoiding this</p><p>I will continue my education into college. I will go to a six-year</p><p>university course. I will certainly be a pediatrician and going to a medical school</p><p>will help me prepare for my future career. After graduating from medical school and</p><p>completing all of the extra years of school required to become a pediatrician I will continue my</p><p>education. I will work hard to get a doctorate degree. After getting my doctorate degree, I</p><p>will start my career, get a nice house, and a nice car. I will try to balance</p><p>my work with an active social life.</p><p>I recently discovered that I also want to become a counselor. My only question is what kind of counselor? I think a</p><p>marriage counselor fits me because I love assisting people with their relationship issues. Most of the times my friends</p><p>come to me for advice and occasionally, my parents do too. I’m not sure how I’m going to balance both careers but I</p><p>know I will find a way.</p><p>Join the sentences. Complete them with the verbs in the box in the correct tense.4</p><p>go (2×)  help  work  start  try  find  not/take  continue (2×)  be</p><p>lock  stop  miss  point  stay  win  (not) lend  take  finish  (not) visit  rain</p><p>a) I’d be very frightened ( c ) if I didn’t visit them often.</p><p>b) I will stay at home ( d ) if you stopped smoking.</p><p>c) My parents would get very angry ( h ) if she didn’t know me very well.</p><p>d) You would probably feel better ( g ) if I miss the bus.</p><p>e) Marion will lock the door ( i ) if they offered it to me.</p><p>f) I would buy a nice house ( j ) if we finish this exercise early.</p><p>g) I’ll take a taxi home ( a ) if someone pointed a gun at me.</p><p>h) She wouldn’t lend me any money ( e ) if she leaves before you arrive.</p><p>i) I would take the job ( f ) if I won the lottery.</p><p>j) We’ll go for a walk ( b ) if it rains tonight.</p><p>What will/would you do? Make complete sentences. Follow the example. Personal answers. Possible answer suggestions.</p><p>... if it rains this weekend?</p><p>If it rains this weekend, I won’t go out.</p><p>a) … if a friend asked you the answers to a Math test?</p><p>If a friend asked me the answers to a Math test, I would tell him to wait until the end of the test.</p><p>b) … if somebody you don’t like invites you to his/her birthday party?</p><p>If somebody I don’t like invites me to his/her birthday party, I will thank him/her and give an excuse not to go.</p><p>c) … if someone gives you a pair of jeans you don’t like as a birthday present?</p><p>If someone gives me a pair of jeans I don’t like as a birthday present, I will try to change it at the store.</p><p>5</p><p>180 Ensino Fundamental 2 ¥ 8o ano</p><p>ROUNDUP – modules 19 to 24</p><p>PH8_EF2_INGLES_178A180_M25.indd 180 10/5/17 4:53 PM</p><p>181Appendix ¥ Língua Inglesa</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>LIST OF IRREGULAR VERBS</p><p>BASE FORM PAST MEANING</p><p>be was/were ser, estar, ficar</p><p>beat beat bater</p><p>become became tornar-se</p><p>begin began começar</p><p>break broke quebrar, partir</p><p>bring brought trazer</p><p>build built construir</p><p>buy bought comprar</p><p>can could poder, ser capaz de</p><p>choose chose escolher, preferir</p><p>come came chegar</p><p>cost cost custar</p><p>cut cut cortar, reduzir</p><p>do did fazer</p><p>draw drew desenhar, puxar, extrair, arrastar, empatar</p><p>dream dreamed/dreamt sonhar</p><p>drink drank beber</p><p>drive drove dirigir</p><p>eat ate comer</p><p>fall fell cair</p><p>feel felt sentir</p><p>find found achar</p><p>forget forgot esquecer</p><p>get got ter, receber, apanhar</p><p>give gave dar</p><p>go went ir</p><p>grow grew crescer</p><p>have had ter</p><p>hear heard ouvir</p><p>hold held segurar, levar, possuir</p><p>hurt hurt machucar</p><p>keep kept guardar</p><p>know knew saber</p><p>lay laid pôr, colocar</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 181 10/5/17 4:55 PM</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>182 Ensino Fundamental 2 ¥ 8o ano</p><p>BASE FORM PAST MEANING</p><p>learn learned/learnt aprender</p><p>leave left deixar, sair/partir</p><p>let let deixar, permitir</p><p>lose lost perder</p><p>make made fazer, tomar</p><p>mean meant significar, querer dizer</p><p>meet met encontrar</p><p>pay paid pagar</p><p>put put pôr, colocar</p><p>read read ler</p><p>ride rode montar, andar (de bicicleta, a cavalo)</p><p>run ran correr</p><p>say said dizer</p><p>see saw ver</p><p>sell sold vender</p><p>send sent enviar</p><p>sing sang cantar</p><p>sleep slept dormir</p><p>speak spoke falar</p><p>spend spent gastar, despender</p><p>spill spilled/spilt derramar, entornar</p><p>stand stood estar de pé, levantar-se</p><p>steal stole tomar, pegar, roubar</p><p>swim swam nadar</p><p>take took pegar/levar</p><p>teach taught ensinar</p><p>tell told falar/narrar</p><p>throw threw jogar/arremessar</p><p>think thought pensar/achar</p><p>understand understood entender</p><p>wake woke acordar</p><p>wear wore vestir/usar/calçar</p><p>win won vencer/ganhar</p><p>write wrote escrever</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 182 10/5/17 4:55 PM</p><p>183</p><p>A</p><p>P</p><p>P</p><p>E</p><p>N</p><p>D</p><p>IX</p><p>Notes • Língua Inglesa</p><p>Notes</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 183 10/5/17 4:55 PM</p><p>184 Ensino Fundamental 2 • 8o ano</p><p>Notes</p><p>PH8_EF2_INGLES_181a184_APPENDIX.indd 184 10/5/17 4:55 PM</p><p>8</p><p>LÍNGUA</p><p>INGLESA</p><p>LEILA RIBEIRO DE CALDAS é</p><p>licenciada em Letras (Português/Inglês e respectivas</p><p>literaturas) pela Universidade Federal do Rio de</p><p>Janeiro (UFRJ), especialista pela UFRJ e mestre pela</p><p>Unicamp em Linguística Aplicada ao Ensino de Línguas</p><p>Estrangeiras. Tem longa vivência no ensino de inglês</p><p>para os níveis Fundamental, Médio e Superior e na</p><p>formação de professores. Atua principalmente nas</p><p>seguintes áreas: ensino/aprendizagem de LE – estudo</p><p>e ensino, formação do professor em pré-serviço e em</p><p>serviço, inglês (ensino básico e superior), produção de</p><p>material didático e abordagens de ensino. Atualmente</p><p>trabalha também com o ensino de inglês em cursos</p><p>superiores de Tecnologia. É coautora de materiais para o</p><p>ensino de inglês do Fundamental II (desde 1996) e Médio</p><p>e supervisiona projetos didáticos da Educação Infantil e</p><p>do Ensino Fundamental .</p><p>OLGA PAES DE ALMEIDA é bacharel e</p><p>licenciada em Letras (Português/Inglês) pela Faculdade</p><p>de Filosofia, Ciências e Letras Oswaldo Cruz, em São</p><p>Paulo, com especialização no ensino de línguas. Estudou</p><p>Inglês como língua estrangeira na Inglaterra e lecionou</p><p>Português como língua estrangeira na Berlitz School of</p><p>Languages em Manchester, Inglaterra. Foi professora da</p><p>Cultura Inglesa em Campinas e de várias instituições de</p><p>ensino, como o Colégio São Luís, em São Paulo. Lecionou</p><p>Inglês Instrumental no Departamento de Linguística</p><p>Aplicada da Unicamp e Inglês para fins gerais no Centro</p><p>de Línguas da mesma instituição. É coautora de materiais</p><p>para o ensino de inglês do Fundamental II (desde 1996)</p><p>e Médio e supervisiona projetos didáticos da Educação</p><p>Infantil e do Ensino Fundamental .</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 1 10/5/17 1:22 PM</p><p>Direção de inovação e conteúdo: Guilherme Luz</p><p>Direção executiva: Claudio Ribeiro Falcão e</p><p>Irina Bullara Martins Lachowski</p><p>Direção editorial: Luiz Tonolli e Renata Mascarenhas</p><p>Coordenação pedagógica: Ricardo Leite</p><p>Gestão de projeto editorial: Camila Amaral Souza Blanco,</p><p>Duda Albuquerque, Fabrício Cortezi,</p><p>Henrique Braga e Rodolfo Marinho</p><p>Gestão e coordenação de área: Alice Silvestre e</p><p>Camila De Pieri Fernandes (Linguagens)</p><p>Edição: Danuza Dias Gonçalves (Língua Inglesa)</p><p>Gerência de produção editorial: Ricardo de Gan Braga</p><p>Planejamento e controle de produção editorial:</p><p>Paula Godo (ger.), Adjane Oliveira,</p><p>Daniela Carvalho, Paula P. O. C. Kusznir,</p><p>Georgia Der Bedrosian e Mayara Crivari</p><p>Revisão: Hélia de Jesus Gonsaga (ger.), Kátia Scaff Marques (coord.),</p><p>Rosângela Muricy (coord.), Adriana Rinaldi, Ana Paula C. Malfa,</p><p>Débora Tamayose, Gabriela M. de Andrade, Luís Maurício Boa Nova,</p><p>Paula T. de Jesus, Sandra Fernandez e</p><p>Vanessa de Paula Santos</p><p>Edição de arte: Daniela Amaral (coord.) e Keila Grandis</p><p>Diagramação: Estúdio Dito e Feito</p><p>Iconografia e licenciamento de texto: Sílvio Kligin (superv.),</p><p>Denise Durand Kremer (coord.), Claudia Bertolazzi, Claudia Cristina</p><p>Balista, Ellen Colombo Finta, Fernando Cambetas, Jad Silva, Roberta</p><p>Freire Lacerda Santos, Sara Plaça (pesquisa iconográfica), Liliane Rodrigues</p><p>e Thalita Corina da Silva (licenciamento de textos)</p><p>Tratamento de imagem: Cesar Wolf e Fernanda Crevin</p><p>Cartografia: Eric Fuzii (coord.)</p><p>Capa: Gláucia Correa Koller (coord.) e Erik Taketa</p><p>Foto de capa: Elnur/Shutterstock</p><p>Projeto gráfico de miolo: Gláucia Correa Koller (coord.) e</p><p>Talita Guedes da Silva</p><p>Todos os direitos reservados por SOMOS</p><p>Sistemas de Ensino S.A.</p><p>Rua Gibraltar, 368 – Santo Amaro</p><p>São Paulo – SP – CEP 04755-070</p><p>Tel.: 3273-6000</p><p>© SOMOS Sistemas de Ensino S.A.</p><p>Dados Internacionais de Catalogação na Publicação (CIP)</p><p>(Câmara Brasileira do Livro, SP, Brasil)</p><p>CALDAS, Leila</p><p>SOMOS Sistemas de Ensino : ensino fundamental II :</p><p>língua inglesa , 8º ano / Leila Caldas, Olga</p><p>Almeida. -- 1. ed. -- São Paulo : SOMOS Sistemas de</p><p>Ensino, 2018.</p><p>ISBN: 978-85-468-1108-3 (aluno)</p><p>ISBN: 978-85-468-1109-0 (professor)</p><p>1. Inglês (Ensino fundamental) I. Almeida, Olga. II. Título.</p><p>17-06979 CDD-372.652</p><p>Índices para catálogo sistemático:</p><p>1. Inglês : Ensino fundamental 372.652</p><p>2018</p><p>ISBN 978 85 468 1108-3 (CA)</p><p>Código da obra 525838018</p><p>825838018</p><p>1ª edição</p><p>1ª impressão</p><p>Impressão e acabamento</p><p>Uma publicação</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 2 10/5/17 1:22 PM</p><p>Dear student,</p><p>Finally you have come to this point – the 8th grade!</p><p>You will notice that you are ready to achieve another level of knowledge</p><p>reading longer texts, being aware of the problems around you, thinking critically</p><p>and speaking more naturally about them.</p><p>It sounds tough all right, but it will be worthwhile.</p><p>Ready for this new takeoff?</p><p>APRESENTAÇÃO</p><p>Olga and Leila</p><p>p</p><p>ik</p><p>se</p><p>ls</p><p>to</p><p>ck</p><p>/S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>PH8_EF2_ING_001a006_INICIAIS.indd 3 10/5/17 1:22 PM</p><p>CONHEÇA SEU LIVRO</p><p>What do these people do at school? Read and match.</p><p>a) A bus driver ( b ) takes care of the school building.</p><p>b) A janitor ( d ) teaches the students.</p><p>c) A principal ( c ) is a teacher responsible for the whole school.</p><p>d) A teacher ( a ) drives the school bus.</p><p>Read the cartoon. Match the faces on the right to the occupations.</p><p>1</p><p>2</p><p>GETTING STARTED</p><p>My face on the first day of school</p><p>f</p><p>a</p><p>d</p><p>c</p><p>b</p><p>e</p><p>D</p><p>a</p><p>v</p><p>e</p><p>G</p><p>ra</p><p>n</p><p>lu</p><p>n</p><p>d</p><p>/C</p><p>a</p><p>g</p><p>le</p><p>C</p><p>a</p><p>rt</p><p>o</p><p>o</p><p>n</p><p>s</p><p>,</p><p>In</p><p>c</p><p>.</p><p>Available at: <www.davegranlund.com/cartoons/2010/08/27/back-to-school-quiz/>. Accessed on: July 24th, 2017.</p><p>8 Ensino Fundamental 2 ¥ 8o ano</p><p>Getting started</p><p>Ao realizar as atividades</p><p>desta seção, você ativa seu</p><p>conhecimento prévio e explora</p><p>o vocabulário a respeito do</p><p>assunto que será abordado</p><p>no módulo.</p><p>PRE-READING</p><p>Complete the mind map with words related to the topic “biodiversity hotspots”.</p><p>READING</p><p>Personal answers.</p><p>Possible answer</p><p>suggestions:</p><p>Biodiversity</p><p>hotspots</p><p>endemic</p><p>natureplants (flora)</p><p>biologyanimals (fauna)</p><p>speciesenvironment</p><p>ecosystemhabitats</p><p>ecotourismorganisms</p><p>READING</p><p>Read and listen.</p><p>Biodiversity hotspots</p><p>Regions which have a huge diversity in terms of their biology (plants, animals and</p><p>nature in general) are known as biodiversity hotspots. These spots are also threatened</p><p>by a whole number of factors such as extensive species loss, climate change, and loss of</p><p>habitat, among others. Thirty-four sites all over the world are categorized as biodiversity</p><p>hotspots. Efforts are being made to protect these sites with respect to environment as</p><p>well as culture. These hotspots house a vast range of organisms that are endemic to</p><p>these regions, which means that they are not found elsewhere on Earth.</p><p>There are biodiversity hotspots all over the world. They are different in sizes</p><p>and composition. They range from the enormous to the tiny. The California Floristic</p><p>Province is huge – it stretches all through the West Coast of North America from</p><p>Northern Mexico to Oregon, housing diverse plant and animal species. In contrast to</p><p>that, the Succulent Karoo in Africa is smaller, being an extremely arid region. South</p><p>America’s lush Atlantic Forest covers most of the Brazilian coast, from Rio Grande do</p><p>Norte to Rio Grande do Sul, reaching also inland areas of Paraguay and Argentina.</p><p>Biodiversity hotspots are important for a lot of reasons. Near 60% of the species on</p><p>Earth live in these regions and are endemic to them. Therefore, any damage to these</p><p>spots create serious problems, because if native habitats are compromised, species</p><p>will die, causing a worldwide decline in biodiversity. Humans will lose access to many</p><p>plant species that are used to prepare medicine.</p><p>Legislation, although not always successfully, has been pretty useful in protecting</p><p>these biodiversity hotspots. Conservation organizations also try to lobby for and even</p><p>acquire these regions. The need for greater protection has arisen, and if this is not</p><p>dealt with, the consequences may well be too much for us.</p><p>Available at: <www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm>. Accessed on: July 3rd, 2017. (Adapted.)</p><p>1</p><p>25</p><p>S</p><p>to</p><p>ck</p><p>P</p><p>h</p><p>o</p><p>to</p><p>s</p><p>/L</p><p>a</p><p>ti</p><p>n</p><p>s</p><p>to</p><p>ck</p><p>W</p><p>o</p><p>lf</p><p>A</p><p>v</p><p>n</p><p>i/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>b</p><p>e</p><p>to</p><p>_</p><p>ju</p><p>n</p><p>io</p><p>r/</p><p>S</p><p>h</p><p>u</p><p>tt</p><p>e</p><p>rs</p><p>to</p><p>ck</p><p>113</p><p>L</p><p>ín</p><p>g</p><p>u</p><p>a</p><p>I</p><p>n</p><p>g</p><p>le</p><p>s</p><p>a</p><p>¥</p><p>M</p><p>ó</p><p>d</p><p>u</p><p>lo</p><p>1</p><p>5</p><p>Reading</p><p>Aqui você explora a habilidade</p><p>de leitura e compreensão de</p><p>textos por meio de atividades</p><p>que incluem propostas e</p><p>estratégias variadas de leitura</p><p>e depreensão do léxico</p><p>trabalhadas em textos de</p><p>diferentes gêneros e origens.</p><p>TIME FOR FUN</p><p>QUESTIONNAIRE: GETTING TO KNOW YOU BETTER</p><p>Read the questions and complete the “you” column with information about yourself.</p><p>Questions You Your partner</p><p>a) What’s your name?</p><p>b) How old are you?</p><p>c) When is your birthday?</p><p>d) Where were you born?</p><p>e) Do you have any brothers or</p><p>sisters?</p><p>f) Do you have any hobbies? Which</p><p>ones?</p><p>g) What is your favorite sport?</p><p>h) What kind of music do you like?</p><p>(pop, rock, classical…)</p><p>i) Who is your favorite singer/</p><p>group?</p><p>j) How often do you go to the</p><p>movies?</p><p>k) What kind of movies do you like?</p><p>(adventure, dramas, thrillers…)</p><p>l) Who’s your favorite movie star?</p><p>m) Do you help with the house</p><p>chores? What do you do?</p><p>n) Are you a country, beach or city</p><p>person?</p><p>o) What’s your favorite social</p><p>network?</p><p>p) What do you like to do at recess?</p><p>q) What do you want to do when</p><p>you finish high school?</p><p>r) What is the most important</p><p>thing for you?</p><p>PAIR WORK</p><p>Work with a classmate you don’t know very well. Ask him or her the questions in activity 1.</p><p>Complete the “Your partner” column. Personal answers.</p><p>1</p><p>Personal answers.</p><p>2</p><p>22 Ensino Fundamental 2 ¥ 8o ano</p><p>Time for fun</p><p>Esta é uma seção mais leve e</p><p>divertida, porém também voltada</p><p>ao assunto do módulo. Por meio</p><p>de atividades mais lúdicas, como</p><p>cruzadinhas, caça-palavras,</p><p>poemas, jogos, etc., você poderá</p><p>retomar alguns conteúdos</p><p>aprendidos no módulo.</p><p>Read the text.</p><p>What worries students about going back</p>