Anytime! Always Ready for Education (28)

Text Material Preview

Leia o texto e responda às questões 1, 2 e 3 no caderno.
(UEA-AM – SIS 2018)
Preparing for Exams 1
Competências gerais da 
BNCC: 1 e 2
Competências específi cas 
de Linguagens e suas 
Tecnologias para o Ensino 
Médio: 1 e 4
TIP
Para completar frases 
interrogativas em 
inglês, identifi que 
o sujeito e o tempo 
verbal da frase. 
Lembre-se de que o 
verbo auxiliar deverá 
concordar com o 
sujeito.
TIP
Lembre-se de que você 
não precisa entender 
todas a palavras 
de um texto para 
compreender a sua 
ideia central. Apoie-se 
nas palavras cognatas 
e naquelas que você 
conhece.
 a bar of soap transmit infection? 
Are there any health risks to using a 
communal bar of soap? No. Bar soap 
does not appear to transmit diseases. 
The most rigorous study of this 
question was published in 1965. 
Scientists conducted a series 
of experiments in which they 
intentionally contaminated their hands 
with about fi ve billion bacteria. The 
bacteria were disease-causing strains, 
such as Staphylococcus and E. coli. 
The scientists then washed their hands 
with a bar of soap and had a second person wash with the same bar of 
soap. They found that bacteria were not transferred to the second user. 
The Center for Disease Control and Prevention recommends hand 
washing with soap as the primary defense against infection and gives the 
same approval to bar soap as it does to liquid soap. Therefore, the only 
mistake one could make would be not to wash one’s hands because of an 
unfounded fear of contamination. 
1. Assinale a alternativa que preenche a lacuna do título do texto. 
a. Is 
b. Does 
c. Was 
d. Is going 
e. Do
2. De acordo com o texto, lavar as mãos com um sabonete em barra 
que já tenha sido utilizado 
a. pode transmitir algumas doenças perigosas de uma pessoa para outra.
b. só apresenta perigo se a pessoa que o usou anteriormente estiver 
doente. 
c. não é perigoso para a saúde, mesmo que o sabonete esteja 
contaminado. 
d. não é tão seguro quanto usar sabonete líquido. 
e. é melhor do que usar sabonete líquido ou não usar sabonete.
3. De acordo com o segundo parágrafo, Staphylococcus e E. coli são 
exemplos de 
a. cinco milhões de bactérias. 
b. doenças de pele. 
c. bactérias comuns em sabonetes líquidos. 
d. microrganismos que ocorrem em mãos sujas e alimentos mal lavados. 
e. bactérias que causam doenças. 
EM13LGG104
EM13LGG403
R
e
p
ro
d
u
ç
ã
o
/U
E
A
, 
2
0
1
8
103
(Richard Klasco. www.nytimes.com, 22.06.2018. Adaptado.)
Irregular Verbs
Base Form/
Infinitive
Present Past Past Participle Portuguese
be am/are/is was/were been ser; estar
become become/becomes became become tornar-se
begin begin/begins began begun começar
break break/breaks broke broken quebrar
bring bring/brings brought brought trazer
build build/builds built built construir
buy buy/buys bought bought comprar
catch catch/catches caught caught pegar; agarrar
come come/comes came come vir; chegar
cut cut/cuts cut cut cortar
do do/does did done fazer
draw draw/draws drew drawn desenhar; sacar
drink drink/drinks drank drunk beber
drive drive/drives drove driven dirigir
eat eat/eats ate eaten comer
fall fall/falls fell fallen cair
feel feel/feels felt felt sentir(-se)
fight fight/fights fought fought lutar; brigar
find find/finds found found achar; encontrar
fly fly/flies flew flown voar; pilotar
forget forget/forgets forgot forgotten esquecer
get get/gets got got/gotten ter; obter; pegar
give give/gives gave given dar
go go/goes went gone ir
have have/has had had ter
hear hear/hears heard heard ouvir
keep keep/keeps kept kept guardar; manter
know know/knows knew known saber; conhecer
leave leave/leaves left left sair (de); deixar
297
Audio Scripts
Unit 1
I knew that sports life is not easy. Especially it’s 
not easy when you are disabled and you want to 
compete with able-bodied players. So I just knew 
that I had to work hard, maybe a little bit more 
than my friends […]. At the Olympics it’s much 
easier because I have no pressure […]. At the 
Paralympics it’s different, it’s not easy but I’m 
really happy that still I can beat everyone.
A RECORDISTA Natalia Partyka Desafia a História: “Nada é 
Impossível”. Olympic Channel. Available at: https://www.
olympicchannel.com/pt/video/detail/a-recordista-natalia-
partyka-desafia-a-historia-nada-e-impossivel/. 
Accessed on: Jul. 9, 2020.
Unit 2
Speaker 1: Teens and adolescents can really start 
to focus on sleep as a health tool, something that 
their bodies need. […] Sleep is vital. […]
Speaker 2: A lot of parents are now having their 
kids keep their cell phones and iPads in another 
room and not in the bedroom that they sleep. 
Because every time they get a text and a bing, 
it’s hard not to see it. […]
Speaker 2: Things that I talk about with my 
adolescents and really to help them with sleep 
is really trying to find ways to relax themselves, 
because this is a very stressful time of their 
lives. Read a book in bed, it also helps create a 
calming environment. Take a nice hot shower, 
have their room lit in a way where you have 30 
minutes to an hour to kind of unwind, make sure 
that they get physical exercise activity every day, 
because physical activity definitely contributes to 
better sleep. […]
HELP Your Teen Sleep Better: 6 Tips from Pediatricians. 
HealthiNation. Available at: https://www.healthination.com/
health/teen-sleep-tips/. Accessed on: Jul. 9, 2020.
Unit 3
Our vulnerable planet is trying to cope with 
increasing man-made waste problems. In New 
Zealand we have significant waste problems too. 
[…] We are consuming too many resources and 
creating too much waste as a result. […] You can 
help reduce waste being sent to landfills. Plan 
ahead before you shop, use reusable shopping 
bags instead of plastic bags. […] Whenever 
possible, choose products without packaging 
or avoid those with excessive packaging. Make 
sure that the packaging you buy can be recycled 
or composted because when you buy a product 
TRACK 2
TRACK 3
TRACK 4
you also buy the packaging. […] Clean and 
uncontaminated paper and cardboard are easy to 
recycle. Clean and unbroken glass bottles and jars 
are also easy to recycle. And aluminium and steel 
containers are the easiest to recycle. Plastics are 
the hardest to recycle. […] You are responsible 
for your own waste footprint. Take control now 
because your recycling efforts will affect the 
environment for future New Zealanders. […]
THE IMPORTANCE of Recycling in NZ. Recycle. Available at: 
http://www.recycle.co.nz/problemsize.php. Accessed on: 
Jul. 9, 2020.
Unit 4
Hi everyone, my name is Lily Liviani, I’m from 
Indonesia and I’m currently studying Bachelor of 
Law and Bachelor of Commerce in the University 
of Adelaide. […] I love Adelaide. It’s a great 
city. It’s safe, fun, people are friendly and it’s 
really easy to go around. I would normally walk 
everywhere but transport within the city center 
is free so you can hop on to any bus at any 
time. […] During the week I study in the evening 
but on weekends there is always lots to do. My 
friends and I go out and one of our favorite 
places in Adelaide is Peel Street. […] So that was 
a typical day of my life in Adelaide. I hope you 
have enjoyed it. […] Bye!
LILY Liviani: A Day in My Life As a Student. The University 
of Adelaide College. Available at: https://www.youtube.com/
watch?v=CrItUqOrYis. Accessed on: Jul. 9, 2020.
Unit 5
Over the last few years, organic food has spread 
like wildfire. Despite higher prices, buying organic 
is turning from an alternative into a moral and 
social responsibility. Organic food is supposedly 
healthier, more natural and more ethical. But 
what do we even mean when we say organic? 
There is no global consensus, so different regions 
have different definitions and rules. In general, 
organic food is farmed without GMO seeds, 
synthetic fertilizers or synthetic pesticides. 
Instead,organic farmers use more traditional 
ways of producing food, like crop rotation, and 
use organic fertilizers, such as compost or 
manure. […]
Is organic food healthier? One idea associated 
with organic crops is that their natural 
cultivation is supposed to make them more 
nutritious and healthier. […]
Well, the evidence is mixed. Some studies found 
that organic food can have slightly higher 
TRACK 5
TRACK 6
307
Glossary
A
ability: (s.) (pl. abilities) 1. habilidade 
2. capacidade
able: (adj.) capaz
above: (adv.) acima
abuse: (s.) abuso, maus-tratos, violência
according to: (loc.) de acordo com
account: (s.) conta
achieve: (v.) (p. e pp. achieved) alcançar, 
conseguir, conquistar, realizar
achievement: (s.) conquista, realização
add: (v.) (p. e pp. added) adicionar, acrescentar
adulthood: (s.) idade adulta
advertise: (v.) (p. e pp. advertised) anunciar, 
pôr um anúncio
advertisement: (s.) anúncio
advice: (s.) conselho(s)
afraid: (adj.) com medo
against: (prep.) contra
ago: (adv.) há, atrás (no tempo)
agree: (v.) (p. e pp. agreed) concordar
ahead (of): (adv.) adiante, à frente (de)
allowance: (s.) mesada
already: (adv.) já
although: (conj.) embora, apesar de que
always: (adv.) sempre
amazing: (adj.) espantoso, incrível
among: (prep.) entre (vários)
amount: (s.) quantidade
angry: (adj.) zangado
annoying: (adj.) chato, irritante
anxiety: (adj.) ansiedade
anytime: (adv.) 1. a qualquer hora 2. (em resposta 
a “Obrigado.”) de nada, não tem de quê, com 
prazer
apologize: (v.) (p. e pp. apologized) pedir 
desculpas
app/application: (s.) aplicativo
appliance: (s.) aparelho
apply: (v.) (p. e pp. applied) 1. aplicar-se (a) 
2. requerer, candidatar-se a
aquifer: (s.) aquífero
argue: (v.) (p. e pp. argued) 1. argumentar 
2. discutir, altercar
argument: (s.) 1. argumento 2. discussão, 
altercação
arrival: (s.) chegada
arrive: (v.) (p. e pp. arrived) chegar
ask: (v.) (p. e pp. asked) perguntar; 
ask for: (loc.) pedir
at least: (loc.) pelo menos
attain: (v.) (p. e pp. attained) alcançar, atingir, 
obter
attempt: (s.) tentativa
available: (adj.) disponível, acessível
average: (adj.) média; (v.) (p. e pp. averaged) 
ter em média
avoid: (v.) (p. e pp. avoided) evitar
aware (of): (adj.) ciente (de), com conhecimento (de)
awareness: (s.) ciência, consciência, conhecimento
awesome: (adj.) impressionante, incrível, muito 
bom
B
beat: (v.) (p. beat; pp. beaten) 1. bater (em) 
2. derrotar, vencer
beauty: (s.) (pl. beauties) beleza
begin: (v.) (p. began; pp. begun) começar
below: (adv.) abaixo
bee: (s.) abelha 
beehive: (s.) colmeia 
beekeeper: (s.) apicultor
benefit: (s.) benefício; (v.) (p. e pp. benefited 
ou benefitted) beneficiar(-se)
besides: (prep.) além de, não apenas
best: (com the) (adj.) (o) melhor
better (than): (adj.) melhor (do que)
beyond: (prep.) além de, para lá de, passando de; 
read beyond: (loc.) ler mais, ler além do 
que está escrito
blind: (adj.) cego; 
blind date: (loc.) encontro com pessoa 
desconhecida
blood: (s.) sangue
body: (s.) (pl. bodies) corpo
bold: (s.) (estilo gráfico) negrito
bone: (s.) osso
born: (adj.) nascido; 
be born: (loc.) nascer
borrow: (v.) (p. e pp. borrowed) tomar ou pedir 
emprestado
both: (pron.) ambos; 
both... and...: (conj.) tanto... quanto...
299
 PREPARING FOR EXAMS
Essa seção busca preparar você para 
exames de acesso a universidades, 
com questões do Enem e de diferentes 
instituições, bem como para exames 
de proficiência em língua inglesa, com 
questões simuladas de níveis A1 e A2.
 GLOSSARY
Reúne a tradução de alguns 
vocábulos que aparecem em 
textos do livro, de acordo com o 
contexto em que estão inseridos.
 IRREGULAR VERBS
Lista de verbos irregulares em 
inglês, com suas formas no 
infinitivo, presente, passado e 
particípio passado, além de sua 
tradução em português.
 AUDIO SCRIPTS
Reúne a transcrição de 
todos os textos orais que 
são trabalhados no livro. 
7
VU_INGLES_Amadeu_g21Sa_002a012_Iniciais_LA.indd 7VU_INGLES_Amadeu_g21Sa_002a012_Iniciais_LA.indd 7 01/09/2020 11:3801/09/2020 11:38
As atividades propostas neste livro de Língua Inglesa para a 
etapa do Ensino Médio estão alinhadas à Base Nacional Comum 
Curricular (BNCC) e respeitam suas orientações. 
A Base Nacional Comum Curricular (BNCC) é um documento 
que orienta o funcionamento da Educação Básica brasileira, pública 
e privada, e reúne o conjunto de aprendizagens essenciais aos es-
tudantes brasileiros ao longo de sua vida escolar, tendo em vista as 
demandas do mundo contemporâneo. 
A BNCC tem força de lei, ou seja, precisa ser cumprida e, com 
isso, assegura os direitos de aprendizagem e desenvolvimento dos 
estudantes e visa à construção de uma sociedade justa, democrática 
e inclusiva. 
Qual é a estrutura da BNCC?
A Base, como fi cou conhecida, defi -
ne regras desde a Educação Infantil até o 
Ensino Médio. Para isso, estabelece quais 
competências, habilidades e conhecimen-
tos precisam ser adquiridos por todos os 
estudantes brasileiros ao longo da Educa-
ção Básica. Isso faz da Base um instrumen-
to importante para a democratização da 
educação no Brasil.
A parte da Base que se destina ao En-
sino Médio estrutura-se em quatro áreas 
do conhecimento: Linguagens e suas Tec-
nologias; Matemática e suas Tecnologias; 
Ciências da Natureza e suas Tecnologias e 
Ciências Humanas e Sociais Aplicadas. As disciplinas, chamadas de 
componentes curriculares, foram distribuídas nessas quatro áreas 
do conhecimento.
O documento estabelece dez competências gerais, que de-
vem ser desenvolvidas ao longo de todo o Ensino Médio nas quatro 
áreas do conhecimento. Além disso, cada área tem suas competên-
cias específi cas. 
Conheça a BNCCConheça a BNCCConheça a BNCC
M
in
is
té
ri
o
 d
a
 E
d
u
c
a
ç
ã
o
/A
rq
u
iv
o
 d
a
 e
d
it
o
ra
8
VU_INGLES_Amadeu_g21Sa_002a012_Iniciais_LA.indd 8VU_INGLES_Amadeu_g21Sa_002a012_Iniciais_LA.indd 8 01/09/2020 11:3801/09/2020 11:38