Claudio Franco Kátia Tavares
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TIP: A conjunção but (mas, porém) não é usada entre vírgulas como é o caso de on the other hand (por outro lado) e however (entretanto). Fim do complemento. a. People often say, "never fall in love with your best friend ____ there is no being friends when it doesn't work out." Resposta: since/because b. People all over the world celebrate Valentine's Day. Lovers usually exchange cards, flowers, chocolate, and spend time together. The origin of Valentine's Day, ____, is still a mystery to scholars. Resposta: on the other hand/however c. Love cannot be defined easily. ____, when a person falls in love, he or she feels completely different. Resposta: In fact/Actually/As a matter of fact FONTE: Maria Bo/Shutterstock 6. Now copy the Discourse Markers box (on page 171) on a special page in your notebook and complete it with what you have learned. Atenção professor: Oriente os alunos a copiar em seus cadernos o quadro sobre Discourse Markers (que está na página 171) e a registrar nesse quadro o que aprenderam sobre marcadores discursivos nesta unidade. Destaque que esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre marcadores discursivos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho. Fim da observação.
LANGUAGE IN USE RELATIVE PRONOUNS (OMISSION) Read the fragments below and do exercises 1-5. Write the answers in your notebook. Box:
I. It's something we do without thinking. II. ... the only thing we are interested in ... III. ... the person we have fallen in love with. IV. ... the light-headedness and cosiness we feel ... End of box. 1. A relative pronoun is omitted in each fragment. Insert that or who in the appropriate place as in the example. a. It's something we do without thinking. It's something that we do without thinking. b. ... the only thing we are interested in ... Resposta: [...] the only thing that we are interested in [...] c. ... the person we have fallen in love with. Resposta: [...] the person who we have fallen in love with.
d. ... the light-headedness and cosiness we feel ... Resposta: [...] the light-headedness and cosiness that we feel [...] 2. Copy the following table about the fragments in exercise 1 in your notebook. Replace each ____ with an appropriate expression to complete it as in the example below. Tabela: equivalente textual a seguir. In item... the relative pronoun... refers to... In other words... a
something We do something without thinking. b
____ We are interested in ____ c who ____
We have fallen in love with ____
d that ____
We feel ____ Resposta: b. the only thing/the only thing; c. the person/the person; d. the light- headedness and cosiness/the light-headedness and cosiness. 3. Replace the ____ with subjects or objects to complete the sentence below. The words used to complete the chart in exercise 2 work as ____. Resposta: objects 4. Compare the following sentences and replace each ____ with can or cannot to complete the statements on the next page. Atenção professor: Ao corrigir o exercício 4, comente com os alunos que, na primeira frase, we é o sujeito da oração subordinada (that) we do without thinking. Já na segunda frase, that é o sujeito e us é o objeto da oração subordinada that let us watch a person's brain at work. Fim da observação. 145 Atenção professor: Explique para os alunos que, conforme foi apresentado na Unit 7, somente os pronomes relativos which e whom podem ser precedidos de preposição. Os pronomes relativos that e who não são precedidos de preposição. Comente ainda que, nos fragmentos originais II e III, os pronomes relativos podem ser omitidos porque as preposições (in e with, respectivamente) estão no final da frase, e não imediatamente antes dos pronomes relativos. Fim da observação. a. Relative pronouns ____ be omitted when they work as objects as in sentence I. Resposta: can b. Relative pronouns ____ be omitted when they work as subjects as in sentence II. Resposta: cannot Boxe complementar: TIP: Os pronomes relativos precedidos de preposição não podem ser omitidos. Fim do complemento. 5. Replace each ____ with an appropriate relative pronoun to rewrite fragments II and III. a. Fragment II: ... the only thing in ____ we are interested... Resposta: which b. Fragment III: ... the person with ____ we have fallen in love. Resposta: whom 6. Which relative pronoun is omitted in the cartoon below? In your notebook rewrite the sentence in the cartoon using the relative pronoun. FONTE: Available at: http://loveiscomix.com/20071026/. Accessed in: March 2016. CRÉDITOS: Reprodução/2013 Minikim Holland B. V. Resposta: Love is essential as the air that you breathe. 7. The relative pronoun that is omitted in both transcripts below. Find out where it can be inserted. Write the answers in your notebook.
a. LEGENDA: The Twilight Saga: Breaking Dawn - Part 2 (Bill Condon, 2012). FONTE: Reprodução/Summit Entertainment
obstacle you've faced, I'd think you couldn't overcome it, and you just did. You're the reason I have something to fight for, my family. Resposta: Every obstacle that you've faced... b. LEGENDA: The Notebook (Nick Cassavetes, 2004). FONTE: New Line/courtesy Everett Collection/Keystone [last lines] Allie Calhoun: Do you think our love can take us away together? Duke: I think our love can do anything we want it to. Allie Calhoun: I love you. Duke: I love you, Allie. Allie Calhoun: Good night. Duke: Good night. I'll be seeing you. Resposta: I think our love can do anything that we want it to. 146 8. Which relative pronouns can be omitted in the quotes below? Write the answers in your notebook. FONTE: Popperfoto/Getty Images a. "Love is a game that two can play and both win." Eva Gabor (1919-1995), Hungarian-American actress. Resposta: that FONTE: Lipnitzki/Roger Viollet/Getty Images b. "Love is when you meet someone who tells you something new about
André Breton (1896-1966), French writer and poet. Resposta: - FONTE: ImagesThe Art Archive/Alamy/Glow c. "Love is all we have, the only way that each can help the other." Euripides (480 BC-406 BC), Greek playwright. Resposta: that FONTE: Keystone-France/Gamma-Keystone via Getty Images d. "Tell me who admires and loves you, and I will tell you who you are." Antoine de Saint-Exupéry (1900-1944), French writer and pioneering aviator. Resposta: - 9. Do you agree with the quotes in exercise 8? Which one is your favorite? Write the answers in your notebook. Personal answers. 10. In the sentences below, replace the ____ with your opinions about love. Use relative pronouns and put them in parentheses if they can be omitted. Write the answers in your notebook. a. In my opinion, love is ____. b. I find love isn't ____. c. I believe people ____. Personal answers. 11. Show a classmate your answers to exercise 10 and read his/her answers. Do you have similar opinions? Observação: Go to LANGUAGE REFERENCE and EXTRA PRACTICE on page 169 Fim da observação. Personal answers. 147 LISTENING AND SPEAKING Atenção professor: Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, a química do amor) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão. Fim da observação. 1. Copy the following diagram in your notebook and replace each ____ with a word or expression from the box below. Atenção professor: Veja nota sobre oxitocina, serotonina e dopamina na seção Notas Culturais e Linguísticas deste Manual do Professor. Fim da observação. Box:
sweaty palms - chemicals - flushed skin - serotonin - heavy breathing End of box. 2. Listen to part of a lecture in which a researcher at Stanford University talks about the chemistry of love. According to him, what is the relationship between love and chemistry? Choose the correct answer and write it in your notebook. a. Love cannot change your body chemistry. b. Chemistry plays an important role in how a relationship progresses. c. Chemicals only race around your brain and body when you are in a long-term relationship. Resposta correta: b Atenção professor: Oriente os alunos a não se preocuparem em entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito. Fim da observação. 3. Listen to the recording again and replace each ____ with an appropriate answer to complete the sentences below. Write the answers in your notebook. a. Attraction, love and ____ are fueled by actual chemicals. Resposta: relationships b. Nonverbal ____ plays a big role in first attraction. Resposta: communication
c. When you are in love, chemical reactions include racing ____, sweaty palms and flushed skin. Resposta: heart 4. Listen to the recording once more and check your answers. 5. Replace each ____ with a word from the picture below to complete the following quote by the professor. Write the answers in your notebook. Box: "Researchers have found that long-term relationships confer chemical benefits in the form of stabilized production of ____ and ____." End of box. Resposta: oxytocin; serotonin FONTE: Reprodução/Couter/http://farm4.static.flickr.com 148 6. In your opinion, what are the advantages of long-term relationships? Personal answers. Boxe complementar: SPOKEN LANGUAGE Atenção professor: No Spoken Language, mencionamos duas formas de pronunciar ch em inglês: /tʃ/ (como em China e em sandwich, pronunciado em inglês americano) e /k/ (como em chemistry). Note que ch também pode ser pronunciado de outras formas: /ʃ/ (como em machine) e /dʒ/ (como em sandwich, pronunciado em inglês britânico). O ch também pode não ser pronunciado, como em yacht. Fim da observação. - Listen to the words in the recording and repeat them. In English, ch is most commonly pronounced as /tʃ/ as in chance, but it can also be pronounced as /k/ as in chemical. Box:
chemistry - school - architect - mechanic - epoch - stomach End of box. - Which of the words below have the sound /k/? Listen to the recording and write the answer in your notebook. character chaos chapter
choreography charity
chorus headache machine Resposta: character; chaos; choreography; chorus; headache. Fim do complemento. Boxe complementar: TIP: A semelhança entre a grafia de algumas palavras em inglês e a forma de seus correspondentes em português torna-se mais evidente quando essas palavras são pronunciadas, como no caso da palavra chemical (que, ao ser pronunciada, parece mais com químico). Fim do complemento. 7. The pictures below show different types of love. In pairs, describe each situation and talk about the importance of love. Ask and answer questions related to your own lives. Use expressions from the boxes to help you. FONTE: TGP Images/Keystone Box:
close friends/best friends/childhood friendships End of box. FONTE: Monkey Business Images/Shutterstock Box:
a loving couple/long-term relationship/romantic love End of box. FONTE: www.BillionPhotos.com/Shutterstock Box:
maternal love/unconditional love/the most important relationship End of box. Box: The first/second/third photo shows/depicts... They seem/appear to be... I believe/think they are... How important is friendship/family/love...? What is your relationship with... like? End of box. Personal answers. 149 WRITING
Atenção professor: Comente com os alunos que, quando um quiz não é usado para testar conhecimento, mas sim para avaliar alguma qualidade do respondente, ele costuma ser conhecido como um personality quiz. Nesse caso, não há respostas certas ou erradas. As respostas são quantificadas e avaliadas de acordo com uma chave de respostas e os resultados do quiz pretendem revelar algum aspecto relacionado ao respondente. São exemplos de títulos de quiz (em português e em inglês): Você está pronto para um relacionamento sério? Qual é seu parceiro(a) ideal?; Is it love?; Will your love last?; What's your love vibe? Fim da observação. In this unit you have read a quiz on page 138. A quiz is a set of quick questions designed to test knowledge. It can be used as a game, a competition or a short test given to students. Quizzes may be held on a variety of subjects (general knowledge quizzes) or be subject-specific (a quiz on Literature, Brazilian History, Technology etc.). The format of the quiz can also vary widely. Online quizzes have become very popular. Visit www.dkquiz.com to find examples of quizzes on several different subjects. Atenção professor: O trabalho com quizzes sobre diferentes áreas do conhecimento favorece a interdisciplinaridade. Para estabelecer relações com a literatura, encontram-se quizzes em www.goodreads.com/quizzes. Fim da observação. 1. In small groups (of three or four students), write a quiz on love or another topic of your choice to challenge your friends. If you choose love as the topic of your quiz, you can ask questions about wedding anniversaries, love songs, love movies etc. Boxe complementar: WRITING CONTEXT Before writing your text, replace each ____ with an appropriate answer to identify the elements of the writing context. Write the answers in your notebook. a. Writer: you and two or three classmates b. Readers: classmates and other people c. Genre: ____ Resposta: quiz d. Objective: test your classmates' knowledge on a specific topic of your choice e. Style: ____ Resposta: informative tone f. Media: school board/Internet Atenção professor: A partir do boxe Writing Context, destaque para os alunos a importância de compreender os elementos envolvidos no contexto de produção escrita (quem escreve, para quem escreve, o que escreve, com que objetivo, com que estilo, em que suporte) e levá-los em consideração no processo de criação, revisão e reescrita do texto. Fim da observação. Fim do complemento. Boxe complementar: TIP: Ao revisar os textos, considere, por exemplo: - objetivo: As informações estão adequadas a seu objetivo e ao público-alvo? - linguagem: Os itens estão redigidos de maneira clara e objetiva? - conteúdo: As informações foram verificadas e estão corretas? - leiaute: A organização visual facilita a rápida compreensão das informações? - ortografia: As palavras estão escritas corretamente? Reescreva seu texto com base na revisão feita por você e seus colegas. Fim do complemento. STEP BY STEP 1. With your classmates, choose a topic to focus on. Decide how many questions you are going to ask. 2. Brainstorm questions about the topic. You can use different types of questions: multiple choice, yes or no, true or false. If necessary, do research on the Internet to get more information on the topic. Look for reliable sources.
to answer. 4. Review all the questions and choose those that you consider the most relevant. Check if the word order is correct in each question. If necessary, brainstorm more questions.
question you are going to use and write down answer options for each question. 6. Write a first draft of the quiz and choose a title for it. Don't forget to prepare a key with the correct answers. 7. Exchange quizzes with another group and discuss them. 8. Make the necessary corrections. 9. Write the final version of the quiz. Atenção professor: Destaque a importância de revisar e reescrever todos os textos que produzimos. A troca de textos entre os alunos deve ajudá-los a rever sua produção de forma colaborativa. Fim da observação. 2. Now it's time to share your quiz and challenge your classmates and other people. You can print copies of your quiz or publish it on the Internet. To create an online quiz, you may use one of the services below: - www.makeaquiz.net - www.quizyourfriends.com - www.quizbox.com/builder Atenção professor: O site http://quizstar.4teachers.org é destinado à criação de quizzes on-line por professores para elaborar testes de múltipla escolha. Fim da observação. 150 LOOKING AHEAD Atenção professor: Solicite a participação de todos no debate e o estabelecimento de relações entre os temas abordados e a vida dos alunos e da comunidade. A discussão pode ser feita em inglês ou português, a seu critério. Fim da observação. - Love and passion are both extremely strong feelings. In your opinion, are they different? Do you agree with the statements below? Why (not)? FONTE: Maradonna 8888/Shutterstock/Glow Images Box:
1. Love is a state of living, while passion is a state of being. 2. Passion lasts for a short while, but love lasts for a long time. 3. In love, deeper understanding is the essence, while passion doesn't require it.
End of box. - In your opinion, can passion and true love coexist in a relationship? Why (not)?
- Love is not only about passionate love. It is an intense feeling of caring for another person. It can take many different forms: romantic, friendly, familial. How important are these different forms of love in your life? Why? - In your opinion, can love change a person's life? If not, why? If so, how? Personal answers. FONTE: bikeriderlondon/Shutterstock/Glow Images Boxe complementar: EXTRA READING http://psychology.about.com/od/loveandattraction/f/what-is-love.htm http://teenadvice.about.com/od/factsheetsforteens/a/10thingslove.htm EXTRA VIDEO http://bestmovielovequotes.tumblr.com/ Fim do complemento. 151 Review 4 Units 7 & 8 READING
1. Before reading the whole text, read only the title and the first line. What is the text about? Write the answer to this question in your notebook. a. Men don't fall in love the same way women do. b. Falling in love on the Internet is inconsequential. c. People from different countries have different beliefs about love. Box:
Love across Longitude "Falling in love" is different across the East-West divide. A new study examined how men and women from the United States, Lithuania and Russia defined romantic love. Both Lithuanian and Russian participants felt that romantic love is temporary and inconsequential.
This was not the case for those from the United States, who rated romantic love as highly important. United States participants also frequently used words like "comfort", "love", and "friendship" to describe romantic love, whereas these words were seldom or never used by their Eastern counterparts. There were also differences in how those from East and West fell in love. Americans reported that it took two months to a year to fall in love, whereas the Lithuanian and Russian participants almost universally reported falling in love within a month. Check out your own beliefs: are you more of the East or West in your loving? Source: Cross-Cultural Research. WELL BEING. Australia, Universal Magazines, Issue 136, January 2012. p.12. FONTE: RuslanaNewsom/ShuterstoGk End of box. Resposta correta: c
expression from the text above to complete the table. Tabela: equivalente textual a seguir.
Participants believe that romantic love is ____. Resposta: highly important Participants believe that romantic love is ____. Resposta: temporary and inconsequential Participants reported that it took ____ to fall in love. Resposta: two months to a year Participants reported that it took ____ to fall in love. Resposta: a month 152 LANGUAGE IN USE RELATIVE PRONOUNS
1. Replace each ____ with a relative pronoun from the box below to complete the following definitions. Write the answers in your notebook. Box: who - with whom - that - that End of box. ro·mance n. 1. Ardent emotional attachment or involvement between people. 2. A long medieval narrative in prose or verse ____ tells of the adventures and heroic exploits of chivalric heroes. 3. An artistic work, such as a novel, story, or film ____ deals with love, especially in an idealized form. Resposta: 2. that; 3. that
1. A deep, tender, ineffable feeling of affection and solicitude toward a person. 2. A feeling of intense desire and attraction toward a person ____ one is disposed to make a pair. 3. A person ____ is the object of deep or intense affection or attraction; beloved. Often used as a term of endearment. Adapted from: www Resposta: 2. with whom; 3. who Atenção professor: Comente com os alunos que, em definições, é comum o uso de orações introduzidas por um pronome relativo para restringir um termo mais geral. Fim da observação.
complete the sentences from the novel A Walk to Remember, a romance by Nicholas Sparks. Write the answers in your notebook.
Box: whom - of whom - who - which End of box. a. "It's basically the story of a man ____ had lost his wife a few years back." (CHAPTER I) Resposta: who b. "They knew it was based on something that happened in real life, ____ gave it special meaning." (CHAPTER I) Resposta: which c. "There were about fifty senior boys at the high school, twenty-two ____ were on the football team, and with the team still in the running for the state title, none of them would have the time to go to the rehearsals." (CHAPTER IV) Resposta: of whom d. "This wasn't like being with Angela, ____ I'd kissed the first time I was ever alone with her." (CHAPTER X) Resposta: whom FONTE: Reprodução/Digital Editions
Write the answers in your notebook. Resposta: a. a man; b. something that happened in real life; c. about fifty senior boys; d. Angela 4. In your notebook write a new sentence with the relative pronoun in CAPITAL LETTERS as in the example. Write the answers in your notebook. a. Nicholas Sparks has published 17 novels. Eight have been adapted into films, including A Walk to Remember. Pronoun in capital letters: OF WHICH
Nicholas Sparks has published 17 novels of which eight have been adapted into films, including A Walk to Remember. b. A Walk to Remember is a novel by Nicholas Sparks. A Walk to Remember is about two teenagers who fall in love with each other. Pronoun in capital letters: WHICH Resposta: A Walk to Remember, which is a novel by Nicholas Sparks, is about two teenagers who fall in love with each other./A Walk to Remember, which is about two teenagers who fall in love with each other, is a novel by Nicholas Sparks.
c. Austrian filmmaker Michael Haneke is famous for the movies Amour (2012) and The White Ribbon (2009). Pronoun in capital letters: FOR WHICH Resposta: The movies for which Austrian filmmaker Michael Haneke is famous are Amour (2012) and The White Ribbon (2009). d. Amour is a drama film about an elderly couple, Anne and Georges. Anne and Georges are retired music teachers. Pronoun in capital letters: WHO Resposta: Amour is a drama film about an elderly couple, Anne and Georges, who are retired music teachers. Pronoun in capital letters: RELATIVE PRONOUNS (OMISSION)
omitted. Write the answers in your notebook. a. The Valentine's card that she bought was very thoughtful. b. The person that she is in love with is so romantic! c. Who is the character that married Elizabeth Bennet in Pride and Prejudice? d. Fitzwilliam Darcy is the character that married Elizabeth Bennet in Pride and Prejudice. e. The film that we saw yesterday was based on a novel by Jane Austen. Respostas corretas: a, b, e STUDYING FOR EXAMS Nesta seção, escreva a resposta de cada questão em seu caderno.
Aproveitando-se de seu status social e da possível influência sobre seus fãs, o famoso músico Jimi Hendrix associa, em seu texto, os termos love, power e
a. a paz tem o poder de aumentar o amor entre os homens. b. o amor pelo poder deve ser menor do que o poder do amor. c. o poder deve ser compartilhado entre aqueles que se amam. d. o amor pelo poder é capaz de desunir cada vez mais as pessoas. e. a paz será alcançada quando a busca pelo poder deixar de existir. Resposta correta: b FONTE: Enem/2012 154 2. (UFBA/2012) Identifique as proposições verdadeiras e some os números a elas associados. Box:
LEGENDA: In China, young men soon outnumber young women by millions. FONTE: UFBA/2012 1 In 1927, Ernest Hemingway published a collection of short stories titled Men
a rising proportion of mankind. 5 According to the United Nations, there are far more men than women on the planet. The gender gap is especially pronounced in Asia, where there are a hundred million more guys than girls. This may come as a surprise to people in
the Western world, where 10 women outnumber men because - other things being equal - the mortality rate for women is lower than for men in all age groups. Nobel Prize-winning economist Amartya Sen calls it the mystery of Asia's "missing women." 15 The mystery is partly explicable in terms of economics. In many Asian societies, girls are less well looked after than boys because they are economically undervalued. The kind of domestic work they typically do is seen as less important than paid work done 20 men. And, of course, early marriage and minimal birth control together expose them to the risks of multiple pregnancies. When Sen first added up the missing women - women who would exist today if it were not for selective 25 abortion, infanticide and economic discrimination - he put the number at a hundred million. It is surely higher now. For, even as living standards in Asian countries have soared, the gender gap has widened. That's because a cultural preference for sons over daughters 30 leads to selective abortion of female fetuses, a practice made possible by ultrasound scanning, and engaged in despite legal prohibitions. The American feminist Mary Anne Warren called it "gendercide." Notoriously common in northwestern India, it's also rampant in the 35 world's most populous country: China. That has scary implications. Remember, most of Hemingway's stories in Men Without Women are about violence. They feature gangsters, bullfighters, and wounded soldiers as well. The most famous story is 40 called simply "The Killers." It may be that the coming generation of Asian men without women will find harmless outlets for their inevitable frustrations, like team sports or videogames. But I doubt it. Either this bachelor generation will be a 45 source of domestic instability, whether Brazilian-style crime or Arab-style revolution - or, as happened in Europe, they and their testosterone will be exported. There's already enough shrill nationalism in Asia as it is. Don't be surprised if, in the next generation, it takes the 50 form of macho militarism and even imperialism. Lock up your daughters.
FERGUSON, Niall. Men without women. Newsweek, New York, March 14, 2011. p. 8. (Adaptado) End of box. São afirmações verdadeiras que se depreendem do texto: (01) Ao contrário da Ásia, há mais mulheres do que homens no mundo ocidental. (02) Em todo o planeta, o número de homens supera o de mulheres em mais de 100 milhões. (04) Nas diferentes faixas etárias, o índice de mortalidade dos homens no Ocidente é maior do que o das mulheres. (08) Em muitas sociedades orientais, as meninas são discriminadas tanto em seu trabalho como economicamente. (16) A atual tendência de casar cada vez mais tarde expõe as mulheres asiáticas a inúmeros riscos de parto. (32) A preferência cultural dos orientais por filhos do sexo masculino leva as mulheres ao aborto seletivo de fetos do sexo feminino. Resposta: 01 + 04 + 08 + 32 = 45 Sobre a publicação de Hemingway, Men Without Women, é correto afirmar: (01) É um documentário sobre antigos problemas do mundo ocidental. (02) Proporcionou a seu autor o Prêmio Nobel de Literatura. (04) Possui, como seus principais personagens, homens em busca de uma companheira. (08) É uma coletânea de contos cujo título sintetiza o dilema de uma proporção crescente do gênero humano. (16) Apresenta a violência como tema predominante na obra. (32) Defende a causa de toureiros e soldados desertores. Resposta: 08 + 16 = 24
THINKING ABOUT LEARNING HOW CONFIDENT AM I ABOUT... - taking part in discussions on women in literature? - taking part in discussions on falling in love? - using the relative pronouns who, whom, whose, which? - using relative pronouns (omission)? - exploring plot overviews? - exploring quizzes? Choose one of the following answers: Box:
✓✓✓ Very confident. ✓✓ Reasonably confident. ✓ Not so confident. End of box. WHAT WORDS/EXPRESSIONS HAVE I LEARNED IN UNITS 7 AND 8?
Quadro: equivalente textual a seguir. Words/Expressions Words/Expressions in use Meaning in context wealthy "Jane Eyre is a young orphan being raised by Mrs. Reed, her cruel, wealthy aunt."- p. 126 having a great deal of money, resources; rich WHAT LEARNING RESOURCES HAVE I USED IN UNITS 7 AND 8? The items in the box below can help you. Box:
- Dictionaries - Extra readings - Extra videos - Internet - Glossary - Language Reference and Extra Practice End of box. WHAT DO I NEED TO DO IN ORDER TO IMPROVE MY LEARNING? Box:
Example: - Organize words in word family charts. End of box. 156 PROJECT 2B Atenção professor: Considerando a natureza interdisciplinar do projeto, é desejável a participação de professores de outras áreas, como Língua Portuguesa, Literatura, Artes, Sociologia e Filosofia. Fim da observação. RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (SECOND PART) In Unit 7 you have talked about women in literature. Follow the steps below and do the second part of Project 2, Reshaping the image of women in advertising. TASK: After having selected two or three advertisements that contain women stereotypes, it is time to recreate the ads, so that they do not reinforce any stereotypes. This is your chance to reshape the image of women in advertising. FONTE: Available at: www.sanjeev.net/printads/d/dove-campaign-for-real- beauty-1616.html. Accessed in: March
2016. CRÉDITOS: Reprodução/www.sanjeev.net After creating your own ads, make sure the images and the choice of words and expressions are free of stereotypes. Take a look at an ad of a personal care
brand. It belongs to a campaign whose objective is to make all women have the confidence to be comfortable with themselves. 1. Produce it! In groups, make a draft of your ads. Be creative and use a wide variety of resources. Don't forget to include an appealing image and a catchy phrase! You can create your ads using a word processing software or Glogster (www.glogster.com). Atenção professor: O link indicado oferece um serviço gratuito que possibilita a criação de pôsteres; nesse caso, a criação de anúncios em forma de pôster. Fim da observação.
your classmates have created. Invite teachers, family members, friends and other people from your community to get to know about your ads free of women stereotypes and join in a discussion on the topic. 3. Share it globally! Publish the advertisements on the school's website or on a blog and let people from all over the world get inspired by your ads! Atenção professor: Na exposição na escola, pode-se apresentar cada anúncio original ao lado do anúncio criado pelos alunos, a fim de evidenciar a necessidade de avaliar criticamente a imagem da mulher na propaganda e transformá-la. Os anúncios podem ser organizados por tipo de produto e/ou país do anúncio original. Para auxiliar o debate sobre o assunto, sugere-se convidar publicitários e professores de Língua Portuguesa, Literatura, Artes, Sociologia e Filosofia. Fim da observação. Boxe complementar: THINK ABOUT IT! Reflita sobre o desenvolvimento do projeto a partir das questões a seguir: FONTE: Banco de imagens/Arquivo da editora - Como você se sentiu ao selecionar anúncios que apresentam estereótipos atribuídos às mulheres? E ao criar seus próprios anúncios? - Como foi a exposição na escola? - Como as pessoas reagiram aos anúncios publicados na Internet?
- Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê? - Você acredita que os anúncios criados por você e seus colegas possam promover, de alguma forma, uma reflexão sobre a imagem estereotipada da mulher na propaganda? Personal answers. Fim do complemento. Atenção professor: Incentive os alunos a compartilhar suas impressões sobre o impacto do projeto nos alunos, na escola e na comunidade. Convide-os também a falar sobre o que aprenderam com o desenvolvimento do projeto e como podem utilizar esse conhecimento na vida. Entre outras coisas, os alunos podem falar da importância de uma postura crítica diante de anúncios e estereótipos eventualmente veiculados por eles. Fim da observação. 157 Language Reference and Extra Practice Unit 1 REVIEW: PRESENT PERFECT OR PAST SIMPLE? Usamos o Present Perfect (have/has + particípio passado do verbo principal) para ações que aconteceram no passado em um momento indeterminado e têm importância ou consequência no presente.
Usamos o Past Simple para ações que aconteceram no passado em um momento determinado.
centuries). PAST PERFECT Usamos o Past Perfect (had + particípio passado do verbo principal) para falar de uma ação passada anterior a outra ação também passada.
Her kids had already learned to respect others before they reached school. They were late for the lecture because they had forgotten their student ID cards. Quadro: equivalente textual a seguir. Em frases negativas, usamos hadn't (had not) antes do particípio passado do verbo principal. Quadro: equivalente textual a seguir.
Em frases interrogativas, usamos had antes do sujeito: Quadro: equivalente textual a seguir. Quadro: equivalente textual a seguir. EXTRA PRACTICE Replace each ____ with the correct form of the verbs in parentheses to complete the text below. Use the Past Simple or the Past Perfect tense. Write the answers in your notebook. Cultural Diversity in Canada: The Social Construction of Racial Difference Changes in Ethnic and Racial Diversity FONTE: Juliar Studio/Shutterstock When the 1963 Royal Commission referred to the three elements of Canada's mosaic, it was, without any doubt, one that was overwhelmingly European in origin. [...] This Canadian mosaic of Europeans has a history that ____ (date) back as early as the late nineteenth century, and it ____ (persist) for much of the twentieth century. Changes in the mosaic before the 1970s were mainly in the direction of having more European diversities in the Canadian population other than British and French. By 1971, Canadians of European origin ____ (continue) to account for 96 percent of the 21.5 million people in the total population. Those of European origin other than British and French ____ (remain) the dominant element within the "Third Force", accounting for 85.5 percent of the 5.8 million people who
____ (declare) a non-British and non-French ethnic origin in the 1971 Census. However, by 1981, this group ____ (decline) to 75.8 percent of those not of British or French origin. By 1991, despite the growth of the non-British and non- French origin to 7.4 million people, the European component of the "Third Force" had further declined to 55.7 percent. Hence, between 1971 and 1991, despite that fact that those not of British or French origin ____ (remain) at around 26 to 28 percent of the total Canadian population, there were changes in the ethnic and racial differentiation in the "Third Force" to include a growing segment made up of non-European origin. For example, in 1971, those of Asian origin ____ (account) for only 5 percent of those not of British or French origin; by 1981, they ____ (grow) to 11.3 percent, and by 1991, they ____ (increase) to 21.6 percent. Similarly, those of African origin rose from less than 1 percent of those not of British or French origin in 1971 to 3.4 percent in 1991. Available at: www.justice.gc.ca/eng/rp-pr/csj-sjc/jsp-sjp/rp02_8-dr02_8/p4.html. Accessed in: March 2016. (Fragment) Verbs in parentheses: date; persist; continue; remain; declare; decline; remain; account; grow; increase. Resposta: dated/persisted/continued/remained/declared/had declined/remained/accounted/had grown/had increased
MODAL VERBS: SHOULD, MIGHT, COULD Usamos, geralmente, o verbo modal should para indicar aconselhamento,
infinitivo (sem a partícula to). You should be proud of your decisions and have no regrets about them. Students might find it difficult, but it is not. Perhaps you could try a new musical instrument. Para formar frases negativas com should ou might, usamos not depois do verbo modal e antes do verbo principal. You should not let others dictate what is good for you. They might not believe in your dream, but you must. She could not possibly go to prison for the crime. MODAL VERBS WITH HAVE: SHOULD/MIGHT/COULD HAVE Os verbos modais, quando se referem ao passado, são seguidos de have + particípio passado do verbo principal: Your brother should have helped you. You really needed his support. He might have lost his way home. Was he alone? Her parents could have been more understanding. She was going through a hard time. THIRD CONDITIONAL Usamos a condicional do tipo 3 (Third Conditional) para expressar uma condição hipotética no passado e que, dessa forma, é impossível de ser realizada no presente. A estrutura dessa condicional é: Quadro: equivalente textual a seguir.
principal ou
verbo principal If she had had the courage, she would have started her own business. If he hadn't taken the easy way out, he could have become a businessman. Se invertermos a posição das orações, eliminamos a vírgula. She would have started her own business if she had had the courage. He could have become a businessman if he hadn't taken the easy way out. 160 WISH/IF ONLY Usamos wish ou if only para expressar desejos ou lamentar algo que aconteceu no passado. If only é mais enfático que wish. - Usamos wish/if only + Past Simple para falarmos de uma situação no
- Usamos wish/if only + Past Perfect para falarmos de uma situação no passado. I didn't pass the exam. I wish I had studied more. If only I had exercised sooner. Observe que, em frases com wish, a forma subjuntiva were pode ser usada no lugar de was.
EXTRA PRACTICE Replace each ____ with the correct modal verb in parentheses to complete the quotes below about regrets. Write the answers in your notebook. a. "Regrets are idle; yet history is one long regret. Everything ____ (might turn out/might have turned out) so differently." Charles Dudley Warner Resposta: might have turned out b. "I love life. I wish I ____ (could live/could have lived) another 500 years, truly. There is so much to do. I don't feel bitter or angry or disappointed. If anything, I am very grateful for where I come from. I have absolutely no regrets." Waris Dirie Resposta: could live c. "It has been a wonderful life for me. It's just been a blessing. I can't say I ____ (would do/would have done) it any other way. I have no regrets. I like what I do." Ron Shock Resposta: would have done d. "Some of the regrets I've had about my own career are things I have not done that I ____ (should do/should have done). More than some of the things that I've done." Samuel Goldwyn, Jr. Resposta: should have done e. "I was offered some film roles, and I did not do them. It ____ (would be/would have been) interesting, but I have no regrets. I am where I am; I accept and embrace the mistakes because they're character-building and they build perspective and talent." Peter Scolari Available at: www.brainyquote.com. Accessed in: March 2016. Resposta: would have been
DIRECT AND INDIRECT SPEECH Usamos o discurso direto (direct speech) quando relatamos o que foi dito com as mesmas palavras da pessoa. Ao relatar o que alguém disse, utilizamos aspas e, antes da citação, utilizamos vírgula ou dois-pontos.
Usamos o discurso indireto (indirect or reported speech) quando relatamos, com nossas próprias palavras, o que uma pessoa falou. Ao relatar o que alguém disse, no discurso indireto, não utilizamos aspas, mas geralmente precisamos modificar o tempo verbal, os pronomes e as expressões de tempo e de lugar empregados no discurso direto. He told his father (that) he wanted to run a marathon. He said (that) he had participated in a 5-mile benefit run. Observe, no quadro abaixo, as mudanças de tempo verbal que ocorrem quando se passa do discurso direto para o indireto. Quadro: equivalente textual a seguir. Direct Speech Indirect Speech Present Simple He said, "I always talk to her." Past Simple He said (that) he always talked to her. Present Continuous He said, "I'm talking to her." Past Continuous He said (that) he was talking to her. Present Perfect He said, "I've talked to her." Past Perfect He said (that) he had talked to her. Past Simple He said, "I talked to her." Past Perfect He said (that) he had talked to her. Observe, no quadro abaixo, as mudanças dos verbos modais que ocorrem quando se passa do discurso direto para o indireto. Quadro: equivalente textual a seguir. Direct Speech Indirect Speech can
He said, "I can talk to her in English." could
He said (that) he could talk to her in English. will
He said, "I will talk to her in English." would
He said (that) he would talk to her in English. may He said, "I may talk to her in English." might
He said (that) he might talk to her in English. must/have to He said, "I must talk to her in English." had to
He said (that) he had to talk to her in English. 162 Observe, no quadro abaixo, as mudanças nas referências pronominais que ocorrem quando se passa do discurso direto para o indireto. Quadro: equivalente textual a seguir. Direct Speech Indirect Speech 1ª pessoa: I 3ª pessoa: he/she 1ª pessoa: we 3ª pessoa: they 2ª pessoa: you 1ª pessoa: I/you Demonstrativo: this Demonstrativo: that Demonstrativo: these Demonstrativo: those Observe, no quadro abaixo, as mudanças nas expressões de tempo e de lugar que ocorrem quando se passa do discurso direto para o indireto. Quadro: equivalente textual a seguir. Direct Speech Indirect Speech here
there/that place now
then/at that time today that day tonight that night yesterday the day before/the previous day last week/month/year the week/month/year before a week/month/year ago a week/month/year before tomorrow the next day/the following day next week/month/year the following week/month/year Quando se passa uma pergunta do discurso direto para o indireto, usamos a frase na forma afirmativa. She asked, "Where is my brother?" (direct speech) She asked where her brother was. (indirect speech) He said, "How was your day?" (direct speech) He asked how my day had been. (indirect speech) 163 EXTRA PRACTICE 1. Read the text below and identify the sentences in direct speech. Write the answers in your notebook. This Quick-Thinking Kid Saved His Dad After a Snowmobile Accident In the Lake Tahoe backcountry, 9-year-old Bode Beirdneau rode for miles in the snow to find help that would save his dad's life. FONTE: Alan Dep/Marin Independent Journal On a crisp day last April, as Bode Beirdneau, then nine, and his father, John Taylor, 54, wrapped up their afternoon of snowmobiling around the Lake Tahoe backcountry, a twig jammed in the throttle of John's vehicle. Unable to slow down, John careened toward a pine tree. He moved to jump off the vehicle before it crashed, but his pant leg caught underneath it. John felt his leg snap. As he sunk six inches into the powdery snow, he could tell his ribs and shoulder were injured too. Bode rushed to dig out his father, but John stopped him. They had no water, little food, and no cell phone service. "Get on your snowmobile," John told Bode. "Follow the road, and try to find help." After a 20-minute ride, Bode spotted a tour group and asked the guide to radio for help. The El Dorado County Sheriff's Search and Rescue Unit and firefighters quickly appeared on the scene, and Bode led them through the white wilderness to his dad, who was pale and in pain. While waiting for a helicopter to airlift John to nearby Barton Memorial Hospital, the rescuers stabilized his leg. Within an hour or two, he was receiving surgery for a broken femur and internal bleeding. Today, John's leg has healed enough for him to take Bode out on dirt bikes. Father and son now carry extra gear on their treks, including a walkie-talkie with an emergency button. "I'm still a little afraid to go out [on a snowmobile]," says Bode. "But I'm starting to feel better about it." Tisha Shaw, Bode's mother, says her son's courage and quick thinking have led her to treat him as more of an adult. She lets him stay up later at night because "I trust his judgment," she says. Available at: www.rd.com/true-stories/survival/snowmobile-accident. Accessed in: March 2016. Resposta: "Get on your snowmobile," John told Bode./"Follow the road, and try to find help."/"I'm still a little afraid to go out [on a snowmobile]," says Bode./"But I'm starting to feel better about it."/"I trust his judgment," she says. 2. Rewrite the sentences you identified in direct speech (exercise 1) as in the example below. Use indirect speech. Write the answers in your notebook. Box: "Get on your snowmobile," John told Bode. John told Bode to get on his snowmobile. End of box. Resposta: John told Bode to follow the road, and to try to find help./ Bode said (that) he was still a little afraid to go out [on a snowmobile]./Bode said (that) he was starting to feel better about that./She said (that) she trusted his judgment. 3. Use direct speech to rewrite the following fragment in your notebook. Box: Bode (...) asked the guide to radio for help. End of box. Suggested answer: "Can you radio (, please)?," asked Bode. 164 4. In the cartoon below, the woman on the right is telling another woman what she told the school's principal about her son. Imagine the woman on the right is talking to the school's principal now. What would she say? Write the answer in your notebook. Use direct speech. FONTE: Available at: http://topicalteaching.com/2012/07/14/parenting-is-nota- competition/. Accessed in: March
2016. CRÉDITOS: Dean Moore/CartoonStock.com Suggested answer: "I definitely don't want my son to be labelled - but if he has to be labelled, 'gifted and talented' will/would be nice." 5. Report the dialogues between a mother and her son presented in the following cartoons. The expressions in the box below can help you. Write the answers in your notebook. Use reported speech. Box:
A mother asked her son.../The mother/She told her son (that)... The son answered (that)/The son/He told her/said (that)... End of box. CRÉDITOS: Reprodução/www.sylviarimm.com/ FONTE DAS
IMAGENS: Available at: www.sylviarimm.com/article_expectations.html and http://delawarestem.org/news/stem-career-comic-book-david-software- engineer. Accessed in: March 2016. CRÉDITOS: Paris Gamble/David Software Engineer Suggested answers: Cartoon 1: A mother asked her son how she could be pressuring him if he didn't do any work. He answered (that) she was just pressuring him to get As. Cartoon 2: A mother told her son (that) it was his senior year and he hadn't visited any colleges or taken any aptitude tests. Her son said (that) he had told her he would go to the community college the following year. She said okay and asked what (would happen) then. She said that was only two years. Then, she asked him to stop looking for at the controller. He said he was not (doing it). 165 Unit 5/Unit 6 PASSIVE VOICE Geralmente usamos a voz passiva (verbo auxiliar be + verbo principal no particípio passado) para enfatizar uma ação ou o seu resultado. All trees were chopped down. Thousands of rainforest species are being extinguished. Usamos o agente da passiva, introduzido pela preposição by, para mencionar quem ou o que pratica a ação.
Também usamos a voz passiva quando não sabemos, não podemos ou não queremos identificar quem ou o que pratica a ação. Isso é comum quando a ação é realizada por pessoas em geral. Nesses casos, não usamos o agente da passiva.
Veja, no quadro abaixo, as diferenças entre as vozes ativa e passiva. Observe que o verbo auxiliar be é usado no mesmo tempo verbal do verbo principal da frase correspondente na voz ativa. Quadro: equivalente textual a seguir.
Present Simple They destroy the rainforests. The rainforests are destroyed. Past Simple They destroyed the rainforests. The rainforests were destroyed. Present
Continuous They are destroying the rainforests. The rainforests are being destroyed. Past
Continuous They were destroying the rainforests. The rainforests were being destroyed. Present Perfect They have destroyed the rainforests. The rainforests have been destroyed. Past Perfect They had destroyed the rainforests. The rainforests had been destroyed. Future with will They will destroy the rainforests. The rainforests will be destroyed. Future
with going to They are going to destroy the rainforests. The rainforests are going to be destroyed. Modal verbs They can destroy the rainforests. The rainforests can be destroyed. 166 EXTRA PRACTICE 1. Get to know some important facts about the Amazon rainforest. Replace the ____ with the appropriate form of the verbs in parentheses to complete the following sentences. Use the passive voice. Write the answers in your notebook. a. 20% of the Earth's oxygen ____ (produce) by the Amazon rainforest. Resposta: is produced b. Sand from the Sahara ____ (blow) by the wind all the way to the Amazon, recharging its minerals. The desert literally fertilizes the rainforest. Resposta: is blown c. Iquitos, Peru is the largest city in the world inaccessible by road. It ____ (locate) deep in the Amazon rainforest and has over 400,000 people. Resposta: is located d. During the past 40 years, at least 20% of the Amazon rainforest ____ (cut down).
Resposta: has been cut down e. The Amazon River, according to many accounts, ____ (name) by Spanish explorer Francisco de Orellana in 1541. Resposta: was named f. The length of the Amazon ____ (measure) from the source of the Ucayali river, which joins with the Maranon to eventually form the Amazon. Resposta: is measured g. Much of northern Brazil ____ (drain) by the Rio Negro. Resposta: is drained h. The forest areas ____ (describe) by amount of flooding that occurs: not flooded, occasionally flooded or regularly flooded. Resposta: are described i. The floral provinces of Amazonia ____ (mark) by geographic variations in sunlight, rainfall, temperature and soils. Available at:
www.factslides.com/s-Amazon-Rainforest> and
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