Elton da Silva va Vargas Wellington da Silva Rehder 1ªª Edição 1 Edi d çã ç o Sant Sa nta Cr nt Cruz u do Ri R io Pa P Pard r o/ rd o/ S.P P. Santa Rio Pardo/ S.P. Editora Viena E it Edit Ed itor tor oraa Vi ora V enaa ena en 20 009 9 2009 Autores: Elton da Silva Vargas Wellington da Silva Rehder Revisão Técnica: Josiane Aparecida Ferreira Nicolini Márcia Cristina Giunta Peregini Projeto gráfico e diagramação: Canal 6 Projetos Editoriais www.canal6.com.br Capa: Agência Z3 www.agenciaz3.com.br Ilustrações: Renato Nascimento www.ilustrando.com.br Fotos: Stockxpert Stock.xchng ISBN: 978-85-371-0203-9 Nenhuma parte desta publicação poderá ser reproduzida ou transmitida, sejam quais forem os meios empregados: eletrônicos, mecânicos, fotográficos, gravações ou quaisquer outros. Todos os direitos reservados para EDITORA VIENA LEI 9.610/98 e atualizações Copyright© 2009 - Editora Viena Ltda 1ª Edição - 08/2009 - SCRPardo / SP EDITORA VIENA Av. Dr. Pedro Camarinha, 31 - Centro Santa Cruz do Rio Pardo - SP CEP 18.900-000 • Fone (14) 3332-1155 Home-Page: www.editoraviena.com.br e-mail: [email protected] Table of contents UNIT 1 – SPECIAL CELEBRATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 IMPORTANT POINT 1 – MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 IMPORTANT POINT 2 – MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 UNIT 2 – THE ZODIAC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 IMPORTANT POINT 1 – ADJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 UNIT 3 – THE TOURIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 IMPORTANT POINT 1 – QUANTIFIERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 IMPORTANT POINT 2 – IN A RESTAURANT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 UNIT 4 – HOLMES, SWEET HOLMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 IMPORTANT POINT 1 – USED TO – WOULD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 EXTRA CURRICULAR ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 3 three UNIT 5 – ELEMENTARY, MY DEAR DOYLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 IMPORTANT POINT 1 – PAST PERFECT TENSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 EXTRA READING AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 UNIT 6 – THUNDERSTORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 IMPORTANT POINT 1 – THE PASSIVE VOICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 IMPORTANT POINT 2 – AGENT ( BY + PRONOUN) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 UNIT 7 – MAN THE AGGRESSOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 IMPORTANT POINT 1 – THE PASSIVE WITH TWO OBJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 IMPORTANT POINT 2 – ADVERBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 UNIT 8 – COUNTRIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 EXTRA READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 four 4 UNIT 9 – POINT OF VIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 IMPORTANT POINT 1 – DIFFERENT USES OF GERUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 IMPORTANT POINT 2 – VERBS FOLLOWED BY GERUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 IMPORTANT POINT 3 – COMPOUND NOUNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 UNIT 10 – THE FOOD YOU EAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 IMPORTANT POINT 1 – SAY AND TELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 IMPORTANT POINT 2 – TALK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 UNIT 11 – INVENTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 IMPORTANT POINT 1 – FUTURE PERFECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 UNIT 12 – ROCK’ N ROLL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 IMPORTANT POINT 1 – RELATIVE CLAUSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 5 five UNIT 13 – RECYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 IMPORTANT POINT 1 – CONDITIONAL TENSE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 IMPORTANT POINT 2 – CONDITIONAL TENSE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 UNIT 14 – WORKING CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 IMPORTANT POINT 1 – CONDITIONAL TENSE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 UNIT 15 – NIGHTLIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 IMPORTANT POINT 1 – NEITHER / NOR – EITHER / OR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 IMPORTANT POINT 2 – SHORT RESPONSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 UNIT 16 – THE REAL STORY OF KENSHIN OSHIMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 WRITTEN ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 IMPORTANT POINT 1 – BUSINESS PERSONALITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 six 6 Special celebrations UNIT 1 Special celebrations 7 seven Reading activity Introduction UNIT 1 Special celebrations Special celebrations Valentine’s Day February 14th Legend has it that on third century a priest named Valentine used to perform marriage ceremonies despite the prohibition by a roman emperor named Claudius II who was convinced that single men made better soldiers for his army. After being thrown in jail, Valentine established a relationship with his jailor’s daughter (it is said that he cured her blindness), and he signed his last message to her “from your Valentine’s”, a phrase which still gets a lot of mileage. Valentine was executed on February 14th. Nowadays, Valentine’s Day is celebrated with gifts, candies, chocolate, dinner, a night out, flowers and jewelry. St Patrick’s Day March 17th St. Patrick, the patron saint of Ireland. He was born in Wales about AD 385. His given name was Maewyn, and he almost did not get to be Bishop of Ireland because lacked the required scholarship. Much Irish folklore surrounds St. Patrick’s Day. Actually not much of it is proved. It is believed that Patrick raised people from dead. It is also said that he has given a sermon from a top of a hill that drove all the snakes from Ireland. One tradition icon of the day is the shamrock and the stems from a more bona fide Irish tale that tells how Patrick used the 3 leafed shamrock to explain the trinity. Patrick used it in his sermons to represent how the Father, the Son, and the Holy Spirit could all exist as separate elements of the same entity. His followers adopted the custom of wearing a shamrock on his feast day. eight 8 Questions 1. Answer orally to the questions below. UNIT a. When h is Valentine’s Day celebrated and why it has such a name? 1 b. Why did Emperor Claudius put Valentine in jail? c. Nowadays, how is Valentine’s Day celebrated all over the world? d. Who is St. Patrick? Special celebrations e. Why didn’t he almost get to be Bishop of Ireland? f. What is believed about Patrick? g. What is the tradition icon of St. Patrick’s Day? h. According to Patrick, what did the shamrock represent? Holidays American Holidays is an introductory survey of the historical and social background of American people. People in every culture celebrate holidays. Although the word “holiday” literally means “holy day”, most American holidays are not religious, but commemorative in nature and origin. Therefore, the nation is blessed with rich ethnic heritage. It is possible to trace some of the American holidays to diverse cultural sources and traditions, but all holidays have taken on a distinctively American flavor. In the United States, the word “holiday” is synonymous with celebration. 9 nine Exercises 1. Interview your classmates and find someone who: UNIT 1 thinks that giving presents and chocolate can be fun. believes that Valentine’s Day is just a date related to business. believes that Valentine’s Day might have become an important date. Special celebrations thinks the St. Patrick should be a Saint. believes that a four leaf shamrock is a symbol of luck. 2. Now, after ordering your ideas, tell your teacher and classmates about your partner’s opinion. Important Point 1 Modals SHOULD OUGHT TO MAY MIGHT Valentine’s Day should be a special celebration. It ought to be a special celebration. It may rain later. The sky is cloudy. Valentine’s Day might have become an important date. Should It means an advice or a suggestion. It also means a strong probability. Ought to It means an advice or a suggestion. It also means a strong probability. May / Might It means a real possibility or a condition. It also means permission. ten 10 Exercises 1.Use the correct modal to express the ideas of the sentences below. UNIT 1 should • ought to • may • might a. It have rained. The street is wet. b. You Special celebrations stop smoking. It is not a healthful habit. c. You visit your grandparents more often. They are nice people. d. I go out tonight. I’ve finished all my duties at home. e. He go to the dentist. He’s gotten a toothache. f. You look terrible! You see a doctor. 11 eleven Important Point 2 UNIT 1 Special celebrations SHOULD Valentine’s Day should be a special celebration. CAN – COULD Natural or learned capacity, permission or ability. Sometimes it means an offer. MUST – HAD TO Obligation or necessity. MUSTN’T Prohibition Exercises 1. Complete the exercises below using one of the possible modals. can • could • must • had to • mustn’t a. Mary get her driver’s license. She is already 18. b. People throw garbage on the ground. It causes harm to the environment. c. Actually, I study more because my grade was not that good. d. you take the kids to school for me? I have no time. e. You take your studies seriously. It will be good for you somehow. f. Paul, you It is a one way street. twelve 12 turn left. Modal verbs are auxiliaries verbs used to express a speaker’s attitude related to possibility, probability, and capacity. There are ten modal verbs and three semi-modals. UNIT 1 Modals can can not can’t could could not couldn’t may may not mayn’t might might not mightn’t will will not won’t would would not wouldn’t shall shall not shan’t should should not shouldn’t must must not mustn’t ought to ought not to oughtn’t to need need not needn’t dare dare not daren’t used to used not to usedn’t to Special celebrations Semi–modals Oral Activity 1.What do you think people should or should not do during special celebrations or holidays? 2.What do you usually do to celebrate a special occasion? 13 thirteen Listening and Comprehension UNIT 1 Write down what you listen to. 1. Special celebrations 2. 3. 4. 5. English to English Army Bona Bishop Blindness Emperor Fide Heritage Legend Marriage Mileage Patron Priest Scholarship Sermon Shamrock Stem fourteen 14 Verb Forms lack perform surround throw UNIT 1 Special celebrations Notes 15 fifteen Notes UNIT 1 Special celebrations sixteen 16 The Zodiac UNIT 2 The Zodiac 17 seventeen Reading activity Introduction UNIT 2 Cultural fact The Zodiac Easter - The name Easter comes to us from Ostera or Eostre, the Anglo-Saxon goddess of spring, from whom a spring festival was held annually, from pagan festival that some of our Easter customs have come. Eostre is associated with the egg and with the hare both symbols of procreation. They have been enduringly incorporated by church in the form of Easter eggs and the Easter bunny that brings them. Easter marks the resurrection of Jesus three days after his crucifixion. Questions 1. In your opinion, is Easter an important date? 2. How do you and your family celebrate Easter? 3. Are there any traditions surrounding Easter in your home? April Fool’s Day - It is the first day of April, named for the custom of playing jokes on that date. Its origin is unknown. It resembles the Hizaria Festival of ancient Rome and the Holy Festival of India ending March 31. The custom of playing April Fool’s jokes was taken to America by the British. 4. Do you play jokes on April Fool’s Day? 5. What was the funniest joke you have seen or played? eighteen 18 The zodiac UNIT Discussion 2 Do you believe in astrology? What is your zodiac sign? How often do you read your horoscope? What do people say about your zodiac sign characteristics? The Zodiac Sun Signs Capricorn Sagittarius 12/22 • 1/19 11/22 • 12/21 Scorpio Aquarius 10/23 • 11/21 1/20 • 2/18 Pisces Libra 2/19 • 3/20 9/23 • 10/22 Aries Virgo 3/21 • 4/19 8/23 • 9/22 Leo Taurus 7/23 • 8/22 4/20 • 5/20 Gemini Cancer 5/21 • 6/21 6/22 • 7/22 19 nineteen Main characteristics of… ♐ tolerant, sincere, cheerful, careless, noisy. ♑ reliable, careful, patient, inflexible, pessimistic. ♒ Aquarius friendly, progressive, idealistic, odd, rebellious. Sagittarius UNIT 2 Capricorn The Zodiac ♓ emotional, sensitive, gentle, vague, not practical. ♈ energetic, brave, selfish, impatient. ♉ patient, practical, stubborn, lazy, fond of money. ♊ clever, amusing, good at languages, superficial, restless. ♋ sensitive, cautious, home-loving, moody, too emotional. ♌ Leo generous, good at organizing, snobbish, vain, fond of power. ♍ quiet, tidy, independent, fussy, too critical. ♎ Libra charming, peace-loving, superficial, easily influenced. ♏ passionate, determined, clever, jealous, and stubborn. Pisces Aries Taurus Gemini Cancer Virgo Scorpio Signs of the Zodiac twenty 20 Constellation English Name Symbol Dates Aries The Ram ♈ Mar. 21–Apr. 19 Taurus The Bull ♉ Apr. 20–May 20 Gemini The Twins ♊ May 21–June 21 Cancer The Crab ♋ June 22–July 22 Leo The Lion ♌ July 23–Aug. 22 Virgo The Virgin ♍ Aug. 23–Sept. 22 Libra The Balance ♎ Sept. 23–Oct. 23 Scorpio The Scorpion ♏ Oct. 24–Nov. 21 Sagittarius The Archer ♐ Nov. 22–Dec. 21 Capricorn The Goat ♑ Dec. 22–Jan. 19 Aquarius The Water Bearer ♒ Jan. 20–Feb. 18 Pisces The Fish ♓ Feb. 19–Mar. 20 UNIT 2 The Zodiac Questions 1. Do you agree with the descriptions given? Why? 2. Do you know anybody who matches perfectly with the characteristics of his/her astrological sign? Who? 3. Do you know your classmates? What characteristics would fit them better? Important Point 1 Adjectives that Describe People 1. Write the definitions of each adjective. a. Tolerant b. Charming 21 twenty one c. Sincere d. Energetic UNIT e. Quiet 2 f. Superficial g. Passionate h. Emotional The Zodiac i. Sensitive j. Practical k. Odd l. Careful Exercises 1. Write here some of your characteristics. 2. Now, write here what you think about one of your classmates. 3. Now ask the classmate you have chosen about his or her characteristics and check your previous answer. twenty two 22 Curiosity Chinese Horoscope UNIT 2 Traditional Chinese astrology is different from the 12 signs of the zodiac. It is based on the year of birth. The signs are named after animals. The Rat is aggressive, the Ox is hard-working, the Tiger is smiling, the Rabbit is cautious, the Dragon is showy, the Snake is wise, the Horse is gifted, the Goat is gentle, the Monkey is merry, the Rooster is proud, the Dog is faithful and the Pig is honest. The Zodiac RA You are imaginative, charming, and truly generous to the RAT: person you love. You have a tendency to be quick-tempered and pe e critical. You are inclined to be somewhat of an opportunist. Born cr under this sign, you should be happy in sales or as a writer, critic, un or publicist. BUFFALO: Born leader! You inspire confidence from all around nd you. You are conservative, methodical and good using g your hands. Guard against being enthusiastic and alwayss demanding your own way. The Buffalo would be successful ass a skilled surgeon, general, or hairdresser. T TIGER: You are sensitive, emotional, and capable of great love. You have a tendency to get carried away and g be b stubborn about what you think is right. Frequently seen as a “Hothead” or rebel. Your sign shows you s would be excellent as a boss, explorer, race car-driver, w or matador. RABBIT: You are the kind of person, that people like to be around; round; affectionate willing to help other people, always pleasant. You have a tendency, to get too sentimental and seem superficial.. Be cautious and conservative! You are successful in business, but ut would also make, a good lawyer, diplomat, or actor. DRA DRAGON: Full of vitality and enthusiasm! Th The Dragon is a popular individual even with the reputation of taking foolish risks and a “big mouth” at times. You are intelligent, gifted, and a perfectionist but these qualities make you unduly demanding on others. You would be well-suited to be an artist, priest, or politician. SNAKE: Rich in wisdom and charm, you are romantic SN mantic and deep thinking and your intuition guides you strongly. Avoid th void procrastination procrastinatio and your stingy attitude towards money. Keep ep your sense of humor about life. The Snake would be most contentt as a teacher, philosopher, writer, psychiatrist, and fortune teller. HORSE: Your capacity for hard work is amazing. Your are your own person! Very independent. While intelligent and friendly, y, 23 twenty three you have a strong mark of selfishness and sharp cunning and nd should guard against being egotistical. Your sign suggests success as an adventurer, scientist, poet, or politician. UNIT GOAT: Except for alway always getting off on the wrong foot with people, the Goat can be a charming company. Yourr are a elegant and artistic but the first to complain omplain about things. You would be best as an actor, a gardener, or beachcomber. ga 2 The Zodiac MON MONKEY: You are an intelligent and a very clever wit. Because of your extraordinary nature and magnetic personality, you ex are always well-liked. The Monkey, however, er, must guard against being an opportunist and distrustful of other people. DO DOG: The Dog will never let you down. You are honest, and faithful do to those you love. You are a constant worried person, a sharp tongue, th and a tendency to be a faultfinder, however. You would make an excellent executive, activist, teacher, or secret agent. exce PIG: Y You are a fantastic companion, an intellectual with a very strong need to set difficultt goals and carry them out. You are sincere, tolerant, and honestt but by expecting the same from others, you are incrediblyy naive. Your quest for material goods could be your downfall. The Pig would be best in the arts as an entertainer, or possibly a lawyer. Listening and Comprehension Write down what you listen to. 1. 2. 3. 4. 5. twenty four 24 English to English Aggressive UNIT 2 Amusing Cheerful Cynical The Zodiac Eloquent Fond Fussy Gifted Jealous Moody Navy Odd Pedantic Rebellious Snobbish Stubborn Vain Verb Forms entertain is / are held incorporate play joke demand guide 25 twenty five Notes UNIT 2 The Zodiac twenty six 26 The tourist UNIT 3 The tourist 27 twenty seven Reading activity Introduction UNIT 3 Cultural activity Mother’s Day - May The tourist Do you think Mother’s Day is too commercial? A woman called “The Mother’s Day”, Anna Jarvis was the person n who did the most to make Mother’s Day a national holiday. She thought that it was a poor excuse just writing a card and she ended up spending all her inheritance campaigning against the holiday that she helped to popularize. However, it was in 1907 in Grafton, Virginia (the birthplace of Mother’s Day), when she held a memorial for her mother in her church. The service the fform off i ttookk th an appreciation of her mother and those of all the attendees. The idea spread. Questions 1. How do you and your family celebrate Mother’s Day? 2. What does your Mother like to do during this celebration? 3. Mothers normally wish something special for this date. What is your mother’s desire for this day? Father’s Day - June Fa In the USA, Father’s Day was first celebrated in 1910 in Spokane, WA, through efforts of Sonora Dodd and YMCA. Sp It is celebrated on the third Sunday in June. It became a legal holiday in 1972. Previously, it was originally a religious holiday just like Mother’s Day. Nowadays, both re holidays – Mother’s Day and Father’s Day have been h commercialized with the sending of greeting cards and c giving gifts. g twenty eight 28 Questions 1. How do you and your family celebrate Father’s day? UNIT 3 2. What are your Father’s wishes for this celebration? 3. What was the most special present you have given your parents during Mother’s and Father’s Days? The tourist The tourist Discussion How often do you go to restaurants? Have you ever been involved in an embarrassing situation in a restaurant? Tell your classmates about it if your answer is positive. Have you ever spoken to a non-Brazilian? What was it about? Listen to the passage below American tourist A An American tourist had a little money with him(just a few dollars), as he knew that there were a lot of thieves in that area, he walked for some minutes and then entered a little restaurant near his hotel. There were a lot of people in the restaurant, and there weren’t many tables, but he finally found a free table near the kitchen.. He looked at the menu. There were many y dishes with complicated names, but the tourist had little e trouble in finding the name of that famous Brazilian n dish: “feijoada”. He didn’t eat much(there was too much salt in the beans) and after finishing dinner er he decided to “practice” his Portuguese. He took ook a small dictionary out of his pocket and looked oked up the word “how”. Naturally, he found “como”. mo”. Next, he looked up “much” and he found “muito”. to”. Como muito? “I can’t understand why so many Americans ans find Portuguese so “difficult”, he thought to himself. The waiter was near him, so the tourist touched him in the arm and asked with a smile: “Como muito?” 29 twenty nine Questions 1. What did the man really want to know? UNIT 3 2. Why didn’t he eat too much feijoada? 3. Can you think about other confusing words? The tourist Important Point 1 Quantifiers thirty 30 Much Used with uncountable nouns. (Singular form) Example: He didn’t have much money. Many Used with countable nouns. (Plural form) Example: There were many thieves. Few Used as “not many” with plural nouns. Example: Few tourists go to Acre. (A) Few Used as “some” with countable nouns. Example: Sandra has a few friends = Sandra has some friends. Little Used as “not big” before nouns. (adjective) Example: It was a little restaurant. Used as “not much” before uncountable nouns. Example: I have little time. He had little money with him. (A) Little Used as “some” with uncountable nouns. Example: He drank a little bit of wine = He drank some wine. Exercises 1. Fill in the blanks with much or many. a. I don’t like UNIT 3 salt in my food. b. Jason doesn’t have time now. He must go home immediately. c. My friend doesn’t have money. She has just enough The tourist to take the bus. d. I brought sandwiches for the picnic. e. My parents took dollars with them to travel to Europe. f. We didn’t have rain last month. g. Are there mistakes in my composition? h. Hurry up! There are things to be done but we don’t have time. i. Do you know people? j. has been done to improve quality of the newspapers. 2. Fill in the blanks with little, a little, few or a few. a. His plan was too complicated. people understood it. b. They visited museums, because in fact they had interest in art. c. You look tired. I think you need d. There is rest. food in the refrigerator. It’s almost empty. e. He is a man of words. He speaks f. There isn’t work to do there. It is boring. g. I still have things to do. I’ll call you later. h. There are always customers go to the supermarket. parking places at the door. i. I would like to ask my teacher j. The teacher gave us . questions. time to finish the test. 31 thirty one In a fast food restaurant WAITRESS: May I get the order? UNIT CUSTOMER: Yes, please a double hamburger. mburger. 3 WAITRESS: Would you like to drink something? CUSTOMER: A small diet coke. The tourist WAITRESS: Anything else? CUSTOMER: Let me see… a vanilla ice ce cream, please. WAITRESS: That will be 5 dollars. CUSTOMER: Here you are, 10 dollars.. WAITRESS: And here is your change, thanks. CUSTOMER: Thank you. Important Point 2 In a restaurant Waiter / Waitress May I have the menu, please? Can I see the wine list, please? Have you got a set menu? Would you like to order drinks first? May I get your order? I would like to have… What do you recommend? Can I have the bill, please? What would you like to have? Is the service included? thirty two 32 Can I recommend some typical local dishes? How much is… What would you like to drink? Here is your change. Side dishes Could ld I have... without the...? With a side order of… Could I have salad instead of… UNIT 3 The tourist Vegetables Salad Potatoes Rice Meat Sauces Bread Butter Lemon Mustard Pepper Salt Seasoning Sugar French dressing 33 thirty three Soft Viena Café Complete the menu and give suggestions to improve our service. UNIT 3 The tourist Soda(Coke, Sprite, Pepsi) ..... $ 1,25 Beer ........................................ $ 2,50 Water ..................................... $ 1,00 Cappuccino ........................... $ 2,00 Expresso ................................ $ 1,50 Tea.......................................... $ 1,00 Hamburger ........................... $ Cheeseburger........................ $ French Fries ........................... $ Cakes...................................... $ Pie .......................................... $ Group work Prepare a Menu for a restaurant. Give a name to your restaurant. Choose food and drinks. Pretend that one of the groups is the customer and the other one the server. Pretend you are serving your classmate. thirty four 34 Listening and Comprehension UNIT 3 Write down what you listen to. 1. 2. The tourist 3. 4. 5. English to English Attendees Birthplace Campaign Dessert Inheritance Sauce Seasoning Service Side dish Waiter/waitress Verb Forms appreciate attend campaign commercialize spread 35 thirty five Notes UNIT 3 The tourist thirty six 36 Holmes, sweet Holmes UNIT 4 Holmes, sweet Holmes 37 thirty seven