Direção geral: Guilherme Luz LÍNGUA INGLESA

Ingrid Rizzi Razente

Direção editorial: Luiz Tonolli e Renata Mascarenhas
Vivian Carolina Jacob Costa Gagliardi
Gestão de projetos editoriais: João Carlos Puglisi (ger.), João Pinhata,
Renato Tresolavy, Thais Ginicolo Cabral e Thamirys Gênova da Silva
Produção editorial: iEA Soluções Educacionais
Gerência de produção editorial: Ricardo de Gan Braga
Planejamento e controle de produção: Paula Godo,
Adjane Oliveira e Leandro Giovede
Revisão: iEA Soluções Educacionais
Arte: Daniela Amaral (ger.), Catherine Ishihara (coord.),
Katia Kimie Kunimura e Fernando Afonso do Carmo (edição de arte)
Diagramação: iEA Soluções Educacionais
Iconografia: Sílvio Kligin (ger.), Roberto Silva (coord.)
e Evelyn Torrecilla
Licenciamento de conteúdos de terceiros: Thiago Fontana (coord.),
Angra Marques (licenciamento de textos), Erika Ramires, Luciana Pedrosa
Bierbauer e Claudia Rodrigues (analistas adm.)
Tratamento de imagem: Cesar Wolf e Fernanda Crevin
Cartografia: Eric Fuzii (coord.) e Alexandre Bueno (edit. arte)
Design: Gláucia Correa Koller (ger.), erikTS (proj. gráfico)
e Adilson Casarotti
Foto de capa: Joselito/Unsplash

Todos os direitos reservados por SOMOS Sistemas de Ensino S.A.

Rua Gibraltar, 368 – Santo Amaro
São Paulo – SP – CEP 04755-070
Tel.: 3273-6000
© SOMOS Sistemas de Ensino S.A.

Dados Internacionais de Catalogação na Publicação (CIP)

(Câmara Brasileira do Livro, SP, Brasil)
Maxi : ensino fundamental 2 : inglês : 6º ao 9º
ano : cadernos 1 a 4 : professor / obra coletiva :
responsável Thais Ginicolo Cabral. -- 1. ed. --
São Paulo : Maxiprint, 2019.

Bibliografia.

1. Inglês (Ensino fundamental) I. Cabral, Thais

Ginicolo.

18-14784 CDD-372.652

Índices para catálogo sistemático:

1. Inglês : Ensino fundamental 372.652
Maria Alice Ferreira – Bibliotecária – CRB-8/7964

2019
ISBN 978 85 539 0019 0 (PR)
Código da obra 629618
1a edição
1a impressão

MAXI_EF2_9_Cad4_Ing_MP_002.indd 2 10/17/18 6:38 PM

 MANUAL DO
PROFESSOR
• Língua Inglesa

Parte específica
A BNCC e a Língua Inglesa .................................................................................. 4
Sugestão de aulas ................................................................................................ 4
Comentários e resoluções das atividades ........................................................ 6
Sugestões de leitura ............................................................................................ 10
Referências ........................................................................................................... 10

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 3 10/17/18 6:38 PM

 Parte específica
A BNCC e a Língua Inglesa Eixo Leitura
Segundo os preceitos da Base Nacional Comum Cur- • (EF06LI05) Identificar recursos de persuasão (es-
colha e jogo de palavras [...]) utilizados nos textos
ricular (BNCC), o ensino de Língua Inglesa para o 9-º ano
publicitários e de propaganda, como elementos de
do Ensino Fundamental II tem como objetivo o desen-
convencimento.
volvimento de algumas competências específicas, re-
sultando do exercício das seguintes habilidades:
• (EF08LI07) Identificar argumentos principais e as
evidências/exemplos que os sustentam.
• Oralidade – atividades orais controladas que de-
senvolvem a automação de formas, funções, pro- • (EF06LI09) Compartilhar, com os colegas, a leitura dos
núncia e entonação, não controladas, que desen- textos escritos pelo grupo, valorizando os diferentes
volvem fluência, autonomia e dão sentido de uso pontos de vista defendidos, com ética e respeito.
real da língua.
Eixo Conhecimentos linguísticos
• Compreensão oral – atividades em pares e grupos
em que os alunos não devem somente falar, mas • (EF09LI14) Utilizar conectores indicadores de adi-
também ouvir e compreender os colegas; exercí- ção, condição, oposição, contraste, conclusão e sín-
cios de compreensão auditiva com texto gravado e tese como auxiliares na construção da argumenta-
respostas às perguntas. ção e intencionalidade discursiva.
• Leitura – exercícios que visam desenvolver dife- • (EF09LI16) Empregar, de modo inteligível, os verbos
rentes estratégias de leitura. should, must, have to, may e might para indicar reco-
• Escrita – formular textos curtos, geralmente apenas mendação, necessidade ou obrigação e probabilidade.
um parágrafo, como receitas, pôsteres e autodes-
critivos. Objetivos lexicais
• Conhecimentos linguísticos e gramaticais – sem- • Construção de léxico relativo a saúde, livros, ecolo-
pre vinculados ao uso real da língua no mundo co- gia e meio ambiente.
tidiano, para que os alunos reconheçam o motivo
• Empregar corretamente os sufixos -able, -ever.
de seu aprendizado. O aprendizado da gramática é
sempre feito por meio de reflexão e descoberta e
requer participação dos alunos. Objetivos gramaticais
• Dimensão cultural – o ensino de idiomas deve abrir • Expor opiniões e pontos de vista em língua inglesa
portas para o conhecimento de outras culturas e, por oralmente e por escrito.
comparação, um melhor conhecimento da própria cul- • Distinguir fatos de opiniões em textos argumentativos.
tura e de seu próprio povo e país. Para tanto, os alunos
• Empregar corretamente a voz passiva no tempo
poderão fazer um paralelo entre o que estão lendo,
passado, a expressão be allowed to (permissão) e o
vendo e ouvindo, e o seu próprio modo de ver a vida.
modal should (recomendação).
Habilidades da BNCC
contempladas no Caderno 4 Sugestão de aulas
Eixo Oralidade Ao longo do caderno são apresentados boxes de
• (EF09LI01) Fazer uso da língua inglesa para expor conteúdo que abordam a gramática de maneira induti-
pontos de vista, argumentos e contra-argumentos, va. Nesses momentos, auxiliar os alunos na construção
considerando o contexto e recursos linguísticos do pensamento para responder às perguntas e a cons-
voltados para a eficácia da comunicação. truir as regras de gramática apresentadas. Seguindo a
4
• (EF09LI02) Compilar as ideias-chave de textos por sequência proposta, sempre haverá uma atividade para
meio de tomada de notas. checagem de compreensão.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 4 10/17/18 6:38 PM

 Ao final de cada unidade, orientar a reflexão sobre o que foi visto. Avaliar se há necessidade de revisão ou mais exer-
cícios. A seção In short é a síntese gramatical da unidade e pode ser usada como material de referência.

Quantidade
Unidade Aulas Estratégias
de aulas
• Leitura – Texto informativo e argumentativo.
How things • Oralidade – Discussão sobre coisas feitas à mão X produtos
are made industrializados.
• Produção oral.
How jeans • Prática de leitura – Texto informativo e texto publicitário.
are made • Gramática – Introdução à voz passiva (presente).
1: How things • Estudo do léxico– Roupas.
4 Are jeans
are made • Produção oral – Discussão sobre regras de vestimenta.
allowed in
• Gramática – Introdução da expressão allowed to/can para permissões e
your school?
proibições.
• Oralidade – Discussão sobre tema controverso.
What’s your • Prática de leitura – Texto argumentativo.
opinion? • Gramática – Apresentação dos diferentes usos de while.
• Prática de escrita – Texto argumentativo com justificativa.
• Prática de leitura – Texto informativo.
• Produção oral – Falar sobre alguns tipos de comida.
Eating
• Gramática – Voz passiva (passado).
• Produção oral.
• Prática de leitura.
Cooking
• Vocabulário.
2: Cooking,
• Compreensão oral.
eating and 4
Feeling • Estudo do léxico – Doenças e dores.
reading
unwell • Gramática – Revisão de should para conselhos.
• Oralidade – Descrever problemas de saúde.
• Prática oral – Discussão sobre livros.
• Prática de leitura – Ler críticas de livros.
Reading
• Estudo do léxico – Palavras relacionadas à crítica de livros (persuasão).
• Léxico – Sufixo -able.
• Prática de leitura – Símbolos e sinais.
Signs • Produção oral – Falar sobre sinais que existem na sua rotina.
• Gramática – Apresentação de must/mustn’t para obrigação e proibição.
• Prática de leitura – Texto argumentativo.
Rules, rules,
• Prática oral – Discussão sobre existência de regras.
rules!
• Estudo de léxico – Sufixo -ever.
3: Rules! 4 • Prática de compreensão oral.
• Prática oral – Jogo de adivinhar a profissão.
Rules in your
• Estudo do léxico – Expressão would rather.
school
• Gramática – Apresentação de have to/don’t have to para obrigação e
falta de necessidade.
Our sign, our • Práticas de leitura – Leitura e interpretação de campanhas publicitárias.
poster • Prática de escrita – Escrever e mostrar uma publicidade.
• Prática de leitura – Distinguir pontos principais.
What the
• Estudo do léxico – Vocabulário sobre ecologia e meio ambiente.
future holds
• Gramática – Apresentação de may e might como possibilidade.
CADERNO 4

4: Possibilities 4 In Brazil • Prática de leitura.

• Compreensão oral. 5
Possibilities
• Estudo do léxico – Grau de probabilidade.
Looking Back • Revisão, teste e autoavaliação.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 5 10/17/18 6:38 PM

 Aula 3 – Are jeans allowed in your school?
Comentários e resoluções Esta aula permite explorar algumas das regras de
das atividades vestuário (dress code) e outras regras da escola. É im-
portante levar os alunos a refletir sobre como as regras
Unit 1 – How things are made na escola ou na sociedade são importantes e como mu-
dam ao longo do tempo. Para isso, os alunos podem
Aula 1 – How things are made
comparar o dress code de uma escola americana (Dispo-
Após a leitura do texto How things are made, orientar os nível em: <https://bit.ly/2M6ORyj> Acesso em: 1-º ago.
alunos a discutir sobre o que leram e sobre as habilidades 2018.) ao de sua escola ou regras de trânsito de hoje
que têm de produzir algo e a escrever sobre o que discu- e do século passado, como as inovações descritas em:
tiram. Ao final da aula, se possível, orientá-los a acessar o <https://bit.ly/1kQ8K92> (Acesso em: 1-º ago. 2018).
site sugerido em Digital world. Nesse site, eles verão como Em seguida são apresentadas as expressões allowed to
é feita a reciclagem do papel. Pode-se, também, conversar e can/can’t para permissão e proibição.
com o professor de Ciências para fazer um experimento
Aula 4 – What is your opinion?
sobre isso, com as orientações em Língua Inglesa.
Nesta aula, os alunos vão discutir os prós e contras do
Aula 2 – How jeans are made uso de celulares na escola. O texto sugerido oferece alguns
Nesta aula, serão descritos, passo a passo, os pro- pontos de vista sobre esse assunto, e os alunos devem
cedimentos de transformação do algodão na fabricação identificar quais opiniões são a favor e quais são contra. Ao
do jeans e será apresentada a voz passiva no tempo final, pode ser elaborado um texto coletivo que pode ser
presente. Chamar a atenção dos alunos para a impor- usado como modelo para a produção que os alunos farão
tância de desenvolver seu vocabulário, pois usaremos sobre o que discutiram. Há uma sugestão de como dividir
verbos novos no particípio passado. Havendo necessi- os parágrafos para a argumentação. Se for dado como ta-
dade, realizar uma breve revisão do particípio passado refa de casa, na aula seguinte, selecionar alguns dos tex-
nesta aula. Os exercícios propostos trazem verbos mais tos para serem lidos para a turma ou orientar a troca dos
usuais e os alunos não devem ter grande dificuldade. textos entre os alunos para leitura e breve argumentação.
Conversar com os alunos sobre os impactos da pro- Maxi Challenge
dução de roupas como jeans e, se possível, acessar, jun- Questão 1: no Maxi Challenge, a resposta correta
tos, algum dos vídeos sugeridos em What’s that for? Levar da questão 1 é a D, pois a pergunta é qual opção não
os alunos a refletir sobre os impactos da produção e do está no texto. A alternativa A refere-se a “began with
consumo no meio ambiente permite despertá-los para o the freedom suggested by the colour blue”; a alternativa B
consumo consciente. Para complementar essa proposta, está relacionada com “the original Polo which is now 25
sugerimos o jogo disponível em: <https://bit.ly/2MgbxIr> years old”; a alternativa C está em “a perfume is the liquid
(Acesso em: 31 jul. 2018), no qual os alunos devem esco- essence of herbs, fruit flowers”; a alternativa D refere-se
lher ações que impactarão, positiva ou negativamente, o a “When creating his recent Polo Ralph Lauren Blue”.
meio ambiente durante o processo de produção do jeans. Questão 2: A opção correta é a D. Nas demais, o ver-
Para concluir esse processo de reflexão sobre a pro- bo não está na voz passiva. Nas opções A e C, o verbo
dução e o consumo, indicamos duas propostas de tra- está no present perfect; na opção B, está no past simple,
balho: (1) explorar com os alunos a proposta do Nurmi e, na opção E, no present simple. Além disso, “tired” é um
jeans, feito com 100% de algodão reciclado e que ofe- adjetivo, e não um verbo no particípio.
rece apenas dois modelos: um masculino e um femi- Questão 3: A opção correta é a letra D, porque é
nino (Disponível em: <https://bit.ly/1tWbph7>. Acesso a única opção em que a forma “are also creating” foi
em: 31 jul. 2018); (2) assistir ao vídeo que mostra que convertida em voz passiva no presente: “is also being
a Levi’s está usando a tecnologia para minimizar o im- created”. No item B, o verbo está na voz ativa e no fu-
6 pacto da sua linha de produção no meio ambiente e, ao turo. No item C, o verbo está no present continuous; no
mesmo tempo, automatizá-la (Disponível em: <https:// item E, a estrutura correta do verbo seria has also been
cnb.cx/2LT2aCA>. Acesso em: 31 jul. 2018.) created.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 6 10/17/18 6:38 PM

 Martha: I’m not feeling well, uncle.
Unit 2 – Cooking, eating and Uncle: What’s the matter?
reading Martha: Well, I have a terrible headache. And I feel sick
Professor, nesta unidade vamos abordar a origem in the stomach.
de alguns alimentos e falar sobre cuidados com a saú- Uncle: Do you have a fever?
de, além de identificar expressões usadas para fazer Martha: No, I don’t think so.
propaganda de uma obra. Uncle: That’s good. What did you have for lunch?
Aula 1 – Eating Martha: Actually, nothing. I didn’t have lunch. I wasn’t
hungry.
Nesta aula, a primeira atividade permite explorar
Uncle: When did you last eat?
com os alunos alguns alimentos que, apesar de serem
Martha: Uhm… I had some coffee in the morning.
consumidos em todo o mundo, são originários das Amé-
Uncle: Martha, you should eat. You’re just hungry!
ricas. Comentar com os alunos que esses alimentos são
como os conhecemos hoje em razão das modificações Martha: Well, I have some frozen meals mom sent us
que sofreram com o passar dos séculos. Por exemplo, last weekend…

o chocolate ao leite foi “criado” na Europa, quando os Uncle: Well, then. Have something to eat. You’ll see
europeus decidiram misturar o cacau, amargo, com lei- that your headache will disappear and you
te e adoçá-lo. Em seguida é explorada a voz passiva no won’t feel sick in the stomach anymore.
tempo passado e o uso de determinadas prepositions Martha: OK! I’ll give it a try.
Uncle: That’s my girl. If you don’t feel better, give me
com a voz passiva.
a call, OK?
Aula 2 – Cooking Martha: Ok, uncle. I will. Bye.
Nesta aula, será abordado o uso de alimentos e Uncle: Bye for now.
de receitas tradicionais para a cura de algumas doen- Explorar com os alunos os problemas de saúde
ças. Iniciar perguntando aos alunos se eles gostam de apresentados no material e perguntar-lhes o que eles
cozinhar, se cozinham, que tipo de comida cozinham. fazem quando sofrem de algum deles. Reforçar a pro-
Comentar sobre alguns alimentos que podem ser usa- núncia das palavras que terminam com -ache (eik). Há
dos para curar, por exemplo, que passar iogurte sobre
um jogo proposto em Digital world para que os alunos
a pele queimada de sol pode ajudar a tratar esse tipo
possam praticar um pouco mais esse vocabulário e se
de queimadura. Realizar a leitura coletiva do texto e
preparar para a atividade oral. Em seguida, apresentar
perguntar aos alunos se conheciam essas soluções ca-
o modal should e orientar os alunos a criar um diálogo
seiras e se podem citar outras que sejam usadas em
com as expressões vistas.
suas famílias.
Aula 4 – Reading
Aula 3 – Feeling unwell
Nesta aula, os alunos lerão uma resenha do livro
O gancho desta aula pode ser dado ligando-se o fato
Divergent. Chamar a atenção deles para expressões
de que o consumo de alimentos influencia na saúde,
e palavras usadas para avaliar o livro. Em Activities há
além de serem usados como soluções caseiras, confor-
outra resenha de livro, desta vez do clássico Treasure
me visto na aula anterior. Ao iniciar esta aula, revisar
Island, que inspirou vários personagens de piratas.
com os alunos os nomes das partes do corpo huma-
No Maxi Challenge, a resposta é A, pois a frase “you
no. Sugerimos os materiais disponíveis em: <https://bit.
weren’t downloaded” está na voz passiva, dando ênfase
ly/2ONzsAS> e em: <https://bit.ly/2OMNaDJ> (Acesso
a quem recebeu a ação e não a quem praticou a ação, e
em: 3 ago. 2018). Orientá-los a ler as perguntas antes
está na negativa, conforme podemos observar no auxi-
de ouvir o diálogo.
liar “weren’t”. A frase “you were born” está na voz passi-
Texto do Áudio 1 va, pois o verbo “nascer”, em inglês, é um verbo sempre
7
Martha: Hi, Uncle. Can you talk? utilizado na voz passiva, e está na afirmativa, conforme
Uncle: I can talk, Martha. How are you? podemos observar no auxiliar “were”.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 7 10/17/18 6:38 PM

 Pedro: I like to wear a uniform so I don’t have to use my
Unit 3 – Rules! other clothes at school. You know, we play soccer
Esta unidade aborda regras, avisos, sinais e sinali- and sometimes we get really dirty.
zações, procurando identificar sua utilidade e a neces- Paul: Well, I’d rather wear jeans and a T-shirt. But I
sidade de saber lê-los e interpretá-los. can see that uniforms are good.

Aula 1 – Signs Pedro: There is another advantage: if you’re walking

on the street, and something happens to you,
Esta aula começa apresentando os diferentes tipos
people know that you are a student.
de regras e recomendações que podem ser transmitidos
Betty: Yes, but if you are on the streets when you
por escrito ou não. Orientar os alunos a identificá-los
should be at school, people will know you’re
e relacioná-los às placas apresentadas. Em seguida é
skipping school.
abordado o uso de must, mustn’t, should, shouldn’t.
All: Hahahaha.
Aula 2 – Rules, rules, rules! Lilian: Can you wear caps at your school, Paul?
Iniciar esta aula perguntando aos alunos se eles sa- Paul: Of course not! Can you, Pedro?
bem dizer por que existem regras e como imaginam que Pedro: No, we have to take off our caps when we walk
seria o mundo sem regras. Explorar a imagem e orientar into the school.
a leitura do texto proposto. Ao final, organizar os alunos Lilian: What other rules are there?
em grupos para realizar uma atividade de discussão e Paul: We have to be polite to our friends and teachers.
escrita utilizando os conteúdos abordados. And we have to raise our hands when we want
to ask a question.
Aula 3 – Rules in your school Betty: Yes, we too. And we have to clean up if we mess
Nesta aula, é proposta uma breve comparação entre up.
regras escolares de outros países e do Brasil. O vídeo Lilian: That’s interesting. OK, guys. Thanks a lot!
sugerido em Digital world traz uma encenação cômica Depois, comparar o modal have to com must, pois
sobre como seria se as regras da escola fossem aplica- são bastante semelhantes em frases afirmativas, mas
das na vida fora da escola. diferem bastante em frases negativas. Enquanto o
Comentar que Lilian está entrevistando três alunos mustn’t significa proibição, o don’t have to significa au-
de diferentes países para comparar as regras de outras sência de necessidade ou obrigação, ou seja, em por-
escolas do mundo. tuguês, não precisa, mas pode fazer se quiser. Em And
more há uma breve introdução da expressão I’d rather,
Texto do Áudio 2
que indica preferência.
Lilian: So, tell me guys. Do you have to wear a uniform
at your school? Paul, you first. Aula 4 – Our sign, our poster
Paul: Well, in South Africa, we have to wear uniforms Nesta aula, os alunos têm a oportunidade de explorar
in most schools. It’s quite a formal uniform and algumas campanhas publicitárias. Inicialmente, solicitar-
we aren’t allowed to wear sneakers. On the -lhes que usem as formas aprendidas nesta unidade (must,
other hand, we don’t have to wear a tie. can, should, have to) para dizer o que cada imagem indica,
Lilian: Do you have to wear a uniform in your school, dependendo do que eles acreditam: se a mensagem é im-
Pedro? perativa (must) ou se simplesmente aconselha (should ).
Pedro: In Brazil, most schools have a uniform. It’s Espera-se que os alunos identifiquem o tema das
usually something quite practical, like sweat campanhas e que usem seu conhecimento para formar
pants and a T-shirt. frases, as quais podem ser escritas no quadro, que des-
Lilian: What about you, Betty? What is it like in England? crevam cada imagem. Observar que os temas aborda-
Betty: In my school in England, we have to wear a dos foram: don’t text and drive, reduce pollution, against
uniform. Girls wear skirts and boys wear trousers. domestic violence, cancer prevention, blood donation,
8
Lilian: Do you think school uniforms are a good thing? against prejudice, improve reading, donate, recyle of
Do you like to wear them? e-waste. Aproveitar esse momento para conscientizar

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 8 10/17/18 6:38 PM

 os alunos sobre seu papel como cidadãos conscien- Texto do Áudio 3
tes das consequências de seus atos e do respeito aos
Teacher: Well, class. I will ask you some questions about
outros. Por fim, eles devem montar um pôster de uma
things we talked about during this year, OK?
campanha própria sobre o tema que desejarem.
You can discuss the questions and, when you’re
No Maxi Challenge, a resposta é D, pois a frase “Anything
ready, you give me the answer.
that can be connected, will be connected” pode ser enten-
Amy: What kind of questions are they?
dida como: “Qualquer coisa que pode ser conectada, será
Teacher: All sorts. About history, grammar, arts, a bit
conectada”. Tal frase foi retirada do seguinte trecho: “The
of everything…Let’s start. Question number
new rule for the future is going to be, ‘Anything that can be
1. Sport competitions need someone to
connected, will be connected.’” (A nova regra para o futuro
control the rules of the game, to start
será, “Qualquer coisa que pode ser conectada, será co-
and finish it. In soccer, we call this person
nectada’”). O modal “can” dá a noção de possibilidade.
referee. What do we call this person in a
Unit 4 – Possibilities tennis match?
George: Well, it can’t be a referee. It would be too easy.
Aula 1 – What the future holds Amy: Well, what about coach? It might be coach.
A expressão que dá nome a esta aula significa “o George: No, it can’t be coach. Coach is the person
que o futuro reserva para nós”; assim, ela oferece uma who gives instructions and the tactics of the
reflexão sobre o que poderá acontecer ao planeta se a game…
humanidade continuar explorando mais que preservan- Ben: It might be judge…
do a natureza. Existem previsões ou perspectivas que George: No. It can’t be judge. Judge is the person
são mais ou menos otimistas e pessimistas. O texto who works in court, who judges a crime…
proposto exige conhecimento que eles já devem ter Amy: That’s right. George is right. It isn’t judge.
desenvolvido nas aulas de Ciências, portanto é possível Well then... I know! It must be umpire!
explorá-lo. Essa prática é importante pois eles terão de
George: Yes, Amy, it must be umpire!
completar os exercícios de previsão usando may, might
Teacher: Well, have you decided?
e will com diferentes graus de probabilidade.
All students: Umpire.
Aula 2 – In Brazil Teacher: Are you saying the word is umpire?
Iniciar esta aula perguntando aos alunos se eles George: Yes. It must be umpire.
conhecem alguma área de preservação do Brasil. Em
Teacher: Well done! It is umpire. The person who
seguida, perguntar-lhes se conhecem alguns parques
rules in tennis is usually called umpire. You
brasileiros famosos, como Parque da Tijuca (RJ), Parque
got one point.
do Iguaçu (PR), Parque de Jericoacoara (CE), Parque da
Em seguida, os alunos devem ouvir trechos do diá-
Chapada da Diamantina (MG), Parque dos Lençóis Ma-
logo e completar algumas frases para perceber os dife-
ranhenses (MA), Parque da Serra da Canastra (MG) e
rentes graus de probabilidade.
tantos outros. Por fim, explorar o texto juntos e orientar
a atividade em duplas ou trios. Texto do Áudio 4
George: Well, it can’t be a referee. It would be too easy.
Aula 3 – Possibilities
Ben: It might be judge…
Esta aula é um apanhado do que foi visto em todos
George: Yes. It must be umpire!
os Cadernos deste ano. O desenvolver da revisão é feito
Teacher: Well done! It is umpire.
por meio de três áudios, que devem ser tocados na or-
dem indicada; o Áudio 3 e o Áudio 4 podem ser tocados Por fim, em Activities, orientar os alunos a completar as
duas vezes, pois, nesses casos, o objetivo é que os alu- frases de acordo com a probabilidade de as respostas es-
nos respondam à atividade proposta e, depois de ouvir tarem corretas. Depois, acessar o Portal e tocar o Áudio 5 9
o áudio, confiram suas respostas; mas o Áudio 5 deve apenas uma vez. Orientar os alunos a identificar se acer-
ser tocado apenas uma vez. taram as respostas e a marcar um ponto a cada acerto.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 9 10/17/18 6:38 PM

 Texto do Áudio 5 Aula 4 – Looking back
a) So… let’s go on. Next question: Which Brazilian state flag A seção Looking back oferece uma revisão dos conteúdos
has 13 black and white stripes? vistos neste Caderno. Os alunos deverão fazer os exercícios
If you wrote “it must be São Paulo”, you were right! como se fosse um teste. Não permitir que consultem o ca-
derno, nem os colegas. Corrigir os exercícios em sala. Pedir-
b) Next, what’s the opposite of “polite”? -lhes que marquem as correções com uma caneta de outra
Yes, the opposite of polite is NOT unpolite. It’s “impolite”. cor. Em seguida, devem contar os pontos que conseguiram.
Conscientize-os de que esse teste é para que eles saibam
c) Who wrote the song “If I could change the world”: Eric o que precisam estudar, e que é também o momento para
Clapton, George Harrison or Michael Jackson? questionar o que não ficou claro.
Michael Jackson did not write this song. It was Eric Clapton.
Sugestões de leitura
d) Next question: “Which extreme sport do you go down a
hill inside a ball?” BAKER, J.; WESTRUP, H. How to teach large classes
with few resources. New York: Continuum International
If you wrote “it is zorbing”, you were right!
Publishing, 2000.
e) Next, who wrote Utopia? HARMER, J. How to teach English. London: Pearson, 2007.
Well, Utopia was written by Sir Thomas More. MURPHY, R. English grammar in use. Cambridge:
Cambridge University Press, 2015.
f) What do the Brits like to talk about?
SCRIVENER, J. Learning teaching. 3rd ed. Basingstoke:
Brits are crazy about the weather. That’s what they talk MacMillan, 2011.
about to everyone.
UR, P. English language teaching. 2nd ed. Cambridge:
Cambridge University Press, 2015.
g) This is a grammatical one: “What verb tense do we use
to express something that we did a lot in the past, but UR, P. Grammar practice activities. 2nd ed. Cambridge:
don’t do anymore?” Cambridge University Press, 2015.

I hope you remember, don’t you? When we want to say

that we don’t do something we used to do in the past, we Referências
use “used to do”.
CAMBRIDGE Dictionary. Disponível em: <https://
dictionary.cambridge.org>. Acesso em: 28 dez. 2017.
h) Last question: “What are jeans made of?”
THE FREE Dictionary. Disponível em: <www.
Most jeans are made of cotton. It may be mixed with
thefreedictionary.com/>. Acesso em: 28 dez. 2017.
polyester or lycra, but they’re still basically made of cotton.
MCMILLAN Dictionary Disponível em: <www.
So, how did you do? How many did you get? macmillandictionary.com/>. Acesso em: 10 maio 2018.

Anotações

10

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_MP_003a010_PE.indd 10 10/17/18 6:38 PM

 Língua Inglesa
Unit 1 – How things are made ............................. 160 Unit 3 – Rules! ........................................................... 181
Unit 2 – Cooking, eating and reading ................. 171 Unit 4 – Possibilities ............................................... 189

Neste Caderno, vamos falar da

produção e da publicidade feita
para vender o produto; para
tanto, usaremos a voz passiva.
Vamos também falar de regras
existentes na nossa escola e
sociedade e como usar os modais
de permissão, obrigação, conselho
e suposição. Por fim, vamos
escrever nossa opinião sobre
esses assuntos e a criar nossa
própria campanha publicitária.

Unidades temáticas específicas do e/aSgheum

im
ld k
tt/ecrrsétdoicto
Crédigtoiodca
componente (BNCC): Interação
discursiva; Compreensão oral;
Estratégias de leitura;
Avaliação dos textos
lidos; Estudo
do léxico;
Gramática

159

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 159 10/17/18 6:07 PM

 UNIT

1 How things are made

Objetivos e
habilidades da Nesta unidade, usaremos a voz passiva para falar como as coisas são feitas.
BNCC Também veremos a questão do dress code nas escolas e, por fim, falaremos sobre a
permissão ou não do uso do celular nas escolas.
Expor opiniões e
pontos de vista em
língua inglesa. How are things made?
Empregar
corretamente a Most of the things we consume every day were produced by someone else:
voz passiva no our clothes, our school materials, the food we eat. Look at these pictures. What
tempo presente do they represent? Use these words to describe them: handmade, pottery,
e a expressão be
production line, robots, automated, factory.
allowed to para indicar
permissão.
(EF09LI05)
seyephoto/Shutterstock

Golubovy/Shutterstock
Identificar recursos
de persuasão [...],
utilizados nos
textos publicitários
e de propaganda,
como elementos de
convencimento.
(EF08LI07) Identificar
argumentos principais

stockddvideo/Shutterstock
grafvision/Shutterstock

e as evidências/
exemplos que os
sustentam.
(EF09LI14)
Utilizar conectores
indicadores de
adição, condição,
oposição, contraste,
conclusão e síntese They represent how things are made: they can be made in a production line
como auxiliares
(like the jeans), by hand (like the pottery) or industrialized (like the pasta), or
na construção da
argumentação e even made by robots or by machines.
intencionalidade Talk to your classmate about these questions. Respostas pessoais.
discursiva.
• What objects do you use every day? Are they handmade or mass-produced?
• Do you think it is good having things “machine-made”? Why? Why not?
Professor, nesta unidade
vamos abordar como • Would you like to know how things are made? Why?
algumas coisas são
feitas e as vantagens e • Have you ever visited a factory or a plantation? What did you see?
desvantagens da produção
“feita à mão” e da Now, write a paragraph about your answers to the previous questions.
industrializada. Iniciar esta
160 aula explorando as imagens Organizar os alunos em duplas e pedir-lhes que tomem notas de suas respostas para que
com os alunos para que
identifiquem diferentes
modos de produção. possam, depois, escrever o texto solicitado.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 160 10/17/18 6:08 PM

 The following text presents some advantages and disadvantages of handmade Marbles
versus industrialized production. Some products can either be manufactured or Small coloured
made by machines, others can be made in both ways. Read it in pairs and answer glass balls used to
the following questions. play a game.

How things are made Windscreens

[...] The large window
Have you ever wondered how things are made? Do you know how at the front of the
newspapers are printed or how marbles are created? How do factories create car; windshield.

windscreens for cars? How is the detail added? How are the machines so Cues
precise and how is the glass so clear? Long wooden
[...] sticks used for
It’s really interesting to see how things are produced. [...] Some things, hitting the ball.

such as suits, still require human input into making them, although not for Moulding
every stage, and marbles require a large amount of human involvement. To produce an
Other objects such as snooker cues are entirely dependent on the precision of object from a mold.
machines designing, moulding and creating each individual element.
Skills
It’s amazing how quick machines make the manufacturing process, but
An ability to do
is it good for everything to be manufactured by machines? Humans are
something well;
costly, as they have to be paid, but films such as I, Robot show the dangers of talent.
becoming too dependent on machines and robots. Plus, the skills which people
used to have to make various objects are being lost, because they are skill sets
which are outdated and now no longer required.
BRITISH Council. How things are made. Available at http://learnenglishteens.britishcouncil.org/magazine/
science-and-technology/how-things-are-made. Accessed July 20th, 2018.

• Is it important to know how things are made? Why?

• Do you have any particular skill? Can you do anything by hand? Can you sew?
Crochet? Knit? Carve wood?
goodluz/Shutterstock

gabczi/Shutterstock

oliveromg/Shutterstock

Monkey Business Images/Shutterstock

sewing crocheting knitting wood working

MsMaria/Shutterstock

How jeans are made

How many pairs of jeans do you have? Do you
have any favorite brand of jeans? Where do you buy
them? Have you ever wondered how and where they
161
are made? Read the following text and find out how
cotton is transformed into the jeans you wear.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 161 10/17/18 6:08 PM

 Cotton is grown and harvested in farms all over the world. The countries
that grow most cotton are China, India, the United States and Pakistan.
Then, the seeds are removed, and the cotton is classified according to the
length, strength, uniformity and color of the fiber. The cotton fiber is spun into
a yarn, which is dipped into indigo to dye, and is woven into a fabric.
The jeans are designed, cut and sewn. When the jeans are finished,
they are washed to “distress” them. Ozone, laser and enzyme washes are
eco-friendly ways to “distress” jeans.
Many of the steps of making jeans usually happen in different factories,
often in different countries in East and Southeast Asia. There are over 800
jeans brands only in the USA. There might be more than hundreds of
thousands of brands all over the world.
(Produced by the Authors.)

Now, match these pictures to the process they represent:

Alf Ribeiro/Shutterstock

pppp1991/Shutterstock
1 2
Pierre-Olivier/Shutterstock

Aisyaqilumaranas/Shutterstock
Seeds
A flowering
plant’s unit of
reproduction.

Yarn
3 4
A long, continuous
length of fibers
used in the
casadaphoto/Shutterstock

Firma V/Shutterstock

production of
textiles, sewing,
crocheting,
knitting, or
ropemaking.

Dye
To change the 5 6
color.

Brand 1 Picking cotton by hand.

A name, symbol or 4 Weaving by hand.
logo used to mark
5 Mechanical harvesting.
a product or maker.
2 Textile industry – spinning workshop.
162
6 Sewing machine to sew jeans fabric.
3 Manual spinning using a spinning wheel.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 162 10/17/18 6:08 PM

 Look at these sentences and answer the questions:

Cotton is grown in a farm.

The seeds are removed from the cotton.
The jeans are washed to “distress” them.

• Do you know who grows the cotton? No.

• Do you know who removes the seeds from the cotton? No.

• Do you know who washes the jeans? No.

Passive voice And more...

Observe que, em cada uma dessas frases, o sujeito não realiza a ação, mas algo The passive voice
acontece com o sujeito. Assim, o foco é na ação. Quando a ação é mais importante is used in the
news in English
do que quem faz a ação, usamos a passive voice, que é formada por sujeito + all the time.
verbo be + verbo no past participle. Observe: Look at these
Coffee is produced in Minas Gerais. headlines:
A large body of
Para fazer frases negativas, basta inserir not (ou n’t) ao verbo be. Observe: water on Mars is
Coffee is not produced in Paraíba. detected.
How french fries
Para fazer perguntas, basta mover o verbo be para o início da frase: are eaten all over
Is coffee produced in Alagoas? No, it isn’t. the world.

Let’s practice! Complete the sentences with the verb in the correct form. Then
underline the best answer:

• Jeans are made (make) of nylon – plastic – cotton.

• Clothes are washed (wash) with water – sand – wood.

• Paper – iron – rubber is used (use) to make books.

• Children are educated (educate) in restaurants – at schools – in cars.

• Very few – Some – A lot of jeans are bought (buy) every day in the world.

Now, put the words in the correct order to make sentences.

• are – used – Millions – of – of – gasoline – in – every – day – liters – Brazil – .
Millions of liters of gasoline are used in Brazil every day.

• English – spoken – Where – is – ?

Where is English spoken?

• cut – trees – Amazon – in – the – day – every – are – Many – trees – .

Many trees are cut in the Amazon every day.

• Is – everywhere – drunk – in – coffee – Brazil – ? 163

Is coffee drunk everywhere in Brazil?

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 163 10/17/18 6:08 PM

 Are jeans allowed in your school?
Some places, like schools, hospitals, gyms and churches, usually have a dress
code. It means that there are some clothes that are more appropriate to wear
in those places. Can you imagine running in a treadmill wearing boots or a nurse
Dress code
wearing a brown dress while working? Usually a dress code is related to places that
The way that you also have uniforms, for students or employees.
are expected to
dress in a specific Talk with your classmates about it.
place and situation.
• Is there a dress code in your school?
• Do you have to wear a school uniform?
• If you do, can you describe it?

Number the pieces of clothing with the pictures in which they are being worn.

11 tank top 7 dyed hair 8 bandana

2 sunglasses 9 ripped jeans 3 spaghetti straps
6 hooded sweatshirt 10 jewelry 1 cap
12 open shoes 4 shorts 5 sneakers
Tetiana Volkonska/Shutterstock

Li-Fu Viktor/Shutterstock

PanicAttack/Shutterstock
1 7
10
2 8

6
11
3

9 9

5
5
12

Now, tick ( ) the ones you are allowed to (you can) wear at school, and cross
( ) the ones you are not allowed to (you can’t) wear at school.
Then, write one sentence about what you are allowed to wear and one
sentence about what you are not allowed to wear at school. Start like this:
Sugestão de resposta:

164 • I am allowed to wear sneakers .

• I am not allowed to wear ripped jeans .

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 164 10/17/18 6:08 PM

 Permissions And more...
Em inglês, a expressão be + allowed + to + verbo é usada quando temos We can also
use can/can’t
permissão para fazer algo. Observe: for permission.
I am allowed to watch TV after I finish homework. Observe:
The dog can’t
I am not allowed to travel alone.
come in. Let it stay
Are you allowed to eat inside the classroom? outside.
Can I borrow your
No passado, usamos a forma passada do verbo be: was/were + allowed + to
pencil?
+ verbo. Observe:
That child wasn’t allowed to cook without an adult by her side.
We weren’t allowed to play outside when it was dark.

Let’s practice! Write sentences about what you are/aren’t allowed to do in your
school. Sugestão de respostas.

• Run in the corridors: I am not allowed to run in the corridors.

• Chew gum: I am not allowed to chew gum.

• Eat inside the classroom: I am not allowed to eat inside the classroom. Aceitar “I am allowed
to talk with friends”.
Esta resposta pode ser
• Drink water during class: I am allowed to drink water during class. um ponto interessante
de discussão na sala:
“Where/when are you
• Play sports: I am allowed to play sports in P.E. classes. allowed to talk with
friends?”. Os alunos
podem talk with friends
• Study in the library: I am allowed to study in the library.
in the classroom,
principalmente nas
aulas de inglês em que
• Leave early: I am not allowed to leave early.
talking é incentivado.

• Talk with friends: I am not allowed to talk with friends during the class.

• Arrive late: I am not allowed to arrive late.

Talk to a classmate: Do you think these rules are fair? Why? Would you like to
change any of them?

What’s your opinion? Quotation

A sentence or
It’s important to know other people’s opinion and to have your own opinion. phrase you repeat
But, the most important is to show respect to different points of view. Read the because it is
following quotation: interesting.

To become self-aware, people must be allowed to hear a plurality of Self-aware

opinions and then make up their own minds. They must be allowed to say, To be conscious
write and publish whatever they want. Freedom of expression is the most of your feelings,
basic, but fundamental, right. Without it, human beings are reduced to character,
behavior.
automatons.
Ma Jian (Chinese Writer) Make up (your
ZHANG, Flora. China’s Olympic crossroads: Author Ma Jian on Beijing, spectable and reality. mind) 165
Available at https://beijing2008.blogs.nytimes.com/2008/08/05/
chinas-olympic-crossroads-author-ma-jian-on-beijing-spectacle-and-reality/. Accessed Aug. 1st, 2018. To decide.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 165 10/17/18 6:08 PM

 In pairs, read the following text and talk about your opinions:

Cell phones in the classroom: learning tool or distraction

[...]
Students check their phones in the classroom an

Photographee.eu/Shutterstock
average of more than 11 times a day. That can add up
to a lot of time spent distracted from schoolwork. And
when students are distracted, it’s a recipe for extra
stress, frustration, and catch-up time for everyone.
Catch-up
With students spending up to 20% of their in-class
To spend time time texting, emailing, and checking social media,
finding out
what has been
it’s no wonder the debate about cell phones in the
happening. classroom is alive and well.
Many teachers and parents are left wondering: can cell phones ever
Tucked away really benefit students in class, or are they best left tucked away? [...]
Stored in a safe
OXFORD Learning. Cell phones in the classroom: learning tool or distraction.
place, far from
Available at www.oxfordlearning.com/should-cell-phones-be-allowed-classrooms/. Accessed Aug. 1st, 2018.
reach.

You will read the second part of the article on the subject of whether or not to
bring cell phones to school. Match the title to each paragraph.

• Distractions and interruptions • Disconnection from face-to-face

• Providing easy access to more activities
information • Using educational learning apps
• Supplementing lessons with digital • Cheating
materials • Cyberbullying
Using educational learning apps

F Cell phones give students access to tools and apps that can help them.
[...] These tools can also teach students to develop better study habits,
like time management and organization skills. [...]
Supplementing lessons with digital materials

F Teachers can take advantage of cell phones by providing students

with resources to find more information about a topic. This can include
videos, news stories, online discussion groups, and more. [...]
Providing easy access to more information

F Cell phones can give students access to more information, letting them
research more about a topic while having class discussions. This is
especially true for current events that have not yet been covered in
school textbooks. [...]
Distractions and interruptions

A When students use their cell phones to check social media and text
their friends in class, it leads to distractions for those students as well
166 as for their peers. [...]
Cyberbullying

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 166 10/17/18 6:08 PM

 A Cell phones can also lead to increased problems with bullying on the
schoolground. Cyberbullying can be harder to see than other forms of
bullying [...].
Cheating

A Cell phones can be a helpful learning tool in class. But they can also be
used by students to access information while taking a test, leading to
cheating. [...]
Disconnection from face-to-face activities

A [...] Learning to work together with others is an important part of

students’ education, and can be lost with too much dependence on cell
phones and other digital technology. [...]
OXFORD Learning. Cell phones in the classroom: learning tool or distraction. Available at:
www.oxfordlearning.com/should-cell-phones-be-allowed-classrooms/. Accessed Aug. 1st, 2018.

Now, write (F) next to the opinions which are for bringing cell phones to school
and (A) next to the opinions which are against bringing them.

While
Leia novamente as frases a seguir.
Cell phones can give students access to more information, letting them
research more about a topic while having class discussions.
But they can also be used by students to access information while
taking a test, leading to cheating.
A expressão while pode ser empregada com três significados diferentes.
• como conjunção, com o sentido de “durante o tempo em que”; “ao mesmo
tempo”: He studied English while he was on vacation.
• indicando contraste: While what she did was very important, it was also
very dangerous.
• como um nome na expressão ”a while”, com o sentido de “por um tempo”:
We waited for a while.

Let’s practice! Read the following sentences and decide if the conjunction while
has the meaning of “during a time” (1) or if it is contrasting two ideas (2).
1 While in Rome, do as the Romans do.
1 You were playing while I was studying.
2 While she is a good friend, she gossips a lot.
2 While destroyed jeans are modern, they can also be very ugly.
2 While cell phones can be a student’s friend, it can also be an enemy.
1 While the teacher corrects the homework the students should pay attention.
Now, in pairs, write a short text presenting your opinions about one of the
topics presented in this Unit. Organize your text writing arguments in favor in the 167
first paragraph; arguments against in the second paragraph, and your conclusion
in the last paragraph.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 167 10/17/18 6:08 PM

 Activities
1 Complete with the expression be allowed to in the negative, affirmative or interrogative, in the past or
in the present.

a) We weren’t allowed to go (go) in because we had not paid for the ticket.

b) You aren’t allowed to swim (swim) in the swimming pool if you don’t wear a cap.

c) Am I allowed to go (go) to the toilet if I ask the teacher?

d) When I was small, I wasn’t allowed to go (go) to the park alone.

e) You’re only 15 years old, so you aren’t allowed to drive (drive).

f) At school, we aren’t allowed to talk (talk) during a test.

g) My brother is allowed to play (play) video games when he has finished his homework.

h) Is the teacher allowed to use (the teacher/use) a cell phone in the classroom?

2 Complete with the verbs in the passive voice.

How a film is made?

A story is created (create) and the script is written (write).

Producers decide how much money it will cost. The actors and actresses are chosen (chose).

The sets are built (build) and costumes are made (make). Then the film

is rehearsed (rehearse) and shot and cuts are made (make) in it. A big party

is held (hold) and the film is promoted (promote). After that, many people

go and watch it at the cinema.

(Produced by the Authors.)

Homework
1 Transform the sentences using allowed to.
a) You can’t go into the house wearing shoes.
You are not allowed to go into the house wearing shoes.

b) Can I stay here or do I have to wait outside?

Am I allowed to stay here or do I have to wait outside?

c) Sorry, but you can’t enter, mister!

Sorry, but you are not allowed to enter, mister!

168 d) He couldn’t travel alone because he was too young.

He was not allowed to travel alone because he was too young.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 168 10/17/18 6:08 PM

 e) Only people who are under 18 can take part in the competition.
Only people who are under 18 are allowed to take part in the competition.

f) We can’t wear jeans inside the church.

We are not allowed to wear jeans inside the church.

2 Active or passive voice? Underline the best answer.

Artificial flowers are manufactured/manufacture in many places today and are very popular because
they aren’t needed/don’t need water, fertilizer or sunlight. Many of them are incredibly beautiful, and
must be touched to be distinguished from natural ones. Artificial trees are brought/bring life into a
boring office and flower arrangements use/are used in homes. Decorators are mixed/mix artificial
flowers with real ones and the arrangements are really beautiful. As the quality of the artificial flowers
get better and better (some have fragrance), the artificial flower industry has become a multi-billion-
dollar business. Many of the individual flowers and foliage are imported/import from Thailand and
China, where hand labour is bought/buys cheaply.

Maxi Challenge

1 (ITA-SP)
Men in cobalt-blue
In reality, a perfume is the liquid essence of herbs, fruit, flowers and certain woods. In dreams, it’s not that
way. In the ebb and flow of the imagination, a perfume always breathes. When creating his recent Polo
Ralph Lauren Blue, stylist Ralph Lauren began with the freedom suggested by the color blue: seaside, cloudless
sky and jeans. From this feeling arose the other elements of the new cologne. In the vocabulary of a perfumist,
there are the warm tones of melon and tangerine, of basil and sage and the soft scents of amber and musk.
The idea is to please an urban man who is taken by adventure, the sea and jeans. It follows the original Polo,
that is now 25 years old.
ICARO August 2003 p.14

Assinale a opção que não está de acordo com o texto. Resposta: D

a) Ao criar seu mais recente perfume, Ralph Lauren inspirou-se na liberdade sugerida pela cor azul.
b) O novo perfume de Ralph Lauren foi criado após 25 anos de existência do Polo original.
c) Um perfume é uma essência líquida de ervas, frutas, flores e certas madeiras.
d) Para Ralph Lauren, o homem urbano, que gosta de aventuras, sempre vai usar um Polo original.
e) O nome do novo perfume de Ralph Lauren é Polo Ralph Lauren Blue.

2 (PUC-Rio) The passive voice is used in “Orkut was quietly launched on January 22, 2004”. Find the
sentence that is also in the passive voice. Resposta: D
a) Communities have never rejected new members.
b) Good ideas took shape at the end of the session.
c) Some communities have been able to control their growth.
169
d) Several social groups could be connected by the internet.
e) Young students are never tired of chatting with friends on e-mail.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 169 10/17/18 6:08 PM

 INSTRUCTION: To answer question 3, consider the passage below [...].
In London, they are also creating a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s plays.
3 (PUC-RS) The correct alternative to demonstrate the passive voice structure for the sentence above is
Resposta: D
a) In London, it will also be created a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s
plays.
b) In London, a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s plays, will also be
created.
c) In London, a 37-screen pop-up cinema is also creating one screen to showcase each of Shakespeare’s plays.
d) In London, a 37-screen pop-up cinema is also being created, one screen to showcase each of Shakespeare’s
plays.
e) In London, one screen to showcase each of Shakespeare’s plays is also been created, a 37-screen pop-up
cinema.

In short

Passive voice

We use the passive voice when we are more interested in the thing or
action than in who made the thing or performed the action. Compare:
These clothes are made in China. X They make these clothes in China.

The negative form: These clothes are not made The interrogative form: Are these clothes
in China. made in China? Yes, they are.

Be allowed to

Be + (not +) allowed + to + verb is used when we want to say that we have (or dont’t have) permission
to do something. Observe:
I am allowed to play video games on Saturday evening. Professor, reler com os alunos a apresentação
I am not allowed to stay out until midnight. I have to be home at ten. em português desta unidade para observar
como foi o desenvolvimento dos objetivos pro-
170 Are you allowed to speak during a test? postos.

In the past tense, use was/were +allowed + to + verb.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u01_159a170.indd 170 10/17/18 6:08 PM

 Cooking, eating UNIT

and reading 2
Objetivos e
Nesta unidade, descobriremos fatos interessantes sobre alguns alimentos e como habilidades da
fazer recomendações. Vamos também falar de problemas de saúde e dar alguns BNCC
conselhos.
Expor opiniões e
Iniciar esta aula organizando os alunos em duplas para explorar as imagens e identifi- pontos de vista em
car os alimentos representados e dizer o que eles acreditam que esses alimentos têm
Eating em comum. Em seguida, realizar a leitura do texto para identificar as frases que são
verdadeiras e as que são falsas.
língua inglesa.
Distinguir fatos de
Most of the food we eat everyday has a history behind it. For example, the opiniões em textos
bread is known as the first manmade food of all times, but, at first, it was flat, like argumentativos.
Empregar
a tortilla.
corretamente a
Look at these pictures of different food and talk to a classmate. Can you name voz passiva no
them? If so, write their names on the lines. Can you say what they have in tempo passado, a
common? expressão be allowed
to (permissão) e
o modal should
Lotus Images/Shutterstock

rossella/Shutterstock

Robyn Mackenzie/Shutterstock

(recomendação).
(EF09LI05)
Identificar recursos
de persuasão [...],
utilizados nos
textos publicitários
e de propaganda,
pineapple cacao/cocoa powder/chocolate potatoes como elementos de
convencimento.
(EF08LI07) Identificar
argumentos principais
Tim UR/Shutterstock

Africa Studio/Shutterstock

Nickola_Che/Shutterstock

e as evidências/
exemplos que os
sustentam.

peanuts vanilla tomatoes

Now, read the text and find out if you were right. Then, decide if the following
statements are T (True) or F (False).
F The hot chocolate was invented by the Aztecs and Mayas.
F Pineapple is part of a Brazilian national dish.
T The Portuguese took the peanut to China.
T Pineapple enzymes are used to make meat more tender.
T Potatoes were grown in Ireland.
171
T In America they used tomato plants to decorate their homes.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 171 10/17/18 6:07 PM

 10 foods America gave to the world
Can you imagine the various cuisines around the
world without these ingredients?
By John Mitzewich

No tomatoes in Italy? No vanilla in France? No potatoes in Ireland? Yes,

the entire culinary landscape of the planet would be completely different if
it wasn’t for these native foods. By the way, for the sake of this list, we are
using the term America in the larger geographical context, to include North,
Pinecones Central, and South America. [...]
The oval fruits that Chocolate – Can you imagine a world without chocolate? It is a scary
grow on pine trees. thought. It’s produced from the seeds of the cacao tree, which is native to
Tenderize
South America. Cacao has been grown for over 3,000 years in Central
To make meat America and Mexico. The Maya and Aztecs cultures both used the cacao
softer by preparing beans, but it was not the sweet treat we think of today. It was fermented
it in a particular
and made into a drink [...]. Our modern chocolate is made from cocoa, [...]
way.
produced from the roasted, and ground, cacao beans. [...]
Starchy Peanut – There is evidence that peanuts were domesticated in South
Containing a large America over 7,00 years ago. [...] Today, China is the world’s largest
amount of starch:
producer of peanuts. It was brought to China by the Portuguese in the
a white substance
found in foods 1600’s and became a very popular addition to many dishes, as anyone who
such as grain, rice, frequents Chinese restaurant knows.
and potatoes.
Pineapple – The word “pineapple” was originally an old European term
Indigenous for what’s now call pinecones. When the explorers discovered this fruit in the
Originally from, American tropics, they called them “pineapples” because they thought they
naturally existing looked very similar. Like papaya, pineapple also contains an enzyme that breaks
in a place.
down protein, which was used by the Native Americans to tenderize meat.
Poisonous Potato – This starchy tuber’s origins are traced back to the prehistoric
Containing poison: mountains of Argentina. It eventually migrated up through all the Americas
a substance that
and was eventually taken back to Europe where it found many homes,
can make you ill or
kill you. Ireland being the most famous. [...] today there are over 5,000 varieties. [...]
Tomato – The exact dates and location of the first tomatoes are still
Pods
debated, but most sources agree it’s indigenous to South America. The
A long narrow seed
container that
Mayans were the first people we know used the tomato to cook with. It
grows on various was spread throughout Europe and the rest of the world via the Spanish
plants. explorers. It took a while for the tomato to be accepted as a food in colonial
America, where many held on to the old belief that the plant was poisonous.
[...] [Tomatoes] were commonly grown as ornamental plants for their bright
fruits and dark green foliage. Can you imagine life without pizza?!
Vanilla – Vanilla, originating in Mexico, is produced from the long, thin
pods of an orchid plant. The name is derived from the Spanish term for “little
pod.” The French fell in love with the vanilla bean and planted it in their
tropical colonies, such as Madagascar, where most of the world’s vanilla
172 beans are now grown. [...]
MITZEWICH, John. 10 foods America gave to the world. Available at www.thespruceeats.com/
foods-america-gave-the-world-102174. Accessed Aug. 1st, 2018.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 172 10/17/18 6:07 PM

 Read the text again and underline all the verbs which are in the passive voice –
in the present or in the past. The first one is done for you.
Observe the sentences you have just underlined and answer this question:
• How do we form the passive voice in the past?
Was/were + verb in the past participle.

Prepositions (by , from, of)

Algumas preposições são usadas na voz passiva. Para indicar quem ou o que
Is that a fact?
realizou uma ação usamos by. Observe:
Peanut was brought to China by the Portuguese. Peanut is a nut.

Hot chocolate was not invented by the Aztecs. True

Para indicar a origem de algo ou do que é feito, usamos from e in.
Our modern chocolate is made from cocoa. X False

This coffee was produced in Brazil.

Para informar de que material é feito um produto e que podemos reconhecê-lo, Apesar de o nome
usamos of. Observe: em inglês ser peanut,
amendoins são na
Jeans are made of denim. realidade um tipo de
legume, da mesma
família da lentilha,
do feijão e da soja.
Let’s practice! Complete these sentences with the prepositions in, of, by, from. Vale ressaltar que
o amendoim é uma
semente comestível
• My dress is made of cotton. que cresce numa
vagem, sob o solo,
como a cenoura, a
• Wine is made from grapes. batata e o rabanete.

• Hamburgers are eaten by a lot of Brazilians.

• My watch isn’t made of gold. It’s made of plastic.

Healing
The process of
• This car was made in Japan. becoming well
again, after being ill.
• Butter is made from milk.
Pestering
Annoying by
Cooking doing something
repeatedly.
Most of the food we eat everyday needs to be prepared: cooked, roasted,
boiled, fried. Do you know how to cook? How do you feel about cooking? Do you
like it? Do you do it frequently? What kinds of food can you cook?
Before medicine was like it is today, most people cured themselves with natural
products and food was part of the healing process as well. Read the following text
and find out some recipes that science today proves that are good for your health.
Basheera Designs/Shutterstock

[...]
Honey for coughs
There’s nothing worse than a pestering cough that keeps you up at night,
173
but luckily there are some old-fashioned natural remedies for coughs that can
help. “Honey may help with a cough caused by irritation,” Dr. McGee says,
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 173 10/17/18 6:07 PM

 Take-out food by lubricating the throat. Studies have actually shown honey to be more
Food bought from effective than cough medicine. [...]
a restaurant but
eaten in another Chicken soup for colds

Basheera Designs/Shutterstock
place. Even in these days of take-out food, there’s nothing like
Nourishing food a bowl of Grandma’s chicken soup when you’re sick [...] The
A food that makes landmark study on chicken soup showed that the nourishing
you healthy and food might have an anti-inflammatory effect [...]
strong; nutritious.
Avoid the cold to fight off colds
Core
[...] A Yale study found that the common cold virus
The center; the
internal part. replicates more effectively in cells of cooler temperatures than
at core body temperature, with the researchers noting it
appears the immune response, not the virus itself, was the cause. In any case, it
can’t hurt to wear a hat like your parents told you!
DONVITO, Tina. 23 old-time home remedies we’ve forgotten—but need to bring back asap. Available at www.
rd.com/health/wellness/old-time-home-remedies/. Accessed Aug. 1st, 2018.

Talk to a classmate. Did you know these home recipes? Have you ever tried
one of them? Does your family have a homemade recipe for a health problem?
What is it for? Share it with your class mates.
Professor, anotar as receitas caseiras que os alunos citarem no
quadro e, caso seja possível, montar um cartaz com essas informa-
Feeling unwell ções, auxiliando os alunos na escrita de um texto coletivo.

Sometimes we get sick. It can be a headache, a sore throat, a cold. It’s

important to see a doctor and to follow his or her instructions to get well soon.
When was the last time you got sick? What did you have? Did you go to the
doctor? How long did it take until you got better?
Comentar com os Martha does not live with her parents. She and her brother, James, have moved
alunos que Martha não
está se sentindo bem to a bigger city, where they go to university. Every weekend, they go home to visit
e que eles devem ouvir their parents. Her mother always prepares some special food for them, which
o áudio e identificar o
que ela tem e o que o they take back home and eat during the week. It’s 6 p.m. and Martha is not feeling
tio recomenda que ela
faça. Acessar o Portal
well. She calls her uncle, who is a doctor.
e tocar o Áudio 1 duas
ou três vezes, para Listen to their conversation and mark the correct options:
que os alunos possam
responder e conferir • Martha has
suas respostas.
a temperature. a toothache. X a headache.

• She last ate

X in the morning. for lunch. five minutes ago.

• In her fridge Martha has

X frozen food. fruit and nothing.
vegetables.
• Her uncle tells her she should
174
rest. X eat. take some
medicine.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 174 10/17/18 6:07 PM

 Match the words with the pictures.

backache – cold – cough – earache – headache – stomachache – toothache – fever And more...
The word ache
(we pronounce

VectorShow/Shutterstock
“eik”) means pain.
We combine it
with the part of
the body that
aches to describe
the problem, like
stomachache,
headache, earache.
We can also say
fever cold cough toothache My stomach/head/
ear hurts or I have
a pain in my knee/

Helga Khorimarko/Shutterstock
chest/foot. But we
say I have a sore
throat.

Professor, orientar
ao alunos a praticar
as palavras para que
aprendam a pronúncia
correta. Atenção para
ache, pois a tônica fica
na primeira palavra, e
cough (pronuncia-se
earache headache backache stomachache
“cóf”).

Digital world
Should
To practice more
Martha’s uncle said: this vocabulary,
You should eat. You should prepare a meal for yourself. access
Usamos should + verb in the infinitive para dar um conselho, fazer uma
sugestão. Observe os exemplos a seguir.
You should eat vegetables and fruit. You shouldn’t eat junk food.

Let’s practice! Match the piece of advice with the problem.

I have a terrible earache. You should stay in bed.

I have a headache. You should drink a lot of water.

Estruturar no
My stomach aches. You shouldn’t swim. quadro um diálogo
modelo, como este:
Doctor: What’s the
I can’t stop coughing. You shouldn’t run. matter? Patient: I
have a…/My… hurts./I
I think I have a cold. You should take an aspirin. have a pain in my…
Doctor: You should….
My knee hurts. You shouldn’t eat heavy food. Se possível, realizar um
exemplo com um aluno
I have a fever. You should take some cough drops. e, posteriormente,
perguntar aos alunos
que outras perguntas o 175
Have a dialogue with a classmate. Imagine you are ill and that your classmate médico poderia fazer ao
paciente e inserir essas
is a doctor. informações.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 175 10/17/18 6:08 PM

 Reading
Reading is a way of learning new things and it is also a good option for
entertainment. You can read on your computer, on your smartphone or a
printed book.
Do you have a favorite book? What is it? Who is the author? What is it about?
Talk to your classmate.
Connections Now, read this review about a trilogy called Divergent. Have you ever heard of
it? Have you read it?
You have probably

Reprodução/Katherine Tegen Books

learned in the The Divergent Trilogy is written by the
discipline of
History about
talented Veronica Roth and is intended for teens,
how Gutenberg age 13 and above. It is set in a dystopian Chicago,
developed the [...] where society is divided into five factions:
mechanical printing
press so it was
Abnegation for the selfless, Candor for the honest,
possible to print Amity for the peaceful, Dauntless for the brave,
books in the 15th and Erudite for the knowledgeable. Everyone,
century.
when they turn 16 must choose a new faction, or
remain in the one they have been raised in.
The enthralling trilogy follows Beatrice Prior
(Tris), a 16 year who has an aptitude for not one,
but three factions. She is special. She is ‘Divergent’.
Dystopian
An imaginary
However, it’s not safe to be Divergent and Tris
place where life is must conceal it, as there are dark forces and people at work who will stop at
extremely difficult nothing to protect the secret that her original faction hides. [...]
and a lot of unfair
or immoral things I loved the unusual concept, that civilization is split into segments of
happen; the different, equally desirable, virtues; a metaphor for the world we live in
opposite of utopia.
today, that everyone is divided based on their personality.
Raised The series is filled with plot twists and unforeseen turns [...] The trilogy
Grow. combines science fiction, dystopia, romance and action for a story that will
Enthralling
stay with you long after you read it. [...]
Extremely I would totally recommend it to anybody, girl or boy. [...] The book titles
interesting. are Divergent, then Insurgent, followed by Allegiant.
THE Guardian. The Divergent Trilogy by Veronica Roth – review. Available at www.theguardian.com/
Twists
childrens-books-site/2014/jan/04/review-divergent-trilogy-veronica-roth. Accessed Aug. 2nd, 2018.
An unexpected
change in a Read it again and identify how the author
situation.
• describes Chicago:
Unforeseen
As a dystopian place.
Not expected.

• defines the Divergent Trilogy:

Enthralling.

176 • designates what kind of story it is:

A combination of science fiction, romance and action.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 176 10/17/18 6:08 PM

 • identifies the readers of the trilogy:
Anybody, boys or girls.

• calls the other books from the trilogy:

Insurgent and Allegiant.

• Which words/expressions does the author use to describe the book?

Enthralling, filled with plot twist and turns, the story will stay with you long after you read it, totally

recommend.

Su�x -able
O sufixo -able transforma nomes e verbos em adjetivos. Os adjetivos com
essa terminação significam capaz de ou adequado para fazer algo. Observe:
believe � believable memory � memorable

Lets practice! Write the adjectives for these nouns and verbs.
• social: sociable

• change: changeable

• comfort: comfortable

• enjoy: enjoyable

• wash: washable

• understand: understandable

Biography
Veronica Roth
Veronica Anne Roth was born in New
York in 1988. Her mother was a painter and
DFree/Shutterstock

she is the youngest of three children. Her

grandparents on her mother’s side were
concentration camp survivors. She wrote
her first book when she was 22, during her
senior year at Northwestern University,
where she took creative writing classes. Her
first two novels (Divergent and Insurgent)
sold over 5 million copies and spent several
weeks on the New York Times best-seller
list. They have also become a young-adult 177
popular culture phenomena.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 177 10/17/18 6:08 PM

 Activities

1 Read this review of a book. Complete the text using the words from the box:

adventure – by – character – enthralling – films – home – made – named – ship – pirate

I’ve just read the classic Treasure Island, by Robert Louis Stevenson. It is a short

adventure story, and it is so enjoyable and enthralling that I read it in one day. It tells the
story of a young man, Jim Hawkins, who finds the treasure map of Captain Flint, a pirate.

Jim goes on a long journey on a ship full of pirates to find the treasure. The treasure

is found after lots of adventures, and Jim returns home . I loved the book because it

is full of adventure . Treasure Island is very famous, and many pirate films have been
made based on it.

My favorite character is Jim, because he is brave and smart. Another famous character is

Long John Silver, the pirate . Long John Silver, with his wooden leg and a parrot

on his shoulder, has been the inspiration for many pirates both in films and
in books.

John Lennon was his great fan and named his first band “Long John & the
Silver Beetles” before shortening it to The Beatles.

If you like adventure and fun, I highly recommend the book.

2 Answer the questions about the text:

a) What’s the name of the book? Who wrote it?
Treasure Island was written by Robert Louis Stevenson.

b) What are the names of two important characters?

Jim and Long John Silver.

c) Why is Long John Silver important?

Because he inspired many pirate characters from books and films.

d) What’s the relation between John Lennon and the book?

John Lennon’s first band was named Long John and his Silver Beetles.

Homework
1 Write the words in the correct order to make sentences.
178 a) Scissors – of – metal – made – are
Scissors are made of metal.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 178 10/17/18 6:08 PM

 b) Arabia – worn – in – Burkas – are – women – by
Burkas are worn by women in Arabia.

c) Kimonos – India – are – worn – not –

Kimonos are not worn in India.

d) written – every day – e-mails – are – Millions – of

Millions of e-mails are written every day.

e) This – made – ingedients – natural – from – is – cake

This cake is made from natural ingredients.

f) spoken – Jordan – Arabic – is – in – Syria – and

Arabic is spoken in Jordan and Syria.

2 Transform the word in parenthesis to use it correctly:

a) Coffee is grown in Colombia. (grow)

b) The children had lots of fun. It was a very enjoyable experience. (enjoy)

c) I need to take some antibiotics. I have a terrible earache . (ear)

d) The story was really funny . Everybody laughed. (fun)

e) The Lord of the Rings trilogy is one of the best. (three)

f) Don’t worry if it gets dirty. The fabric is totally washable . (wash)

Maxi Challenge
(UEG-GO)
Reprodução/Vestibular UEG

Em relação à fala da mulher, observa-se que Resposta: A

a) as orações encontram-se respectivamente na voz passiva negativa e afirmativa.

b) o contrário da afirmação seria: “Yes, you were downloaded. You were born”.
179
c) se refere a uma ação iniciada no passado e que se estende até o presente.
d) se trata de uma resposta à pergunta do garoto: “How are people downloaded?”

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 179 10/17/18 6:08 PM

 In short

Passive voice

We form the passive voice in the past by We can use some prepositions with passive
using was/were + verb in the past participle. voice:
Observe: Egypt was conquered by Rome.
O Guarany was written by José de Alencar. The chair is made of wood.
Were these houses built in the 1970’s? Cheese is made from milk.
He wasn’t elected presidente of the class.

Should

We use should + verb in the infinitive to give a piece of advice. Observe:

If you have a cold, you shouldn’t go out. You should stay at home.

Suffixes

We combine the word The suffix -able transforms nouns

ache with the part of the or verbs into adjectives and it means
body that aches to describe that something can be done, or is full
the problem: headache, of that quality. Observe:
backache, toothache. understand � understandable
drink � drinkable

We can also say My knee/

180 chest/foot hurts. or I have a
pain in my knee/chest/foot. Professor, reler com os alunos a apresentação em português desta unidade
para observar como foi o desenvolvimento dos objetivos propostos.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u02_171a180.indd 180 10/17/18 6:08 PM

 UNIT
Rules!
3
Objetivos e
Nesta unidade, exploraremos sinais e placas informativas, as regras na sociedade e habilidades da
na escola. Vamos aprender a usar modais para proibição e permissão e criaremos uma BNCC
campanha publicitária para uma causa em que acreditamos. Expor opiniões e
Professor, nesta unidade vamos abordar a origem de alguns alimentos, como ler receitas
culinárias e falar sobre cuidados com a saúde. Iniciar a aula organizando os alunos em pontos de vista
duplas para explorar as imagens e identificar os alimentos representados e dizer o que em língua inglesa
Signs eles acreditam que esses alimentos têm em comum. Em seguida, realizar a leitura do oralmente e por
texto para identificar as frases que são verdadeiras e as que são falsas.
escrito.
Signs are important because they tell us things without using many words. Distinguir fatos de
They have to be clear and straightforward, to make sure that their message is opiniões em textos
being passed on, that anyone can understand them. Signs are the language of argumentativos.
the world. Empregar
corretamente a
There are all sorts of signs: some have only drawings or symbols; some have voz passiva no
words; some have both. The main types of signs are: tempo passado e a
expressão be allowed to
• safety or warning signs; • identification signs;
(permissão).
(EF09LI05) Identificar
• prohibition signs; • mandatory signs;
recursos de persuasão
[...], utilizados nos
• direction signs; • emergency signs.
textos publicitários
Can you recognize these signs? Write the name of the kind of sign under them: e de propaganda,
como elementos de
convencimento.
Johanna Phillips Huuva/Shutterstock

Mark Yuill/Shutterstock

Peter Gudella/Shutterstock

(EF08LI07) Identificar
argumentos principais
e as evidências/
exemplos que os
sustentam.
(EF09LI09)
Compartilhar, com os
Prohibition signs Safety or warning signs Emergency signs colegas, a leitura dos
textos escritos pelo
grupo, valorizando os
diferentes pontos de
stockphotofan1/Shutterstock

namtipStudio/Shutterstock

Zynatis/Shutterstock

vista defendidos, com

ética e respeito.
(EF09LI16) Empregar,
de modo inteligível,
os verbos should,
must, have to, may
e might para indicar
recomendação,
Mandatory signs Identification signs Direction signs
necessidade
ou obrigação e 181
What kind of signs are there in your school? With your classmate, think of
probabilidade.
some signs that you can see everyday.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 181 10/17/18 6:07 PM

 Now, look at these signs. Connect them to their real meaning.

KittyVector/Shutterstock You mustn’t use cell phones.

You must pay attention.

You mustn’t wear shoes.

You mustn’t run.

You must stop.

You mustn’t litter.

Complete this definition with must ou mustn’t.

We use must for obligations and we use mustn´t

for prohibitions.

Must/mustn’t
Usamos must + infinitivo para indicar obrigação.
Usamos must + not + infinitivo para proibição.
Na forma interrogativa, basta mover o must para o início da frase. Observe:
You must go there. It’s really important.
You mustn’t go there. It’s dangerous.
Must you go? I wish you could stay a little longer.

Affirmative Negative Interrogative

You must be silent. You mustn’t speak Must you be so loud?

Let’s practice! What do these signs mean? Use these verbs:

be – ride – swim – take

• You musn’t swim here .

• You musn’t ride a bike here .

• You mustn’t make noise./You must be silent/quiet .

182
• You mustn’t take pictures .
KittyVector/Shutterstock

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 182 10/17/18 6:07 PM

 Rules, rules, rules!

Cartoon Resource/Shutterstock
All societies are organized according to multiple rules. For
example, in our society, there are rules about driving: you must
always wear a seatbelt, you must always use turn signals to indicate
you want to turn; you mustn’t text and drive. At school, you have to
follow some rules as well. But, why do you have to obey them?
Read the following text about it.

Why do we have rules?

[...] Can you imagine what it would be like if everyone could simply talk
whenever they wanted during class? What if everyone could simply get up Whenever

and do whatever they wanted to during class? Do you think much learning At any time.

would take place? Instead of an orderly, peaceful learning environment, a Whatever

classroom without rules would be chaotic! Anything;
[...] you might feel like there are too many rules. After all, you have rules everything.
at home. You have rules at school. You have rules in the sports you play and
Absence
the clubs you participate in. Why do we have to have so many rules? In Lack of something
fact, why do there have to be any rules at all? because it does
[...] rules create order out of chaos. Although you might want to be able not exist.

to do whatever you want to do whenever you want to do it, you probably Jail
wouldn’t want the same absence of rules to apply to everyone else. Prison.
To live and function in a society, we must have rules we mostly all agree upon.
Fine
Sometimes these rules are informal rules, like the ones we have at home and in
To pay money for
the classroom. [...] Sometimes important rules are codified and applied to everyone
doing something
in a particular community. These rules are known as laws and breaking them wrong.
can have more serious consequences, such as going to jail or paying a fine.
Unjust
[...] If you really feel like a particular rule is unjust, be proactive and learn
Not fair.
more about the rule. [...] If it seems like there’s no sufficient justification for the
rule, don’t ignore or break the rule. Instead, determine what you can do to try
to change the rule. Working within the rules to change the rules is something And more...
legislators do every day all over the world. When we add
WONDEROPOLIS. Why do we have rules? Available at https://wonderopolis.org/wonder/ the suffix -ever
why-do-we-have-rules. Accessed Aug. 3rd, 2018. to the words
what, where,
Read the text again and complete these sentences with the appropriate word when, who, how,
which, we want
from the box.Professor, organizar os alunos em grupos pequenos e orientá-los a escrever essas regras
em uma folha. Fazer a correção do texto deles e pedir-lhes que escrevam a versão final to say that “it
das regras. Depois, chamar um aluno de cada grupo para escrever uma regra no quadro,
doesn’t matter”
what, when… etc.
break – change – chaotic – ignore – learn – orderly – Observe:
peaceful – proactive – take place Celebrities are
recognized
indicando se foi usado must/mustn’t ou should/shouldn’t. Solicitar à turma que avalie as regras identificando
se são realmente regras a serem seguidas (must) ou se são recomendações (should). wherever they
• If students follow the rules, the class will be peaceful and go. (It doesn’t
matter where
orderly , and learning will take place . If nobody they go, they are 183
recognized.)
follows the rules, the world will be chaotic .
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 183 10/17/18 6:07 PM

 Digital world • If the rule is unjust, you should be proactive . You shouldn’t

What if school rules ignore or break the rule. You should

were applied in life
outside school? learn more about it and try to change it.
In small groups, talk to your classmates about the rules you must obey at
school, at home, on the streets. Choose ten rules and write them down. Use
must or mustn’t for very strong rules. Use should or shouldn’t for rules that you
think are recommendations.
Iniciar a aula pedindo aos alunos que citem algumas regras que existem na escola. Anotá-las no quadro em inglês.
Explorar uma a uma perguntando aos alunos por que cada regra citada existe e como seria se ela não existisse.
Rules in your school
All schools have rules. For example, there are rules about when the classes
start and finish, what clothes you can wear, how grades are calculated. But do you
think the rules are similar to the ones from other schools in the world?
Lilian is interviewing some foreign students: Paul comes from South Africa;
Betty comes from England; Pedro is Brazilian. She is asking them about some
rules in their schools.
Listen to the conversation and complete the following sentences with have/
Connections
has to or don’t/doesn’t have to: Professor, orientar os alunos a ler
You have probably as frases. Em seguida, acessar o
learned in the • All of them have to wear a uniform. Portal e tocar o Áudio 2 duas ou
três vezes, para que eles possam
discipline of History
compreender o que ouviram, ano-
that South Africa • Paul doesn’t have to wear a tie. tar as respostas e conferi-las.
was a British colony,
just like Brazil was a • Pedro is happy to wear a uniform, because he doesn’t have to
Portuguese colony.
wear his other clothes in school.

• Pedro and Paul have to take off their caps.

• Betty has to raise her hand if he wants to ask a question

And more...
Have to
Paul said: “I’d
rather wear jeans
Usamos a expressão have to para indicar obrigação.
and a T-shirt”. A expressão don’t/doesn’t have to indica ausência de obrigação, ou seja, é
The expression is uma escolha. Observe:
formed by would I don’t have to wear sneakers. But I can wear them, if I want to. (ausência
+ rather+ infinitive
(without to) and
de obrigação)
means he prefers I mustn’t/can’t wear sneakers = It’s prohibited. (proibição)
to wear jeans and We have to be polite. = We must be polite. (obrigação)
a T-shirt.

Short
Affirmative Negative Interrogative
answers
Yes, I do./
I have to be polite. I don’t have to wear a tie. Do you have to wear uniforms?
No, I don’t.

What do you have to or don’t have to do in your English class? Write complete
184 sentences. Respostas sugeridas:

• bring my book: I have to bring my book .

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 184 10/17/18 6:07 PM

 • do homework: I have to do my homework .

• memorize poems: I don’t have to memorize poems .

• sing English songs: I don’t have to sing English songs .

• learn grammar rules: I have to learn grammar rules . Professor, escrever no

quadro um modelo de
diálogo que pode ser
• pay attention: I have to pay attention . usado pelos alunos,
como este: A: What’s
Let’s play the game “What’s my job?”. In pairs, think of a profession. Your my job? B: Do you have
classmate has to guess it. Ask as many questions as you need to find out the to...? A: Yes, I do./No,
I don’t. Há orientações
profession. Then change roles. complementares no
Manual do Professor.

Our sign, our poster Os alunos serão

convidados a analisar
Today many publicity campaigns are made to raise people’s consciousness to algumas campanhas
publicitárias e a fazer
be better citizens, even better human beings; others are made to warn people a própria campanha.
against dangers. No primeiro exercício,
incentivá-los a usar as
Have a look at these adds. What are their messages? formas estudadas nesta
unidade (must, can,
should) dependendo
Mosab Bilto/Shutterstock

Atiwat Witthayanurut/
Shutterstock

Atiwat Witthayanurut/Shutterstock

do que eles acreditam

(se a mensagem é
imperativa, devem
usar must; ou se é um
conselho, devem usar
should).
pikolorante/Shutterstock

AleksOrel/Shutterstock

yuda chen/Shutterstock

Destiny VisPro/Shutterstock

Se possível,
studiovin/Shutterstock

petovarga/Shutterstock

providenciar cartolina
ou papel sulfite
branco, bem como
canetas coloridas,
cola, figuras para
recorte, etc. Permitir
que os alunos usem
dicionários impressos
ou on-line para procurar
Now, in small groups, create your poster. Think of the message you want to as palavras de que
convey. Why do you want to convey this message? Think of the pictures you are precisarem. Auxiliar
em casos de dúvida ou
going to use. Think of the punch line you may use. If it is an add presented as a sobre expressões mais 185
adequadas. Por fim,
film, think of the story and write a little storyboard with the plot. Then, make it expor os posters na
and present it to your class. sala ou na escola.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 185 10/17/18 6:07 PM

 Activities

1 Look at these situations. What must/mustn’t they do? Write sentences using the phrases in the box.

welcome them – use the pedestrian crossing – arrive late –

wash it tonight – stop at the traffic lights – make noise

a) Linda’s friends are coming to visit her.

She must welcome them.

b) Leo has classes at 7:30 a.m.

He mustn’t arrive late.

c) Thiago’s hair is dirty after playing soccer.

He must wash it tonight.

d) Mary and her friends are playing video games and it’s 11 p.m.
They mustn’t make noise.

e) The boys want to cross the street.

They must use the pedestrian crossing.

f) Lena’s mother is driving in the city.

She must stop at the traffic lights.

2 What do they have to do? What don’t they have to do? Use these expressions and write sentences
describing the following professions:

write on the board – deal with patients – wear a uniform – travel a lot – sit all day –
write a lot – memorize lines – wear make-up – be patient – use computers –
be informed – talk to people – walk a lot on the streets – deal with money

Example: Models have to wear make-up, but they don’t have to wear a uniform. Sugestões de resposta.

a) Actors have to memorize lines but they don’t have to deal with money .

b) Doctors have to deal with patients but they don’t have to travel a lot .

c) Policemen have to wear a uniform but they don’t have to memorize lines .

d) Journalists have to write a lot but they don’t have to deal with patients .

186 e) Secretaries have to use computers but they don’t have to travel a lot .

f) Teachers have to be patient but they don’t have to sit all day .
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 186 10/17/18 6:07 PM

 Homework
1 Look at these pool rules. Write five sentences using must/mustn’t, have to/don’t have to, can/can’t.
Sugestões de resposta.

gypsy.aiko/Shutterstock
a) You mustn’t/can’t run . d) You have to/must wear proper swimwear .

b) You mustn’t/can’t wear shoes in the pool . e) You mustn’t dive .

c) You can/have to use the restrooms .

2 We want to be good citizens and good neighbors. What must or mustn’t we do?
a) We mustn’t waste water. e) We mustn’t litter.

b) We mustn’t make noise after 10 p.m. f) We must save energy.

c) We must keep our streets clean. g) We mustn’t drive if we’re under 18.

d) We must use the pedestrian crossing. h) We mustn’t throw away good food.
3 Match the sentences:
A. Wherever you go E wherever you go.

B. You can talk to C whenever you want. It’s always open for you.

C. Come to my house A I will follow you.

D. Whatever he says D don’t believe him. He’s a liar!

E. Take this charm with you B whoever you like. We are all friends.

Maxi Challenge

(UEG-GO)
The Internet of Things
The “Internet of Things” (IoT) is becoming an increasingly growing topic of conversation both in the
workplace and outside of it. It’s a concept that not only has the potential to impact how we live but also 187
how we work. But what exactly is the “Internet of Things” and what impact is it going to have on you, if
any? There are a lot of complexities around the “Internet of Things” but we want to stick to the basics. Lots

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 187 10/17/18 6:07 PM

 of technical and policy-related conversations are being had but many people are still just trying to grasp the
foundation of what the heck these conversations are about.
Let’s start with understanding a few things.
Broadband Internet is becoming more widely available, the cost of connecting is decreasing, more devices
are being created with Wi-Fi capabilities and sensors built into them, technology costs are going down, and
smartphone penetration is sky-rocketing. All of these things are creating a “perfect storm” for the IoT.
So What Is The Internet of Things?
Simply put, this is the concept of basically connecting any device with an on and off switch to the
Internet (and/or to each other). This includes everything from cell phones, coffee makers, washing machines,
headphones, lamps, wearable devices and almost anything else you can think of.
So what now?
The new rule for the future is going to be, “Anything that can be connected, will be connected.”
Disponível em: <http://www.forbes.com/sites/jacobmorgan/2014/05/13/simple-explanation-internet-things-that-anyone-can-
understand/#29a0a1cd6828>. Acesso em: 12 set. 2016. (Adaptado).

Analisando-se os aspectos estruturais do texto, verifica-se que Resposta: D

a) a sentença more devices are being created encontra-se na voz passiva. Na voz ativa seria “They create many
more devices”.
b) a sentença technology costs are going down, na forma negativa, seria “technology costs be not going down”.
c) na sentença Let’s start with understanding a few things, o termo “Let’s” é composto pela contração dos
vocábulos “Let” e “is”.
d) na sentença Anything that can be connected, o modal “can” apresenta a ideia de possibilidade de ocorrência.
e) na sentença many people are still just trying, o termo “many” pode ser substituído pelo vocábulo “much”, sem
alteração de sentido.

In short
Professor, reler com os alunos a apresentação em português desta unidade para observar como foi o desenvolvimento dos objetivos propostos.

We use must and have to to express obligation. We use mustn’t

to express prohibition, that something is not allowed. To show
that there is no obligation or necessity, we use don’t have to.
Must X Have to
Observe:

For your safety, you must/have to wear a helmet if you want

to ride a bicycle. You don’t have to take a special licence to ride
a bike.

We add the suffix -ever to the words what, where, when, who,
how, which to say that “it doesn’t matter” what, when etc.
Suffix -ever

Observe:
188 If you pay for a day ticket, you can come and leave whenever you
like, and go wherever you want.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u03_181a188.indd 188 10/17/18 6:07 PM

 UNIT
Possibilities
4
Habilidades da
Nesta unidade, discutiremos os problemas ambientais que poderemos ter no futuro BNCC
e avaliaremos o nosso aprendizado deste ano.
(EF09LI01) Fazer
uso da língua inglesa
para expor pontos de
What the future holds vista, argumentos e
Professor, nesta unidade revisaremos o uso de will para previsões de futuro e introduziremos o uso de may
e might para expressar possibilidade. contra-argumentos,
People must understand that we have not inherited the Earth from our considerando
o contexto e os
ancestors but borrowed it from our children. What kind of future do we want for
recursos linguísticos
our children and grandchildren? Depending on our action today, we can predict voltados para
what our future may be like. a eficácia da
comunicação.
(EF09LI02) Compilar
iurii/Shutterstock

as ideias-chave de
textos por meio de
tomada de notas.
(EF08LI07) Identificar
argumentos principais
e as evidências/
exemplos que os
sustentam.
(EF09LI16) Empregar,
de modo inteligível,
os verbos should,
must, have to, may
e might para indicar
recomendação,
necessidade
ou obrigação e
probabilidade.

Read the following text and write these titles to the corresponding paragraph.

Urbanization Extinction of many species

Industrialization Shrinking habitat

Pollution Shortages of water

189
Massive destruction of forest land

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 189 10/17/18 6:07 PM

 Threat 7 major threats to Biodiversity
The possibility that What is Biodiversity? Bios in Ancient Greek means life. Diversus is Latin
something very
bad will happen. for various, or many. So, biodiversity means diversity of life. Specifically, it
means the numerous different species in existence on our planet. Biodiversity is
Moreover
a positive thing. But, it is under threat. [...]
In addition.

Fuel
1. Extinction of many species : The biodiversity of earth’s surface has
A substance that
now been faced with mass extinction of many species on a global scale.
can be burned to Rising sea levels, warmer temperatures and melting ice caps destroy
produce heat or animals’ habitats. [...] Many of the animal’s species have already been
energy.
lost. Moreover nearly 650 mammals, 210 reptiles and 1 100 birds are
Patches threatened with extinction.
Small areas.
2. Massive destruction of forest land : humans cutting down precious
Thrive forests for agriculture, fuel or to build houses. The eco-system has been
To grow; to highly disturbed as a result of massive destruction of forests. [...]
develop.
3. Industrialization : In many cases the production (usually industrial)
and release of waste acting as pollutants have completely destroyed the
habitat of many species. Excessive release of greenhouse gases and the
resultant global warming and climate are real threats to biodiversity.

4. Shrinking habitat : The habitat areas in most cases have got

shrunk due to many reasons and stand as isolated patches or islands. The
smaller the area of the habitat, the lower would be the number of species.

5. Urbanization : humans building over animals’ habitats.

6. Shortages of water : not enough water for certain species to survive.

7. Pollution : Poisonous gases in the air causing respiratory

problems in many species. Plastics, oil and other water contaminants
making it difficult for fish and sea birds to thrive in our rivers, lakes and
oceans. [...]
IMPORTANT India. 7 major threats to biodiversity. Available at www.importantindia.com/
12453/major-threats-to-biodiversity/. Accessed Aug. 3rd, 2018.

What does the future hold for us? What predictions may we make for the
world your grandchildren are going to live in? Match the predictions for the future
with the correct paragraph.
3 If we recycle, if consumers refuse to buy from companies that pollute
and demand sustainable products, if we consume less, we will spend
less and may even be happier.
1 Animals and plants might not be so varied, because millions of species
may become extinct.
2 The deserted areas may increase. If we start controlling it now, if we
190
only use recycled paper, if we plant and preserve trees where we live,
we may have more green areas.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 190 10/17/18 6:07 PM

 5 On the other hand, traffic may become better with the improvement
of transport systems, and less polluting. Houses will very probably be
“intelligent” and save energy.
7 More recycled products will be available and policies of waste
management might lead us to a world free of pollution.
4 We must stop killing and over-fishing. If we do it, we may have a
healthier habitat in the future.
6 Some European rivers have been cleaned and revived and are much
better than they were in the last century. On the other hand, if we
continue like this, drinking water will be hard to find.

Predictions: will, may, might

Releia estas frases retiradas do texto:
• More recycled products will be available.

• Traffic may become better.

• We might have better water to drink.

Usamos will e won’t para fazer previsões sobre o futuro. Esses modais
podem vir acompanhados dos advérbios certainly, definitely, probably.
May e might são usados para previsões quando não estamos muito certos
sobre a previsão. Expressam mais ou menos 50% de probabilidade.
A negativa é formada com may/might not; a forma interrogativa, com a
inversão. Observe:
Might they come? They might not come.

Let’s practice! Here are other predictions for the future. Complete them with
will, may or might, according to what you think. Sugestões de resposta.

• Space exploration will continue in the future and new worlds

may be discovered. Extra-terrestrials may/might

come to Earth and become friends with us. But this is only a remote

possibility. Humans will/may live in space.

• The population of the world will grow, and fewer people

will die. On the other hand, there may be a

global catastrophe and a lot of people may die.

• Because of global warming, the level of the seas will rise.

The world temperatures will/may reach very high levels. Life 191

won’t/may not be easy.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 191 10/17/18 6:07 PM

 In Brazil
Goiás – Chapada dos Veadeiros
Goiás
Unidade temática:
Estratégias de leitura.
Objeto de conhecimento:
Recursos de argumentação.
dovla982/Shutterstock

Habilidade:
(EF09LI07) Identificar argumentos principais e as evidências/exemplos que os
sustentam.

Goiás’ flag has a

rectangle shape,
Goiás is situated in the center of Brazil. There are many old villages there,
with four green
and four yellow which were build at the time of the bandeirantes, who explored Brazil’s inner
stripes. On the lands in the 16th century to find gold and precious stones. It is a wonderful
upper left there is a state. There you will find the contrast between modern Brasília, the capital
blue rectangle with
of Brazil, and towns like Goiás Velho, home of the poet Cora Coralina.
five white stars
(representing the Chapada dos Veadeiros is a big geographical area in Goiás, well known for its
Southern Cross). amazing fauna, flora and geological formations. There’s a National Park, which has
an area of 65,515 hectares with plenty of great landscapes, gorgeous waterfalls
and lakes and is sought after by many travelers in search of true contact with nature.
The National Park is listed as a World Natural Heritage Site by Unesco, for
being an outstanding preservation area of the cerrado, but it is endangered by
intensive agriculture. To visit the park, you need to hire a local guide, and follow
two demarcated footpaths. The access if free, but the park is closed on Mondays.
Connections
You have probably
learned in the
discipline of
Geography that the
Brazilian cerrado
can be found in the
states of Goiás, Mato
Grosso do Sul, Mato
Grosso, Tocantins
and Minas Gerais.
Ronaldo de Melo Inacio/Shutterstock

192

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 192 10/17/18 6:07 PM

 To get to the park, take a car or bus from Brasília (along Federal Highway BR 020), passing
through the town of Planaltina. Then take State Highway GO-118, through the towns of São Gabriel
and São João da Aliança, until you get to Alto Paraíso. From there, it is about 18 miles/30 km on a
dirt road, which is in very poor condition, to the park entrance at São Jorge. [...]
There are tens of thousands of species here, including large mammals such as the giant
anteater, deer, or the common tapirs, capybaras, and several species of armadillo. You will
probably see many birds such as toucans, owls, emus. As might be expected in the hot grasslands,
there are plenty of reptiles including rattlesnakes, anacondas, as well as the insects and rodents
they feed upon.
The flora are also extremely diverse, with immense flowering purple and yellow ipês, one of
the most typical Brazilian trees, along with cashew trees, bromeliads, and orchids. [...] Many of the
plants here are being studied for their medical properties, long known to the indigenous
populations, and many find their way into herbal remedies sold all over the country.
WAGGONER, John. Brazil: travel adventures. New Jersey: Hunter Publishing Inc., 2008. p. 408-409.

The Vale da Lua

Costa Fernandes/Shutterstock
The Vale da Lua is a rocky valley sculpted by the
current of the Rio São Miguel. For miles on end, the
grey rock was worn away, polished by the pressure
from the water, until it took on bizarre, almost surreal,
shapes, hence its name meaning “Valley of the Moon”.
A 45 min circuit on foot will give you the chance to
observe this natural wonder. There is no need for a
guide here as the site is not part of the national park.
MICHELIN Travel. Vale da Lua. Available at
https://travelguide.michelin.com/central-and-south-america/brazil/
goias/alto-paraiso-de-goias/vale-da-lua. Accessed Aug. 3rd, 2018.

Working together
Talk to a friend about what you read about Chapada
dos Veadeiros and, together, look for more information
about this place on the internet. Then, answer the
following questions.

a) If you go to Chapada, what may you see there?

I may see great vegetation, the cerrado, animals, waterfalls and canyons.

b) How should you go to Chapada?

We should go by car, but you may go by bus as well.

193

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 193 10/17/18 6:07 PM

 Professor, nesta aula revisaremos vários temas estudados durante o ano.
Possibilities Há três áudios, os dois primeiros devem ser tocados no máximo duas vezes
cada; o terceiro, apenas uma vez.

How good is your memory? How much do you remember of what we’ve talked
about in our English lessons throughout the year? We had great discussions.
We have talked about sports, experiences we had in our lives, our everyday life,
traveling, crimes, desires and wishes…
Let’s check your memory. Can you answer this question?
• What do we call the person who makes sure the rules are followed in a
tennis match? Este conteúdo foi visto no início do ano e,
referee coach possivelmente, os alunos não se lembram
mais. Orientá-los a escolher uma das op-
X umpire judge ções. Em seguida, acessar o Portal e tocar o
Áudio 3 no máximo duas vezes para que os
Listen to this audio and see if you were right. alunos possam conferir a resposta.

And more... zheka0210/Shutterstock

Degrees of probability
We can also
express
Usamos as expressões can’t (be), may/might (be), must (be) para mostrar
possibilities possibilidade ou probabilidade.
by using the Usamos can’t (be) quando acreditamos que algo é impossível.
expression “it is Usamos may/might (be) quando acreditamos que algo seja possível, mas
possible that…”.
não temos muita certeza.
Usamos must quando acreditamos que algo é quase certo.
Quando sabemos que algo é definitivamente certo, usamos is/are.

Professor, acessar o Now, listen to part of the dialogue again and complete the sentences with the
Portal e tocar o Áudio 4
no máximo duas vezes.
missing words:
Orientar os alunos a
preencher as lacunas. can’t be
Dependendo do nível George: Well, it a referee. It would be too easy.
de compreensão
auditiva da turma, Ben: It must be judge…
orientar que preencham
194 as lacunas antes e
que confiram suas George: Yes. It might be umpire!
respostas ao ouvir o
áudio. Teacher: Well done! It is umpire.

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 194 10/17/18 6:07 PM

 Activities

1 Look at these notes which were put up in a notice board in a school. Which notice says what? Match
them.

Crédito da imagem/crédito
A B C
C
A
B

E
E

D
F
D F

D You cannot use this at the moment.

A The time of this class has changed.

B Your things will be secured from thieves.

C You have to do this.

E Do this if you want to talk to her.

F You mustn’t do this.

2 Complete these sentences with must be, may be, can’t be or is/are, according to what you think is the
correct or incorrect answer: Sugestões de resposta:
a) Which Brazilian state flag has 13 black and white stripes?
• It is São Paulo. • It may be Pernambuco.
b) What’s the opposite of “polite”?
• It may be unpolite. • It is impolite.
c) Who wrote the song “If I could change the world”.
• It is Eric Clapton. • It can´t be Michael Jackson.
d) What extreme sport do you go down a hill inside a ball?
• It can´t be parkour. • It is zorbing.
e) Who was Utopia written by?
• It may be Nicola Copernicus. • It is Thomas More.
195
f) What do the Brits like to talk about?
• It is about the weather. • It can´t be about baseball.
Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 195 10/17/18 6:07 PM

 g) What verb tense do we use to express something that we did a lot in the past, but don’t do anymore?
• It can´t be would do. • It is used to do.
h) What are jeans made of?
• It may be polyester. • It is cotton.
Professor, orientar os alunos a trocar o material com um colega e
Now, listen to the audio and check your answers. fazer uma peer correction, dialogando sobre as respostas dadas e
procurando chegar a um acordo. Depois que tiverem terminado,
devem destrocar os materiais. Em seguida, acessar o Portal e to-
Homework car o Áudio 5 apenas uma vez. Orientar os alunos a identificar se
responderam corretamente às questões propostas.

1 Look at these pictures. Write suppositions about it, using can’t (be), must (be), may/might (be). If you are
100% sure, use is or are.

a) It is a drawing.

elenabsl/Shutterstock
b) They may be in a park.

c) They can´t be in a classroom.

d) Some may be friends.

e) They can´t be on a beach.

f) One of them may be the teacher.

g) They must all practice physical activities.

a) It is an add.

b) They may be in a park.

Rawpixel.com/Shutterstock

c) They may be actors.

d) They may be friends.

e) They can´t be on a desert.

f) One of them might be the leader.

g) They are in a forest.

2 Now, it’s your turn. Look at this picture and write suppositions about it.
Rawpixel.com/Shutterstock

196

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 196 10/17/18 6:07 PM

 Maxi Challenge
(Ufscar-SP)

Some facts on american teenagers

1. American teens love to shop (especially female teens). On average, they make 15 shopping
trips each fortnight.Typically, teens prefer to shop with friends (rather than their parents). A
remarkable characteristic of such trips is that they buy a specific product a majority of the
time. The product categories most often purchased are clothes (jeans, sneakers), entertainment
(movies, music), food (fast food and groceries) and personal care products. The latter seem to
be the most coveted ones.
2. Teens are very suspicious of things that are aggressively advertised and distrustful of
products from the established “big brands”. One brand though, that has successfully
repositioned itself toward teens is Pepsi Cola’s Mountain Dew, which went from being an
old-fashioned drink several years ago to a very popular soft drink among teens today.
Another trendy style of late is the 70’s look that includes flare pants, dyed T-shirts and
native American accessories.
3. Whether or not teens are brand loyal has been an on-going question. Teens appear,
however, to be brand conscious in competitive product categories (e.g., apparel, soft drinks,
fast foods, etc.). According to some polls, teens’ classifications of the coolest brands can change
dramatically from year to year.
4. Teens are the most receptive age group toward new technologies and have been classified
as “early adopters”. What is new technology to adults can be classified as mainstreams to
teens. This is especially true of computers, the Internet, video games, CD players and other
electronic products.
5. Teens are the heaviest users of the Internet with 89.2 percent having already been online.
According to a recent Newsweek article, “cyber teens” access the Internet for various
purposes. When questioned, 77 percent of all teens would rather look something up on
the Internet than in a book. An additional feature for teens on the Web is it allows them
to escape parental supervision (this is especially true of elder teens) and can hide a teen’s
identity. At present, more male teens use the Internet than female teens (there are less
compelling female oriented websites). On average, teens surf the Internet 5.1 hours per week,
primarily at home, at school and at their friends’ home.
6. Teens are also more ethically diverse than the overall U.S. population. The percent of
Hispanic teens, African-American teens and Asian-American teens are well above the
national average. According to a recent Gallup poll, 56 percent of all teens are thoroughly
displeased with race relations in America.
7. Teens are also likely to be friends with peers of a different ethnic background. A recent USA
Today poll reports that 57 percent of teens today have dated interracially, up from 197
17 percent in 1980.
(Adaptado de www.medialifemagazine.com)

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 197 10/17/18 6:07 PM

 1 Quando fazem compras, os adolescentes americanos
Resposta: D. Lê-se em “Typically, teens prefer to shop with friends (rather than their parents).”
a) estão sempre acompanhados por um parceiro do sexo oposto.
b) procuram estar acompanhados pelos pais.
c) gostam, ao contrário de seus pais, de fazer compras sozinhos.
d) preferem estar acompanhados por amigos.
e) procuram artigos que seus pais não comprariam.
2 A lealdade dos adolescentes americanos com relação às marcas que consomem
Resposta: B. Lê-se em: “According to some polls, teens’ classifications of the coolest brands can change dramatically from year to year.”
a) é algo sempre em aberto, variando conforme o tipo do produto consumido, segundo certas pesquisas.
b) parece, de acordo com algumas pesquisas, variar bastante e anualmente.
c) tem um caráter imutável e dramático, seja qual for a categoria do produto consumido, como mostram as
pesquisas.
d) mantém-se inalterada, de acordo com certas pesquisas, independentemente das variações anuais da moda.
e) tende a ser total com relação a alguns dos produtos consumidos ao longo do ano, como comprovam algumas
pesquisas.
3 A frase do quinto parágrafo ... teens would rather look something up ... equivale a
Resposta: A. A expressão “would rather” equivale a “prefer”.
a) ... teens prefer to look something up...
b) … teens must look something up…
c) … teens dislike to look something up…
d) … teens should look something up…
e) … teens wish to look something up…

In short

We use the expressions can’t (be), may/might (be), must (be) to

Degrees of
express possibility or probability.
probability
We use can’t (be) when we believe that something is impossible.
We use may/might (be) when we believe that something is
possible but we are not sure.
We use must (be) when we are almost 100% sure.
We use is/are when we know it is true.

We use will and won’t to talk about future predictions. These

Future
may come with the adverbs certainly, definitely, probably.
predictions
May and might are used when we are not very certain about
the predictions. They express a probability of about 50%.
We form the negative by using may/might not.
198

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 198 10/17/18 6:07 PM

 Looking back
1 Read the sentences below and underline the Columbus. He was sailed/sailed three ships: The
modal verbs. (10 pts) Santa Maria, the Pinta and the Niña.
a) Cecilia is a good swimmer. She could swim before c) Some passengers of the Titanic were taken/
she could talk. took to another ship and were saved/saved.
b) Can I borrow your book? Other passengers were stayed/stayed on the
c) I’m sorry. You can’t borrow my book. I will need it ship and died.
later.
d) They fell in love. Then Peter had to leave. Letters
d) Should I wear a long or a short dress for the party? were written/wrote, phone calls were made/
e) You shouldn’t eat so many sweets. They’re not made and when they finally were seen/saw each
good for you. other again, they got married.
f) You mustn’t run in the school corridors. It’s e) The brave man was attacked/attacked by a big dog.
against the rules.
f) The hospital money stole/was stolen by its director.
g) I have to get up before 6. If I don’t, I will be late.
h) At school, we must all wear a uniform. 5 Write sentences by putting the words in order.
i) You can use my cell phone to take the pictures. (16 pts)

j) She hasn’t arrived yet. She may be sleeping. a) film – the – produced – by – was – studio –
American – an
2 Which sentence in exercise 1 uses a modal verb
The film was produced by an American studio.
to… (10 pts)
a) E give advice.
b) F say that something is not allowed; it is b) transformed – book – was – into – super
prohibited. production – the – a
c) H say that it is a rule to do something.
The book was transformed into a super production.
d) I give permission.
e) D ask for advice.
f) B ask for permission. c) by – actors – all – chosen – were – carefully –
director – the
g) J say it’s a possibility.
h) A say that someone had an ability in the past. (all) The actors were (all) carefully chosen by the director.

i) C refuse permission (say no).

j) G say that something is an obligation.
d) storm – by – freezing – was – the –
temperatures – followed
3 What form of the verb follows a modal? (2 pts)
The storm was followed by freezing temperatures.
Infinitive without “to”.

4 Underline the best alternative: active or passive

voice? (18 pts) e) cars – Japan – made – in – were – these

a) The film was seen/saw by thousands of people. These cars were made in Japan. 199

b) America was discovered/discovered by

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 199 10/17/18 6:07 PM

 f) many – this – written – story – was – people – by c) My cousins want to be nurses.

This story was written by many people. They have to do a special course.
d) I want to be a doctor.

I’ll have to study a lot.

g) created – by – in – Walt Disney – was – Mickey
Mouse – 1937 e) My friends want to be lawyers.

Mickey Mouse was created by Walt Disney in 1937. have to

They’ll read and write a lot.
7 Underline the best word to complete these
h) Graham Bell – telephone – invented – was – sentences. (10 pts)
by – the a) I’m not sure where Paul is at the moment. He
won’t/may be at home.
The telephone was invented by Graham Bell.
b) I don’t know what the matter is with my friend.
6 What do they have or don’t have to do? Complete I’m afraid she will/might be sick.
the sentences putting the verb in the right form. c) Don’t leave your money lying around. Someone
(10 pts) have to/may steal it.
a) Peter wants to be an actor. d) I have nothing to do tonight. I think I will/may
watch a film.
He doesn´t have to be attractive.
e) Don’t give away your books. You may not/might
b) Mary wants to be a model. want to read them again one day.
She doesn´t have to go to university. f) Who do you think will/have to win the game?

NOW I CAN!
Aproveite este espaço para compartilhar como foi o seu rendimento escolar neste Caderno. Você
gostou dos assuntos trabalhados? Teve dificuldade ou ficou com dúvidas sobre algum assunto?

I can talk about how things are made and how they are produced.

I can talk about health problems.

I can talk and write about books.

I can use the passive voice in the present and past.

I can use the modals for permission, prohibition, necessity, suggestion, advice, possibility
(allowed to/can/should/must/may/might).

I can recognize some words of persuasion.

I can write an argumentation.

200 Points 0-26 27-52 53-78

Língua Inglesa

MAXI_EF2_9_Cad4_Ing_CA_u04_189a201.indd 200 10/17/18 6:07 PM