Important Point 2

Transcrição

Important Point 2

Elton da Silva Vargas
Wellington da Silva Rehder
2ªª Edição
2
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d e Ampliada
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S.P.
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Editora
Viena
Edit
Ed
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tor
ora Vie
ena
2009
9
2009
NewFast English Book 3 NewFast English Book 3 NewFast Engli
Book 3 NewFast English Book 3 NewFast English Book 3 NewFa
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Autores:
Elton da Silva Vargas
Wellington da Silva Rehder
Revisão Técnica:
Josiane Aparecida Ferreira Nicolini
Márcia Cristina Giunta Peregini
Projeto gráﬁco e diagramação:
Canal 6 Projetos Editoriais
www.canal6.com.br
Capa:
Agência Z3
www.agenciaz3.com.br
Ilustrações:
Renato Nascimento
www.ilustrando.com.br
Fotos:
Stockxpert
Stock.xchng
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Vargas, Elton da Silva.
New Fast English book 3 / Elton da Silva Vargas,
Wellington da Silva Rehder / ilustrações Renato
Nascimento. - - 2. ed. rev. e ampl. - - Santa Cruz do Rio
Pardo, SP : Editora Viena, 2009.
ISBN 978-85-371-0187-2
1. Inglês - Estudo e ensino I. Rehder, Wellington da
Silva. II. Nascimento, Renato. III. Título.
CDD-420.7
Índice para catálogo sistemático:
1. Inglês : Estudo e ensino 420.7
ISBN: 978-85-371-0187-2
Nenhuma parte desta publicação poderá ser reproduzida ou transmitida,
sejam quais forem os meios empregados: eletrônicos, mecânicos, fotográficos, gravações ou quaisquer outros.
Todos os direitos reservados para EDITORA VIENA
LEI 9.610/98 e atualizações
Copyright© 2009 - Editora Viena Ltda
2ª Edição - Revisada e Ampliada - 08/2009 - SCRPardo / SP
EDITORA VIENA
Av. Dr. Pedro Camarinha, 31 - Centro
Santa Cruz do Rio Pardo - SP
CEP 18.900-000 • Fone (14) 3332-1155
Home-Page: www.editoraviena.com.br
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Table of contents
UNIT 1 – SPECIAL CELEBRATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
IMPORTANT POINT 1 – MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
IMPORTANT POINT 2 – MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
UNIT 2 – THE ZODIAC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
IMPORTANT POINT 1 – ADJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
UNIT 3 – THE TOURIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
IMPORTANT POINT 1 – QUANTIFIERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
IMPORTANT POINT 2 – IN A RESTAURANT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
UNIT 4 – HOLMES, SWEET HOLMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
IMPORTANT POINT 1 – USED TO – WOULD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
EXTRA CURRICULAR ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
3
three
UNIT 5 – ELEMENTARY, MY DEAR DOYLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
IMPORTANT POINT 1 – PAST PERFECT TENSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
EXTRA READING AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
UNIT 6 – THUNDERSTORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
IMPORTANT POINT 1 – THE PASSIVE VOICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
IMPORTANT POINT 2 – AGENT ( BY + PRONOUN) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
UNIT 7 – MAN THE AGGRESSOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
IMPORTANT POINT 1 – THE PASSIVE WITH TWO OBJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
IMPORTANT POINT 2 – ADVERBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
UNIT 8 – COUNTRIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
EXTRA READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
four
4
UNIT 9 – POINT OF VIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
IMPORTANT POINT 1 – DIFFERENT USES OF GERUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
IMPORTANT POINT 2 – VERBS FOLLOWED BY GERUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
IMPORTANT POINT 3 – COMPOUND NOUNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
UNIT 10 – THE FOOD YOU EAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
IMPORTANT POINT 1 – SAY AND TELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
IMPORTANT POINT 2 – TALK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
UNIT 11 – INVENTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
IMPORTANT POINT 1 – FUTURE PERFECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
UNIT 12 – ROCK’ N ROLL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
IMPORTANT POINT 1 – RELATIVE CLAUSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
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five
UNIT 13 – RECYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
IMPORTANT POINT 1 – CONDITIONAL TENSE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
IMPORTANT POINT 2 – CONDITIONAL TENSE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
UNIT 14 – WORKING CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
IMPORTANT POINT 1 – CONDITIONAL TENSE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
UNIT 15 – NIGHTLIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
IMPORTANT POINT 1 – NEITHER / NOR – EITHER / OR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
IMPORTANT POINT 2 – SHORT RESPONSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
UNIT 16 – THE REAL STORY OF KENSHIN OSHIMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
WRITTEN ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
IMPORTANT POINT 1 – BUSINESS PERSONALITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
six
6
Special
celebrations
UNIT
1
Special
celebrations
7
seven
Reading activity
Introduction
UNIT
1
Special celebrations
Special
celebrations
Valentine’s Day
February 14th
Legend has it that on third century a
priest named Valentine used to perform
marriage ceremonies despite the prohibition
by a roman emperor named Claudius II who
was convinced that single men made better
soldiers for his army.
After being thrown in jail, Valentine established a relationship with his jailor’s
daughter (it is said that he cured her blindness), and he signed his last message to her
“from your Valentine’s”, a phrase which still gets a lot of mileage.
Valentine was executed on February 14th.
Nowadays, Valentine’s Day is celebrated with gifts, candies, chocolate, dinner, a
night out, flowers and jewelry.
St Patrick’s Day March 17th
St. Patrick, the patron saint of Ireland. He was born in Wales about
AD 385. His given name was Maewyn, and he almost did not get to
be Bishop of Ireland because lacked the required scholarship.
Much Irish folklore surrounds St. Patrick’s Day. Actually not
much of it is proved. It is believed that Patrick raised people from
dead. It is also said that he has given a sermon from a top of a hill
that drove all the snakes from Ireland.
One tradition icon of the day is the shamrock and the stems
from a more bona fide Irish tale that tells how Patrick used the 3
leafed shamrock to explain the trinity. Patrick used it in his sermons
to represent how the Father, the Son, and the Holy Spirit could
all exist as
separate elements of the same entity. His
followers
adopted the custom of wearing a
shamrock on his feast day.
eight
8
Questions
1. Answer orally to the questions below.
UNIT
a. When
h is Valentine’s Day celebrated and why it has such a name?
1
b. Why did Emperor Claudius put Valentine in jail?
c. Nowadays, how is Valentine’s Day celebrated all over the world?
d. Who is St. Patrick?
Special
celebrations
e. Why didn’t he almost get to be Bishop of Ireland?
f. What is believed about Patrick?
g. What is the tradition icon of St. Patrick’s Day?
h. According to Patrick, what did the shamrock represent?
Holidays
American Holidays is an introductory survey of the historical
and social background of American
people.
People in every culture
celebrate holidays.
Although the
word “holiday”
literally means
“holy day”, most
American holidays are not
religious, but commemorative in nature and
origin. Therefore, the nation is blessed with
rich ethnic heritage. It is possible to trace
some of the American holidays to diverse
cultural sources and traditions, but all
holidays have taken on a distinctively
American flavor. In the United States,
the word “holiday” is synonymous with
celebration.
9
nine
Exercises
1. Interview your classmates and find someone who:
UNIT
 thinks that giving presents and chocolate can be fun.
1
 believes that Valentine’s Day is just a date related to business.
 believes that Valentine’s Day might have become an important date.
Special
celebrations
 thinks the St. Patrick should be a Saint.
 believes that a four leaf shamrock is a symbol of luck.
2. Now, after ordering your ideas, tell your teacher and
classmates about your partner’s opinion.
Important Point 1
Modals
SHOULD
OUGHT TO
MAY
MIGHT
Valentine’s Day should be a special celebration.
It ought to be a special celebration.
It may rain later. The sky is cloudy.
Valentine’s Day might have become an important date.
Should
It means an advice or a suggestion. It also means a strong probability.
Ought to
It means an advice or a suggestion. It also means a strong probability.
May / Might
It means a real possibility or a condition. It also means permission.
ten
10
Exercises
1.Use the correct modal to express the ideas of the
sentences below.
UNIT
1
should • ought to • may • might
a. It
have rained. The street is wet.
b. You
Special
celebrations
stop smoking. It is not a
healthful habit.
c. You
visit your grandparents more
often. They are nice people.
d. I
go out tonight. I’ve finished all
my duties at home.
e. He
go to the dentist. He’s gotten
a toothache.
f. You look terrible! You
see a
doctor.
11
eleven
Important Point 2
UNIT
1
Special
celebrations
SHOULD
Valentine’s Day should be a special celebration.
CAN – COULD
Natural or learned capacity, permission or ability.
Sometimes it means an offer.
MUST – HAD TO
Obligation or necessity.
MUSTN’T
Prohibition
Exercises
1. Complete the exercises below using one of the
possible modals.
can • could • must • had to • mustn’t
a. Mary
get her driver’s license. She is already 18.
b. People
throw
garbage on the ground. It causes harm
to the environment.
c. Actually, I
study more
because my grade was not that good.
d.
you take the kids
to school for me? I have no time.
e. You
take your
studies seriously. It will be good for you
somehow.
f. Paul, you
It is a one way street.
twelve
12
turn left.
Modal verbs are auxiliaries verbs used to express a speaker’s attitude
related to possibility, probability, and capacity.
There are ten modal verbs and three semi-modals.
UNIT
Modals
can
can not
can’t
could
could not
couldn’t
may
may not
mayn’t
might
might not
mightn’t
will
will not
won’t
would
would not
wouldn’t
shall
shall not
shan’t
should
should not
shouldn’t
must
must not
mustn’t
ought to
ought not to
oughtn’t to
need
need not
needn’t
dare
dare not
daren’t
used to
used not to
usedn’t to
1
Special
celebrations
Semi–modals
Oral Activity
1.What do you think people should
or should not do during special
celebrations or holidays?
2.What do you usually do to celebrate a
special occasion?
13
thirteen
Listening and
Comprehension
UNIT
Write down what you listen to.
1
1.
Special
celebrations
2.
3.
4.
5.
English to English
Army
Bona
Bishop
Blindness
Emperor
Fide
Heritage
Legend
Marriage
Mileage
Patron
Priest
Scholarship
Sermon
Shamrock
Stem
fourteen
14
Verb Forms
lack
perform
surround
throw
UNIT
1
Special
celebrations
Notes
15
fifteen
Notes
UNIT
1
Special
celebrations
sixteen
16
The Zodiac
UNIT
2
The Zodiac
17
seventeen
Reading activity
UNIT
Introduction
2
Cultural fact
The Zodiac
Easter - The name Easter comes to us from Ostera or Eostre, the Anglo-Saxon goddess of
spring, from whom a spring festival was held annually, from pagan festival that some of
our Easter customs have come. Eostre is associated with the egg and with the hare both
symbols of procreation. They have been enduringly incorporated by church in the form
of Easter eggs and the Easter bunny that brings them.
Easter marks the resurrection of Jesus three days after his crucifixion.
Questions
1. In your opinion, is Easter an important date?
2. How do you and your family celebrate Easter?
3. Are there any traditions surrounding Easter in your home?
April Fool’s Day - It is the first day of April, named for
the custom of playing jokes on that date. Its origin is
unknown. It resembles the Hizaria Festival of ancient
Rome and the Holy Festival of India ending March 31.
The custom of playing April Fool’s jokes was taken to
America by the British.
4. Do you play jokes on April
Fool’s Day?
5. What was the funniest joke you have
seen or played?
eighteen
18
The zodiac
Discussion
UNIT
2
Do you believe in astrology?
What is your zodiac sign?
How often do you read your horoscope?
What do people say about your zodiac sign characteristics?
The Zodiac
Sun Signs
Capricorn
Sagittarius
12/22 • 1/19
11/22 • 12/21
Scorpio
Aquarius
10/23 • 11/21
1/20 • 2/18
Pisces
Libra
2/19 • 3/20
9/23 • 10/22
Aries
Virgo
3/21 • 4/19
8/23 • 9/22
Leo
Taurus
7/23 • 8/22
4/20 • 5/20
Gemini
Cancer
5/21 • 6/21
6/22 • 7/22
19
nineteen
Main characteristics of…
♐
tolerant, sincere, cheerful, careless, noisy.
♑
reliable, careful, patient, inflexible, pessimistic.
♒
Aquarius
friendly, progressive, idealistic, odd, rebellious.
Sagittarius
UNIT
Capricorn
2
The Zodiac
♓
emotional, sensitive, gentle, vague, not practical.
♈
Aries
energetic, brave, selfish, impatient.
Pisces
♉
Taurus
patient, practical, stubborn, lazy, fond of money.
♊
clever, amusing, good at languages, superficial, restless.
♋
sensitive, cautious, home-loving, moody, too emotional.
♌
Leo
generous, good at organizing, snobbish, vain, fond of power.
♍
quiet, tidy, independent, fussy, too critical.
♎
Libra
charming, peace-loving, superficial, easily influenced.
♏
passionate, determined, clever, jealous, and stubborn.
Gemini
Cancer
Virgo
Scorpio
Signs of the Zodiac
twenty
20
Constellation
English Name
Symbol
Dates
Aries
The Ram
♈
Mar. 21–Apr. 19
Taurus
The Bull
♉
Apr. 20–May 20
Gemini
The Twins
♊
May 21–June 21
Cancer
The Crab
♋
June 22–July 22
Leo
The Lion
♌
July 23–Aug. 22
Virgo
The Virgin
♍
Aug. 23–Sept. 22
Libra
The Balance
♎
Sept. 23–Oct. 23
Scorpio
The Scorpion
♏
Oct. 24–Nov. 21
Sagittarius
The Archer
♐
Nov. 22–Dec. 21
Capricorn
The Goat
♑
Dec. 22–Jan. 19
Aquarius
The Water Bearer
♒
Jan. 20–Feb. 18
Pisces
The Fish
♓
Feb. 19–Mar. 20
UNIT
2
The Zodiac
Questions
1. Do you agree with the descriptions given? Why?
2. Do you know anybody who matches perfectly with the
characteristics of his/her astrological sign? Who?
3. Do you know your classmates? What characteristics would fit
them better?
Important Point 1
Adjectives that Describe People
1. Write the definitions of each adjective.
a. Tolerant
b. Charming
21
twenty one
c. Sincere
d. Energetic
e. Quiet
UNIT
f. Superficial
2
g. Passionate
h. Emotional
The Zodiac
i. Sensitive
j. Practical
k. Odd
l. Careful
Exercises
1. Write here some of your characteristics.
2. Now, write here what you think about one of your
classmates.
3. Now ask the classmate you have chosen about his or
her characteristics and check your previous answer.
twenty two
22
Curiosity
Chinese Horoscope
UNIT
Traditional Chinese astrology is different from the 12 signs of the zodiac.
It is based on the year of birth. The signs are named after animals. The Rat is aggressive,
the Ox is hard-working, the Tiger is smiling, the Rabbit is cautious, the Dragon is showy,
the Snake is wise, the Horse is gifted, the Goat is gentle, the Monkey is merry, the Rooster
is proud, the Dog is faithful and the Pig is honest.
2
The Zodiac
RA You are imaginative, charming, and truly generous to the
RAT:
person
you love. You have a tendency to be quick-tempered and
pe
e
critical.
You are inclined to be somewhat of an opportunist. Born
cri
i
under this sign, you should be happy in sales or as a writer, critic,
un
or publicist.
BUFFALO: Born leader! You inspire confidence from all around
nd
you. You are conservative, methodical and good using
g
your hands. Guard against being enthusiastic and alwayss
demanding your own way. The Buffalo would be successful ass
a skilled surgeon, general, or hairdresser.
T
TIGER:
You are sensitive, emotional, and capable of
great
love. You have a tendency to get carried away and
g
be stubborn about what you think is right. Frequently
b
seen as a “Hothead” or rebel. Your sign shows you
would
be excellent as a boss, explorer, race car-driver,
w
or
o matador.
RABBIT: You are the kind of person, that people like to be around;
round;
affectionate willing to help other people, always pleasant. You
have a tendency, to get too sentimental and seem superficial.. Be
cautious and conservative! You are successful in business, but
ut
would also make, a good lawyer, diplomat, or actor.
DRA
DRAGON:
Full of vitality and enthusiasm! Th
The
Dragon is a popular individual even with the reputation of taking
foolish risks and a “big mouth” at times. You are intelligent, gifted,
and a perfectionist but these qualities make you unduly demanding
on others. You would be well-suited to be an artist, priest, or politician.
SNAKE: Rich in wisdom and charm, you are romantic
SN
mantic
and deep thinking
and your intuition guides you strongly. Avoid
th
void
procrastination
procrastinatio and your stingy attitude towards money. Keep
ep
your sense of humor about life. The Snake would be most contentt
as a teacher, philosopher, writer, psychiatrist, and fortune teller.
23
twenty three
HORSE: Your capacity for hard work is amazing. Your are your own
wn
person! Very independent. While intelligent and friendly, you
have a strong mark of selfishness and sharp cunning and should
guard against being egotistical. Your sign suggests success as an
adventurer, scientist, poe
poet, or politician.
UNIT
G
GOAT:
Except for always getting off on the
wrong
foot with people, the Goat can be a
w
charming company. Your are elegant and artistic but
ch
the ffirst to complain about things. You would be best as an
actor, gardener, or beachcomber.
acto
2
The Zodiac
MONKEY: You are an intelligent and a
very clever wit. Because of your extraordinary nature
and magnetic personality, you are always well-liked. The
Monkey, however, must guard against being an opportunist
and distrustful of other people.
DOG: The Dog will never let you down. You are honest, and
DO
faithful
to those you love. You are a constant worried person, a
fait
sharp tongue, and a tendency to be a faultfinder, however. You
shar
would
woul make an excellent executive, activist, teacher, or secret agent.
PIG: You
are a fantastic companion, an intellectual with a
very strong need to set difficult goals and carry them out. You
u
are sincere, tolerant, and honest but by expecting the same
from others, you are incredibly naive. Your quest for material
goods could be your downfall. The Pig would be best in the arts
ts
as an entertainer, or possibly a lawyer.
Listening and
Comprehension
1.
2.
3.
4.
5.
twenty four
24
English to English
Aggressive
UNIT
Amusing
2
Cheerful
Cynical
The Zodiac
Eloquent
Fond
Fussy
Gifted
Jealous
Moody
Navy
Odd
Pedantic
Rebellious
Snobbish
Stubborn
Vain
Verb Forms
entertain
is / are held
incorporate
play joke
demand
guide
25
twenty five
Notes
UNIT
2
The Zodiac
twenty six
26
The tourist
UNIT
3
The tourist
27
twenty seven
Reading activity
Introduction
UNIT
3
Cultural activity
Mother’s Day - May
The tourist
Do you think Mother’s Day is too commercial?
A woman called “The Mother’s Day”, Anna Jarvis was the person
n
who did the most to make Mother’s Day a national holiday. She
thought that it was a poor excuse just writing a card and she
ended up spending all her inheritance campaigning against
the holiday that she helped to popularize. However, it was
in 1907 in Grafton, Virginia (the birthplace of Mother’s Day),
when she held a memorial for her mother in her church. The service
the fform off
i ttookk th
an appreciation of her mother and those of all the attendees. The idea spread.
Questions
1. How do you and your family celebrate Mother’s Day?
2. What does your Mother like to do during this celebration?
3. Mothers normally wish something special for this date. What
is your mother’s desire for this day?
Father’s Day - June
Fa
In the USA, Father’s Day was first celebrated in 1910 in
Spokane,
WA, through efforts of Sonora Dodd and YMCA.
Sp
It is celebrated on the third Sunday in June. It became
a legal holiday in 1972. Previously, it was originally a
religious
holiday just like Mother’s Day. Nowadays, both
re
holidays
– Mother’s Day and Father’s Day have been
h
commercialized
with the sending of greeting cards and
c
giving
gifts.
g
twenty eight
28
Questions
1. How do you and your family celebrate Father’s day?
UNIT
2. What are your Father’s wishes for this celebration?
3. What was the most special present you have given your
parents during Mother’s and Father’s Days?
3
The tourist
The tourist
Discussion
 How often do you go to restaurants?
 Have you ever been involved in an embarrassing situation in a
restaurant? Tell your classmates about it if your answer is positive.
 Have you ever spoken to a non-Brazilian? What was it about?
Listen to the passage below
American tourist
A
An American tourist had a little money with him(just a few dollars),
as he knew that there were a lot of thieves in that area, he walked for
some minutes and then entered a little restaurant near his hotel. There
were a lot of people in the restaurant, and there weren’t many tables, but
he finally found a free table near the kitchen..
He looked at the menu. There were many
y dishes with
complicated names, but the tourist had little
e trouble in
finding the name of that famous Brazilian
n dish:
“feijoada”. He didn’t eat much(there was too much
salt in the beans) and after finishing dinner
er he
decided to “practice” his Portuguese. He took
ook a
small dictionary out of his pocket and looked
oked
up the word “how”. Naturally, he found “como”.
mo”.
Next, he looked up “much” and he found “muito”.
to”.
Como
muito?
“I can’t understand why so many Americans
ans
find Portuguese so “difficult”, he thought to
himself. The waiter was near him, so the
tourist touched him in the arm and asked
with a smile: “Como muito?”
29
twenty nine
Questions
1. What did the man really want to know?
UNIT
2. Why didn’t he eat too much feijoada?
3
3. Can you think about other confusing words?
The tourist
Important Point 1
Quantifiers
thirty
30
Much
Used with uncountable nouns. (Singular form)
Example: He didn’t have much money.
Many
Used with countable nouns. (Plural form)
Example: There were many thieves.
Few
Used as “not many” with plural nouns.
Example: Few tourists go to Acre.
(A)
Few
Used as “some” with countable nouns.
Example: Sandra has a few friends = Sandra has some friends.
Little
Used as “not big” before nouns. (adjective)
Example: It was a little restaurant.
Used as “not much” before uncountable nouns.
Example: I have little time. He had little money with him.
(A)
Little
Used as “some” with uncountable nouns.
Example: He drank a little bit of wine = He drank some wine.
Exercises
1. Fill in the blanks with much or many.
a. I don’t like
UNIT
salt in my food.
b. Jason doesn’t have
3
time now. He must go home
immediately.
c. My friend doesn’t have
money. She has just enough
The tourist
to take the bus.
d. I brought
sandwiches for the picnic.
e. My parents took
dollars with them to travel to
Europe.
f. We didn’t have
rain last month.
g. Are there
mistakes in my composition?
h. Hurry up! There are
things to be done but we don’t
have
time.
i. Do you know
people?
j.
has been done to improve quality of the
newspapers.
2. Fill in the blanks with little, a little, few or a few.
a. His plan was too complicated.
people understood it.
b. They visited
museums, because in fact they had
interest in art.
c. You look tired. I think you need
d. There is
rest.
food in the refrigerator. It’s almost empty.
e. He is a man of
words. He speaks
f. There isn’t
work to do there. It is boring.
g. I still have
things to do. I’ll call you later.
h.
There are always
customers go to the supermarket.
parking places at the door.
i. I would like to ask my teacher
j. The teacher gave us
.
questions.
time to finish the test.
31
thirty one
In a fast food restaurant
WAITRESS: May I get the order?
UNIT
CUSTOMER: Yes, please a double hamburger.
mburger.
3
WAITRESS: Would you like to drink
something?
CUSTOMER: A small diet coke.
The tourist
WAITRESS: Anything else?
CUSTOMER: Let me see… a vanilla ice
ce
cream, please.
WAITRESS: That will be 5 dollars.
CUSTOMER: Here you are, 10 dollars..
WAITRESS: And here is your
change, thanks.
CUSTOMER: Thank you.
Important Point 2
In a restaurant
Waiter / Waitress
 May I have the menu, please?
 Can I see the wine list, please?
 Have you got a set menu?
 Would you like to order drinks
first?
 May I get your order?
 What do you recommend?
 What would you like to have?
 Can I recommend some
typical local dishes?
 What would you like to drink?
thirty two
32
 I would like to have…
 Can I have the bill, please?
 Is the service included?
 How much is…
 Here is your change.
Side dishes
 Could
ld I have... without the...?
 With a side order of…
 Could I have salad instead of…
UNIT
3
The tourist
Vegetables
Salad
Potatoes
Rice
Meat
Sauces
Bread
Butter
Lemon
Mustard
Pepper
Salt
Seasoning
Sugar
French dressing
33
thirty three
Soft Viena Café
Complete the menu and give suggestions to improve our service.
UNIT
3
The tourist
Soda(Coke, Sprite, Pepsi) ..... $ 1,25
Beer ........................................ $ 2,50
Water ..................................... $ 1,00
Cappuccino............................ $ 2,00
Expresso ................................ $ 1,50
Tea.......................................... $ 1,00
Hamburger ........................... $
Cheeseburger........................ $
French Fries ........................... $
Cakes...................................... $
Pie .......................................... $
Group work
Prepare a Menu for a restaurant. Give a name to your
restaurant. Choose food and drinks. Pretend that one of the
groups is the customer and the other one the server. Pretend
you are serving your classmate.
thirty four
34
Listening and
Comprehension
UNIT
3
1.
2.
The tourist
3.
4.
5.
English to English
Attendees
Birthplace
Campaign
Dessert
Inheritance
Sauce
Seasoning
Service
Side dish
Waiter/waitress
Verb Forms
appreciate
attend
campaign
commercialize
spread
35
thirty five
Notes
UNIT
3
The tourist
thirty six
36
Holmes,
sweet Holmes
UNIT
4
Holmes,
sweet Holmes
37
thirty seven

Important Point 2

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