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Page one hundred and forty

TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at these images and, with a classmate, answer the questions.

1. Quais gêneros musicais vocês conseguem identificar nas imagens?

2. Quais países estão representados?

c. Citem estilos musicais não representados nas imagens.

2. Take a look at the images. Then do the following with a classmate.

I.

II.

III.

IV.

V.

VI.

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a. Usem as palavras a seguir para nomear os instrumentos musicais apresentados nas imagens.

b. Vocês tocam algum instrumento musical ou conhecem alguém que toque? Que instrumento gostariam de aprender a tocar?

3. Discuss the following questions with a classmate.
   1. Quais estilos musicais vocês conhecem?
   2. Na opinião de vocês, por que as pessoas em geral preferem um estilo musical a outros?
   3. Vocês acreditam que as preferências musicais das pessoas são influenciadas pela mídia? Por quê?

4. Now, let’s play a game. Each student writes the name of three of his or her favorite songs on a piece of paper. Then everyone checks which ones are the most popular.

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before readingbifór rídin

1. Discuss the following questions with a classmate.
   1. Do you usually pay attention to the lyrics of the songs you like? Why?
   2. How do the lyrics of a song influence your opinion about it?
   3. In what language(s) lênguadgesare your favorite songs?
   4. Do you usually find it easy to understand the lyrics of the songs you like? What do you do when you can’t understand the lyrics of a song?
   5. In your opinion, are lyrics similar to poems? Why?

2. Read the title of the lyrics in Read to learn and answer the following questions with a classmate.
   1. Do you know this song? Do you like it? If you don’t like this song, do you like its title? Are you attracted to it? Why?
   2. Sometimes it is possible to guess the theme of a text by identifying keywords in its title. What is the keyword in the title of the lyrics?
   3. In lyrics, words may sometimes be used figuratively; that is, they may assume meanings that are different from their literal ones. Which meanings, both literal and figurative, would you associate with the keyword in the title of the lyrics?
   4. Based on the information you already have about the title, do you expect the message of the lyrics to be optimistic or pessimistic? Do you think it contains any social criticism or it is a song about romantic love? Why?

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Read to learnríd tchu lârn

1. Read the lyrics with these objectives in mind:
   • to determine the main idea of the text;
   • to identify characteristics of lyrics.

THREE little birds. Intérpretes: Bob Marley and The Wailers. Compositores: Bob Marley and The Wailers. In: EXODUS. Intérpretes: Bob Marley and The Wailers. [S. l.sem local]: Tuff Gong, 1977. 1 disco vinil, lado Bbê, faixa 4.

Constructing meaningsconstrãquitchion minins

1. Choose the best option about the text.
   1. The song conveys a lot of information about birds in general.
   2. The general tone of the lyrics is one of anger (against social injustices).
   3. The lyrics are about being happy and enjoying the simple things in life.
   4. The message of the lyrics is that rational thinking is the key to solving any problem.

2. Read the text again and choose the correct answer.
   1. The birds mentioned in the lyrics mean
      1. optimism.
      2. imprisonment.
   2. How will everything be alright in the song?
      1. Rising.
      2. Saying.
      3. Singing.

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3. Find the following elements in the text.
   1. Two words that help create an image of daylight.
   2. Two words that refer to music itself and the words used to qualify them.
4. Find the words that rhyme in the following excerpt from the text.

5. Answer the following questions about the text.
   1. Choose the characteristic related to the text.
      1. It was written mainly in formal language.
      2. It contains characteristics of oral language.
   2. What does the apostrophe (’) indicate in these words?

c. How would those words be written in formal language?

Did you know?

Task 2tésqui tchu

Before readingbifór rídin

1. Read the title of the lyrics in Read to learnríd tchu lârn and discuss the following questions with a classmate.
   1. What does this title have in common with the one from Bob Marley’s lyrics in Task 1tesqui uon (Readingrídin)?
   2. Do you think the theme of this song will be similar to the theme of the one written by Bob Marley? Why?

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2. Now take a look at these images from the 1960s and answer the following questions.

I.

II.

III.

IV.

1. Which of the images would you relate to the title “Blackbird”? Why?

b. Based on your answers, what do you predict the theme of the lyrics will be?

Read to learnríd tchu lârn

1. Read the lyrics with these objectives in mind:
   • find two possible ways of interpreting the meaning of the lyrics;
   • to identify characteristics of lyrics.

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BLACKBIRD. Intérpretes: The Beatles. Compositores: John Lennon e Paul McCartney. In: THE Beatles. Intérpretes: The Beatles. [S. l.sem local]: Apple Records, 1968.1 disco vinil, lado B, faixa 3.

Constructing meaningsconstrãquitchion minins

1. Read the text again and choose the correct answer.
   1. What are the lyrics about?
      1. A hurt bird.
      2. A dead bird.
      3. A small bird.
   2. The lyrics can be interpreted as a symbolic reference to which social movement of the 1960s?
      1. The girl power movement.
      2. The black power movement.
      3. The flower power movement.

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2. Answer the following questions about the text.
   1. Look back at your answer to question 2b inín Before readingbifór rídin. Were your predictions correct?
   2. Which other themes do you think could be figuratively related to the lyrics?
      1. Life after death, because the bird can represent a soul trying to find forgiveness.
      2. The horrors of war, because the injured bird can represent the deaths in the war.
      3. Romantic love, because the bird could refer figuratively to a person with a broken heart.
      4. The search for happiness, because the bird must learn to fly and to see, even with its broken wings and sunken eyes, in order to arise and be happy.

3. Choose the best option according to the text.
   1. “The dead of night” means
      1. the people who died during the night.
      2. the darkest and quietest hours of the night.
   2. “To arise” means
      1. to get up, to appear.
      2. to get out, to go away.

4. Answer the following questions.
   1. What must the blackbird do with its broken wings?
   2. What must the blackbird do with its sunken eyes?
   3. When is it time for the bird to arise and be free: now or in the future?

5. Read the lyrics from Tasks 1 and ênd2 (Readingrídin) again and decide if the following statements are T (true) or F (false).
   1. In both lyrics, the image of the bird is related to the idea of freedom.
   2. In the lyrics of “Blackbird”, freedom is defined as not having any problems.
   3. In song lyrics, it is often important to understand figurative language for a better understanding.

Task 3 tésk thri

Before readingbifór rídin

1. Read the title of the lyrics in Read to learn and discuss the following questions with a classmate.
   1. What comes to mind when you read this title?
   2. What do you think the theme of the song is?

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2. Now take a look at these images and discuss the following questions with a classmate.

1. What do the images have in common?

2. What relationship can be established between the images and the title of the lyrics in Read to learnríd tchu lârn?

c. Based only on the title of the lyrics, can you associate one of these images to the theme of the lyrics? Which one? If not, why not?

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Read to learnríd tchu lârn

1. Read the lyrics with these objectives in mind:
   • to identify the theme of the lyrics;
   • to analyze the effect created by the comparisons present in the lyrics.

LOVE is stronger. Intérprete: Ifi Ude. Compositora: Ifi Ude. In: NEW moons vol. volumeIXnove. [S. l.sem local]: Killing Moon, 2018. 1 CDcedê, faixa 15.

Constructing meaningsconstrãquitchion minins

1. Read the text again and do the following.
   1. Which of the images in Before readingbifór rídin best illustrates the theme of the lyrics? Why?
   2. Indicate two verses in the text that helped you answer question 1a.
   3. Considering your previous answers, explain this fragment from the text: “I never thought I would give you my freedom”.

2. Choose the best options according to the text.
   1. Which of these words can be associated with the idea of love in the text?
      1. bigbíg
      2. darkdárk
      3. deep
      4. strong
      5. tiny
      6. wise

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2. In the text, love is compared to
   1. a child.
   2. a flood.
   3. a mountain.
   4. the night.
   5. the sea.

3. These comparisons help
   1. describe the type of love.
   2. intensify the power of her love.

3. Find the following information in the text.
   1. A verse which is not in English.
   2. The meaning of this verse.

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. O que vocês pensam sobre a letra de “Three little birdsthrii lirou bãrdis ”? Vocês consideram que essa canção ajuda a refletir sobre a vida? Justifiquem sua resposta.
   2. Na opinião de vocês, por que na letra de “Blackbirdblékbârd” palavras como “darkdárk”, “blackblék” e “nightnáit” têm sentido positivo? Por que essas palavras podem ter sentido negativo em outros textos?
   3. Vocês acham que o amor materno, conforme a letra de “Love is strongerlóv ís strônguer”, é natural? E o amor paterno? Justifiquem sua resposta.

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Discuss the following questions with a classmate.
   1. When do you usually listen to music?
   2. What kind of music do you like? What kind do you dislike?
   3. What is the name of your favorite song?
   4. How important is music in your life?

2. Read the title of the text in Listen to learnlíssen tchu lârn and discuss the following questions with a classmate.
   1. Who do you think is going to talk about music?
      1. Adults.
      2. Children.
      3. Teenagers.
   2. Which topics, in your opinion, are they going to talk about?
      1. Likes and dislikes.
      2. Favorite band or artist.
      3. How often they listen to music.
      4. The importance of music to them.
   3. What do you expect to hear?
      1. Interviews.
      2. A documentary.
      3. A television show.
      4. Critical comments.

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Listen to learnlíssen tchu lârn

1. Now listen to some critical comments about music with these objectives in mind:
   • to analyze the words used by the kids to express their evaluation of the song;
   • to identify characteristics of critical comments.

KIDS react to Queen. [S. l.sem local], FBE, 6 ago.agosto 2017. 1 vídeo (9minminutos54sSul). Publicado pelo canal React. Disponível em: https://oeds.link/6ltWX3. Acesso em: 8 abr.abril 2022.

Constructing meaningsconstrãquitchion minins

1. Listen to the critical comments carefully and do the following.
   1. Which of these questions are the kids answering?
      1. How do you listen to music?
      2. What does music mean to you?
      3. What kind of music do you like?
      4. What do you think of this song?
   2. Whose song are they listening to?
   3. Did all the kids like what they heard? Justify your answer.
   4. Which of these characteristics can you identify in the text you heard?
      1. Rhymes, that is, words that have the same final sound.
      2. Hesitations, that is, the act of pausing before speaking.

2. Indicate the words the kids used in their critical comments.
   1. amazingãmeizin
   2. awful
   3. boring
   4. cool
   5. nicenís
   6. ridiculous
   7. terrible
   8. upbeat

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. Na opinião de vocês, de que formafórma a música pode influenciar o comportamento de crianças e adolescentes?
   2. Quando vocês falam sobre músicas com seus colegas, o que costumam comentar?
   3. Como vocês lidam com amigos que têm gostos musicais diferentes dos seus?
   4. Vocês consideram importante valorizar a música brasileira? Por quê?

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LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read this verse from “Three little birds” (p.página 142) and mark the correct alternative.

1. In the verse above you can find characteristics of
   1. oral language.
   2. internet language.
   3. journalistic language.

2. Which option is a way of writing the verse in formal language?
   1. Because every little thing gonna be all right.
   2. Because every little thing is going to be all right.
   3. ’Cause every little thing is going to be all alright.

2. Read these excerpts from song lyrics and answer the questions. If you have doubts, see the Eyes on grammaráison grémer section.
   1. Complete the lyrics with the verbs in parenthesis expressing the future in colloquial language.

I CAN see clearly now. Intérprete: Jimmy Cliff. Compositor: J. Nash. In: COOL runnings. Intérprete: Jimmy Cliff. Estados Unidos: Columbia, 1993. 1 CDcedê, faixa 2.

II.

LIVE forever. Intérpretes: Oasis. Compositor: N. Gallagher. In: DEFINITELY maybe. Intérpretes: Oasis. Inglaterra: Creation Records, 1994. 1 CDcedê, faixa 3.

b. How can these sentences be written in formal language?

3. Take a look at this excerpt from the lyrics of the song “Love is stronger” (p. 148) and choose the best option to complete the sentences.

1. The verses express
   1. comparisons.
   2. oppositions.

2. In “stronger than”, “bigger than” and “deeper than”, “-er” indicates
   1. lesslés (–).
   2. moremór (+).

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4. Complete the lyrics excerpts with the comparative form (superiority) of the adjectives in parentheses. If you have doubts, see the Eyes on grammar section.

STRONGER than that. Intérprete: Cliff Richard. Compositor: A. Tarney. In: STRONGER. Intérprete: Cliff Richard. Inglaterra: EMI, 1990. 1 CDcedê, faixa 1.

b.

SUPERMAN. Intérprete: David Ker. Compositor: David Ker. In: FLIP Flops. Intérprete: David Ker. Cidade do Cabo, África do Sul: Dadstep Music, 2018.

c.

DESIRE. Intérprete: Devo. Compositores: J. Hinckley, G. Casale e M. Mothersbaugh. In: OH, no it’s Devo. Intérprete: Devo. Estados Unidos: BMGBeemegê, 1982. 1 disco vinil, lado B, faixa 5.

5. Read the fragments of song lyrics below and observe the underlined words.

TOO much heaven. Intérpretes: Bee Gees. Compositores: B. Gibb, R. Gibb e M. Gibb. In: SPIRITS having flown. Intérpretes: Bee Gees. Inglaterra: RSOérri éssi ô, 1978. 1 disco vinil, lado A, faixa 1.

LOVE love love. Intérpretes: Of Monsters and Men. Compositor: N. B. Hilmarsdottir. In: MY head is an animal. Intérpretes: Of Monsters and Men. Islândia: Record, 2011. 1 CDcedê, faixa 8.

1. In the first excerpt, the underlined words express
   1. equality.
   2. inferiority.
   3. superiority.

2. In the second excerpt, the underlined words express
   1. equality.
   2. inferiority.
   3. superiority.

6. Now talk to a classmate, face to face or using a messaging app, about bands or songs that you know. Compare them. You may use comparatives of superiority, equality, or inferiority.

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SPEAKINGispíquin

Hit the road rit de rroudi

In pairs, you are going to create an oral critical comment comparing and expressing your opinions about two bands or artists. Remember you have already seen examples of critical comments in Listening.

1. Before preparing your critical comment, pay close attention to the following chart.

Faça no caderno as questões de resposta escrita.

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your critical comment.

a. Decidam sobre quais bandas ou artistas vocês vão comentar.

2. Avaliem a música que esses artistas ou bandas fazem levando estas perguntas em consideração:
   1. Vocês gostam ou não da música deles? Por quê?
   2. Como vocês comparariam as duas bandas ou os dois artistas em termos de estilo, ritmo e letras de canções que eles compõem e/ou cantam?

3. Reflitam sobre maneiras de expressar opiniões em inglês. Classifiquem as frases a seguir em dois grupos: L (likesláiques) ou D (dislikes). Em seguida, escolham as que vocês vão usar em seu comentário crítico.
   1. I like it.
   2. I love it.
   3. I hate it.
   4. It’s nice.
   5. It’s cool!
   6. It’s boring.
   7. It’s awesome!
   8. It’s amazing!
   9. I don’t like it.

d. Observem as seguintes expressões, usadas para fazer comparações, e decidam quais vocês vão usar em seu comentário crítico. Se necessário, consultem a seção Eyes on grammaráison grémer.

e. Procurem uma maneira de expressar suas opiniões sem ofender as pessoas que têm opiniões diferentes das suas.

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f. Pensem nas expressões faciais e nos gestos que podem ser usados durante a apresentação do comentário crítico para enfatizar sua mensagem.

g. Apresentem seu comentário crítico para outra dupla e peçam que avaliem o trabalho de vocês e deem sugestões de como melhorá-lo.

Step back istép béqui

1. After getting your classmates’ feedback, check if your critical comment has the following characteristics:
   • indicação explícita das bandas ou dos artistas comentados;
   • opiniões consistentes sobre a música dessas bandas/desses artistas, sustentadas por argumentos coerentes;
   • uso de expressões de opinião e comparação adequadas;
   • linguagem respeitosa;
   • expressões faciais e gestos apropriados.

2. Now listen to your classmates’ critical comments and, in your turn, share yours with them.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (138-139) and do the following.
   1. What do the images show?
   2. How can you relate the images to the discussions held in this unit?
   3. Think about the singers, bands and songs that you listen to in your everyday life. What countries are they from?
   4. What do you know about the music of countries other than the ones you mentioned in 1c? Do you think the music of some countries gets more attention from the media than the music produced in other countries? Justify your answers.

THINK IT OVERthinkirôver

Faça no caderno as questões de resposta escrita.

1. Think about everything you studied in this unit and consider the following questions. Give examples and explain your answers.
   1. O que você considerou fácil de compreender? E o que foi difícil?
   2. O que você aprendeu sobre música?
   3. Sobre o que você refletiu nesta unidade em relação a letras de canção?
   4. Como você se preparou para expressar sua opinião sobre bandas e artistas?
   5. De que maneira você colaborou com o professor e com os colegas?

Page one hundred and fifty-five

EYES ON GRAMMARáison grémer

Read the examples extracted from this unit’s texts, as well as the highlighted words and expressions. Pay close attention to the notes that follow them.

Example 1 egzâmpol uan

(p.página 142)

• Em linguagem coloquial, a formafórma verbal “going togointiu” é usualmente substituída pela contração “gonnagona”.
• A omissão do verbo “to betchu bi” é menos comum, mas pode acontecer em algumas variedades da língua inglesa.

Example 2 egzâmpol tchu

(p.página 148)

• Existem algumas exceções no que diz respeito à formação dos adjetivos com grau comparativo de superioridade, como “good” (“better”) e “bad” (“worse”).